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Sunday, 31 January 2021

Automatic dot file for scanning unit test marks online.

The unit test marks a useful online dot dot file.


IMPORTANT LINKS

DOWNLOAD EXCEL.

DOWNLOAD PDF.

DOWNLOAD FONT.

Automatic dot file for scanning unit test marks online.

Write the student's question wise marks in the Marks Entry sheet and it will become an automatic dot file in the second Print sheet.

One page will have details of 20 students back and forth.
Marcus can be made online by easily scanning its print out.

One by one the books of the test will be taken out, the hassle of turning and scanning will be relieved and the entry of marks will be done quickly.

Notification

To install the above font in your computer.

Fill in the details in the yellow colored cell in the Marks Entry sheet.

No viral message with a demand to take action against teachers who tamper with the future of children.
In the Corona era in the state, some teachers are tampering with the future of their children in the name of online earning. The education department should turn a blind eye to such teachers and take strict action against them. Great efforts are being made by the education department to enable children to study at home. A unit test is conducted every month to see how much the children have learned in a month. Shikhi writes in the booklet himself and seeks the help of a teacher or guardian to avoid it. But some teachers have started YouTube channels for the purpose of earning money online and have made videos of Shikhi Na at home with all the answers and tried to mess with the future of the children. After watching such videos, they write answers while sitting. Such a YouTuber is taking a unit test every month to see how much the children have learned during the month. Due to which most of the children watch this video and write the answers. Even the children who can read only a little or don't know at all will get the full marks. Also some youtube channels The running teachers have also put the paper solution 1 week ago. If you want to use YouTube properly, you have to put a video of the unit teaching and help the children. But here, some teachers are working to break the creative power in the children. The education department should look at the YouTube channels of the teachers who have come up with such a one-size-fits-all solution and identify them. An example should be set against them so that no one commits such an act in the future.

Forward this message as much as possible so that such persons are severely punished ..

Automatic dot file for scanning unit test marks online.
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Electric Two-Wheeler Scheme 2020 Get

Electric Two-Wheeler Scheme 2020 Get

Government has introduce new Scheme for students of 9 to 12 and College. This Scheme is "Electric Two Wheeler Scheme 2020" As Per this Scheme Students Get 12,000 rs To buy Electric Two Wheeler. On  you get all information about this government scheme like how to apply, what is eligible criteria, application form, agency List and all other important information.

Electric Two Wheeler Scheme 2020-21

The state government  announced one more important scheme. CM Vijay Rupani has announced an aid scheme to encourage the use of battery-powered two-wheelers and three-wheelers in the cities and towns of the state to curb air pollution. Under this  scheme, the government will provide Rs 12,000 to students to buy battery-powered two-wheeler.

Rs. 48000 To purchase E-rickshaw

The state government will also provide Rs 48,000 for the purchase of battery-powered e-rickshaws. Rs 50 lakh has also been implemented in the state to set up infrastructure facilities for charging battery-powered vehicles.


This Is one Of the Best Government Scheme For Students. You can Download Electric Two Wheeler Scheme 2020 Form from here. Also provide Official website link and Agency List For you. So check it and apply for this Scheme as well as fast. 
Important Links

Download Application Form

Two Wheeler Model & Price List

Agency List

Official Website Page

This is the completed information about government electric two wheeer scheme 2020. If you have any questions please check official website and keep share this information with all students.

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Kendriya Vidyalaya - 2 E.M.E Vadodara Teaching Posts Recruitment 2021

Kendriya Vidyalaya - 2 E.M.E Vadodara Teaching Posts Recruitment 2021

Kendriya Vidyalaya Junagadh Recruitment 2018 for PGT, TGT, PRT & Other Posts :Kendriya Vidyalaya Sangathan (KVS) Junagadh published an advertisement for recruitment for  PGT, TGT, PRT & Other Posts .This is a great chance for interested candidates who are looking for Kendriya Vidyalaya Vadodara  Jobs 2021.Candidate is advised to visit official notification before applying for this post.To know further details in below given official notification.

Kendriya Vidyalaya Vadodara Recruitment details: 

Name of Organization: Kendriya Vidyalaya  Vadodara 

Name of Posts: 

  • PGTs
  • TGTs
  • Computer Instructor
  • Doctor & Nurse
  • Yoga Teacher
  • Councilor
  • Game Couch
  • Dance Teacher

Educational Qualification : Please Check in Advt.

Selection Process : Candidates will be selected based on interview.

How to Apply: Interested and Eligible candidates are requested to remain present along with all original certificates to given address in the advertisement.


Important Date: Process of registration for the interview has to be completed before 09 A.M. No

one will be allowed for registration after 09 A.M. on 16.02.2021

Interview Date & Time:  26-02-2021 ,27-02-2021

Time : 09:00AM

Important Links:

Official Advertisement & Application Form 

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IFFCO Kandla Recruitment 2021 for Apprentice Posts

IFFCO Kandla Recruitment 2021 for Apprentice Posts IFFCO Kandla  published an advertisement for recruitment for Apprentice Posts.Check more details in below given official notification.

IFFCO Kandla   Recruitment details:

Name of Organization:   IFFCO Kandla  

Name of Posts:  Apprentice

Note : full details of Educational qualification, Age limit, Pay scale, Grade pay ,selection process etc details candidates required to visit official notification which link given below at this vacancy notice.

How to Apply?

Interested & eligible candidate can send their application at the following address on or before 08-02-2021.

Send your application to given address:Chief Manager (P&A) ,IFFCO Kandla ,Kutch, Gujarat. Pin 370210

Important Dates:

Last date for receipt of applications:08-02-2021

Important Links :

Click here for Recruitment Advt.

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High Court of Gujarat Recruitment 2021 for Programmer (Recruitment cell) Posts

High Court of Gujarat Recruitment 2021 -The High Court of Gujarat has released an employment notification inviting candidates to apply for the positions of below mentioned  Programmer (Recruitment cell) Posts.This is a great chance for interested candidates who are looking for HC Gujarat Jobs 2021. Before applying for the post, candidates should ensure that he/ she fulfills the eligibility criteria and other conditions mentioned in this advertisement. Candidates are advised to carefully read the full advertisement for details of educational qualification and other eligibility criteria before submission of application.more detailed information regarding educational qualification,age limit,selection procedure,how to apply ,last date for High Court of Gujarat Recruitment  2021 are mentioned below.

High Court of Gujarat Recruitment  Recruitment 2021

Name of Organization: High Court of Gujarat 

Total No.of Posts: 01 

Name of the Posts: Programmer (Recruitment cell) Class 1

Pay Scale : RS .

56,100 - Rs 1,77,500

Note:full details of Educational qualification, Age limit, Pay scale, Grade pay ,selection process etc details candidates required to visit official notification which link given below at this vacancy notice.

How to Apply?

Interested & eligible candidates may apply Online through website   from 05-02-2021 to 05-03-2021.

Important Dates to Remember:

Starting Date for Submission Of Online Application : 05-02-2021

Last Date for Submission Of Online Application : 05-03-2021

Important Links :

Click here for Recruitment Advt.

Click here for Apply Online (Start on 05-02-2021)

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DSRVS Apprentice Recruitment 2021: 433 Vacancies Notified, Download DSRVS Recruitment Notification @dsrvs.com



SRVS Apprentice Recruitment 2021 Notification OUT at dsrvs.com. try out the concentration process, mature limit, qualification, experience, choice criteria, and other niceties here. 



DSRVS Apprentice Recruitment 2021: Digital Shiksha & Rojgar Vikas Sansthan India (DSRVS) has at large a notification for recruitment to the place of duty of learner Posts under the Apprentices do its stuff 1961 for imparting schooling at a range of Divisions/Units/Workshops over dsrvs. engrossed candidates be able to submit an application to the posts through the prescribed layout on or before 20 February 2021.


Around 433 vacancies will be recruited through this recruitment process. Candidates asset requisite qualification container attach to online at dsrvs.com. delay single-mindedness process, epoch limit, qualification, experience, mixture criteria and other details.




Important Dates:

  • Date and Time of Opening of Online Application: 14 January 2021
  • Date & Time of Closing of Online Application: 20 February 2021
  • Expected Date of G.D. / General Exam: To be declared later on

DSRVS Apprentice Recruitment 2021 Notification Vacancy Details

  • Data Entry Operator - 168 Posts
  • Web Designer - 15 Posts
  • Content Writer -165 Posts
  • Computer Networking Technician - 46 Posts
  • Office Assistant - 39 Posts

DSRVS Apprentice Recruitment 2021 Eligibility Criteria

Educational Qualification:

  • Data Entry Operator, Office Assistant, Content Writer -10+2 from a authorized board/university; Diploma in any computer course from a authorized institution.
  • Web Designer -Bachelor's Degree in Technical in Computer Science/ Computer Engineering/Electronics or Masters in Computer Application (MCA) from a authorized board/university. 
  • Computer Networking Technician - Bachelor's Degree from a authorized board/university; Diploma in any computer course from a authorized institution.

Age Limit -18 to 35 years

Stipend - 11500 -19200

 Selection process
  • Selection for engagement of apprentices would be based on a percentage (%) of marks in the qualifying examination.

How to apply ?
  • engrossed candidates be able to direct for DSRVS beginner 2021 through the online sort at dsrvs.com on or before 20 February 2021. After submission of online application, the candidates canister eliminate a printout of the treatment for hope reference.

DSRVS Apprentice Recruitment 2021 Application Fee

  • UR/OBC/EWS- Rs. 550/-
  • SC/ST/PH candidates - Rs. 400/-
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The World Biggest Collection of Top Viral Video to watch All Categories wise Viral Videos

The World Biggest Collection of Top Viral Video to watch All Categories wise Viral Videos


Top Viral Video - HD Chosen Videos Application

The World Biggest Collection of Top Viral Video to watch All Categories wise Viral Videos.

Top Viral Video Categories List:


• Beauty Tips Video
• Bhakti Sagar Viral Video
• Bollywood Song Viral Video
• Cartoon Movies Viral Video
• Celeb. Gossip Viral Video
• Charlie Chaplin Viral Video
• Cooking Show Viral Video
• Cricket Viral Video
• Dance Viral Video
• Earning Tips Viral Video
• Fun & Fails Baby Funny Viral Video
• Funny Animals Viral Video
• Funny Fails Viral Video
• Funny Moments Funny Viral Video
• Funny OR Die Viral Video
• Funny Prank Viral Video
• Health Tips Video Viral Video
• Hindi – Sad Song Viral Video
• Hollywood Song Viral Video
• How to Make Video
• Kids Got Talent Video
• Life Hack Ideas Video
• Mediation Tips & Music Video
• Motivational Stories & Speech Video
• Movies Trailers Video
• Mr. Bean Video
• Music – Old Song
• OMG – India Video
• Funny Video
• Pop Song Video
• Prank Calls Funny Video
• Product Review Video
• So Sorry Top Viral Video
• Stories For Kids – English & Hindi
• Top List – Viral Video
• Wild Life Top Viral Video
• World Records Viral Video
• WWE Top Viral Video
• Yoga Tips Top Viral Video

TOP VIRAL VIDEO

Top Viral Video Application HD Chosen Have Most Viral Video Collection.

*➡️ વિડિઓ જોવા અહીં ક્લીક કરો* By ABP News Channel

Latest Collection of Top Viral Video
- Top Viral Video
- Top Viral Video - World Biggest Videos Collection Application
- Great Use Interface
- You can Add Video to your Favorite List Top Viral Video
- Use Friendly
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I Khedut Yojana 2020 Gujarat...


published after getting approval from the government . The farmer won't be ready to build a wire fence with inferiority or inferiority goods thanks to the planning decided. After constructing the fence, the farmer has got to maintain it at his own cost. Farmers will get the advantage of this scheme just one occasion therein survey number. And the advantage of this scheme won't be available as a member of the re-group for the survey number who possesses the advantage of the scheme earlier. -
In the revised estimates for the year 2020-21, the extra provision has got to be offset and therefore the expenditure has got to be made within the bounds Expenditure are going to be for the aim that the budget has been provided. Expenditure during this regard shall be made within the prescribed manner subject to the provisions determined by the govt from time to time and therefore the applicable norms. The prescribed conditions of the schemes need to be strictly followed. In the matter of tender processing of this work, the provisions and directions made within the matter of "e" tendering as per Resolution No. SPO / 102008/1603 / Ch, Dt. Pursuant to the present approval, if any item is to be procured, it shall be in accordance with the prevailing norms and rules of the govt . ) If any savings remain at the top of the year, they're going to need to be returned. Expenditure during this regard shall be borne from the date of this resolution. UTC under the schemes. It remains to be seen if it'll be sent on time. Grant allotted under this sanction might not be used for the other purpose.


આ પરિપત્ર ડાઉનલોડ કરવા માટે અહીં ક્લિક કરો.




Required Document :

Khedut Nondhni Patra  No.
7-12, 8-A Khata  No.
Bank Seving Account  No.
Cheque  No.
Aadhar Card  No.
Ration Card  No.
Mobile  No.

Important Link.

Farming / Animal Husbandry / Horticulture / Fisheries / Land and Water Conservation Schemes: Click Here

Click here to check the status of the application / to get a reprint

Apply Application Form : I Khedut Portal
Khedut Mitro Government Ni Sabsidi PatraYojna Ma Online Form Bharva Mate Khedut Nondhni Patrak No. Dwara Arji Kari Sako Cho Ane Je Khedut Mitro Pase Khedut Nondhani Patra Nathi Teo Niche Mujab Na Aadhar Purava Sathe Arji Kari Aapna Taluka Panchayat Kacheri Ae Karel Arji Ni Print Ma Sahi Kari Aapva Ni Rahese.
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Pradhan Mantri Awas Yojana | Apply for Pradhan Mantri Awas Yojana

Pradhan Mantri Awas Yojana | Apply for Pradhan Mantri Awas Yojana


The PMAY – Housing For All scheme,
 aims to provide a place to reside for millions of urban poor. Having set a deadline for 2022, the government has identified over 2,508 cities and towns across 26 states in the country and is going to build over 2 million houses. Last date to Apply for LIG and EWS Category is 31 March 2022. For MIG(I and II) Category to apply for PMAY scheme the Last date was on 31 March 2020.

How Can One Apply for a House Under Pradhan Mantri Awas Yojana

The Ministry of Housing and Urban Development has set up a simple yet process which allows people to apply for a house under the scheme. The form basically has two pages and requires a person to fill all key details about themselves. Here’s a page-to-page brief on what each of the pages looks like:

Page 1: “Enter Aadhaar Number”. Once the Aadhaar number is verified, the application proceeds to the next page. The government uses an Aadhaar number to ensure that an individual applies for the scheme and doesn’t defraud the system.

Page 2: Enter personal details of the applicant. He/she needs to provide information pertaining to the state they are residing in, the head of the family, current residential address, and other such key details.

Pradhan Mantri Awas Yojana can be applied under two categories:

Under Other 3 Components – The Economically Weaker Sections (EWS), Middle Income Groups (MIGs) and Lower Income Groups (LIGs) are considered as beneficiaries under the Housing for All by 2022 Scheme. For EWS, the annual income cap stands at Rs.3 lakh. In the case of LIG, the maximum annual income is between Rs.3 lakh and Rs.6 lakh. For MIG, the cap for annual income is between Rs.6 lakh and Rs.18 lakh. CLSS component can be availed by the MIG and LIG categories. EWS, on the other hand, is eligible under all verticals for assistance.


Slum Dwellers – A slum is an area where 60 to 70 households or approximately 300 people stay in poorly built residences. The environment of these areas are unhygienic and they lack proper infrastructure, drinking water and sanitation facilities. These people can apply for the Housing for All by 2022 Scheme under the Pradhan Mantri Awas Yojana.

▪️How to Apply for Pradhan Mantri Awas Yojana Benefits Under Other 3 Components Online:

As mentioned in the previous section, an applicant needs to provide their personal information to apply for the scheme. The steps are as follows:


Log on to the official Pradhan Mantri Awas Yojana at pmaymis.gov.in


IMPORTANT LINKS:


 ◾HOW TO APPLY FOR PRADHAN MANTRI AWAS YOJNA SCHEME::

Apply for Pradhan Mantri Awas Yojana

▪️PMAY Login Screen

▪️Choose the ‘Benefits under the other 3 components’ option by clicking the ‘Citizen Assessment’ dropdown.

▪️How to Apply PMAY Online

▪️Enter your Aadhaar number and click submit. (The site will verify whether the Aadhaar details provided is correct).

▪️Submit Aadhaar Number in PMAY Online

▪️If the information provided is correct, you will be lead to the next page where you will have to provide all the pertinent information regarding your name, income, no. of family members, residential address, contact number, age of the head of the family, religion, caste and the like.

▪️Fill PMAY Application Form Online

▪️Once all the information is provided, scroll down, type the captcha code in the box and click submit.

▪️Submit Captcha Code In PMAY Form Online

▪️And thus, end the PMAY online application process. In case you make a mistake which typing out the information, you can edit the form with the help of your Application and Aadhaar number

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PMAY List 2020 – Pradhan Mantri Awas Yojana List 2020

PMAY List 2020 – Pradhan Mantri Awas Yojana List 2020:

Pradhanmantri Awas Yojna Is one of the Prestigious Government Housing Scheme In India So we today bring Pradhan Mantri Awas Yojana List 2020 forSOCIOEDUCATION.IN Readers.

Who is eligible for Pradhan Mantri Awas Yojana?

Pradhan Mantri Awas Yojana Loan Scheme for MIG – 1
  • Income of the household per year Rs.12 lakh
  • Maximum tenure of the loan 20 years
  • Interest subsidy per year 4%
  • Eligible amount of loan for interest subsidy under CLSS (Credit Linked Subsidy Scheme) for MIG Rs.9 lakh
  • Maximum interest subsidy Rs.2.35 lakh

What is PMAY CLSS?


PMAY List 2020 – Pradhan Mantri Awas Yojana List 2020

The Pradhan Mantri Awas Yojana (PMAY) Credit Linked Subsidy Scheme (CLSS) - 'Housing for All' is a home loan scheme launched by our honourable Prime Minister Shri Narendra Modi in the year 2015. ... They are provided interest subsidy on purchase/ construction/ extension/ improvement of their house.

Pradhan Mantri Awas Yojana (PMAY) is really good scheme on the government part. Narendra Modi Government aimed at providing housing for all by the year 2022. The scheme is being implemented across the nation with the help of state governments and housing development authorities.

So this application completely online so you can file yourself or nearby any E Mitra or any facilitation center of the govt.

Last weekend one of my CA Friend well research on this scheme. so suggest you must check below video where he explain practically about this scheme -

How to get the subsidy 

1.Apply for home loan from a primary lending institution seeking subsidy.
2. If eligible for subsidy, your application will be forwarded to the Central Nodal Agency (CNA).
3. If it's approved, the CNA will disburse the subsidy amount to the lender.
4. This will be credited to your account, thus reducing the total loan amount.
5. For instance, if your annual income is Rs 7 lakh and the loan amount is Rs 9 lakh, the subsidy will be R ..

Below is the step by step procedure of applying online for PMAY.


STEP 1
The applicants first need to visit the official website created by Ministry of Housing and Urban Poverty Alleviation at PMAY-HFA(Urban).

STEP 2
The applicants then need to click on the “Citizen Application” Link, from the main menu in the website and then select the appropriate link for online application.

STEP 3
In the third step, an application form like below will open and the applicant would be required to fill all the mandatory fields. The details include the details of head of family, current residential address and contact details, permanent address, details of the saving bank account, employment & income details and more.

After filling up all the details, the applicants can click the “Save” button at the end of application form. Even the applicants can also check the status of their online application by clicking the link below and entering their AADHAR number and application number.

Firstly go to the Prime Minister's Awas Yojana Rural Website https://pmaymis.gov.in/ As you click on this website, a new page will open. Going to this page you have to search by typing your name. Then a list will open which will list all the people's names.

How can I check my PMAY status?

If you are an existing applicant of PMAY and want to track your application status, here's our step-by-step guide.

Step 1: 
Log on to the official website of the PMAY – www.pmaymis.gov.in. ...
Step 3: Select the 'Track Your Assessment' status from the menu.



Finding your name in this list can get complete information at the same time. If you want to go subsidiaries on the calculus page, go directly to 
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Digital Gujarat Tablet Scheme 2021 Online Registration NAMO Tablet Yojana

Digital Gujarat Tablet Scheme 2021 Online Registration NAMO Tablet Yojana

Digital Gujarat Tablet Scheme 2021: Today we Introducing One Of the Best Government Scheme For Students. Now days India became digital so Gujarat Government Provide Tablets To Students Under The Digital Gujarat Tablet Scheme Or NAMO Tablet Yojana. You Can Apply Online For Digital Gujarat Tablet Yojana At DigitalGujarat Portal. Here we Know All About The Scheme Including Eligibility Criteria, Application Process, Registration, Document etc.

Digital Gujarat Tablet Scheme 2021

Students taking admissions in first year of collegeare eligible for this Scheme, Rs. 252 crore announced in 2019-20 Budget for NAMO E Tablet Yojana. Now all Eligible and intrested students can apply by filling application form for digital Gujarat tablets scheme. All the tablets to be given under this scheme are of Acer and Lenovo companies. students will have to pay Rs. 1,000 Tokan Fees for getting e-tablets. Namo E-Tab Scheme aim is help meritorious students get better aid in their higher education and encourage digital learning in colleges.

The Namo e-Tab scheme was announced by by the Chief Minister of Gujarat Vijay Rupani in the year 2017. The state government of Gujarat has provide these tablets at very affordable prices.


Scheme Overview

Name: Namo Tablet Yojana

Category: State govt Scheme

Namo Tablet Registration: At DigitalGujarat Portal

Scheme Launched by: Chief Minister Vijay Rupani

Eligible Beneficiaries: Gujarat state students

Name of the Institute: Education Department Government of Gujarat

Scheme Lauched on:17/07/2017

Helpline Number: 079-26566000

NAMO Tablet-Eligibility Criteria

The following are the eligibility criteria to obtain the NAMO tablet/Digital Gujarat E Tablet.

The student must have income certificate.
The students education must be passed class 12.
Permanent resident of Gujarat Student are eligible only.
The student must be studying in any educational institution in the State's.

Essential Documents For Digital Gujarat Tablet Scheme

Caste Certificate issued by authorities
First Page Of Bank PassBook showing IFSC code and account no.
Marksheet
School/College Bonafide Certificate
Identity Card Issued by College/University/School/Institute
Fee Receipt of Current Course Year
Tablet Token Fees Receipt

(If Gap is more than One Year) Break Affidavit on a non judicial stamp paper from a notary with stating the reason.

NAMO Tablet Specifications & Features:

Manufacturer: Lenovo/Acer

Android: 7.0 (Nougat)

Weight: 350 gms

Battery: 3450 mAh Li-Ion

Processor: 1.3GHz MediaTek

RAM: 1GB

ROM: 8GB (Extend Up to 64GB)

Camera: 2MP Rear 0.3MP Front

Display Size: 7 Inch

Connectivity: 3G

SIM card Option : Yes

Original Price Rs. 8000-9000
How To Apply Namo Tablet Scheme Digital Gujarat Tablet Registration

To Avail benefit Of The Scheme and Get Tablet Students Visit His/Her College or Institute and Pay 1000 Rs Tokan Fees. In case You Have any Questions or Facing any issues then Contect On Helpline Number: 079-26566000.

NAMO e-Tab Yojana Important Links:


We Shared Complete Information About Digital Gujarat Tablet Scheme/ Namo Tablet Scheme. We Hope you like this information. Keep
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Now you can update your name, address, date of birth in online Aadhaar Card from home.

Now you can update your name, address, date of birth in online Aadhaar Card from home.


 Unique Identification Authority of India (UIDAI) provides the facility to update the address of Aadhaar card holders without any proof.





Aadhaar card is one of the important documents.  Which is used in many other things related to opening a bank account, filing income tax returns.  If you are changing your house, then you have to update the address.  But sometimes you may get upset due to lack of proper documents.  But you don't have to worry.  Now you can do this through online medium.  Unique Identification Authority of India (UIDAI) provides the facility to update the address of Aadhaar card holders without any proof.



 In view of the Kovid-19 epidemic, UIDAI has announced a major update that people can now get Aadhaar updated via online through their home.  For this you do not need to go to the base center.  UIDAI tweeted and wrote, "Now you can update your name, address, date of birth and gender on the UIDAI website sitting at home, click on



આધારકાર્ડ સુધારવા નીચેની લિંક પર ક્લીક કરો⤵️
https://ssup.uidai.gov.in/ssup/ and sit at home base  Get it updated.
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How You Can Check PM Kisan Scheme Beneficiaries List status and new Registration [pmkisan.gov.in]

How You Can Check PM Kisan Scheme Beneficiaries List status and new Registration [pmkisan.gov.in]


Prime Minister Narendra Modi on Sunday released the sixth installment of Rs 17,100 crore to more than 8.55 crore farmers under the Pradhan Mantri Kisan Samman Nidhi (PM-KISAN) scheme.

(PM-KISAN)Pradhan Mantri Kisan Samman Nidhi Yojana-2020 PM-Kisan Pradhan Mantri Kisan Samman Nidhi (PM- KISAN) is a Central Sector scheme with 100% funding from Government of India|PM Kisan status |New Farmer Registration| Beneficiaries list|Edit Aadhar Failure Record| Self Registered/CSC |PM-Kisan Login.

Pradhan Mantri Kisan Samman Nidhi Yojana: How to register for PM-KISAN.

PM-Kisan Helpline No.

155261 / 1800115526 (Toll Free)

Phone: 0120-6025109

Email: pmkisan-ict[at]gov[dot]

pm kisan app download.kisan app. Kisan App 2020. kisan new app. kisan samman nidhi app. kisan yojana mobile app. pm kisan app.

Check hare: pm kisan yojana list 2020

App Download hare: PM Kisan App Download.
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VIDHYASAHAYAK BHARTI : Std 1 to 5 ane 6 to 8 ni Khali Jagya ni Mahiti Mokalva Babat Latest Paripatra Date : 30-01-2021

VIDHYASAHAYAK BHARTI : Std 1 to 5 ane 6 to 8 ni Khali Jagya ni Mahiti Mokalva Babat Latest Paripatra Date : 30-01-2021


    Primary school khali jagyao nu list 2020| Gujarat Tamam Jilla vise Prathmik school khali Jagyao ni yadi


    Std 1 to 5 ni khali Jagyao nu list 2020
    Std 6 thi 8 ni khali Jagyao nu list 2020
    Primary school vacancy list for lower primary standaard 1 to 5 and upper primary standaard 6 to 8
    Read More »

    Saturday, 30 January 2021

    HOME LEARNING Time Table February 2021

    HOME LEARNING Time Table February 2021 :Time sheet for academic work under "Home Learning" from february 2021. According to the above subject, it is not possible to call students to schools for academic work due to the current epidemic of the current academic year which started on 6th June, 2020. So that for the educational work of the students from the state level Std-1 to 5, Std-6 to 8 and Std 9 to 12. Content based video / educational lessons prepared for students from 9th to 12th through TV i.e. from DDGirnar channel has been started from 15th June-2020 and also virtual class for students from 8th to 12th Has been started.

    The purpose of this study was to spot the constraints of the web teaching and learning process reception as a result of the unprecedented situation with the pandemic COVID-19. The study used an exploratory case study, and for the research approach, a qualitative case study method was wont to obtain information about the constraints and consequences of the pandemic COVID-19 on teaching and learning activities in primary schools. during this study, the respondents were 15 teachers and fogeys of two primary schools in Tangerang, Indonesia. an inventory of semi-structured interview questions was developed supported the related literature and was wont to collect in-depth information from the respondents. The findings of this research revealed some challenges and constraints experienced by students, teachers, and fogeys in online learning. The challenges associated with students were: limited communication and socializing among students, a better challenge for college kids with education needs, and longer screen time. Parents saw the matter was more associated with a scarcity of learning discipline reception , longer spent to help their children's learning reception - especially for youngsters below Grade 4 in grade school , a scarcity of technology skills, and better internet bills.

    Teachers identified more challenges and constraints, including some restrictions within the alternatives of teaching methods normally applicable during a daily face-to-face class, less coverage of curriculum content, lack of technology skills that hinder the potential of online learning, the lacks of e-resources in Indonesian language leading to longer needed to develop e-contents, longer screen time as a results of e-content creating and giving feedback on students' work, more intense and time-consuming communication with parents, the challenge for better coordination with colleague teachers, principals, and a better internet bill.
    Doordarshan of Std-1 to 12 students in this regard - Under the educational work broadcast from DD Girnar, the hourly schedule of the study process for the month of 1 January 2021 to 15 January 2021 and the schedule of virtual class for the students of Dhoran 9 to 12 are included with this so that all your district BRC / CRC in schools Parents through teachers are requested to convey this schedule to the students. Enclosure - Schedule of Std. 1 to 12 fromFebruary 2021
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    ADHYHAN NISHPATI SECOND SEM GUJARATI 3 TO 8

    ADHYHAN NISHPATI SECOND SEM GUJARATI 3 TO 8

    Learning outcomes are measurable achievements that the learner will be able to understand after the learning is complete, which helps learners understand the importance of the information and what they will gain from their engagement with the learning activity.

    Creating clear, actionable learning outcomes is an important part of the creation of training programs in organizations. When developing these programs, both management and instructors need to be clear about what learners should understand after completing their learning path.

    Learning outcomes also play a key role in assessment and evaluation, making clear what knowledge learners should have upon completion of the learning activity.

    A well-written learning outcome will focus on how the learner will be able to apply their new knowledge in a real-world context, rather than on a learner being able to recite information.

    The most useful learning outcomes include a verb that describes an observable action, a description of what the learner will be able to do and under which conditions they will be able to do it, and the performance level they should be able to reach.


    5 types of learning outcomes

    1. Intellectual skills

    With this type of learning outcome, the learner will understand concepts, rules or procedures. Put simply, this is understanding how to do something.

    2. Cognitive strategy

    In this type of learning outcome, the learner uses personal strategies to think, organize, learn and behave.

    3. Verbal information

    This type of learning outcome is when the learner is able to definitively state what they have learned from an organized body of knowledge.

    4. Motor skills

    This category is concerned with the physical ability to perform actions, achieving fluidity, smoothness or proper timing through practice.

    5. Attitude

    This is the internal state that reflects in the learner’s behavior. It is complex to quantify but can be shown in the learner’s response to people or situations.

    Read More »

    ADHYHAN NISHPATI MATHEMATICS (GANIT) SECOND SEM STD 3 TO 8

    ADHYHAN NISHPATI MATHEMATICS (GANIT) SECOND SEM STD 3 TO 8

    Learning outcomes are measurable achievements that the learner will be able to understand after the learning is complete, which helps learners understand the importance of the information and what they will gain from their engagement with the learning activity.

    Creating clear, actionable learning outcomes is an important part of the creation of training programs in organizations. When developing these programs, both management and instructors need to be clear about what learners should understand after completing their learning path.


    Learning outcomes also play a key role in assessment and evaluation, making clear what knowledge learners should have upon completion of the learning activity.

    A well-written learning outcome will focus on how the learner will be able to apply their new knowledge in a real-world context, rather than on a learner being able to recite information.

    The most useful learning outcomes include a verb that describes an observable action, a description of what the learner will be able to do and under which conditions they will be able to do it, and the performance level they should be able to reach.



    5 types of learning outcomes

    1. Intellectual skills

    With this type of learning outcome, the learner will understand concepts, rules or procedures. Put simply, this is understanding how to do something.

    2. Cognitive strategy

    In this type of learning outcome, the learner uses personal strategies to think, organize, learn and behave.

    3. Verbal information

    This type of learning outcome is when the learner is able to definitively state what they have learned from an organized body of knowledge.

    4. Motor skills

    This category is concerned with the physical ability to perform actions, achieving fluidity, smoothness or proper timing through practice.

    5. Attitude

    This is the internal state that reflects in the learner’s behavior. It is complex to quantify but can be shown in the learner’s response to people or situations.

    Read More »

    ADHYHAN NISHPATI SOCIAL SCIENCE (SAMAJIK VIGNAN) SECOND SEM STD 3 TO 8

    ADHYHAN NISHPATI SOCIAL SCIENCE (SAMAJIK VIGNAN) SECOND SEM STD 3 TO 8

    A Student Learning Objectives (SLO) is an assessment tool that allows a teacher to quantify their impact on student achievement as measured within the parameters of a particular academic or elective standard.

    Characteristics Edit
    In many cases, the standards that will be addressed will be drawn from the Common Core State Standards. Typically the SLO is developed between the teacher and their direct supervisor or principal.

    A SLO is an assessment tool that allows a teacher to quantify their impact on student achievement as measured within the parameters of a particular academic or elective standard. In many cases, the standards that will be addressed will be drawn from the Common Core State Standards. Typically the SLO is developed between the teacher and their direct supervisor or principal. As the school year or pre-selected term of the SLO administration proceeds, the teacher will make frequent checks for understanding through various formative assessments. This will allow the teacher to determine the progression of learning for the student research group. At the conclusion of the school year, the teacher will collect the results and meet with their direct supervisor to discuss the data as it applies to the original goal statement.[1] It is important to remember that SLOs have to be content and course specific with outcomes that can be measured.[2] One of the main benefits of developing and implementing strong SLOs is the ability to increase student achievement at the classroom level.[3] SLOs are being used as a percentage in the overall teacher evaluation system because it can quantify the pedagogical impact a teacher has on a specific set of students.[4]

    An objective is a small goal that needs to be met on the way to fulfilling the larger course outcome or goal. A typical course will have four to five objectives that focus the various learning activities.[5]

    Elements Edit
    Data-driven instruction & assessment - The local education agency (LEA) should review past data gathering systems to determine an overarching goal for individual teacher SLO development.[3] It is important to include all educational stakeholders in this process. One was that this could be accomplished is to discuss the SLO with parents on "Meet the Teacher" night. The feedback from the parents would help to validate the importance of the SLO in the lives of students and their parents. Another way to include parents in the discussion would be to sponsor a Google Document that encourages collaboration on the actual SLO document itself.
    Standards-alignment - The development of an effective SLO starts with locating an academic standard that promotes rigorous student learning that results in a measurable student product or outcome.




    [3] One way to motivate reluctant learners to engage in rigorous academic achievement is to add relevance to their instruction and assessments. For example, when working with a literacy standard dealing with non-fiction reading comprehension it would be beneficial to use real-world documents like an electric bill or an over-the-counter children's pain relief label. The students apply their reading comprehension strategies to documents that they are likely to encounter in the future.
    Instructional timeframe - A SLO can occur within any given timeframe between pre-assessment and post-assessment, but the recommended time period is one academic year.
    Read More »

    ADHYHAN NISHPATI HINDI SECOND SEM STD 3 TO 8

    ADHYHAN NISHPATI HINDI SECOND SEM STD 3 TO 8

    Educational assessment or educational evaluation[1] is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning.[2] Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning.[3] Assessment is often used interchangeably with test, but not limited to tests.[4] Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), a course, an academic program, the institution, or the educational system as a whole (also known as granularity). The word 'assessment' came into use in an educational context after the Second World War.[5]

    As a continuous process, assessment establishes measurable and clear student learning outcomes for learning, provisioning a sufficient amount of learning opportunities to achieve these outcomes, implementing a systematic way of gathering, analyzing and interpreting evidence to determine how well student learning matches expectations, and using the collected information to inform improvement in student learning.[6]

    The final purpose of assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge, and the process of learning.

    Types Edit
    The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress.[7] Assessment can be divided for the sake of convenience using the following categorizations:

    Placement, formative, summative and diagnostic assessment
    Objective and subjective
    Referencing (criterion-referenced, norm-referenced, and ipsative (forced-choice))
    Informal and formal
    Internal and external
    Placement, formative, summative and diagnostic Edit
    Assessment is often divided into initial, formative, and summative categories for the purpose of considering different objectives for assessment practices.

    Placement assessment – Placement evaluation is used to place students according to prior achievement or personal characteristics, at the most appropriate point in an instructional sequence, in a unique instructional strategy, or with a suitable teacher[8] conducted through placement testing, i.e. the tests that colleges and universities use to assess college readiness and place students into their initial classes. Placement evaluation, also referred to as pre-assessment or initial assessment, is conducted prior to instruction or intervention to establish a baseline from which individual student growth can be measured. This type of an assessment is used to know what the student's skill level is about the subject. It helps the teacher to explain the material more efficiently. These assessments are not graded.[9]




    Formative assessment – Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as "educative assessment," is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests, quizzes, oral question, or draft work. Formative assessments are carried out concurrently with instructions. The result may count. The formative assessments aim to see if the students understand the instruction before doing a summative assessment.[
    Read More »

    ADHYHAN NISHPATI SECOND SEM ENGLISH 3 TO 8

    ADHYHAN NISHPATI SECOND SEM ENGLISH 3 TO 8

    Education reform in the United States since the 1980s[1] has been largely driven by the setting of academic standards for what students should know and be able to do. These standards can then be used to guide all other system components. The SBE (standards-based education) reform[2] movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings,[3] a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.
    Outcomes-based education Edit
    Standards are an evolution of the earlier OBE (outcomes-based education)[4] which was largely rejected in the United States as unworkable in the 1990s, and is still being implemented by some and abandoned by other governments. In contrast, the more modest "standards" reform has been limited to the core goals of the OBE programs:[dubious – discuss]

    the creation of curriculum frameworks which outline specific knowledge or skills which students must acquire,
    an emphasis on criterion-referenced assessments which are aligned to the frameworks, and
    the imposition of some high-stakes tests, such as graduation examinations requiring a high standard of performance to receive a diploma.
    In the process of establishing standards for each individual curriculum area, such as mathematics and science, many other reforms, such as inquiry-based science may be implemented, but these are not core aspects of the standards program.[5]





    The standards movement can be traced to the efforts of Marc Tucker's NCEE [6] which adapted aspects of William Spady's OBE[7] movement into a system based on creating standards and assessments for a Certificate of Initial Mastery.[8] This credential has since been abandoned by every state which first adopted the concept, including Washington and Oregon and largely replaced by graduation examinations. His organization had contracts with states and districts covering as many as half of all American school children by their own claims, and many states enacted education reform legislation in the early 1990s based on this model, which was also known at the time as "performance-based education" as OBE (and the non-OBE progressive reforms co-marketed with it) had been too widely attacked to be saleable under that name. Though the standards movement has a stronger backing from conservatives than OBE by adopting a platform of raising higher academic standards, other conservatives believe that it is merely a re-labeling of a failed, unrealistic vision. It is believed to be the educational equivalent of a planned economy which attempts to require all children to perform at world-class levels merely by raising expectations and imposing punishments and sanctions on schools and children who fall short of the new standards.
    Read More »

    ADHYHAN NISHPATI SECOND SEM SANSKRIT STD 6 TO 8

    ADHYHAN NISHPATI SECOND SEM SANSKRIT STD 6 TO 8

    Outcome-based education or outcomes-based education (OBE), also known as standards-based education, is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes.[1] The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.

    A High School class in Cape Town, South Africa
    Outcome-based methods have been adopted in education systems around the world, at multiple levels. Australia and South Africa adopted OBE policies in the early 1990s but have since been phased out.[2][3] The United States has had an OBE program in place since 1994 that has been adapted over the years.[4][5] In 2005, Hong Kong adopted an outcome-based approach for its universities.



    [6] Malaysia implemented OBE in all of their public schools systems in 2008.[7] The European Union has proposed an education shift to focus on outcomes, across the EU.[8] In an international effort to accept OBE, The Washington Accord was created in 1989; it is an agreement to accept undergraduate engineering degrees that were obtained using OBE methods. As of 2017, the full signatories are Australia, Canada, Taiwan, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka, Turkey, the United Kingdom, Pakistan, China and the United States.
    Read More »

    ADHYHAN NISHPATI SECOND SEM SCIENCE (VIGNAN) STD 6 TO 8

    ADHYHAN NISHPATI SECOND SEM SCIENCE (VIGNAN) STD 6 TO 8

    The education sector or education system is a group of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, etc.) whose primary purpose is to provide education to children and young people in educational settings. It involves a wide range of people (curriculum developers, inspectors, school principals, teachers, school nurses, students, etc.). These institutions can vary according to different contexts.[41]


    Schools deliver education, with support from the rest of the education system through various elements such as education policies and guidelines – to which school policies can refer – curricula and learning materials, as well as pre- and in-service teacher training programmes. The school environment – both physical (infrastructures) and psychological (school climate) – is also guided by school policies that should ensure the well-being of students when they are in school.[41] The Organisation for Economic Co-operation and Development has found that schools tend to perform best when principals have full authority and responsibility for ensuring that students are proficient in core subjects upon graduation. They must also seek feedback from students for quality-assurance and improvement. Governments should limit themselves to monitoring student proficiency.[42]


    The education sector is fully integrated into society, through interactions with numerous stakeholders and other sectors. These include parents, local communities, religious leaders, NGOs, stakeholders involved in health, child protection, justice and law enforcement (police), media and political leadership.[41]


    Development goals


    World map indicating Education Index (according to 2007/2008 Human Development Report)

    Joseph Chimombo pointed out education's role as a policy instrument, capable of instilling social change and economic advancement in developing countries by giving communities the opportunity to take control of their destinies.[43] The 2030 Agenda for Sustainable Development, adopted by the United Nations (UN) General Assembly in September 2015, calls for a new vision to address the environmental, social and economic concerns facing the world today. The Agenda includes 17 Sustainable Development Goals (SDGs), including SDG 4 on education.[44][45]


    Since 1909, the percentage of children in the developing world attending school has increased. Before then, a small minority of boys attended school. By the start of the twenty-first century, the majority of children in most regions of the world attended school.[citation needed]


    Universal Primary Education was one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain.[46] Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue.[46] Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa.[47] Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]


    A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole.[48] Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles

    Read More »

    ADHYHAN NISHPATI SECOND SEM PARYAVARAN STD 3 TO 5

    ADHYHAN NISHPATI SECOND SEM PARYAVARAN STD 3 TO 5

    A survey of literature of the research into low-cost private schools (LCPS) found that over 5-year period to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarized and finding growing coverage in international policy.[56] The polarization was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organizations which support LCPSs.[56] Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
    Equity: This concern is widely found in the literature, suggesting the growth in low-cost private schooling may be exacerbating or perpetuating already existing inequalities in developing countries, between urban and rural populations, lower- and higher-income families, and between girls and boys. The report findings suggest that girls may be under represented and that LCPS are reaching low-income families in smaller numbers than higher-income families.[56]
    Quality and educational outcomes: It is difficult to generalize about the quality of private schools. While most achieve better results than government counterparts, even after their social background is taken into account, some studies find the opposite. Quality in terms of levels of teacher absence, teaching activity, and pupil to teacher ratios in some countries are better in LCPSs than in government schools.[56]
    Choice and affordability for the poor: Parents can choose private schools because of perceptions of better-quality teaching and facilities, and an English language instruction preference. Nevertheless, the concept of 'choice' does not apply in all contexts, or to all groups in society, partly because of limited affordability (which excludes most of the poorest) and other forms of exclusion, related to caste or social status.[56]
    Cost-effectiveness and financial sustainability: There is evidence that private schools operate at low cost by keeping teacher salaries low, and their financial situation may be precarious where they are reliant on fees from low-income households.[56]


    The report showed some cases of successful voucher where there was an oversupply of quality private places and an efficient administrative authority and of subsidy programs. Evaluations of the effectiveness of international support to the sector are rare.[56] Addressing regulatory ineffectiveness is a key challenge. Emerging approaches stress the importance of understanding the political economy of the market for LCPS, specifically how relationships of power and accountability between users, government, and private providers can produce better education outcomes for the poor.
    Read More »

    ADHYHAN NISHPATI FIRST SEM PARYAVARAN STD 3 TO 5

    A survey of literature of the research into low-cost private schools (LCPS) found that over 5-year period to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarized and finding growing coverage in international policy.[56] The polarization was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges 
    encountered by development organizations which support LCPSs.[56] Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:

    Equity: This concern is widely found in the literature, suggesting the growth in low-cost private schooling may be exacerbating or perpetuating already existing inequalities in developing countries, between urban and rural populations, lower- and higher-income families, and between girls and boys. The report findings suggest that girls may be under represented and that LCPS are reaching low-income families in smaller numbers than higher-income families.[56]
    Quality and educational outcomes: It is difficult to generalize about the quality of private schools. While most achieve better results than government counterparts, even after their social background is taken into account, some studies find the opposite. Quality in terms of levels of teacher absence, teaching activity, and pupil to teacher ratios in some countries are better in LCPSs than in government schools.[56]
    Choice and affordability for the poor: Parents can choose private schools because of perceptions of better-quality teaching and facilities, and an English language instruction preference. Nevertheless, the concept of 'choice' does not apply in all contexts, or to all groups in society, partly because of limited affordability (which excludes most of the poorest) and other forms of exclusion, related to caste or social status.[56]
    Cost-effectiveness and financial sustainability: There is evidence that private schools operate at low cost by keeping teacher salaries low, and their financial situation may be precarious where they are reliant on fees from low-income households.[56]

    The report showed some cases of successful voucher where there was an oversupply of quality private places and an efficient administrative authority and of subsidy programs. Evaluations of the effectiveness of international support to the sector are rare.[56] Addressing regulatory ineffectiveness is a key challenge. Emerging approaches stress the importance of understanding the political economy of the market for LCPS, specifically how relationships of power and accountability between users, government, and private providers can produce better education outcomes for the poor.
    Read More »

    ADHYHAN NISHPATI FIRST SEM SCIENCE (VIGNAN) STD 6 TO 8

    The education sector or education system is a group of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, etc.) whose primary purpose is to provide education to children and young people in educational settings. It involves a wide range of people (curriculum developers, inspectors, school principals, teachers, school nurses, students, etc.). These institutions can vary according to different contexts.[41]


    Schools deliver education, with support from the rest of the education system through various elements such as education policies and guidelines – to which school policies can refer – curricula and learning materials, as well as pre- and in-service teacher training programmes. The school environment – both physical (infrastructures) and psychological (school climate) – is also guided by school policies that should ensure the well-being of students when they are in school.[41] The Organisation for Economic Co-operation and Development has found that schools tend to perform best when principals have full authority and responsibility for ensuring that students are proficient in core subjects upon graduation. They must also seek feedback from students for quality-assurance and improvement. Governments should limit themselves to monitoring student proficiency.[42]


    The education sector is fully integrated into society, through interactions with numerous stakeholders and other sectors. These include parents, local communities, religious leaders, NGOs, stakeholders involved in health, child protection, justice and law enforcement (police), media and political leadership.[41]


    Development goals


    World map indicating Education Index (according to 2007/2008 Human Development Report)

    Joseph Chimombo pointed out education's role as a policy instrument, capable of instilling social change and economic advancement in developing countries by giving communities the opportunity to take control of their destinies.[43] The 2030 Agenda for Sustainable Development, adopted by the United Nations (UN) General Assembly in September 2015, calls for a new vision to address the environmental, social and economic concerns facing the world today. The Agenda includes 17 Sustainable Development Goals (SDGs), including SDG 4 on education.[44][45]


    Since 1909, the percentage of children in the developing world attending school has increased. Before then, a small minority of boys attended school. By the start of the twenty-first century, the majority of children in most regions of the world attended school.[citation needed]


    Universal Primary Education was one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain.[46] Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue.[46] Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa.[47] Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]


    A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole.[48] Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles

    Read More »

    ADHYHAN NISHPATI FIRST SEM SANSKRIT STD 6 TO 8

    Outcome-based education or outcomes-based education (OBE), also known as standards-based education, is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. 

    There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes.[1] The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.


    A High School class in Cape Town, South Africa
    Outcome-based methods have been adopted in education systems around the world, at multiple levels. Australia and South Africa adopted OBE policies in the early 1990s but have since been phased out.[2][3] The United States has had an OBE program in place since 1994 that has been adapted over the years.[4][5] In 2005, Hong Kong adopted an outcome-based approach for its universities.


    [6] Malaysia implemented OBE in all of their public schools systems in 2008.[7] The European Union has proposed an education shift to focus on outcomes, across the EU.[8] In an international effort to accept OBE, The Washington Accord was created in 1989; it is an agreement to accept undergraduate engineering degrees that were obtained using OBE methods. As of 2017, the full signatories are Australia, Canada, Taiwan, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka, Turkey, the United Kingdom, Pakistan, China and the United States.[9]
    Read More »

    ADHYHAN NISHPATI FIRST SEM ENGLISH 3 TO 8

    Education reform in the United States since the 1980s[1] has been largely driven by the setting of academic standards for what students should know and be able to do. These standards can then be used to guide all other system components. The SBE (standards-based education) reform[2] movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings,[3] a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.

    Outcomes-based education Edit
    Standards are an evolution of the earlier OBE (outcomes-based education)[4] which was largely rejected in the United States as unworkable in the 1990s, and is still being implemented by some and abandoned by other governments. In contrast, the more modest "standards" reform has been limited to the core goals of the OBE programs:[dubious – discuss]

    the creation of curriculum frameworks which outline specific knowledge or skills which students must acquire,
    an emphasis on criterion-referenced assessments which are aligned to the frameworks, and
    the imposition of some high-stakes tests, such as graduation examinations requiring a high standard of performance to receive a diploma.
    In the process of establishing standards for each individual curriculum area, such as mathematics and science, many other reforms, such as inquiry-based science may be implemented, but these are not core aspects of the standards program.[5]




    The standards movement can be traced to the efforts of Marc Tucker's NCEE [6] which adapted aspects of William Spady's OBE[7] movement into a system based on creating standards and assessments for a Certificate of Initial Mastery.[8] This credential has since been abandoned by every state which first adopted the concept, including Washington and Oregon and largely replaced by graduation examinations. His organization had contracts with states and districts covering as many as half of all American school children by their own claims, and many states enacted education reform legislation in the early 1990s based on this model, which was also known at the time as "performance-based education" as OBE (and the non-OBE progressive reforms co-marketed with it) had been too widely attacked to be saleable under that name. Though the standards movement has a stronger backing from conservatives than OBE by adopting a platform of raising higher academic standards, other conservatives believe that it is merely a re-labeling of a failed, unrealistic vision. It is believed to be the educational equivalent of a planned economy which attempts to require all children to perform at world-class levels merely by raising expectations and imposing punishments and sanctions on schools and children who fall short of the new standards.
    Read More »

    ADHYHAN NISHPATI HINDI FIRST SEM STD 3 TO 8

    Educational assessment or educational evaluation[1] is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning.[2] Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning.[3] Assessment is often used interchangeably with test, but not limited to tests.[4] Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), a course, an academic program, the institution, or the educational system as a whole (also known as granularity). The word 'assessment' came into use in an educational context after the Second World War.[5]

    As a continuous process, assessment establishes measurable and clear student learning outcomes for learning, provisioning a sufficient amount of learning opportunities to achieve these outcomes, implementing a systematic way of gathering, analyzing and interpreting evidence to determine how well student learning matches expectations, and using the collected information to inform improvement in student learning.[6]

    The final purpose of assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge, and the process of learning.

    Types Edit
    The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress.[7] Assessment can be divided for the sake of convenience using the following categorizations:

    Placement, formative, summative and diagnostic assessment
    Objective and subjective
    Referencing (criterion-referenced, norm-referenced, and ipsative (forced-choice))
    Informal and formal
    Internal and external
    Placement, formative, summative and diagnostic Edit
    Assessment is often divided into initial, formative, and summative categories for the purpose of considering different objectives for assessment practices.

    Placement assessment – Placement evaluation is used to place students according to prior achievement or personal characteristics, at the most appropriate point in an instructional sequence, in a unique instructional strategy, or with a suitable teacher[8] conducted through placement testing, i.e. the tests that colleges and universities use to assess college readiness and place students into their initial classes. Placement evaluation, also referred to as pre-assessment or initial assessment, is conducted prior to instruction or intervention to establish a baseline from which individual student growth can be measured. This type of an assessment is used to know what the student's skill level is about the subject. It helps the teacher to explain the material more efficiently. These assessments are not graded.[9]



    Formative assessment – Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as "educative assessment," is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests, quizzes, oral question, or draft work. Formative assessments are carried out concurrently with instructions. The result may count. The formative assessments aim to see if the students understand the instruction before doing a summative assessment.[9]
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