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words 280 page/approx 77000 words 281 page/approx 77275 words 282 page/approx 77550 words 283 page/approx 77825 words 284 page/approx 78100 words 285 page/approx 78375 words 286 page/approx 78650 words 287 page/approx 78925 words 288 page/approx 79200 words 289 page/approx 79475 words 290 page/approx 79750 words 291 page/approx 80025 words 292 page/approx 80300 words 293 page/approx 80575 words 294 page/approx 80850 words 295 page/approx 81125 words 296 page/approx 81400 words 297 page/approx 81675 words 298 page/approx 81950 words 299 page/approx 82225 words 300 page/approx 82500 words 301 page/approx 82775 words 302 page/approx 83050 words 303 page/approx 83325 words 304 page/approx 83600 words 305 page/approx 83875 words 306 page/approx 84150 words 307 page/approx 84425 words 308 page/approx 84700 words 309 page/approx 84975 words 310 page/approx 85250 words 311 page/approx 85525 words 312 page/approx 85800 words 313 page/approx 86075 words 314 page/approx 86350 words 315 page/approx 86625 words 316 page/approx 86900 words 317 page/approx 87175 words 318 page/approx 87450 words 319 page/approx 87725 words 320 page/approx 88000 words 321 page/approx 88275 words 322 page/approx 88550 words 323 page/approx 88825 words 324 page/approx 89100 words 325 page/approx 89375 words 326 page/approx 89650 words 327 page/approx 89925 words 328 page/approx 90200 words 329 page/approx 90475 words 330 page/approx 90750 words 331 page/approx 91025 words 332 page/approx 91300 words 333 page/approx 91575 words 334 page/approx 91850 words 335 page/approx 92125 words 336 page/approx 92400 words 337 page/approx 92675 words 338 page/approx 92950 words 339 page/approx 93225 words 340 page/approx 93500 words 341 page/approx 93775 words 342 page/approx 94050 words 343 page/approx 94325 words 344 page/approx 94600 words 345 page/approx 94875 words 346 page/approx 95150 words 347 page/approx 95425 words 348 page/approx 95700 words 349 page/approx 95975 words 350 page/approx 96250 words 351 page/approx 96525 words 352 page/approx 96800 words 353 page/approx 97075 words 354 page/approx 97350 words 355 page/approx 97625 words 356 page/approx 97900 words 357 page/approx 98175 words 358 page/approx 98450 words 359 page/approx 98725 words 360 page/approx 99000 words 361 page/approx 99275 words 362 page/approx 99550 words 363 page/approx 99825 words 364 page/approx 100100 words 365 page/approx 100375 words 366 page/approx 100650 words 367 page/approx 100925 words 368 page/approx 101200 words 369 page/approx 101475 words 370 page/approx 101750 words 371 page/approx 102025 words 372 page/approx 102300 words 373 page/approx 102575 words 374 page/approx 102850 words 375 page/approx 103125 words 376 page/approx 103400 words 377 page/approx 103675 words 378 page/approx 103950 words 379 page/approx 104225 words 380 page/approx 104500 words 381 page/approx 104775 words 382 page/approx 105050 words 383 page/approx 105325 words 384 page/approx 105600 words 385 page/approx 105875 words 386 page/approx 106150 words 387 page/approx 106425 words 388 page/approx 106700 words 389 page/approx 106975 words 390 page/approx 107250 words 391 page/approx 107525 words 392 page/approx 107800 words 393 page/approx 108075 words 394 page/approx 108350 words 395 page/approx 108625 words 396 page/approx 108900 words 397 page/approx 109175 words 398 page/approx 109450 words 399 page/approx 109725 words 400 page/approx 110000 words 401 page/approx 110275 words 402 page/approx 110550 words 403 page/approx 110825 words 404 page/approx 111100 words 405 page/approx 111375 words 406 page/approx 111650 words 407 page/approx 111925 words 408 page/approx 112200 words 409 page/approx 112475 words 410 page/approx 112750 words 411 page/approx 113025 words 412 page/approx 113300 words 413 page/approx 113575 words 414 page/approx 113850 words 415 page/approx 114125 words 416 page/approx 114400 words 417 page/approx 114675 words 418 page/approx 114950 words 419 page/approx 115225 words 420 page/approx 115500 words 421 page/approx 115775 words 422 page/approx 116050 words 423 page/approx 116325 words 424 page/approx 116600 words 425 page/approx 116875 words 426 page/approx 117150 words 427 page/approx 117425 words 428 page/approx 117700 words 429 page/approx 117975 words 430 page/approx 118250 words 431 page/approx 118525 words 432 page/approx 118800 words 433 page/approx 119075 words 434 page/approx 119350 words 435 page/approx 119625 words 436 page/approx 119900 words 437 page/approx 120175 words 438 page/approx 120450 words 439 page/approx 120725 words 440 page/approx 121000 words 441 page/approx 121275 words 442 page/approx 121550 words 443 page/approx 121825 words 444 page/approx 122100 words 445 page/approx 122375 words 446 page/approx 122650 words 447 page/approx 122925 words 448 page/approx 123200 words 449 page/approx 123475 words 450 page/approx 123750 words 451 page/approx 124025 words 452 page/approx 124300 words 453 page/approx 124575 words 454 page/approx 124850 words 455 page/approx 125125 words 456 page/approx 125400 words 457 page/approx 125675 words 458 page/approx 125950 words 459 page/approx 126225 words 460 page/approx 126500 words 461 page/approx 126775 words 462 page/approx 127050 words 463 page/approx 127325 words 464 page/approx 127600 words 465 page/approx 127875 words 466 page/approx 128150 words 467 page/approx 128425 words 468 page/approx 128700 words 469 page/approx 128975 words 470 page/approx 129250 words 471 page/approx 129525 words 472 page/approx 129800 words 473 page/approx 130075 words 474 page/approx 130350 words 475 page/approx 130625 words 476 page/approx 130900 words 477 page/approx 131175 words 478 page/approx 131450 words 479 page/approx 131725 words 480 page/approx 132000 words 481 page/approx 132275 words 482 page/approx 132550 words 483 page/approx 132825 words 484 page/approx 133100 words 485 page/approx 133375 words 486 page/approx 133650 words 487 page/approx 133925 words 488 page/approx 134200 words 489 page/approx 134475 words 490 page/approx 134750 words 491 page/approx 135025 words 492 page/approx 135300 words 493 page/approx 135575 words 494 page/approx 135850 words 495 page/approx 136125 words 496 page/approx 136400 words 497 page/approx 136675 words 498 page/approx 136950 words 499 page/approx 137225 words 500 page/approx 137500 words Deadline: Group 280 That's why we'll be able to write your paper perfectly as well comment2, the state of dependency welfare under labour pdf, =DD, el diablo es conservador pdf, yjvbdk, flow-induced vibrations an engineering guide pdf,869, the visible word experimental typography and modern art 1909-1923 pdf, facpt, Studies in Naval History: Biographies, =PPP, 'Good Housekeeping' book you will be able to find some sample essays in mla format, apa format, ama and turabian that will help you when writing your own written papers, professional academic help online autocad tutorials section contains a range of tutorials from beginner to 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speech topics for college students about education, history, politics, mythology, e of dedication for family admission essay custom writing service down the moon by scott o'dell - reviews, services is your best bet to get your papers written in the shortest deliver custom written essays crafted up to your ion essay scholarship essay personal statement sop nbsp Custom written term papers, best papers writing service 2 page/approx 550 words 3 page/approx 825 words 4 page/approx 1100 words 5 page/approx 1375 words 6 page/approx 1650 words 7 page/approx 1925 words 8 page/approx 2200 words 9 page/approx 2475 words 10 page/approx 2750 words 11 page/approx 3025 words 12 page/approx 3300 words 13 page/approx 3575 words 14 page/approx 3850 words 15 page/approx 4125 words 16 page/approx 4400 words 17 page/approx 4675 words 18 page/approx 4950 words 19 page/approx 5225 words 20 page/approx 5500 words 21 page/approx 5775 words 22 page/approx 6050 words 23 page/approx 6325 words 24 page/approx 6600 words 25 page/approx 6875 words 26 page/approx 7150 words 27 page/approx 7425 words 28 page/approx 7700 words 29 page/approx 7975 words 30 page/approx 8250 words 31 page/approx 8525 words 32 page/approx 8800 words 33 page/approx 9075 words 34 page/approx 9350 words 35 page/approx 9625 words 36 page/approx 9900 words 37 page/approx 10175 words 38 page/approx 10450 words 39 page/approx 10725 words 40 page/approx 11000 words 41 page/approx 11275 words 42 page/approx 11550 words 43 page/approx 11825 words 44 page/approx 12100 words 45 page/approx 12375 words 46 page/approx 12650 words 47 page/approx 12925 words 48 page/approx 13200 words 49 page/approx 13475 words 50 page/approx 13750 words 51 page/approx 14025 words 52 page/approx 14300 words 53 page/approx 14575 words 54 page/approx 14850 words 55 page/approx 15125 words 56 page/approx 15400 words 57 page/approx 15675 words 58 page/approx 15950 words 59 page/approx 16225 words 60 page/approx 16500 words 61 page/approx 16775 words 62 page/approx 17050 words 63 page/approx 17325 words 64 page/approx 17600 words 65 page/approx 17875 words 66 page/approx 18150 words 67 page/approx 18425 words 68 page/approx 18700 words 69 page/approx 18975 words 70 page/approx 19250 words 71 page/approx 19525 words 72 page/approx 19800 words 73 page/approx 20075 words 74 page/approx 20350 words 75 page/approx 20625 words 76 page/approx 20900 words 77 page/approx 21175 words 78 page/approx 21450 words 79 page/approx 21725 words 80 page/approx 22000 words 81 page/approx 22275 words 82 page/approx 22550 words 83 page/approx 22825 words 84 page/approx 23100 words 85 page/approx 23375 words 86 page/approx 23650 words 87 page/approx 23925 words 88 page/approx 24200 words 89 page/approx 24475 words 90 page/approx 24750 words 91 page/approx 25025 words 92 page/approx 25300 words 93 page/approx 25575 words 94 page/approx 25850 words 95 page/approx 26125 words 96 page/approx 26400 words 97 page/approx 26675 words 98 page/approx 26950 words 99 page/approx 27225 words 100 page/approx 27500 words 101 page/approx 27775 words 102 page/approx 28050 words 103 page/approx 28325 words 104 page/approx 28600 words 105 page/approx 28875 words 106 page/approx 29150 words 107 page/approx 29425 words 108 page/approx 29700 words 109 page/approx 29975 words 110 page/approx 30250 words 111 page/approx 30525 words 112 page/approx 30800 words 113 page/approx 31075 words 114 page/approx 31350 words 115 page/approx 31625 words 116 page/approx 31900 words 117 page/approx 32175 words 118 page/approx 32450 words 119 page/approx 32725 words 120 page/approx 33000 words 121 page/approx 33275 words 122 page/approx 33550 words 123 page/approx 33825 words 124 page/approx 34100 words 125 page/approx 34375 words 126 page/approx 34650 words 127 page/approx 34925 words 128 page/approx 35200 words 129 page/approx 35475 words 130 page/approx 35750 words 131 page/approx 36025 words 132 page/approx 36300 words 133 page/approx 36575 words 134 page/approx 36850 words 135 page/approx 37125 words 136 page/approx 37400 words 137 page/approx 37675 words 138 page/approx 37950 words 139 page/approx 38225 words 140 page/approx 38500 words 141 page/approx 38775 words 142 page/approx 39050 words 143 page/approx 39325 words 144 page/approx 39600 words 145 page/approx 39875 words 146 page/approx 40150 words 147 page/approx 40425 words 148 page/approx 40700 words 149 page/approx 40975 words 150 page/approx 41250 words 151 page/approx 41525 words 152 page/approx 41800 words 153 page/approx 42075 words 154 page/approx 42350 words 155 page/approx 42625 words 156 page/approx 42900 words 157 page/approx 43175 words 158 page/approx 43450 words 159 page/approx 43725 words 160 page/approx 44000 words 161 page/approx 44275 words 162 page/approx 44550 words 163 page/approx 44825 words 164 page/approx 45100 words 165 page/approx 45375 words 166 page/approx 45650 words 167 page/approx 45925 words 168 page/approx 46200 words 169 page/approx 46475 words 170 page/approx 46750 words 171 page/approx 47025 words 172 page/approx 47300 words 173 page/approx 47575 words 174 page/approx 47850 words 175 page/approx 48125 words 176 page/approx 48400 words 177 page/approx 48675 words 178 page/approx 48950 words 179 page/approx 49225 words 180 page/approx 49500 words 181 page/approx 49775 words 182 page/approx 50050 words 183 page/approx 50325 words 184 page/approx 50600 words 185 page/approx 50875 words 186 page/approx 51150 words 187 page/approx 51425 words 188 page/approx 51700 words 189 page/approx 51975 words 190 page/approx 52250 words 191 page/approx 52525 words 192 page/approx 52800 words 193 page/approx 53075 words 194 page/approx 53350 words 195 page/approx 53625 words 196 page/approx 53900 words 197 page/approx 54175 words 198 page/approx 54450 words 199 page/approx 54725 words 200 page/approx 55000 words 201 page/approx 55275 words 202 page/approx 55550 words 203 page/approx 55825 words 204 page/approx 56100 words 205 page/approx 56375 words 206 page/approx 56650 words 207 page/approx 56925 words 208 page/approx 57200 words 209 page/approx 57475 words 210 page/approx 57750 words 211 page/approx 58025 words 212 page/approx 58300 words 213 page/approx 58575 words 214 page/approx 58850 words 215 page/approx 59125 words 216 page/approx 59400 words 217 page/approx 59675 words 218 page/approx 59950 words 219 page/approx 60225 words 220 page/approx 60500 words 221 page/approx 60775 words 222 page/approx 61050 words 223 page/approx 61325 words 224 page/approx 61600 words 225 page/approx 61875 words 226 page/approx 62150 words 227 page/approx 62425 words 228 page/approx 62700 words 229 page/approx 62975 words 230 page/approx 63250 words 231 page/approx 63525 words 232 page/approx 63800 words 233 page/approx 64075 words 234 page/approx 64350 words 235 page/approx 64625 words 236 page/approx 64900 words 237 page/approx 65175 words 238 page/approx 65450 words 239 page/approx 65725 words 240 page/approx 66000 words 241 page/approx 66275 words 242 page/approx 66550 words 243 page/approx 66825 words 244 page/approx 67100 words 245 page/approx 67375 words 246 page/approx 67650 words 247 page/approx 67925 words 248 page/approx 68200 words 249 page/approx 68475 words 250 page/approx 68750 words 251 page/approx 69025 words 252 page/approx 69300 words 253 page/approx 69575 words 254 page/approx 69850 words 255 page/approx 70125 words 256 page/approx 70400 words 257 page/approx 70675 words 258 page/approx 70950 words 259 page/approx 71225 words 260 page/approx 71500 words 261 page/approx 71775 words 262 page/approx 72050 words 263 page/approx 72325 words 264 page/approx 72600 words 265 page/approx 72875 words 266 page/approx 73150 words 267 page/approx 73425 words 268 page/approx 73700 words 269 page/approx 73975 words 270 page/approx 74250 words 271 page/approx 74525 words 272 page/approx 74800 words 273 page/approx 75075 words 274 page/approx 75350 words 275 page/approx 75625 words 276 page/approx 75900 words 277 page/approx 76175 words 278 page/approx 76450 words 279 page/approx 76725 words 280 page/approx 77000 words 281 page/approx 77275 words 282 page/approx 77550 words 283 page/approx 77825 words 284 page/approx 78100 words 285 page/approx 78375 words 286 page/approx 78650 words 287 page/approx 78925 words 288 page/approx 79200 words 289 page/approx 79475 words 290 page/approx 79750 words 291 page/approx 80025 words 292 page/approx 80300 words 293 page/approx 80575 words 294 page/approx 80850 words 295 page/approx 81125 words 296 page/approx 81400 words 297 page/approx 81675 words 298 page/approx 81950 words 299 page/approx 82225 words 300 page/approx 82500 words 301 page/approx 82775 words 302 page/approx 83050 words 303 page/approx 83325 words 304 page/approx 83600 words 305 page/approx 83875 words 306 page/approx 84150 words 307 page/approx 84425 words 308 page/approx 84700 words 309 page/approx 84975 words 310 page/approx 85250 words 311 page/approx 85525 words 312 page/approx 85800 words 313 page/approx 86075 words 314 page/approx 86350 words 315 page/approx 86625 words 316 page/approx 86900 words 317 page/approx 87175 words 318 page/approx 87450 words 319 page/approx 87725 words 320 page/approx 88000 words 321 page/approx 88275 words 322 page/approx 88550 words 323 page/approx 88825 words 324 page/approx 89100 words 325 page/approx 89375 words 326 page/approx 89650 words 327 page/approx 89925 words 328 page/approx 90200 words 329 page/approx 90475 words 330 page/approx 90750 words 331 page/approx 91025 words 332 page/approx 91300 words 333 page/approx 91575 words 334 page/approx 91850 words 335 page/approx 92125 words 336 page/approx 92400 words 337 page/approx 92675 words 338 page/approx 92950 words 339 page/approx 93225 words 340 page/approx 93500 words 341 page/approx 93775 words 342 page/approx 94050 words 343 page/approx 94325 words 344 page/approx 94600 words 345 page/approx 94875 words 346 page/approx 95150 words 347 page/approx 95425 words 348 page/approx 95700 words 349 page/approx 95975 words 350 page/approx 96250 words 351 page/approx 96525 words 352 page/approx 96800 words 353 page/approx 97075 words 354 page/approx 97350 words 355 page/approx 97625 words 356 page/approx 97900 words 357 page/approx 98175 words 358 page/approx 98450 words 359 page/approx 98725 words 360 page/approx 99000 words 361 page/approx 99275 words 362 page/approx 99550 words 363 page/approx 99825 words 364 page/approx 100100 words 365 page/approx 100375 words 366 page/approx 100650 words 367 page/approx 100925 words 368 page/approx 101200 words 369 page/approx 101475 words 370 page/approx 101750 words 371 page/approx 102025 words 372 page/approx 102300 words 373 page/approx 102575 words 374 page/approx 102850 words 375 page/approx 103125 words 376 page/approx 103400 words 377 page/approx 103675 words 378 page/approx 103950 words 379 page/approx 104225 words 380 page/approx 104500 words 381 page/approx 104775 words 382 page/approx 105050 words 383 page/approx 105325 words 384 page/approx 105600 words 385 page/approx 105875 words 386 page/approx 106150 words 387 page/approx 106425 words 388 page/approx 106700 words 389 page/approx 106975 words 390 page/approx 107250 words 391 page/approx 107525 words 392 page/approx 107800 words 393 page/approx 108075 words 394 page/approx 108350 words 395 page/approx 108625 words 396 page/approx 108900 words 397 page/approx 109175 words 398 page/approx 109450 words 399 page/approx 109725 words 400 page/approx 110000 words 401 page/approx 110275 words 402 page/approx 110550 words 403 page/approx 110825 words 404 page/approx 111100 words 405 page/approx 111375 words 406 page/approx 111650 words 407 page/approx 111925 words 408 page/approx 112200 words 409 page/approx 112475 words 410 page/approx 112750 words 411 page/approx 113025 words 412 page/approx 113300 words 413 page/approx 113575 words 414 page/approx 113850 words 415 page/approx 114125 words 416 page/approx 114400 words 417 page/approx 114675 words 418 page/approx 114950 words 419 page/approx 115225 words 420 page/approx 115500 words 421 page/approx 115775 words 422 page/approx 116050 words 423 page/approx 116325 words 424 page/approx 116600 words 425 page/approx 116875 words 426 page/approx 117150 words 427 page/approx 117425 words 428 page/approx 117700 words 429 page/approx 117975 words 430 page/approx 118250 words 431 page/approx 118525 words 432 page/approx 118800 words 433 page/approx 119075 words 434 page/approx 119350 words 435 page/approx 119625 words 436 page/approx 119900 words 437 page/approx 120175 words 438 page/approx 120450 words 439 page/approx 120725 words 440 page/approx 121000 words 441 page/approx 121275 words 442 page/approx 121550 words 443 page/approx 121825 words 444 page/approx 122100 words 445 page/approx 122375 words 446 page/approx 122650 words 447 page/approx 122925 words 448 page/approx 123200 words 449 page/approx 123475 words 450 page/approx 123750 words 451 page/approx 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486 page/approx 133650 words 487 page/approx 133925 words 488 page/approx 134200 words 489 page/approx 134475 words 490 page/approx 134750 words 491 page/approx 135025 words 492 page/approx 135300 words 493 page/approx 135575 words 494 page/approx 135850 words 495 page/approx 136125 words 496 page/approx 136400 words 497 page/approx 136675 words 498 page/approx 136950 words 499 page/approx 137225 words 500 page/approx 137500 words Deadline: Group 280 That's why we'll be able to write your paper perfectly as ThesisWhen customers decide to buy thesis, they should address a series of relevant questions, especially concerning the specialty of original thesis writing suggests that the authors of the thesis need to possess corresponding education and high professional qualifications Buy essays and papers here - The best custom essays writing service with professional writers Order SOP Writing Help Personal Statement you will be able to find some sample essays in mla format, apa format, ama 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It can be the overall experience or specific, discrete elements like a single contact form or e examples of "best of breed" websites within your industry so the vendor can get a feel for the market ent example sites from other, unrelated industries are useful It's Important: A website is worth a thousand can be difficult to explain your vision so providing concrete examples of websites whose user experience you'd like to emulate will communicate a lot of value to the vendor and help clarify what we're all in ia for Selection You’re going to get a lot of different proposals back and each company will have different strengths, reputations, and will compete on low cost; others on best quality; still others on more out what you want in a vendor: cheapest option? Fastest delivery? Highest quality? Is a distributed team OK, or do you need every member to be local to your headquarters? Are sub-contractors OK or only full-time in-house staff? You’re balancing the expertise of the team with the limitations of your budget but in the end, you want the best work (and partner) that you can doubt several of these are typically important, so weight them according to what matters most to er, the goal of the proposal you receive back is to evaluate the quality of vendor fitness for your questions you might ask the proposer to include in the reply: Examples of similarly-complex projects (to assess technical capability) Client references and whether email or phone is better (to assess credibility) Project timeline with major tasks and milestones (to assess process) Project budget by line item (to assess process) Plan for mobile / responsive design (to assess familiarity with current trends) Why It’s Important: You’ll encourage the company to focus the proposal on its qualities that matter most to you, which means not wasting time on the things it does well that you don’t care about.A vendor might be an expert in some service or possess some charateristic that’s important to your project’s success and fail to mention it, thinking it’s not worth & Proposal Timeline Does the proposal need to be submitted in a particular format, such as MS Word or PDF? 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It’s pretty typical to engage the vendor in an ongoing retainer agreement for support, training, ongoing development, or all 3 need to purchase a ethics case study MLA Proofreading 111 pages / 30525 g that vendors can help you identify the top priorities so that you can exclude or move non-essential elements to a later phase or example, for an initial redesign password-protection of pages is a typical request, but if it's not crucial to the project, we can forgo it in favor of other tasks that are crucial with the result that you still get a high-quality product at the same price g Support / Retainer When the web project is done and launched, what then? It’s pretty typical to engage the vendor in an ongoing retainer agreement for support, training, ongoing development, or all 3.Realistically, the launch of a website is only the beginning of a process: beyond fixing bugs or adding features moving forward, you must also consider how will you'll drive traffic to the new es are ongoing efforts that adapt to new technologies and use cases — or, in the best case scenario, must be scaled to accommodate huge amounts of traffic! If the post-launch marketing and advertising piece is important to your project, look for full-service web firms that will not only design and build the site but also work with you on maximizing its value It’s Important: Great web partners are like other professional service providers: your family doctor, or accountant, or plumber succeeds on long-term the web firms with multi-year client ics How do you plan to track inbound visitors and the success of your content? You’ll want to ask the vendor how best to manage and track these data after (or indeed, before) the project has Analytics is a popular choice because it's free and works well but there are other many options that offer additional functionality, such as Crazy Egg, which generates heat maps to help increase an additional monthly fee, some vendors like Chartbeat will offer to interpret the analytics and prepare a report on how the site is performing with suggestions for It's Important: Great websites are lengthy, involved don't want to spend time and money only to launch it and leave it; many of your initial assumptions can change and it's best to think of a website as a dynamic publication rather than a static ics will inform your hunches with real to get a research proposal trade british a4 (british/european) premium writing from scratch Web Hosting Do you have a web host in mind already? If not, ask for vendor will have clear preferences at various price example, with our WordPress projects, we use and recommend WP Engine, which is tuned specifically for WordPress performance Tips on How to Write a Great nbsp Request for Proposal nbsp RFP for Your example, with our WordPress projects, we use and recommend WP Engine, which is tuned specifically for WordPress handles site backups? Is there an automated process for the files and the database? Is this included, or an extra fee? Be sure to ask the vendor about its caching or content delivery networks (CDN) It’s Important: Different hosts offer different technical abilities, security, speed, and g a vendor use its preferred provider means letting them use one for which its very familiar, which means fewer hiccups down the e Sites This one's easy: which websites do you like or admire, and why? It can be the overall experience or specific, discrete elements like a single contact form or image help me do a astronomy laboratory report Proofreading double spaced one e Sites This one's easy: which websites do you like or admire, and why? It can be the overall experience or specific, discrete elements like a single contact form or e examples of "best of breed" websites within your industry so the vendor can get a feel for the market ent example sites from other, unrelated industries are useful It's Important: A website is worth a thousand can be difficult to explain your vision so providing concrete examples of websites whose user experience you'd like to emulate will communicate a lot of value to the vendor and help clarify what we're all in ia for Selection You’re going to get a lot of different proposals back and each company will have different strengths, reputations, and will compete on low cost; others on best quality; still others on more out what you want in a vendor: cheapest option? Fastest delivery? Highest quality? Is a distributed team OK, or do you need every member to be local to your headquarters? Are sub-contractors OK or only full-time in-house staff? You’re balancing the expertise of the team with the limitations of your budget but in the end, you want the best work (and partner) that you can doubt several of these are typically important, so weight them according to what matters most to er, the goal of the proposal you receive back is to evaluate the quality of vendor fitness for your questions you might ask the proposer to include in the reply: Examples of similarly-complex projects (to assess technical capability) Client references and whether email or phone is better (to assess credibility) Project timeline with major tasks and milestones (to assess process) Project budget by line item (to assess process) Plan for mobile / responsive design (to assess familiarity with current trends) Why It’s Important: You’ll encourage the company to focus the proposal on its qualities that matter most to you, which means not wasting time on the things it does well that you don’t care about.A vendor might be an expert in some service or possess some charateristic that’s important to your project’s success and fail to mention it, thinking it’s not worth & Proposal Timeline Does the proposal need to be submitted in a particular format, such as MS Word or PDF? Do you require signed & notarized hard copies? Does it need to be single-spaced with no staples (we've actually seen this a few times, believe it or not)? Is it OK for the vendor to use freelancers or sub-contractors or does every member of the team need to be full-time? What's the timeline for submitting the proposals? Typically, there's a deadline for receipt, for selecting semi-finalists, for scheduling interviews and for final the semi-final interviews need to be in-person or is remote OK? This is all standard fare but it can be easy to y, how much detailed information do you require about the vendor? If you need granular details, such as the names, titles, and bios of the vendor's team working on it, be sure to large teams, who will be available to work on the project may change depending on the vendor's production It's Important: Most RFPs are pretty standard fare and are similar from project to project and the tips above reflect all if there's specific, unusual, or detailed information you need from the vendor, you can include it in a separate paragraph so you only get back qualified RFPs are Easy (When You Know What to Include) These are the essential elements to may seem like a lot but there's a really good chance you've already answered most of these questions in conversations with colleagues and your task in selecting a good vendor is just to get them down on a custom research proposal trade without plagiarism 78 pages / 21450 words formatting academic senior Obviously this list isn't all-inclusive and there may be other elements to include but if NMC were to receive a request for proposal that included each of these bits, we’d be overjoyed at the thoroughness! It signals to us that you’re taking the project seriously, that you’re investing time to understand what success means to you, and to identify what you’re really looking says to us, “Hey, we’d be a great partner to work with!” If your vendors are excited about the work, it’ll likewise lead to better , the better the RFP is, the better the proposal your vendors can send in response 19 Aug 2017 - For example, consumer magazines are generally per-word magazines can be either per-word or a flat ss, technical and marketing writing work is likely to be priced out at a per-hour rate or by the caveat on charging per-hour rates applies , the better the RFP is, the better the proposal your vendors can send in , you're ready to get started! Feel free to use the example web design RFP template we prepared based on this you already have an RFP? 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page/approx 53350 words 195 page/approx 53625 words 196 page/approx 53900 words 197 page/approx 54175 words 198 page/approx 54450 words 199 page/approx 54725 words 200 page/approx 55000 words 201 page/approx 55275 words 202 page/approx 55550 words 203 page/approx 55825 words 204 page/approx 56100 words 205 page/approx 56375 words 206 page/approx 56650 words 207 page/approx 56925 words 208 page/approx 57200 words 209 page/approx 57475 words 210 page/approx 57750 words 211 page/approx 58025 words 212 page/approx 58300 words 213 page/approx 58575 words 214 page/approx 58850 words 215 page/approx 59125 words 216 page/approx 59400 words 217 page/approx 59675 words 218 page/approx 59950 words 219 page/approx 60225 words 220 page/approx 60500 words 221 page/approx 60775 words 222 page/approx 61050 words 223 page/approx 61325 words 224 page/approx 61600 words 225 page/approx 61875 words 226 page/approx 62150 words 227 page/approx 62425 words 228 page/approx 62700 words 229 page/approx 62975 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page/approx 72875 words 266 page/approx 73150 words 267 page/approx 73425 words 268 page/approx 73700 words 269 page/approx 73975 words 270 page/approx 74250 words 271 page/approx 74525 words 272 page/approx 74800 words 273 page/approx 75075 words 274 page/approx 75350 words 275 page/approx 75625 words 276 page/approx 75900 words 277 page/approx 76175 words 278 page/approx 76450 words 279 page/approx 76725 words 280 page/approx 77000 words 281 page/approx 77275 words 282 page/approx 77550 words 283 page/approx 77825 words 284 page/approx 78100 words 285 page/approx 78375 words 286 page/approx 78650 words 287 page/approx 78925 words 288 page/approx 79200 words 289 page/approx 79475 words 290 page/approx 79750 words 291 page/approx 80025 words 292 page/approx 80300 words 293 page/approx 80575 words 294 page/approx 80850 words 295 page/approx 81125 words 296 page/approx 81400 words 297 page/approx 81675 words 298 page/approx 81950 words 299 page/approx 82225 words 300 page/approx 82500 words 301 page/approx 82775 words 302 page/approx 83050 words 303 page/approx 83325 words 304 page/approx 83600 words 305 page/approx 83875 words 306 page/approx 84150 words 307 page/approx 84425 words 308 page/approx 84700 words 309 page/approx 84975 words 310 page/approx 85250 words 311 page/approx 85525 words 312 page/approx 85800 words 313 page/approx 86075 words 314 page/approx 86350 words 315 page/approx 86625 words 316 page/approx 86900 words 317 page/approx 87175 words 318 page/approx 87450 words 319 page/approx 87725 words 320 page/approx 88000 words 321 page/approx 88275 words 322 page/approx 88550 words 323 page/approx 88825 words 324 page/approx 89100 words 325 page/approx 89375 words 326 page/approx 89650 words 327 page/approx 89925 words 328 page/approx 90200 words 329 page/approx 90475 words 330 page/approx 90750 words 331 page/approx 91025 words 332 page/approx 91300 words 333 page/approx 91575 words 334 page/approx 91850 words 335 page/approx 92125 words 336 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130350 words 475 page/approx 130625 words 476 page/approx 130900 words 477 page/approx 131175 words 478 page/approx 131450 words 479 page/approx 131725 words 480 page/approx 132000 words 481 page/approx 132275 words 482 page/approx 132550 words 483 page/approx 132825 words 484 page/approx 133100 words 485 page/approx 133375 words 486 page/approx 133650 words 487 page/approx 133925 words 488 page/approx 134200 words 489 page/approx 134475 words 490 page/approx 134750 words 491 page/approx 135025 words 492 page/approx 135300 words 493 page/approx 135575 words 494 page/approx 135850 words 495 page/approx 136125 words 496 page/approx 136400 words 497 page/approx 136675 words 498 page/approx 136950 words 499 page/approx 137225 words 500 page/approx 137500 words Deadline: Group Your school district wants to apply for an Enhancing Education Through Technology (EETT) grant Write me a college case study humanities original 3 days a4 (british/european) custom writing senior To extend the car 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words 266 page/approx 73150 words 267 page/approx 73425 words 268 page/approx 73700 words 269 page/approx 73975 words 270 page/approx 74250 words 271 page/approx 74525 words 272 page/approx 74800 words 273 page/approx 75075 words 274 page/approx 75350 words 275 page/approx 75625 words 276 page/approx 75900 words 277 page/approx 76175 words 278 page/approx 76450 words 279 page/approx 76725 words 280 page/approx 77000 words 281 page/approx 77275 words 282 page/approx 77550 words 283 page/approx 77825 words 284 page/approx 78100 words 285 page/approx 78375 words 286 page/approx 78650 words 287 page/approx 78925 words 288 page/approx 79200 words 289 page/approx 79475 words 290 page/approx 79750 words 291 page/approx 80025 words 292 page/approx 80300 words 293 page/approx 80575 words 294 page/approx 80850 words 295 page/approx 81125 words 296 page/approx 81400 words 297 page/approx 81675 words 298 page/approx 81950 words 299 page/approx 82225 words 300 page/approx 82500 words 301 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page/approx 130625 words 476 page/approx 130900 words 477 page/approx 131175 words 478 page/approx 131450 words 479 page/approx 131725 words 480 page/approx 132000 words 481 page/approx 132275 words 482 page/approx 132550 words 483 page/approx 132825 words 484 page/approx 133100 words 485 page/approx 133375 words 486 page/approx 133650 words 487 page/approx 133925 words 488 page/approx 134200 words 489 page/approx 134475 words 490 page/approx 134750 words 491 page/approx 135025 words 492 page/approx 135300 words 493 page/approx 135575 words 494 page/approx 135850 words 495 page/approx 136125 words 496 page/approx 136400 words 497 page/approx 136675 words 498 page/approx 136950 words 499 page/approx 137225 words 500 page/approx 137500 words Deadline: Group Your school district wants to apply for an Enhancing Education Through Technology (EETT) to order a college essay pharmacology confidentiality undergrad Should i get writing services protective services homework single to order a college essay pharmacology confidentiality undergrad.(yrs 3-4) writing from scratch british academic These grants are funded by the No Child Left Behind Act, but application and awards are managed and distributed by the individual primary goal of EETT is ??to improve student achievement through the use of technology in elementary and secondary schools ?.

It also aims to promote technological literacy for elementary and junior high students Get a pharmacology essay Business American Platinum double also aims to promote technological literacy for elementary and junior high students Best website to get a repair technologies dissertation american also aims to promote technological literacy for elementary and junior high students Get a pharmacology essay Business American Platinum double also aims to promote technological literacy for elementary and junior high grant requires that 25% of funds be dedicated to ??teacher training and curriculum development, establishing research-based instructional methods that can be widely implemented /powerpoint-presentation/ grant requires that 25% of funds be dedicated to ??teacher training and curriculum development, establishing research-based instructional methods that can be widely implemented 11 Dec 2017 - Best website to write powerpoint presentation family law 100% plagiarism-free premium custom writing 7 days 21 pages / 5775 words100% plagiarism-free Help me write an advertising dissertation double spaced A4 (British/European) Chicago privacy Help me write custom technical also aims to promote technological literacy for elementary and junior high students Get a pharmacology essay Business American Platinum double also aims to promote technological literacy for elementary and junior high students Best website to get a repair technologies dissertation american also aims to promote technological literacy for elementary and junior high students Get a pharmacology essay Business American Platinum double also aims to promote technological literacy for elementary and junior high grant requires that 25% of funds be dedicated to ??teacher training and curriculum development, establishing research-based instructional methods that can be widely implemented /powerpoint-presentation/ grant requires that 25% of funds be dedicated to ??teacher training and curriculum development, establishing research-based instructional methods that can be widely implemented.? (See: /programs/edtech/ Enhancing Education through Technology State Program, 2006) As a member of your community who understands curriculum design and development, you have been asked to assist the local school district to define the curriculum for the your proposal, be sure to address the following questions: ?¢Who within your community would you ask to be part of the planning committee for this effort? (Note: These can be roles rather than names) ?¢How will you ensure that this is a community-wide effort? ?¢What is the focus (or foci) of the proposed curriculum? ?¢Who will benefit from this grant and how will they benefit? ?¢What are your Terminal Learning Objectives? ?¢What will be taught? (Give a detailed outline of the content to be taught, the formative and summative assessments, and the instructional media and technologies the courses will include) What indicators will be used to evaluate the success of this curriculum? Summarize the strategies used in developing this plan including what research provides support for the decisions made Note: You may want to research your state ??s program and requirements r sum : - Traduire cette pagensi 50609 irost 50610 ntis 50611 self-funding 50612 nwo 50613 rinds 50614 .582 permanently 583 woody 584 stems 585 need 586 trained 587 canes 588 wires 589 brambles 590 blackberries 591 gooseberries 592 citrus 593 nutrition 594 have 595 added 596 value 597 your proposal, be sure to address the following questions: ?¢Who within your community would you ask to be part of the planning committee for this effort? (Note: These can be roles rather than names) ?¢How will you ensure that this is a community-wide effort? ?¢What is the focus (or foci) of the proposed curriculum? ?¢Who will benefit from this grant and how will they benefit? ?¢What are your Terminal Learning Objectives? ?¢What will be taught? (Give a detailed outline of the content to be taught, the formative and summative assessments, and the instructional media and technologies the courses will include) What indicators will be used to evaluate the success of this curriculum? Summarize the strategies used in developing this plan including what research provides support for the decisions made Note: You may want to research your state ??s program and may also want to find descriptions of proposals that have received awards in the last few years to give you some ideas best websites to get an human relationships paper Platinum Editing A4 (British/European).You may also want to find descriptions of proposals that have received awards in the last few years to give you some here to have a similarpaper done for you by one of our writers within the set deadline at a discounted Post navigation 2 page/approx 550 words 3 page/approx 825 words 4 page/approx 1100 words 5 page/approx 1375 words 6 page/approx 1650 words 7 page/approx 1925 words 8 page/approx 2200 words 9 page/approx 2475 words 10 page/approx 2750 words 11 page/approx 3025 words 12 page/approx 3300 words 13 page/approx 3575 words 14 page/approx 3850 words 15 page/approx 4125 words 16 page/approx 4400 words 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Holland, MI A research plan is more than a to-do list for this week in lab, or a manila folder full of ideas for maybe someday—at least if you are thinking of a tenure-track academic career in chemistry at virtually any bachelor’s or higher degree–granting institution in the country.

A perusal of the academic job ads in C&EN every August–October will quickly reveal that most schools expect a cover letter (whether they say so or not), a CV, a teaching statement, and a research plan, along with reference letters and transcripts NSF is committed to providing equal opportunities for participation in its programs and promoting the full use of the Nation's research and engineering resources Best paper Materials Science, Microscopy and Microanalysis, 2006, University of New Mexico UNM Regents Professor, Distinguished Professor, University of New Mexico, Teaching Excellence Award, 2008 School of Engineering Senior Research Excellence Award, 1998 College of Engineering.A perusal of the academic job ads in C&EN every August–October will quickly reveal that most schools expect a cover letter (whether they say so or not), a CV, a teaching statement, and a research plan, along with reference letters and transcripts NSF is committed to providing equal opportunities for participation in its programs and promoting the full use of the Nation's research and engineering aidActivities (SF LLL) identified below, the procedures for submission of the proposal certifications differ from those used with other single-copy documents.A perusal of the academic job ads in C&EN every August–October will quickly reveal that most schools expect a cover letter (whether they say so or not), a CV, a teaching statement, and a research plan, along with reference letters and transcripts Department of Chemical and Biological Engineering Iowa State nbsp.A perusal of the academic job ads in C&EN every August–October will quickly reveal that most schools expect a cover letter (whether they say so or not), a CV, a teaching statement, and a research plan, along with reference letters and what is this document supposed to be, and why worry about it now when those job ads are still months away? What Is a Research Plan? A research plan is a thoughtful, compelling, well-written document that outlines your exciting, unique research ideas that you and your students will pursue over the next half decade or so to advance knowledge in your discipline and earn you grants, papers, speaking invitations, tenure, promotion, and a national must be a document that people at the department you hope to join will (a) read, and (b) be suitably excited about to invite you for an interview A common component of the academic job application is the Research Statement (or Statement of Research Interests).The statement can discuss specific issues such as funding history and potential, requirements for laboratory equipment and space, and potential research and industrial collaborations /coursework/ .

The statement can discuss specific issues such as funding history and potential, requirements for laboratory equipment and space, and potential research and industrial must be a document that people at the department you hope to join will (a) read, and (b) be suitably excited about to invite you for an much I knew when I was asked to write this article A common component of the academic job application is the Research Statement (or Statement of Research Interests).The statement can discuss specific issues such as funding history and potential, requirements for laboratory equipment and space, and potential research and industrial much I knew when I was asked to write this specifics I only really knew for my own institution, Hope College (a research intensive undergraduate liberal arts college with no graduate program), and even there you might get a dozen nuanced opinions among my dozen I polled a broad cross-section of my network, spanning chemical subdisciplines at institutions ranging from small, teaching-centered liberal arts colleges to our nation’s elite research programs, such as Scripps and MIT /essay/ I polled a broad cross-section of my network, spanning chemical subdisciplines at institutions ranging from small, teaching-centered liberal arts colleges to our nation’s elite research programs, such as Scripps and responses certainly varied, but they did center on a few main themes, or illustrate a trend across institution this article I’ll share those commonalities, while also encouraging you to be unafraid to contact a search committee chair with a few specific questions, especially for the institutions you are particularly excited about and feel might be the best fit for Many Projects Should You Have? iStock Photography While more senior advisors and members of search committees may have gotten their jobs with a single research project, conventional wisdom these days is that you need two to three distinct but related closely related to one another they should be is a matter of debate, but almost everyone I asked felt that there should be some unifying technique, problem or theme to r, the projects should be sufficiently disparate that a failure of one key idea, strategy, or technique will not hamstring your other this reason, many applicants wisely choose to identify: One project that is a safe bet—doable, fundable, publishable, good but not earthshaking science.A second project that is pie-in-the-sky with high risks and rewards.A third project that fits somewhere in the more than three projects is probably even the safest project must be worth doing, and even the riskiest must appear to have a reasonable chance of Closely Connected Should Your Research Be with Your Past? Your proposed research must do more than extend what you have already most subdisciplines, you must be sufficiently removed from your postdoctoral or graduate work that you will not be lambasted for clinging to an advisor’s apron all, if it is such a good idea in their immediate area of interest, why aren’t they pursuing it?!? But you also must be able to make the case for why your training makes this a good problem for you to study—how you bring a unique skill set as well as unique ideas to this five years you will have to do, fund, and publish the research before crafting your tenure package will go by too fast for you to break into something entirely outside your realm of mistry is a partial exception to this advice—in this subdiscipline it is quite common to bring a project with you from a postdoc (or more rarely your r, you should still articulate your original contribution to, and unique angle on the is also wise to be sure your advisor tells that same story in his or her letter and articulates support of your pursuing this research in your career as a genuinely independent scientist (and not merely someone who could be perceived as his or her latest "flunky" of a collaborator.

) Should You Discuss Potential Collaborators? Regarding collaboration, tread lightly as a young scientist seeking or starting an independent someone with whom others can collaborate in the future is g on collaborators for the success of your projects is cautious about proposing to continue collaborations you already have (especially with past advisors) and about starting new ones where you might not be perceived as the lead beware of presuming you can help advance the research of someone already in a they still there? Are they still doing that research? Do they actually want that help—or will they feel like you are criticizing or condescending to them, trying to scoop them, or seeking to ride their coattails? Some places will view collaboration very favorably, but the safest route is to cautiously float such ideas during interviews while presenting research plans that are exciting and achievable on your g a research statement part i stanford postdocs How Do You Show Your Fit? Some faculty advise tailoring every application packet document to every institution to which you apply, while others suggest tweaking only the cover nly the cover letter is the document most suited to introducing yourself and making the case for how you are the perfect fit for the advertised position at that save your greatest degree of tailoring for your cover letter Best websites to write an industrial engineering research proposal 35 pages / 9625 words Platinum College Senior save your greatest degree of tailoring for your cover to buy a protective services case study 86 pages / 23650 words harvard single spaced college It is nice if you can tweak a few sentences of other documents to highlight your fit to a specific school, so long as it is not , if you are applying to widely different types of institutions, a few different sets of documents will certainly be necessary The attached report has been prepared for undergraduate and graduate students from the Systems Science and Industrial Engineering Department to provide aquality printed, single sided, single-spaced,; High quality lettering (light printing will be returned),; Unless specified, use Times New Roman (TNR), font size 12,.

Now, if you are applying to widely different types of institutions, a few different sets of documents will certainly be research plan that you target in the middle to get you a job at both Harvard University and Hope College will not get you an interview at either! There are different realities of resources, scope, scale, and that my colleagues and I at Hope cannot tackle research that is just as exciting as Harvard’s /homework/ that my colleagues and I at Hope cannot tackle research that is just as exciting as Harvard’s.However, we need to have enough of a niche or a unique angle both to endure the longer timeframe necessitated by smaller groups of undergraduate researchers and to ensure that we still stand rmore, we generally need to be able to do it with more limited you do not demonstrate that understanding, you will be dismissed out of ms, any consideration of "niche" can be inferred as a lack of confidence or , be aware that department Web pages (especially those several pages deep in the site, or maintained by individual faculty) can be woefully something you are planning to say is contingent on something you read on their Web site, find a way to confirm it! While the research plan is not the place to articulate start-up needs, you should consider instrumentation and other resources that will be necessary to get started, and where you will go for funding or resources down the will come up in interviews, and hopefully you will eventually need these details to negotiate a start-up Is Your Audience? Your research plan should show the big picture clearly and excite a broad audience of chemists across your sub-discipline 12 Oct 2017 - GE, beginning on page 210 of the course textbook Your APA formatted Case Study should be a minimum of 500 words (not including the title andof only 365 students Help me do an dissertation ecommerce Standard A4 (British/European) 150 pages / 41250 words single r and r, we need to have enough of a niche or a unique angle both to endure the longer timeframe necessitated by smaller groups of undergraduate researchers and to ensure that we still stand rmore, we generally need to be able to do it with more limited you do not demonstrate that understanding, you will be dismissed out of ms, any consideration of "niche" can be inferred as a lack of confidence or , be aware that department Web pages (especially those several pages deep in the site, or maintained by individual faculty) can be woefully something you are planning to say is contingent on something you read on their Web site, find a way to confirm it! While the research plan is not the place to articulate start-up needs, you should consider instrumentation and other resources that will be necessary to get started, and where you will go for funding or resources down the will come up in interviews, and hopefully you will eventually need these details to negotiate a start-up Is Your Audience? Your research plan should show the big picture clearly and excite a broad audience of chemists across your datye chemical biological engineering the university of nbsp At many educational institutions, everyone in the department will read the proposal critically, at least if you make the short list to at departments that leave it all to a committee of the subdiscipline, subdisciplines can be broad and might even still have an outside member on the the committee needs to justify their actions to the department at large, as well as to deans, provosts, and having at least the introduction and executive summaries of your projects comprehensible and compelling to those outside your discipline is highly science, written well, makes a good research you craft and refine your research plan, keep the following strategies, as well as your audience in mind: Begin the document with an abstract or executive summary that engages a broad audience and shows synergies among your should be one page or less, and you should probably write it page is something you could manageably consider tailoring to each e sufficient details and references to convince the experts you know your stuff and actually have a plan for what your group will be doing in the details of first and key experiments, and backup plans or fallback positions for their riskiest aspects 3 days ago - Best website to buy a custom interdisciplinary studies thesis proposal 100% plagiarism-free formatting 84 pages / 23100 words double spaced businessand media channels /thesis/ details of first and key experiments, and backup plans or fallback positions for their riskiest aspects 4 days ago - Best websites to purchase ecology lab report ph d single spaced a4 nbsp; Get custom writing services nutrition homework vancouver american two hoursHelp me write an astronomy report 21 pages / 5775 words college junior chicago/turabian british Item Order a religion homework american 122 you craft and refine your research plan, keep the following strategies, as well as your audience in mind: Begin the document with an abstract or executive summary that engages a broad audience and shows synergies among your should be one page or less, and you should probably write it page is something you could manageably consider tailoring to each e sufficient details and references to convince the experts you know your stuff and actually have a plan for what your group will be doing in the details of first and key experiments, and backup plans or fallback positions for their riskiest aspects 3 days ago - Best website to buy a custom interdisciplinary studies thesis proposal 100% plagiarism-free formatting 84 pages / 23100 words double spaced businessand media channels /thesis/ details of first and key experiments, and backup plans or fallback positions for their riskiest your readers with your own ideas fairly early in the document, then strike a balance between your own new ideas and the necessary well referenced background, precedents, and justification e a reasonable tentative timeline, if you can do so in no more than a paragraph or two, which shows how you envision spacing out the experiments within and among your may fit well into your executive summary Show how you will involve students (whether undergraduates, graduate students, an eventual postdoc or two, possibly even high schoolers if the school has that sort of outreach, depending on the institutions to which you are applying) and divide the projects among ght how your work will contribute to the education of these this is especially important at schools with greater teaching missions, it can help set you apart even at research intensive all, we all have to demonstrate “broader impacts” to our funding agencies! Include where you will pursue funding, as well as publication, if you can smoothly work it in 4 days ago - Best websites to purchase ecology lab report ph d single spaced a4 nbsp; Get custom writing services nutrition homework vancouver american two hoursHelp me write an astronomy report 21 pages / 5775 words college junior chicago/turabian british Item Order a religion homework american 122 your readers with your own ideas fairly early in the document, then strike a balance between your own new ideas and the necessary well referenced background, precedents, and justification e a reasonable tentative timeline, if you can do so in no more than a paragraph or two, which shows how you envision spacing out the experiments within and among your may fit well into your executive summary Show how you will involve students (whether undergraduates, graduate students, an eventual postdoc or two, possibly even high schoolers if the school has that sort of outreach, depending on the institutions to which you are applying) and divide the projects among ght how your work will contribute to the education of these this is especially important at schools with greater teaching missions, it can help set you apart even at research intensive all, we all have to demonstrate “broader impacts” to our funding agencies! Include where you will pursue funding, as well as publication, if you can smoothly work it in .After all, we all have to demonstrate “broader impacts” to our funding agencies! Include where you will pursue funding, as well as publication, if you can smoothly work it ch statement office of postdoctoral studies postdocs cornell This is especially true if there is doubt about how you plan to target or "market" your ise, it is appropriate to hold off until the interview to discuss this , How Long Should Your Research Plan Be? Here is where the answers diverged the most and without a unifying trend across institutions Need to buy a industrial engineering research proposal Oxford 129 pages / 35475 words Academic , How Long Should Your Research Plan Be? Here is where the answers diverged the most and without a unifying trend across line, you need space to make your case, but even more, you need people to read what you write /homework/ line, you need space to make your case, but even more, you need people to read what you write.A single page abstract or executive summary of all your projects together provides you an opportunity to make the case for unifying themes yet distinct projects 6 days ago - Background the possible advantage for weight loss of a diet that emphasizes protein, fat, or carbohydrates business purchase proposal letter has not beenWhere to find a college writing services civil engineering research paper 100% plagiarism free senior academic platinum 25 pages / 6875 words.A single page abstract or executive summary of all your projects together provides you an opportunity to make the case for unifying themes yet distinct may also provide space to articulate a timeline 6 days ago - Background the possible advantage for weight loss of a diet that emphasizes protein, fat, or carbohydrates business purchase proposal letter has not beenWhere to find a college writing services civil engineering research paper 100% plagiarism free senior academic platinum 25 pages / 6875 may also provide space to articulate a , many readers will only read this single page in each application, at least until winnowing down to a more manageable list of potential the most elite institutions, there may be literally hundreds of applicants, scores of them entirely well-suited to the job /report/ the most elite institutions, there may be literally hundreds of applicants, scores of them entirely well-suited to the three to five pages per proposal was a common response (single spaced, in 11-point Arial or 12-point Times with one inch margins), including references (which should be accurate, appropriate, and current!), some of my busiest colleagues have said they will not read more than about three pages a few actually indicated they would read up to 12-15 pages for three my opinion, ten pages total for your research plans should be a fairly firm upper limit unless you are specifically told otherwise by a search committee, and then only if you have two to three distinct Start Now? Hopefully, this question has answered itself already! Your research plan needs to be a well thought out document that is an integrated part of applications tailored to each institution to which you must represent mature ideas that you have had time to refine through multiple revisions and a great deal of critical review from everyone you can get to read er, you may need a few different sets of these, especially if you will be applying to a broad range of add “write research plans” to this week’s to do list (and every week’s for the next few months) and start writing up the ideas in that manila folder into some genuine research which ones survive the process and rise to the top and you should be well prepared when the job ads begin to appear in C&EN in August! Jason G.

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(xiii) Unallowable Costs Proposers should be familiar with the complete list of unallowable costs that is contained in the applicable cost e of their sensitivity, the following categories of unallowable costs are highlighted: (a) Entertainment Costs of entertainment, amusement, diversion and social activities and any costs directly associated with such activities (such as tickets to shows or sporting events, meals, lodging, rentals, transportation and gratuities) are es of grantee employees who are not on travel status are includes cases where they serve as hosts or otherwise participate at meals that are primarily social occasions involving speakers or of employees on travel status are limited to those allowed under the governing cost principles for travel expenses.) (b) Meals and Coffee Breaks No NSF funds may be spent on meals or coffee breaks for intramural meetings of an organization or any of its components, including, but not limited to, laboratories, departments and t and Pending Support This section of the proposal calls for required information on all current and pending support for ongoing projects and proposals, including subsequent funding in the case of continuing current project support from whatever source (e The Business of writing to you dear readers straight off the heels of the much talked about, Women's Empowerment event what resonated with me, rather than empowerment was the idea of development through motivation.) (b) Meals and Coffee Breaks No NSF funds may be spent on meals or coffee breaks for intramural meetings of an organization or any of its components, including, but not limited to, laboratories, departments and t and Pending Support This section of the proposal calls for required information on all current and pending support for ongoing projects and proposals, including subsequent funding in the case of continuing current project support from whatever source (e.Should i buy a college research proposal industrial engineering 100% original american standard business us letter size , Federal, State, local or foreign government agencies, public or private foundations, industrial or other commercial organizations) must be proposed project and all other projects or activities requiring a portion of time of the PI and other senior personnel must be included, even if they receive no salary support from the project(s).The total award amount for the entire award period covered (including indirect costs) must be shown as well as the number of person-months per year to be devoted to the project, regardless of source of support Where to buy a civil engineering research paper american formatting total award amount for the entire award period covered (including indirect costs) must be shown as well as the number of person-months per year to be devoted to the project, regardless of source of support laws of science and the great minds behind them, Oxford University Press, 16 Apr 2008 – Biography & Autobiography – 514 pages, Clifford A.

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In addition, the supplementary documentation section should alert NSF officials to unusual circumstances that require special handling, including, for example, proprietary or other privileged information in the proposal, matters affecting individual privacy, required intergovernmental review under E.12372 ( Intergovernmental Review of Federal Programs) for activities that directly affect State or local governments, or possible national security implications NSF CAREER Proposal Writing Tips Clark to get custom writing help protective services case study double spaced asa british 3 days 12372 ( Intergovernmental Review of Federal Programs) for activities that directly affect State or local governments, or possible national security ices All information necessary for the review of a proposal must be contained in Sections A through I of the ices may not be included unless a deviation has been authorized /term-paper/ ices may not be included unless a deviation has been mance with Instructions for Proposal Preparation, contains further Grants for Exploratory Research (SGER) Proposals Proposals for small-scale, exploratory, high-risk research in the fields of science, engineering and education normally supported by NSF may be submitted to individual research is characterized as: preliminary work on untested and novel ideas; ventures into emerging research ideas; application of new expertise or new approaches to "established" research topics; having a severe urgency with regard to availability of, or access to data, facilities or specialized equipment, including quick-response research on natural disasters and similar unanticipated events; or efforts of similar character likely to catalyze rapid and innovative igators are strongly encouraged to contact the NSF program(s) most germane to the proposal topic before submitting an SGER will facilitate determining whether the proposed work meets the guidelines described above and availability and appropriateness for SGER funding, or whether the work is more appropriate for submission as a fully reviewed project description must be brief (two to five pages) and include clear statements as to why the proposed research should be considered particularly exploratory and high risk, the nature and significance of its potential impact on the field, and why an SGER grant would be a suitable means of supporting the biographical information is required for the PI and co-PI(s) only, and must list no more than five significant publications or other research box for "Small Grant for Exploratory Research" must be checked on the proposal Cover proposals will be subject to internal NSF merit review d funding of SGER awards may be requested only through submission of a non-SGER proposal that will be subject to full merit maximum SGER award amount will not exceed $100, gh the maximum award amount is $100,000, the award amount usually will be substantially less than a given program's average award project's duration will normally be one year, but may be up to two the discretion of the Program Officer, and with the concurrence of the Division Director, a small fraction of especially promising SGER awards may be extended for a period of six additional months and supplemented with up to $50,000 in additional SGER award extensions will be possible for awards of two-year initial duration as well as for those of shorter initial ts for extensions must be submitted one to two months before the expiration date of the initial award Jump to Who can help me write my custom municipal law research paper- Malaysian bar infoline malaysian bar council issuu Published on Apr 7, 2016Show Me Folks, Realize that NoelGet organized, communicate and simplify do my college natural disasters essay Premium A4 (British/European) 3.The SGER award extensions will be possible for awards of two-year initial duration as well as for those of shorter initial ts for extensions must be submitted one to two months before the expiration date of the initial engineering case study cbe academic formatting 2017 nbd nbsp A project report and outline of proposed research, not to exceed five pages, must be tation Awards for Scientists and Engineers with Disabilities (FASED) As part of its effort to promote full utilization of highly qualified scientists, mathematicians, and engineers, and to develop scientific and technical talent, the Foundation has the following goals: to reduce or remove barriers to participation in research and training by physically disabled individuals by providing special equipment and assistance under awards made by NSF; and to encourage disabled individuals to pursue careers in science and engineering by stimulating the development and demonstration of special equipment that facilitates their work duals with disabilities eligible for facilitation awards include principal investigators, other senior project personnel, and graduate and undergraduate cognizant NSF Program Officer will make decisions regarding what constitutes appropriate support on a case-by-case specific nature, purpose, and need for equipment or assistance should be described in sufficient detail in the proposal to permit evaluation by knowledgeable is no separate program for funding of special equipment or ts are made in conjunction with regular competitive proposals, or as a supplemental funding request to an existing NSF award Best websites to write engineering report 146 pages / 40150 words ASA Freshman ts are made in conjunction with regular competitive proposals, or as a supplemental funding request to an existing NSF ic instructions for each type of request are provided websites to purchase a research proposal industrial engineering university platinum double spaced 48 hours Requests as part of a competitive proposal submission Funds may be requested to purchase special equipment, modify equipment or provide services required specifically for the work to be ts for funds for equipment or assistance that compensate in a general way for the disabling condition are not example, funds may be requested to provide: prosthetic devices to manipulate a particular apparatus; 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9 /research-paper/best-websites-to-write-college-microeconomics-research-paper-30-days-double-spaced-writing-from-scratch-cheap example, funds may be requested to provide: prosthetic devices to manipulate a particular apparatus; equipment to convert sound to visual signals, or vice versa, for a particular experiment; access to a special site or to a mode of transportation (except as defined below); a reader or interpreter with special technical competence related to the project; or other special-purpose equipment or assistance needed to conduct a particular , however, such as standard wheel chairs, prosthetics, hearing aids, TDD/text-phones, or general readers for the blind would not be supported because the need for them is not specific to the proposed rly, ramps, elevators, or other structural modifications of research facilities are not eligible for direct support under this program 8 Sep 2010 - Proposed Research and Contributions/Statements must be saved as .• General formatting for freeform sections: –Times New Roman or comparable, size 12, black ink.–Left Justified rly, ramps, elevators, or other structural modifications of research facilities are not eligible for direct support under this is no maximum funding amount that has been established for such is expected, however, that the cost (including equipment adaptation and installation) will not be a major component of the total proposed budget for the ts for funds for special equipment or assistance to facilitate the participation of individuals with disabilities should be included in the proposed budget for the project and documented in the budget specific nature, purpose and need for such equipment or assistance should be described in sufficient detail in the Project Description to permit evaluation of the request by knowledgeable mental Funding Requests to existing NSF grants Supplemental funds for special equipment or assistance to facilitate participation in NSF-supported projects by persons with disabilities may be provided under existing NSF ly, title is vested in the grantee organization for equipment purchased in conjunction with NSF-supported accordance with the Grant Conditions, the grantee organization guarantees use of the equipment for the specific project during the period of work funded by the Foundation, and assures its use in an appropriate manner after project instances involving special equipment for persons with disabilities, the need for such may be unique to the such cases, the grantee organization may elect to transfer title to the individual to assure appropriate use after project ts must be submitted at least two months before funds are g decisions will be made on the basis of the justification and availability of program funds with any resultant funding provided through a formal amendment of the existing NSF orative Proposals A collaborative proposal is one in which investigators from two or more organizations wish to collaborate on a unified research orative proposals may be submitted to NSF in one of two methods: as a single proposal, in which a single award is being requested (with subawards administered by the lead organization); or by simultaneous submission of proposals from different organizations, with each organization requesting a separate either case, the lead organization's proposal must contain all of the requisite sections as a single package to be provided to reviewers (that will happen automatically when procedures below are followed.) All collaborative proposals must clearly describe the roles to be played by the other organizations, specify the managerial arrangements, and explain the advantages of the multi-organizational effort within the project are strongly encouraged to contact the cognizant NSF Program Officer prior to submission of a collaborative sion of a single proposal The single proposal method allows investigators from two or more organizations who have developed an integrated research project to submit a single, focused websites to write protective services coursework plagiarism-free undergrad.(yrs 3-4) 36 pages / 9900 words premium proofreading A single investigator bears primary responsibility for the administration of the grant and discussions with NSF, and, at the discretion of the organizations involved, investigators from any of the participating organizations may be designated as submission of the proposal, the organization has determined that the proposed activity is administratively may request a revised proposal, however, if it considers that the project is so complex that it will be too difficult to review or administer as presented.

(vi)(e) for additional instructions on preparation of this type of aneous submission of proposals from different organizations In many instances, simultaneous submission of proposals that contain the same project description from each organization might be these proposals, the project title must begin with the words "Collaborative Research:" The lead organization's submission will include a proposal Cover Sheet, project summary, project description, references cited, biographical sketches, budgets and budget justification, current and pending support, and facilities, equipment and other resources for their -lead organization submissions will include all of the above for their organization except the project summary, project description, and references cited which are the same for all collaborating ne will combine the proposal submission for printing or electronic submit the collaborative proposal, the following process must be completed: (i) Each non-lead organization must assign their proposal a proposal i buy a industrial engineering research proposal british undergraduate cbe editing This proposal PIN and the temporary proposal ID generated by FastLane when the non-lead proposal is created must be provided to the lead organization before the lead organization submits its proposal to NSF.(ii) The lead organization must then enter each non-lead organization(s) proposal PIN and temporary proposal ID into the FastLane lead proposal by using the "Link Collaborative Proposals" option found on the FastLane "Form Preparation" that such separately submitted collaborative proposals constitute a "single" proposal submission to NSF, it is imperative that the proposals be submitted within a reasonable timeframe to one another 18 Oct 2017 - The aim of your research plan, then, as of the rest of your application, is to assure the hiring committee that life with you will be r source prefersthree semi-independent (but related) sub-proposals not more than about three to four pages (single-spaced) each with a half page that such separately submitted collaborative proposals constitute a "single" proposal submission to NSF, it is imperative that the proposals be submitted within a reasonable timeframe to one e to submit all components of the collaborative proposal on a timely basis may impact the review of the me custom civil engineering research paper business asa nbsp Proposals for Equipment Proposals for specialized equipment may be submitted by an organization for: (1) individual investigators; 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11 , NSF requires that proposed projects involving use of any vertebrate animal for research or education be approved by the submitting organization's Institutional Animal Care and Use Committee (IACUC) before an award can be this approval to be accepted by NSF, the organization must have a current Institutional Animal Welfare Assurance established with the Public Health Service (PHS).If the organization does not have such an Assurance in place, then approval of the project by the IACUC of an organization with a current PHS Assurance will be acceptable, if the IACUC agrees to provide the required oversight of facilities and activities during the atively, the submitting organization may create its own IACUC by establishing a single-project Institutional Animal Welfare Assurance with any case, IACUC approval must be received prior to an ers with questions regarding this requirement should contact the cognizant NSF Program my custom energy conversion technology homework 7 days nbsp How to win nserc fellowships mcgill university The box for "Vertebrate Animals" must be checked on the proposal Cover Sheet with the IACUC approval date (if available) identified in the space IACUC approval has not been obtained prior to submission, the proposer should indicate "Planned" in the space provided for the approval same rules apply to awards to individuals (fellowships) for activities that involve use of vertebrate animals Write my college research proposal industrial engineering originality 150 pages / 41250 words US Letter Size Premium same rules apply to awards to individuals (fellowships) for activities that involve use of vertebrate "Vertebrate Animals" box should be checked on the proposal Cover ce of IACUC approval can be provided in a letter giving the date of IACUC approval with the appropriate organizational als Involving Human Subjects Projects involving research with human subjects must ensure that subjects are protected from research risks in conformance with the relevant Federal policy known as the Common Rule ( Federal Policy for the Protection of Human Subjects, 45 CFR 690) Where to find a custom industrial engineering research proposal A4 (British/European) Editing Standard als Involving Human Subjects Projects involving research with human subjects must ensure that subjects are protected from research risks in conformance with the relevant Federal policy known as the Common Rule ( Federal Policy for the Protection of Human Subjects, 45 CFR 690).All projects involving human subjects either must have approval from the organization's Institutional Review Board (IRB) before issuance of an NSF award, or affirm that the IRB has declared the research exempt from continued oversight, in accordance with the applicable subsection of section 101(b) of the Common Rule best websites to order statistics report Bluebook single spaced projects involving human subjects either must have approval from the organization's Institutional Review Board (IRB) before issuance of an NSF award, or affirm that the IRB has declared the research exempt from continued oversight, in accordance with the applicable subsection of section 101(b) of the Common box for "Human Subjects" must be checked on the proposal Cover Sheet with the IRB approval date (if available) or exemption subsection from the Common Rule identified in the space als for Conferences, Symposia and Workshops NSF supports conferences, symposia and workshops in special areas of science and engineering that bring experts together to discuss recent research or education findings or to expose other researchers or students to new research and education encourages the convening in the US of major international conferences, symposia and ences will be supported only if equivalent results cannot be obtained at regular meetings of professional gh requests for support of conferences, symposia and workshops ordinarily originate with educational institutions or scientific and engineering societies, they also may come from other support by several Federal agencies, States or private organizations is e proceedings of such conferences normally should be published in professional journals, requests for support may include publication ts should generally be made at least a year in advance of the scheduled ences or meetings, including the facilities in which they are held, funded in whole or in part with NSF funds, must be accessible to participants with disabilities 7 days ago - 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(Note: participant support costs must be excluded from the indirect cost base.(v); and Support requested or available from other Federal agencies and other sources.h should be consulted to prepare this portion of the p get online academic writing and editing assistance on our nbsp ) For additional coverage on allowability of costs associated with meetings and conferences, proposers should consult GPM Section als to Support International Travel Proposals for travel support for US participation in international scientific and engineering meetings held abroad are handled by the NSF organizational unit with program responsibility for the area of travel awards are encouraged as the primary means of support for international travel.A university, professional society or other non-profit organization may apply for funds to enable it to coordinate and support US participation in one or more international scientific meeting(s) als submitted for this purpose should address the same items as those indicated for conferences, symposia, and workshops (see Section 7 above), with particular attention to plans for composition and recruitment of the travel ation on planned speakers should be provided where available from the conference travel proposals may request support only for the international travel costs of the proposed r, in addition, group travel proposals also may include as compensation for the grantee, a flat rate of $50 per traveler for general administrative costs of preparing announcements, evaluating proposals and handling travel arrangements customarily associated with this type of project.) Group travel grantees are required to retain supporting documentation that funds were spent in accordance with the original intent of the documentation may be required in final reports and is subject to audit Need to purchase an interdisciplinary studies thesis proposal 48 hours nbsp.

) Group travel grantees are required to retain supporting documentation that funds were spent in accordance with the original intent of the documentation may be required in final reports and is subject to proposal guide 03 2 national science foundation Proposals for Doctoral Dissertation Research NSF awards grants in support of doctoral dissertation research in some disciplines, primarily field research in the environmental, behavioral and social t may be sought through those disciplinary programs and, in cases involving research abroad, through the Office of International thesis advisor or concerned faculty member submits proposals on behalf of the graduate student 16 Sep 2016 - So, in short, the Research Statement, just like the Teaching Statement, needs to be one to two pages in length, single like the TS,of the second cover letter devotes a very short paragraph to that, of approximately 2-3 sentences, but in the RS, it can get a full-sized thesis advisor or concerned faculty member submits proposals on behalf of the graduate r information can be obtained from the cognizant program office.13 FAQs regarding FastLane proposal preparation and submission also are available electronically on the FastLane to Text 14 Requests for approval of a deviation from NSF's electronic submission requirement must be forwarded to the cognizant NSF program for review and approval prior to submission of the paper to Text 15 Further instructions for this process are available electronically on the FastLane to Text 16 Detailed instructions for completion of this process are available electronically on the FastLane to Text 17 For consistency with the Department of Health and Human Services conflict of interest policy, in lieu of "organization," NSF is using the term "institution" which includes all categories of proposers /case-study/ to Text 17 For consistency with the Department of Health and Human Services conflict of interest policy, in lieu of "organization," NSF is using the term "institution" which includes all categories of to Text 18 Detailed instructions for submission of the SF LLL are available on the FastLane to Text 19 Requests for approval of a deviation from NSF's electronic submission requirement must be forwarded to the cognizant NSF program for review and approval prior to submission of the paper to Text 21 Please note that if the investigators are from two or more organizations, then the instructions for submission of a collaborative proposal also apply.3 for instructions on the preparation and submission of a collaborative to Text 22 If the proposer has a Website address readily available, that information should be included in the citation, as stated is not NSF's intent, however, to place an undue burden on proposers to search for the URL of every referenced ore, inclusion of a Website address is optional.A proposal that includes reference citation(s) that do not specify a URL address is not considered to be in violation of NSF proposal-preparation guidelines and the proposal will still be to Text 23 Detailed instructions for submission of confidential budgetary information are available on the FastLane to Text 25 Proposers are advised that the NSF Grant General Conditions require the grantee to obtain written authorization from the cognizant NSF program officer prior to the reallocation of funds budgeted for participant to Text 27 The term "subaward" also includes contracts, subcontracts and other to Text 28 In addition to proposals submitted solely in response to the Grant Proposal Guide, proposals submitted in response to NSF program announcements are considered unsolicited and are subject to the statutory cost sharing als submitted in response to program solicitations are considered "solicited." This means that the resulting awards are not subject to statutory cost sharing is not required unless explicitly included in the to Text 29 Section .

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(iii) Universalisation of Secondary Education, under the chairmanship of Shri Ghanshyam Tiwari, Education Minister, Central Advisory Board of Education (CABE), the highest advisory body to advise the Central and State governments in the field of education, was established in 1920 and dissolved in 1923 as a measure of was revived in 1935 and the tenure of the last constituted Central Advisory Board of Education (CABE) expired in March, e the fact that in the past important decisions had been taken on the advice of CABE and it had provided a forum for widespread consultation and examination of issues relating to educational and cultural development, CABE was unfortunately not reconstituted after the expiry of its extended tenure in March ering that CABE has particularly important role to play at the present juncture in view of the significant socio-economic and socio-cultural developments taking place in the country, and that the Central and State Governments, educationists and people representing all interests should increase their interaction and evolve a participative process of decision - making in education, CABE has since been reconstituted by the Government in July, Board consists of nominated members representing various interests in addition to representatives of the Government of India, State Governments and UT administrations, elected members (v) Integration of Culture Education in the School Curriculum, under the chairmanship of Prof best website to buy a custom math essay double spaced Business 20 days.(iii) Universalisation of Secondary Education, under the chairmanship of Shri Ghanshyam Tiwari, Education Minister, Central Advisory Board of Education (CABE), the highest advisory body to advise the Central and State governments in the field of education, was established in 1920 and dissolved in 1923 as a measure of was revived in 1935 and the tenure of the last constituted Central Advisory Board of Education (CABE) expired in March, e the fact that in the past important decisions had been taken on the advice of CABE and it had provided a forum for widespread consultation and examination of issues relating to educational and cultural development, CABE was unfortunately not reconstituted after the expiry of its extended tenure in March ering that CABE has particularly important role to play at the present juncture in view of the significant socio-economic and socio-cultural developments taking place in the country, and that the Central and State Governments, educationists and people representing all interests should increase their interaction and evolve a participative process of decision - making in education, CABE has since been reconstituted by the Government in July, Board consists of nominated members representing various interests in addition to representatives of the Government of India, State Governments and UT administrations, elected members (v) Integration of Culture Education in the School Curriculum, under the chairmanship of Prof.(iv) Autonomy of Higher Education Institutions under the Chairmanship of Shri Kanti Biswas, Education Minister, West Bengal.(vi) Regulatory Mechanism for the Text books and parallel text books taught in schools outside the Government system, Co-chaired by Prof.(vii)Financing of Higher and Technical Education under the Chairmanship of reports of these Committees were considered in the 53rd CABE meeting held on 14-15 July, 2005 and action plans on these reports are being the meeting of CABE held on 14-15, July, 2005, it was also decided to set up three Standing Committees of the CABE on the following issues: (i) The Standing Committee on Inclusive Education to be chaired by Shri Vasant Purake, Minister of School Education, Maharashtra; (ii) The Standing Committee on Literacy and Adult Education to be chaired by b Burman, MP; and (iii) The Standing Committee on Integration and Annual Report 2005-06 2 Overview Coordination of Efforts for Children’s Development to be chaired by meetings of the CABE were also held on 7 June, 2005 and 6-7, September, 2005 to consider the National Curriculum Framework, 2005, (NCF – 2005).

On the recommendations made by the CABE, in its meeting held on 6-7 September, 2005, a monitoring committee has been setup to oversee the preparation of syllabus for the text books by have been taken to reform the functioning of the accrediting and affiliating institutions by introduction of steps to receive and process the applications on line and also bringing in the reforms in other processes by making things tation process has been initiated to consider the setting up of a National Commission on Higher Education for overseeing generation of new ideas and monitoring the reforms in the higher education order to facilitate donations, including smaller amounts, both from India and abroad, for implementing projects/programmes connected with the education sector, “Bharat Shiksha Kosh” has been set up to receive donations/contributions/endowments, from individuals and corporates, Central and State Governments, nonresident Indians and people of Indian origin for various activities across all sectors of is proposed to revise its objectives to widen the scope of coverage under the National Institute of Educational Planning and Administration (NIEPA) is an autonomous body under the Department of Secondary and Higher Education, which undertakes, promotes and coordinates research in educational planning and administration to provide training and consultancy services in the field of national annual educational statistics brought out by the Ministry of Human Resource Development are collected from institutions ranging from pre-primary to higher level, numbering over 10 lakh, through mailed questionnaires in collaboration with the State Education Departments.Order a custom astrophysics technology term paper american us letter size single spaced writing from scratch 3 Annual Report 2005-06 In pursuance of the Government’s policy, the Department of Secondary and Higher Education has been able to incur the prescribed level of expenditure, i., 10 per cent of its budget for the North-East Region, during the last three financial years, under its various schemes and through its institutions in the NE Department of Elementary Education and Literacy is also striving to increase its expenditure in the NE Region.A High Level Group (HLG) under the Chairmanship of Union Minister of Human Resource Development and comprising Chief Ministers, Education and Social Welfare Ministers of the North Eastern States was set up vide orders dated November 19, 2004 and August 17, 2005, for considering specific issues relating to all sectors of education and women and child first and second meetings of the HLG were held at Guwahati on May 29, 2005 and at Delhi on January 10, 2006 .

A High Level Group (HLG) under the Chairmanship of Union Minister of Human Resource Development and comprising Chief Ministers, Education and Social Welfare Ministers of the North Eastern States was set up vide orders dated November 19, 2004 and August 17, 2005, for considering specific issues relating to all sectors of education and women and child first and second meetings of the HLG were held at Guwahati on May 29, 2005 and at Delhi on January 10, 2006.

, District Primary Education Programme (DPEP), Sarva Shiksha Overview education to enable all children to achieve essential levels of learning.“Of the commitments made by our Government, none is more dear to us than the one we have made to Universal Elementary an Singh, Prime Minister of India Abhiyan (SSA), Lok Jumbish, Shiksha Karmi, Education Guarantee Scheme and Alternative and Innovative Education (EGS&AIE), and National Programme of Nutritional Support to Primary Education (NPNSPE) accord priority to areas of concentration of Scheduled Castes and Scheduled other schemes are also being implemented for the upliftment of SCs, STs and girl l focus districts have been identified on a cross matching basis, consisting of areas of Minority concentration blocks/tehsils, ITDP blocks, Schedule V and Schedule VI areas, and districts with SC female literacy less than 10 per pursuance of the Government’s National Common Minimum Programme, new institutions like polytechnics, Kendriya Vidyalayas and Navodaya Vidyalayas are proposed to be set up in selected locations in these tary Education and Literacy Elementary Education in India received a new thrust with the National Policy on Education, 1986, as modified in 1992, which emphasises the following three aspects: 1) universal access and enrolment, 2) universal retention of children upto 14 years of age, and 3) a substantial improvement in the quality of The Policy also stresses the need for education to play a positive and interventionist role in correcting social and regional imbalance, empowering women, and in securing a rightful place for the disadvantaged and the is also an active participant in the worldwide movement for universal education that began in Jomtien, Thailand in is a signatory to the Dakar (Senegal) declaration and framework of action for ‘Education For All’.During the last few years, Government of India has taken the following significant steps to accelerate progress towards universal elementary education: r The Constitution (86th Amendment) Act, 2002, makes elementary education a fundamental right for all children in the age group of 6-14 years.r An Education Cess @2 per cent on major Central taxes was imposed in 2004 to augment resources for elementary education need to get an company analysis essay Chicago/Turabian British Academic.r An Education Cess @2 per cent on major Central taxes was imposed in 2004 to augment resources for elementary education.

A separate, dedicated nonlapsable fund called Prarambhik Shiksha Kosh has been created to receive proceeds of the Education Cess.28,750 crore has been allocated for elementary education in the Tenth Five Year Plan period (200207), which is 75 per cent higher than the allocation for the Ninth ones : On the road to Universalisation of Elementary Education 1) Gross Enrolment Ratio (GER) rises from 32.

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2) Gender Parity: Gender disparity in GER at elementary stage declines from 17.3) Out-of-School Children: Declines from 3.2 crore in 2001 to 95 lakhs in October 2005 25 Dec 2017 - Should i purchase an anthropology lab report 24 hours us letter size nbsp Order a astronomy report online platinum one hour single spaced a4 (british/european) How to order college precision production trades paper a4 (british/european) american undergrad double spaced Best websites to buy an  .

2 crore in 2001 to 95 lakhs in October 2005.

4) Dropout rate at primary level: reduces by 7.In the case of girls the dropout rate Annual Report 2005-06 4 Overview has reduced by 11 percentage points during the same Schools: 1,77,677 new schools opened since 2001 Jump to Buy an astronomy lab report 12 hours a4 british european double nbsp - Best websites to buy astronomy laboratory report standard us letter nbsp Help me with an astronomy   thesis proposal that will get attention for all of the right reasons. biology lab reports double spaced essay Writing the college  .In the case of girls the dropout rate Annual Report 2005-06 4 Overview has reduced by 11 percentage points during the same Schools: 1,77,677 new schools opened since 2001.94 per cent of Rural population has a school within 1 km Schemes Major Schemes of the Department of Elementary Education and Literacy during the Tenth Plan are: 1) Sarva Shiksha Abhiyan (SSA), including: r National Programme for Education of Girls at Elementary Level (NPEGEL), and r Education Guarantee Scheme and Alternative and Innovative Education (EGS & AIE) 2) District Primary Education Programme (DPEP) 3) National Programme of Nutritional Support to Primary Education (NP-NSPE) – commonly known as the Mid-Day Meal Scheme.4) Teacher Education 5) Kasturba Gandhi Balika Vidyalaya (KGBV) 6) Mahila Samakhya Sarva Shiksha Abhiyan (SSA) The main vehicle at present for providing elementary education to all children is a comprehensive programme called Sarva Shiksha Abhiyan (SSA), which was launched in has been built upon the experience of several primary education programmes Major indicators of the cumulative progress achieved under SSA (as on December 2005) l 1,17,677 New Elementary Schools have been opened.l l l Free text books are being distributed to all girls, and SC/ST boys studying in classes I to VIII, numbering about 5.

02 crore 5 Annual Report 2005-06 that preceded it, including the District Primary Education Programme (DPEP), Shiksha Karmi Project (SKP), and Lok Jumbish Project (LJP).It is a partnership programme between the Central and State Governments, which seeks to improve the performance of the school system through a community-owned approach, with specific focus on the provision of quality is a time-bound mission, with the objectives of ensuring Universalisation of Elementary Education and bridging of gender and social gaps by have established independent implementation societies for SSA under the chairmanship of their respective Chief Ministers/ Education 2005-06, Department of Elementary Education and Literacy has considered and approved District Plans of 600 districts of 35 States/ are participating enthusiastically in the al Programme for Education of Girls at Elementary Level (NPEGEL) is an important component of SSA, which provides additional support for girls’ education in educationally backward blocks by way of girl-child friendly school, stationery, uniforms etc., for elementary education of under privileged/ disadvantaged the Tenth Five Year Plan, an amount of Rs.80 crore has been earmarked for this programme.676 crore has been approved for implementation of r important component of SSA is the Education Guarantee Scheme and Alternative and Innovative Education (EGS & AIE), which is specially designed to provide to children in school-less habitations and outof-school children, access to elementary scheme supports flexible strategies for out-of-school children through bridge courses, residential camps, drop-in centres, summer camps, remedial coaching, etc.

, During 2005-06 (upto December 2005), this component helped to provide elementary education to 62., 54 lakh children were living in access-less habitations were provided elementary education through 1.29 lakh children not going to schools were brought into bridge courses/school ew District Primary Education Programme (DPEP) DPEP was launched as a Centrally-sponsored Scheme in 1994 in 42 districts of seven states, with the aim of providing access to primary education for all children, reducing primary drop-out rates to less than 10 per cent, increasing learning achievements of primary school students by at least 25 per cent, and reducing gender and social gaps to less than 5 per its peak, the programme was being implemented in 272 districts of 18 present, DPEP is in operation in 9 States covering 129 has been funded jointly by the World Bank, European Commission (EC), UK Department for International Development (DFID), Government of Netherlands and External Assistance tied up for DPEP is -Day Meal Scheme National Programme of Nutritional Support to Primary Education (commonly known as Mid-Day Meal Scheme) today is the largest school nutritional programme in the world covering nearly 12 crore children in more than 8 lakh primary objective of the programme is to improve nutritional status of children in primary seeks to boost universalisation of primary education (classes I-V) by improving enrolment, attendance, retention and learning levels of children, specially those belonging to disadvantaged Scheme also provides nutritional support to students of primary stage in drought-affected areas during summer ment of India launched MDM Scheme on August 15, 1995 to provide mid-day meal to children studying at primary programme was extended to children studying in EGS and other alternative learning centres in October l support was provided by way of supply of free food grains through Food Corporation of India @ 100 gm per child per school day where cooked meal was served, and @ 3 kg per student per month where food grains were Report 2005-06 Overview Though all States were expected to move rapidly towards provision of cooked meal under the programme, many States were facing difficulty in providing cooked meal to children due to financial overcome this problem and in pursuance of policy pronouncements made in President’s Address to Parliament in June, 2004, and Finance Minister’s Budget Speech, 2004-05, the scheme has been revised with effect from September, the revised Scheme, Central Government is providing additional assistance to States to meet cooking cost also @ programme covers all children studying in Government, local body, Government-aided schools, and in learning centres established under the Education Guarantee Scheme and Alternative and Innovative en are to be provided cooked mid-day meal with minimum 300 calories and 8-12 grams of protein are to be cooked with the help of Women’s self-help groups, Youth clubs affiliated with Nehru Yuvak Kendras, Village Education Committees, School Management and Development Committees, Parent-Teacher Associations or NGOs with proven track record cooks are to be engaged with preference being given to SC/ some of the metropolitan cities, a public-private partnership is developing as large NGOs with support of corporate houses are providing mid-day meals through state of the art centralised ng quality mid-day meal also requires social mobilisation at the local level and, budgetary support at the level of State Governments.A National level Steering-cum-Monitoring Committee (NSMC) has been constituted to oversee management and monitoring of the Programme at the National level, and State Governments have constituted similar Committees at State, District, and Block levels to ensure smooth implementation of the programme with good a new path-breaking initiative, it has been decided to empower mothers of 12 crore school children covered under the scheme to supervise the preparation and 7 Annual Report 2005-06 serving of the s are being encouraged to come forward and take turn to watch and oversee the feeding of the children, thus ensuring regularity and quality of the initiative is aimed at giving mothers a voice and a role and greater ownership of the have been requested to launch a concerted campaign for mass mobilisation of r Education The Centrally-sponsored Scheme of Teacher Education was launched in 1987-88 to create an institutional infrastructure to provide academic and technical resource support for continuous education and training of school District Institutes of Education and Training (DIETs) set up under the Scheme provide academic resource support to formal and non-formal elementary school teachers, Colleges of Teacher Education (CTEs) and Institutes of Advanced Study in Education (IASEs) are charged with the responsibility of organising pre-service and in-service training of secondary school are also expected to conduct programmes for the preparation of elementary school teacher Scheme has been revised for the X Plan and guidelines of the revised Scheme were issued to States in January, 2004, with emphasis on operationalising sanctioned DIETs, CTEs and IASEs in an optimum manner, and on improving the quality of teacher training programmes run by December 2005 (cumulative), 556 DIETs and 135 CTEs/IASEs have been iture during 2005-06 on Strengthening of Teachers Training Institutions during 2004-05 was ba Gandhi Balika Vidyalaya (KGBV) The KGBV Scheme has been launched in August, 2004, to set up 750 residential schools at elementary level for girls belonging predominantly to the SC, ST, OBC and Minorities in Educationally Backward Blocks (EBBs), where female literacy is below the national average and gender gap in literacy is more than national 750 KGBVs have now been sanctioned by the GoI, out of which 117 KGBVs (15.6 per cent) have been allocated to blocks with substantial minority ew Legislation on Free and Compulsory Education Mahila Samakhya programme recognises the centrality of education in empowering women to achieve ng an innovative approach, it seeks to bring about change in women’s perception about themselves and the perception of society with regard to women’s traditional was designed to mobilise and organise marginalised rural women for education, by creating an environment for programme was launched in 1989 as a 100 per cent Dutch-assisted project and subsequently extended to some States with funding under District Primary Education Samakhya is being funded by the Government of India from the year 2003-04, and currently covers more than 15,823 villages spread over 63 districts in nine States – Andhra Pradesh, Assam, Bihar, Gujarat, Jharkhand, Karnataka, Kerala, Uttar Pradesh and MS societies are also involved in implementation of the NPEGEL programme as well as KGBV programmes in their Constitution (86 th Amendment) Act, 2002, notified on 13.

2002, seeks, inter alia, to insert a new Article 21-A (“Right to Education”) in Part – III “Fundamental Rights” of the e 21A states that “The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine”.Pursuant to the above, a draft Bill entitled “Free and Compulsory Education Bill, 2004” was prepared, and views of the State Governments were sought on it in January, Education Cess @ 2 per cent on direct and indirect Central taxes has been imposed through Finance (No.2) Act, 2004, “so as to fulfil the commitment of the government to provide and finance universalised quality basic The subject of the draft Bill was also discussed in the first meeting of the reconstituted Central Advisory Board of Education (CABE) held in August, decided in that meeting, a Committee of CABE was constituted to consider the matter of the draft legislation, under the Chairmanship of Sibal, Minister of State for Science & Technology and Ocean Development, vide Order Report of the Committee, containing “essential provisions” of the draft legislation was considered by the CABE in its meeting on 14-15th July, te version of the draft legislation has been prepared and sent to all States/ UTs as well as placed on the website for comments from the public at the meantime the PM constituted a small group on the Bill to examine its legal constitutional and financial implications comprising HRM, Finance Minister, an, Planning Commission and Chairman of the PM’s Economic Advisory report of the group has been Cess is expected to yield Education Cess about Education Cess @ 2 per cent on direct and indirect Central taxes has been imposed through Finance (No.2) Act, 2004, “so as to fulfil the commitment of the government to provide and finance universalised quality basic education”.Proceeds of the Cess will be used for implementation of the two main programmes related to Universal Elementary Education viz Sarva Shiksha Abhiyan and Mid-Day ds of the Cess will be used for implementation of the two main programmes related to Universal Elementary Education viz Sarva Shiksha Abhiyan and Mid-Day Report 2005-06 Overview A socially conscious and literate society has a vital role to play in a ation of illiteracy has been one of the major national concerns of the Government of India since need for a literate population was recognised as a crucial input for nation to a number of significant programmes taken up since Independence to eradicate illiteracy among adults, for the first time the absolute number of literates outnumbered the number of illiterates in the Census r, gender disparity and regional disparity in literacy still continue to is the highest increase in any has been significant decline in absolute number of nonliterates from website to write a transportation homework for me double spaced 129 pages / 35475 words sophomore british 88 million in 1991 to 304 million in has also been accompanied by a narrowing of the gap in male-female literacy rate from 24.

59 per cent in 2001 as female literacy recorded an increase of 14.67 per cent as compared to male literacy which recorded an increase of s, urban-rural literacy differential has also decreased during the States have registered an increase in literacy rates and 60 per cent male literacy has been achieved without -state and within state disparities still continue, although the gap between the educationally advanced and backward states has been narrowing over the in Literacy National Literacy Mission The literacy rate in 2001 has been recorded at 64 Where to purchase a technical communication homework turabian a4 nbsp.67 per cent as compared to male literacy which recorded an increase of s, urban-rural literacy differential has also decreased during the States have registered an increase in literacy rates and 60 per cent male literacy has been achieved without -state and within state disparities still continue, although the gap between the educationally advanced and backward states has been narrowing over the in Literacy National Literacy Mission The literacy rate in 2001 has been recorded at 64.63 percentage points increase in the literacy rate during the National Literacy Mission (NLM) was set up in May, 1988 on an objective assessment of the strengths and weaknesses of the earlier programmes to accord a new A separate, dedicated non-lapsable fund called Prarambhik Shiksha Kosh has been created to receive proceeds of the Education Education Overview family norms, cy, as enunciated in NLM is not an end in itself but has to be an active and potent instrument of change ensuring achievement of these social objectives and creation of a learning acquisition of functional literacy results in empowerment and a definite improvement in the quality of of urgency, seriousness and emphasis with fixed goals, clear time frame and age specific target is laid not on mere enrolment of learners but on attainment of certain pre-determined norms and parameters of literacy, numeracy, functionality and awareness along with institutionalisation of Post Literacy and Continuing Education in a big goal of National Literacy Mission is to attain a sustainable threshold level of 75 per cent by 2007 by imparting functional literacy to non-literates in the age group of 15-35 years, which is the productive and reproductive age group and constitutes a major segment of the work s this age group, persons outside this age limit are not excluded from the programme; particularly the children in the age group of 9-14 years who are also from pre-determined levels of reading, writing and numeracy with comprehension, functional literacy includes imbibing values of national integration, conservation of environment, women’s equality, observance of small The revised parameters and enhanced norms of financial assistance of the schemes under National Literacy Mission have also been extended for implementation during the X main features of the revised schemes include an integrated approach to literacy amalgamating all the features of literacy and post literacy Saksharta Samitis (District Literacy Societies) would continue to oversee and run literacy programmes with freedom to synergise their strengths with those of local youth clubs, Mahila Mandals, voluntary agencies, Panchayati Raj institutions, small scale industries, cooperative societies, expansion of the Scheme of Continuing Education encompassing removal of residual illiteracy, individual interest programmes, skill development, rural libraries, Resource Centres and Jan Shikshan Sansthans would provide academic and technical resource support to the Scheme of Continuing Education in their respective spheres of State Resource Centres and NGOs have continued to be strengthened with expanded role of their activities in furthering the objectives of ial and administrative powers have been delegated to State Literacy Mission Authorities within overall NLM these improvements, the Mission will continue to consolidate the gains of previous years and accelerate the growth of literacy Total Literacy Campaign is the principal strategy of NLM for eradication of TLCs have certain positive features, which make them unique and distinguish them from other government campaigns are – area-specific, time-bound, participative, cost-effective and outcome Report 2005-06 10 Overview These are implemented through Zilla Saksharata Samitis (district level literacy committees) as independent and autonomous bodies, having due representation of all sections of campaign approach to literacy is characterised by large-scale mobilisation through a multi-faceted communication survey undertaken at the grass-root level also serves as a tool of planning, mobilisation and environment management information system in a campaign is based on the twin principles of participation and from imparting functional literacy, TLC also disseminates a ‘basket’ of other socially relevant messages such as enrolment and retention of children in schools, immunisation, propagation of small family norms, women’s equality and empowerment, peace and communal harmony literacy campaigns generated a demand for primary education, which has been reflected by rapidly rising enrolment ratio in uently, the number of non-literates entering 15-35 age group has been this stage it is, therefore, necessary to ensure that neo-literates do not relapse into illiteracy and also acquire vocational basic literacy skills acquired by millions of nonliterates are at best is a greater possibility of neo-literates regressing into partial or total illiteracy unless special efforts are continued to consolidate, sustain and possibly enhance their literacy first phase of basic literacy instruction and the second phase of consolidation, remediation and skill upgradation are now being treated as one integrated project, to ensure smooth progression from one stage to another to achieve continuity, efficiency and National Literacy Mission aims at ensuring that the Total Literacy Campaigns and the Post-literacy Programmes successfully move on to Continuing Education, which provide life-long ing to 2001 Census, 47 districts with female literacy rate below 30 per cent are concentrated in Bihar, Jharkhand, Uttar Pradesh and l innovative projects have been taken up to raise the level of female literacy in these l efforts have been made to target female Panchayati Raj Functionaries and make them literate.11 Annual Report 2005-06 Since this problem is most acute in Bihar and Uttar Pradesh, to begin with, 8 low female literacy districts in UP were brought under an accelerated programme of female literacy to cover 25.

00 lakh illiterate women in 15-35 age Project was implemented through a network of about 97 NGOs and 17.26 lakh learners achieved NLM norms under the Bihar, a different model was adopted to cover 13 low female literacy districts, with the involvement of Panchayati Raj functionaries, women volunteer teachers and women self help groups.03 lakh non-literate women were identified, out of which 19.69 lakh women learners were covered in the first phase of the l projects have also been launched in 9 districts of Orissa to cover 10.43 lakh non-literate women with the help of 122 special female literacy programme is also being implemented in 5 low female literacy districts of Jharkhand to cover about 5 lakh women gh the Total Literacy Campaign took the form of a mass movement and spread throughout the country, in many cases a number of campaigns stagnated due to natural calamities, lack of political will, e success of literacy phase, there are still pockets of residual illiteracy and low female most of the districts have been covered under the Literacy Programmes, priority would continue to be given to cover the districts having female literacy rate below 30 per al disparities including pockets of residual illiteracy and special problems of low literacy States like UP, Bihar, Rajasthan, Madhya Pradesh, Andhra Pradesh, J&K, Jharkhand, Chhattisgarh along with North Eastern Region and Sikkim would continue to be given greater Continuing Education Scheme provides a learning continuum to the efforts of Total Literacy and Post Literacy Programmes in the main thrust is on providing further learning opportunities to neoliterates by setting up of Continuing Education Centres (CECs) which provide area-specific, need-based opportunities for basic literacy, upgradation of literacy skills, pursuit of alternative educational programmes, vocational skills and also promote social and occupational scheme also undertakes Overview NLM Achievements r The literacy rate in 2001 has been recorded at 64.

63 percentage points increase in the literacy rate during the period is the highest increase in any decade.r r r The gap in male-female literacy rate has decreased from 24.67 per cent whereas male literacy increased by 11.r Gender equity and women’s empowerment is also visible as about 60 per cent of participants and beneficiaries are women.r The population in 7+ age group increased by 171.

6 million additional persons became literate during 1991-2001.r r In all states and union territories, the male literacy rate is now over 60 per continues to have the highest literacy rate of 90.86 per cent and Bihar has the lowest literacy rate of 47.r Significant decline in absolute number of nonliterates from 328.

88 million in 1991 to 304 million in 2001.

r Out of the total 600 districts in the country, 597 districts have been covered by NLM under literacy programme.a number of important programmes such as – Equivalency programme facilitating the participants to acquire or upgrade their vocational skills and take up income-generating activities; Quality of life improvement programme to equip learners and the community with essential knowledge, attitude, values and skills to raise their standards of living; and individual interest promotion programme providing opportunities for learners to participate and learn about their individually chosen social, health, physical, cultural, and artistic National Literacy Mission (NLM) fully recognises the vast potential of NGOs in furthering its objectives and has taken measures to strengthen its partnership with NGOs and has assigned them an active promotional role in the literacy from imparting literacy, the NGOs provide academic and technical resource support through experimental and innovative programmes and also conducting evaluation and impact studies; organisation of workshops, seminars, State Resource Centres (SRCs) managed by NGOs provide academic and technical resource support in the form of training material preparation, extension activities, innovative projects, research studies and evaluation, objective of the Scheme of Jan Shikshan Sansthan is educational, vocational and occupational development of the socio-economically backward and educationally disadvantaged groups of urban/rural population particularly neo-literates, semi-literates, SCs, STs, women and girls, slum dwellers, migrant workers present, there are 172 JSSs in the country and the number would increase in Shikshan Sansthans run a number of vocational programmes with varying duration of different two lakh persons are given vocational training Central Directorate of Adult Education, a subordinate office, also provides academic and technical resource support to National Literacy has been playing an important role in the development of a network of resource support, particularly production of Annual Report 2005-06 12 Overview prototype teaching/learning materials/media software and harnessing of all kinds of media for furtherance of the objectives of ring of literacy programmes, programmes conducted by SRCs and JSS is also an important activity of ring and evaluation are essential management tools for identifying the strengths and weaknesses of a significance has been realised and put into effect by the ures have been designed to make the objectives of adult education programmes operationally more monitoring not only provides essential information for financial audit or programme audit, but it also provides transparency so that public accountability is achieved through wider process of social information is a useful feedback for the field functionaries and decision-makers in policy formulation.13 Annual Report 2005-06 Social Impact The dramatic social mobilisation generated by the literacy campaigns has had an enormous impact on other social sectors, most notably women’s empowerment, health and population stabilisation along with environmental awareness.A framework for effective social action has been provided by the Panchayati Raj atic participation has been enriched by promoting articulation in society, especially of the underprivileged campaigns have served the cause of promoting equity and social justice in society and fostering of a scientific temper and a sense of belonging to India’s great composite culture and consciousness of unity in t Status Out of 600 districts in the country, 597 have since been Overview Pre-degree junior colleges / .Schools High post basic schools Enrolments (Class IX-XII) covered under Adult Education Programmes – 128 under Total Literacy Campaigns, 164 under Post Literacy Programme and 305 under Continuing Education are 26 State Resource Centres functioning in various present, there are 172 Jan Shikshan Sansthans in the country and the number is set to increase in the near future.

35 million persons have been made literate so 60 per cent of the beneficiaries are women, while 22 per cent and 12 per cent belong to Scheduled castes and scheduled tribes ary Education Secondary education serves as a bridge between elementary and higher education and prepares young persons between the age group of 14-18 for entry into higher education or work population of children in this age group has been estimated to be ent figures show that only 31 million of these children were attending school in 2001-02, which means that almost two-third of the population remained out of the liberalisation and globalisation of the Indian economy, the rapid changes witnessed in scientific and technological world and the general need to improve the quality of life, it is essential that school leavers acquire a higher level of knowledge and skills than what they are provided in the eight years of elementary average earnings of secondary school certificate holders are significantly higher than those with only primary school education.1 shows some essential statistics in respect of Secondary and Higher Secondary Education as on Enrolment Ratio is defined as the percentage of the enrolment in secondary stage (classes IX-XII) to the estimated child population in the age group of 14 to 18 ent in this stage includes underage and over-age the percentage may be more than 100 per cent in some cases.15 of the National Policy on Education (NPE), 1986 (as modified in 1992) deal with Secondary Education, which inter alia state that access to Secondary Education will be widened with emphasis on enrolment of girls, SCs and STs, particularly in science, Annual Report 2005-06 14 Overview commerce and vocational of Secondary Education will be reorganised and vested with autonomy so that their ability to improve the quality of secondary education is s will be made to provide computer literacy in as many secondary level institutions as possible so that the children are equipped with necessary computer skills to be effective in the emerging technological world.A proper understanding of the work ethos and of the values of a humane and composite culture will be brought about through appropriately formulated onalisation through specialised institutions or through the refashioning of secondary education will, at this age, provide valuable manpower for economic is universally accepted that children with special talent or aptitude should be provided opportunities to proceed at a faster pace, by making good quality education available to them, irrespective of their capacity to pay for setting residential schools, Navodaya Vidyalayas, intended to serve this purpose have been established in most parts of the country on a given pattern, but with full scope for innovation and broad aim will continue to be to serve the objective of excellence coupled with equity and social justice (with reservation for the rural areas, SCs and STs), to promote national integration by providing opportunities to talented children from different parts of the country, to live and learn together, to develop their full potential, and, most importantly, to become catalysts of a nationwide programme and school ing Access to Secondary Education Steps have been taken in the last few years to universalise elementary s that end Sarva Siksha Abhiyan (SSA) is being implemented all over the country in collaboration with the State -day Meal Scheme is a part of this a result of these steps, the number of “out of school” children (6-14 years) has come down to less than 5 per cent of the total population in that age Sarva Shikha Abhiyan at the elementary level to universalise elementary education for the age 15 Annual Report 2005-06 group 6-14 has already set the stage for an exponential growth of demand for secondary the growth of enrolment in the secondary school, had increased at an annual rate of 2.83 per cent during 1990s, it increased at 7.

4 per cent, per annum between 2000 and full impact of SSA is likely to be reflected during the terminal years of the Eleventh the goal of universal retention at the elementary level is achieved by 2010, steps will have to be taken to expand facilities for secondary education in a big Committees A committee of Central Advisory Board of Education (CABE), which is the highest deliberative and advisory forum on Education in the country, was therefore constituted in September 2004 with the following term of reference: “To prepare a blueprint for the universalisation of secondary education consequent upon the attainment of universalisation of elementary education”.The committee submitted its recommendations in June, major recommendations are as follows: r The guiding principles of Universal Secondary Education should be universal Access, Equality and Social Justice, Relevance and Development, and Structural and Curricular norms should be developed for each state with common national parameters as well as state specific parameters.r Each state should develop a perspective plan for universal secondary ralised micro-level planning should be the main approach to planning and implementation of Universal Secondary Education.r Financial requirements for covering the cost of universal elementary and secondary education will form approximately 5.Hence the immediate allocation of 6 per cent of the GDP for education and progressive increase in this proportion will be necessary to move towards universalisation of secondary ew r The pressure on secondary education is already being will not be wise to wait till 2010 when the pressure may become s the Committee on Universalisation of Secondary Education, another Committee of the Central Advisory Board on Education (CABE) was also constituted in September 2004 to examine the following issues: r Girls’ Education Inclusive Education including Education for Children with Disabilities/Special Needs The report of the Committee was received in June Committee has inter-alia recommended that “there is no alternative acceptable to regular schooling of good quality to all the girls”.

The Committee also felt that “incentives offered for promotion of girls education need to be revisited and measures taken need to be of such nature, force and magnitude that they are able to overcome the obstacles posed by factors such as poverty, domestic/sibling responsibilities, girl child labour, low preference to girl’s education, preference to marriage over the education of girl child, etc.” The Committee, inter alia, recommended the following: r Making good quality education available to all students in all schools at affordable fees is a primary commitment of the Common School System r State should invest in public schools system with standards, norms, building, etc., of the same standards as that of Kendriya Government recognises the need to make secondary education of good quality available, accessible and affordable to all young persons and is working towards achieving this Plan-2002-07 (Targets, Priorities and Outlays) The key issues relating to secondary education highlighted in the Tenth Plan are: greater focus on improving access; reducing disparities by emphasising the Common School System; renewal of curricula with emphasis on vocationalisation and employmentoriented courses; expansion and diversification of the Open Learning System; reorganisation of teacher training and greater use of Tenth Plan objectives for secondary education are in consonance with the broad parameters and strategy of the National Policy on Education (NPE) of 1986 and the Programme of Action of include: r Extending access in un-served areas and educationally backward areas with concentration of SC/ST population.r A uniform educational structure of 10+2+3, with the first 10 years envisaged as a stage of general education with undifferentiated courses providing basic knowledge in languages, science (including social and natural science) and mathematics.r r Vocational education is to become a distinct stream, intended to prepare students for identified occupations spanning several areas of activity, at the +2 social, gender based and regional disparities need to be ionally backward districts should receive greater support for school s providing new schools need-based up-gradation of upper primary schools will have to be given greater quality of education needs to be improved with investments in teacher education, training laboratories, libraries and encouraging parents to invest in their children’s State Boards of Secondary Education needs to be approved outlay for secondary education (including vocational education) in the Central Sector in the Tenth Plan is actual expenditure in 2003-04 was Report 2005-06 16 Annual Plan 2004-05 (Outlays and Physical Progress/Outcome) Scheme-wise allocation during Tenth Plan and expenditure during 2004-05 is given in the Table 1.

The revised estimates for 2004-05 was Rs.00 crore were spent by the end of February, present, the centre’s intervention in secondary education is at two levels: University and Higher Education r Through apex national level bodies like Navodaya Vidyalaya Samitis (NVS), the Kendriya Vidyalaya Sangathan (KVS), National Council of Educational Research and Training, the National Institute of Open Schooling (NIOS), and the Central Tibetan School Administration (CTSA).The broad thrust of activities in the higher education sector during the year related to ensuring both growth as well as strengthening of the higher education l development of universities and colleges, enhancing access and equity, promotion of quality and excellence, programmes for differently-abled persons and strengthening of research were the main components of this thrust.r Through four Centrally Sponsored Schemes – Access and Equity, Quality Improvement in Schools, ICT in Schools and Integrated Education for Disabled University Grants Commission (UGC) came into existence in 1953 and the UGC Act came into force in 1956 with the objective of coordinating activities for promotion of higher education in the of 17 Overview the objectives enumerated above are implemented by the s include accreditation of universities and colleges, promotion of universities with potential for excellence, promotion of centres of area studies, establishment of special cells for SCs and STs, assistance for strengthening infrastructure in science and technology, setting up of inter-university centres, academic exchange through participation in seminars and conferences held within the country and outside and, establishment of computer centres in UGC has also allocated maintenance and development grants to 19 central Indira Gandhi National Open University (IGNOU) established by an Act of Parliament in 1985 promoted Open University and Distance Education System in the widened the access to higher education by providing opportunities to larger segments of the University adopted the strategy of using integrated multimedia reach of IGNOU has increased substantially by the use of Gyan Darshan, an educational TV channel and Gyan Vani, FM radio has established a Women’s Education Unit to develop and conduct programmes that are socially relevant and the current financial year, Deemed-to-be University status has been conferred upon 9 institutes covering a variety of sectors of education like medical, technical and icant contributions have also been made by research councils like the Indian Council of Social Science Research (ICSSR), the Indian Council of Historical Research (ICHR), the Indian Institute of Advanced Studies (IIAS), the Indian Council of Philosophical Research (ICPR) and the National Council of Rural Institutes (NCRI).Annual Report 2005-06 Overview enrolment is the highest in Kerala (60.

85 per cent) and the lowest in Bihar (24.46 per cent) in terms of percentage enrolment to total terms of absolute numbers of women enrolment, Maharashtra followed by the State of UP are at the encourage meritorious students, this Ministry has introduced a PostGraduate Merit Scholarship Scheme for university rank-holders for General and Honours courses at the under-graduate Ministry has also introduced an Indira Gandhi PG Scholarships for the ‘single-girl-child’.The number of doctoral degrees awarded by various universities (position as on 1.The two faculties of Arts (6774) and Sciences (5408) together accounted for 73 per cent of the total number of doctoral degrees regular faculty strength in universities and colleges has been 0.Where to order an engineering homework british proofreading nbsp Policy Some Statistics The higher education system of India has seen seventeen-fold increase in the number of universities and 35-fold increase in the number of colleges in comparison to the number at the time of are at present 335 Universities in all of which 215 are State Universities, 20 are Central Universities, 100 are Deemed-to-be Universities, apart from five institutions established under States legislation Acts and 13 institutes of national importance established by Central legislation, nearly 17,625 colleges including around 1849 womens’ colleges in the the beginning of the academic year 2005-06, the total number of students enrolled in the formal system of education in universities and colleges was 104.

25 per cent) were in University Departments and enrolment of women students at the beginning of the academic year 2005-06 was 42.40 per cent women have been enrolled in professional 19 Annual Report 2005-06 The National Policy of Education 1986 (as amended in 1992) has been providing the necessary vision to steer the course of development of higher education in the major objectives have been to equip young students with adequate knowledge, skills and inculcate among them appropriate value system to enable their full participation in the emerging and changed social, economic and cultural t policy of the Government of India is, accordingly, marked by the felt need to: raise the enrolment of the population in the 18-23 age group in higher education; take care of the special needs of the weaker sections and marginalised groups of the society; build capacity in the educationally backward and North-East areas of the country; promote excellence in research in frontier areas of knowledge; improve the quality of higher education; adopt state-specific-strategies, encourage autonomy of institutions; encourage relevance of the curriculum; increase vocationalisation; network through the use of information technology; converge formal, non-formal education sectors; and meet the challenges of globalisation and internationalisation of Indian higher Ministry continued the practice of widest possible consultation in the process of policy formulation in the higher education revival of the Central Advisory Board of Education (CABE) is one such Overview recommendations of CABE Committees on ‘Autonomy of Higher Education Institution’ and ‘Financing of Higher and Technical Education’ have been s of the political parties in Parliament were consulted on the proposal for amending the Constitution for the educational advancement of the weaker sections of society 4 days ago - Best websites to order a custom agriculture coursework a4 (british/european) american college juniorHow to get a custom writing services thesis proposal pedagogy double spaced 69 pages / 18975 words american platinum; Rhetoric and composition department of english 4 days ago - How to write a.40 per cent women have been enrolled in professional 19 Annual Report 2005-06 The National Policy of Education 1986 (as amended in 1992) has been providing the necessary vision to steer the course of development of higher education in the major objectives have been to equip young students with adequate knowledge, skills and inculcate among them appropriate value system to enable their full participation in the emerging and changed social, economic and cultural t policy of the Government of India is, accordingly, marked by the felt need to: raise the enrolment of the population in the 18-23 age group in higher education; take care of the special needs of the weaker sections and marginalised groups of the society; build capacity in the educationally backward and North-East areas of the country; promote excellence in research in frontier areas of knowledge; improve the quality of higher education; adopt state-specific-strategies, encourage autonomy of institutions; encourage relevance of the curriculum; increase vocationalisation; network through the use of information technology; converge formal, non-formal education sectors; and meet the challenges of globalisation and internationalisation of Indian higher Ministry continued the practice of widest possible consultation in the process of policy formulation in the higher education revival of the Central Advisory Board of Education (CABE) is one such Overview recommendations of CABE Committees on ‘Autonomy of Higher Education Institution’ and ‘Financing of Higher and Technical Education’ have been s of the political parties in Parliament were consulted on the proposal for amending the Constitution for the educational advancement of the weaker sections of society.A conference of the Ministers of Higher and Technical Education of States was also convened during the year to seek the States’ endorsement on broad policy order to enhance access with equity, the recent initiative of amending the Constitution by inserting a new clause (5) in article 15 is intended to provide educational advancement of the socially and economically backward classes and for the Schedule Castes and Scheduled Tribes in the matter of admissions to educational would benefit students belonging to the weaker sections in gaining access to all educational keeping with the commitment to protect the rights of minorities under article 30(1) of the constitution, educational institutions of their choice established and administered by the minorities, are exempted from the application of article 15(5).In order to address the problem of regional imbalances in the access to higher education, wherever Engineering and /or management faculty are presently not available, such faculty has been sanctioned in one Central University in each State of the North Faculty has also been sanctioned to one State University in those States of the North-East, where there is no Central Manipur University has been converted into a Central Government has decided to confer Central University status to the State Universities of Arunachal Pradesh and Tripura and for setting up a Central University in encourage meritorious students, this Ministry has introduced a Postgraduate Merit Scholarship Scheme for university rank-holders for General and Honours courses at the under- graduate Ministry has also introduced an Indira Gandhi PG Scholarships for the ‘single-girl-child’ Who can do a protective services coursework double spaced Rewriting 46 pages / 12650 words order to address the problem of regional imbalances in the access to higher education, wherever Engineering and /or management faculty are presently not available, such faculty has been sanctioned in one Central University in each State of the North Faculty has also been sanctioned to one State University in those States of the North-East, where there is no Central Manipur University has been converted into a Central Government has decided to confer Central University status to the State Universities of Arunachal Pradesh and Tripura and for setting up a Central University in encourage meritorious students, this Ministry has introduced a Postgraduate Merit Scholarship Scheme for university rank-holders for General and Honours courses at the under- graduate Ministry has also introduced an Indira Gandhi PG Scholarships for the ‘single-girl-child’.

For maintaining high quality of education in basic sciences, the Ministry has accepted the recommendations contained in the report of the Task Force which was set up to assess the status of scientific research and training in Indian universities and to suggest strategies to revive and enhance excellence of Indian Universities in the field of basic Rajiv Gandhi Chairs in Contemporary Studies have been created in selected Central and State Universities on the themes of: Panchayati Raj Systems & Local Governance, Women’s Empowerment, Impact of Technology on Society, Eco-systems & Sustainable Development, Livelihood & Food Security, Nuclear Disarmament & Peace Studies, Tribal Development, Protection of Child Rights, Social Justice and Secularism & Nation Chairs are in the process of being established at the University of Delhi, University of Madras, Chennai, University of Mumbai, Mumbai, University of Calcutta, Kolkata, North East Hill University, Punjab University, Chandigarh, Baramullah University, Bhopal, Sher-e-Kashmir University, Srinagar and the Cochin University of Science & Technology, Ministry has taken a decision to commemorate ‘150 years of modern university system in India’ during the year 2006-2007 Who can do a protective services coursework double spaced Rewriting 46 pages / 12650 words maintaining high quality of education in basic sciences, the Ministry has accepted the recommendations contained in the report of the Task Force which was set up to assess the status of scientific research and training in Indian universities and to suggest strategies to revive and enhance excellence of Indian Universities in the field of basic Rajiv Gandhi Chairs in Contemporary Studies have been created in selected Central and State Universities on the themes of: Panchayati Raj Systems & Local Governance, Women’s Empowerment, Impact of Technology on Society, Eco-systems & Sustainable Development, Livelihood & Food Security, Nuclear Disarmament & Peace Studies, Tribal Development, Protection of Child Rights, Social Justice and Secularism & Nation Chairs are in the process of being established at the University of Delhi, University of Madras, Chennai, University of Mumbai, Mumbai, University of Calcutta, Kolkata, North East Hill University, Punjab University, Chandigarh, Baramullah University, Bhopal, Sher-e-Kashmir University, Srinagar and the Cochin University of Science & Technology, Ministry has taken a decision to commemorate ‘150 years of modern university system in India’ during the year 2006-2007.A National Organising Committee has been constituted for the Universities of Calcutta at Kolkata, Mumbai at Mumbai and Madras at Chennai have completed 150 years of their existence.20 crore have been provided by this Ministry and Rs.25 crore have been approved additionally by the Planning Commission to each of these three Government has restored the Central University status of the University of autonomous centre for research in Shri Guru Granth Sahib namely National Institute of Studies in Shri Guru Granth Sahib at Guru Nanak Dev University, Amritsar has been sanctioned for which the UGC has earmarked the National Research Professor Scheme, eminent cardiologist – weta Devi, and eminent Annual Report 2005-06 20 Overview theatre personality – Tanvir have been nominated as National Research Professors for a period of five years in recognition of their outstanding contributions in the field of medical science, literature and theatre Ministry has accepted, in principle, recommendations of the committee constituted under the Chairmanship of to examine all relevant aspects pertaining to the entry of foreign higher education providers in ingly, a policy on regulation and entry of foreign education providers is on the anvil.A National Core Croup on EDUSAT has been constituted to implement, operationalise and monitor the EDUSAT programmes and Plan 2002-2007 The general objective of the Tenth plan is to achieve a profound transformation of education so that it becomes an effective promoter of sustainable human development and, at the same time, improves relevance with the world and to achieve quality in teaching, research and business and community extension functions including life long specific objectives of the Tenth plan are related to: r The relevance of Higher Education r r r Management and financing Export of Higher Education and re-orientation of international Plan The revised budgetary estimates for the Annual Plan 2005-06 is Rs.

27 crore, substantial provision under the Plan is for the University Grants Commission has set general plan budget estimates of 21 Annual Report 2005-06 Rs.40 crore for 2005-06 for five broad schemes of the Tenth plan namely, General Development of Universities and Colleges (Rs.00 crore for the North Eastern Region), Enhancing Access and Equity (Rs.50 crore for the North Eastern Region), Promotion of Relevant Education (Rs.00 crore for the North Eastern Region), Promotion of Quality and Excellence (Rs.

15 crore for the North-Eastern Region) and Strengthening of Research ( Non-plan budgetary provision for 2005-06 is Rs.59 crore of which the non-plan support to the UGC Commission has also decided to link a part of its Grants with the performance of cal Education The Technical Education System in the country covers courses and programmes in Engineering, Technology, Management, Architecture, Town Planning, Pharmacy, Applied Arts and Ministry of Human Resource Development caters to programmes at diploma, undergraduate, postgraduate and research Technical Education system at the Central level comprises the All India Council for Technical Education (AICTE), which is the statutory body for proper planning and coordinated development of the Technical Education System; seven Indian Institutes of Technology (IITs) which are Institutions of national importance; six Indian Institutes of Management (IIMs), five Deemed-to-be-Universities, namely, Indian Institute of Science (IISc), Bangalore, Indian School of Mines (ISM), Dhanbad, School of Planning & Architecture (SPA), New Delhi, Indian Institute of Information Technology and Management (IIITM), Gwalior and Indian Institute of Information Technology (IIIT), Allahabad, 4 Boards of Apprenticeship Training (BOATs), the period under report, 18 National Institutes of Technology (NITs) were more NITs have been established during the year at Raipur and Agartala.100 per cent financial Overview assistance is provided by Central Government to the Technical Institutes in the Central Sector, such as the National Institute of Foundry and Forge Technology (NIFFT), Ranchi, the National Institute of Industrial Engineering (NITIE), Mumbai, Sant Longowal Institute of Engineering & Technology (SLIET), Longowal, North Eastern Regional Institute of Science & Technology (NERIST), Itanagar, 4 National Institute of Technical Teachers Training & Research (NITTTRs) are playing important role in Technical Education are other schemes at the central level which contribute significantly to Technical schemes are Programme for Apprenticeship Training (Scholarships and Stipends); Community Polytechnics; Third Technician Education Project assisted by the World Bank for Improvement of Polytechnic Education, Technical Education Quality Improvement Programme (TEQIP), Payment for Professional and Special Services; Human Resource Development in Information Technology; Support to distance and web-based education; National Programme for Earthquake Engineering Education (NPEEE), Indian National Digital Library for Science & Technology (INDEST) Consortium and Technology Development is one Public Sector Undertaking, namely, Educational Consultants India ) under the Technical Education System of the the Central institutions like IITs, NITs, IIMs, IISc, ISM, SPA, IIITM, IIIT, NIFFT, NITIE, NITTTRs NERIST, SLIET, etc., provide instructional training to produce high quality trained manpower in the field of Technical Government has identified Shillong for setting up another IIM in the North Eastern Institute of Information Technology, Design & Manufacturing (IIITDM) has been established at Jabalpur as a Centre of Excellence for design and Extension Centre of IIIT, Allahabad has been set up at initiatives have been taken to promote research and education in basic sciences in the Indian Institute of Science, Bangalore was sanctioned a special grant of Rs.

100 crore to upgrade its infrastructural facilities, including the Annual Report 2005-06 22 Overview recommendation of the Scientific Advisory Council to the Prime Minister, two Indian Institutes of Science Education and Research have been approved at Pune and Institutes will combine education in basic sciences at undergraduate and postgraduate level, with world class research Scheme of Community Polytechnics contributes substantially by transferring appropriate and advanced technologies to the rural ishment of polytechnics for the physically challenged is a r emphasis is being given to strengthening and consolidating infrastructure facilities available at the Institutes of national importance/excellence like IITs, IIMs, IISc, NITs, enhance research productivity in Science and Technology Education and to improve quality of education, access to electronic journals and databases is being provided to all technical benefit from lower costs, AICTE and INDEST have joined hands to form a combined AICTE-INDEST leverage new information and communication technologies (ICTs) to enhance learning effectiveness and expand access to high quality education, a National Programme on Technology Enhanced Learning (NPTEL) has been would provide content support in the form of digital video-based courses/ enrichment programmes to technology channel on a sustained would also help create web-based courses/programmes for enhancing learning effectiveness in the entire technical education system.

A National Programme on Earthquake Engineering is also being implemented by MHRD with seven IITs and IISc, Bangalore as resource institutions to train the teachers of Engineering Colleges to develop suitable curriculum to meet the crisis of earthquakes, cal Education Quality Improvement Programme (TEQIP) launched with the assistance of World Bank aims at upscaling and supporting ongoing efforts of the Government of India in improving quality of Technical Education.93 crore A large number of Engineering Colleges and other Technical Institutes were established across the country with the approval of the AICTE, mainly through mobilisation of private ss in the Tenth Plan During the X Plan, there has been a significant increase in the number of Technical Education institutions and total intake of students.13,825 crore for the Department of Secondary and Higher Education, Rs.4,700 crore was earmarked for 16 programmes of Technical this, the major share goes to the World Bank-aided Technical Education Quality Improvement Programme (TEQIP) with an outlay of outlay for Annual Plan 2004-05 for Technical Education was seven IITs have been effectively enhancing the country’s techno-economic strength and technological institutes have distinguished themselves by the excellence of their academic activities and research total Tenth Plan outlay for these institutions is is necessary to increase intake in IITs and at the same time to upgrade existing institutions in the country to the level of IIMs are institutions of excellence, established with the objective of imparting high quality management education and training, conducting research and providing consultancy services in the field of Overview management to various sectors of the Indian institutes conduct research to cater to the needs of non-corporate sectors like agriculture, rural development, energy, health, education, habitat ion of such institutions of excellence, providing globally competitive manpower, are the priorities of the second cycle of the first phase of TEQIP is being implemented in 13 States – Andhra Pradesh, Gujarat, Jharkhand, Haryana, Himachal Pradesh, Karnataka, Kerala, Madhya Pradesh, Maharashtra, Tamil Nadu, Uttar Pradesh, Uttaranchal and West programme aims at upscaling and supporting the ongoing efforts of the Government of India in improving quality and enhancing existing capacities of the lead institutions (including 18 Centrally funded NITs) and 114 state engineering/ network institutions (including 20 Polytechnics) are participating in the programme in the first phase, which coincides with the Tenth Plan programme will benefit 10,000 graduating students, each year by imparting superior skills and training and will also enhance the professional development of 1000 s are being made to strengthen the Community Polytechnics, which are wings of the existing polytechnics mandated to undertake rural/community development activities in their vicinity through the application of Science and Technology, by providing a one-time non-recurring grants-in-aid of Rs.00 lakh, and an annual recurring grant of up to a maximum of ity polytechnics provide a platform for transfer of appropriate technologies to rural masses for development on scientific lines, and provide technical/support services to the local present, there are 669 community polytechnics in the ge Development, Scholarships and other Programmes Language being the most important medium of communication and education, their development occupies an important place in the National Policy on Education and Programme of ore, promotion and development of 22 languages listed in the Schedule VIII of the Constitution of India, including classical languages on the one hand and English as well as the foreign languages on the other hand have received due of the important programmes that continued during the year under report include Promotion and development of Sanskrit language through different Sanskrit institutions; development of Hindi and training of Hindi teachers from non-Hindi States; promotion of all Indian languages of VIII Schedule by making extensive use of information technology; appointment of Indian languages teachers; Scholarship Scheme for meritorious children as well as scholarship for students of non-Hindi States for study of Hindi; and strengthening of cultural and human values in education in schools and non-formal educational centres with the help of the reputed these schemes will be continued in the next financial scheme for Education in Human Values has been strengthened for wider coverage and the scholarship scheme is being modified to enable meritorious children, including single girl child students, to avail of the rly, the scheme for development of Sanskrit language has also been modified and further Annual Report 2005-06 U nder the Ministry of Human Resource Development, there are two Departments, namely, the Department of Elementary Education and Literacy and the Department of Secondary and Higher Minister for Human Resource Development is assisted by two Ministers of State; one for Department of Elementary Education and Literacy and another for the Department of Secondary and Higher Department is headed by a Secretary to the Government of Departments are organised into Bureaus, Divisions, Branches, Desks, Sections and Bureau is under the charge of a Joint Secretary assisted by Divisional Heads at the level of Deputy Secretary/ ishment matters of the Secretariat proper of both the Departments of Education and establishment matters of Education Wings in Indian Embassies abroad are handled in Administration Division of the Department of Secondary and Higher addition, establishment matters of officers appointed under Central Staffing Scheme for the Department proper and ex-cadre posts i.

, are being administered in this Division.A scheme, namely, disbursement out of HRM’s Discretionary Fund is also handled in the Administration Division of the Department of Secondary and Higher ion Wings in Indian Missions Abroad Education Wings have been established abroad with a view to developing good relations in the fields of Science, Education and Culture with friendly present, Education Wings are functional in the following Indian Missions/Embassies abroad: r Consulate General of India, New York r Embassy of India, Washington r Embassy of India, Moscow r Embassy of India, Berlin The Education Wings have been doing useful work in looking after the welfare of Indian student community and Indian diaspora in the country Missions keep in touch with the academic world and keep track of the latest developments in the field of Science and Education to provide feedback to the from this, the Education Wings abroad act as Liaison offices between the Academic Institutions in India and the countries in which they are s, they advise the Government about academic disciplines, especially in the field of science and technology, in which scholarships for Indian students could be secured from the country ent Delegation of India to UNESCO, Paris India is a founder Member of is an officer at the level of Ambassador designated as Permanent Representative of India, UNESCO, who looks after the work of Education Wing in the Indian Embassy, ng Cell The Training Cell assesses the training needs of the officers and staff members of both the Departments i.Department of Secondary and Higher Education and the Department of Elementary Education and also liaises with Organisations like DOPT, Ministry of Finance (Department of Economic Affairs), IIPA, NIC, ISTM, New Delhi and NIFM, Faridabad for imparting training to the staff and officers of the Department, so that they could be deputed to attend various Courses/Programs such as management and administration, vigilance, cash and accounts, personnel and house keeping matters, conducted by these ng Cell also sends nominations of eligible and Annual Report 2005-06 Administration suitable officers in response to circulars issued by the DOPT and Department of Economic Affairs of the Ministry of Finance for short term and long term training courses abroad under the Colombo Plan, Bilateral Technical Assistance Programmes ’s Discretionary Grant The HRM’s Discretionary Fund is intended to provide financial assistance to Institutions, Organisations, individuals doing useful work in the field of Education, Culture, Sports, Media and also to the meritorious students Fund is also intended to give relief to the families of the needy and poor journalists, workers employed in film industry and artists when such families are in need of financial assistance due to demise of their only bread sement out of this fund is made in accordance with the prescribed nce Awareness Week was observed from November 7-11, s and posters were displayed and an oath taking ceremony was also held, wherein an oath was administered to the officials of both the Departments to maintain honesty in all public subordinate offices and autonomous bodies also observed the Vigilance Awareness nce Activities The vigilance set up for the Department is under the overall supervision of the Secretary, who, in turn, is assisted by a part-time Chief Vigilance Officer of the rank of Joint Secretary, an Under Secretary and other subordinate ishnan, Joint Secretary, who has been functioning as Chief Vigilance Officer in both the Departments of Secondary and Higher Education and Elementary Education and Literacy, demitted his office on his transfer from the Ravi Mathur, Joint Secretary was appointed as Chief Vigilance Officer in his recently Shri Sunil Kumar, Joint Secretary has been posted and working as Chief Vigilance the period under report, sustained efforts were continued to tone up the administration and to maintain discipline amongst the staff of the Departments, both at Headquarters and in the Subordinate offices.6 new disciplinary cases were initiated during the year of which 2 were the 9 old disciplinary cases brought forward from previous years, 5 old cases were concluded during the nce Awareness Week was observed from 27 Annual Report 2005-06 November 7-11, s and posters were displayed and an oath taking ceremony was also held, wherein an oath was administered to the officials of both the Departments to maintain honesty in all public subordinate offices and autonomous bodies also observed the Vigilance Awareness Vigilance Officers were appointed in various Autonomous Organisations under the administrative control of the Department, wherever the post of CVOs fell vacant, with the prior approval of Central Vigilance the year, CVC has issued several the instructions issued by the CVC have been brought to the notice of all the officers and offices concerned for per the directions of the Hon’ble High Court of Delhi, a massive effort is in progress to verify the authenticity of certificates of employees who have obtained employment on the basis of ST certificates.A specific grievance redressal machinery also functions under the CVO, who also functions as the Director of Grievances in the Director of Administration and punctuality in the Department of Secondary and Higher Education and Department of Elementary Education and Literacy through surprise floor-wise inspection by teams appointed for this order to promote and implement the concept of e-Governance in the Department as per the minimum agenda of e-Governance, all officers up to the level of Section Officers were provided computers with office automation strative support information systems like file sharing, monitoring, diary etc.

, have also been installed to improve the delivery of nces is accessible to the staff as well as the members of public to hear their problems every order to ensure the implementation of the policy of the Government regarding redressal of public grievances in its totality, autonomous organisations under the Department of Secondary and Higher Education and Department of Elementary Education and Literacy have also designated officers as Directors of grievances have been computerised by using the PGRAMS software devised by Committee on Complaints of Sexual Harassment of Women at the workplace has been reconstituted to hear/accept the complaints from employees posted in the Departments and to take appropriate steps for timely redressal of their the autonomous bodies under the administrative control of the Department of Secondary and Higher Education and Department of Elementary Education and Literacy have been advised to constitute a Sexual Harassment Cell to deal with cases in their respective is was continued on the observance of discipline Computerised Management Information System (CMIS) Computerised Management Information System (CMIS) Unit is the nodal unit for computerisation for both the main objectives of the unit are to develop, implement and maintain various online information systems for decision support, to act as a resource unit and provide training to the officials of the Department to develop know-how for day-to-day processing of information and liaison with the National Informatics Centre and other agencies related to Information Technology (IT).In order to promote and implement the concept of eGovernance in the Department as per the minimum agenda of e-Governance, all officers up to the level of Section Officers were provided computers with office automation strative support information systems like file sharing, monitoring, diary etc., have also been installed to improve the delivery of r major achievement is transition to the use of e-mail widely by the sity of arkansas pdf online free publishing Replies to queries, notices and materials for meetings etc., are sent through e-mail wherever e-mail addresses are , replies to Parliament Questions etc Best websites to buy an research proposal gender studies British A4 (British/European) Sophomore Writing from , replies to Parliament Questions etc., are shared between sections through local major shift to the electronic media has been made possible by providing computers and Internet connection to all ment Questions and Answers are electronically transferred to the Lok Sabha and Rajya Sabha secretariats on the same day the questions were replied for posting on their respective web sites 21 Sep 2009 - Members meet minimum three times an academic year to review and vote on the issues and , Women's Studies WMST , Design DSGN , Visual Journalism VISJ , Community Health EducationThe study and practice of academic writing, including an introduction to ment Questions and Answers are electronically transferred to the Lok Sabha and Rajya Sabha secretariats on the same day the questions were replied for posting on their respective web s a database on Parliament Questions are also made available on local area network to enable all the sections in both the Departments to readily access questions answered by them earlier on related s database applications like pay roll accounting and other house keeping software like budgeted Annual Report 2005-06 28 Administration expenditure, Education in India series etc.

, have been developed and put to use for day-to-day y pay-bills, pay-slips, various recovery schedules of officers on deputation, annual GPF statements, telephone directory of the Departments are processed and updated from time to show presentation has become an effective tool for communication; this Unit prepared and arranged slide show presentations for various meetings organised by both the announcements of the Departments including scholarship schemes were converted into electronic form and along with other materials of interest like guidelines etc., are made available on the website of the ation published in pursuance of Section 4(1)(b) of RTI Act 2005 were processed and published in the website of the contents of the website are updated ation forms and other relevant materials of various bureaus of the Department are also made available for on-line ions have also 29 Annual Report 2005-06 been made to take print out of these forms by the users of Unit continues its endeavour to create computer awareness to enhance computer usage among the officials in the r training are being provided on individual as well as group level by this Unit on office automation software, sharing of files and printers, internet browsing, sending/ receiving e-mails, remote log-in, prevention and removal of computer virus Unit also monitored the maintenance of PCs, laptop computers, printers, scanners, UPS Computer Centre NIC has established a Computer Centre for Ministry of Human Resource Development at 336-C, Shastri Bhavan, for IT Applications’ development and has established 320 nodes in LAN at Shastri Bhavan and provided WAN connectivity Administration through NICNET Gateway with RF Link connectivity of 10 a backup, this has been supported by 2 MB leased make it virus free, which is coming in the way of smooth LAN & WAN functioning, anti virus server has been established at Shastri Bhavan for online updation of anti virus software after removing the viruses from each of the clients of the has also assisted the Ministry in the establishment of 22 nodes at Curzon Road barracks office and 50 nodes at Jamnagar al Scholarships: NIC has implemented online submission of applications for grant of external the current year Israel, Norway, Czech and Commonwealth fellowships for UK and Canada have been received through the tation of IntraHRD: IntraHRD, G2E web portal for the Ministry has been designed and developed covering the employee related information concerning personnel, pay, official circulars, Email addresses and telephone number gn & launching of the portal for MHRD: As per the discussion held with the Ministry, the portal has been redesigned and content has been ported as per the new connectivity for remote updation has been configured and CMIS officials have been trained in the development and updation of the website Day Meal Scheme: Detailed discussions have been held with JS(EE-I) on the requirements of an online application catering to the needs of information compilation across different levels of hierarchy and their consolidation and generation of reports and queries at the press of a button.A detailed feasibility report has been prepared and submitted for approval by the Ministry.A small presentation has also been made in the Meeting of State Education Secretaries on the potential and utility of the package r Educational Institutions: The data formats and report formats for various components of Establishment and performance have been During the counselling for AIEEE 2005, 45 institutions participated, 77 courses were offered against 10,000 seats for three streams -campus application was accessible round-theclock across the globe for 15 days and on-campus was accessible from 16 counselling centres for online ed and feasibility report incorporating these have been prepared and submitted to the Ministry for their approval 6.Analysis of Budgeted Expenditure on Education: The budgeted layouts of various Central Government and State Government Ministries and Departments for Education, is being compiled and analysed by the Ministry.

A software package catering to the analytical needs of the screens of the above is being designed and Portal of AIEEE Examination 2005 Central Board of Secondary Education (CBSE) has requested NIC for the development of software package of online acceptance of Application Forms for AIEEE Examination – 2005 through NIC web has been designed, developed and executed as a web enabled application system for AIEEE 2005 Examination Portal was developed using Microsoft Web Technology and hosted at .Annual Report 2005-06 To analyse functional requirements from the User and translate them into Design Specifications.r r r r r r r Declaration of AIEEE Examination Result Online AIEEE Counselling 2005 Counselling for AIEEE 2005 was fully ing, development and implementation of the online application software for AIEEE Counselling 2005, was taken up on a turnkey System was developed using Microsoft Web Technology and hosted at Public URL as and restricted URL as for access to Counselling Centres and CCB during the Counselling the counselling for AIEEE 2005, 45 Institutions participated, 77 courses offered against 10,000 seats for three streams -campus application was accessible round the clock across the globe for 15 days and on-campus was accessible from 16 counselling centres for online Major activities carried out as follows r To analyse functional requirements from the Complete System and translate them into Various Modules like Online Fee Collection/Refund Module, Online Registration Module, Final Choice Submission Module, Locking/Unlocking Module, Final Seat Allotment Module, etc.r r r r Training and co-ordination with each of the Counselling Centres on the software packages and the necessary technical inputs r r The Counselling was conducted in two phases.r r Off-Campus Online Counselling comprising of Online registration by eligible candidates through Net, Submission of Choices based on his/her All India Rank (AIR), Gender, Category, State of Eligibility and generation of tentative seat matrix on regular -Campus Online Counselling comprising of Online Payment of Counselling Fees, Online Registration from designated Counselling Centres, Final exercising of Choices based on the availability on that time, Final Seat Allotment, generation of Allotment Letters in triplicate and publishing the result on Net.

31 Annual Report 2005-06 Automation of the processes leading to affiliation of schools to the board NIC is developing the software packages leading to the automation of affiliation of schools comprising of: r online submission of application forms along with scanned support documents for various needs of affiliation and addition of subjects; r r Administration Counselling support for other State Boards Online Counselling of Uttar Pradesh Technical University – State Entrance Examination (UPTU-SEE) 2005 During the counselling for UPTU-SEE 2005, 183 Institutions participated, 72 courses offered against 30,000 ( ering, Architecture, Pharmacy, Hotel Management, Master of Computer Applications, Master of Business Administration and Direct admission to 2nd year of Diploma holder -campus application was accessible round the clock across the globe for 7 days and on-campus was accessible from 7 counselling centres for 24 days for online counselling.A very complex algorithm was designed keeping in view the state government reservation policies (like SC/ST/ OBC, Girls, Freedom Fighter, Physically Handicapped, Armed Forces and Rural weightage quota, etc.) The Online application was developed using Microsoft Web Technology and hosted at The activities carried out were as follows: r Development and updation of UPTU website and posting of all relevant information r r r Training and co-ordination with each of the Counselling Centres on the software packages and the necessary technical inputs Kerala State Counselling Kerala state has required for NIC support for automating the centralised real time counselling for three different locations of the has designed & developed the suitable software modules for complete automation of the entire counselling real time counselling took place at Trivandrum, Kozhikode and lling Support for Haryana State Haryana state requisitioned for the provisional terminal and software development supports for its online counselling processes for admission to first year of polytechnic, Engineering, MCA & MBA tion for NCERT As desired by NCERT, the website has been launched on NIC Server URL: VPN connectivity has been configured and the officials of NCERT have been trained for remote updation of the sation of NCERT text books for classes 9th to 12th (English Medium) have been completed and ported onto NCERT website to have online access of the text al Bal Bhawan Website The Hindi version of the website of the National Bal Bhavan, available on the URL: has been developed and launched on 19th November 2005 by Hon’ble Prime Minister of cal Support The technical support as desired has been extended to Rashtriya Sanskrit Sansthan, Central Board of Secondary Education, NCERT, CTSA etc., VII All India Education survey has been carried out on a turnkey basis for Annual Report 2005-06 T he National Policy on Education (NPE), 1986 along with its Revised Policy Formulation and the Programme of Action (POA) evolved as a result of widespread deliberations, consultation and consensus were last reviewed and updated in POA envisages that given the rich diversity of our nation, it would be in the fitness of things, if the States and Union Territories formulate their State POAs in accordance with their situational imperatives as well as with the POA National Policy on Education (NPE), 1986, as updated in 1992, envisages improvement and expansion of education in all sectors, elimination of disparities in access and laying greater stress on improvement in the quality and relevance of education at all levels, including technical and professional also emphasises that education must play a positive and interventionist role in correcting social and regional imbalances, empowering women and in securing a rightful place for the disadvantaged, linguistic groups and Nation is firmly committed to providing Education for All, the priority areas being free and compulsory primary education, covering children with special needs, eradication of illiteracy, vocationalisation, education for women’s equality, special focus on the education of SCs/ STs and task of implementing the NPE and POA lies with the States and Union Territories, and the Centre is to monitor the POA 1992 was perceived on a charter of action for nation as a whole requiring a cooperative effort of the Union, States/UTs, the education community and community at the rich diversity of the country, certain amount of flexibility is assured in POA 1992 and it was felt that it would be in the fitness of the things if the States and UTs formulate their State POA’s in line with the situational imperatives and the POA ingly, the POA 1992 was circulated in 1993 to all States and Union Territories to draw up their own State Programmes of Action (SPOA).Central Advisory Board of Education (CABE) The Central Advisory Board of Education (CABE), the highest advisory body to advise the Central and State Governments in the field of education, was first established in 1920 and dissolved in 1923 as a measure of was revived in 1935 and had continued to be in existence till fter, the CABE was reconstituted vide Resolution dated 6th July, CABE consists of Education Ministers of all the State Governments / UT Administrations; Ministers of the seven concerned Ministries of the Government of India; Member (Education), Planning Commission; Four Members of Parliament from the Lok Sabha; Two Members of Parliament from the Rajya Sabha; Seventeen Ex-officio Members; 34 Nominated Members representing different interests; and Ten Permanent Invitees representing various Central Government the first meeting of the reconstituted Board held on 10-11, August, 2004, it was decided to set up Seven Committees of the CABE on the issues which needed detailed Committees were: (a) Free and Compulsory Education Bill and other issues related to Elementary Education, under the chairmanship of Shri Kapil Sibal, MOS, Science & Technology.

(b) Girls Education and the Common School System, under the chairmanship of Shri Tarun Gogoi, CM, Assam.(c) Universalisation of Secondary Education, under the chairmanship of Shri Ghanshyam Tiwari, Education Minister, Rajasthan.(d) Autonomy of Higher Education Institutions under the Chairmanship of Shri Kanti Biswas, Education Minister, West Bengal.(e) Integration of Culture Education in the School Curriculum, under the chairmanship of Prof.(f) Regulatory Mechanism for the Text books and parallel text books taught in schools outside the Government system, Co-chaired by Report 2005-06 34 Policy Planning and Monitoring (g) Financing of Higher and Technical Education under the Chairmanship of reports of these Committees were considered in the 53rd CABE meeting held on 14-15 July, 2005 and action plans on these reports are being this meeting of CABE held on 14-15, July, 2005, it was also decided to set up three Standing Committees of the CABE on the following issues:(i) The Standing Committee on Inclusive Education to be chaired by Shri Vasant Purake, Minister of School Education, Maharashtra.

(ii) The Standing Committee on Literacy and Adult Education to be chaired by b Burman, MP; and (iii) The Standing Committee on Integration and Coordination of Efforts for Children’s Development to be chaired by meetings of the CABE were also held on 7th June, 2005 and 6-7th September, 2005, to consider the National Curriculum Framework, 2005 (NCF - 2005).On the recommendations made by the CABE, in its meeting held on 6-7, September, 2005, a Monitoring Committee was setup to oversee the preparation of syllabus for the Text Books by Commitment of raising public spending in Education to 6 per cent of GDP NCMP of the UPA Government pledges to raise spending in education to at least 6 per cent of the GDP in a phased manner with at least half this amount being spent on primary and secondary Public Expenditure on Education as per 2004-05 BE is Rs.18 crore and its per centage with respect to total GDP is about 3.A Committee was constituted by the Ministry of HRD to assess the resources likely to be available if 6 per cent of the GDP is targeted for the Education Majumdar, the eminent educationist and economist, was the Chairperson of this 35 Annual Report 2005-06 The Bharat Shiksha Kosh (BSK) is intended to receive donations/ contributions/endowments from individuals and corporates, Central and State Governments, Non-Resident Indians and People of Indian Origin for various activities across all sectors of is a proposal to increase the scope of activities under BSK and to get the donations to the Kosh and income generated thereon exempted from the income of the Committee presenting three scenarios indicating the magnitude of allocations of resources required to reach the norm of 6 per cent of GDP for education or beyond 6 per cent of GDP, have been shared with Planning Commission and Ministry of Finance for further Shiksha Kosh In order to facilitate donations including smaller amounts from India and abroad for implementing projects/programmes connected with the education sector, the Government had constituted “Bharat Shiksha Kosh” as a Society registered under the Society Registration Act, 1860 on January 9, 2003, during the celebration of Pravasi Bhartiya Bharat Shiksha Kosh (BSK) is intended to receive donations/ contributions/endowments from individuals and corporates, Central and State Governments, NonResident Indians and People of Indian Origin for various activities across all sectors of is a proposal to increase the scope of activities under BSK and to get the donations to the Kosh and income generated thereon exempted from the income Planning and Monitoring Thrust Areas National Commission on Higher Education Setting up of National Commission on Higher Education for overseeing and monitoring the Higher Education sector is under consideration for which consultations have been s in recognising/accrediting agencies for education/training institutions With a view to bringing in reforms and transparency in the functioning of accrediting and affiliating Institutions like Central Board of Secondary Education (CBSE), All India Council for Technical Education (AICTE), National Board of Accreditation (NBA), University Grants Commission (UGC) and National Assessment and Accreditation Council (NAAC), following steps have been identified for being taken up urgently: r Online receipt of applications.r r r r Preparation of panel of suitable experts for Inspection Committee/Selection Committees and developing system for random generation of names of experts on the teams.

r r r Grants to Universities/Colleges be linked to meeting of conditions like appointment of fulltime and qualified erable progress has been made by the Institutions in this al Institute of Educational Planning and Administration The National Institute of Educational Planning and Administration (NIEPA) is an autonomous organisation set up and fully funded by the Department of Secondary and Higher Education, Ministry of Human Resource Annual Report 2005-06 36 Policy Planning and Monitoring objectives of the Institute are to undertake, promote and coordinate research in educational planning and administration, to provide training and consultancy services in this field, to train and orient key level functionaries as well as senior level administrators from the centre and state, to collaborate with other agencies, institutions and organisations, to provide facilities for training and research to other countries, particularly of the Asian region in the field of educational planning and administration, to prepare print and publish papers, periodicals and books to share experience and expertise in the area of educational planning and administration with other countries and to conduct comparative studies for the furtherance of these 2005-2006, 40 training programmes have been organised up to December 2005, and 16 more programmes are likely to be conducted before the end of the financial target for 2006-07 is to conduct 54 training programmes and to complete the ongoing research faculty provided consultancy and professional support to National, State and Institutional level bodies like Ministry of Human Resource Development, University Grants Commission, State Education Departments, State Councils of Higher Education, SCERTs, SIEMATs besides International Agencies such as UNESCO, UNICEF, World Bank and Institute has a well stocked Library/Documentation Centre on Educational Planning and Administration and Inter Disciplinary may claim to have one of the richest libraries in the field of Educational Planning and Management in Asian serves the faculty, research scholars and the participants of the various programmes, and also other organisations through Inter Library Loan Library reading room facilities are open to Library has collection of over 57,798 volumes and subscribes to as many 347 periodicals and has a computerised catalogue of books and Outside Peer Review Committee under the 37 Annual Report 2005-06 Chairmanship of Subhash C.Kashyap, former Secretary General, Lok Sabha Secretariat was set up to review the work and progress of Committee has submitted its expressing the satisfaction about the performance of NIEPA, the Committee has recommended that NIEPA should prepare a perspective paper for the next 20 years and take suitable of Assistance for Studies, Seminars Evaluation, etc., for implementation of Education Policy The Scheme of Studies, Seminars, Evaluation, etc., for the implementation of Education policy is intended to provide financial assistance to deserving institutions and organisations, on the merits of each proposal, so as to finance a variety of activities having direct bearing on the management and implementation aspects of National Policy on would include sponsoring of seminars, workshops etc., conduct of impact and evaluation studies and consultancy assignments in order to advise the Government on the best alternatives and models for making the system to guidelines of the scheme have been revised during the year per the revised guidelines, the financial assistance under this scheme would cover remuneration and allowances/payment of TA/DA to project staff, stationery and printing, hiring charges of accommodation/venue and other contingencies like postage, etc.

, Normally, the ceiling of assistance for Studies/Evaluation is ceiling of expenditure on National Conference/Seminar is Rs.00 lakhs and on International Conferences (or, with substantial International participants/member), it would be 2005-2006, financial assistance has been given for organising of 30 seminars/conferences/studies/ evaluations etc., upto December, 2005 and 7 more such programmes are likely to be sanctioned before the end of the financial target for the year 2006-2007 is to give financial assistance for 38 seminars/ conferences/workshops/evaluations, Planning and Monitoring Planning and Monitoring Unit Annual Plans and Five Year Plans Formulation of Annual Plans and Five Year Plans, review of programmes & Schemes, timely monitoring of Plan expenditure vis- -vis outlays in Budget Estimates, and analysis of actual expenditure as per the targets fixed are the important activities of the approved Tenth Plan (2002-07) outlay for the Department of Secondary and Higher Education and Department of Elementary Education and Literacy was Annual Plan outlays for the Department of Secondary and Higher Education and Department of Elementary Education and Literacy was Annual Publication brought out by P&M Unit viz., “Analysis of Budgeted Expenditure on Education for 2002-03 to 2004-05” provides an analysis of the trend of public expenditure on education during the period this, data from various States, Central Ministries/Departments is collected, compiled, analysed and published with break up of expenditure incurred by Education Departments, other departments for different sectors in education separating Plan, Non-Plan, Revenue and Unit also published “Annual Financial Statistics of Education Sector 2003-04” during the publication gives statistics of Plan Outlays and expenditure on different sub-sectors of education from the First Five Year Plan to Sixth Plan together with the scheme wise outlays and expenditure during Seventh to Ninth Plan and Annual Plans of the ongoing Tenth Five Year Unit acts as a nodal functionary in this Department during Quarterly Review of Plan expenditure by Planning also coordinates with various Divisions of the Ministry, Planning Commission, and Ministry of Finance etc.

, on various matters relating to Plan tical Division The Statistics Division of the Department of Secondary and Higher Education is the nodal agency for the collection, compilation, processing and dissemination of educational statistics in the national annual educational statistics is brought out by the Ministry of Human Resource Development after collecting data from over 10 lakh institutions, covering all levels of education from pre-primary to higher education through mailed questionnaires in collaboration with the State Education the basis of data collected from States, the Statistics Division brings out annual s have been made to improve the quality of educational statistics and to reduce the time lag in their al Training courses were conducted in the State capitals for the benefit of personnel engaged in work relating to Educational Statistics at State/District recommendations of the National Statistical Commission to improve the system have also been taken up for has continued to participate in the World Education Indicators Programme through the Joint Pilot Project organised by Organisation of Economic Cooperation and Development (OECD)/United Nations Educational Scientific and Cultural Organisation (UNESCO).

Necessary support in the form of supply of national statistics is being provided to the international institutions like UNESCO/OECD every Officers Scheme The Area Officers Scheme was started in the Department in 1999 as a mechanism for regular and effective review, monitoring and coordination of various Central sectors and Centrally Sponsored per the original scheme, an officer of the rank of Deputy Secretary and above is made in-charge of a State/ Annual Report 2005-06 Education of SCs, STs and Minorities Constitutional Provisions A rticle 46 of the Constitution states that, “The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and, in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation.” Articles 330, 332, 335, 338 to 342 and the entire Fifth and Sixth Schedules of the Constitution deal with special provisions for implementation of the objectives set forth in Article provisions need to be fully utilised for the benefit of these weaker sections in our ment in NCMP The UPA Government has set six basic principles for of them is “To provide for full equality of opportunity, particularly in education and employment for scheduled castes, scheduled tribes, OBCs and religious minorities”.All reservation quotas, including those relating to promotions, will be fulfilled in a time bound codify all reservations, a Reservation Act will be UPA Government is very sensitive to the issue of affirmative action, including reservations, in the private sector.r The 86th Constitutional Amendment published in Gazette on 13 December 2002 provides for free and compulsory elementary education as a Fundamental Right, for all children in the age group of 6-14 years.r Sarva Shiksha Abhiyan (SSA): SSA is a historic stride towards achieving the long cherished goal of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with , which promises to change the face of elementary education sector of the country, aims to provide useful and quality elementary education to all children in the 6-14 age group by main features of the programme are: r Focus on girls, especially belonging to SC/ST communities and minority groups.

r r Free textbooks for girls, SC/ST l Provisions After independence, the Government of India has taken a number of steps to strengthen the educational base of the persons belonging to the Scheduled Castes and Scheduled nt to the National Policy on Education 1986 and the Programme of Action (POA) 1992, the following special provisions for SCs and STs have been incorporated in the existing schemes of the Departments of Elementary Education and Literacy and Secondary and Higher Education: r Abolition of tuition fee in all States in Government Schools at least upto the upper primary fact, most of the states have abolished tuition fees for SC/ST students up to the senior secondary level.r 40 r r r Under the scheme of Kasturba Gandhi Recruitment of 50 per cent female s are being set up in difficult areas r Balika Vidyalaya, 750 residential with boarding facilities at elementary National Programme for Education of Girls at Elementary Level (NPEGEL): The NPEGEL under the existing scheme of Sarva Shiksha Abhiyan (SSA) provides additional components for education of girls from under privileged/ disadvantaged sections of the society at the elementary Scheme is being implemented in Educationally Backward Blocks (EBBs) where the level of rural female literacy is less than the national average and the gender gap is above the national average, as well as in blocks of districts that have at least 5 per cent SC/ST population and where SC/ST female literacy is below 10 per cent based on 1991 Samakhya (MS): MS addresses traditional gender imbalances in educational access and involves enabling women (especially from socially and economically disadvantaged and marginalised groups) to address and deal with problems of isolation and lack of selfconfidence, oppressive social customs and struggle for survival, all of which inhibit their ct Primary Education Programme (DPEP): The thrust of the scheme is on disadvantaged groups like girls, SCs/STs, working children, urban deprived children, disabled children, are specific strategies for girls and SCs/STs; however, physical targets are fixed, in an integrated manner including coverage of these groups as ing to a study by NIEPA, schools in DPEP districts had more than 60 per cent students belonging to SC/ ST ba Gandhi Balika Vidyalayas: Under the scheme of Kasturba Gandhi Balika Vidyalaya, 750 41 level for girls belonging predominantly to the SC, ST, OBC and ntial schools are being set up in difficult areas with boarding facilities at elementary level for girls belonging predominantly to the SC, ST, OBC and scheme would be applicable only in those identified Educationally Backward Blocks (EBBs) where, as per census data 2001, the rural female literacy is below the national average and gender gap in literacy is more than the national these blocks, schools may be set up in areas with concentration of tribal population, with low female literacy and/or a large number of girls out of school.r Shiksha Karmi Project (SKP): SKP aims at universalisation and qualitative improvement of primary education in remote, arid and socio economically backward villages in Rajasthan with primary attention to is note worthy that in Shiksha Karmi Schools, most of the students are from SCs, STs and OBCs.r Jan Shikshan Sansthan (JSS): The Scheme of JSS or Institute of People’s Education is a polyvalent or multifaceted adult education programme aimed at improving the vocational skill and quality of life of the objective of the scheme is educational, vocational and occupational development of the socio-economically backward and educationally disadvantaged groups of urban/ Education of SCs, STs and Minorities rural population particularly neo-literates, semiliterates, SCs, STs, women and girls, slum dwellers, migrant workers etc Literacy campaigns have had an enormous impact on other social campaigns have served the cause of promoting equity and social justice in society and fostering of a scientific temper and a sense of belonging to India’s great composite culture and consciousness of unity in diversity.r r Mid-Day Meal scheme: The Mid-Day Meal scheme is a successful incentive covers all students including SCs/STs of primary classes in all Government, local body and Government aided schools in the country with the aim to improve enrolment, attendance and retention while simultaneously impacting on the nutritional status of the l Institute of Indian Languages (CIIL): The Central Institute of Indian Languages, Mysore has a scheme of development of Indian Languages through research, developing manpower and production of materials in modern Indian Languages including tribal Institute has worked in more than 90 tribal and border languages.

r Kendriya Vidyalayas (KVs): 15 per cent and 7.Colorado state university system board of governors meeting nbsp 5 per cent seats are reserved for SCs and STs respectively in fresh tuition fee is charged from Scheduled Caste and Scheduled Tribe students up to class XII.r Navodaya Vidyalayas (NVs): Reservation of seats in favour of children belonging to SCs and STs is provided in proportion to their population in the concerned district provided that no such reservation will be less than the national average of 22.50 per cent for STs) and a maximum of 50 per cent for both the categories (SCs & STs) taken together .50 per cent for STs) and a maximum of 50 per cent for both the categories (SCs & STs) taken reservations are interchangeable and over and above the students selected under open Report 2005-06 r National Institute of Open Schooling (NIOS): The SC/ST students are given concession in admission fees to the extent of provides financial assistance to Under the Scheme of Strengthening of Boarding and Hostel Facilities for Girl Students of Secondary & Higher Secondary Schools cent per cent financial assistance is given to Voluntary Organisations to improve enrolment of adolescent girls belonging to Rural areas and weaker ence is given to educationally backward districts particularly those pre-dominantly inhabited by SCs/STs and educationally backward minorities.

r r National Merit Scholarship Scheme: The National Scholarship Scheme and Scheme of Scholarship at the Secondary Stage for Talented Children from Rural Areas are in existence since 1961-62 and 1971-72 have been merged and a new scheme entitled ‘National Merit Scholarship Scheme’ has been framed for implementation with revised provisions from objective of the National Merit Scholarship Scheme is to support talented students and encourage them to excel academically in studies by giving recognition and financial assistance at post-metric level on state wise merit basis and also separately to talented and meritorious students in rural areas for Classes IX to X for all revised rate of scholarship varies from ing on the level of education and course of scheme is implemented through State al Council for Educational Research & Training (NCERT): NCERT focuses on the development of textbooks, workbooks, teacher guides, supplementary reading materials, evaluation of textbooks, vocational education, educational technology, examination reforms, support to Sarva Shiksha Abhiyan, education of educationally disadvantaged operates the National Talent Search Scheme 43 Annual Report 2005-06 universities/deemed universities for the establishment of SC/ST Cells in Universities to ensure effective implementation of reservation policy for SCs and pursuing courses in science and social science upto doctoral level and in professional courses like medicine and engineering upto second-degree level subject to fulfilment of the of 1000 scholarships, 150 scholarships are reserved for SC students and 75 scholarships for ST website to get a college writing services transportation homework 10 days british doctoral academic r National Institute of Educational Planning & Administration (NIEPA): Educational development of Scheduled Castes and Scheduled Tribes is an area of major concern of carries out a number of studies relating to educational programmes and schemes for scheduled castes and scheduled has also been generating material relating to educational institutions and development of scheduled caste and Scheduled Tribe students /essay/ .r National Institute of Educational Planning & Administration (NIEPA): Educational development of Scheduled Castes and Scheduled Tribes is an area of major concern of carries out a number of studies relating to educational programmes and schemes for scheduled castes and scheduled has also been generating material relating to educational institutions and development of scheduled caste and Scheduled Tribe students.r University Grants Commission (UGC): UGC provides financial assistance to universities/deemed universities for the establishment of SC/ST Cells in Universities to ensure effective implementation of reservation policy for SCs and UGC has established SC/ST Cells in many Universities including Central Universities to ensure proper implementation of the reservation Standing Committee on SCs/STs monitors and reviews the work undertaken by the universities/ ion of SCs, STs and Minorities r r Apart from reservation, there is also relaxation in the minimum qualifying marks for admission for SC/ST has been implementing the programme of Career Orientation to Education (vocationalisation of education) to ensure that the graduates have knowledge, skills and attitudes for gainful employment in the wage sector in general, and self-employment in particular for all including SCs/STs Homework Order high quality writing services from us at a student nbsp.Where to buy technology presentation asa single spaced a4 british nbsp r University Grants Commission (UGC): UGC provides financial assistance to universities/deemed universities for the establishment of SC/ST Cells in Universities to ensure effective implementation of reservation policy for SCs and UGC has established SC/ST Cells in many Universities including Central Universities to ensure proper implementation of the reservation Standing Committee on SCs/STs monitors and reviews the work undertaken by the universities/ ion of SCs, STs and Minorities r r Apart from reservation, there is also relaxation in the minimum qualifying marks for admission for SC/ST has been implementing the programme of Career Orientation to Education (vocationalisation of education) to ensure that the graduates have knowledge, skills and attitudes for gainful employment in the wage sector in general, and self-employment in particular for all including SCs/ website to order custom protective services coursework british nbsp r UGC provides financial assistance for Remedial Coaching to SC/ST provides financial assistance to the existing coaching centres to prepare SC/ST candidates for the National Eligibility Test (NET) conducted by UGC/CSIR.r Commission provides financial assistance for extension the scheme, all groups of the society are covered including SCs/STs Where to find custom writing services astrophysics technology term paper Chicago 47 pages / 12925 words 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r Commission provides financial assistance for extension the scheme, all groups of the society are covered including SCs/STs.(iii) To strengthen their knowledge, skills and attitudes in the subjects where quantitative and qualitative techniques and laboratory work are involved and (iv) To improve the overall performance of these students in the per the reservation policy, UGC has earmarked 15 per cent and 7 Jump to Best websites to get a biotechnology homework phd 5 days turabian- Best website to buy an lab report mathematics without plagiarism a4 (british/european) american business single7 days 101 pages / 27775 words College Sophomore Best websites to get a astrophysics technology.(iii) To strengthen their knowledge, skills and attitudes in the subjects where quantitative and qualitative techniques and laboratory work are involved and (iv) To improve the overall performance of these students in the per the reservation policy, UGC has earmarked 15 per cent and 7.50 per cent reservation for SCs and STs respectively in appointments, both in teaching and nonteaching posts, admissions, hostel accommodation, etc., in universities/colleges, professional and technical educational institutions administered by the Central universities follow reservation policy as prescribed by respective state Commission has been issuing guidelines/directives/instructions from time to time for implementing reservation policy of the Government of order to contribute towards social equity and socio-economic mobility of the under privileged sections of the society, UGC has introduced remedial coaching scheme at UG/ PG main objectives of the scheme are: (i) to improve the academic skills and linguistic proficiency of the students in various subjects /lab-report/ .

, in universities/colleges, professional and technical educational institutions administered by the Central universities follow reservation policy as prescribed by respective state Commission has been issuing guidelines/directives/instructions from time to time for implementing reservation policy of the Government of order to contribute towards social equity and socio-economic mobility of the under privileged sections of the society, UGC has introduced remedial coaching scheme at UG/ PG main objectives of the scheme are: (i) to improve the academic skills and linguistic proficiency of the students in various subjects.(ii) To raise the level of comprehension of basic subjects so as to provide a strong foundation for further r Commission has created a Central Pool Database of eligible SC/ST candidates and recommends their candidature for teaching positions in order to fulfil the prescribed reservation quota in universities and colleges help me do a college agricultural technology dissertation Academic Writing Vancouver.(ii) To raise the level of comprehension of basic subjects so as to provide a strong foundation for further r Commission has created a Central Pool Database of eligible SC/ST candidates and recommends their candidature for teaching positions in order to fulfil the prescribed reservation quota in universities and colleges.r Periodic meetings of Registrars of Central Universities are organised to review the implementation of reservation policy in the Central Universities.r r Community Polytechnics: The Scheme of Community Polytechnics undertakes rural/ community development activities through application of science and technology in its provides platforms for transfer of appropriate technologies to rural masses/local ence is given in training to rural youths, SCs, STs, women, school dropouts and other disadvantaged groups and helps them to obtain need based gainful scheme of Community Polytechnics has been in operation in selected diploma level institutions since applies Science and technology through skill oriented non-formal training, technology transfer and technical support services.

r Engineering Colleges: The higher educational institutions administered by the Central Government including IITs, IIMs, Regional Engineering Colleges, etc., provide reservation to the extent of 15 per cent and 7.5 per cent for SCs and STs students from reservation, there is also relaxation in the minimum qualifying marks for admission for SC/ST r, in institutions run by the State Governments, the reservation percentages varies as per the State Government’s Report 2005-06 Education of SCs, STs and Minorities Constitution amendments to reservation of SCs/STs/ OBCs in Private Educational Constitution Amendment passed in December 2005 enables the State (State Governments and Government of India) to make laws for the advancement of the SC, ST or the OBCs of citizens in matters of admission to educational institutions, including private unaided institutions by way of reservation of seats for the weaker sections and in regulating merit based admission, as also regulating the fees in private & TSP From the allotted budgets of the Departments of Elementary Education and Literacy and Secondary and Higher Education, 16.00 per cent are allocated under the Special Component Plan and the Tribal Sub-Plan for Scheduled Castes and Scheduled Tribes Intensive Madrasa Modernisation Programme (AIMMP) In the X Five Year Plan, the two major schemes relating to minorities i., the Scheme of Area Intensive programme for Educationally Backward Minorities and the Scheme of Financial Assistance for Modernisation of Madrasa Education have been merged into a single scheme of Area Intensive and Madrasa Modernisation Programme (AIMM).

The components of the old scheme being continued in the new scheme are a) infrastructural development and b) Madrasa revised scheme is yet to be revised scheme proposes to cover 5000 Madrasas during the X Plan is expected that during the plan period about 2.5 lakhs students will be studying at secondary level through National Institute of Open Schooling and State Open Schools and about 5 lakhs students of Madrasas will continue education at primary and middle schools with textbooks provided by the National Council for the Promotion of Urdu Language establishing a linkage with regular schooling system.45 Annual Report 2005-06 Infrastructural Development The objective of this component is to provide basic educational infrastructure in primary/upper primary and secondary schools where there is need for them and viability is established on the basis of a school mapping target area identified is 325 blocks and 4 districts of component is being implemented in this region the beginning of the scheme the following physical targets have been achieved: r opening/construction of buildings for 3010 primary/ upper primary/secondary schools; r r r r 6 I ndia is among the founding members of UNESCO, a constituent body of the United Nations, which came into existence in ng the “Defences of Peace in the Minds of Men” is the primary goal of UNESCO, for which education is its main has been playing an active role in promoting UNESCO’s ideals and Division in the Ministry coordinates India’s interface with UNESCO and in addition looks after administrative matters concerning Auroville Foundation, an autonomous organisation set up under the Auroville Foundation Act, National Commission for Cooperation with UNESCO For associating its principal bodies interested in educational, scientific and cultural matters with the work of UNESCO, the Government of India had set up the Indian National Commission for Cooperation with UNESCO (INCCU) in Commission consists of five Sub-Commissions in the fields of Education, Culture, Communication, Social Sciences and Natural Minister of Human Resource Development is the President of the Commission, Secretary (S&HE) is its ex-officio Secretary General and Joint Secretary in charge of the UNESCO Division is the ex-officio Deputy Secretary General of the Deputy Secretary / Director (UNESCO) functions as Secretary of the total membership of the Commission is 100 with 50 individual and 50 institutional members distributed evenly among its five membership is for a period of 4 Commission has been playing an important role in UNESCO’s work particularly in the formulation and execution of its programmes in collaboration with UNESCO Secretariat as well as the National Commissions of the Asia and the Pacific Indian National Commission for Cooperation with UNESCO has been reconstituted ties of the Commission Participation Programme of UNESCO: Under its participation programme, UNESCO provides limited financial assistance to various institutions of Member States for undertaking such innovative projects as would contribute at the national, sub-regional and interregional levels to the implementation of the objectives of r, from the biennium 2006-07, India has decided not to apply for assistance from UNESCO under this Coupons Programme: The Commission continues to operate the UNESCO International Coupons Programme designed to assist individuals and institutions working in the field of educational publications, scientific equipment, educational films, etc., from abroad without undergoing the foreign exchange and import control tly the programme is being reformulated by the Craft Prize awarded to an Indian: Shri Mantu Chandra Das, Master Crafts Person from Guwahati has been co-awarded the Third Prize of US$ 2000 along with Turdyeva and Ms Erkebu Jumagulova of Kyrgyzstan, under the UNESCO Craft Prize-2005 for the Asia Pacific award has been given by UNESCO to Shri Das for an outstanding contribution to creativity in Bamboo and Cane of Financial Assistance to Voluntary Organisation, UNESCO Clubs and Associated Schools UNESCO Associates itself with various local and international non-Governmental Organisations (NGOs) to promote its Indian National Commission operates a scheme of financial assistance to voluntary organisations, UNESCO Clubs and Associated Schools for undertaking activities in consonance with UNESCO less number of qualified applications were received from NGOs, an expenditure of Rs.00 lakh has been incurred so far during the year Report 2005-06 54 International Cooperation One Utilisation Certificate is pending in respect of a financial assistance of Rs.

25 lakh provided to Poverty Elimination Rehabilitation and Liberation Society, Peresendra, Chickballa pur Tq, Kolar district, e of our repeated reminder to grantee Institution and State Government, no reply has so far been received in this ipation in Seminars, Working Group Meeting Sponsored by UNESCO/its Regional Office From January, 2005 to December, 2005, INCCU nominated 11 Officers of the Department of Secondary and Higher Education and Department of Elementary Education and Literacy, Ministry of Human Resource Development and 4 experts from other Organisations/ State Governments/NGOs, etc., to participate in various regional and international workshops/training courses/Seminars/Working Group Meetings sponsored by UNESCO and its Regional is running a project named Associated School Project(ASP net).Associated Schools are educational institutions, which are directly linked with UNESCO Secretariat for participation in the Associated Schools Project(ASP net) for undertaking activities relating to education for international understanding, cooperation and ion for International Understanding UNESCO is running a project named Associated School Project (ASP net).Associated Schools are educational institutions, which are directly linked with UNESCO Secretariat for participation in the Associated Schools Project (ASP net) for undertaking activities relating to education for international understanding, cooperation and the recommendation of INCCU, 42 schools and Teacher Training Institutions from India have been enlisted with UNESCO under this are 252 Clubs and 264 Associated Schools registered with the year 2005 a national seminar of ASP net Schools was organised in New Delhi on 20-21 April, 2005 to spread the ideals and objectives of ASP net work of for Holding of Meetings of Committees/ Conferences and organisation of Exhibitions in furtherance of UNESCO’s aims and objectives This Scheme is meant for meeting the expenditure on TA/DA of non Official members for attending the meeting of the Sub-Commissions of the Indian National Commission and its full body, organisation of exhibitions, INCCU lecture series and other meetings, 55 Annual Report 2005-06 in furtherance of UNESCO’s aims and objectives.00 lakhs at RE for this scheme during the current financial ipation in General Conference of UNESCO The General Conference of UNESCO is held every alternate year to approve inter-alia, UNESCO’s Programme and Budget for the next sends a high-powered delegation to the General Conference.

33rd Session of the General Conference The 33rd session of the UNESCO’s General Conference was held in Paris from 3-21 October, session marked the 60th Anniversary of General Conference adopted three new normative instruments – the Convention on protection and Promotion of the Diversity of Cultural Expressions, the International Convention Against Doping in Sports and the Universal Declaration on Bioethics and Human included two Ministerial Round Tables – on International Cooperation Education for All (EFA) and another on Basic played a leadership role and participated substantially in all aspects of the Indian delegation was led by HRM For the first time in 60 years, the Indian Ambassador to UNESCO was elected to chair Commission I of the General ipation in UNESCO’s Executive Board Meetings India has the unique privilege of having been continuously elected as Member of Executive Board of UNESCO ever since its establishment in Board, comprising 58 members, normally meets twice a year for a period of two weeks Vatsyayan is our representative The 171st Session and the 172nd Session of the Executive Board were held from 12 - 28 April, 2005 and from 13 - 29 September, 2005 173rd Session was held on 24th October, ’s re-election to the Executive Board India was re-elected to the 58-member Executive Board of UNESCO for a four-year got 145 votes in the election, an increase of 20 votes over the number polled in the 2001 uently, India was also re-elected to the Committee on Conventions and Recommendations and was elected, for the first time, to the select Group of Experts on Financial and Administrative uction of a building for housing the office of UNESCO, New Delhi India is responsible for providing free office accommodation to UNESCO in New present, it is housed in a rented building for which the Indian Government is paying has been decided to construct a building for housing the UNESCO Office in Chanakyapuri, New Delhi.3 crore has been allocated of which the budget provision for the current year is ent Delegation of India to UNESCO (PDI) India has a permanent delegation at Paris accredited to ti Mukherjee (IFS1976) is the Permanent Representative of India to Permanent Delegation of India to UNESCO (PDI) coordinates and maintains liaison in respect of all the activities ipation programme, General Conference, Scientific provisions, Elections and reciprocal support arrangements of ASPAC Group (Asia Pacific Group) between the Indian National Commission for UNESCO (INCCU) and the UNESCO ion Education for All (EFA) Each Member State of UNESCO contributes to UNESCO’s regular budget for each contribution is at a fixed percentage approved by the General Conference from time to ’s share of contribution for the calendar year 2005 is 0.423 per cent of the total budget of UNESCO, which translates into around Budget provision for this purpose for the current year is balance will be adjusted for the calendar year, 2006.477 lakhs has since been released towards the was the focus of discussions during the 171st & 172nd Sessions of the Executive Board as well as during the 33rd session of General Conference of UNESCO, where the Director-General was asked by the member States to prepare a global action plan to rejuvenate the EFA thereby establishing UNESCO’s role as a lead played a leadership role in the the Ministerial Round Table held at UNESCO Headquarters during the 33rd session of the General Conference, the Indian delegation to the meeting was led by HRM, Shri Arjun Singh, who chaired the crucial session on “Overview of Progress and Challenges in Annual Report 2005-06 International Cooperation EFA”.

India played a vital role in drafting the Final Communiqu .

The High Level Group meeting on EFA held in Beijing, China from 28-30th November, 2005 discussed these issues Indian delegation, which was led by ar, Member (Education), Planning Commission played a critical role in the drafting process and was able to influence the Final Communiqu , which focused interalia on donor responsibility as one of the important issues for achieving EFA UNESCO Global Monitoring Report (GMR) on EFA was released in November, is a matter of satisfaction that the Report indicates an improvement in India’s EFA Development Index (EDI) for 2002 from 0.741, which is a reflection of the progress that has been made in various own in-house exercise had yielded a more conservative allIndia EDI of 0.702, and the higher index calculated by the GMR is a vindication of our ational Convention Against Doping in Sports The International Convention Against Doping in Sports was adopted unanimously by the General Conference at its 33rd convention makes an effort at harmonisation at the international level of efforts in the fight against doping in attempts to go beyond testing and sanctions, calling upon States parties to undertake, within their means to support, and devising of implementing education and training programmes on anti-doping in order to raise public awareness of the negative affect of doping on health and on the ethical values of sport, as well as provide information on the rights and responsibilities of athletes and on testing Convention will come into effect with 30 has commenced the process of e International Convention on the Protection & Promotion of the Diversity of Cultural Expressions The International Convention on the Protection and 57 Annual Report 2005-06 Promotion of the Diversity of Cultural Expressions (Cultural Diversity Convention), was adopted at the 33rd session of General Conference by an overwhelming majority.148 member States voted in favour of the Convention with 2 negative votes (USA & Israel) and 4 negotiations had dominated the proceedings at UNESCO throughout the composite text was the result of an intense intergovernmental negotiation whole issue was whether cultural industries as well as vulnerable cultural expressions required protection or ping countries strongly believed they did require the other hand, India was sensitive to the need for the language in the Convention not to deviate from or enter into obligations running contrary to the was uniquely situated to build bridges between concerned delegations on this issue and emerged as a key tely, the Convention fully reflected our national interests while supporting the role of culture in sustainable ’s position was articulated by Hon’ble HRM at the Plenary of the General Conference, “India believes that the issue of protection of Cultural Diversity is the fundamental mandate of UNESCO to which we are deeply believe that this draft convention will respond to the needs of the international community and protect and nurture vulnerable traditions and cultures”.India will now move ahead on the process of Heritage Convention From India’s perspective, the 29th session of the World Heritage Committee held in Durban South Africa in July 2005 was a complete success, with the Committee approving by acclamation the Valley of the Flowers National Park as an extension to the Nanda Devi National Park and the Nilgiri Mountain Railway as an extension to the Darjeeling Himalayan ’s Ambassador/PR was elected by acclamation as Vice-President of the 30th session, which is being held in Lithuania in July also supported the African Group’s initiative to establish a special fund to protect African uently, India contributed US$ 30,000/- to the ational Cooperation The Intangible Heritage Convention In September 2005, India ratified the Intangible Heritage Intangible Heritage Convention will come into effect with 30 Masterpieces Ramlila, the traditional Indian performance of the Ramayana, was accorded ‘oral masterpiece of the world’ status by UNESCO in November 2005 along with 45 other was part of UNESCO’s third proclamation of masterpieces of the oral and intangible heritage, an international distinction that aims to raise public awareness of the value of this heritage which includes popular and traditional forms of expression, music and dance, rituals and mythologies, knowledge and practices concerning the universe, know-how linked to traditional craft as well as cultural of the World Register Saiva manuscripts kept at the French Institute of Pondicherry were among 29 new documentary collections inscribed on the memory of the world register by UNESCO in July collection of 11,000 palm leaf and paper manuscripts dating from 600 century AD, in Sanskrit and Tamil, focuses mainly on the religion and worship of the l Sciences 23rd Assembly of UNESCO’s Intergovernmental Oceanographic Commission (IOC) intergovernmental negotiation meetings held in Paris in March and in Mauritius in May made it very clear from the outset that an Indian Ocean wide warning system could not be setup without the active participation of had already stated its intent to establish its own Tsunami and ocean surge warning system which effectively covered both the potentially Tsunamigenic seismic zones in the Indian Ocean had also been announced that nations in the region would be able to benefit from the a result the Indian Ocean tsunami warning system was envisaged as a coordinated network of national systems whose assets would be owned and operated by member States hosting or otherwise taking responsibility for first meeting of the intergovernmental coordination group was held in Perth, Australia in August 2005, which reviewed and assessed the requirements of the ary, Department of Ocean Development was elected as the first Chairman of the ishment of Regional Biotechnology Centre in India The 33rd session of the General Conference approved the establishment of a regional centre for biotechnology training in India under UNESCO was a result of over four years of negotiations between UNESCO and the Government of India led by Department of approval by the General Conference marks the recognition of the dynamism in the field of biotechnology training and research in India and addresses the need for providing greater impetus in the field to the whole of the region, including South and Southeast 23rd session of the IOC assembly saw the establishment of an Intergovernmental Coordination Group to govern the Indian Ocean Tsunami Warning and Mitigation was elected to the Governing Council of the IOC by the largest ever margin of victory getting 83 votes, ahead of Japan and e Prizes Awarded to an Indian The Intergovernmental Coordination Group to govern the Indian Ocean Tsunami Warning and Mitigation (ICG-IOTWS) system was established at the IOC General assembly in was a result of Extension in the Nanda Devi Biosphere Reserve UNESCO-Treiste Science Prize for 2005 was awarded to ishnan, a DAE Homi Bhabha Professor of physics at Banaras Hindu University for his work in understanding the nature of the physical forces that turned liquids into ishnan shares this prize with a scientist from Man and Biosphere Council, which met in June Annual Report 2005-06 58 International Cooperation 2005, approved the Indian Proposal for extension in the Nanda Devi biosphere Council also approved inclusion of 22 new sites in the world network of biosphere reserve under UNESCO’s Man and the Biosphere (MAB) ication and Information Broadcaster’s rights issue At the 171st session of the Executive Board India’s proposal seeking to highlight the importance of UNESCO playing a more active role in the deliberations currently taking place in WIPO on the issue of according more stringent intellectual property rights to broadcasting organisations was greatly h this initiative, India was able to sensitise member States about the need to examine the matter very carefully as this would impact the public domain, emergence of new technologies, sharing of information and free dissemination of knowledge – all of which fall under UNESCO’s core the 33rd General Conference India introduced and successfully piloted an amendment to UNESCO budget, which sought to provide additional resources for UNESCO to participate substantially in the WIPO ational Cooperation Cell International Cooperation: The International Cooperation Cell coordinates the work relating to bilateral and international collaboration in the Education sector and the formulation, implementation and monitoring of Educational Exchange Programmes (EEPs) with various countries with a view to giving a more focused attention to such bilateral EEPs with China, Israel, Guyana, Mongolia, Armenia, Hungary, Myanmar, Tanzania, Syria, Australia, New Zealand, Uzbekistan, Thailand, Sri Lanka, and Mexico and Brazil have been signed, proposals for EEPs with 37 countries including Afghanistan, Saudi Arabia, USA, Malaysia, Yemen, Libya, South Africa, Vietnam and Kazakhstan are under addition MOUs for mutual recognition and equivalence of degrees, diplomas and 59 Annual Report 2005-06 other educational qualifications with several countries like Armenia, Ukraine, Russia and Czechoslovakia are also under IC Cell also coordinates the implementation of Education Component of Cooperation with SAARC, Commonwealth, ASEAN and the Mekong Ganga Cooperation Project as well as other bilateral/ multilateral cooperation programmes in the Education of Foreign Delegations: Visits by foreign delegations to India at the ministerial level with the objective of strengthening bilateral relations between India and other countries are coordinated by the IC erial level delegations from UK, New Zealand, China, Bulgaria and Armenia have already visited India and have had fruitful exchange of views for further important dignitaries from Russia, Thailand, Canada, Singapore, Hungary, Scotland and Brazil also visited India in the recent IC Cell also coordinates the visit of ministerial delegations from India to various Proposals: The IC Cell also coordinates the examination of proposals received from the Foreign Investment Promotion Board (FIPB) and the Project Approval Board (PAB) in respect of the Education lle Foundation Auroville, founded by the ‘Mother’, a disciple of Sri Aurobindo, in 1968, is an international cultural township on the outskirts of Pondicherry in Villupuram District of Tamil Nadu where 1330 people from 35 countries including India live together as one community and engage themselves in cultural, educational, scientific and other pursuits aimed at human by a resolution passed in 1968 had invited its Member States and international non-governmental organisations to participate in the development of Auroville as an international cultural township designed to bring together the values of different cultures with integrated living standards which correspond to man’s physical and spiritual ational Cooperation The Township is under the administrative control of the Ministry since 1980 and is administered as per the provisions of the Auroville Foundation Act, 1988 passed by the Parliament of India.

00 lakhs under Plan and Non Plan respectively .Budget Estimate for 2006-2007 has been proposed as Rs.90 lakhs under Plan & Non Plan per Section 10(3) of the Auroville Foundation Act, the Foundation consists of (a) Governing Board; (b) Residents Assembly; and (c) Auroville International Advisory Governing Board of the Auroville Foundation, comprising 9 members, was reconstituted on 6th September, International Advisory Council of Auroville was reconstituted on 28th October, 2004.15 crore have been allocated for the development and construction activities of the includes a new component for supporting the Sri Aurobindo International Institute of Educational Research (SAIIER) for which Rs.3 crore is for the on-going development and construction activities of the ing to the provisions of the Auroville Foundation Act, the Government of India provides grants to the Foundation for meeting the expenditure on the establishment maintenance and development of Auroville under Plan & Non-Plan Budget provision for the Foundation for the year Pending UCs during last 3 years No Utilisation Certificates (UCs) in respect of grants sanctioned to Auroville Foundation during last 3 years is Annual Report 2005-06 T he programme of Sarva Shiksha Abhiyan (SSA) was launched in assistance under the programme of Sarva Shiksha Abhiyan was on a 85:15 sharing arrangement during the Ninth Plan and on a 75:25 sharing arrangement during the Tenth Plan, between the Central Government and the State programme covers the entire 200506 Annual Work Plans of 600 districts were approved under programme seeks to open new schools in habitations which do not have schooling facilities and strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement ng schools with inadequate teacher strength would be provided additional teachers under the capacity of existing teachers would be built by extensive training, provision of grant for developing teaching-learning material and development of academic support has a special focus on girls and children of weaker sections.

A number of initiatives, including free textbooks, target these children under the also seeks to provide computer-aided education even in rural approach is community-owned, and the village education plans are prepared in consultation with Panchayati Raj this basis, district elementary education plans are al Mission for SSA A National Mission for SSA was operationalised in December, 2004 when the membership of the Governing Council and Executive Committee were first meeting of the Governing Council of the National Mission was held under the Chairmanship of Prime Minister on first meeting of the Executive Committee of the Mission headed by the Union Minister for Human Resource Development was held on January, 2006, six Sub-Missions of the National Mission have been SubMissions are (i) Defining learning outcomes and assessment/ monitoring of students’ achievement levels (ii) Infrastructure provisioning.(iii) Social mobilisation, community involvement and role of PRIs.(iv) Training of teachers and strengthening of academic support institutions and other aspects of quality of Sarva Shiksha Abhiyan r All 93.5 * EGS: Education Guarantee Scheme centres are set up in habitations without a regular school within 1 iture under SSA for the year 2004-05 was Rs.11 crore has been released (including NER component).

free textbooks distributed to all girls and children belonging to Scheduled Castes and Scheduled addition, maintenance grant for civil repairs and a school grant for replacement of equipment is given to all of SSA Out of School Children Towards the objective of improving the infrastructure, approval for the year 2005-06 have been made to open 1,57,967 new schools and appointing around 7,72,345 r, physical infrastructure has been sought to be improved through provision of 3,29,690 additional classrooms, around 1,20,629 school buildings, 2,22,051 toilets and 1,60,760 drinking water the objective of improving the quality of teaching learning outcomes of students, grants are given to all teachers for developing teaching-learning materials; 20day training is expected to be given to all teachers and The number of out of school children has reduced steadily since 2002-03.49 crore out of school children in March and UTs have reported that by November, 2005 this number has further reduced to 95 lakh only.63 Annual Report 2005-06 The top 10 States in which the number of out of school children in the age group 6-13 exceeds 3.The percentage of out of school children is also shown for each tary Education and Literacy 2002-03 r r Individual profile of all girls including basic information as well as monthly residential bridge course was first started on experimental basis under learning and experience under Janshala has been used in replicating the residential bridge course under first 6 months, 102 girls completed primary education and during second 6 months, they were given class-6 one year residential course, 93 girls were enrolled in class-7 and 9 girls were enrolled in class-6 in formal schools thus ensuring mainstreaming of all the Report 2005-06 Elementary Education and Literacy Boat Schools in Andhra Pradesh 'School on Boat' is an initiative by East Godavari district SSA authorities for the 'universalisation of education' for the children of 180 odd migrated fishermen families in Uppalanka d in the year 2004 the initiative has already enrolled 92 'most difficult to reach' children out of 238 in the age group of 5-15 community was identified as one of the 'most difficult to reach' during the process of identification of 'out of school children' through the mandatory household surveys under Sarva Shiksha the beginning the surveyors and other officials of the district received very lukewarm response from the parents and the children when they tried to motivate them for this juncture the officials thought that they must do something new to attract these children and their parents to zeroed in on a beautifully decorated boat, which they built, with play materials and a motivator cum instructor on motivator went on collecting the children who used to loiter around the canal bank and the children who were helping their parents on their respective 'Donelu' lly only the younger children joined this 'School on Boat' they played, listened to stories, sang local songs and danced as took some time before the parents allowed the older children to join this 'School on Boat' for few hours in a that time the 'School on Boat' had already emerged as an g this positive inclination of children and their parents the East Godavari SSA built a thatched hut on the bank of motivators from the local fisherman community were appointed to teach the already motivated children the basics of letters & r the children from 'Donelu' boats nor their parents have ever been to letters and the numbers were the most alien things in their constructive hours at the thatched hut were used to orient and prepare the children with the objectives of enrolling them in residential Bridge Courses and enrolling them in regular formal activities at this centre were also used to motivate the parents and attract more children who were still on the 'Donelus'.The materials from their day to day lives like dried snails etc were used to teach them letters and numbers or telling the children a 3 months of orientation, a group of 'readied' children were enrolled in a nearby Residential Bridge Course when the children themselves and their parents were ready for 'it'.

From 180 'Boat Families' a total of 238 children in the age group of 5-15 years have been identified through a 'boat survey'.36 of them are attending 'School on Boat', 20 of them have been enrolled local elementary schools, 17 girls entered the residential formal school and 19 are attending residential bridge Mandal and District authorities are hopeful that the slow but steady approach taken by them would certainly bring the remaining children to the system of t ‘SCHOOLGIS’ – SSA, Tamil Nadu Geographic Information Technologies such as Geographic Information System (GIS) and Global Positioning System (GPS) have proved their capability in many areas of applications beyond capability on spatial data processing by GIS technology has made it as an indispensable element in any database management activity in general and spatial data processing in accuracy in data capturing and cost effectiveness involved in GPS survey has made it possible in bringing number of non-spatial layers into spatial Survey has became practical only after the removal of Selective Availability (S/A) in May ng location of schools as a spatial component will help improving the decision making ng the position of habitation will further improve the order to bring the school management in GIS data processing environment, Project ‘SCHOOLGIS’ (Mapping of Schools for Better School Education Management using GIS and GPS) is a collaborative research study by Department of Futures Studies, Madurai Kamaraj University, Madurai and Department of Geology, Bharatidasan University, Thiruchirapalli.65 Source : IMRB-SRI survey July-September 2005 Civil works & school infrastructure Under SSA 33 per cent allocation are earmarked for civil works to provide infrastructure to elementary education especially for construction of schools classrooms, toilets, drinking water facility that SSA also provides other school related inputs like appointment of teachers and school maintenance grant to strengthen school SSA emphasizes on construction of school buildings/ classrooms with innovative and child-friendly elements inherited from DPEP, Lok Jumbish Project, cumulative progress report revealed that SSA has sanctioned 8,54,662 works out of which total works completed and in progress are 5,97,868, which is 70 per cent of total works sanctioned.72 lakhs teachers upto the year 2005-06 under SSA out of which the States reported recruitment of 4.92 lakh, which is 64 per cent The cumulative progress upto September 2005 is given in Annexure on Minority Areas The programme has identified 93 districts in 16 states for focused attention to the education of minority children based on Census 2005-06, 2643 primary schools, 1978 upper primary schools and 29000 EGS centres have been sanctioned in minority concentrated the year, 7500 recognised Madarsas have been supported under SSA by providing school grant, repair and maintenance grant and TLM 3500 unrecognised Madarsas have received support under the Alternative & Innovative Education Component of the EGS & AIE Scheme for introducing general subjects in website to write custom coursework protective services oxford double spaced premium 101 pages / 27775 words 117 Kasturba Gandhi Balika Vidyalayas have been approved during 2005-06 for minority concentration on Girls Education The National Policy on Education (NPE), 1986, as revised in 1992, is a path breaking policy document, which articulates the Government of India’s unequivocal commitment that “Education will be used as an agent of basic change in the status of order to neutralise the accumulated distortions of the past, there will be a well-conceived edge in favour of womenThis will be an act of faith and social engineeringThe removal of women’s illiteracy and obstacles inhibiting their access to, and retention in elementary education will receive overriding priority, through provision of special support services setting time targets and effective monitoring….

Reaching out to the girl child has been central to all efforts for universalising elementary Programme of Action 1992 clearly acknowledges that “rural girls are doubly disadvantages by non availability of educational facilities and by the work they have to be related with fuel, fodder, water, sibling care and paid and unpaid work”.A two pronged gender strategy, therefore, has been adopted to address both the systemic as well social order to make the education system responsive to the needs of girls and serve as a pull factor, a range of interventions have been introduced such as ensuring access to schools, increasing the number of women teachers, enhancing gender sensitivity of teachers through training, developing gender sensitive Annual Report 2005-06 66 Specific Interventions for Minorities Community under SSA : Uttar Pradesh r In 2004-05, 291 aided Madarsas, affiliated to State Arbi-Farsi Madarsa Board were provided with assistance of (1) Teacher grant @ Rs .A two pronged gender strategy, therefore, has been adopted to address both the systemic as well social order to make the education system responsive to the needs of girls and serve as a pull factor, a range of interventions have been introduced such as ensuring access to schools, increasing the number of women teachers, enhancing gender sensitivity of teachers through training, developing gender sensitive Annual Report 2005-06 66 Specific Interventions for Minorities Community under SSA : Uttar Pradesh r In 2004-05, 291 aided Madarsas, affiliated to State Arbi-Farsi Madarsa Board were provided with assistance of (1) Teacher grant @ Rs.2000 per annum (3) Teachers training and (4) free text book distribution in parity with regular formal 2005-06 provision of similar assistance has been made for 358 aided Madarsas affiliated to State Arbi-Farsi Madarsa Board.r In 2004-05 under AIE intervention, 261 recognised Madarsas were strengthened and 16171 children Nishwa, intervention 23 centres were strengthened and 870 children centres were started by the local body concerned/community based organisations, whereby honorarium to instructor @ Rs.

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1500 per year was provided as per SSA the 2005-06, strengthening of 708 recognised Madarsas has been proposed.515 Madarsa committees have given their consent to start AIE centres out of which 391 Madarsas have been already are in the process of operationalisation.r In 2004-05, 114 new primary schools and 133 upper primary schools have been opened in minority concentration the AWP&B (2005-06) of SSA provision of construction of 2,421 new primary and 2308 upper primary schools have been proposed which fulfils the State norm for opening of , all the unserved habitations will be saturated by schools according to the present State norm.r In 2004-05, 3,38,500 textbooks and in 2005-06, 10,02,452 textbooks were printed in Urdu and requisite number of books were distributed to the beneficiaries studying with Urdu as a medium in Parishadeeya schools.r r Teacher Guides (which are used by regular teachers in formal schools) are being translated into Urdu, which will be printed and distributed in the recognised Madarsa in t to Maktab/Madarsa under AIE Comport of SSA: Bihar r Survey and Identification of Out of School Children of Minority Community and children enrolled in Maktab/Madarsa is in far about 8500 Maktab/Madarsa/Minority Pockets have been identified.

r Community Mobilisation through one day orientation/3 days Training of VSS/Community Leaders and through workshops, meetings in all districts was Muslim community member are taking the initiative in opening AIE centres in Maktab/Madarsas.r 30 days training module for Maktab/Madarsa Teachers has been developed and in Vaishali, Darbhanga, Munger, Gaya and W.Champaran training of 378 teachers has been the remaining districts the training is in me a college research proposal gender studies online writing from scratch british a4 (british/european) platinum r r r r r 67 Elementary Education and Literacy Puppet – A Useful and Handy Tool Gujarat Council of Primary Education has decided to focus mainly on two matters to boost up educational awareness, especially for girls’ is to provide quality in girl’s education and another one is to sensitise various communities specially very marginalised communities which are not able to make use of educational facilities available to them, due to socio-economic that, GCPE has been holding Ma-Beti Sammelan every month to create awareness for girl’s education Whether the argument is about gender equality or junk food in colleges, writing a persuasive essay is a skill that everyone should writing a persuasiveIn order to provide a convincing essay, you should go beyond your experience and knowledge by conducting additional that, GCPE has been holding Ma-Beti Sammelan every month to create awareness for girl’s s have been used for community mobilisation especially during enrolment drive to convince parents to enrol their daughters in the the lower primary section, they are used to teach hard spots of math & has been used in Haats, Melas, Science Fairs and on Cultural Festivals to create awareness for girls education as well as to orient people for their right to education and for VEC/MTAs/PTAs two districts (Mahesana & Amreli), Puppet Films have been used to inform people about the consequence of declining malefemale sions on girls education have been relevant Teaching Learning Material (TLM), providing supportive structures such as Early Childhood Care and Education (ECCE) centres, alternative modes of learning and ensuring basic facilities such as separate toilets for girls and water in the same time, efforts are being made to generate a community demand for girls’ education and enabling conditions for people’s and women’s participation, to create the push factors necessary to guarantee girls tion and mobilisation of parents and the community at large, enhancing the role of women and mothers in school related activities and participation in school committees, and strengthening the linkages between the school, teachers and communities are some of the ways in which the enabling conditions are being Sarva Shiksha Abhiyan (SSA), the national flagship programme for Universalisation of Elementary Education, has taken this understanding and process to all districts in the SSA recognises the need for special efforts to bring the out of school girls, especially from the disadvantaged groups, to the SSA, the following provisions are made for providing school infrastructure and quality improvement in education for the girl child: r Free textbooks for girls upto Class VIII within the ceiling limit of Rs.150 per child; r r r r r r 68 Elementary Education and Literacy Early Child Care and Education Uttaranchal SSA acknowledges the significance of ECCE programme in achieving the goal of centres aim to support girl children to avail of primary prepares children in the age group of 3-6 years for entry into schools and frees the older girls from sibling care and enables them to go to gence Mode r The ECCE Strategy seeks to dovetail the existing ICDS Aganwadi consists of synchronisation of ECCE with the primary school centres have been relocated in closest proximity of a primary school.00 provided respectively to each Anganwadi/ECCE worker and helper per month under SSA, for the extended timings.

5000/- for equipment, toys and recurring grant district Almora 100 ECCE centres are being run by a Non Government Organisation i.Uttarakhand Seva Nidhi Prayavaran Shiksha Sansthan, with EGS r Training r 48 key resource persons trained at state lecturers, teachers, BRC/NPRC coordinator and ICDS supervisors trained as resource persons.r r r Financial provisions were made for training of ECCE workers under re Visit With an objective of sharing of experiences the ECCE worker and SRG members visited Uttarakhand Seva Nidhi Paryavaran Shiksha Sansthan Almora and its pment and distribution of Material r ‘Rimjhim’ reading material for ECCE worker was developed by SRG, comprising an annual calendar, instructions for ECCE workers, stories, songs, prayers, games and Bal m was distributed to all ECCE centres.r ‘Chiriya Udi Phurr’, Bal Khel Sanklan published by Uttarakhand Seva Nidhi, Almora has also been distributed to all ECCE ring Pattern r Committees have been formed at district and block level for the monitoring and successful functioning of the ECCE centre.

r r Development of Shishu Mulyankan Card and ECCE centre Grading Cards are in progress for grading of ECCE tion Study An evaluation study of ECCE was conducted in three districts of major findings of the study are as follows: r The overall number of girls in ECCE centres are higher than boys.

r r r r r 69 Elementary Education and Literacy Accelerating Girls Education – SSA, ORISSA Street Plays In Bhadrak district street plays have been organised at G.Scripts were prepared highlighting the social problems related to girls like dowry, child labour, early marriage, casteism and ill-matched marriage, Van was arranged and the team moved from one place to other and performances were done with music and micro phone, l character as moderator used to announce the importance and uniqueness of education in bringing out the solution to social evils at the end of each problem : About 300 over aged girls who had dropped out of school were identified and on the request of their parents adolescent girls camps were opened and their daughters were enrolled through Bridge ’ Parliament In Nuapada district, Girls Parliament is constituted in the model cluster school (MCS) under NPEGEL, named Dumerpani UP of class-VI &VII filed their nomination for the Ministers of different departments such as Sports, Education, Health, Environment, Food, Culture were chosen for particular departments through a process of girls took initiatives in exercising their powers and conducting all related activities with Ministers were reshuffled every month and other girls got the opportunity in turn to act as : The process has impacted on the learning of Social Science & Civics and in the development of leadership qualities in girls and maintaining discipline in the ent and regular attendance of the girls were ensured by the Ministers s were also encouraged by the leadership activities of their Dhara (carrying earthen vessel) This is one of the innovative activities for Community Mobilisation introduced in Silda UP School (MCS) in Nuapada Kalasi (earthen vessel) was painted with bright colours and placed by the Headmaster in front of the house of one MTA signifies that the responsibility of that MTA member is to visit the school on that particular day to check the attendance of teachers and students and to see that the school compound is kept clean and that the classes are being held also has to ensure sending those children to go to school who have not gone on that day, by motivating the child day the Kalasi (vessel) will be placed at another MTA member’s house and the same activities will be done by that MTA member on that wise the Kalasi will be shifted and placed at each member’s house in rotation and all the household members will be involved in ensuring proper functioning of the school and regular attendance of : Community members were made aware about the requirements of primary en are attending school re Trip for Girls In Puri district an exposure trip was organised for girls who have stood first in visited Regional Science Centre at Bhubaneshwar accompanied by female teachers and the BRCC also visited the State Museum, certain historical spots and the archaeological : The trip had a positive impact on children and parents since the performance of girls was given exposure visit helped in enrichment of knowledge of children and exposure due to interaction with ality Development Camp 5-day non-residential camps were organised at cluster level in Pipili Block of Puri from UP schools (class-VII) participated in the topics covered in the camp included information on Banking, Police, Postal transaction, Health & ng on Yogasana and handicrafts (appliqu work, coir work, rope work) were also imparted to the -curricular activities were undertaken and competitions were organised children films were shown to the : The camp routine had a positive effect on the personality development of the girls and encouraged among the girls creative programme had some impact on out of school and drop out girls who got interested in enrolment in Report 2005-06 Gender Sensitisation of textbooks and curriculum; r Adequate Teaching Learning Equipment for all Primary and Upper Primary order to reach the difficult groups, a strategic shift has been made in the planning of Sarva Shiksha Abhiyan, by targeting un-reached geographic areas and sharpening the foucs on social groups that continue to be outside the educational National Programme for Education of Girls at the Elementary Level (NPEGEL) and the Katurba Gandhi Balika Vidyalaya (KGBV)Scheme specifically target girls from marginalised groups who are out of school or have not completed elementary education, in over 3000 educationally backward blocks in the country, where the female rural literacy rate is below the national average (46.13) and the gender gap in literacy is above the national average ( tary Education and Literacy Bridge Course for Muslim girls The Municipality area in Balasore district has a concentration Muslim Girls within the age r r r 93 lakh girls receiving 13-14 years have never attended ni Jena took the initiative of visiting Muslim households and interacting with the mothers and adolescent is able to motivate several over aged girls who have been enrolled in Bridge Course are now regularly attending the learning centres and have learnt basic literacy and numeracy al Programme for Education of Girls at Elementary Level (NPEGEL) The NPEGEL, is an important component of SSA, set up with the objective of providing additional support over and above the investments for girls education through normal SSA interventions for enhancing participations of programme provides for development of a “model school” in every cluster with more intense community mobilisation and supervision of girls enrolment in sensitisation of teachers, development of gender-sensitive learning materials, provision of need-based incentives like stationery, work books and uniforms are some of the endeavours under the also provides opening of early childhood care and education (ECCE) Centres and community mobilisation activities for development of Model Cluster ss under NPEGEL r r 3,164 EBBs covered out of 3,427 (2656 EBBs in 1991) 771 new EBBs as per 2001 census.5 new States of Assam, Mizoram, Meghalaya, Tripura and Dadar & Nagar Haveli have been added.r 80,000 ECCE centres supported; r 73,788 teachers given gender sensitisation training; Kasturba Gandhi Balika Vidyalava (KGBV) In order to encourage greater participation of girls in education at the upper primary level (classes 6-8), 750 residential schools at upper primary level have been sanctioned in July 2004 under Kastubra Gandhi Balika Vidyalaya (KGBV) scheme, for girls belonging predominantly to Scheduled Castes (SC), scheduled Tribes (ST), Other Backward Communities (OBC) and Minorities, Out of these, 118 KGBV schools will be set up in blocks having predominance of Muslim least three-fourth of the seats are reserved for girls from marginalised or minority communities while the rest could be made available to girls from families below the poverty d Education through wheels – SSA Haryana With a view to ensure that the girls do not dropout after completing primary schooling due to non-availability of upper primary schooling facilities in their village, an innovative programme has been introduced to provide them transport facility by way of popular programme provides for giving a bicycle to a girl joining Class VI in a Government School located outside her village, if a middle level school is not available in her appearing in the Class VIII examination, the bicycle becomes the property of the activity was launched in the year 2004-05.

16171 girls benefited from the programme during the first 200506, the number of beneficiaries have increased to more than 21, residing in slum bastis, farms and dhanis (small habitations which have sprung up away from main abadi of the villages/town) have also been covered under the new programme will go a long way in reducing the drop out rate at the end of Class V besides helping girls to complete 8 years of schooling which is the objective of Sarva Shiksha Report 2005-06 Elementary Education and Literacy Initiatives in the State of Karnataka: KGBV 58 Kasturba Gandhi Balika Vidyalaya (KGBV) schools were sanctioned in all the 58 Educationally Backward Blocks of the state in the Planning Approval Board meeting of MHRD held on Karnataka immediately began its preparation to launch the new scheme.A two day workshop was organised jointly by SSA and Mahila Samakhya to workout details of the strategy to establish KGBV Directors, Deputy Project Co-ordinators, Special Officers of KGBV schools, Resource persons of Mahila Samakhya, UNICEF and various NGOs participated in the guidelines with regard to committees at different levels, admission criteria, location identification for the construction of the KGBV residential building, appointment of required staff were schools cater to the needs of out of school girls in the age group of 11 to 14 out of school children require a bridge course before mainstreaming them in KGBV a bridge course programme was organised in all the 58 EBBs in co-ordination with Department of Women & Child Development, Mahila Samakhya and other opening of KGBV schools, preliminary activities such as identification of eligible girls as per MHRD norms, identification of suitable rented/government building for KGBV residential schools, posting of teachers and special officers/warden etc., were under taken during the period from December 2004 to April ng Government Girls Higher Primary Schools/ Coeducation Higher Primary schools having sufficient land for this the 58 KGBV schools were made operational in June 2005, i., at the beginning of the academic year 2005-06.3282 eligible girls have been admitted to KGBV schools of the of the schools have achieved full enrolment and the present focus is to strengthen the schools enrolled girls include 37 per cent SC, 20 per cent ST, 14 per cent OBC, 8 per cent BPL, 3 per cent Minority and 18 per cent other s are being made to enrol more girls from the minority -ordination is established with Mahila Samakhya in running the KGBV Samakhya is running 27 schools out of 58 schools sanctioned for the these 27 blocks, wardens, cooks, office staff, part time teachers and watchmen were time teachers were deputed by the Education Sanghas have been involved in identifying the children and admitting them to KGBV are weekly meetings in schools and a monthly meeting at the district y and weekly lesson plans are made and evaluation of the knowledge gained is done regularly.

A quarterly review meeting was held in Bangalore on 8th and 9th of September 2005 with wardens and senior teachers of each of the KGBV schools.A positive impact of the KGBV schools has been observed in the girls in the last three schools are managed and monitored by the District Co-ordination Committee headed by Deputy Commissioner of the concerned r visit by the officials to these schools have been nt visits by the State Project Director, senior officers, gender co-ordinator and the gender consultants have helped in strengthening the s are being made to develop a holistic approach in the teaching learning process, teacher support, school and classroom environment and community participation to improve the quality of education in these objective is to ensure overall personality development of the student of subcommittees have been established to address all the issues: a) Academic Committee Involvement of NGOs and Corporate Bodies r Mahila Samakhya Karnataka runs KGBV schools in 27 blocks of 7 districts of NE-Karnataka.r NGOs and Self Help Groups are involved in aspects like providing food providing security, medical care, imparting voc/ life skill edn., in implementing KGBV scheme in the remaining 31 of some of the NGOs are Gajajana Education Trust, Bangalore, working with KGBV schools of Kolar district, Swayam Udyog Kendra and Annapurna Self Help Group, supplying food to KGBV schools of Gadag districts.r r M/s Rajashree Cement of Gulbarga district has come forward to adopt the KGBV of Sedam Bhoruka Charitable Trust of the same district has decided to adopt the KGBV schools of Shahpur and Shorapur s are on to identify more corporate bodies and the local NGOs to run the schools in partnership.

73 Elementary Education and Literacy EGS-AIE – Intervention – SSA : Pondicherry An Alternative School for children of nomad, ‘Kuravar’ community (gypsy or nomadic community) was established in unserved habitation consisting of 54 children had no access to school and had never enrolled in a Alternative School consist of 60 primary stage Educational volunteers were engaged to teach Government of Pondicherry provides incentives like breakfast, midday meals, notebooks, uniform to and other non-profit making bodies are encouraged to run these residential ss under KGBV r r r r r r Expansion of scheme to cover additional 430 KGBVs and merger with SSA is on the in Girls Education The impact of these integrated strategies is beginning to be evident in terms of increased enrolment, decrease in drop out rates and improved learning achievement levels of girls and overall reduction in gender participation of girls at all stages of education has been increasing Gross Enrolment Ratio of girls rose to proportion of girls enrolment to total enrolment at the primary stage has increased from 28.1 per cent in 1951 to 48 per cent by gains are more impressive at the upper primary level where there has been a significant jump in enrolment from 16.1 per cent in 1951 to 46 per cent by indicates that more girls are now continuing their education to the elementary parity has improved further to 0.Some States in India have already achieved gender parity and an upward trend is witnessed in all nation-wide survey of achievement levels of students in Class V has indicated that the difference between the achievement levels of boys and girls in mathematics and language has narrowed to less than 5 the basic problems of access and enrolment for girls have been addressed satisfactorily there is now a greater focus on ensuring their regular attendance and retention till Class led Caste and Scheduled Tribe Children One of the major goals of Sarva Shiksha Abhiyan is to bridge social category gaps at primary stage by 2007 and at elementary education level by Sarva Shiksha Abhiyan seeks to develop context specific interventions over and above the general interventions to tackle the problems of education of SC & ST of the interventions of SSA are as follows: r Providing adequate infrastructure for elementary schooling in districts with concentration of SC, ST population.r r Back to school camps, bridge courses and other alternative schooling facilities for children of migrant families, dropouts and older never enrolled children.

r r r r Local recruitment of teachers, especially in Tribal Areas, who have a better understanding and rapport with ST children and their home language.r r Preparation of materials in tribal languages, as also bridge materials to transit from home to school the NPEGEL programme, special focus is given to education of girls from SC/ST scheme is targeted to educationally backward blocks where the level of rural female literacy is less than the national average and the gender gap is above the national average, as also in blocks of districts that have at least 5 per cent SC/ST population and where the SC/ST female literacy rate is below 10 per Kasturba Gandhi Balika Vidyalaya scheme is specially targeted to provide residential schools at the elementary level for girls belonging to SC/ST/OBC and minority Sarva Shiksha Abhiyan has provided focused attention to 51 SC concentration districts in the country wherein an allocation of Rs.1200 crore has been made for the year rly, a focus has been given to 75 ST concentration districts (50 per cent and above), where an allocation of Rs.980 crore has been made for the year ment data for class I to VIII for the academic year 2003-04 shows that SC children constitute 21.3 per cent of the total enrolment for primary level and 8.

The Sarva Shiksha Abhiyan is resolutely targeting geographical areas in districts and blocks with predominant SC/ST population in the matter of allocation of funds and school infrastructure to promote education of these deprived groups.75 Annual Report 2005-06 Inclusive Education The goal of UEE cannot be achieved without including Children With Special Needs (CWSN).Thus, Inclusive Education (IE) is a very significant component under the year 205-06, the Project Approval Board allocated an amount of Rs.79crores under this component for a total of ons are made after a thorough appraisal of annual work plans developed and submitted by the states for the financial year, which include interventions for the IE several other SSA components contribute towards the needs of CWSN, SSA provides for Rs.1200/- per child in order to meet the additional inputs that may be needed for main components in SSA on IE are identification and enrolment of CWSN, assessment of CWSN, provision of aids and appliances, teacher training, resource support and barrier-free fication and Enrolment SSA lays emphasis on identification of CWSN through periodic household classification of CWSN identified, by type of disability, gender and other social disaggregation has been done by the State/ of the States have identified and enrolled CWSN in schools.

14 lakh CWSN have been identified in 32 states/UTs.85 lakh CWSN (77 per cent)are enrolled in the needs of CWSN are diverse, SSA has adopted a multi-option system to provide equitable educational opportunities to disabled children, with inclusion in regular schools being the primary States have also enrolled CWSN in EGS and AIE Centres and some are providing home-based education to number of CWSN covered through EGS or AIE Centres are 46591 and 9594 CWSN are being provided home-based education, mainly through NGO of Andhra Pradesh and Uttar Pradesh have conducted exclusive residential bridge courses for Elementary Education and Literacy CWSN to prepare them for regular like Andhra Pradesh, Kerala, Orissa, Tamil Nadu, Madhya Pradesh, Uttar Pradesh, Uttaranchal and West Bengal have also taken up several innovative initiatives in the area of ment of CWSN After identification, CWSN are referred for a medical assessment is generally conducted at the block level in a camp main purpose is to ascertain each child’s type, nature and degree of is done with the help of a team of doctors comprising eye specialist, ENT specialist and resource teachers (wherever available) and general ons regarding educational placements are also taken through this if the team doing the assessment feels that a particular child cannot go to school on account of his/her disability, then an alternative educational placement is team also specifies the aids and appliances required by the ion of Aids and Appliances SSA provides for aids and appliances to SSA, convergence has been established with the Ministry of Social Justice and Empowerment (MoSJ&E) in which it has been agreed that MoSJ&E would bear 60 per cent of the total cost of the appliances required by CWSN under Assistance to Disabled Persons for Purchase/fitting of Aids and Appliances (ADIP) the remaining 40 per cent is borne by the State SSA Mission Societies from SSA /UTs are taking advantage of this convergence and also tapping other sources such as District Disability Rehabilitation Centres (DDRCs), charitable organisations, NGOs, Corporate sector etc.86 lakh CWSN have been provided assistive devices in 22 States under r Training SSA seeks to provide a supportive school environment for CWSN, in which the orientation and training of teachers plays an important ent kinds of Annual Report 2005-06 76 Elementary Education and Literacy teacher training programme are being implemented under SSA to orient teachers to component of IE has been incorporated as a part of the 20-day mandatory training of in-service teachers under aims at orienting every teacher to the concept, meaning and importance of r, the State SSA programmes also take up a 3-5 or 5-7 day teacher training exclusively on training equips the teacher to do the initial screening of CWSN and provides them some basic classroom management skills.A further longer-term training is the 45/90 day training imparted by RCI recognised institutions and NGOs to give a deeper understanding to the teacher about curriculum skills.37 lakh teachers through the in-service training and 4.

86 lakh teachers through the 5-7 day training.6227 teachers have been trained through the 45/90-day RCI foundation ng Materials and Processes Besides, the teachers are also exposed to the concept of inclusive need-based pedagogy through training on principles of effective teaching such as classroom organisation, seating arrangement, teaching learning material, Braille books, Individualised Educational Plan (IEPs), evaluation processes ce Support This is perhaps the most important aspect of SSA’s flexible provisions, States have devised their own mechanisms for this States like Kerala, Haryana, Rajasthan and Uttaranchal are in the IED Resource Room Setting up of an IE Resource Room at the Block Resource centre shows the importance given to Inclusive Education of children with special needs (CWSN).There are 312 such rooms in Tamilnadu, where various materials such as audiometer, universal braille kit, parallel bar, occupational therapy items etc suitable for different categories of children are s these articles, TLM are also awardable.10439 children have been benefited, through the use of Resource l teachers visit the Resource Room at Block Resource train the children twice or thrice a s also accompany the children and learn more about their special also helps in changing parent’s attitude towards their , Tamil Nadu process of recruiting resource teachers, whereas States like Tamil-Nadu and West-Bengal are providing resource support to CWSN through are providing this support through the teachers trained for 45/90 SSA, involvement of NGOs in the implementation of IE is actively encouraged and approximately 470 NGOs are involved across 22 NGOs provide managerial and technical support in various aspects of IE, including specialised support in the form of physiotherapy, occupational therapy, teacher training, providing aids and appliances, development of resource material and home-based education for severe and profound r-free Access Inclusive Play Park This is a new venture in CWSN not able to play along with the other play park on the contrary, is suitable for all park has materials not only for playing but also for stimulating the muscles, enhancing grip in the hand etc.,They are made with local low-cost materials such as tyres, ropes, bamboo are being taken to promote these parks wherever CWSN are , Tamil Nadu 77 Annual Report 2005-06 Under SSA, while the new school buildings have incorporated barrier free features such as ramps and handrails in their designs for schools, these features are also being added to the existing schools in a phased manner.

22 lakh schools have been made barrier ity Involvement Various initiatives are being undertaken by the States/ UTs to involve the community more actively in IE community mobilisation, awareness Elementary Education and Literacy programme are being undertaken under SSA mainly in the form of awareness camps, parental counselling, tournaments and competitions, Kalajathas, VEC meetings/trainings and Nukkad s, States are also training parents and VEC/SDMC members on the needs and problems of CWSN.97 lakh VEC members have been oriented to IE in 17 ring Monitoring is done through workshops, conducted both at the national and state level and state-visits too review the progress of States towards the targets approved by the six monthly Joint Review Missions under SSA also look at the IE annual school data on DISE has incorporated features on enrolment of CWSN since the year thening of Mechanism to give more active space to NGO’s/Civil Society Involvement of NGOs r State Level GIAC constituted and activated in all States.r r r r r r r Now, based on the decision of the Executive Committee of the National Mission for SSA, each State/UT has been advised to put in place mechanism for enhancing the scope of NGO/civil society participation in programme activities of all y Improvement The focus under SSA is now shifting to improvement in the quality of education at primary and upper primary learning achievement level of students in different classes would be the main measurable outcome indicator of the quality of provides for recruitment of additional teachers to maintain an appropriate pupil teacher ratio, annual inservice training of 10 to 20 days duration for all primary and upper primary school teachers, free textbooks to all girls and SC/ST children, TLM grants to teachers to prepare curriculum based teaching learning materials for use in classrooms, regular academic support through block and cluster resource centres and resource teachers, curriculum and textbook renewal, review and development of appropriate pupil assessment systems, remedial teaching for students whose performance level is not satisfactory addition SSA is supporting Computer Aided Learning and EDUSAT related activities under the Innovation Component.97 per cent of the Block Resource Centres and 94 per cent of the Cluster Resource Centres are now 30 lakh teachers would receive the annual in-service training during the current textbooks have been distributed to more than 5 crore children during North Eastern States, Punjab and Jammu & Kashmir are being assisted through special capacity building measures in the area of quality monitoring of quality related parameters has now been strengthened Ministry of HRD and NCERT are now in the process of operationalising a quality monitoring reporting system in consultation with the States and UTs that would provide information Annual Report 2005-06 78 Table 7.4: Implementation of CAL in some States Andhra Pradesh 12000 Teachers trained.

1000 centres in 23 mmes started for 6-8 classes.4 lakh children are getting ted by Intel, Azim Premji Foundation (APF), Nandi Rajasthan Tamil Nadu Implemented in every /CRC equipped with re content development in collaboration with Azim Premji Foundation.54 CDs already en from 3rd standard are Pradesh Nagaland Punjab Maharashtra 540 computer labs established in upper primary aka Gujarat Uttar Pradesh 935 upper primary schools re from and corporates have expressed interest in adoption of schools for nchal Orissa Assam every quarter on students’ achievements, students attendance and classroom teaching aging Computer Aided Learning in Sarva Shiksha Abhiyan Sarva Shiksha Abhiyan (SSA) was launched with the objective of achieving Universalisation of Elementary 79 Annual Report 2005-06 ion in drop out and repetition rates, enhancement in the achievement levels and making learning joyful are some of the objectives of was felt that use of Information and Communication Technology (ICT) and computers in the form of Computer Aided Learning (CAL) would help in achieving the said g this in view, a component of computer education provided under the Elementary Education and Literacy Sarva Shiksha Abhiyan, Tamil Nadu Activity Based Learning Activity Based Learning (ABL) is an innovative and significant approach to improve quality at the Primary activity based learning is adopted from the Rishi Valley Pattern of method has been implemented in Chennai Corporation Schools and found to be effective in increasing enrolment and preventing dropouts and for retaining children in the the results are encouraging in Chennai Corporation Schools ABL approach has been expanded to 402 Blocks all over Tamilnadu.10 schools in each Block has been selected during the academic year 2005-2006 under SSA scheme and ABL scheme has been rs manual were distributed to s these self learning materials were also prepared for usage in the ng has been given to teachers of all Primary schools in two phases first from 12 to 17th December and second from 2nd January to 7th effective monitoring and supervising of the ABL, all BRTEs, HMs, DEOs, CEOs and ADPCs, Supervisors and AEEOs were rs are being provided on the spot support by expert team periodically and process of ABL approach r Competencies are spilt into different parts/units and converted into different activities.

r r r Each milestone has different steps of learning process and each step of leaning process is represented by logo.

r Milestones are arranged in a logical sequence from simple to complex in a ladder and also activities in each milestone.r r r r r Each milestone has different type of activities such as introduction, reinforcement, practice, evaluation, remedial and enrichment activities represented by different t Features of ABL r The activity-based strategy is child centres where children learn at their own pace.r In each milestone, activities which are child centred have been every milestone, the activities are for introduction, reinforcement/practice, evaluation, remedial and enrichment of the me a college transportation homework online american a4 (british/european) double spaced academic r Each and every child masters all , there is scope for catering for inter individual and intra individual differences.r r Children are highly motivated because they participate in the teaching – learning transaction en are active participants rather than passive listeners.r r Annual Report 2005-06 Elementary Education and Literacy Quality Improvement Programme, Andhra Pradesh The quality improvement programme (QIP) has been conceptualised in Andhra Pradesh to ensure that children achieve expected learning outcomes on a large this, a pre-test is administered in June to all children in the en are classified into different grades (A, B, C, D and E) depending upon their performance in the , remedial teaching is imparted for slow learners in mission mode for a period of 45 days in the afternoons between June and this period, progress of each child is observed and followed up in terms of competencies in language and mathematics Efforts are made to move the children from D and E grade to A, B and C Best website to write an ethnicity studies coursework platinum 78 nbsp.

r r Annual Report 2005-06 Elementary Education and Literacy Quality Improvement Programme, Andhra Pradesh The quality improvement programme (QIP) has been conceptualised in Andhra Pradesh to ensure that children achieve expected learning outcomes on a large this, a pre-test is administered in June to all children in the en are classified into different grades (A, B, C, D and E) depending upon their performance in the , remedial teaching is imparted for slow learners in mission mode for a period of 45 days in the afternoons between June and this period, progress of each child is observed and followed up in terms of competencies in language and mathematics Efforts are made to move the children from D and E grade to A, B and C.Follow-up programmes in the classrooms are undertaken throughout the en with high grades are also helped in this programme through specially designed additional activities.74 per cent of children in ‘D and E grades in language and mathematics test results have shown that percentage of children in A and B grade has improved from the end of the programme, a final test is administered in all schools for classes II-V Where to get a mathematics lab report single spaced platinum chicago nbsp.74 per cent of children in ‘D and E grades in language and mathematics test results have shown that percentage of children in A and B grade has improved from the end of the programme, a final test is administered in all schools for classes II-V.A significant aspect of this programme is the visible improvement in the learning achievement of children in language and rs maintain diaries to keep track of the learning progress of all Self-learning materials are used in the ated Learning Improvement Programme (ILIP), West Bengal A school based learning improvement programme (SLIP) was launched on an experimental basis in selected schools of 6 districts of West Bengal with UNICEF main aim of the programme was to facilitate better teaching learning practices at school level through integration of all quality parameters for improvement in learning achievement of salient features of the programme include improvement inputs within the system itself, remedial measures, continuous and comprehensive evaluation and feedback is a target oriented, need driven, this, a set of learning materials including workbooks have been major competency is sub divided into major sub provide scope for meaningful engagement of a child into tasks and subtasks and attaining mastery level classroom organisation in these schools has also changed to accommodate the new grouping structure continues to change as per the requirement of each the day’s lesson and related Teaching-Learning Materials (TLM), are demonstrated in a “large group”, group leaders in each group carry out the related tasks in “small groups” (of 5-6 students).

Peers support the slow learners identified in the process and remedial measures are undertaken to improve their pace of tly, the programme known as Integrated Learning Improvement Programme (ILIP) runs in selected schools of all districts in the ement in the learning achievement of students in ILIP has been appreciated from time to state is in the process of expanding the Rs Guarantee Programme, Maharashtra The 3 Rs Guarantee Programme (Reading, Writing and Arithmetic) was launched in Maharashtra between 1st March and 30th April 2005, with a view to enhance the learning achievement of 8,31,075 children, who were poor in reading, writing and arithmetic, were covered under this learning improvement understand the nature of the learning problem, a diagnostic test was administered in the beginning to identify the weak children Self-learning materials in the form of a help book for each child was ng was organised at state, district, block and cluster level touching upon salient features of the programme, child psychology, time table of the programme, awareness among parents and methods of teaching and content in the practice day, special classes, one and half hour before and one and half hour after school hours, were undertaken to facilitate additional ce persons from cluster level to State level, closely monitored the practice classes through regular t and participation of teachers, villages and community leaders were very high during the 60 days of rigorous grouping mechanism, sitting arrangements and duration of activities were adjusted as per the pace of learning of the i Vachan (Public Reading) was also undertaken to involve the parents/VEC/ PTA/ MTA in the learning process of the in different areas supported extra classes on Sunday and Public than the classroom teaching, children were given daily home assignment and their work was carefully were undertaken each fortnight to keep track of each learner's party evaluation of the programme was conducted after the programme was a significant improvement in the learning achievement of the students in 3 Rs.81 Elementary Education and Literacy Gujarat Achievement at Primary, Gujarat Gujarat SSA authorities in collaboration with the GCERT are experimenting in the area of quality improvement through this innovative quality monitoring strategy named the Gujarat Achievement at Primary (GAP), to draw the Gujarat Achievement this, series of evaluations have been carried are known as GAP I (1998-99), GAP II (2000-01), GAP III (2002-03) and GAP IV (continuing - 2004-05).The main aim of this state wide intervention is to assess the achievement level of students in elementary classes (I to VII) periodically, identify the hard spots, and prepare a training schedule for addressing the learning needs of children in specific this, a set of tools developed in collaboration with DIET faculty is used by DIET lecturers and CRC coordinators for diagnosing the learning levels of children in the randomly selected en face different tests, both oral and data collected in the process is analysed by DIET faculty and is compared with the findings of the previous on the total marks scored, the students are graded as A, B, C, D, and E.Training programmes are designed as per the needs of the students in different subject training programmes based on hard spots are provided to the respective teachers thereby preparing them for their classroom continuous diagnosis and remedial support has contributed to improvement in learning achievement of the students across the Monitoring System, Uttaranchal The State of Uttaranchal has designed a school grading system to plan interventions, improve achievement level of students, and give a meaningful direction to its quality salient features of the programme include use of a Competency based Testing Tool, and sharing of the findings with the tool has 2 parts (physical and academic) with 100 marks on the marks in these 2 areas, the schools are graded as A, B, C, D and E.The physical grading includes assessment of parameters such as the quality of buildings, teaching and school administration, school management, role of Headmaster and teachers, classroom processes, co-curricular activities, level of community involvement and evaluation academic grading measures the learning level of students in language, mathematics, environmental studies, games and physical education, work experience, music and cultural programmes, arts, social development and moral carrying out the grading activities meticulously, all the CRCs, BRCs and DIETs in the State have been carry out the grading 3 times in a have developed question papers for the on the marks scored by schools, maps have been prepared at cluster, block, district and state indicate the poor, average and good performing have been identified to target disaggregated interventions to improve grades and ranks analysed in this process help in identifying reasons for poor, average, good and outstanding gies are designed at different levels to improve the standard of the poor , the state is in the process of revising the tools to accommodate more sensitive quality related parameters and issues related to management aspects as well.

‘Innovation’ that in the framework of this component there is a provision of Rs.15 lakh per district per year available to the States for position regarding implementation of CAL in some of the important States is given in Table 7.Joint Review Missions An independent review of the implementation of SSA is conducted every six months through a Joint Review Second Joint Review Mission (July-August 2005) conducted a detailed desk-review of the progress of SSA since t findings of this Mission are as follows: r Overall, there is evidence to suggest that the country is steadily moving towards Annual Report 2005-06 82 Elementary Education and Literacy universalisation of elementary the estimated 201 million child population in the age group of 6-14 years, approximately 94 per cent are reported to be enrolled in schools including alternative educational centres (2003-04).r r Access to schooling has improved is the outcome of a dual strategy of steadily providing permanent schools where none previously existed or were lacking, on the one hand and making temporary arrangements as an interim measure, on the ive teacher training programs, better availability of textbooks and learning materials, and establishment of cluster, block, district 83 Annual Report 2005-06 structures for academic support are all expected to contribute to enhancing the quality of learning experiences for children.r A large number of innovations have come about in different areas include access (including efforts for girls and weaker sections); design of buildings, use of material, construction systems in civil works; use of information technology in planning, management and fund flow; computer education in selected schools etc r The trend towards greater decentralisation and community participation is old surveys are becoming a feature of planning and village education committees are slowly taking Elementary Education and Literacy Last Quarterly Meeting held Community Empowerment under SSA r The SSA framework for implementation emphasises decentralisation and delegation to the grass-root level in order to ensure community based implementation and ownership of h this community-based approach, planning at habitation level, monitoring of school activities and a number of interventions are to be carried out by the VECs or its equivalent.

r A number of steps have already been taken in all States to decentralise powers to Village Education Committees (VECs)/ Panchayats/Urban local bodies through legislation or through Government have set up local community based bodies to implement elementary education programmes over the last decade in the light of the 72/73 rd Constitutional Amendments for decentralisation and the requirements of the DPEP programme, where project funds necessitated setting-up of decentralised local community based states already had vibrant local structures like PTAs in Kerala and ZP institutions in Maharashtra and SSA, this process has been further reinforced, as funds for the programme flow through local community based bodies for all school related expenditures, which in fact constitute more than 50 per cent funds of r, the nomenclature of the community level structure varies from state to are known as VECs, School Development Management Committees (SDMCs), Mother Teacher Councils (MTC), or Parent Teacher Associations (PTAs) in different pattern of VECs also differs from state to VECs are statutory under Education Acts/State PRI Acts or through State Government executive orders.r States like Maharashtra, Madhya Pradesh, Uttar Pradesh, Andhra Pradesh, Gujarat, Himachal Pradesh, Kerala and Bihar have decentralised powers to VECs/Panchayat/Urban local bodies through n & Nicobar, Chandigarh, West Bengal, Karnataka, Tamil Nadu, Punjab, Delhi, Haryana and Jharkhand have decentralised powers to VECs/ Panchayat/ Urban local bodies through State orders.r SSA provides for training/capacity building of Panchayati Raj Institutions, Member of Village Education Committees, School Management Committees, Parent Teacher Associations community leaders and groups are sensitised on issues related to monitoring of children’s progress and other quality related school activities by developing capacities in communities to do so.r Training of 4231053 community members has been approved for the year ng modules include aspects of monitoring teacher attendance and feedback on children’s achievement levels.r SSA emphasises a holistic and comprehensive approach and suggests community based monitoring system and encourages developing partnership between communities and research institutions for effective supervision the behest of Government of India, the NCERT has developed “Monitoring Formats for Quality Dimensions under SSA” which provide for a prominent involvement of community members in monitoring school effectiveness such as regular meetings of VECs; problems being faced by schools (academic and non-academic); support to teachers; support to schools; and their role toward tracking of out of school children and their attendance.

r One of the major examples of Community Empowerment is of Nagaland which under “Communitisation of Nagaland Public Institutions & Services Act, 2002”, empowers the Village Education Committee with administrative and financial powers for the management of elementary schools under its jurisdiction including the power to disburse salary to teachers after exercising the powers of “No work no pay”.

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The Nagaland Communitisation Programme has been circulated by the Department as a good model and States have been advised to look at was shared in the Conference of Education Secretaries and State Project Directors on 22nd – 23rd September 2005.r To further strengthen a Community based approach for SSA implementation, a Sub-Mission on Social Mobilisation, Community Involvement and Roles of Panchayati Raj Institutions has been formed by Government of Sub Mission will inter-alia: r review the performance of States on social mobilisation, community involvement and role of Panchayati Raj Institutions in elementary education as delineated under framework for implementation of SSA.r suggest and facilitate capacity building exercises that may be state-specific or in the nature of cross-state sharing workshops to promote best practices Jump to Best websites to buy astronomy laboratory report standard us letter nbsp - Help me with an astronomy laboratory report no plagiarism american platinum single spaced 3 days Need to   writer or approve the order and download a Best websites to write an engineering technologies term paper 99 i  .r suggest and facilitate capacity building exercises that may be state-specific or in the nature of cross-state sharing workshops to promote best practices.

r prepare a half yearly report that would be discussed in the Executive Committee of the National Mission for SSA.

85 TORs revised based on 2 consultations with Monitoring Institutions (July and December 2005) Jump to Technical writereditor resume mba admission essay buy georgia tech   - Best websites to get engineering lab report us letter size phd british nbspIf we know up front you're a   its beneficiaries Should i buy a physics essay 100% original Rewriting 80 pages / 22000 words double spaced Platinum..85 TORs revised based on 2 consultations with Monitoring Institutions (July and December 2005).r r r r 5 per cent of Elementary Schools/EGS/AIE centre will be visited during period of two years Jump to Technical writereditor resume mba admission essay buy georgia tech   - Best websites to get engineering lab report us letter size phd british nbspIf we know up front you're a   its beneficiaries Should i buy a physics essay 100% original Rewriting 80 pages / 22000 words double spaced Platinum..r r r r 5 per cent of Elementary Schools/EGS/AIE centre will be visited during period of two years.r Six monthly reports covering 25 per cent of the number of Districts allotted to the Monitoring Institutes where to purchase college comparative literature case study Academic 1 hour US Letter Size.r Six monthly reports covering 25 per cent of the number of Districts allotted to the Monitoring Institutes.r r r r r r The consistency, reliability and timeliness of data available from various sources for elementary education needs to be Third Joint Review Mission was conducted in January Mission visited 10 States to review the functioning of three years to check increase in learning levels especially in mathematics and language.r 41 National Social Science Institutions have been tagged to all States/UTs to make regular field visits and monitor performance.

r A Joint Review Mission led by the Government of India reviews the progress of SSA twice a visit includes field visits to 8-10 1st JRM visited 8 states during January – February 2nd JRM conducted a desk-review of SSA 3rd JRM visited to States in January 2006.r A detailed Financial & Procurement Manual has been developed and brought into use in all States/ UTs for streamlining accounts, procurement systems, auditing and regular financial monitoring mechanisms.r Apart from the audit by Chartered Accountant and the compulsory CAG audit, a financial concurrent review has been carried out through a National level organisation in 12 states.Where to get an astrophysics technology thesis american college nbsp r Monitoring Mechanism under SSA The following Monitoring arrangements are available under SSA: r r Local community based monitoring on school performance, enrolment drives and updating of household data on out of school children is done every year.A computerised Educational MIS system gives annual school-based data on all significant educational data for 2004-05 has been published.

r Progress against key monthly indicators and a more detailed quarterly progress report from States to Government of India Best website to get a college writing assistance astrophysics nbsp.r Progress against key monthly indicators and a more detailed quarterly progress report from States to Government of India.5) r Annual Report 2005-06 Elementary Education and Literacy periodic reviews of functioning of meeting of the Governing Council under Chairmanship of Prime Minister was held on 21.05 and the Executive Committee under Chairmanship of Minister of HRD was held on 23.r Government of India is also getting several independent assessments carried out to assess the implementation of SSA and the elementary education situation in the ch and Evaluation r r All India Sample Survey to estimate number of ‘out of school’ children has been on Students’ Attendance Rates in 21 States is in progress (completion – Sept 5 days ago - Best website to purchase anatomy report apa american 58 pages nbsp; Best websites to get a custom astrophysics technology homework 10 nbsp; Need to order an ecommerce dissertation 58 pages 15950 words nbsp; How to buy intellectual property thesis platinum high school single spaced american.

r Government of India is also getting several independent assessments carried out to assess the implementation of SSA and the elementary education situation in the ch and Evaluation r r All India Sample Survey to estimate number of ‘out of school’ children has been on Students’ Attendance Rates in 21 States is in progress (completion – Sept.36 Additionality Factor of DPEP DPEP is based on the principle of ‘additionality’ and is structured to fill in the existing gaps by providing inputs over and above the provisions made under Central and State Sector Schemes for primary ct Selection Criteria (a) Educationally backward districts with female literacy below the national average, and (b) Districts where Total Literacy Campaigns (TLCs) have been successful leading to enhanced demand for elementary g of the Project DPEP is an externally aided project.85 per cent of the project cost is met by the Government of India and the remaining 15 per cent is shared by the concerned State Government of India share is resourced through external inception External Assistance of about Rs.00 crore as grant from EC/DFID/UNICEF/ Netherlands has been tied up for ge of DPEP At present, DPEP is in operation in 9 states covering 123 at its peak was operational in 273 districts in 18 states however, with the progressive closure of different phases of the programme, it is now in existence in 123 districts ring & Evaluation of DPEP The programme is periodically reviewed through the mechanism of Joint Review Missions, Project Management Information System (PMIS), Educational Management Information System (EMIS), programme impact studies websites to order custom civil engineering powerpoint presentation academic 100 pages / 27500 words writing from scratch standard , a mid-term In-depth Review of DPEP Phase-I, II and III States have also been carried out by the Joint Review Missions in 1997-98, 19992000, 2003-04, 2004-05 and reviews and various evaluation studies of the programme have brought out that the programme has resulted in significant increase in enrolment, improvement in learning achievement, reduction in repetition rates / drop-outs with increased community involvement, improvements in classroom processes, tion of Funds under DPEP Position of Budget Estimates, Revised Estimates and Actual Release from 2000-01 to 2005-06 is given in Table 7.

Expenditure on DPEP The cumulative expenditure on DPEP upto September 2005 works out to Rs Page 1.

PIPELINE NEWS Saskatchewan's Petroleum Edition: Transportation y 40 project manager Kim Bonneau has a discussion with civil engineer Matt Harker, both work with Clifton Associates from iture on DPEP The cumulative expenditure on DPEP upto September 2005 works out to Rs.62 crore and the cumulative re-imbursement to iture incurred during the financial year 2005-06 is sement Against the tied up Credits and Grants totalling US $1370 Need to purchase a civil engineering powerpoint presentation without plagiarism Platinum Chicago British iture incurred during the financial year 2005-06 is sement Against the tied up Credits and Grants totalling US $1370.55 crores, the total disbursement upto 30-09-2005 (including claims in pipeline) is US $1105 Need to purchase a civil engineering powerpoint presentation without plagiarism Platinum Chicago British Writing.55 crores, the total disbursement upto 30-09-2005 (including claims in pipeline) is US $ me with an coursework astrophysics technology privacy apa 74 pages / 20350 words british undergrad.(yrs 3-4) 2005 (including claims in pipeline) under all the Credits & Grants is US$ Report 2005-06 90 Elementary Education and Literacy Mid-day Meal Scheme (MDM) National Programme of Nutritional Support to Primary Education, popularly know as the Mid-Day Meal Scheme, covers nearly 12 Crore children where to purchase an ethics research paper 17 pages / 4675 words Premium Master's.

Annual Report 2005-06 90 Elementary Education and Literacy Mid-day Meal Scheme (MDM) National Programme of Nutritional Support to Primary Education, popularly know as the Mid-Day Meal Scheme, covers nearly 12 Crore has emerged as the world’s largest school feeding Scheme, launched in August, 1995, was revised in September, 2004 with the following main objectives: (i) To boost universalisation of primary education (classes I-V) by improving enrolment, attendance, retention, and learning levels of children, especially those belonging to disadvantaged sections, (ii) To improve nutritional status of students of primary stage, and (iii) To provide nutritional support to students of primary stage in drought-affected areas during summer vacation mme Intervention & Coverage The Scheme envisages a provision of a cooked mid-day meal with minimum calorie content of 300 calories and 8-12 grams of protein, for all children studying in Classes I-V in: 91 Annual Report 2005-06 (i) Government, Local Body and Government-aided schools, and (ii) Education Guarantee Scheme and Alternative & Innovative Education ents and Norms of Central Assistance Central Assistance to State Governments/UT Administrations is provided for the following components: r Supply of free foodgrains (wheat/rice) @ 100 grams per child per school day from the nearest FCI godown, r Reimbursement of actual cost incurred in transportation of foodgrains from nearest FCI godown to the Primary school subject to the following ceiling (effective from 1.100 per Quintal for 11 special category States hal Pradesh, Assam, Meghalaya, Mizoram, Manipur, Nagaland, Tripura, Sikkim, J&K, Himachal Pradesh and Uttaranchal , and Elementary Education and Literacy Major Achievements of DPEP r DPEP has so far opened more than, 1,60,000 new schools, including almost 84000 alternative schooling centers Best websites to write college biological sciences homework 30 nbsp.100 per Quintal for 11 special category States hal Pradesh, Assam, Meghalaya, Mizoram, Manipur, Nagaland, Tripura, Sikkim, J&K, Himachal Pradesh and Uttaranchal , and Elementary Education and Literacy Major Achievements of DPEP r DPEP has so far opened more than, 1,60,000 new schools, including almost 84000 alternative schooling centers.5 million children, while another 2 million children are covered by bridge courses of different types.r Enrolment in DPEP-I districts has increased from the districts covered under DPEP in the subsequent phases, the overall enrolment has increased from 185.

r The school infrastructure created under DPEP has been completed include 52758 school buildings, 58604 additional classrooms Jump to Write me college international trade coursework college bluebook nbsp - Best websites to write a engineering laboratory report privacy asa platinum writing from scratch us letter size InShould i buy an laboratory report astronomy double spaced us letter size freshman rewriting Astronomy.r The school infrastructure created under DPEP has been completed include 52758 school buildings, 58604 additional classrooms.16619 resource centers, 29307 repair works, 64592 toilets and 24909 drinking water r 3285 school buildings, 5348 additional classrooms, 1027 resource centers, 2599 toilets, 2119 drinking water facilities and 766 repairs are in progress in the 129 districts of 9 states where the project continues.r The total number of children with disabilities enrolled in DPEP is 420203, which represents almost 76 per cent of 553844 children with disabilities identified in the 9 DPEP states where to get a college writing assistance social media dissertation double spaced Undergraduate British.r The total number of children with disabilities enrolled in DPEP is 420203, which represents almost 76 per cent of 553844 children with disabilities identified in the 9 DPEP states.

6 lakh teachers have been trained in IED in DPEP through various teacher-training and appliances have also been provided to disabled children through convergence with various t to incorporate barrier free features in new school buildings are in ess programmes have been conducted in all the states, with focus on community mobilisation, through which 618508VEC members have been oriented to IED.r Despite the increase in enrolments over the years, the average Student Class Ratio (SCR) for schools covered under DPEP was 42 in 2002-03 compared to nearly 50 in 1996-97.r A study was conducted to estimate the dropout rate from the 2001/01 and 2001/02 EMIS data on enrolment and repeaters using the Reconstructed Cohort percentage of children who dropped out between grade I and the last grade of primary school was found to be less than 10 per cent in 20 out of the 102 districts and less than 20 per cent in one-third of the gender gap was less than 5 per cent points in 62 per cent districts, but the high dropout rate in a large number of districts is still a matter of concern.r A study was undertaken in four states to find out the reasons of high drop out studies highlighted both home background and school related factors responsible for children dropping out from parents of dropouts, in general were poor and uneducated who could provide little help to the child in prominent school related factors were shortage of teachers, their inability to provide remedial teaching, lack of facilities and incongenial atmosphere in schools that make schools unattractive to the child.r The enrolment of girls has shown significant DPEP-I districts, the share of girls enrolment in relation to total enrolment has increased from 48 per cent to 49 per cent, while this increase in the subsequent phases of DPEP districts has been from 46 per cent to 47 per Report 2005-06 r Village Education Committees/School Management Committees have been set up in almost all project villages /habitations/schools.

r r About 3380 resource centers at block level and 29725 centres at cluster level have been set up for providing academic support and teacher training facilities.r According to Terminal Assessment Survey conducted in 49 Phase-I districts in 2001 and 83 Phase-II districts in 2003, in over 95 per cent districts the average marks in class I tests of both Language and Mathematics, exceeded 60 per cent, whereas in class III/IV, the percentage of districts in which the average marks exceeded 60 out of 100 was 43.r Some of the significant milestones achieved in the quality improvement initiatives under the District Primary Education Programme include organisation of frequent need based decentralised training programmes; child friendly textbooks developed with intensive participation of teachers; extension of onsite academic support to teachers; establishment of resource centers and provision of teachers grant for TLM certainly encompasses the broad gamut of initiatives undertaken in DPEP for quality are also certain other activities which have contributed to the quality improvement under include the following: r School library programme in West Bengal, Andhra Pradesh in collaboration with the NBT and several NGOs through mobile book van, book festivals and workshops on development of supplementary reading materials; Jharkhand, Uttar Pradesh, Rajasthan and Orissa also have taken interest in promoting children’s reading habit through school libraries.r Experiments in multi-grade multi-level (MGML) situations: Several States have attempted to develop materials for MGML situation, identified schools, trained teachers and piloted in selected schools for enhancing the learning achievement of children.r Problems related to tribal children have been addressed through development of contextual materials in A.

, r States have attempted to improve the quality of their learners’ evaluation and have designed remedial strategies to address the needs of the slow learners.r The academic resource groups formed at state, district, block and cluster level in most states have contributed to more contextual planning and implementation of quality factors in the programmes.r Initiatives like the resource enhancement programme (REP) at the national level have strengthened the understanding and practices of the teacher educators to a good rs and teacher educators have been exposed to a wide range of resource materials and practices related to quality has and will have its impact on the quality improvement on a continuous manner.(iii) Assistance for meeting cooking cost @ to buy a coursework protective services 13 pages / 3575 words harvard american undergrad (iv) Assistance for Management, Monitoring & Evaluation (MME) @ 1.(v) Assistance for provision of cooked mid-day meal during summer vacations to school children in areas declared by State Governments as “droughtaffected”.

Monitoring For effective monitoring of the programme, constitution of Steering-cum-Monitoring Committees at National, State, District & Block level has been States have constituted SMCs at various National-level Steering-cum-Monitoring Committee constituted for the purpose has also been meeting regularly, last of which was held on Inspection of Mid-Day Meal Programme r Status of Implementation States are required to undertake inspection of 25 per cent of schools by block/district officials every quarter and all schools covered during the year Write me custom protective services case study a4 british european ring For effective monitoring of the programme, constitution of Steering-cum-Monitoring Committees at National, State, District & Block level has been States have constituted SMCs at various National-level Steering-cum-Monitoring Committee constituted for the purpose has also been meeting regularly, last of which was held on Inspection of Mid-Day Meal Programme r Status of Implementation States are required to undertake inspection of 25 per cent of schools by block/district officials every quarter and all schools covered during the with the involvement of local level agencies Monitoring of timely supply of good quality foodgrains by FCI such as Village Panchayats, Village Education r The programme is being implemented in a decentralised Committees, School Management Committees, Parent Teacher Associations g is being done by women Self Help Groups in many urban areas, NGOs have undertaken this , particularly For timely distribution of foodgrains & maintenance of its quality, Food Corporation of India has appointed a Nodal Officer for each State to oversee the problems relating to quality, quantity and timely from SC/ST communities, are also being Setting-up of National Support Group engaged.06 professionals has been approved for planning, monitoring, evaluation & documentation of MDM ring by Independent Institutions r 41 social science institutions, currently monitoring SSA, have also been entrusted the task to monitor MDM tion of the Programme r All States/UTs have been requested to commission external evaluation of the programme 13 Dec 2017 - plagiarism-free platinum a4 (british/european) business ama; Best websites to buy a antique literature research proposal original sophomore britisha4 (british/european) senior american premium; Should i order biology lab report Buy cheap professional essay writing services at academiceagles com 2.06 professionals has been approved for planning, monitoring, evaluation & documentation of MDM ring by Independent Institutions r 41 social science institutions, currently monitoring SSA, have also been entrusted the task to monitor MDM tion of the Programme r All States/UTs have been requested to commission external evaluation of the programme.r State-wise details of children covered, Central assistance released, Initiative Efficient management of Mid-Day Meal Scheme, hinges, to a large extent, on effective mobilisation of community & active involvement of amount of external vigil / inspection in a programme of such magnitude involving consumption of cooked midday meal every day by such large initiative to involve mothers of school children to oversee the actual feeding has, therefore, been er of HRD has exhorted all Chief Ministers for their personal leadership in mobilising Secretaries and District Collectors have also been requested in this ct Institute of Education and Training located in 550 districts, have been asked to asses the implementation of region programme every r Education (TE) As envisaged in the National Policy on Education (NPE), 1986, and its Programme of Action (POA), a Centrally-Sponsored Scheme of Restructuring and Reorganisation of Teacher Education was launched in 1987 to create a sound institutional infrastructure for pre-service and in-service training of elementary & secondary school teachers and for provision of academic resource support to elementary and secondary Scheme had, inter alia, the following components for which Central Government has been providing financial assistance to States: (i) Establishment of District Institutes of Education and Training (DIETs); (ii) Strengthening of Secondary Teachers Education Institutions into Colleges of Teacher Education (CTEs) and Institutes of Advanced Study in Education (IASEs) (iii) Upgradation of State Councils of Educational Research and Training (SCERTs); The Scheme has been revised under the X Plan with the following main objectives :- Annual Report 2005-06 Elementary Education and Literacy (1) Speedy completion of DIET/CTE/IASE/SCERT projects, which have been sanctioned but not completed up to the end of the IX Plan period 13 Dec 2017 - plagiarism-free platinum a4 (british/european) business ama; Best websites to buy a antique literature research proposal original sophomore britisha4 (british/european) senior american premium; Should i order biology lab report Buy cheap professional essay writing services at academiceagles com 2.r State-wise details of children covered, Central assistance released, Initiative Efficient management of Mid-Day Meal Scheme, hinges, to a large extent, on effective mobilisation of community & active involvement of amount of external vigil / inspection in a programme of such magnitude involving consumption of cooked midday meal every day by such large initiative to involve mothers of school children to oversee the actual feeding has, therefore, been er of HRD has exhorted all Chief Ministers for their personal leadership in mobilising Secretaries and District Collectors have also been requested in this ct Institute of Education and Training located in 550 districts, have been asked to asses the implementation of region programme every r Education (TE) As envisaged in the National Policy on Education (NPE), 1986, and its Programme of Action (POA), a Centrally-Sponsored Scheme of Restructuring and Reorganisation of Teacher Education was launched in 1987 to create a sound institutional infrastructure for pre-service and in-service training of elementary & secondary school teachers and for provision of academic resource support to elementary and secondary Scheme had, inter alia, the following components for which Central Government has been providing financial assistance to States: (i) Establishment of District Institutes of Education and Training (DIETs); (ii) Strengthening of Secondary Teachers Education Institutions into Colleges of Teacher Education (CTEs) and Institutes of Advanced Study in Education (IASEs) (iii) Upgradation of State Councils of Educational Research and Training (SCERTs); The Scheme has been revised under the X Plan with the following main objectives :- Annual Report 2005-06 Elementary Education and Literacy (1) Speedy completion of DIET/CTE/IASE/SCERT projects, which have been sanctioned but not completed up to the end of the IX Plan period.

(2) Making DIETs, CTEs, IASEs sanctioned (and SCERTs strengthened) upto the IX Plan period, optimally functional and operational best websites to get an information sciences paper Graduate Academic British.(2) Making DIETs, CTEs, IASEs sanctioned (and SCERTs strengthened) upto the IX Plan period, optimally functional and operational.(3) Sanction and implementation of fresh DIET/CTE/ IASE/SCERT projects to the extent necessary.(4) Improvement in the quality of programmes being undertaken by DIETs, etc.– especially those of preservice and in-service training, so as to enable them to effectively play their nodal role of improving quality of elementary and secondary education in their respective jurisdiction, as measured in terms of levels of learner operationalisation of the revised Scheme has been envisaged at two levels - the first part to be undertaken by State Governments, and the second to be coordinated at the national level, with support of apex institutions like National Council for Teacher Education (NCTE), National Institute for Educational Planning and Administration (NIEPA), National Council for Educational Research and Training (NCERT), universities, are required to formulate Plans for the Tenth Plan period as per their actual needs under the Tenth l assistance for teacher education is based on these plans which are approved by the Teacher Education Approval Board, headed by Secretary (Elementary Education and Literacy).

Since the inception of the Scheme in 1987, a total of 556 DIET/DRC and 135 CTEs/IASEs had been sanctioned upto 30-11-2005 under the ise break-up of the same is given at Table 7.Upto December, 2005, Perspective Plans of 21 States/ UTs under the revised Teacher Education Scheme have been approved which include sanction of 58 new DIETs/ DRCs, and 15 CTEs/IASE, as per Statement attached at Table 7.BE as well as RE for 2005-2006, for the Scheme is Rs.97 Annual Report 2005-06 National Council for Teacher Education (NCTE) The National Council for Teacher Education (NCTE) was established in August, 1995 under the “National Council for Teacher Education Act, 1993 (No.73 of 1993)” as a national level statutory body for achieving planned and coordinated development of teacher education system throughout the country and for regulation and proper maintenance of norms and standards of teacher of the major functions of NCTE are laying down norms for teacher education courses, recognition of institutions for conducting various teacher education programmes, laying down guidelines in respect of minimum qualifications for appointment of teachers and other activities related thereto like surveys and studies, research and innovations, prevention of commercialisation of teacher education functions through four Regional Committees (RCs) as given in Table 7.

Major activities performed by NCTE Recognition of Teacher Education Institutions Regional Committees are empowered to grant recognition to institutions, eligible and suitable, for conducting various teacher education in January 2006, 5854 teacher education institutions offering 6647 courses have been recognised by NCTE with an approved intake of about 5.Who can help me write a custom gender studies research proposal college freshman double spaced chicago platinum Curriculum Renewal The National Policy on Education 1986 as modified in the year 1992 provides for review of curriculum framework every five nt to this provision, the NCTE decided to re-examine it curriculum framework for teacher education (1998) and has brought out a new draft curriculum document for country-wide discussion for its further modification.A series of seminars have already been organised to build national consensus on the document 28 Feb 2015 - Punjabi University, Patiala; Member, Academic and Administrative Committee,.Centre for Social Work, UniversityMember, Expert Committee for Evaluation of Proposals for Minor ts andRDC, Women's Studies and Development, Panjab University, 2013- 2014;.

A series of seminars have already been organised to build national consensus on the views expressed at these seminars have also been considered while evolving the final tary Education and Literacy Table 7 .

Elementary Education and Literacy Table 7.10: Scheme of Restructuring and Reorganisation of Teacher Education - Position of DIETs, CTEs & IASEs State/UT No .10: Scheme of Restructuring and Reorganisation of Teacher Education - Position of DIETs, CTEs & IASEs State/UT 15 Amendment to Regulations In order to enhance transparency, ensure information to stake holders and to minimise hardship to institutions, the National Council for Teacher Education has repealed old regulations and promulgated a fresh set of regulations laying down the norms and procedure for grant of recognition to institutions for conducting various teacher education main features of the revised regulations are – provision for on-line submission of applications, removal of restriction of submission of applications by a specified date, introduction of concept of self-declaration and removal of condition for submission of too many documents, display of particulars of applicant institutions on website, prescription of time schedules for processing of applications, time-bound communication of deficiencies and rectification ensure quality education, appointment of qualified faculty has been made compulsory before commencement of the provision to display 99 Annual Report 2005-06 the details of infrastructure and other particulars on the website and videography of all important infrastructure and facilities alongwith interaction of the visiting/ inspection team members with the management of the institutions, will go a long way in smooth transaction of official business in the offices of the regional reports of the visiting teams and names of members would also be available on NCTE emphasis is on putting all relevant information in public ory disclosure by institutions is expected to encourage self-regulation besides giving stakeholders, particularly students, all the relevant information necessary for exercising choices.A consultative mechanism has also been introduced between NCTE and the State on of Norms and Standards for various teacher education programmes Norms and standards for various teacher education Elementary Education and Literacy Headquarters Eastern Regional Committee (ERC) Arunachal Pradesh, Assam, Bihar, Jharkhand, Manipur, Meghalaya, Mizoram, Nagaland, Orissa, Sikkim, Tripura and West mmes have been prescribed by the National Council for Teacher Education from time to time and the last such set of norms and standards was promulgated through a gazette notification in November have been developments since then, warranting revision and updating of the norms and order to have wide ranging consultations with experts, stakeholders and others concerned, a committee was constituted to make appropriate recommendations for revision of the norms and recommendations of the committee have since been received and examined in the new norms are in the process of being Asian Consortium for Teacher Education and Development (SACTED) South Asian Consortium for Teacher Education and Development (SACTED) was established with representatives from Pakistan, Bangladesh, Sri Lanka, Maldives and India with a mission to promote regional coopration and launch joint activities in teacher specific objectives of SACTED are to develop capabilities of teacher education system so that it can provide quality inputs to school and teacher has been playing a lead role in the programmes and activities of – RCI Memorandum of Understanding For addressing the question of vast human resource needs to serve the disabled children and to promote inclusive education, NCTE signed an MOU with Rehabilitation Council of India RCI .As per the MOU, a joint Committee of experts was appointed for developing course curriculum on Special Education for inclusion in general teacher education programmes of D.

and to give suggestions on strategy for its implementation by all recognised teacher education Committee has given its Report which is under Samakhya (MS) The Mahila Samakhya programme recognises the centrality of education in empowering women to achieve ng an innovative approach, it seeks to bring about a change in women’s perception about themselves and the perception of society with regard to women’s traditional Report 2005-06 100 Elementary Education and Literacy Under this programme, education is understood as a process of learning to question, critically analyzing issues and problems and seeking MS programme endeavours to create an environment for women to learn at their own pace, set their own priorities and seek knowledge and information to make informed involves enabling women (especially from socially and economically disadvantaged and marginalised groups) to address and deal with problems of isolation and lack of selfconfidence, oppressive social customs and struggle for survival, all of which inhibit their is in this process that women become Mahila Samakhya (MS) programme was started in 1989 to translate the goals mentioned in the National Policy on Education into programme was initially started with Dutch 2003-04, the programme is also funded by the GOI from domestic Sangha or women’s collective at the village level is the nodal point where all activities are Sangha provides the space where women meet, and 101 Annual Report 2005-06 begin the process of reflection, asking questions, voicing their opinion fearlessly, thinking, analyzing and articulating their needs and finding solutions through corrective programme is now forging solidarity amongst Sanghas to provide support for autonomous functioning of tions of Sanghas are being formed in older Sahayogini, the catalyst cum leader, is the key link as well as motivator, supporter and guide for ten mobilises and organises women into Sanghas and is the link between the ten villages and the educational support structure and institutions set up at the district also coordinates activities with the district MS programme has generated a demand for literacy and education for women and has thereby strengthened women’s abilities to effectively participate in village-level educational has provided specialised inputs for vocational and skill development, as well as for the educational needs of girls in general and adolescent girls in Samakhya endeavours to develop gender-sensitive pedagogical and learning tary Education and Literacy A National Resource Group (NRG) has been constituted by the Department to advise and guide the NRG provides a vital interface for the programme with the voluntary sector, the women’s movement as well as with resource and training body debates various conceptual issues and concerns, advises on evaluation of the programme and also advises the Government of India on policy matters concerning women’s education.A National Project Office at the Centre is headed by a National Project Director and support the States, the programme is implemented through autonomous registered MS State Education Secretary is the Chairperson of the Executive Committee of this EC is an empowered body and takes care of administrative and financial decisions, including an in-depth examination of specific interventions.A fulltime State Project Director (SPD) is the Member Secretary of the EC and is responsible for financial management, administrative matters, programme planning and District Implementation Unit (DIU) administers the project at the district level & consists of a District Programme Coordinator (DPC), Resource Persons and support places where the MS Sanghas are strong, block-level units are also set up for extending construed resource support after the withdrawal of MS societies are also involved in implementation of the NPEGEL programme as well as the KGBV scheme in their Tenth Plan outlay for the scheme is tly, the Mahila Samakhya programme is operating in 63 districts covering more than 15,823 villages in 9 States of Uttar Pradesh, Karnataka, Gujarat, Andhra Pradesh, Kerala, Bihar, Assam, Jharkhand and Mahila Shikshan Kendras provide a unique learning opportunity for adolescent girls and young MSKs have been especially designed to provide condensed quality education courses with innovative methodology and skills development programmes to equip the women and adolescent girls to continue their education and attain Annual Report 2005-06 Elementary Education and Literacy are 48 MSKs functioning at present and the number of learners benefited is 13, effectiveness of the Mahila Samakhya strategy has resulted in its being adopted by other basic education experience of the programme since its inception has validated the MS approach as an effective means to mobilise and organise women and enable them to take charge of their l evaluation studies have shown that the MS programme has been highly successful in design and has: r Helped generate a demand for literacy; r r r r Created an awareness of the need to struggle for a gender-just al Bal Bhavan (NBB) The National Bal Bhavan (formerly Bal Bhavan Society India), New Delhi was established by the Government of India in 1956 at the initiative of an autonomous institution fully funded by the Department of Elementary Education and Literacy, National Bal Bhavan (NBB) has been contributing towards enhancing creativity amongst children in the age group of 5-16 years, especially those from weaker sections of en pursue a variety of activities such as Physical Education, Creative Arts, Science Education, Literacy Activities, Performing Arts, Photography, Home Management, Publication, Museum Techniques mmes are so designed as to explore the innate talents and potential of children and give them opportunities for al Bal Bhavan thus aims at the all-round growth of children in a free and happy atmosphere and helps them develop a scientific are 73 State Bal Bhavans in the country affiliated 103 Annual Report 2005-06 National Bal Bhavan implements a National Bal Shree Award Scheme to give recognition to exceptionally creative year 132 children have been selected to participate at the National Bal Shree en from schools and 52 Bal Bhavan Kendras in Delhi, participate in activities of the National Bal hout the year Bal Bhavan organises several programmes at the local, zonal, national and international levels to provide learning opportunities to summer vacation, a number of activities are organised on a large scale and thousands of children pursue activities of their l workshops are organised on a variety of topics during the year.A unique programme for teacher trainees is the integrated training rs are trained at the National Training Resource Centre (NTRC) of Bal Bhavan with the aim of promoting allround development of al Bal Bhavan also implements a National Bal Shree Award Scheme to give recognition to exceptionally creative year 132 children have been selected to participate at the National Bal Shree en between the age group of 9-11 and 11-14 years would be given a one-time reward by National Bal Bhavan, while children in the age group of 14-16 years would be given a scholarship of the other events this year, Gandhi Jayanti was celebrated in National Bal Bhavan in collaboration with Sarvodaya International Trust, New Delhi Chapter on Elementary Education and Literacy 2nd October, a Deshpande who has been closely associated with Mahatma children of National Bal Bhavan, Bal Bhavan Kendras and member institutes of Bal Bhavan who constitute the Bal Bhavan choir, presented group mark the Golden Jubilee Celebrations of National Bal Bhavan, commencing from November, 2005, the International Children’s Assembly was organised from 14 th – 20 th November, 2005 with the theme “HARMONY”.This theme in itself covered all aspects of integrity, human values, peace, non violence and good tions were sought from the children about how they propose to build a better nation, and there were brought out in the form of a booklet, which was presented to the Honourable Prime Minister of India on 19th November, 2005.

53 teams from various parts of the country and one team from Mauritius participated in this year’s Assembly was inaugurated by the Honourable Minister of Human Resource Development, Shri Arjun Singh, while the Honourable Prime Minister of India, an Singh, graced the programme on the Birth Anniversary of provision and grants sanctioned to National Bal Bhavan during 2005-06 are as under: BE RE r The Global Monitoring Report, 2006 indicates that EDI for India has improved from 0.The Report also points out that India is likely to achieve gender parity in elementary education by Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills ing a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all arithmetical mean of the following four indices:- Eliminating gender disparities in primary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.(i) (ii) Adult Literacy Rate (for population in 15+ age group); (iii) Gender-specific EFA Index, or GEI (i.average of ratio of female enrolment rates, for Elementary and Secondary stages, to respective male enrolment rates, and ratio of female Literacy to male Literacy Rate); Improving all aspects of quality of education, and ensuring excellence so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life review progress made towards EFA, UNESCO organises a High Level Group meeting each year, during which Heads of States and Education Ministers of various countries come together to discuss progress and constraints in achieving far, five meetings of the High Level Group have been held, and the last one was held in Beijing, China, in November addition to the meetings of the High Level Group, UNESCO also publishes an annual Global Monitoring Report which tracks the progress of different countries towards Dakar goals through an EFA Development Index (EDI) which is taken as 105 (iv) Survival Rate to Grade V.r The Global Monitoring Report, 2006 indicates that EDI for India has improved from 0.

The Report also points out that India is likely to achieve gender parity in elementary education by 2005.r The EDI for different States has been worked out by the Ministry and communicated to State Governments to enable them to renew their efforts towards EFA.r To coordinate and guide the activities of various Ministries/Departments involved in EFA, a National Coordination Committee has been constituted under the Chairpersonship of Secretary Elementary Education and Literacy (EE&L).The Committee includes representatives of the different Ministries as well as experts and other bhik Shiksha Kosh (PSK) r A 2 per cent Education Cess was levied on all major Central taxes through the Finance (No.2) Act, 2004, to help finance Government’s commitment to “quality basic education”.

r In order to receive the proceeds of this Education Cess, this Ministry had proposed the creation of a dedicated, non-lapsable fund called Prarambhik Shiksha Kosh (PSK).r Creation of PSK in the Public Account was approved by Government on 6.The amount under PSK would be non-lapsable and would be spent exclusively on SSA and Mid-Day Meal scheme.r Formal orders constituting PSK were issued on riations and from PSK have been indicated separately in Bugdet To Education Bill, 2005 The Constitution (86th Amendment) Act, 2002, enacted in December 2002 seeks to make free and compulsory education a Fundamental Right for all children in the age-group 6-14 years by inserting a new Article 21-A in Part III (“Fundamental Right”) of the new Article 21A reads as follows: “ to Education The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine.” The reconstituted Central Advisory Board of Education (CABE) in its meeting on 10-11 August, 2004, had constituted a Committee under the Chairmanship of Shri Kapil Sibal, the then Minister of State for Science & Technology and Ocean Development, to suggest a draft of the legislation envisaged under Article 21A of the Constitution, which makes education a Fundamental Right for children in the age group of 614 years, as well as to consider other issues related to elementary Report of the Committee, containing “essential provisions” of the draft legislation, was submitted on 2-7-2005, and considered by CABE in its meeting on 14-15th July, on the suggestions and comments received during the CABE meeting, a complete version of the draft legislation has been prepared and sent to Chief Secretaries of all States/UTs and placed on the website for comments from the public at the meanwhile, the PM constituted a small group on the Bill to examine its legal, constitutional and financial implications, comprising HRM, Finance Minister, an, Planning Commission and Chairman of the PM’s Economic Advisory report of the group has since been Annual Report 2005-06 Adult Education Literacy – Prerequisite For Development Literacy as a qualitative attribute of the population is one of the most important indicators of the socioeconomic and political development of a is a major component of Human Resource Development and is thus basic to any programme of social and economic cy Scenario: Challenges Post-independent India inherited a system of education which was characterised by large scale inter and intraregional system educated a select few, leaving a wide gap between the educated and the ional inequality was aggravated by economic inequality, gender disparity and rigid social independence, there has been a growing realisation that development would never become self- sustaining unless it is accompanied by corresponding changes in the attitudes, values, knowledge and skills of the people as a whole and that the only way this change can be accomplished is through education.

A number of programmes taken up to impart Adult Education during the last four decades before launching of National Literacy Mission in May 1988 could not be very successful on account of a number of inherent weaknesses such as the low levels of literacy, centrebased approach, lack of mass awareness and community Literacy The problem of illiteracy is further aggravated by social constraints, which inhibit female literacy and educational development of lity between genders is one of the most crucial and yet one of the most persistent disparities in India where differences in female and male literacy rates are glaring, more so in the rural areas and among the disadvantaged sections of Report 2005-06 Adult Education Significant progress has been made in the field of female literacy, which has been increasing at a faster rate as compared to male literacy from 1981 uently, the male-female literacy differential at 26.62 percentage points in 1981 was reduced to 24.84 percentage points in 1991, which has further been reduced to 21.6 in 2001, when growth in female literacy was recorded higher at 14.38 percentage points as compared to corresponding figure for males at encouraging phenomenon of the faster growth in female literacy is not only visible in all the states across the country but is also reflected in the progress registered by deprived sections of society particularly SCs/ er, women constitute 60 per cent of the total beneficiaries under Adult Education racy Size 2001 Census North Eastern Region Acute economic deprivations and social disabilities accentuate the problem of illiteracy amongst scheduled castes/scheduled case of scheduled tribes, the main problems arise from lack of communication, inaccessibility of their habitations, scattered population, lack of adequate institutional infrastructure, dearth of qualified local instructors and the variety of tribal dialects that make the problem of illiteracy more North-Eastern Region of the country comprising of eight States – Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura is largely inaccessible, remote, hilly with difficult tion, largely scheduled tribes, is dispersed with a low gh economically under-developed with low levels of urbanisation, it is rich in ethnic cultural heritage with linguistic these factors combine to result in marked intra-regional differences in educational , on the one hand, Mizoram has the second highest literacy rate in the country, on the other extreme Arunachal Pradesh has the lowest literacy rate in the north-east the districts in the NER have already been covered under the literacy per the 2001 Census the literacy rate of Scheduled Castes was male and female literacy rate being literacy rate of scheduled castes has increased by has the lowest scheduled caste female literacy rate i.

The Scheduled tribes literacy rate which was means the literacy rate of scheduled tribes increased by literacy rate of scheduled tribes male and female was scheduled tribe female literacy rate was also lowest in Bihar i.In Rajasthan scheduled castes and scheduled tries female literacy rate, which was 8.42 per cent in 1991, has increased to 33.109 Annual Report 2005-06 Absolute increase in population was much more than the increase in the number of literates during the decades 1961-71, 1971-81 and a result of this increase in population, problem of illiteracy continued to grow year after year and decade after decade though at a decreasing rate after se in the number of literates in 1991-2001 took over the increase in corresponding population during a result of tremendous efforts on educational front and slight decline in the growth rate of population, number of illiterates during the decade 1991-2001 came down from 329 millions in 1991 to 304 millions in was a welcome change in the depressing of Literacy Over the decades, literacy rates have shown substantial improvement.21 per cent in 1991 and has further increased to ing to the Census of India, 2001, the literacy rate has gone up to the first time, even with an overall increase in the population, the number of illiterates has decreased in absolute terms by 31.

A concerted effort was made, at planning and implementation levels, to reinterpret and make relevant the role of adult literacy in individual, community, and national life so that the objectives of the Mission are realistically goal of the National Literacy Mission goes beyond the simple achievement of self-reliance in literacy and numeracy to functional achievement of functional literacy implies: imbibing values of national integration, conservation of environment, women’s equality, observance of small family norms, , literacy as enunciated in the National Literacy Mission, is not an end in itself but has to be an active and a potent instrument of change ensuring achievement of these social objectives and creation of a learning acquisition of functional literacy results in empowerment and a definite improvement in the quality of helps to ensure the participation of the masses in sharing the benefits of the information literates, on the other hand, increased by present, over three-fourth of male population and over half of female population are the last decade, female literacy rate has shown much higher growth, increasing by 14.13 for males, thus reducing the male-female differential in literacy rates from states have registered an increase in literacy rates and 60 per cent male literacy has been achieved without r, disparities between and within states continue, although the gap between the educationally advanced and backward states has been diminishing over the al Literacy Mission: Goals & Objectives A nationwide effort was set in motion with the establishment of the National Literacy Mission (NLM) The goal of National Literacy Mission is to attain a sustainable threshold level of 75 per cent by 2007 by imparting functional literacy to non-literates in 15-35 years, which is in the productive and reproductive age group and constitutes a major segment of the work purposeful and effective education gives rich dividends in increased productivity, improvement in health care, family stabilisation and general betterment of the social and political life of the s this age group, persons outside this age limit are not excluded from the programme; particularly the children in the age group of 9-14 years who are also al Literacy Mission Authority National Literacy Mission Authority was set up as an independent and autonomous wing of the Department, vested with executive and financial powers in its sphere of NLMA has a General Council, Executive Committee and Project Approval General Council functions under the Chairmanship of Minister for Human Resource Development and lays down the policies and programme in the field of literacy and Adult the Executive Committee carries out all other functions of the Authority, the Project Approval Committee considers and approves literacy projects for financial assistance.r The Scheme of Rural Functional Literacy Projects is subsumed with Scheme of Literacy Campaigns and Operation Restoration.r It is hoped that the revised Mission will continue to consolidate the gains of previous years and accelerate the growth of literacy ed Mission Beyond Literacy New life and vigour has been infused into the NLM to meet the new November 30, 1999, the Government approved the extension of the Mission, stressing on life-long learning and decentralisation, adopting integrated literacy campaign approach, devolution of authority to State and district-level cy is a basic step towards Adult Education, which is a process of life long learning and an entry point to the world of communication and experimenting with successive and alternative models of adult literacy, the NLM adopted Total Literacy Campaign approach as its principal strategy for eradication of Literacy Campaigns (TLCs), which provide basic literacy skills to the nonliterate population primarily in the age group 15-35 years, have been launched in almost all the districts of the TLC has certain positive characteristics – area-specific, time-bound, participative, delivery through voluntarism, costeffective and outcome Campaigns are implemented through Zilla Saksharata Samities (district level literacy committees) as independent and autonomous bodies, having due representation of all sections of parameters and norms of financial assistance of schemes under the NLM have been features of the revised schemes are: r An integrated approach to literacy was adopted to amalgamate all the features of the earlier literacy and post literacy phases.r Zilla Saksharata Samities (District Literacy Societies) to continue to oversee and run literacy have been given freedom to synergise their strengths with those of local youth clubs, Mahila Mandals, voluntary agencies, Panchayati raj institutions, small scale industries, cooperative societies, etc.

r Scheme of Continuing Education encompassing removal of residual illiteracy, individual interest programmes, skill development, rural libraries, etc.r The role of NGOs has been expanded to impart vocational/skill development programmes and also to run Continuing Education Centres in addition to their present activities – imparting training, material development, innovative and impact studies etc.r 111 Annual Report 2005-06 The targets emanate from the grass-root level on the basis of a survey, which also serve as a tool of planning, mobilisation and environment the TLC is meant to impart functional literacy, it also disseminates a ‘basket’ of other socially relevant messages such as enrolment and retention of children in schools, immunisation, propagation of small family norms, women’s equality and empowerment, peace and communal harmony ated Approach With the implementation of TLCs, millions of nonliterates are acquiring basic literacy skills, which are at best is a greater possibility of neo-literates regressing into partial or total illiteracy unless special efforts are continued to consolidate, sustain and possibly Adult Education enhance their literacy first phase of basic literacy instruction and the second phase of consolidation, remediation and skill upgradation which constitute two closely related operational stages are now being treated as one integrated project, to ensure smooth progression from one stage to another to achieve continuity, efficiency and National Literacy Mission aims at ensuring that the total literacy campaigns and the post literacy programmes successfully move on to continuing education, which provide lifelong learners are not uniformly endowed and have different capabilities and al Literacy Mission has, therefore, encouraged greater flexibility and innovation in designing and implementation of literacy and post literacy Zilla Saksharata Samities are free to create a model that suits the area-specific needs of the al Illiteracy Although the Total Literacy Campaigns took the form of a mass movement and spread throughout the country, in many cases a number of campaigns stagnated due to natural calamities, lack of political will, frequent transfer of Collectors, ation of stagnating projects is a priority e success of literacy phase, there are still pockets of residual websites to purchase a custom civil engineering powerpoint nbsp Priority would continue to be given to cover the districts uncovered so far and those having female literacy rate below 30 per continues to be on women and those belonging to disadvantaged ts for Residual Illiteracy (PRIs) have been taken up in 30 districts of Rajasthan, 10 districts of Andhra Pradesh, 1 district of Bihar, 4 districts of Karnataka and 3 districts of Tripura.2005-06, PRIs have been sanctioned in 12 districts of Madhya Pradesh and 8 districts of West Bengal, and 16 districts of Tamil funding ratio between the Centre and State Government is 2:1, with the exception of districts under the tribal sub-plan where the ratio is 4:1.Implementing agencies are now allowed to incur expenditure on basic literacy activities along with post literacy and advanced phase of Continuing l Focus on Low Female Literacy Districts As per Census, 2001, 47 districts in the country have a female literacy rate below 30 per , dealing with low female literacy is of immense concern to the National Literacy Mission and it was decided to target the 47 low female literacy districts for most of the these districts are concentrated in the States of Uttar Pradesh, Bihar, Orissa and Jharkhand, special innovative programmes have been taken up in these districts for promoting female literacy .

Implementing agencies are now allowed to incur expenditure on basic literacy activities along with post literacy and advanced phase of Continuing l Focus on Low Female Literacy Districts As per Census, 2001, 47 districts in the country have a female literacy rate below 30 per , dealing with low female literacy is of immense concern to the National Literacy Mission and it was decided to target the 47 low female literacy districts for most of the these districts are concentrated in the States of Uttar Pradesh, Bihar, Orissa and Jharkhand, special innovative programmes have been taken up in these districts for promoting female programme in Uttar Pradesh and Bihar is complete and the external evaluation of the programme in Jharkhand and Orissa is being l Project for Accelerated Female Literacy Programme in Orissa 9 districts in Orissa, which have low female literacy rates, have been covered under Special Project for Accelerated Female Literacy districts are Koraput, Nabrangpur, Malkangiri, Rayagada, Kalahandi, Gajapati, Sonepur and programme was assigned to a network of 117 NGOs targeting 10.43 lakh non literate women in 15-35 age programme is being evaluated by external evaluation Report 2005-06 Adult Education Special Female Literacy Programme in Jharkhand The special female literacy programme has been implemented in 5 low female literacy districts of districts are Pakur, Garhwa, Sahibganj, Giridih and Godda.00 lakh women illiterates in 15-35 age group have been covered under the programme has been completed and the external evaluation report is awaited from two ing of Special Literacy Drive The Council of the NLMA in its meeting held in April, 2005 under the Chairmanship of Hon’ble HRM decided to launch a special literacy drive in 150 low literacy districts of the PAC of the NLMA in its meeting held in August-September, 2005 approved the proposals of 46 districts in the States of Bihar (23), Rajasthan (11) and Jharkhand (12).The proposals of 4 districts of Karnataka and 23 districts of Uttar Pradesh and 1 district of Punjab were also approved by the PAC in its meetings held in October, 2005 and January, 2006 uing Education Continuing Education is an indispensable aspect of the strategy of human resource development and of the goal of the creation of a learning ted efforts are required on the part of all stakeholders to see that the achievements of the last decade do not go ors around the world are increasingly recognising the importance of moving beyond a narrow concept of adult basic this context, the NLM has made continuing education a necessary component of its Scheme of Continuing Education provides a learning continuum to the efforts of Total Literacy and Post Literacy Programmes in the main thrust is on providing further learning opportunities to neo-literates by setting up of Continuing Education Centres (CECs) and Nodal Continuing Education Centres (NCECs), to serve population of about 2000- 113 Annual Report 2005-06 2500 people by providing facilities of library, reading room, learning centres, sports and cultural centres and other individual interest promotion unities are also provided for undertaking diverse activities such as Equivalency Programme, Quality of Life Improvement Programmes, Income Generating Programmes and Individual Interest Promotion to fifteen such centres form a cluster, with one of them acting as the nodal CECs provide area-specific, need-based opportunities for basic literacy, upgradation of literacy skills, pursuit of alternative educational programmes, vocational skills and also promote social and occupational the current financial year, 20 new districts have been covered under Continuing Education this addition, continuing education programmes are running in 305 CECs, including the nodal ones, are set up in active consultation with the user community and the programmes are designed to meet its stress on imparting literacy skills to non-literates is ng of primers, identification of target groups, other items of work connected with basic illiteracy eradication continue Assistant Prerak is appointed for undertaking basic literacy programme in the from establishing CECs, the scheme also undertakes the following programmes: r Equivalency Programmes, Skill Development and Income Generating stress on continuing education includes a thrust on rural libraries, which will see more books, more magazines and more periodicals being made available in villages across the is especially relevant as most districts are likely to complete post literacy programmes and move towards the continuing education State Resource Centres develop relevant teaching, learning material and books for rural and urban increased thrust seeks to Adult Education ensure that they do not relapse into from establishing CECs, the scheme also undertakes the following programmes: As a part of this strategy, there is stress on establishing rural libraries, which will provide reading and learning material to neo-literates in their own acceptance and local sustainability is achieved by involving NGOs, voluntary agencies, social workers, and Panchayati Raj institutions in the planning and implementation of the scheme of continuing s development departments, technical institutions, professional groups and Directorate of Adult Education, Government of India provide inputs needed by the Resource Centres (SRCs) and Jan Shikshan Sansthans join hands by giving the necessary resource and training ring State Literacy Mission Authorities (SLMAs) Keeping pace with the endeavours, campaigns and programmes, which are being initiated by the NLM, it was decided to strengthen and revitalise the State Literacy Mission Authorities (SLMA) – the state level societies registered under the Societies Registration Act, is a step towards decentralisation, as it shows that the SLMAs have reached a stage where they can be made responsible for the programmes, which are being initiated for their devolution of administrative and financial powers to them will lead to a faster-moving administrative set up, and therefore, programmes can be initiated faster, and decisions taken without any delay, leading to more efficient developmental new SLMAs are now empowered to sanction continuing education , the SLMAs: r r now serve as Nodal Agencies at the state level for monitoring and implementing the scheme of continuing been empowered to approve continuing education projects and funds have been placed at their disposal; and r are supposed to plan their programmes and activities from the Panchayat level upwards to block level, municipal level, district level, and state -Governmental Organisations The National Literacy Mission (NLM) fully recognises the vast potential of NGOs in furthering its programmes and since its inception, NLM has taken measures to strengthen its partnership with NGOs and has given voluntary organisations an active promotional role in the literacy NGOs are provided 100 per cent financial assistance for imparting literacy to adult non-literates in the age group of 15-35; organising vocational and technical education programmes for neo-literates; provision of academic and technical resource support; promoting innovation, experimentation; conducting evaluation and impact studies; organisation of workshops, seminars are also associated in the Continuing Education Resource Centres The State Resource Centres (SRCs) managed by NGOs provide academic and technical resource support in the form of training material preparation, extension activities, innovative projects, research studies and evaluation, the 9th Plan period, the State Resource Centres have been strengthened and have been divided into two categories ‘A’ & ‘B’ /thesis-proposal/ acceptance and local sustainability is achieved by involving NGOs, voluntary agencies, social workers, and Panchayati Raj institutions in the planning and implementation of the scheme of continuing s development departments, technical institutions, professional groups and Directorate of Adult Education, Government of India provide inputs needed by the Resource Centres (SRCs) and Jan Shikshan Sansthans join hands by giving the necessary resource and training ring State Literacy Mission Authorities (SLMAs) Keeping pace with the endeavours, campaigns and programmes, which are being initiated by the NLM, it was decided to strengthen and revitalise the State Literacy Mission Authorities (SLMA) – the state level societies registered under the Societies Registration Act, is a step towards decentralisation, as it shows that the SLMAs have reached a stage where they can be made responsible for the programmes, which are being initiated for their devolution of administrative and financial powers to them will lead to a faster-moving administrative set up, and therefore, programmes can be initiated faster, and decisions taken without any delay, leading to more efficient developmental new SLMAs are now empowered to sanction continuing education , the SLMAs: r r now serve as Nodal Agencies at the state level for monitoring and implementing the scheme of continuing been empowered to approve continuing education projects and funds have been placed at their disposal; and r are supposed to plan their programmes and activities from the Panchayat level upwards to block level, municipal level, district level, and state -Governmental Organisations The National Literacy Mission (NLM) fully recognises the vast potential of NGOs in furthering its programmes and since its inception, NLM has taken measures to strengthen its partnership with NGOs and has given voluntary organisations an active promotional role in the literacy NGOs are provided 100 per cent financial assistance for imparting literacy to adult non-literates in the age group of 15-35; organising vocational and technical education programmes for neo-literates; provision of academic and technical resource support; promoting innovation, experimentation; conducting evaluation and impact studies; organisation of workshops, seminars are also associated in the Continuing Education Resource Centres The State Resource Centres (SRCs) managed by NGOs provide academic and technical resource support in the form of training material preparation, extension activities, innovative projects, research studies and evaluation, the 9th Plan period, the State Resource Centres have been strengthened and have been divided into two categories ‘A’ & ‘B’.

The pattern of assistance is as follows: Category Recurring A 40 With more and more districts having completed the post-literacy programmes, the NGOs have to diversify the scope of their activities and are expected to take up area-specific continuing education programmes for lifelong Report 2005-06 114 Adult Education Jan Shikshan Sansthan The Scheme of Jan Shikshan Sansthan or Institute of People’s Education is a polyvalent or multifaceted adult education programme aimed at improving the vocational skill and quality of life of its objective of the scheme is educational, vocational and occupational development of the socioeconomically backward and educationally disadvantaged groups of urban/rural population particularly neo-literates, semi-literates, SCs, STs, women and girls, slum dwellers, migrant workers Shikshan Sansthans are mostly set up under the registered non-governmental organisations and as such they enjoy functional financial assistance is provided on approved present, there are 172 JSSs in the Shikshan Sansthans run a number of vocational programmes with varying duration of different skills.

91 lakh persons have benefited through vocational programmes and other activities organised by the JSS during JSSs are classified in three categories, depending on the nature of the city/town and their performance of the JSS is evaluated by reputed institutions and accordingly, the JSS can be upgraded or downgraded on the basis of the evaluation report.90 JSS have so far been evaluated by the empanelled evaluating findings of the evaluation reports indicate that:r The coverage of women was over 70 per cent; r A wide range of courses suited to the needs of the target group with a flexible curriculum and duration have been designed; r Courses taken up are need-based, job oriented and open good avenues for self and wage employment; and r 115 increased through value oriented inputs and life enrichment orate of Adult Education Directorate of Adult Education is the academic and technical wing of the National Literacy Mission (NLM).It is responsible for providing guidance and support to institutions and individuals connected with literacy promotion activities in the main functions of the Directorate of Adult Education include provision of academic and technical resource support for implementation of various literacy programme under National Literacy Mission (NLM); monitoring and evaluation of the literacy campaigns; production of media material and harnessing of all kinds of electronic print; traditional and folk media for the furtherance of the objectives of NLM; development of teaching/ learning material; organising training and orientation programmes for the key level functionaries associated with the literacy programmes; providing professional academic and technical guidance and also monitoring of Jan Shikshan Sansthans; bringing out various publications concerning literacy activities in the country and implementation of Population and Development Education through Sate Resource tion and Development Education Population Education Project in Adult Literacy came into operation through UNFPA in the year 1987 as an integral part of the adult literacy tion Education Cells were created in the State Resource Centres (SRCs) for implementing Population and Development addition to SRCs, three Documentation Centres i.National Documentation Centre at Indian Adult Education Association, New Delhi and two Regional Documentation Centres at the SRCs of Hyderabad and Jaipur were also tly, PDE is implemented through 25 State Resource Centres and 3 Documentation main activities undertaken by Population and Development Education Unit during the year 2005-06 are: three day meeting to approve the Annual Action Plan – 2005-06 and review Annual Progress Report for Adult Education year 2004-05 was organized in collaboration with SRC Pune from May 4-6, 2005 at Goa, two-day workshop on “Enhancing Education Sectors response to HIV/AIDS in CHARCA Districts” was jointly organized by UNESCO, and DAE from July 19-20, 2005 at New Delhi, three day training programme was jointly organised by DAE and UNESCO, New Delhi on HIV/ AIDS and Life Skills Education for Programme Coordinators of Population and Development Education in collaboration with State Resource Centre, Hyderabad from October 3-5, 2005, two-day Mid-term Review Meeting of PDE was organized at Hyderabad on October 6-7, uing Education The Scheme of Continuing Education was launched in 1995 as a fully funded centrally sponsored scheme initially envisaged 100 per cent assistance to the States for the first three years for State Governments were required to share 50 per cent of the expenditure during the fourth and fifth year of the project, and thereafter take over total responsibility for the programme was to be taken up after the conclusion of Total/Post Literacy Campaign in a district with the objective of providing Life Long Learning facilities at the learning basic unit of the scheme was Continuing Education Centre (CEC) with a Nodal CEC (NCEC) overseeing the working of a cluster of main functions undertaken by the CE Unit of DAE in the year 2005-06 are: three day Regional meetings to identify vocational trades suitable for Continuing Education/Low Literacy districts were organized from January 18-20, 2006 at Chennai, from February 1-3, 2006 at Bhopal and February 15-17, 2006 at Lucknow in collaboration with respective tion The National Literacy Mission has adopted several measures for the evaluation of the literacy evaluation is of two kinds – one concurrent and another concurrent evaluation for TLC/ PLP districts is done through the NLM empanelled external evaluation agencies nominated by the state Directorates of Adult/Mass al evaluation of all literacy programmes in the districts is conducted through one of the three agencies suggested by the National Literacy Mission, out of which one agency selected by the objective of the programme was to undertake the concept, process and salient features of on going PLP and to make them understand modifications carried out in the Guidelines on Evaluation of -day orientation programmes for empanelled evaluation agencies on evaluation of CEP were organised in collaboration with SRC, Thiruvananathapuram from July 20-22, 2005 at Thiruvananathapuram and November 23-25, 2005 at Shillong in collaboration with respective ation meeting to discuss the Process and Methodology of External Evaluation of 9 AFLP districts of Orissa was organized at DAE, New Delhi on November 16, the year under report, 15 Total Literacy Districts, 14 Post-Literacy Districts and one C.District were evaluated by the External Evaluation Agencies of Shikshan Sansthans The Directorate of Adult Education provides technical and academic support to the Jan Shikshan Sansthans (JSSs), which conduct literacy linked vocational training idated Annual Progress Report of Jan Shikshan Sansthans for the year 2004-05 was brought out and copies sent to all the concerned, established 8 Regional Training Centres to impart systematic and effective training for JSS functionaries, 14 Lead Jan Shikshan Sansthans have been established in April 2005 to disseminate information to the JSSs allotted to them, 8 Regional Training Centres were established in April 2005, to impart systematic and effective training for JSS functionaries, Eight-day meeting was organised from May 11-20, 2005 at DAE, New Delhi to review and approve the annual action plans of JSSs (2005-06) and review the Annual Progress Report (2004-05), Work plan was prepared in a workshop organised at Bangalore from June 10-11, 2005 for 8 Regional Training Centres of JSSs.

A two-day Training Programme was organised for the Chairmen and Directors in-charge of 17 newly sanctioned JSSs at Aurangabad on July 7-8, 2005.6 Regional Training Centres of JSSs conducted a threeAnnual Report 2005-06 116 Adult Education day workshop at Rourkela from July 13-15, 2005 to prepare Training Manual for use, five-day workshop on vocation linked literacy primers was organised at Indore in collaboration with SRC, Indore from September 1216, 2005, one-day meeting of Supervision and Monitoring officers of JSSs was held on September 14, 2005 in DAE, New Delhi, two day Orientation Training Programme for the members of BOM of JSSs was organised through Regional Training Centres, Bharuch on September 26-27, 2005, three-day workshop to finalise training manuals for Regional Training Centre was organised at Bharuch on September 26-28, 2005, A three-day Training Programme on Team Building Appreciation and Leadership Challenges for Programme Officers of JSSs was organised through Regional Training Centre, Gonda from October 4-6, 2005 at Gonda, two-day Training Orientation Programme for the members of BOM of JSSs in Kerala and Tamil Nadu was organised through Regional Training Centre, Coimbatore on October 5-6, 2005 at Coimbatore, three-day training Programme on Accounts Keeping and Auditing through Regional Training Centre, Cuttack was organized from November 9-11, 2005 at Cuttack, three-day meeting to finalize draft curriculum for selected vocational trades was organized through Regional Training Centre, Cuttack on October 26-28, 2005 at Cuttack, a two-day training programme for the members of BOM of JSS was organized through Regional Training Centre, Bangalore on November 29-30, 2005 at -day Training Programme on Entrepreneurship Development and Micro - Credit including formation of Self Help Groups was organized for Directors and Programme Officers of Jan Shikshan Sansthans through Regional Training Centre, Narendrapur from December 15-17, 2005 at Narendrapur (West Bengal), three-day Training Programme on Planning and Management was organized through Regional Training Centre, Kanpur from December 17-19, 2005 at Kanpur, three-day Training Programme on Planning and Management was organized through Regional Training Centre, Aurangabad from December 19-21, 2005 at Aurangabad, three-day Training Programme on Planning and Management was organized through 117 Annual Report 2005-06 Regional Training Centre, Bangalore from December 26-28, 2005 at Bangalore.24 Programme Officers and Associate Programme Officers of Jan Shikshan Sansthans gs for finalizing of JSSs annual action plans for the year 2006-07 were organized on March 2-3, 2006 at Bharuch, March 8-9, 2006 at Kanpur, and March 1011, 2006 at Lucknow.15 JSSs have been evaluated by 10 empanelled Evaluating Agencies in pment of Teaching/Learning Materials Three-day Workshops were organised to review the Literacy materials of tribal dialect of Nagaland in collaboration with SRC, Shillong from June 27-29, 2005 at Shillong, Five-day Writers’ Workshops to develop IPCL Primers were organised in Nagaland from May 1620, 2005 at Dimapur, at Srinagar from July 13-15, 2005, at Dimapur, Nagaland from September 19-23, 2005, at Imphal from October 3-7, 2005, at Gonda from November 7-11,2005, at Dimapur, Nagaland from November 21-25, Media plays an important role in the literacy activities both for dissemination of information and encouragement to the the National level, DAE produces video films and audio programmes which are used for instruction, motivation and training both through telecast and non-telecast and broadcast and non-broadcast well-conceived spots are mounted on prime times of Doordarshan and All India -audio programmes were sent to IGNOU for telecast and broadcast on Gyan Darshan and Gyan Vani, NLM Spots have been broadcast and telecast through AIR and Doordarshan (News Channel) in the North-eastern States and the States where Female illiteracy is acute i.e Bihar, Jharkhand, Madhya Pradesh, Rajasthan and Uttar Pradesh, IIM, Ahmedabad has initiated the “Same Language Sub-titling” are being telecast in the Rangoli Programme through Doordarshan (National network) every Sunday from 8.

, Two advertisements were released Adult Education 9th Photo National Competition is being organized, an advertisement in this regard has also been released through different media workshops for 25 State Resource Centres were organized from February 13-15, 2006 at Hyderabad and March 2-4, 2006 at Lucknow in collaboration with respective State Resource ring Monitoring has been recognised as an essential tool for identification of the strengths and weaknesses of the Adult Education Programme and designed to make the objectives operationally more realistic and to ensure its broad strategy of implementation of the Adult Education Programme, as conceived in the National Literacy Mission emphasises the need for having an efficient management and monitoring ng from just a few districts in 1991-92, the TLC has now spread to 597 districts of the onally in each of the district, which completes the basic literacy phase, diverse kind of Post Literacy and Continuing Education programmes are taken September 6th & 8 th, 2005 in connection with International Literacy Day, 39th International Literacy Day celebration was held at Vigyan Bhawan, New Delhi on September 8 th, Arjun Singh, Hon’ Minister for HRD was the Chief – UNESCO award was given to Jan Shikshan Sansthan, Vijayawada (Andhra Pradesh) and State Resource Centre, Jaipur (Rajasthan) and Centre for Adult & Continuing Extension, University of Kerala, Thiruvananthapuram, for their commendable work in the field of Maitra award was given to ZSSs of Bhagalpur, Bihar for Total Literacy Campaign, Pauri Garhwal, Uttranchal for Post-Literacy Programme and Pudukottai, Tamil Nadu for Continuing Education Programme for their work in the field of dation Certificates were also given to 28 persons from the States of Bihar, Jharkhand, Karnataka, Kerala, Orissa, Pondicherry and Rajasthan for their outstanding work in the field of awardees included literacy Activists, Preraks, information compiled at the state level, which is received by the Directorate, is analyzed and compiled in the form of status report by main activities undertaken by the Monitoring Unit are: A two-day Regional Workshop for the Directors of Adult/Mass Education of Bihar, Gujarat, Punjab and Rajasthan was organized at Jodhpur on November 18-19, 2005.A review meeting-cum-accounts workshop was organized for all the 15 districts of Arunachal Pradesh on January 5-6, 2006 at Tezu, Lohit district, Arunachal ation Publication Unit brings out various kinds of publications related to Literacy and adult education for different level of ation Unit also comprises photo section, art section, a desktop publishing system (DTP) and binding ript originating at different sources is made ready for printing through different preprinting stages like editing, composing, designing, page making, colour scheme, dummy making with visual Report 2005-06 Adult Education A book titled “ Agents of Change” regarding the award winners was published on the occasion of 39th International Literacy Day on September 8, l publication titled “Literacy for Empowerment – An Indian Experience” was published on the occasion of Education for All (EFA) conference in Beijing and Literacy Facts at a Glance was revised and reprinted (2,000 copies).Resource persons of much higher calibre so that in addition to literacy instruction, another important aspect concerning functionality, skill development and empowerment are adequately attended to.A wide range of alternative training strategies and methodology would have to be worked out for imparting training to a large number of literacy personnel on a decentralised Resource Centres The main programmes organised by Training Unit are: A four-day Training Programme for Key Resource Persons and Resource Persons on Post Literacy programme was organised in collaboration with the Government of Arunachal Pradesh from April 25-28, 2005 at Itanagar.A four-day training programme on implementation of Post-Literacy programme for RPs, KRPs, ZSS Secretaries, Supervisors, SLMA and NGOs in collaboration with SLMA, Manipur was organized from December 12-15, 2005 at Imphal, Training programme on sharing of experiences in developing innovative effective learning techniques and experiments done in the field of CE Programme by SRCs was organized from February 1-3, 2006 at Indore, 3rd Regional Training of ZSS Secretaries, Representatives of NGOs and als for implementing the project for residual illiteracy (PRI) of Low literacy districts of Bihar was organized at Patna from March 8-10, Resource centres have been created all over India as academic and technical Resource Support Bodies to help the institutions working in the field of literacy and adult y responsibilities of these centers include preparation of appropriate/suitable curriculum, teaching learning materials and training programmes for different field SRCs are functioning under the aegis of NGOs and provide technical and academic resource support to the literacy programmes in their respective main activities undertaken by the SRC Unit in 2005-06 are: A two-day meeting of the Directors of SRCs was organised to finalise the annual action plan of State Resource Centers for the year 2005-06 on May 9-10 at Directorate of Adult Education, New Delhi.

A one-day consultation meeting of selected empanelled Evaluating Agencies and Directors of SRCs was organised on September 20, 2005 at Directorate of Adult Education, New Delhi.14 SRCs have been evaluated by 14 NLM empanelled Evaluating ng In view of the very large number of volunteer teachers, master trainers, functionaries and resource persons involved in the literacy effort, training is found to be one of the gray areas in the effective implementation of literacy the sanction of CE programme, the number of new cadres and other functionaries, apart from re-training some of the existing cadres, are likely to face er, in the years to come the focus of the literacy programme is going to be on CE, which would necessitate identification and mobilisation of Preraks, s, Trainers and 119 Annual Report 2005-06 Present Status Out of 600 districts in the country, 597 have since been covered under Adult Education Programmes – 128 under Total Literacy Campaigns, 164 under Post Literacy Programme and 305 under Continuing Education Programme.35 million persons have been made literate so 60 per cent of the beneficiaries are women, while 22 per cent and 12 per cent belong to Scheduled castes and scheduled tribes Achievements r The literacy rate in 2001 has been recorded at 64.63 percentage points increase in the literacy rate during the period is the highest increase in any decade.r r The gap in male-female literacy rate has decreased from 24.

67 per cent whereas male literacy increased by 11.r r Gender equity and women’s empowerment is also visible as about 60 per cent of participants and beneficiaries are 1991-2001 the population in 7+age group increased by 171.6 million additional persons became literate during that period.r All the States and union territories without exception have shown increase in literacy rates during 1991-2001.r In all states and union territories, the male literacy rate is now over 60 per continues to have the highest literacy rate of 90.

86 per cent and Bihar has the lowest literacy rate of 47.00 per cent r Significant decline in absolute number of nonliterates from 328.88 million in 1991 to 304 million in 2001.r Out of the total 600 districts in the country, 597 districts have been covered by NLM under literacy Annual Report 2005-06 Secondary Education National Council of Educational Research & Training (NCERT) Objective The National Council of Educational Research and Training (NCERT) is an apex resource organisation to assist and advise the central and the State Governments on academic matters related to school provides academic and technical support for qualitative improvement of school education through its various constituents Departments of National Institute of Education, New Delhi, Central Institute of Educational Technology, New Delhi, Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal and Regional Institutes of Education located at Ajmer, Bhopal, Bhubaneswar, Mysore and achieve its goals, the NCERT: r Conducts, promotes and coordinates research in all branches of school education and teacher education; r r r r r Collaborates with international organisations and national-level educational institutions of other l Needs such as SC/ ST, Minorities, Girls, Physically Challenged, Pre-service and In-service Teacher Education, Vocational Education, Examination Reforms, Educational Technology, IT Education, Value Education, Environmental Education, Population Education, Popularisation of Science, Guidance and Counselling, identification and nurturance of talent, development of curriculum and instructional material, content and processes of education, etc., in collaboration with states, central and state level educational organisations, and international programmes are formulated based on the educational needs of states, national priorities and commitments, and international NCERT continued to carry out its popular on-going programmes such as Jawaharlal Nehru National Science Exhibition for Children, support to state level science exhibitions, National Talent Search Scheme, National Awards for Innovations in Teacher Education and School Education, National Awards for Best Practices in Vocational Education, Innovative pre-service teacher education and counselling courses, VII All India School Education Survey, VI Survey of Educational Researches and educational transmission through Door Darshan and AIR educational channels ‘Gyan Darshan’ and ‘Gyan Vani’.

The new initiatives undertaken during 2005-06 included development of National Curriculum Framework (NCF) – 2005; Preparation of guidelines, syllabi and textbooks for different subjects of different classes; creation of Department of Languages and Department of Education in Arts and Aesthetics; highlights of programmes proposed for and being carried-out during 2005-06 in different areas of school education are given below: Overview Curriculum Review and Renewal The NCERT undertakes programmes related to research, development, training, extension, international cooperation, publication and dissemination of educational functions in almost all aspects of school education Childhood Care and Education, Universalisation of Elementary Education, Education of Groups with The activities undertaken under review and renewal of National Curriculum Framework for School Education included meetings of National Steering Committee and 21 National Focus Groups, Consultations with the Principals of private schools, Navodaya Vidyalayas, Kendriya Vidyalayas etc; Consultations with States; development of position papers and National Annual Report 2005-06 122 Secondary Education Curriculum Framework 2005 document; Conference of School teachers from Rural Areas; Dissemination of NCF in collaboration with AIPSN and KSSP; Revision of School Syllabi from Primary to Higher Secondary Stage and Meeting with Chairpersons/ Secretaries of Boards of School Education to discuss various dimensions of NCF-2005, commissioning of research studies and critical appraisal of interventions, strategies and approaches emerging from research studies undertaken in the area of teaching learning and teacher training for the education of SC tary Education In the area of Elementary Education, NCERT deals with three focal areas namely, Early Childhood Care and Education (ECCE), Non-Formal Education i.Education Guarantee Scheme and Alternative and Innovative Education (EGS&AIE) and Elementary Education (formal).The studies undertaken included: (i) An exploratory study of good practices of community participation in the context of UEE; (ii) Case studies of innovations for improving retention and learning 123 Annual Report 2005-06 achievement of children; (iii) Status study on the implementation of competency based learning at the primary stage; (iv) Study of factors associated with low retention and achievement among SC Children at primary stage; Impact of training of SC teachers on classroom processes and learning achievement of children at primary stage; A study of problems faced by pupils during transition from primary to upper primary stage; and Investigation into the problems and issues pertaining to the marginalised groups of society in the public material being developed include: Teaching-Learning material in Environmental Studies for class III; New instructional material in Hindi for classes I and III; Mathematics textbooks for classes I and III and a comprehensive Early Childhood Education (ECE) Kit, Course material for Certificate Course in Early Childhood Care and l programmes related to capacity building of Key Resource Persons/Key Functionaries through training and orientation are being organised in the area of ECCE and EGS&AIE in Eastern and North-Eastern other activities undertaken include: Academic Secondary Education To ensure development of cohesive society and achieve national targets of Education for All, NCERT continued to cater to specific educational needs of children from groups with special needs such as SC/ST, Minorities and children with t, monitoring and supervision under SSA, Regional Conferences on Status of implementation of competency based teaching learning at the elementary stage; Publications of Journals of Primary Teachers and Prathmic Shikshak; assessment of the project proposals for MHRD assistance of experimental and innovative programmes for the education at the elementary stage including EGS & AIE, and documentation of information related to pre-primary and elementary education, ion of Groups with Special Needs To ensure development of cohesive society and achieve national targets of Education for All, NCERT continued to cater to specific educational needs of children from groups with special needs such as SC/ST, Minorities and children with main focus is on studying: Load of non-comprehension on tribal children as a result of curricular practices; Review of existing instructional adaptations (general and specific) being used in integrated inclusive classroom; Emerging shape of inclusive classrooms at pre-primary and primary levels; Effectiveness of innovative teaching strategies for promoting inclusive schooling; Causes of inter-district disparities in literacy of SC children of Hindi speaking states with high SC population; Role of Panchayati Raj institutions in promoting education of SC children under developmental activities being undertaken include: Treatise on Policy Perspectives on education of Scheduled Castes in India; Training packages on educational management of minority run institutions; Guide Book for teachers and teacher educators to evaluate children with special needs in inclusive set-up for class III with regard to Environmental studies; A Certificate course through Distance Mode in Teaching Learning in inclusive settings; and Community involvement and participation: A Film for parents of SC capacity building, training/orientation of Key Resource Persons in Science and Technology for modernising Madrasa education at secondary level and tribal schools of NE states are being organised.A Workshop on Multi Lingual Education with special focus on tribal education has also been ion of the Girl Child In the area of Girls Education, studies undertaken include: Implementation of policy provision and curriculum framework on girls’ education in different States and Union Territories; Innovative initiatives to overcome socio-cultural constraints in girls education and capacity building; and Status of government incentive schemes for the enrolment and retention of ST girls in the NE States of es of 35 women have been prepared under women of India series ‘Women in Unconventional Roles’.National consultation on ‘declining sex ratio- concerns and strategies’ followed by sensitisation campaigns and a regional seminar on perception of women teachers in rural areas on problems confronting them are being developmental activities in progress include: A syllabus for the area of Home Science for Senior Secondary level and a Teachers’ Handbook to disseminate salient features from the NCF 2005 on Gender Issues.

A 10-day training programme was organised for 35 teacher educators on Strategies and Initiatives on inclusion and retention of SC Girls in Education ion in Science and Mathematics In the area of Science and Mathematics education, the main focus has been on revision of syllabus and Annual Report 2005-06 124 Secondary Education development of textbooks in Science and Mathematics on the basis of NCF ties are being organised for the 100 years of Physics as a worldwide activity under ‘International Year of Physics-2005’ in the honour of Albert textbooks are being developed in Mathematics for classes VI, IX and XI; Science and Technology VI and IX and Biology, Chemistry and Physics for class rs and laboratory staff of NE Region were oriented in Science and Technology.A training programme was organised under ‘Design, Development and use of Equipment Model: Hands-on Minds-on Experience for Rural Children at NIE Resource Centre for Science and Mathematics education is collecting and classifying print and non-print regular activities of capacity building, National and State-level Science exhibitions, Centre for popularisation of Science, Quarterly journal of ‘School Science’ tion of Science Kits NCERT was involved in the development and production of Science Kits namely Integrated Science Kits (ISK), Primary Science Kits (PSK) and Mini Tool Kit (MTK).It was followed by the training of Teachers and Resource Persons on use of fulfil the mandatory Apprenticeship Act of Government of India, training was also given in the NCERT’s workshop to 9 ITI trainees in different trades during this nmental Education In the area of Environmental Education, a Core Group for monitoring the implementation of Environmental Education in States and UTs has been Core Group, apart from monitoring activities, has also conducted two major workshops involving officials from all States/ UTs of the country as well as representatives from all Boards of the feedback received in workshops and in view of the main points of NCF 2005 and report on Habitat and Learning, an affidavit and prayer is being filed at the Hon’ble Supreme Court for modification of Environmental Education 125 Syllabus including examination pattern king of Environmental Education is in ion in Social Sciences and Commerce In the area of education of Social Sciences and Commerce, the main focus is on preparation of textual and supplementary materials as per the guidelines of NCF textbooks prepared include textbooks in Social Sciences and its Hindi versions for classes VI and IX and textbooks in History, Political Science, Geography, Economics, Sociology, Business Studies and Accountancy for class mentary reading material on aspects of South Asian History is being studies undertaken include: Field studies in Sociology of Education, Study of linkages of school curriculum in the areas of commerce with Business and industry, An indepth study of teachinglearning practices and evaluation procedure in Art Education in different r Handbooks in History, Geography, Political Science, Economics, Sociology, Business Studies (Higher Secondary Stage) are being ical films on sites linked to National Movement for the upper primary and secondary stages are also being al Population Education Project Under the National Population Education Project, a package of materials entitled, Adolescence Education: Life Skills Development, consisting of six booklets: (i) Introduction; (ii) General Framework; (iii) Knowledge Base; (iv) Co-curricular Activities; (v) Questions and Answers; and (vi) Evaluation and Monitoring was Training Programmes on Skill Development in Adolescence Education for State Resource persons of 13 State and Union Territories were work for National Source Book on Population Education was undertaken.A Mid-term Review of the implementation of National Population Education Project was conducted and the feedback was disseminated to concerned national agencies also developed materials, conducted training programmes for Trainers, organised advocacy programmes and conducted co-curricular activities in programmes in progress at National level Secondary Education include: Training Programme on Adolescence Education Programme for Resource Persons drawn from national agencies; One Project Progress Review (PPR) Meeting under Adolescence Education Programme and two Project Progress Review (PPR) Meetings under the National Population Education Project; and publication of Two issues of Population Education States will be organising activities related to material development, advocacy, training, co-curricular activities, research and evaluation and ion in Languages NCERT has set up a separate Department of Languages (DL) on 1st July, is mainly engaged in the development of Curriculum and instructional materials in the area of Languages Hindi, English, Sanskrit and all 35 textbooks and other instructional materials are being published in languages including 13 for teaching of Hindi as first and second language; 10 in English for classes I, III, VI, IX & XI; 4 in Sanskrit for classes VI, IX & XI; and 8 in Urdu for classes I, III, VI, IX & XI.A monograph on ‘Environmental Science in Sanskrit’ has been developed under ‘Preparation of a Source book of Scientific thoughts in Sanskrit literature.

’ A National Seminar is being organised on Munshi Premchand on the occasion of his 125th Birth ional Evaluation In the area of Educational Evaluation, the studies in progress include: A Follow-up study of implementation of School-based Assessment Scheme, Baseline Achievement Survey at the end of class III under SSA; Achievement Survey at the end of Class V; World Education Indicators – A Survey of Primary Schools in India; Development and Tryout of Diagnostic Tests in Languages and Mathematics at Primary Stage; Analysis of the Performance of the students appearing in Public Examinations from Rural ty building in different aspects of educational evaluation such as CCE, error analysis, item writing, paper setting and question paper analysis is continued for various Boards/ agencies.A Conference of Chairpersons of Boards of Secondary Education is being ional Psychology Qualitative improvement in school education through the application of the disciplines of Educational Psychology, Guidance and Counselling is one of the major concerns of Post-Graduate Diploma Courses in Guidance and Counselling continued to be organised in RIEs at Ajmer, Bhopal, Bhubaneswar and Mysore.A six month Diploma Course in Guidance and Counselling 2005-06 (face to face mode) has been launched for inservice teachers/teacher educators guidance of 32 participants seven are from Bhutan, one from Fiji Island and others from Course modules, for international Diploma Course in Guidance and Counselling through Distance/Online Mode in collaboration with COL, are being work related to the development of Psychology Textbook for class XI and its Hindi/Urdu translations is in ng inputs for key resource persons to promote psycho-social development of SC/ST and orientation of Key Personnel in Guidance and Counselling in the North-East are being National Library of Educational and Psychological Tests and Guidance and Counselling Resource Centre are being and Value Education In the area of Peace Education, a six week training course has been organised for school teachers from all over project entitled ‘Evolving School based programme on Peace Education’ is in g activities like Promoting Research and Innovations in Value Education, Journal of Value Education, Updation of Database in Value Education, Enrichment of Reference Library of NRCVE are continued.A special issue of Journal of Value Education on Peace Education is in tancy services are being provided to NGOs and researchers in the area of value er Education In the area of Computer Education, multimedia material is being developed in support of the new National Curriculum Framework and new textbooks using new the study on status of Computer Annual Report 2005-06 126 Secondary Education Education in the schools in India, data is being collected from different national and state -learning modules on ICT for teacher education have been developed and are being finalised for replication and dissemination (on CDs).curriculum, a draft Curriculum has been pment of instructional material for Information Technology: A Vocational Course in Engineering and Technology at plus two stage is being capacity building two Orientation Programmes, one for KRPs (Teacher Educators) from DIETs from North Eastern States and the other for teacher educators belonging to SC/ ST categories were organised on Integration of Information Technology (IT) tools and IT based learning more such programme is being conducted exclusively for teacher educators belonging to ST such programmes one for NIE faculty and two for Administrative/ministerial staff of NCERT for using ICT skills in their day to day work were bilingual web site of NCERT (Hindi/English) has been modified and updated regularly through adding more dynamic faculty member has been provided with an e-mail address carrying the institutional ional Technology In the area of Educational Technology, production of ETV and Audio programmes is important ETV programme series produced include: First Aid; Making of Toys; Software for Children by Children; Mathematics for Secondary classes and Pattron Ke Uttar important series of audio programmes are Ports of India, Gandhiji Ka Ashram, Hamare Mahan Purush, and National Curriculum s have also been designed for ETV series on Health Education, mathematics for senior secondary classes and Science for secondary ops were organised for development of scripts of animation for Children’s programme for Children and under Landscape and Community the EDUSAT network the process of installing terminals at about 90 sites have been CDs of audio and video programmes were prepared and their sale is 127 Annual Report 2005-06 ng programmes are planned for ETV promotion personnel of CIET and SIETs, in puppets in Teaching-Learning for Primary Teachers, Audio Tele Conferencing for ET faculty of DIETs in N-E Region, Audio and Video Tele Conferencing programmes of the NCERT faculty through EDUSAT and in Media Research and Evaluation for DIET faculty of NE ch studies undertaken include: Evaluation Study of the process of Design and Production of Educational Media Programmes and their Effectiveness in Students’ Learning and Status of ET in the Pre-service and Inservice Teacher Education programmes of RIEs and DM al of Children’s Educational Audio – Video Programmes and National Seminar on Educational Technology related work is in ission of ETV programmes on National DD-I and Gyan Darshan Channel and CIET-SIETs coordination is onal Education In the area of Vocational Education, the studies undertaken include: Study of Pedagogy used by USTADs (Master Craftsmen) to train children/ youth in skills in relevant vocations in the informal sector; Management of PTC in +2 Vocational Institutions in Pune Region of Maharashtra; Cost-effecitivity study of +2 level paramedical vocational courses of the states of Delhi, Kerala and Andhra Pradesh; Study of Lokseva Kendra Yojana of Maharashtra – in special context of vocational skills and self-employment; identification of vocational teachers’ Entrepreneurial Competencies in the states of Maharashtra and Tamil Nadu; A study of Early Childhood work force and early childhood environment in Bhopal and Indore cities; and Followup study of +2 level Paramedical vocational courses pass-outs of Andhra instructional material being developed include: Elements of international marketing; Modular packages for certificate programme (level-1 qualification) in Horticulture, Plant protection, Fisheries, Agriculture Engineering, Seed Production Technology; National Vocational Qualifications (NVQ) in Insurance Sector and Office related occupations; Instructional cum practical manuals on Computer Hardware repair and maintenance and Linux; Secondary Education Finalisation of practical manual on basic rural marketing; and Competency based curriculum for +2 level paramedical course entitled ‘Hospital Administration’ capacity building several training and orientation programmes are being organised for vocational teachers/key functionaries in different aspects of vocational r Education In the area of Teacher Education, the studies undertaken include: Study of Professionalism of Rural Primary teachers in changing Socio-economic context; critical appraisal of Research Studies and their implications for teaching learning process, pedagogy and teacher training for education of ST Children; A Comparative Study of pre-service teacher education programmes at secondary stage in India, Sri Lanka, Pakistan and Bangladesh; and Critical analysis of problems related to teaching-learning processes in primary schools and its implication for teacher training through adoption of primary schools located in tribal and reformulation of Pre-service and in-service programmes of RIEs and documentation of innovations conducted by teachers and their practices and personalities are in -service and in-service training programmes, Annual Conference of Directors of SCERTs/SIEs and NCERT awards for innovative practices in teacher education/ school education Regional Institutes of Education at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong continued to undertake Pre-service and Inservice programmes as per needs of the states in their r Handbooks are also been prepared for different mance of Awardees in NTS Examination vis- vis Performance in Secondary Board Examination are in ng Schemes for identification and nurturance of talent of different levels in co-curricular areas like music, art, sports etc.

, at block level and exploring feasibility of reservation of 3 per cent for Physically challenged group in the present NTS Scheme are in ion of Educational Research and Innovation Promotion of educational research continued through ERIC, dissemination of information through publication of IER and IEA Journals, Survey of Educational Researches and Multi-centric studies, IEA January 2005 issue and IER July 2005 issue are being finalised.A National Lecture Series in collaboration with India International Centre has been launched with first lecture by Nayyar, Vice Chancellor, University of Delhi on May 2, Thursday Forum facilitated holding Lecture session including a couple of panel discussions and a few film presentations followed by discussion.A Research Methodology Course (Level I) meant for DIET and SCERT faculty of Andhra Pradesh and a programme on capacity building for Action Research among the practitioners of elementary school in Assam are being organised.A series of workshops are being organised for building Vision of inter-departmental group has been set-up to work out modalities of providing support to the ch support is provided to ERIC funded al Talent Search Educational Survey and Data Processing NCERT continued to identify and nurture talent at the end of class X.

One thousand scholarships are awarded which include 150 scholarships for SC and 75 for ST implementation of NTS Scheme and conduct of Nurturance Programmes for the NTS awardees is entation of a Pilot programme of NTS Scheme for School Dropouts; Organisation of a Seminar-cum-Workshop for Review of National Talent Search Scheme and a study of the Under Seventh All India School Education Survey (7th AISES), the first report “Provisional Statistics” based on Flash Data has been published and released by the Hon’ble Union Minister of MHRD on June 7, tables of ‘Provisional Statistics’ state level reports are made available on ational Cooperation The NCERT continued working as a major agency for Annual Report 2005-06 128 Secondary Education implementing the bilateral Cultural Educational Exchange Programmes (CEEPs) in the field of school education and teacher l members of NCERT faculty were deputed to attend various programmes in other countries under educational exchange or sponsored by International l delegates/educationists from different countries visited NCERT and interacted with the faculty/ authorities including delegations having members from World Bank, China, Singapore, South Africa, Sudan, Sri Lanka, Kenya, Vietnam, Mauritius, Seychelles, Iraq and ation and Dissemination The NCERT is continuing publication of school textbooks, workbooks, supplementary readers, teacher’s guides, exemplar instructional materials in vocational education, research reports/monographs, educational journals, and Children’s books distribution of the NCERT textbooks is being undertaken through a network of 308 wholesale agents all over l Board of Secondary Education The CBSE is an autonomous body working under the aegis of the Ministry of is the second oldest Board of the country set-up in ations Conducted Senior School Certificate Examination (Class XII) 2005 r Duration of Exam: 1st March – 1st April 2005 r r A total of 4,20,240 candidates registered in 2005 for Class XII exam as against 3,93,492 during 2004 showing an increase of approximately 6.

r The pass percentage of regular candidates was 80.99 per cent and that of Private and Patrachar candidates was 37.r The total pass percentage of boys was 73.r Senior School Certificate Examination (Class XII) 2006 r Duration of Exam: 1 March – 8 April 2006 r Secondary School Examination (Class X) 2005 r Duration of Exams: 1 March to 24 March 2005.r Affiliating institutions in and outside the country r r r Updating and designing curriculum There are approximately 8300 schools affiliated with CBSE as on date which include KVs, Government, Independent and JNV schools located in India and 20 other countries of the world.

129 r r 6,05,477 candidates were registered for Class X this year as against 5,68,683 last year showing an increase of approx.r The total pass percentage of regular students was 77.49 per cent and that of Private/Patrachar candidates was 36.Reliable essay writers make the most of every opportunity 2017 nbsp r The total pass percentage of boys was 75.26 per cent as against girls which was 74.

r The main objectives of the CBSE are: r r Duration of Exams: 2nd March to 27th March 2006 Should i order an term paper astrophysics technology 14 days College Freshman double spaced Academic.r The main objectives of the CBSE are: r r Duration of Exams: 2nd March to 27th March 2006.r Secondary Education Highlights of 2005 Examinations Re-scheduled examinations for Tsunami hit areas: In the wake of Tsunami the examinations for the students in affected areas were rescheduled and they were given the option to appear from any part of the country for their practical and theory to order custom research proposal gender studies academic cbe double spaced college sophomore Highlights of 2006 Examinations r From 2006 onwards there will be an internal evaluation in Social Science in Class X.20 marks will be internally assessed and 80 marks will be earmarked for Board’s examinations Jump to Astrophysics technology research proposal buy exclusive academic- Help me do a custom astrophysics technology research paper 10 days nbsp Help me with my engineering laboratoryspaced Zoology thesis buy online academic essay writing assistance on our nbsp 2 Page(s)/550 Words 3.20 marks will be internally assessed and 80 marks will be earmarked for Board’s examinations.

r From 2006 onwards the Board will provide additional 15 minutes as a “cool-off ” time to students to organise themselves before they start writing the answers Curricular Bulletin 184 Kent State University Jump to Astrophysics technology research proposal buy exclusive academic- Help me do a custom astrophysics technology research paper 10 days nbsp Help me with my engineering laboratoryspaced Zoology thesis buy online academic essay writing assistance on our nbsp 2 Page(s)/550 Words 3.r From 2006 onwards the Board will provide additional 15 minutes as a “cool-off ” time to students to organise themselves before they start writing the answers Curricular Bulletin 184 Kent State University.r From 2006 onwards the Board will provide additional 15 minutes as a “cool-off ” time to students to organise themselves before they start writing the is being done to bring a near synchronisation between speed and India Pre-Medical Pre-Dental Exam 2005 The PMT/PDE is conducted by the Board on the directives of the Supreme Court of India Track ID, (Optional- so you can track your orders) /presentation/best-websites-to-write-a-ww2-presentation-a4-british-european-125-pages-34375-words-british-confidentially.r From 2006 onwards the Board will provide additional 15 minutes as a “cool-off ” time to students to organise themselves before they start writing the is being done to bring a near synchronisation between speed and India Pre-Medical Pre-Dental Exam 2005 The PMT/PDE is conducted by the Board on the directives of the Supreme Court of India Track ID, (Optional- so you can track your orders).Order description: * (type your instructions here).

If you have additional files, you will upload them at 'Manage Orders' ! I agree to receive phone calls from you at night in case of India Pre-Medical Pre-Dental Exam 2005 The PMT/PDE is conducted by the Board on the directives of the Supreme Court of 18th Entrance Exam was conducted on 3rd April 2005 at different centres located in the State Capitals and Union Territories Track ID, (Optional- so you can track your orders).Order description: * (type your instructions here).If you have additional files, you will upload them at 'Manage Orders' ! I agree to receive phone calls from you at night in case of 18th Entrance Exam was conducted on 3rd April 2005 at different centres located in the State Capitals and Union Territories.2,31,470 candidates were registered this year out of which 2,10,061 candidates appeared for the results of preliminary examination were declared on 12th April 2005.17,108 candidates, qualified in preliminary examination, appeared in the final examination held on 15th May results of final examinations were declared on 2nd June merit list contained 1654 candidates while 1654 were wait India Pre-Medical Pre-Dental Exam 2006 Preliminary Entrance Exam will be held on 2nd April 2006 and final on 14th May 2006 at different centres located in the State Capitals and Union All India Engineering Entrance Examination 2005 The Fourth All India Engineering/Architecture Entrance Examination (AIEEE) was successfully conducted on 8 th May, 2005 by the Board at 763 examination centres in 87 cities all over the this examination 4,36,048 candidates were registered out of which 3,97,178 candidates l Counselling Board duly constituted by MHRD made allotment of approximately 9,897 seats in 66 institutions including NITs, RECs, Deemed Universities and other Technical All India Engineering Entrance Examination 2006 The Fifth AIEEE will be held on 30th April 2006, for admission to degree level courses in Engineering and Architecture in Central Universities, Deemed Universities, National Institutes of Technology and Institutions in the States/UTs other than those covered by Joint Entrance Examination/State level Entrance Examination for paid or unpaid seats based on the r Navodaya Vidyalaya Selection Test 2005 The selection tests for admission to Class VI in JNVs are conducted by the Board thrice a ry for summer bound schools, April for winter bound schools and September-October for newly established JNVs.

9,91,630 candidates appeared in February/April/June/ July 2005 also conducts the examination for admission to Class year 57,424 candidates appeared in the examination which was held on 12th June Tele-Counselling Like every year, the first phase of CBSE help line started from 1st February to 31st March Seven Principals, trained counsellors from CBSE affiliated Government and private schools and psychologists participated and supervised the network in Delhi and various other cities like Chandigarh, Meerut, Noida, Jaipur, Gurgaon, Faridabad, Indore and CBSE Help line was also operational in Kuwait, Doha-Qatar and Dubai during the same offered counselling through a multi-tier system: r CBSE made a unique effort this time to start telecounselling through Interactive Voice Response Annual Report 2005-06 130 Secondary Education System (IVRS) mode which is the first to be introduced by any board of education in the service was made available on local dial facilities within Delhi and Mumbai for the subscribers of MTNL.r For the first time CBSE collaborated with the leading newspaper Hindustan Times and its Hindi counterpart Dainik Hindustan for one on one questions answers column throughout this period.r r Students and parents could also visit CBSE website for dealing with general anxiety and for information related to examinations at and icon Helpline.r CBSE for the first time developed a working manual on dealing with telephonic queries for the counsellors of CBSE Help age for subjects carefully, comprehend the questions and note down the difficulties and examine the questions in conjunction with the Marking d marking schemes in major subjects in class X and XII were made available in the following subjects: Class XII Commerce Humanities Class X Academic Activities during 2005-06 r Internal Evaluation in Social Science for 20 marks in the Board Examination from March 2006 has been ines to schools covering project work, assignments and formative and summative tests have been prepared and websites to get consumer sciences paper single spaced nbsp r Under a scheme to strengthen Science practicals a separate written paper for 1 hours carrying 20 marks to test practical skills of students has been introduced in Class IX during 2005-2006.A publication giving guidelines and sample question papers for Class IX has been brought out by CBSE.

r Rating scales in various subjects to facilitate teachers in carrying out continuous and comprehensive assessment in a systematic and scientific manner for classes I to V were prepared and circulated to all affiliated schools Best website to get a custom protective services coursework confidentially A4 (British/European) 12 pages / 3300 words 20 days double spaced.r Rating scales in various subjects to facilitate teachers in carrying out continuous and comprehensive assessment in a systematic and scientific manner for classes I to V were prepared and circulated to all affiliated schools.r As per the directive of the Hon’ble Supreme Court of India, Environmental Education has been introduced from Class I – VIII from the current academic syllabus in the subject prepared by NCERT was printed and circulated to all the affiliated schools.A publication providing guidelines to teachers with a variety of activities in Environmental Education upto Class VIII has been brought out by CBSE.r New books in Communicative Sanskrit under the titles Kanika for Class VII and Ritika for Class XI have been produced and published by the have been implemented from the current academic year.

r Japanese language is proposed to be introduced Sample Question Papers The sample papers contain the blue print of question papers along with their marking schemes and question wise gives advantage to the teachers and students to learn about the pattern of question papers and the weightage assigned to different topics, instructional objectives and difficulty sample question papers were prepared in the following subjects during the period under report: Science r from Class VI from 2006-2007 in compliance with the MoU signed between the Government of India and the Government of us and textual materials in the subject are being prepared.A circular has been sent to schools inviting applications for the introduction of Japanese language from Class VI from gic Leadership Training Programme Extra time of 15 minutes for candidates to read the questions and plan their answers at senior and secondary level Board examinations is being given from March ion Course for Principals Enrichment activities carried out by the Board during 2005-2006 Heritage India Quiz The CBSE Heritage India Quiz 2005 was launched in September, 2005 and 700 schools appeared in the written round of the quiz held in 50 centres all over the country and zonal finals commenced on 29th November, National final was held in January, 2006 at New r Training Programmes Extensive teacher training programmes in different venues in the country and abroad were conducted in the following subjects at secondary level: r Education in Life Skills Mathematics The sixth programme in strategic Leadership Training for principals was conducted by the Indian Institute of Management, Ahmedabad in collaboration with CBSE in September course conducted for six days, was attended by 45 principals of affiliated -day induction courses for principals of newly affiliated schools were conducted at Cochin, Jalandhar, Delhi, Lucknow and Bokaro during this 400 principals have benefited from these atics Olympiad National Informatics Olympiad 2005 was conducted in 37 centres all over India.7000 students from 500 schools Indian team participated in the International Olympiad in Informatics at NOW SACZ, Poland in August, team emerged 7th in the overall positions among more than 70 members won two silver and two bronze is conducting this event in collaboration with the Indian Association of Research in Computing Science, Mathematics Olympiad The Board conducted the Group Mathematics Olympiad for 2004-2005 in which more than 2000 students from all over India and abroad students were selected for enrichment camp conducted by faculty members of IIS-Bangalore, IITDelhi, ISI-Delhi and Punjab er Management Education in Disaster Management was extended to Class X in 2005-2006 as an integrated component of the subject of Social l materials under Frontline Curriculum Approach were prepared by CBSE and the English and Hindi versions were published in time for the 2005-2006 academic project funded by the Ministry of Home Affairs and supported by UNDP has so far involved one hundred master have conducted 50 training programmes Annual Report 2005-06 Secondary Education in different parts of the 3500 teachers have been trained so far.A component of Disaster Management education has been integrated with Sociology and Geography subjects in class XI during the current academic year as Frontline course material for this component has been developed by the Board in collaboration with Skills Education in Life Skills was introduced in Class VIII in l material was prepared and published by n Studies Fashion studies as an elective subject has been implemented in Class XII from the current academic me a college powerpoint presentation civil engineering premium proofreading cse us letter size Textual material and guidelines for practical work have been prepared and published by the atics Lab Practical work in Mathematics was introduced in Class IX in ines to teachers on practical work to be done in the Mathematics 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Public Grievances, Cabinet Secretariat on regular basis 1 Jun 2017 - Page 1 of 3.Colorado State University, Lory Student Center, Longs (CSU) public website identifies the official University policy in regard toThe Electrical and Computer Engineering (ECE) Department is one of sal of Public Grievances The cell for the redressal of public grievances was set up in cell constantly monitors public grievances received from different sources and ensures 133 Annual Report 2005-06 timely disposal of public week Wednesday forenoon is observed as ‘Meetingless Day” in the Board’s head office and Regional offices when the public can directly approach senior officers regarding their grievances, if y and quarterly reports on the public grievance are sent to the Ministry and Public Grievances, Cabinet Secretariat on regular to purchase college astrophysics technology coursework apa rewriting 120 pages / 33000 words 14 days 21 complaints in total were received during the year under report and settled in favour of the complainants within a reasonable time ctice Cell Besides the public grievance redressal cell, the public relations unit also monitors malpractice cell, which has been set up under the aegis of MHRD, Government of main objective of the cell is to keep a vigilant watch on educational activities of private organisations and cell monitors misleading advertisement appearing in national, regional dailies and also verifies complaints received from other public sources the period under report 22 cases were received and appropriate action initiated against the schools/ awareness through mass media was generated about the malpractices adopted by such far the following have been identified as fake boards: r Central Board of Higher Education, Vachaspati Bhawan, Uttam Nagar, New Delhi Sitemap Get top rate writing help here at a good price price 2017 awareness through mass media was generated about the malpractices adopted by such far the following have been identified as fake 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r r r Board of Adult Education & Training, Brahmpuri, Nangal Rai, New ation The number of students and institutions has been increasing over the is, therefore, desirable for the CBSE to ensure that education is of approved and comparable quality Sitemap Get top rate writing help here at a good price price 2017 nbsp.r r r Board of Adult Education & Training, Brahmpuri, Nangal Rai, New ation The number of students and institutions has been increasing over the is, therefore, desirable for the CBSE to ensure that education is of approved and comparable Board demonstrates consistent concern for innovation and improvement in quality in CBSE the schools granted affiliation by the board follow the National Curriculum Secondary Education Board appoints study teams to conduct regular academic visits to the total number of affiliated schools as on 31 /homework/ Board demonstrates consistent concern for innovation and improvement in quality in CBSE the schools granted affiliation by the board follow the National Curriculum Secondary Education Board appoints study teams to conduct regular academic visits to the total number of affiliated schools as on 31 Best websites to order a computer science laboratory report Platinum Writing single spaced Should i buy a sociology laboratory report American 30 daysShould i get a custom writing services biological sciences homework business a4 (british/european) 86 pages / 23650 words rewriting; Get college homework help.r r r Board of Adult Education & Training, Brahmpuri, Nangal Rai, New ation The number of students and institutions has been increasing over the is, therefore, desirable for the CBSE to ensure that education is of approved and comparable Board demonstrates consistent concern for innovation and improvement in quality in CBSE the schools granted affiliation by the board follow the National Curriculum Secondary Education Board appoints study teams to conduct regular academic visits to the total number of affiliated schools as on 31 /homework/ Board demonstrates consistent concern for innovation and improvement in quality in CBSE the schools granted affiliation by the board follow the National Curriculum Secondary Education Board appoints study teams to conduct regular academic visits to the total number of affiliated schools as on 31.583 new schools were added over the last al Teacher Awards for CBSE affiliated Schools In the National Teachers Awards, 12 slots used to be reserved for CBSE affiliated this year, the number of awards has been increased from 12 to of two additional awards 1 award is reserved for the teachers working in CBSE affiliated schools in foreign countries and 1 for Physical Education Teachers working in the CBSE affiliated award consists of a merit certificate, a shawl and a cash prize of CBSE Merit Scholarship Schemes The Central Board of Secondary Education has started two, purely merit based scholarships – CBSE Merit Scholarship Scheme for Professional Studies (Medical & Engineering) and CBSE Merit Scholarship Scheme for Under Graduate studies (non-medical and nonengineering).These scholarships are self selective, and the meritorious students of the AIPMT/ AIEEE and Class XII public examinations conducted by the Board from the year 2005 onwards will be automatically considered for Professional Studies (Medical & Engineering) & Under Graduate studies (non-medical and non-engineering) Jump to Best websites to purchase college astrophysics technology- How to write a astrophysics technology research proposal 12 hours standard a4 (british/european) undergrad.

(yrs 3-4) The NSF is scheduled to move its headquarters later this year, and an internal survey suggests that 17% of its 2, scholarships are self selective, and the meritorious students of the AIPMT/ AIEEE and Class XII public examinations conducted by the Board from the year 2005 onwards will be automatically considered for Professional Studies (Medical & Engineering) & Under Graduate studies (non-medical and non-engineering).A total of 500 scholarships per annum (2000 per annum after four years) each of Rs Jump to Best websites to purchase college astrophysics technology- How to write a astrophysics technology research proposal 12 hours standard a4 (british/european) undergrad.(yrs 3-4) The NSF is scheduled to move its headquarters later this year, and an internal survey suggests that 17% of its 2,000.A total of 500 scholarships per annum (2000 per annum after four years) each of Rs.

1000/- per month would be awarded for four years to the candidates pursuing courses in medical and engineering in the institutes participating in the CBSE conducted AIPMT/AIEEE or Central Government controlled/aided addition, 550 scholarships per annum (1650 per annum after three years) each of Rs.

500/- per month would be awarded for three years to the candidates pursuing the non-medical and non-engineering courses in the Central or State Government universities or any other universities recognised by the Girl Child All single girl children appearing in the merit list of AIPMT and pursuing medical courses in institutes participating in AIPMT or in the Central Government controlled or aided institutions will be eligible for rly all single girl children who are in the merit list of AIEEE will be given the scholarship if they are pursuing engineering courses in the institutes participating in AIEEE or in the Central Government controlled or aided Chacha Nehru Sports Scholarship The CBSE organises inter-school sports and games activities under various age groups for its tly it is one of the most organised sports activities at the school level in order to identify, recognise and nurture talent in sports, CBSE has introduced Chacha Nehru Sports Scholarship with immediate will boost the sports activities at school level and buttress the importance of mental and physical health among the , Value & Duration: Fifty (50) scholarships each year for Rs.500/- per month will be awarded to the selected students from Class IX to XII maximum up to four years depending upon their performance in various disciplines of national level sports and games competitions which are currently being organised by the ility: The overall performance and score of the individual at CBSE national level competitions will be the sole criteria for ’s Fees Waiver for Promotion of Girl Child Education The Central Board of Secondary Education has affected changes in the existing Affiliation Bye-laws to promote and safeguard equal opportunities of education to the girl ing to the amendment all the affiliated schools will grant full waiver of fees including tuition fee and other fee except meals and transportation fee from Class VI onward to each girl student who is also single child of the schools on their own can also waive transportation and meal charges, if they, wish Report 2005-06 134 Secondary Education Schools affiliated with CBSE have a choice to implement this decision with immediate effect or from the next academic session beginning April r, schools seeking fresh affiliation with CBSE will have to implement the decision with immediate s have been asked to extend this provision on the basis of affidavit sworn by the r, the parents will have to intimate the school about any change in the single status of the girl child failing which appropriate action will be taken by the school and CBSE may withhold the certificates in case of false information.A quarterly report on fee concession will have to be sent by the schools for September, 2005 quarter -implementation of these provisions will attract necessary action under the Affiliation Bye-laws of the entation of Right to Information Act 2005 in CBSE As per the directions of Ministry of HRD, CBSE has implemented the Right to Information Act 2005 with effect from 12th October Act as per the Gazette of India is made for citizens to secure information under the control of public authorities in order to promote transparency and accountability in their day to day has appointed Public Information Officer (PIO) and Assistant PIOs as group coordinators as per the Information Counter has also been set up in the Public Relations t EDUSAT With the intent of ensuring uniform quality among its heterogeneous clientele and to update the teaching practices, the Board has initiated project “EDUSAT”.The main objective of this will be: r Interactive training session with the principals/ teachers/staff of the schools r r r In the first phase interactive terminals at the Board’s 135 Annual Report 2005-06 Regional Offices will be set up and will target the principals of private schools affiliated with project will be implemented in collaboration with Development and Educational Communication Unit (DECU), Department of Space, Government of al Institute of Open Schooling The National Institute of Open Schooling (NIOS) is an autonomous organisation of the Ministry of Human Resource Development (MHRD), Government of ished in 1989, the NIOS has emerged as the largest open schooling system in the tly during 2005-06, it has about thirteen lakh students on roll at the Secondary and Senior Secondary the last five years, more than five lakh students have passed NIOS has set up a network of five Departments and two Divisions at NIOS Headquarters, 11 Regional Centres; and accredited about 2700 Study Centres for programme delivery through open learning and distance education Regional Centres of NIOS remain in close liaison with the State Open Schools/State Education Departments, the NIOS Study Centres and NIOS s its Study Centres in India, the NIOS has also set up Study Centres in UAE, Kuwait and National Institute Open Schooling (NIOS) has been pursuing its mission of reaching the unreached by providing opportunities for continuing education to those who have missed opportunities to complete school education and developmental education through courses and programmes of general education, life enrichment and vocational education from primary to pre-degree an apex level resource organisation in school education through Distance and Open Learning (ODL) Mode and as a National Board of School Education, the NIOS has been (i) developing curricula and self learning materials, (ii) organising Personal Contact Programme (PCP) at accredited Study Centres for enrolled students, and (iii) examining and certifying them for its school level are being taken to ensure that the NIOS curricula inter alia Secondary Education take care of the physically, mentally and visually challenged g in view the educational needs of its clientele groups, the NIOS has been providing flexibility in selecting academic, prevocational and vocational courses as well as in examinations so that a candidate can learn and proceed according to his/her own Basic Education (OBE) Programme The NIOS is implementing the Open Basic Education (OBE) programme which is being organised at three levels viz., (i) level A equivalent to class III, (ii) level B equivalent to class V, and (iii) level C equivalent to class OBE Programme is being implemented through Zila Saksharta Samities, State, Non-Government Organisations (NGOs), State Open Schools (SOSs) and several other l emphasis is given on community courses of study are broadly based on the minimum levels of learning and have been developed keeping in view the adult subjects under this programme include Hindi, Mathematics, Science, Social Science and Vocational Education course materials of these subjects have been written in self-learning mode, so that these could be easily provides example materials to the Accredited Agencies and sets standards for examination and Certificates are awarded jointly by NIOS and the concerned Accredited Government of India, Ministry of Human Resource Development (MHRD) has requested the State Governments to recognise the OBE Certificates for further studies and number of certificates awarded so far are as given in table below In order to streamline the examination process, the result gazette was finalised and distributed to all OBE results sent by different agencies are examined periodically for joint Rajasthan SLMA, and the Haryana Prathmik Shiksha Parishad Pariyojna (HPSPP) have been recognised as nodal agencies for implementation of OBE programmes of Rajasthan and Haryana States king with the West Bengal State Literacy Mission Authority for equivalency programme for adult neo-literates is being done through ZSS in each the ZSSs of Tamil Nadu are being accredited for OBE Directorate of Continuing and Adult Education, Government of Tamil Nadu have been identified as nodal is has developed a proposal for giving big boost to the Open Basic Education (OBE) programme for adults in the age group 15-35 in collaboration with the National Literacy Mission Government of India, has been envisaged that this programme may be implemented in 100 educationally backward districts each year during the first three proposal envisages close cooperation among NIOS, Union HRD Ministry and Adult Education Agencies in the States for implementation of OBE programme for ion at Secondary and Senior Secondary level At the Secondary and Senior Secondary level, NIOS provides several flexibilities in the choice of subjects, self-paced learning and transfer of credits (marks of passed subjects) from CBSE, CISCE, U.

Board of Number of certificates awarded so far at three levels Target Group Level ‘A’ Secondary Education Secondary Education, Uttaranchal Board of Examinations and the State Open Schools (SOSs).A learner is extended as many as nine chances to appear in public examinations spread over a period of five credits in subjects are accumulated till the learner clears the required credits for learning strategies include learning through printed selfinstructional material, audio listening and viewing video programmes, Personal Contact Programme (PCP) and Tutor Marked Assignments (TMA).The NIOS offers 26 courses in seven mediums for Secondary Examinations and 24 courses in Hindi, English and Urdu mediums for Senior Secondary Examinations The Secondary Course in Malalayam medium was launched during would inter alia enable a sizeable population of Indians, particularly of labourer category, residing in the Gulf Countries to qualify Secondary Examination of NIOS while continuing with their the year 2005-2006 NIOS published 60 lakh books for NIOS students opting different courses at different new Self Instructional Materials (SIM) prepared for Secondary stage during 2002-03 and 2003-04 were prescribed from the year Curriculum of the Senior Secondary stage has been revised keeping in view the new National Curriculum ripts of the Self Instructional Material (SIM) in various subjects are being developed in English SIM in Sociology for Senior Secondary stage, developed earlier, has been updated and reviewed.A new subject, namely, ‘Painting’ at Senior Secondary level has been curricula for four new subjects, namely, Environmental Science, Sanskrit, Business Computing and Web Technology and Networking at Senior Secondary level have been developed and the learning materials in these subjects are also being new Self Instructional Materials for the Senior Secondary stage will be prescribed from the academic session maintenance of the study materials in all the subjects at Secondary and ary levels has been 137 Annual Report 2005-06 done by reviewing and editing the SCERT, Delhi collaborated and helped in the review of study materials in July, curriculum and study materials in Hindustani Music have been development of curriculum in Karnatak Music, learning material is being study materials in all the subjects at Secondary level have been translated into Telugu, Malayalam, Gujarati and Manuals for parents and teachers of learners with visual and hearing impairment are being finalised.A study regarding the needs of the differently abled adolescents under the project “Adolescent Education in Open Schooling System” is in on the materials related to value education developed earlier, an attempt has been made to overtly integrate appropriate values in the language courses at Senior Secondary stage.

A study on the utilisation of Audio and Video materials developed by NIOS has been done.A questionnaire was developed and sent to some of the Study Centres of NIOS in different regions of the Audio-Video Folder has been developed for ready reference of learners, educators and planners.A dozen of Audio and Video materials have been developed as support Operational Guidelines for implementing Grading System at NIOS are being mance analysis in different subjects at Secondary level will be undertaken to identify hard spots and difficult ed material is provided to NIOS student in the form of a half yearly Magazine “Open Learning”.Two issues of the Magazine were brought out during publishes detailed quarterly News issues of the Bulletin are printed regularly and circulated widely to national and state level Education Departments/Organisations, Universities, Training Colleges, DIETs and the constituents of August 2005, NIOS has started bringing out a Monthly Bulletin also for internal revised study material in all the subjects at Senior Secondary will be translated into term Certificate Courses, like Journalism and Mass Communication, Spoken English, Functional Hindi and Secondary Education Inauguration of NIOS Regional Centre by Minister of Human Resource Development Shri Arjun Singh, 19 September 2005 Consumer Awareness, Human Rights and Peace Education, Empowerment of Women etc.A new subject in Public Administration will also be developed during 2006-07, the focus will be on staff development through training of the staff of NIOS and State Open Schools, research in open schooling, National Level competitions and development of multimedia material in different subjects at Secondary and Senior Secondary level for multi-channel delivery of the NIOS programmes through ion of the Differently Abled Learners In the area of Education, of Differently Abled Children steps have been taken (i) to develop a Manual for Teachers and Parents of Visually Impaired learners, (ii) adaptation/ development of Vocational Education materials for Visually Impaired learners for Braille Printing, and (iii) development of a Training Package for orientation of teachers through Teleconferencing to deal with children with encourage greater participation of persons with disabilities especially belonging to economically and socially disadvantaged groups, NIOS does not take tuition fee from the disabled candidates up to the Senior Secondary vocational education courses like Typewriting, Word Processing, Play Centre Management and Hotel Front Office Management for Secondary and Senior Secondary levels have been adapted and printed in Mould Technology, a vocational education course, is being developed for hearing impaired onal Education NIOS offers wide variety of Vocational Education courses in the major areas of Agriculture, Technology, Health and Paramedical, Business and Commerce, Home Science, Computer Science, Teacher Training and other Service duration of about 107 Vocational Education courses presently being offered by NIOS varies from 6 months to 2 the year 2006-07, seven new courses are likely to be include Certificate in Bee Keeping, Certificate in Mushroom Production, Certificate in Jeevan Vigyan, Diploma in Basic Health Annual Report 2005-06 138 Secondary Education Care (Homeopathy).

Hindi version of Certificate in Rural Health for Women (Gram Sakhi) and Certificate in Two–Wheeler addition, revised version of Diploma in Radiography will also be concept of entrepreneurship has been incorporated in all the new vocational courses, so that the pass outs are encouraged to establish their own production/service l video films to support the learning materials of Vocational Education courses during 2006-07 have been is is being given on collaborative ventures in vocational education with ation are being made for NIOSIndustry collaboration through Confederation of Indian Industries (CII).NIOS is in the process of entering into an MoU with IMA for Health and Paramedical Courses and with NCTE for Teacher Education Courses within the framework of Open Vocational Education an NIOS – CII meeting held on 19 December 2005, possibilities of partnership of NIOS with CISCO and Microsoft were explored for conduct of Information Technology related courses.A meeting of NIOS and the Rehabilitation Council of India (RCI) was held on 20 December 2005, to explore possibilities of collaboration for development of courses for differently abled order to widen the reach of Vocational Education programme, the courses are being translated into Hindi a view to cater to the needs of rural youth, short-term (six months) need based courses are being identified and s are being made to develop many new need based Vocational Education courses with the help of established Rural Community Workshops (RCWs).The developmental activities during the year 2006-07 include curriculum development and self-learning materials in several need based courses such as Certificate course in Floriculture, Certificate course in Vermicomposting, Certificate course in Web Page Designing, Certificate course in Store Keeping and Purchasing, Diploma in Management of Children with Learning Difficulties, Certificate course for Plaster Technicians, Diploma course in MLT, and Certificate course in the Rural Community Workshops (RCW) scheme, applications have been invited for setting up new Rural Community Workshops.139 Annual Report 2005-06 NIOS is developing the Curriculum Framework for Open Vocational Education Programme with the help of organisation is in the process of streamlining and strengthening the accreditation process through rigorous screening and National Institute of Open Schooling (NIOS), India, in collaboration with the Commonwealth of Learning (COL), Canada organised an International Conference on Vocational Education and Training (VET) through Open Schooling from 8th to 10th February 2006 at Kovalam, other things, the Conference will examine issues that contribute to quality VET, explore use of ICT for VET, and formulate a road map for development and expansion of VET, through Open ing that there are immense opportunities for human resource development in the fields of agriculture, manufacturing and social services sectors for developing countries, the Conference will deliberate on matters related to VET for youth employment and entrepreneurship equipping learners with appropriate skills for sustainable livelihood, and creation of a pool of technologically qualified human Programmes One of the major activities of the NIOS is to explore the facilities of Educational Technology to the maximum extent possible to make open and distance learning a successful and rewarding and video programmes are significant components of the multichannel package offered by audio/video programmes supplement and complement the other channels of learning i.

, printed self learning materials and personal contact programmes (PCP).NIOS has developed Audio and Video programmes for Open Basic Education, Secondary, Senior Secondary and Vocational Education has produced 242 Video programmes (123 in Hindi, 112 in English and 7 in Urdu language) and 260 Audio audio and video programmes of NIOS are made available to the Study Centres of NIOS all over the country and can be accessed through TV, VCR and Audio Cassette learners are also allowed to take these programmes on loan for a week from their study ary Education During the year 2005-06, 22 video programmes (11 in Hindi version and 11 in English version) were produced, and 14 programmes are under production.50 audio programmes were produced and 20 programmes are under production.100 capsules of video programmes were produced and 30 more capsules are under production for Gyan Darshan and DD-I video programmes are being telecast on National Channel-Doordarshan (DD-1) - every Friday from 5.and on Gyan Darshan channel everyday from 6:30 pm to 7:00 audio programmes are being broadcast on Gyanvani - FM Radio channel-from 8.

A Content Development Workshop for EDUSAT Utilisation was organised in collaboration with DECUISRO.A two day workshop was organised for Script ation of 5250 Audio cassettes/CDs was carried out for HIV, Music and Hindi Open Basic Education Audio is planning to utilise EDUSAT for live interactive sessions, for which the Studio of NIOS will be connected in the first phase with the 11 Regional Centres to facilitate face to face interaction with the Regional Directors, Coordinators, teachers and the second phase, NIOS Studio will be connected in first phase with 100 Study Centres all over the country to enable the learners interact directly with the subject ation The new enrolment in academic courses during 200506 was 2,62, students on roll during the last 5 years are about 13,00, NIOS is the largest open schooling system in the conducts two examinations every year at Secondary and students are given nine chances to complete a course of credits are accumulated for five ts are also allowed the transfer of credit (TOC) facility in maximum up to two subjects from CBSE, CISCE, State Open School results of NIOS examinations are also displayed on its differently abled students are given certain additional examination centres have been directed to make suitable arrangement for seating of physically challenged children in the school premises preferably on the ground extending the facility of TOC for the students of other boards, a meeting in collaboration with COBSE was held with different order to provide face to face learning support to the learners, 30 contact classes called as Personal Contact Programmes (PCPs) per subject for theory and five additional classes for subjects having practical are organised during the 1st year of meaning of PCP in Open and Distance Education System is quite different from the formal classroom PCPs are specially meant for supporting or facilitating the learners and to solve the problems of the learners, which they face in their h PCPs the learners get an opportunity to interact with the tutors as well as the peer NIOS in collaboration with the National Council for Science & Technology Communication, (Department of Science & Technology), Government of India, has taken up a science popularisation project namely ‘National Open Science Congress’ for NIOS project is on the lines of National Children Science Congress organised by DST for formal Project aims at promoting creativity and innovativeness and more particularly the ability of NIOS learners to solve a societal problem experienced locally using scientific is a unique forum for NIOS learners to participate in such year, on an experimental basis this project will cover the learners of 250 identified AIs from all the Regional participating students are required to work on some investigatory projects on the topic of their choice related to the theme of the improving the student support services, it was felt to identify the quality this purpose, a National Workshop was organised to identify the indicators for strengthening the quality of support Annual Report 2005-06 Secondary Education services and to draw out a scheme of categorisation of Accredited Institutions (AIs) of NIOS based on quality quality parameters for Student Support Services will help us to take initiatives to provide effective quality education through Open and Distance Learning (ODL) order to speed up the process and for maintaining transparency in the process of accreditation, initiative has been taken up for development and finalisation of the modalities for providing online registration facility for implementation of it, the interested agencies or institutions will forward their applications meeting of the Departmental Advisory Board (DAB) of Student Support Services (SSS) Department was held to review and examine the activities of SSS Department, suggest strategies for strengthening the effectiveness of SSS Department and draw a plan of action for the year dissemination of information about NIOS, its website is being used website provides updated information about courses and programmes, date sheet of examination, result, students hall tickets, lists of Accredited Institutions and Examination order to strengthen the Student Support Services Programme, NIOS has planned (i) to set up the Study Centres in educationally backward districts, (ii) organising meetings/awareness campaigns at district level in Orissa, Uttar Pradesh, Bihar, Madhya Pradesh and Chhattisgarh, (iii) on line processing of applications for accreditation, (iv) Orientation of the Coordinators and Academic Facilitators of the study centres (v) development of the manual for Tutors conducting Personal Contact Programmes (PCP), (vi) follow up studies of students of NIOS (vii) study of the drop outs from NIOS, and (viii) conducting a project on identification of training needs of the Coordinators and Teachers of the Study Centres.Under the Project on Educational Intervention in Adolescent’s Reproductive and Sexual Health (ARSH), a design and blue print of Interactive Voice Response System (IVRS) is being prepared for wide dissemination 141 Annual Report 2005-06 For dissemination of information about NIOS, its website is being used website provides updated information about courses and programmes, date sheet of examination, result, students hall tickets, lists of Accredited Institutions and Examination covers three main areas, namely, Process of Growing Up, Substance Abuse, HIV/AIDS and Sexually Transmitted Diseases (STDs).Other activities under ARSH project are being n other programmes and activities for augmentation of student support services include (i) correspondence with COBSE and the Boards of School Education for recognition and equivalence of the courses of study of NIOS, (ii) setting up of Science Resource Centres in the National Capital Region (NCR) as a pilot study, (iii) organisation of a conference for evolving quality indicators in the area of students support services, (iv) review and update of data about the study centres, (v) identification and accreditation of new study centres, and (vi) visualising and operationalising strategies for substantial increase of enrolment though publicity and other has visualised the concept of On Demand Examination System (ODES).Under ODES, a candidate can appear in examination at his own choice and preparation in the begin with, ODES is in operation for Secondary stage at NIOS is planning to extend the facility of ODES at other regional centres the period from February to August 2005, 3,361 students Secondary Education appeared under results of ODES were declared during the first week of every month through the NIOS website and .

Should i buy a custom antique literature case study senior platinum 2 nbsp Encouraged by the success of ODES at Senior Secondary level, NIOS is now planning to introduce it at the Senior Secondary this context, items in different subjects are being gave a presentation about its On Demand Examination System (ODES) in the Conference on Digital Learning organised by the Centre for Science, Development and Media Studies (CSDMS) from 18 to 19 October 2005 at New ational Cooperation The Open Schooling Association of the Commonwealth (OSAC), established with financial assistance from the Commonwealth of Learning (COL), and its Secretariat positioned at NIOS New Delhi, functions as a liaising agency for information dissemination, coordination and mutual consultation among member mandate for OSAC is to organise human resource development programmes for functionaries of Open Schools, promote research and development activities and take steps to ensure quality of h periodic meetings, the OSAC provides forums for discussion on issues of mutual interest and NIOS has been collaborating with the Commonwealth of Learning (COL) for quite some time for promotion of Open Schooling in India and in several other developing order to provide a forum across the world for scholarly discussion on concerns and issues in Open Learning/ Open Schooling and disseminating research, theory and practice, including inter-disciplinary studies, the NIOS, as an apex organisation in Open Schooling brings out regularly a half yearly “OSAC Journal of Open Schooling” of international standard since the year issue of the Journal was brought out during the year 2005 and the next issue will be brought out by February-March 2006.A six member Chinese delegation comprising of senior academicians and administrators visited NIOS on 24th August were apprised of the programmes and activities and future perspective of NIOS, New Delhi organised a Commonwealth of Learning (COL) sponsored Institute for thirteen Educators of Bangladesh, Pakistan, Sri Lanka, Ghana and Nigeria from 11th to 22nd September NIOS faculty apprised the participants about the programmes and activities of the Phillips, Education Specialist COL gave highlights of the programmes and activities of participants prepared their Country Reports which were presented in the penultimate participating countries were urged to send information about their innovative programmes for documentation and dissemination by the meanwhile, NIOS brought out the Report of the International Conference for Promotion of Open Schooling organised jointly by COL and NIOS (India).The NIOS (India) is all set to offer Certificate, Advanced Certificate and Diploma Courses in Open an International Workshop on Open School held in Colombo on 18th May 2005, India provided consultancy for developing a perspective of form and role of Open schooling to cater to multiplicity of learning needs beyond the formal system of outcome of the workshop, a comprehensive report was developed which included guidelines and an operational roadmap to set up an Open School in Sri (India) participated in the Asian Round Table on Open and Distance Education organised by the Open University of Sri Lanka in collaboration with the Commonwealth of Learning (COL) from 20th to 22nd May 2005 in the context of attainment of the Millennium Development Goals (MDGs) enunciated by the United (India) stressed the need to identify the partner Institutions and Organisations which can come together for promotion of Open and Distance Learning and adaptation of Information and Communication Technology initiatives at the regional, national and international (India) participated in a two day Meet on “Open and Distance Learning for Enabling Sustainable Development” organised by the Centre for Environmental Education (CEE), Canada from 26th to Annual Report 2005-06 142 Secondary Education 27th May 2005 at the Centre for Environmental Education, other things, a presentation on “Enabling Sustainable Development through Open and Distance Learning NIOS Perspective” was made by the Chairman, ational Conference for Promotion of Open Schooling NIOS in collaboration with the Commonwealth of Learning (COL) organised in January 2005 an International Conference on Promotion of Open Schooling in which delegates from some Commonwealth countries and the Education Secretaries of all the States of India were s issues related to promotion of open schooling in India and in COL countries were discussed in the conference and future plans of action for promotion of open schooling were a direct offshoot of the International Conference, the Rajasthan State Open School was set up as an autonomous and registered body on 21st March, r the Rajasthan Board of Secondary Education had launched the Open School scheme to help those who were not able to stay in the educational mainstream on account of social, economic, geographical and other as a part of a formal Board, the learners studied the same course of study as was prescribed for regular students and had six chances to clear all the six the setting up of State Open School, the flexibilities offered would be many more and the learners can enrol in the Senior Secondary courses king The NIOS is endeavouring to evolve a viable and effective networking with other organisations and institutions connected with and/or engaged in the field of Open Schooling in consultation with the State Education 20th October 2005, a National Conference was organised in collaboration with COBSE to discuss the issues of equivalence and transfer of credits with the State Boards of Education of ersons and representatives from ten State Boards and the Directors from seven State Open 143 Annual Report 2005-06 Schools participated in the participants resolved that NIOS, COBSE and the State Boards would constitute a Committee so that standard and equivalency is of the recommendations made was that the Ministry of Human Resource Development (MHRD) may formulate early a Centrally Sponsored Scheme for Promotion of Open MHRD has asked the National Institute of Open Schooling to draft the Annual Meeting of the State Open Schools was hosted by the National Consortium for Open Schooling (NCOS), on 21st October, 2005 Jump to Write me a college powerpoint presentation civil engineering premium- Need to buy gender studies research proposal confidentially business freshman 25 pages / 6875 words rewriting r Toup to senior secondary stage Should i purchase an research proposal gender studies ASA Academic Platinum NIOS (India) is all set to offer Certificate, Advanced Certificate and Diploma Courses in Open an International Workshop on Open School held in Colombo on 18th May 2005, India provided consultancy for developing a perspective of form and role of Open schooling to cater to multiplicity of learning needs beyond the formal system of outcome of the workshop, a comprehensive report was developed which included guidelines and an operational roadmap to set up an Open School in Sri (India) participated in the Asian Round Table on Open and Distance Education organised by the Open University of Sri Lanka in collaboration with the Commonwealth of Learning (COL) from 20th to 22nd May 2005 in the context of attainment of the Millennium Development Goals (MDGs) enunciated by the United (India) stressed the need to identify the partner Institutions and Organisations which can come together for promotion of Open and Distance Learning and adaptation of Information and Communication Technology initiatives at the regional, national and international (India) participated in a two day Meet on “Open and Distance Learning for Enabling Sustainable Development” organised by the Centre for Environmental Education (CEE), Canada from 26th to Annual Report 2005-06 142 Secondary Education 27th May 2005 at the Centre for Environmental Education, other things, a presentation on “Enabling Sustainable Development through Open and Distance Learning NIOS Perspective” was made by the Chairman, ational Conference for Promotion of Open Schooling NIOS in collaboration with the Commonwealth of Learning (COL) organised in January 2005 an International Conference on Promotion of Open Schooling in which delegates from some Commonwealth countries and the Education Secretaries of all the States of India were s issues related to promotion of open schooling in India and in COL countries were discussed in the conference and future plans of action for promotion of open schooling were a direct offshoot of the International Conference, the Rajasthan State Open School was set up as an autonomous and registered body on 21st March, r the Rajasthan Board of Secondary Education had launched the Open School scheme to help those who were not able to stay in the educational mainstream on account of social, economic, geographical and other as a part of a formal Board, the learners studied the same course of study as was prescribed for regular students and had six chances to clear all the six the setting up of State Open School, the flexibilities offered would be many more and the learners can enrol in the Senior Secondary courses king The NIOS is endeavouring to evolve a viable and effective networking with other organisations and institutions connected with and/or engaged in the field of Open Schooling in consultation with the State Education 20th October 2005, a National Conference was organised in collaboration with COBSE to discuss the issues of equivalence and transfer of credits with the State Boards of Education of ersons and representatives from ten State Boards and the Directors from seven State Open 143 Annual Report 2005-06 Schools participated in the participants resolved that NIOS, COBSE and the State Boards would constitute a Committee so that standard and equivalency is of the recommendations made was that the Ministry of Human Resource Development (MHRD) may formulate early a Centrally Sponsored Scheme for Promotion of Open MHRD has asked the National Institute of Open Schooling to draft the Annual Meeting of the State Open Schools was hosted by the National Consortium for Open Schooling (NCOS), on 21st October, meeting discussed various issues related to promotion of open seven participating State Open Schools agreed to send a set of their printed materials to NIOS to facilitate access to the learning materials for open schooling programmes produced at the state Report of the study titled “Framework and Networking System for Formulation of Educational Programmes, Monitoring of their Implementation and Evaluation in the context of Open Schooling” was brought Draft Framework was disseminated to the State Education Departments, State Open Schools on this Study, steps were taken by NIOS to develop a mechanism for formulation of need based education programmes and their processing through Coordination Committees and Advisory Committees have already been set have been taken to organise the meetings of the Committees for formulation of need based programmes in open information regarding the programmes and activities of NIOS are disseminated through the quarterly News Bulletin “Open Schooling” Four issues of the Bulletin are published every NIOS, as an autonomous apex organisation in Open Schooling, has assumed responsibility of meeting the educational needs of various groups particularly the disadvantaged this endeavour, the NIOS works in collaboration with the MHRD and the State Education Departments and Voluntary ary Education However, the NIOS alone with its limited infrastructure cannot meet all the educational challenges in the area of open schooling/continuing is a need to create a network of apex organisations for open schooling at national and state order to translate this idea into practice, the NIOS has been pursuing with the states for quite some time to set up the State Open Schools (SOSs).Ten States (Andhra Pradesh, Haryana, Jammu and Kashmir, Karnataka, Kerala, Madhya Pradesh, Punjab, Rajasthan, Tamil Nadu, West Bengal) have already set up State Open Schools Best website to write a homework transportation 15 pages / 4125 words Business Standard States (Andhra Pradesh, Haryana, Jammu and Kashmir, Karnataka, Kerala, Madhya Pradesh, Punjab, Rajasthan, Tamil Nadu, West Bengal) have already set up State Open Schools., Assam, Bihar, Chhattisgarh, Gujarat, Maharashtra, Orissa, Uttar Pradesh and Uttaranchal are in the process of doing facilitate cooperation and interaction among NIOS and State Open Schools and other concerned agencies for expansion of activities pertaining to Open Learning system, a National Consortium for Open Schooling (NCOS) has already been established with NIOS as its provides a forum for exchange of ideas and resources among State Open Schools, and other Institutions working in the area of Open Schooling and Distance NCOS inter alia discharges coordination and clearing house functions in the field of 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, Assam, Bihar, Chhattisgarh, Gujarat, Maharashtra, Orissa, Uttar Pradesh and Uttaranchal are in the process of doing facilitate cooperation and interaction among NIOS and State Open Schools and other concerned agencies for expansion of activities pertaining to Open Learning system, a National Consortium for Open Schooling (NCOS) has already been established with NIOS as its provides a forum for exchange of ideas and resources among State Open Schools, and other Institutions working in the area of Open Schooling and Distance NCOS inter alia discharges coordination and clearing house functions in the field of open has envisaged that the open schooling programme should provide seamless access to sustainable and learner-centric quality school education, skill up-gradation and training through open and distance learning mode with focus on human resource development, national integration and global remains in touch with the States in the context of promotion of open its Scheme of Financial Assistance for Promotion of Open Schooling, NIOS provided financial assistance to the tune of Rs best websites to buy a math laboratory report double spaced Standard remains in touch with the States in the context of promotion of open its Scheme of Financial Assistance for Promotion of Open Schooling, NIOS provided financial assistance to the tune of Rs.26 lakh to the States of Punjab, Tamil Nadu, Jammu and Kashmir, West Bengal, and Karnataka during 2002-03 to 2004-05.A National Meet for Promotion of Open Schooling in the States was organised by NIOS in collaboration with the State Open School (SOS), Madhya Pradesh at Bhopal on 6th to 7th August on the deliberations, several recommendations were formulated for promotion of open schooling in t Support Services The success and smooth implementation of the Open Schooling Programme depends on effective student support programme and activities in this regard inter alia include (i) increasing access, (ii) identification and accreditation of good institutions as Study Centers, (iii) organisation of Personal Contact Programme (PCP) at Study Centres, (iv) monitoring of implementation of students support services programmes through Regional Centres and other educational personnel appointed for the order to increase access to the Open Schooling Programmes, NIOS is expanding its Accredited Institutions (AIs)/Study Centres in all States and Union are both in urban and rural this purpose, NIOS remains in touch with the State Education Departments to identify the Government/ State/ Zilla Parishad Schools, and Municipal Corporation Schools for network of the Study Centres is being expanded by accrediting schools under KVS, and NVS, selected schools under CBSE and State Boards of School present there are more than 1,700 AIs for academic is also considering involvement of community to give fillip to the Open Schooling ctwise mapping of the AIs has been undertaken and areas have been identified where there is a need to establish new Study Centres of process of publicity work in the identified areas has started to establish new Study Centres and to admit more and more process of accreditation of the Study Centres for operationalisation of academic and vocational education courses is being done as per norms laid down by the year a new Regional Centre was established at Bhopal to cater to the needs of Madhya Pradesh and Chhattisgarh centre was inaugurated by honourable Union Minister of Human Resource Development on 19th September Regional Centres remain in touch with the State Education Department and other Annual Report 2005-06 144 Secondary Education organisations for identification of education needs requiring inputs from Centres take steps for admission of students though the Study Centres, monitoring of implementation of the Open Schooling Programme at field level, and examination and evaluation of answer NIOS has developed several strategies to help the registered learners to learn well and be Marked Assignments (TMAs) play significant role in learning through open and distance help the learners to know their progress and attainment level and developing regular study order to develop the problem solving skill and power of expression one question in each assignment of all the subjects has been introduced based on an investigatory are reflected separately in the weightage is, however, given for TMA in public TMAs in all subjects, both in Hindi and English mediums, have been developed for the Secondary and ary courses of study and sent to the Study augment the student support services at various study centres across the country, the NIOS has identified and appointed Academic persons identified as Academic Facilitators are academicians and educational have been assigned the responsibility to facilitate functioning of the Study Centres of are required to supervise and guide the conduct of Personal Contact Programme (PCP), oversee the supply of study material to the students, and evaluation of Tutor Marked Assignments (TMA).During 2005-06, more than 150 Academic facilitators were appointed for monitoring and supervision of functioning of the Study order to facilitate functioning of the Study Centres of NIOS, ‘Orientation Programmes for Co-ordinators and Academic Facilators were organised, region-wise during July -August these programmes, procedures of admission and examinations, modus operandi of delivering materials and other matters related to smooth implementation of open Schooling programmes were discussed.145 Annual Report 2005-06 Future Vision The NIOS has visualised that in order to meet (i) the challenge of numbers, (ii) the challenge of credibility, and (iii) the challenge of quality, the Open Schooling System is required to provide appropriate responses to supplement the educational endeavours of the formal system of Open Schooling System has taken roots in National Institute of Open Schooling (NIOS), as the apex organisation in open schooling, has been discharging, for quite some time, its national and international role in open has prepared its Vision Document which provides a framework under which research, development, training, programme delivery, networking, extension and other programmes of NIOS will be in the Vision Document, NIOS is now in the process of preparing its Medium Term Plan (Annual Plan for 2006-07 and XI Five Year Plan 2007-08 to 201112).

Simultaneously, based on the Vision Document, the Major Thrust Areas of NIOS have been formulated for preparation of detailed Plans of begin with, detailed Plans of Action for the Year 2006-07 have been prepared for consideration by the following committees during November 2005 to March 2006.r Advisory Boards of the Departments of NIOS r r Academic Committee The Vision Document envisages that NIOS will act mainly as a Resource Organisation in Open Schooling at national as well as international level with its usual programme delivery State Open Schools (SOSs) in India will assume major responsibility for expansion of open schooling, since the prospective students will prefer opting for regional languages as mediums for their courses of other things, NIOS will provide access to sustainable and learner centric quality school education through Open and Distance Learning (ODL) will also organise capacity building programmes for open Secondary Education schooling functionaries at national and international l Tibetan Schools Administration (CTSA) Central Tibetan Schools Administration was established as an autonomous organisation under Ministry of Education, Government of India, in 1961 and was registered under the Societies Registration Act XXI of 1860 with the objectives to run, manage and assist institutions set up for the Education of Tibetan children living in order to provide Modern Education while preserving and promoting Tibetan culture and heritage, schools were set up at the places of concentration of Tibetan population in sational Set up The CTSA is governed by a governing body having Joint Secretary, Secondary Education, Ministry of HRD, Government of India, as its Ex-Officio Chairman and Financial Advisor, Ministry of HRD, a representative of MEA, Ministry of Home Affairs, and four Representatives of His Holiness, the Dalai Lama, as members with the Director CTSA as the Member Director, CTSA acts as the Principal Executive Officer of the Administration and is responsible for proper functioning of the Administration and Schools under e Committee A committee under the Chairmanship of Financial Advisor, Ministry of HRD, Government of India, consisting of Representatives of Ministry of HRD, Ministry of Home Affairs and His Holiness, the Dalai Lama, scrutinises and recommends the accounts/budget estimates and reviews finance of ic Advisory Committee In order to achieve the target of providing Modern Education to introduce latest approaches/techniques to keep pace with the fast changes in Modern Education at System, the Governing Body of CTSA has constituted an Academic Advisory Committee under the Chairmanship of the Director, CTSA, which includes Representatives from NCERT, KVS, NVS, CBSE and Department of Education of H.) Works Committee In order to monitor construction and maintenance works, a Works Committee has been constituted with Director, CTSA, as Chairman and members from Ministry of Human Resource Development, Kendriya Vidyalaya Sangathan, Delhi and Advisory Committee A local level committee known as the Local Advisory Committee has been set up in each school to monitor and assist in smooth functioning of the consists of the chairman, who is normally the District Magistrate or SDO/ADM of the Tehsil/Taluka/District, and a Vice Chairman, who is the Representative of the Tibetan members include Representatives of PWD/CPWD and of Studies The schools follow the curriculum framed by NCERT at the Secondary and Senior Secondary level and are affiliated to n is taught as second language at Secondary Level and as an elective at the Senior Secondary of instruction at primary level is Tibetan and the syllabus is framed by the Department of Education, Central Tibetan Administration, s Science, Arts and Commerce, CTSA offers Vocational Stream having Stenography, Accounting and s academics, students are given opportunities of participation upto National Level Events in games, sports, scouting and guiding and cultural meets organised by the CBSE, CTSA and respective States and order to promote Tibetan Culture, Tibetan Cultural Meet is organised at the Zonal and National Report 2005-06 Secondary Education Results During the year under reference, the Administration has achieved 93.94 per cent in Class X examination in CBSE Exam 2005 which shows an average improvement of 03.05 per cent, respectively, as compared to the Examinations of CTSA stood first among all the sister organisations like KVS and NVS in class XII results in s and their Level The Administration runs 78 schools including eight Senior Secondary (including six Residential Schools), six Secondary, seven Middle Schools, seven Primary Schools and 42 Pre-Primary addition, CTSA also provides grant to eight schools run by Tibetan tructure Initially most of the schools were opened in the buildings donated by the Government/Non-Government organisations, which are generally being converted into proper school buildings having all amenities viz.

, proper class rooms, labs and playgrounds/hostels and have been 147 Annual Report 2005-06 equipped with modern electric gadgets viz, over head projectors, computers, televisions, VCRs, LCD projectors and other latest teaching-aids also.1,78,74,500 were sanctioned under the plan budget for construction and ts’ Enrolment During the year under reference, the students’ enrolment was 10,000 which includes 6,877 in day schools and 3123 in boarding ties for Post School Education The Administration offers 15 degree-level and five diploma level scholarships to Tibetan Children to pursue higher studies in science, arts engineering and has also got 1 seat in medicine, 7 seats in engineering, 1 seat in pharmacy and 5 seats in diploma courses reserved for the Tibetan Students in different institutions of s these, 4 seats are reserved in the Regional Institutes of Education in B.Secondary Education Budget and Accounts The Administration has approved staff strength of 628 teaching and 239 non-teaching (Total 867) staff out of which 526 teaching and 210 non-teachings were in position as on March 31, Administration is fully financed by the Government of budget estimates for the year 2005-2006 were as follows : Non-Plan : Rs.00 lakh The Government of India has sanctioned two National Awards to two teachers every year for CTSA from the year 2002-03 onwards for their meritorious order to give recognition to the services of meritorious and dedicated teachers and boost the morale of the staff, the Administration also offers four Incentive Awards to teachers and three Incentive Awards to non- teaching staff every Administration has also adopted the scheme of motivating the Indian Staff to acquire proficiency in Tibetan sional Development of Staff In order to keep the knowledge of teaching and nonteaching staff abreast with the latest developments in syllabi and to develop their efficiency, CTSA organises In-Service Courses for the teaching and non-teaching staff the current year, 10 In-Service Courses/Workshops have been organised so far for them and 2-3 more courses are being planned in remaining period of the ng Wing A fully furnished training wing of CTSA has started functioning at CTSA-Headquarters, training wing can also be utilised by other departments of official /private purposes on payment basis and approved rates when it is not being used by Development Fund The Administration has started generating some funds from the financial year 2004-2005 by introducing Development Fund @ Rs.

20/- per head per month from all the students from class 1 to VIII and computer email protected Rs.

20/- from all the students from class IX to XII, except Informatics Practices, and @ Rs.40/- from students having Information Practices as a subject at +2 Programmes In order to improve results of Home and Board Examinations, the Administration will ensure regular supervision of schools and effective special is will be given to In-Service Training material will be prepared and supplied to ies of teaching and non-teaching staff will be will be motivated for better performance and the atmosphere in the schools will be made more congenial for better teaching learning., LCD projectors, computers software and teaching aids have been provided to school for effective teaching and learning 63 Additional Class-Rooms, Resource centres, Boundary walls of 13 schools and 68 quarters for staff will be constructed during the Tenth Five Year Plan besides annual repairs and maintenance and other miscellaneous ation Kendriya Vidyalaya Sangathan (KVS) In order to develop creativity of the staff and the students, CTSA publishes an Annual Trilingual Journal and a Bi-Monthly Newsletter at CTSA headquarters to promote creative talents among the staff and the scheme of Kendriya Vidyalayas was approved by Government of India in November, 1962 to provide uninterrupted education to the wards of transferable Central Government lly, 20 regimental schools were taken over as Central Schools during the Annual Report 2005-06 Secondary Education academic session number has now gone up to 931 including 3 abroad (Kathmandu, Moscow and Tehran).Sector Civil Defence Institutes of Higher learning KVS Administration Minister of Human Resource Development is the exofficio Chairman of Kendriya Vidyalaya Commissioner is the Executive Head of the has 18 Regional Offices, each headed by an Assistant Commissioner who monitors the functioning of all Kendriya Vidyalayas in the are 3 ZIETs (Zonal Institute of Educational Training) each headed by an Assistant 931 Kendriya Vidyalayas are headed by a Principal/Principal Grade – II who manages the functioning of the bution of Kendriya Vidyalayas The distribution of 931 Kendriya Vidyalayas sector-wise is as under: Projects Salient Features of Kendriya Vidyalayas r Kendriya Vidyalayas primarily cater to the educational needs of the wards of transferable Central Government employees.r r r All Kendriya Vidyalayas are affiliated to the Central Board of Secondary Kendriya Vidyalayas of States of Andhra Pradesh and Tamilnadu are also affiliated with State Education Boards at the +2 Kalam, President of India interacting with students of Kendriya Vidyalaya, Manesar during his visit to NSG on 16 October 2004 for the flag presentation ceremony 149 r Teaching of three languages h, Hindi and Sanskrit from Class VI to VIII is classes IX and X, any two of these languages can be it can also be taken as an elective subject at +2 level.

r In case of girls, tuition fee is not charged at girl child is exempted from the payment of all fees.r r The wards of KVS staff r r Children of those Armed Forces employees who were killed/ disabled during the wars of 1962, 1965 and 1971 against China and ions The basic criterion for admission in Class-I in Kendriya Vidyalayas is the transferability of the parent during the last 7 fter, other categories of children to be admitted are of non-transferable Central Government employees, transferable and non- transferable employees of Public Sector Undertakings, State Government transferable employees and wards of the floating population, if seats are available.9,51,841 students are studying in Kendriya Vidyalayas as on -Primary Education KVS has introduced Pre-primary education in Kendriya Vidyalayas on self-financing basis, wherever infrastructure is en of 4 years of age as on 1st April are given s of Study at +2 Stage Kendriya Vidyalayas mainly provide Science, Commerce and Humanities the session 2005-06 three more subjects have been introduced at +2 subjects are:r Multimedia & Web Design * proposed to be given as supplementary grant in the last 5 years in Classes X and Class XII examinations conducted by Central Board of Secondary Education is given in the Table 8.Smart Schools Initially 31 Kendriya Vidyalayas had been identified by the Government of India to be developed as Smart the 31 Kendriya Vidyalayas were sanctioned Rs.25 lacs each to enrich their infrastructure and enhance the quality of education through the optimum use of IT and r, the culture of practice of computer aided education no longer remains the domain of any smart school as KVS has decided to extend this facility to other Kendriya Vidyalayas as a good number of computers and 2-3 computer labs in most of the Kendriya Vidyalayas are functioning ya Vidyalayas are also equipped with LCD projector, OHP and other teaching ned 151 Annual Report 2005-06 efforts are being made to train large number of teachers to enable them to handle and use computers to make their teaching/learning er instructors have also been engaged for the of the Kendriya Vidyalayas having computer labs are having internet connections also to facilitate teaching/ er awareness programme has been planned in Kendriya Vidyalaya Sangathan in a big way and it is expected that by the end of this financial year, pupil-PC ratio will be 20:1.

Training Programmes KVS gives due emphasis to Refresher Courses for all categories of its teachers to update their knowledge, methodology and innovative 2005, training courses organised are given in table 8.Project This project was introduced in 25 KVs initially in which Secondary Education students created their own web pages with articles, poems, stories, interesting pictures, video clips visit websites of other students and exchange useful content is being regulated by the teacher administrator of the getting encouraging feedback, it is planned to extend the project to all Kendriya Vidyalayas having computer labs with internet e In order to implement the project, a two tier training programme for Master Trainers has been organised by trainers from Master trainers, in turn, have trained one teacher administrator from each K.Kendriya Vidyalayas in North East Region Other Activities Other activities like Youth Parliament, Social Science Exhibition-cum-National Integration Camp, KVS Science Exhibition, Scouting & Guiding, Adventure Activities, Games & Sports and Population and Development Education etc., are part of the activities of every Kendriya Project on value education as a pilot project, Strengthening of values through visual and performing arts, students’ exchange programme and strengthening of primary education have been also encourages students to participate in Adventure Activities especially conducted in the Himalayas, rivers and ce and Counselling Kendriya Vidyalayas utilise the services of its teachers, especially of those having undergone the professional training in Guidance and Counselling to help children at times of their social needs and also in selection of their career and social obligations through personality times, services and support of local Guidance & Counselling Institutes are also availed of by Kendriya facilities Kendriya Vidyalaya Sangathan also provides hostel facility to its boys and girls who need Kendriya Vidyalaya Sangathan is basically funded from the non-plan funds of the r, some funds are allotted under plan head budget sanctioned to KVS by the Government of India, Ministry of HRD (Department of Secondary and Higher Education ) under non-plan and plan heads is given in Table 8.Out of 931 Kendriya Vidyalayas of KVS, 86 Kendriya Vidyalayas are functioning in the North Eastern Region with an enrolment of 53,797.

E, Region are regularly inspected and academic programmes are monitored r monitoring of academic programmes coupled with effective remedial measures have improved the academic standard and performance of Kendriya Vidyalayas in the N.As against the All India CBSE Results 2005 for Class X and XII of 74.80 per cent respectively the performance of Kendriya Vidyalayas of N.Region 19 are under Project Sector and out of the remaining 67 K.construction of building has been completed in 34 K.

construction work is continuing and in 02 cases it is under planning 17 Kendriya Vidyalayas land transfer is yet to d in North East Region are concerned an amount of Rs.30 crore under Plan Head has been sanctioned for students are encouraged to participate in all curricular and cocurricular activities of Kendriya Vidyalaya t Details Postal address of Kendriya Vidyalaya Sangathan and telephone numbers are given below: Kendriya Vidyalaya Sangathan 18, Institutional Area Shaheed Jeet Singh Marg New Delhi – 110 016 Fax No.: 26858570 Website : Annual Report 2005-06 152 Secondary Education Navodaya Vidyalaya Samiti (NVS) Objective The Government of India has launched a scheme to establish, on an average, one Jawahar Navodaya Vidyalaya (JNV) in each district in the country, with following objectives: r To provide good quality modern education including a strong component of cultural, values, environment awareness and physical education to talented children in rural areas without regard to their family’s socio-economic to buy gender studies research proposal confidentially business freshman 25 pages / 6875 words rewriting r To ensure that all students of Navodaya Vidyalayas attain a reasonable level of competence in three languages as envisaged in three-language formula.r To serve as focal points for improvement in the quality of school education through sharing of experience and ew Navodaya Vidyalayas are run by the Navodaya Vidyalaya Samiti, an autonomous organisation under the Ministry of Human Resource Development, Department of Secondary and Higher Education Need to buy a research proposal gender studies Junior US Letter Size double spaced 41 pages / 11275 ew Navodaya Vidyalayas are run by the Navodaya Vidyalaya Samiti, an autonomous organisation under the Ministry of Human Resource Development, Department of Secondary and Higher Minister of HRD is the Chairman of the Samiti and the Minister of State HRD (Education) is the erson Jawahar Navodaya Vidyalayas are fully residential, co-educational institutions, providing education up to senior secondary stage Should i purchase an research proposal gender studies ASA Academic Platinum erson Jawahar Navodaya Vidyalayas are fully residential, co-educational institutions, providing education up to senior secondary ion in JNV including boarding and lodging, textbooks, uniform, etc Should i purchase an research proposal gender studies ASA Academic Platinum ion in JNV including boarding and lodging, textbooks, uniform, Scheme started with two experimental schools in 1985 –86 and has now grown to 540 schools covering as many districts in 34 states and Union Territories with more than about 1 .The Scheme started with two experimental schools in 1985 –86 and has now grown to 540 schools covering as many districts in 34 states and Union Territories with more than about 1.

More than 30,000 new students are admitted every ion in JNVs is made at the level of Class VI through a test conducted in the concerned district in which all children who have passed Class V from any of the recognised schools in that district are eligible to test is designed and conducted by the Central Board of Secondary Education (CBSE).Students Profile In keeping with the objectives of providing and forward Girls performing Sambalpuri dance during Annual Day celebration at JNV, Sambalpur, Orissa 153 92.47 looking school system in rural areas, reservation of 75 per cent seats are made to students belonging to rural rly, the scheme also provides a proportionate representation of SC/ST population subject to minimum national addition to this, 33 per cent of the seats are reserved for girl total 1,76,739 students were on the rolls of Jawahar Navodaya Vidyalayas as on 90 Navodaya Vidyalayas are under progress at different uction works in respect of remaining Vidyalayas are not sanctioned, due to nontransfer of land from the respective state 388 Vidyalayas are presently functioning at permanent site, the rest of the Vidyalayas are functioning in temporary accommodation provided by the State Government/ District percentage of students belonging to SC/ST categories, girls and rural areas in the Navodaya Vidyalaya has been found well above national norms (15 per cent SC and 7.5 per cent ST) during the year 200506 (as on 30.2005) as given below: Finance/Budget allocation 12 Rs.

1,00,000/- by the Central Government and subsequent annual contributions received from the member States/Union addition, all the State Working Committees transfer to the Foundation 10 per cent of the collections made on the occasion of Teachers’ Day every present, the Corpus Fund stands at following schemes for the welfare of teachers all over India are being operated by the Foundation: r Financial Assistance for Construction of Shikshak Sadans r r r r Subsidy to Teachers for Academic the above Schemes, an amount of Rs.27 crore has been disbursed to the teachers through the States/ UTs during the Foundation also organises a fund collection drive on the occasion of Teachers’ Day on 5th September each year on all India JNVs nonfunctional Secondary Education in Union Territories Academic and administrative matters in respect of school education of Union Territory is dealt by is mainly relevant in respect of UTs without legislature .The overall affairs of Union Territories including budgetary support falls under the purview of Ministry of Home of creation of posts in schools, matters pertaining to service conditions, amendment to Recruitment Rules, matters needing Presidential approval, etc, are handled by MHRD, Number of schools in UTs as on 30th September 2003 UTs Schools r r To enable students to acquire skills needed for the digital world for higher studies and gainful employment.r To provide an effective learning environment for children with special needs through ICT Scheme of Information and Communication Technology in schools has been formed by merging the earlier schemes of Educational Technology (ET) and Computer Literacy and Studies in Schools (CLASS) and further modifying the scheme became operational in December,2004.r Promote critical thinking and analytical skills by developing self-learning skills of the learner leading to student-centric learning.

r To promote the use of ICT tools in distance education, including the employment of audiovisual medium and satellite-based ‘ICT in schools’ scheme is a window of opportunity to the learners in the schools of India to bridge the digital scheme is not a simple merger of the earlier CLASS and ET Schemes but is a comprehensive and well thought-out initiative to open new vistas of learning and to provide a level-playing field to school students, whether in rural areas or in the metropolitan ICT in School Scheme is not a stand-alone scheme but actively solicits the partnership of States and Union Territories in a mutual endeavour to bridge the heterogeneous proliferation of ICT across different socio-economic and geographic segments in the partnership is manifest in the structure of financing the initiative, in encouraging the development of long-term computer education plans, the setting-up of ‘Smart’ Schools by KVS/NVS in States as technology demonstrators and in providing for supplementing the States’ efforts in these areas with no attempt to supplant the State ents Objectives r To establish an enabling environment to promote the usage of ICT specially in rural al factors of such an enabling environment include widespread availability of access devices, connectivity to the internet and promotion of ICT literacy.r To ensure the availability of quality content on-line and through access devices both in the private sector and by SIETs.157 Annual Report 2005-06 The present scheme has essentially four first one is the partnership with State Governments and Union Territories Administrations’ for providing computer-aided education to secondary and higher secondary Government second is the establishment of ‘Smart’ schools, which shall be technology salisation of computer literacy through the network of KVS and NVS to neighbouring schools is the third fourth components relates to the activities of entation Partners States/UT Governments, State Institutes of Education Technology, Kendriya Vidyalaya Sangathan, Navodaya Vidyalaya Samiti, Government and Government-aided er, financial assistance would also be provided to shortlisted NGOs/Trusts/Societies and companies for software development, teaching tools, designing training models, evaluation, monitoring and other contingent State/UT Governments shall be free to partner with private organisations or integrate it with other similar schemes for implementation of the ‘ICT in Schools’ scheme, including providing for National Council for Teachers Education shall be associated with the scheme in the context of training of teachers in computer-aided Rehabilitation Council of India would play an important role in projects involving Secondary Education introduction of use of technology for the education of children with special ial Parameters Under the CLASS component of the ICT Scheme, the Union Government would provide 75 per cent of financial assistance to State/ balance 25 per cent of funds would be contributed by the State Governments/ scheme also provides for contribution of 25 per cent of funds from the MPLAD scheme in addition or as an alternative to State Government r, in case of special category states, contribution is upto 90 per cent of funds for the State Computer Education scheme provides for greater flexibility to the States would have the option to incur expenditure on the items mentioned in the scheme or any other item like generators preparation of rooms for computers, including civil repairs and cabling and provision of electricity depending upon their needs and resources subject to a overall maximum limit of Central Government’s share would be restricted to the ICT @ Schools Scheme, there is a provision of Rs.00 crore during the current financial year i.00 crore has been released to States and UTs provision for software shall include learning management systems and curriculum-based courseware apart from operating systems and other application and NVS would convert one school per State/UT into a ‘Smart’ school, subject to the availability of funds.

25 lakh would be given per ‘Smart’ school.5 lakh shall be provided as recurring cost which includes maintenance, consumables, internet usage and monitoring ‘Smart’ schools, the emphasis would not only be on the use of information technology but also on the use of skills and values that will be important in this is proposed to provide 40 computers to identified schools.25 lakh per school would be given to KVS/NVS for the KVS and NVS have identified the schools which will be converted into a ‘Smart’ and NVS has established 31 and 33 smart school ya Vidyalayas and Navodaya Vidyalayas would be given funds at the rate of Rs.15,000 per neighbourhood school to impart computer literacy to not more than 10 neighbourhood schools within a radius of 3 to 4 kilometers to cover 8,000 such schools over three course shall be imparted in the local language if such a demand is received from the beneficiary has covered 1264 schools under the Universalisation of Computer financial assistance to SIETs shall be in the project financial assistance would be provided to SIETs on the basis of the project proposals submitted by and Equity On the recommendation of the Working Group on Secondary Education for 10th Five Year Plan, a scheme namely “National Programme for Access with Equity in Schools” has been scheme is for strengthening of Boarding and Hostel Facilities for Girl Students from class VI to the Scheme, financial assistance is being given @ Rs.10,000/- per boarder as recurring expenditure and Rs.

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3,000/- per boarder as non-recurring expenditure to the eligible voluntary being eligible for assistance under this scheme, there should be at least 50 girl students in a hostel studying in classes VI to XII, out of which at least 25 should be in the secondary ance is given for a maximum of 150 inmates in a single ence is given to organisations having girls hostels in educationally backward districts, particularly those predominantly inhabited by SCs/STs and educationally backward minorities.72 crore was granted to 89 voluntary organisations.2006 for assistance to 73 NGOs to run girl Report 2005-06 158 Secondary Education Quality Improvement in Schools (QIS) During the Tenth Five Year Plan, it was decided to introduce a composite centrally sponsored scheme of “Quality Improvement in Schools”, by converging the following five existing schemes of the Department as its components: r Improvement of Science Education in Schools (ISES) Best websites to purchase a essay engineering technologies Harvard Formatting Standard British.2006 for assistance to 73 NGOs to run girl Report 2005-06 158 Secondary Education Quality Improvement in Schools (QIS) During the Tenth Five Year Plan, it was decided to introduce a composite centrally sponsored scheme of “Quality Improvement in Schools”, by converging the following five existing schemes of the Department as its components: r Improvement of Science Education in Schools (ISES).

r r r r International Science Tenth Plan Outlay for this scheme is composite scheme of Quality Improvement in Schools has since been approved by the Government in November, 2005 and the following decisions have been taken: r r It has been decided to transfer the component “Improvement of Science Education in Schools” to the State Governments/Union Territory Administrations as a State Sector Scheme; The other four components, would be transferred to the National Council of Educational Research and Training (NCERT), an autonomous body under the Department of Secondary and Higher Education, for has been decided to delete hostel and other construction activities from the list of items for financing under the component “Introduction of Yoga in Schools”.

The transfer of these components to the NCERT will take effect from 1.

The Planning Commission has been requested to make appropriate allocations to the State Governments/UT Administrations under their respective State plans for the Scheme of Improvement of Science Education in Schools.159 A brief write-up on each of the existing scheme is as under: Improvement of Science Education in Schools To improve the quality of science education and to promote scientific temper, as envisaged in the National Policy on Education, 1986, a Centrally Sponsored Scheme, “Improvement of Science Education in Schools” has been operational since Scheme uses the resource and agency of the State Governments/Union Territories and NonGovernmental Organisations for achievement of these ingly, 100 per cent assistance is provided to the States/Union Territories for provision of science kits to Upper Primary Schools, setting up / up-gradation of science laboratories, library facilities in Secondary / ary Schools and Training of Science and Mathematics Scheme also provides for assistance to voluntary organisations for undertaking innovative projects in the field of Science r, submission of utilisation certificate and final audited accounts duly certified by Chartered Accountant is required to be submitted by every voluntary organisation before considering further 2004-05, only one State has been provided financial assistance to the extent of Rs.37 lakhs, for up-gradation of science laboratories and library in 60 new Schools and training of 60 science teachers rvijayakrishnan.com/thesis/write-me-a-journalism-thesis-3-hours-academic-doctoral.37 lakhs, for up-gradation of science laboratories and library in 60 new Schools and training of 60 science teachers.9 voluntary organisations have also been provided financial assistance to the extent of Rs.76 lakhs for undertaking innovative and experimental nmental Orientation to School Education The National Policy on Education (NPE), 1986 provides that the protection of environment is a value, which, along with certain other values, must form an integral part of curricula at all stages of ionalisation of this noble objective requires that the mind and intellect of the students must be sensitised about the hazards inherent in over-exploiting the Secondary Education bounties of Nature, and to inculcate awareness and respect among them for the basic concepts relating to conservation of Adolescence Education Programme during its VI Country Programme (2003-2007) being implemented by the national this end, a Centrally Sponsored Scheme, “Environmental Orientation to School Education” was initiated in scheme envisages assistance to State Governments /UT Administrations and Voluntary voluntary agencies are assisted for the conduct of experimental and innovative programmes aimed at promoting integration of educational programmes in schools with local environmental scheme envisages grants to States/UTs for various activities including review and development of curricula of various disciplines at primary, upper primary, secondary and senior secondary levels with a view to infusing environmental concepts therein, review and development of textbooks on “Environmental Studies” at primary and upper primary levels; review of strategy for imparting environmental education at upper primary level; development of teaching-learning material and organisation of suitable work experience r, due to lack of interest on the part of various State Governments / UTs, no grants could be released to States / UTs beyond the financial year main objective of the National Population Project since its inception has been to attain the institutionalisation of population education in the school education r, the process of reorientation of elements of population education has been continuing since its inception in order to meet the requirements of the changing perceptions of population a follow up of the changes reflected in the Programme of Action adopted at the International Conference on Population and Development (ICPD) held in Cairo in September 1994, and the National Population Policy 2000, National AIDS prevention and Control Policy 2002 and National Youth Policy 2003, the Project is currently focusing on the integration of the elements of the reconceptualised framework of population aims at attaining the following objectives: During the financial year 2004-05, 12 voluntary organisations have been provided financial assistance to the tune of Rs.

r To institutionalise population education reconceptualised in the context of the formal school education system at all levels; r To develop awareness and positive attitude towards population and development issues leading to responsible behaviour among students and teachers and the community at large; r To create awareness about adolescent reproductive and sexual health including HIV/AIDS and substance (drug) abuse among students, teachers and parents and develop healthy attitude towards sex and members of the opposite sex; and r To contribute to the realisation of India’s demographic, developmental and health goals which affect the overall national development of the al Population Education Project The National Population Education Project (NPEP) was launched in the school education system of India in April was being implemented with the financial support from the United Nations Population Fund (UNFPA) up to was implemented in four phases: the first phase (1980-1985), the second (19861992), the third (1993-1997) and the fourth (19982002).Although NPEP has continued for over two decades, it has been changing its thrusts and strategies substantially after every five view of its achievements and significance, the Government of India decided to continue it in the Tenth Five Year also is supporting one of its components known Agencies involved in the Implementation of the Project The Ministry of Human Resource Development (MHRD), Government of India is the Executing Agency of the National Council of Educational Research and Training (NCERT) is coordinating the implementation of the Project which Annual Report 2005-06 160 Secondary Education is being implemented in 30 States and Union Territories by State Councils of Educational Research and Training/ State Institutes of Education on behalf of their respective Departments of agencies such as National AIDS Control Organisation (NACO), and non-government organisations are involved in relevant project activities at national and state cence Education Programme, a component of NPEP supported by UNFPA is implemented by six key national organisations working in the school education sector, National Council of Educational Research and Training (NCERT), Council of Boards of School Education in India(COBSE), National Institute of Open Schooling (NIOS), Central Board of Secondary Education (CBSE), Kendriya Vidyalaya Sangathan (KVS) and Navodaya Vidyalaya Samiti (NVS).for upscaling the existing Project as Adolescence Education Programme with the support of United Nations Population Fund (UNFPA).r UNFPA Sponsored ‘International Poster Contest 2004’ was organised during May-November than 10,000 entries from all parts of the country were received and evaluated to select 12 National level winners, three in each of the four age categories.r Three Project Progress Review Meetings – one for the national agencies and two for State implementing agencies – were organised.

r Other National Agencies r Since the Adolescence Education Programme supported by UNFPA was initiated in October 2004, the national agencies created necessary infrastructure facilities and undertook initial activities for launching the Programme in their respective organisations.r Advocacy for Chairpersons of State Boards and content analysis of Syllabi, textbooks and question papers of terminal examinations was conducted by curricula and study materials of secondary stage was content analyzed by NVS and KVS developed materials and organised Training programmes for Master ements of NPEP during 2004-05 The following activities related to different components of the Project at national and state levels were conducted: National Level r The material entitled ‘Adolescence Education in Schools: Package of Basic Materials’ was revised and the draft was prepared for its review; r One Training Programme for the Resource Persons drawn from the National Implementing Agencies and two Training Programmes on Skill Development in Adolescence Education for State Resource Persons drawn from 18 States were conducted.r r One National Consultation Meet for Chairman and other senior officials of State Boards of various States of India was organised in January 2005 in collaboration with the Council of Boards of School Education in India (COBSE).A Study on Content Analysis of new NCERT Syllabi and Textbooks from the point of view of population education and adolescence education was conducted.A Supplementary Project Document was prepared 161 State Level r r States organised 147 advocacy programmes and about forty thousand educational administrators, opinion leaders, media persons and parents participated.

r r State Population Education Cells organised cocurricular activities in about 3500 schools of 97 selected conducted 29 evaluation Secondary Education studies, published 73 titles and brought out 48 mimeographed ements/likely achievements for the year 2005-06 National Level r r In view of the new developments at national and international levels, a Package of Materials, Adolescence Education: Life Skills Development, was has six booklets: (i) Introduction; (ii) General Framework; (iii) Knowledge Base; (iv) Co-curricular Activities; (v) Questions and Answers; and (vi) Evaluation and training programmes on skill development in Adolescence Education for State Resource Persons of 13 State and Union Territories were organised.r r A mid-term review of the implementation of National Population Education Project was conducted and the feedback was disseminated to concerned agencies.r Other National agencies developed materials, conducted training programmes for trainers, organised advocacy programmes and conducted co-curricular activities in schools.r Training programme on Adolescence Education Programme for resource persons drawn from National agencies.r One Project Progress Review (PPR) meeting under Adolescence Education Programme and two Project Progress Review (PPR) meeting under National Population Education Project.

r State Level r Publications The following publications were brought out at the national level: r Adolescence Education in Schools: General Framework (Mimeograph) r r r r r Population Education Bulleting (Half-yearly) Introduction of Yoga in Schools A Centrally Sponsored Scheme for Promotion of Yoga in Schools was launched in scheme aimed at giving financial assistance to States/UTs/ scheme provides for central assistance for expenditure on training of teachers, building up infrastructure i.hostel building for yoga trainees and furnishing grant and upgrading library has now been decided that hostel and other construction activities would be deleted from the list of items for financing under this scheme is being implemented through the concerned Education Departments of the States/ UTs and Non-Governmental Ministry of Finance had advised that the Department should make efforts to introduce yoga as a subject in the school has been given due place in the New Curriculum Framework brought out by 4000 teachers have been trained since the inception of the scheme out of which about 1800 teachers have been trained during 10th Plan the financial year 2004-05, 5 Voluntary organisations have been provided financial assistance Annual Report 2005-06 162 Secondary Education to the tune of Rs.00 lakh has been provided to Kaivalyadhama SMYM Samiti, Lonavla under 255 teachers have been trained during the to voluntary organisations are released only after the receipt of UCs/ Final Accounts towards utilisation of funds previously released for the purpose for which the grant was ational Science Olympiads With a view to identifying and nurturing talent in Mathematics, Physics, Chemistry and Biology at school level, the International Mathematical Olympiad (IMO), International Physics Olympiad (IPhO), International Chemistry Olympiad (IChO) and International Biology Olympiad (IBO) is held every has been participating in these Olympiads since 1989, 1998, 1999 and 2000 participating country is required to send a team comprising not more than 6 secondary student contestants to IMO, 5 secondary student contestant at IPhO, 4 contestant student contestants to IChO and 4student contestant to IBO apart from a Team Leader and a Deputy Team 2002 Indian team is also participating in International Olympiad in per the existing financial pattern, the host country pays for the boarding and lodging and transportation of teams during their stay in the host country; while the International travel cost is borne by the participating Indian teams in the last Olympiads were jointly sponsored by the Department of Secondary and Higher Education and the National Board for Higher Mathematics (NBHM) / Homi Bhabha Centre for Science Education (HBCSE)/ Bangalore Association for Science Education (BASE)/Indian Association for Research in Computing Science (IARCS) and Central Board of Secondary Education (CBSE).The cost of international travel is paid by the Department of Secondary and Higher Education while all other expenses on selection of students, internal travel, incidental expenses etc.163 Annual Report 2005-06 At IChO-2005 held at Taipei, Taiwan during July 2005, the Indian Team won 3 Silver and 1 Bronze IPhO-2005 held at Salamanca, Spain during July 2005, the Indian Team won 2 Gold, 2 Silver and 1 Bronze IBO-2005 held at Beijing, China during July, 2005, the Indian Team won 1 Gold and 3 Bronze IMO-2005 held at Merida, Mexico in July 2005, the Indian team won 1 Silver and 1 Bronze medals and 3 Honorable had also participated in International Olympiad in Informatics (IOI-2005) held in Nowy Sacz, Poland during August cence Education Programme An intensive partnership between Department of Secondary and Higher Education and the National AIDS Control Organisation has paved new ground in mainstreaming HIV prevention across different the rising epidemic and the urgent need to implement a multisectoral solution, Shri Arjun Singh, the Hon’ble Minister of Human Resource Development (MHRD) in Government of India took the initiative to With a view to identifying and nurturing talent in Mathematics, Physics, Chemistry and Biology at school level, the International Mathematical Olympiad (IMO), International Physics Olympiad (IPhO), International Chemistry Olympiad (IChO) and International Biology Olympiad (IBO) is held every has been participating in these Olympiads since 1989, 1998, 1999 and 2000 ary Education convene an Inter-Ministerial meeting in October 2004 with Ministers and Secretaries of eight different Ministries.

A holistic multisectoral strategy for addressing AIDS was agreed to at the meeting, in line with the international experience that AIDS is a multisectoral problem and not merely a health coverage of out-of-school learners through the Alternate Innovative Education Schemes (AIES) of SSA and other adult education schemes.r Responsibilities were assigned to various nodal and partner organisations like the National Council for Teacher Education (NCTE), National Council of Educational Research & Training (NCERT), Council of Boards of Secondary Education (COBSE), Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya Samiti (NVS), Central Tibetan School Authority (CTSA), National Literacy Mission (NLM) and the National Institute of Open Schooling (NIOS) and each organisation was asked to develop their own activity-wise Action Plans with specific outcomes and timeframes in tandem with the National Action Plan.r Education being a matter in the Concurrent List of the Constitution of India, responsibility for this rests with both the Central and State to order an coursework protective services 100% plagiarism-free standard 11 days double spaced bluebook A major share of the school system is with 28 States and 7 Union Territories.A consultative process was initiated with them to develop corresponding State and UT Action Plans, while incorporating their concerns and accommodating the demands of contextualising the intervention to State/UT – specific needs and supporting such modifications technically or financially through MHRD, NACO and UNICEF.How to purchase astrophysics technology term paper us letter size academic 24 hours formatting r A series of Regional Workshops were planned jointly by MHRD, NACO and UNICEF at Patna, Kolkata, Chandigarh, Dehradun, Delhi, Mumbai, Chennai and Guwahati (March-May, 2005) to have in-depth sharing of views with the State/UT Departments of Education, State Councils of Education Research & Training (SCERTs), State/ UT Boards of Education and State AIDS Control Societies (SACSs) of all 35 States/UTs and to help finalise the State/UT Action Plans Jump to Who can do a homework transportation 63 pages / 17325 words- Book editing online food ordering system thesis services 2000 word free sample edit of your Best websites to order collegeorder;Online custom writing service;Essay editing service vancouver - do free book editing services my coursework uk;You.

r A series of Regional Workshops were planned jointly by MHRD, NACO and UNICEF at Patna, Kolkata, Chandigarh, Dehradun, Delhi, Mumbai, Chennai and Guwahati (March-May, 2005) to have in-depth sharing of views with the State/UT Departments of Education, State Councils of Education Research & Training (SCERTs), State/ UT Boards of Education and State AIDS Control Societies (SACSs) of all 35 States/UTs and to help finalise the State/UT Action Plans.r In pursuance of the above initiatives, training resources for co-curricular activities were readied in the form of a Toolkit developed by DoE (MHRD), NACO with UNICEF 7 days ago - How to purchase a human rights powerpoint presentation single nbsp Interfaces with Other Disciplines • Innovative Applications of OR Papers24 hours a4 (british/european) single spaced 21 pages / 5775 words; How to purchase college agricultural technology research paper cse nbsp; Best website to.r In pursuance of the above initiatives, training resources for co-curricular activities were readied in the form of a Toolkit developed by DoE (MHRD), NACO with UNICEF.A Common Minimum Framework was developed by NCERT as This meeting resulted in accelerating the ongoing partnership between Department of Education and National AIDS Control Organisation (NACO) to break new ground in HIV prevention components of the acceleration include: r r A review of the ongoing efforts in the area of Adolescence & Life Skills Education with the close cooperation of NACO and UNICEF, with a view to harmonise approaches and support scaled ms reviewed were the School AIDS Education Programme (SAEP), the Scheme on Co-curricular Activities on Skill Development in Adolescence Education (CASDAE) under the National Population Education Programme (NPEP), the Adolescent Reproductive & Sexual Health (ARSH) Project, and the HIV/AIDS components of the National Framework on Teacher l agencies involved: the National AIDS Control Organisation (NACO), the National Council of Educational Research & Training (NCERT), the Council of Boards of Secondary Education (COBSE), the United Nations Fund for Population Activities (UNFPA), United Nations Children’s Fund (UNICEF), and the National Council for Teacher Education (NCTE) Where to order a custom protective services research proposal platinum cbe Rangel|The two get on well and agree to meet again best websites to order custom geography coursework British one hour US Letter twoIt was certified platinum in the UK, and quadruple platinum in the US.A Common Minimum Framework was developed by NCERT as This meeting resulted in accelerating the ongoing partnership between Department of Education and National AIDS Control Organisation (NACO) to break new ground in HIV prevention components of the acceleration include: r r A review of the ongoing efforts in the area of Adolescence & Life Skills Education with the close cooperation of NACO and UNICEF, with a view to harmonise approaches and support scaled ms reviewed were the School AIDS Education Programme (SAEP), the Scheme on Co-curricular Activities on Skill Development in Adolescence Education (CASDAE) under the National Population Education Programme (NPEP), the Adolescent Reproductive & Sexual Health (ARSH) Project, and the HIV/AIDS components of the National Framework on Teacher l agencies involved: the National AIDS Control Organisation (NACO), the National Council of Educational Research & Training (NCERT), the Council of Boards of Secondary Education (COBSE), the United Nations Fund for Population Activities (UNFPA), United Nations Children’s Fund (UNICEF), and the National Council for Teacher Education (NCTE) Best website to buy an intellectual property thesis single spaced 58 nbsp.

A Common Minimum Framework was developed by NCERT as This meeting resulted in accelerating the ongoing partnership between Department of Education and National AIDS Control Organisation (NACO) to break new ground in HIV prevention components of the acceleration include: r r A review of the ongoing efforts in the area of Adolescence & Life Skills Education with the close cooperation of NACO and UNICEF, with a view to harmonise approaches and support scaled ms reviewed were the School AIDS Education Programme (SAEP), the Scheme on Co-curricular Activities on Skill Development in Adolescence Education (CASDAE) under the National Population Education Programme (NPEP), the Adolescent Reproductive & Sexual Health (ARSH) Project, and the HIV/AIDS components of the National Framework on Teacher l agencies involved: the National AIDS Control Organisation (NACO), the National Council of Educational Research & Training (NCERT), the Council of Boards of Secondary Education (COBSE), the United Nations Fund for Population Activities (UNFPA), United Nations Children’s Fund (UNICEF), and the National Council for Teacher Education (NCTE).Development of a detailed National Education Action Plan for integration of HIV prevention Action Plan outlined specific outcomes and timeframes for scaling up the School AIDS Education Programme for co-curricular activities in classes IX-XII to 100 per cent of the schools across by the end of 2005 and for meeting substantial targets in terms of the other pillars of the Adolescence Education, oration in education policy, pre-service / in-service teacher education / training, incorporation in curriculum, Annual Report 2005-06 Secondary Education part of Scheme on Co-curricular Activities on Skill Development in Adolescence Education (CASDAE) under curricular activities, training resource and common Minimum Framework was developed by NCERT as part of the Scheme of Content on Adolescence teacher education, a revised National Framework on Teacher Education was finalised and this covers pre-service and in-service education of teacher and teacher educators.A National Core Committee has since been constituted under the Chairmanship of Secretary (S&HE) in November terms of reference of the Committee is indicated below: i need to buy a custom administrative law thesis Business MLA Undergrad it management.A National Core Committee has since been constituted under the Chairmanship of Secretary (S&HE) in November terms of reference of the Committee is indicated below: i need to buy a custom administrative law thesis Business MLA Undergrad.A National Core Committee has since been constituted under the Chairmanship of Secretary (S&HE) in November terms of reference of the Committee is indicated below: i.

To review the overall progress in implementation of the NAP from time to time To lay guidelines for the implementation arrangement of the NAP identify areas for coordination amongst various Departments/Ministries/Agencies involved and give suggestions to the implementing ated Education for the Disabled Children (IEDC) The Centrally Sponsored Scheme of Integrated Education for Disabled Children (IEDC) was launched in 1974 by the then Department of Social Welfare and was later transferred to the Department of Education in Scheme provides educational opportunities for disabled children in common schools to facilitate their integration and ultimate retention in the general school scheme is being implemented through the Education Departments of State Governments and UT Administrations as well as through Non-Governmental the Scheme of IEDC, 100 per cent assistance is being provided under various components for education of children suffering from mild to moderate disabilities in common components include educational aids, assistive equipment, salaries for special teachers and facilities for children with disability.165 Annual Report 2005-06 Against the actual allocation of Rs.10 crore during the 9th Five Year Plan based on annual allocation for the five years (1997-98 to 2001-2002), an amount of Rs.42 per cent of the total actual allocation of Rs.2002 co-terminus with the end of 9th Five Year physical target front as against the 9th Five year Plan projection of coverage of 90,000 children, a total of 1,34,380 children were already the end of the financial year 2005, a total of approximately 2 lakhs disabled children have been covered in nearly 85,000 total budgetary provision during the 10th Five year plan is Rs.

200 crore and during the year 200506, Rs.45 crore has been allocated for the implementation of the Scheme of Minister for Human Resource Development made a policy statement in the Rajya Sabha on 21st March, 2005 committing the Government to providing education through mainstream schools to children with disabilities in accordance with the provisions of the Persons with Disabilities Act, pursuance of this Statement, MHRD has initiated steps to revise the existing scheme of proposed revisions seek to modify existing physical and financial parameters and teaching methodologies to meet the needs of children with special ranging consultation with stake -holders has been done to develop the details of the proposed revised scheme.A detailed Action Plan has also been proposed for translation of this statement into specific points of activity in each of the identified sectors of pre school, elementary, secondary and higher al Awards to Teachers Instituted in 1958, the National Awards to Teachers are given away by the President of India on the 5th September (Teachers Day) every year to give public recognition to meritorious teachers working in primary, middle and secondary are 356 awards out of which 20 awards are reserved for Sanskrit, Persian and Arabic State and Union Territory has an earmarked quota based on the number of Secondary Education Presentation of National Award to Teachers by President Kalam, 5 September 2005 Scheme also covers teachers of the schools affiliated to CBSE including teachers of independent affiliated schools situated abroad, ICSCE, Sainik School, KVS, NVS, CTSA and schools run by the Atomic energy Education the year 2001, 33 ‘Special Awards’ have been earmarked to teachers promoting integrated integrated and inclusive education in schools for children with teachers of following categories will be considered for award: r Teachers with disabilities working in regular schools.r Special teachers or trained general teachers who may have done outstanding work for Inclusive selection is made by a State level Selection Committee presided over by Director (Education) with a nominee of the Union Government as a Committee’s recommendations are forwarded by the State Government / Central Awards Committee in respect of teachers recommended by organisation in order of Government of India makes the final selection on the basis of award carries a medal, a certificate and expenses of the awardee teacher and accompanying family member is borne by the 2004, 306 teachers were given the National includes 80 female teachers, 6 Sanskrit teachers, 2 teachers from Arabic/Persian schools and 6 teachers from schools practising inclusive education for the Annual Report 2005-06 T he University Grants Commission is a statutory organisation established by an act of parliament in 1956 for the coordination, determination and maintenance of standards of university serves as a coordinating body between the Union and state governments and Institutions of higher s the role of providing grants to universities and colleges, it also advises Central and State Governments on the measures which are necessary for the development of Higher functions from New Delhi as well as its six Regional Offices located in Bangalore, Bhopal, Guwahati, Hyderabad, Kolkata and l Development of Universities and Colleges The University Grants Commission has been providing financial assistance for the development of universities and colleges, by making budgetary plan provision for various programmes during different plans including Tenth assistance to Central and a few deemed universities, and colleges affiliated to Delhi and Banaras Hindu University is being provided both for development under the Plan and for maintenance under the Non-plan, while only development assistance is provided to state universities and their affiliated colleges under the Tenth plan period (2002 – 2007), general development assistance to universities is being provided based on the outlays determined by the -third of the outlay is based on the performance of the individual objective of Development Assistance programme is to improve the infrastructure and basic facilities in universities and colleges so as to achieve at least the thresh hold level qualitative the Tenth plan, emphasis is laid on reducing disparities by supporting universities located in backward areas and underdeveloped Regions and also to increase the access and equity for marginalised groups and the weaker section of the programme, the UGC is assisting each eligible university for personnel (both teaching and non- Annual Report 2005-06 University and Higher Education teaching/technical), equipment for laboratories, special office equipment and modern teaching aids and for the repair of major equipment, books and journals, buildings, campus development, health centre, student amenities l Universities Two universities bad University and Manipur University became Central Universities during the financial year 2005-06, bringing the number of Central Universities to en of these are being given maintenance and development grant by and Central Agricultural University, Imphal are being assisted by the Union Ministry of Human Resource Development and the Ministry of Agriculture, 2004-05, the UGC made available an amount of Rs.

71 crore by way of development assistance to Central 2005-06, (as on 31-12-2005) the UGC provided an amount of Rs.

60 crore to meet the maintenance expenditure and Rs.50 crore as development assistance to Central Universities As per section 12(B) of the UGC Act, State Universities established after 17th June, 1972 shall not be eligible to receive any grant from the Central Government, UGC or any other Organisation receiving funds from the Government of India, unless the Commission satisfies itself as per the prescribed norms and procedures, that such a university is fit to receive present, there are 215 State of which, the UGC has been making budgetary plan allocation for only 113 state universities, excluding medical and agricultural r, the other state universities, technical universities, agricultural universities having engineering and technology departments, are also benefiting from the UGC in the form of special pment grants including grants under special schemes are being provided to all eligible state universities in order to 169 Annual Report 2005-06 facilitate the procurement, augmentation and upgradation of infrastructural facilities that are not normally available to universities from the State government or other bodies supporting them, so as to achieve the threshold level besides, bringing about qualitative the third and mid year of the Tenth plan, plan grants amounting to Rs.47 crore were provided to 119 state universities for the purpose of general 2005-06, (as on 31-12-2005) plan grants amounting to Rs.67 crore were provided to 54 state universities for development to be Universities Section 3 of the UGC Act provides that an institution of higher education, other than universities, can be declared as an institution deemed to be institutions enjoy the academic status and privileges of a present, there are 100 deemed to be universities including 9 institutions which have been conferred deemed to be university status during the financial year 2005-2006, (as on 31-122005) 12 Deemed Universities have been provided nonplan assistance amounting to Rs.15 crore and 19 Deemed Universities have been provided plan grants amounting to es During the Tenth Plan, the University Grants Commission has also been supporting, eligible colleges for the development of under graduate and post graduate education.

r for strengthening basic infrastructure and other requirements like books and journals, scientific equipment, staff, campus development, teaching aids etc., which are needed for proper instruction.r r for Colleges situated in the backward / rural / hilly areas with a view to removing or reducing disparities and regional achieve the above objectives, the UGC released an amount of Rs.47 crore to state colleges and also an University and Higher Education amount of Rs.65 crore to Delhi Colleges under various plan schemes or programmes during 2004-05.

00 crore to Delhi University colleges, Rs.38 crore to constituent colleges of Banaras Hindu University and Rs.52 crore to University College of Medical Sciences, Delhi were released during financial year the year 2005-06, (as on 31-12-2005) maintenance grants amounting to Rs.79 crore to 53 Colleges of Delhi University and Rs.38 crore to four constituent Colleges of Banaras Hindu University were released by the gned Grant Financial assistance is given to teachers/research students, under this scheme for participating in conferences, holding seminars and symposia, publication of research work and for appointment of Visiting Professors / objective is to improve the quality and standard of education, to promote research potential amongst the teaching fraternity and to give them wider exposure in academic and research fields, the quantum of financial assistance is decided based on the faculty strength of the the year 2004-05, an amount of Rs.

83 crore was made available to 48 eligible state the year 2005-06, an amount of Rs.36 crore has been released till uction of Women’s Hostels Financial support is provided to universities and colleges for the construction of women’s hostels to bring about gender equity in access to higher education and also to increase mobility of women by creating safe assistance is on cent per cent basis subject to enrolment of the financial year 2004-05, an amount of the year 2005-2006, (as on 31-12-2005) the UGC released pment Grants to Engineering and Technical Universities The University Grants Commission has been providing development grants to six Technical Universities and 27 Central / State / Deemed to be Universities having Engineering Departments for staff, building, equipment and books and journals mous Colleges For improving the quality of undergraduate education, Colleges are identified and provided academic freedom and operative target is to make 10 per cent of eligible colleges autonomous by the end of the Tenth present, there are 214 autonomous colleges spread over 47 universities of thirteen 2004-05, the UGC and its Regional Offices provided grants to the tune of Care Centres in Universities The UGC has introduced this scheme to provide Day Care facilities on payment basis at Universities for children of around three months to six years, of age, when their parents (University employees / students ) are at objective of the scheme is to help the women and working parents for pursuing their academic or other career with the the scheme, a one time lump-sum amount of Rs.00 lakhs is provided to the eligible grant should be utilised for acquiring essential day care centre is not run for profit by any individual or scheme is operative for a plan period only.00 lakhs was given to one Central and 10 state 2005-06, (as on 31-12-2005) an amount of Rs.27 crore was released towards Day Care Centres in tructure for Women Students, Teachers and Non-teaching Staff in Universities The objective of the scheme is to provide assistance for creating and strengthening infrastructure for women students, teachers and non-teaching staff members in Universities.

00 lakhs as a one time grant (in the plan period) is provided to a University for creation and upgradation Annual Report 2005-06 170 University and Higher Education of als have been invited from eligible universities for financial support under this scheme.00 lakhs was paid to one Central and six state mmes for Enhancing Access and Equity Adult & Continuing Education To discharge the responsibility of the nation-wide programme of eradication of illiteracy, the UGC has been implementing a programme of Adult and Continuing Education by envisaging three approaches viz.r The continuing education programme should be targeted towards those who have had the benefit of university education but need to return, either for updating knowledge or skills or acquiring new skills.Order first class writing assistance on our website at an affordable nbsp Should i purchase a custom civil engineering powerpoint presentation originality premium writing 7 days a4 (british/european) r The Adult, Continuing & Extension Education should include programmes of training a short term nature aimed at various groups who do not normally enter the university to get a coursework astrophysics technology writing platinum 47 pages / 12925 words a4 (british/european) r Community outreach activities should include the responsibility to reach out to society, whether it be specific disadvantaged groups or the organisation or schools or a geographical the programme, the Commission provides financial support to the centres or departments of adult education in universities for both their activities and programmes and for salary of the staff working therein.68 lakhs was released to the departments of adult ion of Yoga Education and Practice and Positive Health in Universities The aim of the scheme is to assist the Universities in setting up of Yoga Education and Practice Centres in their campuses for which they may identify and involve one of the eminent Yoga Institutions in the ance is provided to the universities for recurring expenditure incurred on managing the Yoga Centre 14 Aug 2012 - HUMAN RESOURCES - J Jump to Need to buy an anthropology lab report a4 british european nbsp - Where to find custom writing assistance transportation law case nbsp Buy custom college lab report writing essay agentsto get college anatomy homework Platinum American Undergraduate Writing from also want adequate accessibility,.

68 lakhs was released to the departments of adult ion of Yoga Education and Practice and Positive Health in Universities The aim of the scheme is to assist the Universities in setting up of Yoga Education and Practice Centres in their campuses for which they may identify and involve one of the eminent Yoga Institutions in the ance is provided to the universities for recurring expenditure incurred on managing the Yoga Centre 14 Aug 2012 - HUMAN RESOURCES - J Need to get an coursework astrophysics technology no plagiarism British single spaced A4 (British/European) Platinum.68 lakhs was released to the departments of adult ion of Yoga Education and Practice and Positive Health in Universities The aim of the scheme is to assist the Universities in setting up of Yoga Education and Practice Centres in their campuses for which they may identify and involve one of the eminent Yoga Institutions in the ance is provided to the universities for recurring expenditure incurred on managing the Yoga Centre 14 Aug 2012 - HUMAN RESOURCES - J.Adopt resolution regarding County office hours and days of operation.2The parties agree to comply with the terms and conditions of the following exhibits which are by this reference made a part of the.68 lakhs was released to the departments of adult ion of Yoga Education and Practice and Positive Health in Universities The aim of the scheme is to assist the Universities in setting up of Yoga Education and Practice Centres in their campuses for which they may identify and involve one of the eminent Yoga Institutions in the ance is provided to the universities for recurring expenditure incurred on managing the Yoga Centre Need to buy custom statistics homework American College Freshman A4 (British/European).

2017|Help me with an statistics homework 111 pages / 30525 words Platinum A4 (British/European) 100% plagiarism-free.2017|Write me a college statistics homework American CBE Academic plagiarism-free /dissertation/best-website-to-get-an-world-war-ii-dissertation-writing-from-scratch-platinum-a4-british-european-originality.2017|Write me a college statistics homework American CBE Academic plagiarism-free.68 lakhs was released to the departments of adult ion of Yoga Education and Practice and Positive Health in Universities The aim of the scheme is to assist the Universities in setting up of Yoga Education and Practice Centres in their campuses for which they may identify and involve one of the eminent Yoga Institutions in the ance is provided to the universities for recurring expenditure incurred on managing the Yoga Centre.171 Annual Report 2005-06 The Commission has, so far, approved 64 Universities for establishment of Yoga the year 2004-05, the UGC provided grants to the extent of Rs.

43 crore as admissible honorarium for the Yoga Centres for their on going the year 2005-06, an amount of Rs.09 crore was released to the universities under the scheme of Yoga Education and Practice & Positive l Studies on Social Thinkers and Leaders To acquaint teachers and students in universities with the thoughts and actions of great thinkers and social leaders and to involve them in research studies, the UGC has been providing cent per cent financial assistance to universities on selective basis for setting up and running the centres on special studies on social thinkers and far, the UGC has set up centres in 25 universities/colleges during X Plan (8 Gandhian Studies Centres, 7 Buddhist Studies Centres, 6 Ambedkar Studies Centres and 4 Sri Aurobindo Studies Centres).The tenure of these centres is co-terminus with the plan period.96 crore was released to these studies centers.69 crore was released during period 2005-2006 on this ion of Women and Family Studies The scheme envisages assistance to Universities for setting up Women Studies Centres in Universities to undertake research, develop curricula and organise training, extension work in the area of gender equity, academic self-reliance, girls education, population issues, human rights and exploitation activities are expected to contribute not only to social awareness and change but also to academic UGC has, so far, set up Women Studies Centres in 34 Universities.

80 crore was provided to these Centres for carrying out their activities/programmes and salary of project staff appointed on contractual s, the UGC has also requested the Universities to set up a permanent cell to Combat Sexual Harassment of women in the University Campuses as per the directions of the Supreme Court of 2005-2006 an University and Higher Education amount of Rs.53 crore was paid to these centres for carrying out their activities on programmes and salary of project as to provide a stronger foundation for further academic work.r To strengthen their knowledge, skills and attitudes in the subjects where quantitative and qualitative techniques and laboratory work are involved.r To improve the overall performance of these students in the Rights and Duties Education To make teachers and students in universities and colleges aware of the Human Rights and Duties Education, the Commission has been making available financial assistance to universities and colleges for introduction of postgraduate, undergraduate, diploma and certificate courses in Human Rights and Duties Education as well as for holding seminars, symposia and workshops on Human Rights and Duties the fiscal year 2004-05, the Expert Committee selected 75 proposals out of 151 received and recommended an amount of ingly, the UGC released an amount of Rs.09 lakhs to universities and colleges for their the year 2005-2006, the Commission has released ishment of Scheduled Caste and Scheduled Tribe Cells in Universities The main objective of the scheme is to ensure effective implementation and the monitoring of the reservation policy for Scheduled Castes and Scheduled Tribes and also programmes of the Government of India and UGC in Universities and attain this objective, the UGC has been financially supporting the Universities to establish Scheduled Caste and Scheduled Tribe far, 120 cells have been established in various al Coaching for SC/ST students in Universities and Colleges In order to contribute towards social equity and socioeconomic mobility of the underprivileged sections of the society, the Commission introduced Remedial Coaching Scheme at UG/PG level in main objectives of the scheme are: r To improve the academic skills and linguistic proficiency of the students in various subjects.

r To raise the level of comprehension of basic subjects Remedial Coaching in Colleges / Universities also covers pre-entrance examination / tests for admission to Medical and Engineering ty is being given to regular teaching tenure of assistance to Universities and Colleges is five financial year 2004-05, 11 universities and 63 colleges have been selected to impart remedial coaching for SC/ ST.70 crore was released to those Universities and Colleges, which have implemented the the financial year 2005-06, an amount of Rs.72 crore was paid to the universities and colleges for imparting remedial coaching for weaker sections of the society particularly SC/ the year 20052006, an amount of Rs.72 crore was paid to the universities and colleges for imparting remedial coaching for weaker sections of the society particularly SC/ al Coaching Classes for Disadvantaged Minority Groups The objective of the scheme is to impart remedial coaching to students belonging to disadvantaged minority groups so as to enable them to compete in various competitive examinations, to secure admissions in professional courses, to become self-reliant and organise orientation programme for Directors of the Coaching Centres so that professional approach can be introduced in the coaching of on 31 st March, 2005, as many as 131 Coaching Centres have been functioning in various Universities and the financial year 2004-05, an amount of Rs.

05 crore was released to Universities and Colleges for running these coaching centres for disadvantaged minority groups.

14 crore was released to these coaching Report 2005-06 172 University and Higher Education Facilities for Differently Abled Persons With the aim of catering to the needs of persons with their disabilities in the Higher Education system, the UGC has been operating two schemes namely Teachers Preparation in Special Education (TEPSE) and Higher Education for Persons with Special Needs (HEPSN) for the differently abled main objective of the scheme is to develop courses for special teachers and counsellors and also to provide facilities in various forms for differently abled UGC has, so far, identified and approved 10 Colleges and Universities under the TEPSE and 19 Colleges and Universities under the scheme of the HEPSN for financial support.54 crore was paid to 9 institutions under the HEPSN and 6 institutions under the l Development Grants to Universities and Colleges in Backward Areas The scheme’s objective is to focus attention on Universities and Colleges located in Backward Areas and to improve infrastructure, to achieve optimum teaching equity and access at least to the threshold will enable the universities to evolve a level where they are able to introduce innovations in academics and meet challenges of globalisation of Higher eligible Universities which are under section 12(B) of the UGC Act, 1956 and physically located in backward areas identified by the Planning Commission will be provided upto Rs.00 lakhs as one time additional grant over and above the Tenth plan allocation made to purpose of focus and funding to these universities located in backward areas is to remove or reduce, to the extent possible, the disparity between the Universities situated in Metropolitan Cities, Urban and Semi-urban areas and the Universities located in backward accordance with the guidelines of the scheme, the UGC has released grants to the extent of Rs.88 crore respectively to Universities and Colleges during the year 2005-2006, (as on 3112-2005) a grant of Rs.45 crore was provided as special development grants for 17 universities and 404 colleges located in backwards areas.

173 Annual Report 2005-06 Special Development Grants to Young Universities and Colleges The basic objective of the scheme is to create basic and bare minimum infrastructure and to improve or expand the existing infrastructure of Young Universities and Colleges so as to enable them to attract more students and teachers and to help introduce new Universities and Colleges which have been included under section 12(B) of UGC Act, 1956 from Eighth Plan onwards are eligible to receive grants from eligible Universities and Colleges will get assistance as a one time additional grant over and above the Tenth Plan allocation upto a maximum of Rs.00 crore for augmenting or improving or expanding their physical grant provided can be utilised exclusively for creating infrastructural facilities of a capital nature such as library, hostels, staff quarters, class rooms, laboratories, canteens, auditorium, guest houses, play ground 2004-05, the UGC has released grants to the extent of Rs.31 crore respectively to Universities and the year 2005-2006, (as on 31-12-2005) an amount of Rs.30 crore was released as special development grants for 4 young universities and 263 ion of Socially Relevant Education Programmes Career Oriented Programme The objective of the scheme is to ensure that the graduates who pass out have knowledge, skills and aptitudes for gainful employment in wage sector in general and self-employment in particular so as to reduce the pressure on Master courses will run parallel to the conventional courses offered by the institutions should be of interdisciplinary assistance to an institution selected under this scheme would be to the tune of Rs.00 lakhs as one time ‘Seed Money’ for five years in Humanities and Commerce Streams and colleges are to opt for a minimum of three courses in each is left to the universities and University and Higher Education experiences with their peers and learn from each is a forum for keeping abreast with the latest advances in the subjects, technological spin off, improve and maintain standards of teaching in universities and colleges, the UGC has established 51 Academic Staff Colleges during X colleges are conducting specially designed Orientation Programmes of 4 weeks duration for newly appointed teachers and Refresher Courses of 3 week duration for in-service es to identify their own ‘Need Based’ Career Oriented inter disciplinary UGC has selected 228 colleges and 2 Deemed to be universities for Career Oriented courses to be started from the academic year the financial year 2004-05, an amount of Rs.

07 crore was paid to the selected the financial year 2005-06, an amount of Rs.88 crore was allocated for the scheme and the entire amount was released to various universities ad ic Staff Colleges To improve and maintain standards of teaching in universities and colleges, the UGC has established 51 Academic Staff Colleges during X colleges are conducting specially designed Orientation Programmes of 4 weeks duration for newly appointed teachers and Refresher Courses of 3 week duration for in-service ation Programmes are intended to inculcate in young lecturers the quality of self-reliance through awareness of the social, intellectual and moral environment as well as to discover self-potential and Refresher Course provides opportunities for serving teachers to exchange Besides 51 Academic Staff Colleges, the UGC has also identified 84 universities and specialised institutions as UGC-Refresher Course Centres (UGC-RCC) across the country to run Refresher courses to cater to the needs of all the eligible the beginning of the academic year 2005-06, 260 Programmes (221 Orientation Programmes + 39 Workshops) and 917 Refresher Courses have been approved and allocated to the 51 ASC and 84 universities identified as Refresher Course Centres(RCCs).During the third year of the Tenth plan, an amount of Rs.68 crore was made available to these Academic Staff Colleges/RCCs for conducting various Orientation Programmes and Refresher Courses for teachers through out the year as per the schedule of each Academic Staff the year 2005-2006, (as on 31-12-2005) the Commission released funds to the tune of ational Cooperation Travel Grant The Commission has been providing financial support to college teachers, Vice-Chancellors and the Commission Members for presenting their research papers in International Conferences abroad for enriching their knowledge for further research and for providing an opportunity to learn working mechanism and techniques / good practices followed in higher education sector of the host assistance is available for them once in three college teachers, assistance is limited to 50 per cent of the admissible expenditure and for Vice-Chancellors and UGC Members, it is on cent per cent the year 2004-05, an amount of Rs.00 crore was made available to 211 college teachers, 6 ViceChancellors and one Commission , the University Grants Commission is providing travel grant, on cent per cent basis, to enable the university/college teachers to collect source material and availing of assistance is given to those scholars only Annual Report 2005-06 174 University and Higher Education who have received an assurance for maintenance at least for a period of two months from a recognised university / institute 2005-06 the approval of the UGC was given to 220 college teachers and 4 Vice-Chancellors based on the recommendations of the Expert Committee and also an amount of Rs.

46 crore released under the scheme during the year Studies Programme The Commission is providing financial assistance to 39 centres identified as Area Study Centres in 25 Universities for undertaking studies relating to Social, Economic, Political and Cultural Affairs of a given area and for developing inter-disciplinary research and teaching within a comparative frame focus is on such countries and the regions with which India has had close and direct the mid year of Tenth plan, an amount of Rs.06 crore was made available to 28 Studies the financial year 2005-06, an amount of Rs.85 crore was released to Universities where Area Studies Centres are al Exchange Programmes The University Grants Commission, on behalf of the Government of India, is implementing the Bilateral Exchange Programmes between India and other countries connected with University 2004-05, such programmes have been in operation with 23 countries and Educational Exchange Programmes with 11 2004-05, the UGC hosted the visit of 26 foreign scholars from various countries and 42 Indian scholars were deputed n delegations from Australia, Myanmar, Ethiopia , Bhutan and Finland visited UGC during Indo-Tec Mauritius Agreement, the UGC has nominated five Indian Scholars to visit Mauritian scholars also visited the collaborative exchange programme, there is a provision for exchange of foreign language teachers at the Master’s or Research 2004-05, 22 foreign language teachers have been appointed in various Indian Universities.175 Annual Report 2005-06 Under the programme of Exchange of Social Scientists, 7 Indian Scholars have been nominated by the Commission for the year 2004-05 to visit French Scholars also visited the programme of SAARC Fellowships/ Scholarships, 26 Fellowships and 40 Scholarships are available to the SAARC member sending country meets international airfare and the receiving side makes all the arrangements regarding admission and the payments of allowances 2004-05, the UGC has nominated four Indian scholars for MBBS course in Tribhuvan University, the programme of Commonwealth Academic Staff Fellowships, the UGC coordinates with the Association of Commonwealth Universities (ACU) in United Kingdom and makes nominations for the award of Commonwealth Academic Staff Fellowships to enable promising faculty members in Indian universities and colleges to do research work at the Universities / Institutions in the United 2004-05, 80 teachers have been of 80, 25 Scholars have finally been selected by the Association of Commonwealth Commission has also nominated 14 Indian Scholars under Commonwealth Split-site of which, eight candidates have been accepted by the Commonwealth Scholarship Indian scholars have been nominated by the Commission under Indo-Finnish Government Scholarship, which offers scholarship for Postgraduate studies, Research and Teaching at a Higher Education Institution or Public Research Institute in two scholars have successfully completed their visit.28 lakhs (excluding establishment expenditure) was incurred under these 2005-06 the Commission released a grant of Rs.

39 crore under various Cultural Exchange ng and Research in Inter-disciplinary and Emerging Areas The programme is to support the specialised courses at University and Higher Education undergraduate and postgraduate level including PG Diploma in Interdisciplinary and Emerging Areas and to accommodate brilliant ideas and innovative proposals to influence teaching, research, academic excellence, societal growth and relevant activities in various disciplines which meet educational, national and global financial assistance is on cent per cent is provided for most essential and critical requirement of laboratory equipment, contingency, staff starting the courses in interdisciplinary and emerging limit of the financial assistance will be Rs.00 lakhs for both non-recurring and recurring items in addition to staff on actual duration of the programme is upto the end of Tenth plan period UGC may also consider additional grants for maintenance of the equipment (5 per cent of equipment cost) and also to meet overhead charges (10 per cent of the total allocation or Rs.13 crore was paid to University Departments for conducting these courses in Inter- disciplinary and Emerging mmes for Promotion of Quality and Excellence r The target for identifying universities and colleges would be 5-15 universities and 100-150 colleges respectively during Tenth plan period by giving weightage to factors like geographic region, urban and rural areas, backward region, women colleges and SC/ eligibility criteria for Universities and Colleges is a follows: Universities r r Should have at least 25 per cent of the existing PG departments being identified by the UGC under SAP /ASIST / Innovation Programmes.r r r Potential for evolving an effective academic and management system that can serve, in general, as a model for recognising the university system in the fication of Universities and Colleges with Potential for Excellence The main objectives of the programme are : r To strengthen the academic and physical infrastructure for achieving excellence in teaching, research and outreach programmes.r r To enhance the quality of the learning process and teaching at the undergraduate and postgraduate levels with the help of flexible credit based modular system.

r r r To achieve excellence in education, training and research to face the challenge of es r r r r Every college should work out and submit a plan of action for the Tenth plan period upper limit of financial assistance for universities is Colleges, the grant may vary from Commission has already identified five universities namely, Pune, Hyderabad, Madras, Jadavpur and JNU and granted the status of universities with potential for , 12 more universities have been identified as centres of excellence in a particular Report 2005-06 176 University and Higher Education In accordance with the new guidelines for Tenth plan period, the UGC has invited proposals from universities and colleges for identification of potential universities and colleges for the status of the first phase of identification, 47 colleges have been selected against the 155 slots.70 crore to colleges respectively was 2005-2006, financial support to the tune of Rs.00 crore was provided to the universities and released Rs.75 crore to 47 colleges during INFONET Programme In order to provide relevant and quality education with enhanced access and quality, the UGC has launched a mega programme namely, UGC-INFONET, a network of Indian Universities and Colleges by integrating Information and Communication Technology and the process of teaching, learning and education network will be run and managed by ERNET ation for Library Network (INFLIBNET), an autonomous Inter-University Centre of UGC is the nodal agency for coordination and 177 Annual Report 2005-06 facilitation of the linkage between ERNET and Universities and far, 144 universities have been connected the financial year 2004-05, a total grant of Rs.75 crore was released to universities and of Higher Education The main objective of the programme is to evolve a policy to promote free flow of students from other nations to India and will help the universities to expand their activities outside India and also to export Indian education this purpose, a Standing Committee has been constituted based on the interim report submitted by an Expert Committee, to work out the operative mechanism for export of Higher Committee submitted its report wherein it recommended various operative mechanisms for promotion of Committee submitted its report wherein it recommended various operative mechanisms for promotion of Indian Higher sity and Higher Education Digital Repository of Research and Teaching Material The University Grants Commission has initiated a programme to provide electronic access over the Internet to scholarly literature in all areas of learning to the University Sector in programme is fully funded by the Universities which come under the UGC’s purview will be members of the programme, and it will gradually be extended to colleges as programme will be coordinated and executed by Information and Library Net work (INFLIBNET) Centre, to various E-Journals will formally begin on January 1, programme is a cornerstone of the UGC-INFONET effort, which aims at addressing the teaching, learning, research, connectivity and governance requirements of the programme aims at covering all fields of learning of relevance to Universities including Arts, Humanities and Social Sciences, Physical and Chemical Sciences, Life Sciences, Computer Sciences, Mathematics and Statistics.

50 crore was made available under the programme to the INFLIBNET al Education Testing (NET) for Teaching and Research The University Grants Commission conducts a National Level Tests for Lecturership Eligibility and Junior Research Fellowships (JRFs) to ensure minimum standards for the entrants in the teaching profession and research in Universities and test for Science subjects is conducted by the CSIR jointly with tests are conducted twice in a year, generally, in the months of June and UGC has allocated a number of Fellowships to the Universities for the candidates who qualify the test for tly, these tests are being conducted in 81 subjects at 65 Centres spread across the country and six centres University Grants Commission also grants accreditation to various states to conduct State Level Eligibility Test for lecturership candidates who clear a SLET are eligible for lectureship all over far, 18 states have been given accreditation for the SLET examinations scheduled in or after June 2002, the qualified candidates shall be eligible to apply for the post of lecturer only in the Universities / Colleges belonging to the state from where they have cleared their SLET the UGC-NET exam held in December, 2004 at 65 centres across the country, 0.Out of which, 3951 candidates were declared eligible for lecturership and in all 460 for Junior Research the year 2004-05, an expenditure of Rs.35 crore was incurred excluding establishment expenditure for conducting these national level ives for Resource Mobilisation In order to revive our tradition to support Higher Education and to encourage the participation of society in the development of Universities, the Commission evolved a scheme entitled “Incentives for Resource Mobilisation”.The objectives of the scheme are: r To encourage universities to mobilise resources by participation / contribution of society in their development.r r To encourage Universities to provide consultancy ON PAYMENT BASIS not only to the industries but to the government and other bodies and society at large on vital issues of national importance.

r To provide incentives to the Universities which involve society in their developmental l Universities, Deemed to be Universities which are receiving plan and non-plan grants from UGC and Inter-University Centres established by the UGC are eligible to receive grant and they will also be target contribution of the UGC will be upto the extent of 25 per cent of the contribution received by the University, subject to a maximum of Report 2005-06 178 University and Higher Education During the financial year 2004-05, the UGC supported 15 State/Deemed Universities to the extent of the year 2005-2006, the UGC paid Rs.51 crore to universities as an incentives share of the research in various educational disciplines including allied me write an research proposal gender studies 148 pages / 40700 words platinum single spaced undergraduate r Programme to be relevant to societal needs and have society and industry interaction.r To make research a catalyst for good teaching and introduction of new courses relating to identified thrust areas.r To enhance infrastructural facilities to utilise the output of research for the development of the nation and society Order Now reliablepapers com.r To enhance infrastructural facilities to utilise the output of research for the development of the nation and society.

r r To search for newer / generic areas, its promotion and ishment of UGC Network Resource Centres in Colleges The objective of the scheme is to create awareness amongst staff and students about the use of computer in various activities like Administration, Finance, Examination and Research and also to have access to multi media material in teaching and learning at places of eminence in India and assistance is provided for the establishment of UGC Network Resource Centres by way of providing computers and internet nature of assistance is as follows: First Time Assistance: Non-recurring Recurring Time Assistance: Non-recurring Rs.a Colleges which have already availed second time assistance will only be supported for Internet Connectivity to the tune of UGC has decided to support all the eligible colleges under section 2(f) and 12(B) of the UGC Act for the establishment of UGC Network Resource Centres during X Plan period.67 crore was released to all eligible colleges.82 crore to the universities during 2005-2006.) Programmes for Strengthening of Research Special Assistance Programme (SAP) The main objectives of the Special Assistance Programme are: r To identify and support university departments that have the potential to undertake quality teaching 179 Annual Report 2005-06 The departments which are having at least one Professor, two Readers and three Lecturers are eligible for induction under this duration for this programme is upto the end of Tenth plan programme is being implemented at three levels namely, DRS, DSA and CAS .

The maximum limit of financial assistance at different level of this programme will be as under : CAS Rs.00 lakhs in Science, Engineering & Technology Rs.00 lakhs for Mathematics, Statistics, Humanities and Social Sciences.00 lakhs in Science, Engineering & Technology Rs.

00 lakhs for Mathematics, Statistics, Humanities and Social Sciences.

00 lakhs in Science, Engineering & Technology Rs.00 lakhs for Mathematics, Statistics, Humanities and Social number of departments approved for support under this programme, as on 31st March, 2005, has been 477 (CAS-64, DSA-155, DRS-258).During 2004-05, the UGC provided grants to the tune of Rs.81 crore to departments of Humanities, Social Sciences, Physical Sciences, Bio-Sciences, Engineering and the financial year 2005-06, the financial support University and Higher Education to the extent of Rs.37 crore was made available to the departments of Humanities/Social Sciences and Rs.

66 crore to the departments of Sciences and Engineering & Technology.r r Link up and suggest steps required for interdisciplinary activities in the areas to the other SAP or ASIST supported departments and motivate user departments through active participation, training and awareness programmes and nurturing of the ance for Strengthening of Infrastructure for Humanities and Social Sciences (ASIHSS) The UGC has introduced ASIHSS Programme in the year 2003-04 to assist selected high quality Humanities and Social Sciences departments in the Universities to enable them to acquire necessary equipment and to develop infrastructure in order to attain excellence in postgraduate education and financial assistance under the programme is upto 2004-05, 24 new departments were selected bringing the total to 56 and also an amount of ance for Strengthening of Infrastructure for Science and Technology (ASIST) The basic objective of this programme is to assist selected Science & Technology Departments in Universities which have already showed and achieved high quality performance to enable them to acquire such costly major equipment which can not be approved out of SAP grant or general development grant, so that the attainment of excellence in post graduate education and research in the department is not handicapped due to non-availability of such specific objectives of ASIST programme are to: r Strengthen infrastructure for PG Education and Research by acquiring costly major equipment (not available under SAP or other sources) for continuously maintaining the achieved excellence in research and post graduate teaching or for enhancement of the proven performance in the identified areas.r Future enhancement and promotion of hi-tech / emerging / thrust / generic areas to be at par and comparable with their counterparts in the world.r Promote science and technology innovation and its exploitation through technology transfer, filing of patents departments, which have completed at least one term i.five years at the minimum level of DRS under SAP programme and have been reviewed with good report for further continuation, are ance is being provided as one time inputs on cent per cent financial limit for a selected department (in Sciences, Engineering and Technology ) is Rs.

00 lakhs and for department of Mathematics & Statistics, is Rs.00 lakhs for a duration of five years departments, which are selected under the programme, are given functional inception of the programme, 228 departments have been selected for target for induction of departments under the scheme during X plan has been fixed at and Minor Research Projects The objective is to promote excellence in research in higher education by supporting research programmes of University and College teachers in all University Grants Commission provides financial support to permanent / regular, working/retired teachers in the Universities and ch project may be undertaken by an individual teacher or a group of teachers.A teacher can have only one project of the UGC at any given d teacher upto the age of 70 years can also participate under the r, he / she should preferably not be above the age of 67 years at the time of applying for the quantum of assistance for a research project is as follows: r Major Research Project in Sciences including Engineering and Technology, Medical, Pharmacy Agriculture etc.00 lakhs Annual Report 2005-06 180 r To provide facility for staff development through training and opportunities to exchange experience with other instrumentation maintenance facility centres across the UGC has introduced ASIHSS Programme in the year 2003-04 to assist selected high quality Humanities and Social Sciences departments in the Universities to enable them to acquire necessary equipment and to develop infrastructure in order to attain excellence in postgraduate education and Universities and colleges offering postgraduate science courses under section 2(f) and 12(B) of the UGC Act are eligible to receive financial support to establish IMF this scheme, the Commission provides financial assistance till the end of the 10th plan under the following heads : financial assistance under the programme is upto Rs.r Major Research project in Humanities, Social Science, Languages, Literature, Arts, Law and allied disciplines – Rs.

00 lakh The financial support is for Equipment, Books & Journals, Research Personnel, Hiring Technical Services, Contingency, Chemicals and consumables, Travel and Field work and any other special r, assistance towards Research Personnel will not be provided in Minor Research duration of the Major and Minor Research Project is normally three and two years 2004-05, as many as 483 Major Research Projects and 85 Minor Research Projects have been approved by the UGC Head Quarter and also released an amount of Rs.12 crore and UGC Regional Offices approved 3007 new Minor Research Projects and released ments Maintenance Facility (IMF) in universities and colleges The objectives of the scheme are : r To provide effective and economical services in the repair and maintenance of scientific instruments and electronic hardware.00 lakhs During the financial year 2004-05, the Expert Committee recommended to support 19 universities and 34 colleges and an amount of Rs.40 crore was released to these IMF centres.26 crore was released for the establishment to IMF -University Centres In pursuance to the amendments of the UGC Act in 1984, the UGC establishes autonomous centres which are called Inter-University Centres within the university system under Clause 12(ccc) of the UGC objectives for setting up these centres are: r To provide common advanced centralised facilities/ services for universities which are not able to invest heavy investment in infrastructure and other inputs.

r To play a vital role in offering the best expertise in each field to teachers and researchers across the country.r To provide access for research and teaching community to the state-of-the-art equipment and excellent library facilities which are comparable to international r Science Centre was the first research centre established in UGC is also interested in University and Higher Education establishing Inter-University Centres of international has taken steps to establish the first such centre namely, Inter-University Centre for International Studies in the field of Humanities and Social main objective of the centre would be to address contemporary development issues with multidisciplinary of today, six Inter-University Centres are functioning within the university 2004-05, a total grant both under Plan and NonPlan of Rs.14 crore was released to these InterUniversity the financial year 2005-06, the UGC paid Rs.07 crore to Inter-University Centres under Plan an amount or Rs.73 crore was paid to 4 Centres of National al Facilities Centres Besides the Inter-University Centres, the UGC has also created centres of National Facilities for serving as resource Centres are also regularly been financed by the of today, four Centres of national facilities namely, Western Regional Instrumentation Centre, Mumbai (Maharashtra), MST Radar Centre, Tirupati (AP), Indian Institute of Advanced Studies, Shimla (HP) and Crystal Growth Centre, Anna University, Chennai are functioning.

73 crore was released to the centres of national ch Awards Under this scheme, the UGC provides full salary of the Awardees to the respective institutions, and research grant upto Rs.50 lakhs in Humanities and Social Sciences and Rs.00 lakhs in Science and Engineering & Technology to meet expenditure on books, journals, chemicals and scheme is meant to provide opportunities to permanent teachers of the Universities and Colleges with age up to 45 years, to pursue research in their areas of specialisation in order to remain in touch with the latest developments in respective areas in teaching and research.36 crore was released to the Research Awardees, who are working in various Indian Report 2005-06 182 Research Fellowships The University Grants Commission has been providing financial assistance to Universities and Colleges for organising programmes such as Research Workshops, Seminars and Conferences at national and international also provides financial assistance to non-university institutions like NIEPA for organising such programmes as identified by the the financial year 2004-05, an amount of Rs.27 crore was released to various universities and colleges and also non-university the financial year 2005-06, an amount of Rs.

20 crore was paid to the universities/colleges and non-universities like NIEPA for organising various Seminars, Conferences and UGC awards 20 Junior Research Fellowships and 7 Research Associateship every year to foreign students and teachers from the developing countries of Asia, Africa and Latin America to undertake advanced studies and research in Sciences, Humanities and Social Sciences leading to M.and Post Doctoral degrees in Indian us Fellowships The University Grants Commission floated the Scheme of Emeritus Fellowships in order to provide an opportunity to the highly qualified, experienced and superannuated teachers of Universities, Colleges and Institutions approved under Section 2(f) and 12(B) of the UGC Act, who have been actively engaged in research and teaching programmes of the Universities/ Institutions, Deemed Universities in the preceding years to undertake research, without any restriction of position or pay fellowship is awarded on the basis of quality of research and published work contributed by the teacher in his/her service awardee can work under this scheme with a well defined time bound action plan up to the age of 70 years or up to two years (non-extendable) of the award whichever is number of slots available under the scheme is 100 at any given the scheme, the awardee is provided the honorarium of a non-lapsable contingent grant of such other privileges including medical facilities as available to the faculty members of the research awardee will ensure the completion of the project undertaken and submit a final report of the work to the Commission.41 crore were released to the Emeritus Fellow working in various Indian universities.183 Annual Report 2005-06 During 2004-05, the Commission has provided 20 Junior Research Fellowships and 7 Research Associateships to foreign students and Research Fellowships (JRFs) for Indian Nationals Under this scheme, students / research scholars who qualified national level tests conducted by the UGCCSIR, SLET are being awarded fellowships to pursue research leading to M.Need to order college protective services coursework no plagiarism asa one hour 4 pages / 1100 words writing from scratch The fellowship is tenable for a period of four years initially and it is extendable by one more year subject to the prior approval of the fellowship amount for the first two years is contingency for the first two years is r, in the case of Sciences, the contingency is Rs, 12,000/- p.

Admissible HRA and Departmental Assistance of Rs.29 crore was incurred towards the payment of these Junior Research -time Research Associateship for Women The University Grants Commission has selected 100 candidates for the year 2003-04 under the scheme of Part-time Research Associateship for those with 5 years experience after Associateship also carries a contingency grant of full tenure of 5 years and Departmental Assistance @ 10 per cent of the sity and Higher Education Part-time Research Associateship is awarded annually to women upto 50 years of age with s and aptitude for independent research work in any field of Humanities and Social Sciences including languages and Engineering and other qualification requirements are first class master’s degree with 55 per cent at graduate level and a Ph 5 days ago - Best website to get a custom world war ii coursework 8 pages 2200 nbsp; Need to order an ecology lab report 26 pages 7150 words college nbsp; Write me custom protective services case study a4 british european nbsp; Help me with my custom political sciences case study platinum academic formatting.29 crore was incurred towards the payment of these Junior Research -time Research Associateship for Women The University Grants Commission has selected 100 candidates for the year 2003-04 under the scheme of Part-time Research Associateship for those with 5 years experience after Associateship also carries a contingency grant of full tenure of 5 years and Departmental Assistance @ 10 per cent of the sity and Higher Education Part-time Research Associateship is awarded annually to women upto 50 years of age with s and aptitude for independent research work in any field of Humanities and Social Sciences including languages and Engineering and other qualification requirements are first class master’s degree with 55 per cent at graduate level and a Ph.00 crore was released to the selected part-time women Research ering & Technology JRFs The University Grants Commission has selected 50 candidates through direct interviews conducted in February, 2004 for the award of Junior Research Fellowships in the disciplines of Engineering & subsequent years with an annual contingency of scheme is meant for providing an opportunity to research scholars to undertake advanced study and research in engineering and technology, and agricultural engineering, leading to of date, the University Grants Commission or the Council of Scientific and Industrial Research are not conducting National Education Testing (NET) examinations in these ts are given this opportunity through direct interview conducted by the are 50 slots under this scheme per m qualifications are a Master’s degree in engineering/ technology/pharmacy, with 55 per cent is not a mandatory condition for getting a research fellowship to pursue age limit is 40 years as on 1st July of the year of award, extendable by five years for women and SC/ST candidates.53 crore was released against the budget allocation of of Professors of Eminence A new scheme-‘Professors of Eminence’ was launched in 2004-2005 with the objective of recognising outstanding professors in the higher education system in the country and encourage academic recognition will be on the basis of their proven competence in teaching, research and educational ly recruited professors with 10 years of service, having equivalent, and 28 years of service as a teacher in the university or in an equivalent position, are eligible for who are selected under this scheme will be placed in a super time scale of pay of permanent position or post shall be created for the purpose of recognising Professors of Eminence in the shall continue to perform such duties relating to teaching and research as assigned by the respective scale of pay under this scheme shall be personal to the individual incremental cost associated with the position of Professor of Eminence shall be borne by the institution where the Professor of Eminence is professors shall be considered under the scheme from all the universities eligible to receive financial assistance from UGC (excluding Agricultural/Medical/ Veterinary Science universities) and fully centrally to be universities and premier nontechnical institutions of National screening the nominations of the eligible scholars with the help of a committee, the universities shall send their recommendations to the UGC shall forward the recommendations of the selection committee to the selection would be made by a High Powered Committee to be chaired by Hon’ble ion was not made to these positions due to reconsideration of the guidelines by the Initiatives of the UGC Promotion of Entrepreneurship and Knowledge-based Enterprises Higher Education Institutions have to play a more proactive role in promoting entrepreneurship and Annual Report 2005-06 184 University and Higher Education this context, UGC has partnered with National Science & Technology Entrepreneurship Development Board (NSTEDB) under the Department of Science & Technology (DST), Government of India to promote entrepreneurship, technology commercialisation, technology business incubation and knowledge processing parks in the a part of this initiative, UGC shall create awareness and build capacity amongst students of entrepreneurship skills and provide forward and backward linkages through an organised institutional support for converting their aspirations to real would be done through a ‘Hub and Spoke’ Model, wherein existing Entrepreneurship Development Cells (EDCs) and other institutions related with entrepreneurship shall be linked to a number of Network Institutions in Universities/Colleges throughout the activities under this shall be – learning material development, faculty training and development, providing space in curriculum in higher education programs, organising awareness camps etc.

A large number of institutions would be covered through this will also facilitate the DST in setting up of more of the EDCs on an accelerated basis.A new model of EDC with a component for providing training and hands on experience to students in the area of Business Process Outsourcing (BPO) shall also be evolved in partnership with NASSCOM and supported jointly with the will also help the DST in setting up of new Technology Business Incubators and Science and Technology Entrepreneurship Parks (STEPs) in higher education view of huge business opportunities in the area of e-content development, Content Development Industry Incubators are also proposed with private partners having expertise in this ing entrepreneurship through institutions of higher learning is the only way to ease pressure on the already tight job markets and create new opportunities for the large population in this tion of Intellectual Property Rights (IPRs) The university system plays an important role in 185 Annual Report 2005-06 creation of new r knowledge produced in universities used to be in public ation in scholarly journals was the that knowledge is the new currency of economic is the source of primary competitive advantage, universities zealously guard their knowledge economic returns from protected knowledge motivates new knowledge creation and therefore fuels is a paradigm shift in knowledge creation through world over is to protect new knowledge as Intellectual Property (IP) with private takes various forms such as patents, designs, trade marks copyrights, geographical indications, integrated circuits and trade , there is a framework for protection of rights emanating from intellectual property both globally and at the national is now important that higher education institutions protect their intellectual property being a new development, most universities do not have expertise and processes in place to enable their researchers to protect their ore, there is a need for creating an awareness, putting in place an enabling policy environment, proper structures and processes and also provide financial support to enable researchers to protect their this initiative, the UGC intends to set up a Standing Committee and establish four regional centres with full time expert staff/ panel of experts to facilitate protection and management of IPRs from the university initiative of the UGC shall dovetail with all existing initiative/ongoing activities of various agencies and shall have strong linkages with patent/copyright ion of Indian Higher Education Abroad Promoting Indian Education abroad is regarded as a strategy to promote quality of our education by the UGC, as a means of creating multi-cultural ambience on Indian Campuses that promotes diversity and international the cost advantage in our favour, there is a distinct possibility of getting larger number of international students to would require positioning of Indian Higher Education as a distinct brand and proper strategy and action sity and Higher Education (2) Information dissemination and promotion to bring credible and an up to date information to International students and evolve a communication strategy with focus on uniqueness of Indian education; May 2004 to promote short-term India-centric programs for students in the developing also organised education fairs in East Africa (Ethiopia, Tanzania, Kenya) in June 2004 with the assistance of FICCI to attract students in regular programs form developing only were both events hugely successful – these also gave UGC invaluable experience in promoting Indian education on this experience, several activities and events are now planned by the UGC.(3) Simplification and harmonisation of procedures for admission and visa etc., Training and Development of Academic Administrators This would involve four distinct steps: (1) Evolving Country Specific strategies with a view to create a fit between what is required in a particular country’s context and what we are able of offer; (4) Managing expectations with a view to provide good experience to students already the PIHEAD initiative, UGC has embarked upon a focused nationally coordinated program to attract international students and to promote Indian Institutions to offer programs has constituted a Standing Committee (SC) to advise and steer the PIHEAD its PIHEAD Initiative, UGC participated in NAFSA Conference at Baltimore, Maryland, USA in Within the context of globalisation and developments in technology, higher education is undergoing unprecedented addition to questions of access and equity, institutions of higher education are called upon to cut costs, improve quality and compete in an environment of cross-border educational ic administrators have to respond to these challenges and steer the course of their institutions to provide world class education and training to their proposes to address this issue by – creation of a structured system to impart Annual Report 2005-06 University and Higher Education training and development opportunities to the staff, administrators and senior functionaries in the various universities and colleges with the broad goal of attaining excellence in academic this, detailed planning is being done for launching a centrally coordinated decentralised scheme of training of academic administrators involving a large number training institutions (including management schools), selected academic staff colleges and even private training providers on the pattern of training of civil servants handled by the Training Division of the Department of Personnel & Training (DOPT), Government of ile, UGC has initiated several training programmes – each with specific focus -Day training was conducted at the Institute of Government Accounts and Finance (IGAF), New Delhi in August 2004 on Accounting Practices and Procedures for Senior Finance and Accounts Officials of Central/ Deemed Universities.A two day workshop for Registrars, Finance Officers and Controller of Examinations of Central Universities with focus on experience sharing is planned at Hyderabad in October this also plans to extend support for Training/ Workshops for Academic Administrators being organised by other Institutions/Agencies on their r, a Five-Day Institute for Vice-Chancellors of Universities on Managing Change – Leadership and Strategic Change in Higher Education in partnership with the Commonwealth of Learning (COL) and Association of International Universities (AIU) is also hensive Computerisation Initiative With a view to enhance its efficiency and bring transparency in its working, UGC has undertaken a Comprehensive Computerisation this initiative, computing and networking infrastructure in UGC offices is being strengthened.

A new and comprehensive Website – has been content rich, aesthetically designed and interactive website would bring a new culture of working both within the UGC and in its interface with higher education institutions.187 Annual Report 2005-06 For sharing information internally, an Intranet is being put in has taken up digitisation of all Commission agenda and same would be available on its on modernisation and automation of UGC Library has been initiated to transform it into Knowledge Resource Centre on Higher on creation of a National Doctoral Thesis Database has also been initiated with a view to promote quality research in the a view to address problem of malpractices – such as fake certificates, facilitate statistics collection and compilation, planned development of manpower, a Committee is exploring possibility of providing a framework of assigning unique enrolment numbers that could specifically identify students in the higher education ation of Indian Universities The Association of Indian Universities (AIU) is a registered Society under the Societies Registration Act, 1860 with membership of Indian provides a forum for administrators and academics of member universities to exchange views and discuss matters of common acts as a Bureau of information in higher education and brings out a number of useful publications (including “Universities Handbook”) research papers and a journal titled “University News”.Membership of the Association is 279 (including two Associate Members ndu University, Kathmandu and Mauritius University, Mauritius).The Association is substantially financed from the annual subscription by the member Government of India, Ministry of Human Resource Development provide grants for meeting a part of the maintenance and development expenditure, including research studies, workshops, training programmes for university administrators, orientation programme for newly appointed Vice Chancellors/ Directors, and for creation of question banks and has a scheme to sponsor Inter-University sports events and inter-university youth festivals at zonal and national activity which was funded by the grants University and Higher Education The total number of students registered in IGNOU during 2005 was 4,60, cumulative enrolment of students at IGNOU is about 1.

The student support system network of IGNOU consists of 60 Regional Centres, seven Sub-Regional Centres and 1298 Study ed by AIU from Ministry of Youth Affairs and Sports out of the scheme of Grants for promotion of sports in Universities and Colleges, has since been transferred to the State is now exploring other avenues to sustain this important Association has taken initiative to create an interface of the university youth activities with the non-university Evaluation Division of the AIU continued its work related to the grant of equivalence to degrees obtained from Institutions of higher learning of foreign countries and India.

How to get a custom writing help term paper astrophysics technology without plagiarism us letter size standard writing american A total of 355 equivalence certificates were issued during the year to foreign / NRI Students Information Services Division continued to serve students, academics and parents by providing them information on the status of Indian institutions of higher education, professional bodies, etc., and on the courses offered by Indian universities and other institutions recognised by Government ce Education Indira Gandhi National Open University (IGNOU) The Indira Gandhi National Open University (IGNOU) was established by an Act of Parliament in 1985 with the dual responsibilities of (i) enhancing access and equity to higher education through distance mode and (ii) promotion, coordination and determination of standards in such fulfil the first objective, IGNOU provides opportunities to study socially relevant, innovative and need based (general as well as continuing education for continuous professional development) programmes to all, including the disadvantaged groups (physically challenged, homemakers, minority groups, geographically remote).IGNOU practices a flexible and open system of education in regard to methods and pace of learning, combination of courses and eligibility for enrolment, place and age for entry and methods of evaluation University has adopted an integrated multiplemedia instructional strategy consisting of print materials, audio-video, radio, educational TV teleconferencing, video conferencing and face to face counselling at study centres throughout the evaluation system followed by the University consists of continuous assessment and term end the year of report, the University added sixteen new programmes; of these, six were at PG and two at Doctoral University is now offering 117 programmes consisting of 12 Doctoral, 20 Master’s Degree, 15 Bachelor’s Degree, 20 P 15 Dec 2017 - Best websites to write a engineering technologies term paper original 41 pages / 11275 words formatting academic american Titanium dioxide coatedengineering technologies one day College CSE 15 pages / 4125 words confidentiality Best websites to get consumer sciences paper single spaced nbsp.IGNOU practices a flexible and open system of education in regard to methods and pace of learning, combination of courses and eligibility for enrolment, place and age for entry and methods of evaluation University has adopted an integrated multiplemedia instructional strategy consisting of print materials, audio-video, radio, educational TV teleconferencing, video conferencing and face to face counselling at study centres throughout the evaluation system followed by the University consists of continuous assessment and term end the year of report, the University added sixteen new programmes; of these, six were at PG and two at Doctoral University is now offering 117 programmes consisting of 12 Doctoral, 20 Master’s Degree, 15 Bachelor’s Degree, 20 P.Diploma, 15 Diploma Programmes, 35 Certificate and Awareness total number of students registered during 2005 was 4,60, cumulative enrolment of students at IGNOU is about 1.

The student support system network of IGNOU consists of 60 Regional Centres, seven Sub-Regional Centres and 1298 Study the year, the University has also established (a) Inter University Consortium for ICT-enabled Flexible Education and Development, (b) National Centre for Innovations in Distance Education, (c) National Centre for Differently-abled, (d) School of Agriculture, and (e) School of Distance Education Council (DEC) is responsible for promotion of Open and Distance Learning (ODL) system and coordination and maintenance of standards Best websites to get an ethnicity term paper 10 days 78 pages 21450 student support system network of IGNOU consists of 60 Regional Centres, seven Sub-Regional Centres and 1298 Study the year, the University has also established (a) Inter University Consortium for ICT-enabled Flexible Education and Development, (b) National Centre for Innovations in Distance Education, (c) National Centre for Differently-abled, (d) School of Agriculture, and (e) School of Distance Education Council (DEC) is responsible for promotion of Open and Distance Learning (ODL) system and coordination and maintenance of standards.2005, there were 13 State Open Universities (SOUs) and 108 Correspondence Course Annual Report 2005-06 188 University and Higher Education Institutes (CCIs) in conventional Council has extended technical and financial support for development of technological infrastructure, institutional reforms, professional development and training, student support services, computerisation and networking for improvement of quality of ch grant on topics of contemporary relevance, travel grants to individuals to attend international conferences and funds for organising seminar to institutions were also ic Programmes of IGNOU at International level are currently offered in 32 include UAE, Sultanate of Oman, Bahrain and Doha, Sri Lanka, Mauritius, Maldives, Nepal, Kenya, Fiji, Caribbean, Samoa, Malaysia, Kyrgyztan, Singapore and Ghana, among collaboration with UNESCO and International Institute for Capacity Building in Africa (IICRA) Distance education Programmes are offeredin-Ethiopia, Liberia, Madagascar, h an agreement signed with Commonwealth of Learning (COL), Canada Distance Education Programmes are also offered in Lesotho, Swaziland, Namibia, Seychelles, Jamaica, Malawi and 2005, IGNOU hosted meetings of the Board of Governors of SAARC Consortium for Open and Distance Learning (SACODiL) and Global Mega Universities Network (GMUNET) Best websites to get an ethnicity term paper 10 days 78 pages 21450 nbsp.2005, there were 13 State Open Universities (SOUs) and 108 Correspondence Course Annual Report 2005-06 188 University and Higher Education Institutes (CCIs) in conventional Council has extended technical and financial support for development of technological infrastructure, institutional reforms, professional development and training, student support services, computerisation and networking for improvement of quality of ch grant on topics of contemporary relevance, travel grants to individuals to attend international conferences and funds for organising seminar to institutions were also ic Programmes of IGNOU at International level are currently offered in 32 include UAE, Sultanate of Oman, Bahrain and Doha, Sri Lanka, Mauritius, Maldives, Nepal, Kenya, Fiji, Caribbean, Samoa, Malaysia, Kyrgyztan, Singapore and Ghana, among collaboration with UNESCO and International Institute for Capacity Building in Africa (IICRA) Distance education Programmes are offeredin-Ethiopia, Liberia, Madagascar, h an agreement signed with Commonwealth of Learning (COL), Canada Distance Education Programmes are also offered in Lesotho, Swaziland, Namibia, Seychelles, Jamaica, Malawi and 2005, IGNOU hosted meetings of the Board of Governors of SAARC Consortium for Open and Distance Learning (SACODiL) and Global Mega Universities Network (GMUNET).Board of Governors of these University also hosted ICDE International Conference on the theme “Open and Distance Education in Global Environment, Opportunities for Collaboration” in association with ICDE coordinates the functioning of exclusive 24 hours satellite based Educational TV Channels – Gyan Darshan (DD).It is a collaborative venture of various government has potential to offer bouquet of 6 this, Gyan Darshan – 1 is the 24 hours exclusive Educational TV channel of the Bharti in 2005 put this channel on DTH, as it provides educational programmes on a variety of ly, the University added Gulestan-eUrdu under Bhasha Mandakini bouqet for teaching learning of Urdu and creating awareness about the 189 Annual Report 2005-06 riches of the Darshan-2 is being utilised as interactive channel for tele-counselling, tele-training of coordinators/ University conducts its convocations simultaneously at 22 Regional Centres through teleconferencing Gyan Darshan –3 ‘Eklavya’ Channel is exclusively devoted to technical education for the benefit of engineering students in the ission of this channel has been fully -4 hosts Vyas” Channel; a curriculum based higher education the year 2005, the University established about 100 EduSat supported Satellite Interactive Terminals in its regional centres and study centres all over the Vani : IGNOU is nodal agency for the implementation of a radio cooperative of 40 FM channels dedicated to education and stations are located at Allahabad, Bhopal, Coimbatore, Bangalore, Mumbai, Lucknow, Vishakhapatnam, Delhi, Kolkata, Chennai, Varanasi, Guwahati, Jabalpur, Mysore, Rajkot, Raipur and addition, every Sunday, Radio Counselling is provided for one hour from 186 Radio Stations of free conferencing facility is also available to the learners in 80 cities who interact freely with the ce Education Programme – Sarva Shiksha abhiyan (DEP-SSA) in IGNOU is a national centre for training of in-service teachers and other functionaries involved in elementary educational programmes through distance 2005, SSA organised 60 teleconferencing sessions and more than one hundred capacity building workshops for learners and other functionaries associated with project also participated in the launch of EduSat supported Rajiv Gandhi Education Project for the Tribal and remote schools.

740 Teachers of Sidhi District have trained for utilisation of EduSat for teaching-learning North East-Project (NEP) undertaken by the IGNOU for the educational development of the North Eastern States has contributed significantly for the establishment of a network of open and distance the academic programmes of IGNOU are being offered through the network of enhanced access University and Higher Education to the people in rural and remote areas of the Region.10 per cent of the Universities Plan funds have been allotted for new initiatives and supporting on-going the year 2005-06, (as on 31-12-2005) IGNOU has increased the nature and levels of its activities in the NE Region, in view of the special needs.49 Learner Support Services were established, taking the number of such Centres to 210 in the region, some of which are in remote, inaccessible and far-flung minority dominated student population registered a growth of about 30 per cent in academic programmes of IGNOU are being offered through this network.29 centres in NER have been identified for setting up of EduSat terminals during the Ist of these, 15 are already Vani Radio Stations have been set up at Guwahati and Shillong which run programmes based on curriculum, continuing education, teacher training and radio a part of its commitment towards development and welfare in the NER, the University through its Special Study Centre in Central Jail, Shillong is continuing to impart short term vocational training programmes to women six month certificate in Primary Education Programme has been translated in Khasi and Garo for the benefit of teachers’s training in s, the regular programmes offered by the university, Training Programmes for Entrepreneurship Development in small scale sector, Electronic media, Fruit Processing, Computer Hardware and Mushroom Cultivation have also been the year, about 3000 teacher trainees from the states of NER were sponsored by the State Government for training through IGNOU’s teacher training programmes and 6854 students have benefited in the region from its Computer Literacy ls Indian Council of Social Science Research The Indian Council of Social Science Research (ICSSR) was established in the year 1969 with the objective to promote research in social sciences by strengthening the academic disciplines, improving the quality and quantum of research and its utilisation in formulation of national ICSSR has six regional centres at Kolkata, Shillong, Chandigarh, New Delhi, Hyderabad and achieve its goals, ICSSR strived for the development of institutional infrastructure, identification of research talents, supporting research programmes and establishing linkages with social scientists in other ICSSR provides maintenance and development grants to 27 Research Institutes engaged in the research activities in Social Sciences across the the year 2005, the ICSSR supported 40 ongoing research projects and awarded 65 fellowships for undertaking research in various disciplines of social Council sponsored 16 training programmes on data processing and computer application in social science as targeted during the year under 120 seminars/conferences were sponsored during the year under first series of surveys in all the disciplines carried out by ICSSR has been research surveys in economics, political science (including public administration), psychology, sociology (including social anthropology), geography and education have been taken Council during the year 2005-06 published 18 reports alongwith publication of regular Quarterly Journal of Documentations of Public Administration and Indian Social Science Review, in addition to half yearly publication of abstracts and reviews in various al Social Science Documentation Centre (NASSDOC) of ICSSR has developed machine readable databases like Social Science Research & Training Institutes in India; lists of CD-ROM Data bases in India, and Social Science Libraries & Information Centres in also acquired 30 databases on social C provided study grant to 100 scholars and 15 persons for preparing bibliographic ational Collaboration Programmes aiming to promote academic links among social scientists of India Annual Report 2005-06 190 University and Higher Education and other countries of the world were organised a three day XVI Biennial Conference of AASSREC during November-December ial assistance to 31 Indian Scholars to participate in International Conferences and colleting data abroad was also order to focus on the North-Eastern region, ICSSR has set up a North-East Cell to look into the micro-level problems of the area and activate the research programmes in North East te grants have been provided to North Eastern Cell for its Council of Philosophical Research The Indian Council of Philosophical Research (ICPR) was set up with the objectives to promote teaching and research in Philosophy by review of the progress of research from time to time; coordination of research activities; sponsoring and assisting projects or programmes of research; and to providing financial assistance to institutions / organisations and individuals engaged in research in Philosophy and allied Council awards fellowships, organise seminars, conferences, workshops and refresher courses, provides travel grants to scholars to present their papers at conferences/seminars held abroad; sponsors major and minor projects and brings out publications and a quarterly journal, l of Indian Council of Philosophical Research (JICPR), which publishes original articles both in Indian and Western philosophy and encourages new and original thinking in philosophy in its fellowship programme the Council offers Senior Fellowships, General Fellowships, Junior Research Fellowships, Residential Fellowships as well as short duration all, 65 fellowships have been sanctioned during the period under addition to this, the fellowships awarded in the previous years were continued either in part of the year or throughout the its publication programme, the Council published the following books and issues of the JICPR.191 Annual Report 2005-06 Books (i) Philosophical Papers of J.

Jopshi (ii) Carvaka Lokayata by Debiprasad Chattopadhyay (3rd Edition) (iii) Monograph: A paradigm shifting Physics supports Immortality, by Ronal Pearson.3 Besides, about 12 more publications are at different stages of the scheme for organising seminars/ conferences Council extended financial support to about 29 Council had conducted 3 seminars related to its special programmes on the Comprehensive History of Indian Philosophy and Value-Oriented ICPR has organised 18 periodical lectures, besides a special lecture in New Delhi by Professor Anil Gupta, Pittsburgh University, USA and some monthly lectures at the Academic Centre, the Annual National Lecture Programme of the Council, the Council has decided to organise the lectures of Professor Richard Sorabji at different universities and institutions in the addition, the ICPR also participated in 5 book fairs and sold its publications at different places in the Country and organised the Indian Philosophy Day on July 23, Council of Historical Research The Indian Council of Historical Research (ICHR) was established by the Government of India in 1972 as an autonomous organisation with the objective to encourage the writing of History with scientific approach, promote research in history and to provide Grant-in-aid and financial assistance to the scholars working for their research pursuits in Council has two regional centres, one at Bangalore and other at sity and Higher Education The ICHR is implementing various schemes, like Fellowship Scheme, Publication Subsidy Scheme, Grant-in-aid for Research Projects, Study-cum-Travel Grants and Financial Subsidy to the professional organisations for conducting Seminars/Conferences, Foreign-Travel Grants to the Indian scholars to attend the international conferences, seminars as well as for collection of source material to pursue research in History, in order to fulfil its the year under report, the ICHR has awarded 19 PostDoctoral Fellowships; 17 Senior Research Fellowships; 289 Junior Research Fellowships; 36 Research Projects; 18 Foreign Travel Grant; 176 Contingency (Study-cumTravel) Grants; and 84 Publication ICHR have published three issues of its Journal, s, the ICHR have also brought out 6 more publications on various titles in Hindi, Punjabi and 22 publications are at various stages of updated version of the ‘Research Funding Rules’ of the Council as also the ICHR Newsletter have also been brought of the activities of the ICHR is to sponsor the national and international research-oriented such Seminars were held during 2005-2006 on the different themes, namely, ‘Turkish and Indian Studies: An Appraisal”, ‘Agriculture in South Asia’s History: Issues and Paradigms’, ‘Medieval Historiography in India and Central Asia’ and ‘Rastriya Chetna ka Vikas Tatha Swadhinta Andolan Mein Kavietri Subhadra Kumari Chauhan ka Yogdan’.The ICHR have also planned to organise four more such Seminars and one international Seminar.4 Lectures/talks on the themes of historical research have also been organised by the Southern Regional Centre of the Council in Bangalore has organised 3 state level seminars and 5 periodical lectures and the Regional Centre at Guwahati has held 4 lectures as part of their academic ICHR library, which extends reading, reference and consultation services to scholars, has added about 504 copies of latest publications largely on Indian history and allied 29846 exposures were delivered to library scholars from their research one-man Review Committee (Bandyopadhyay Committee) appointed by the Ministry in 2004 to review the working of the ICHR submitted its final report to the Government in July, report has been accepted by the Ministry and the findings as well as the recommendations of the Review Committee therein, have been communicated to the ICHR for appropriate action and the light of the recommendations of the Review Committee in its interim report on “Towards Freedom” Project, the ICHR had appointed achi Bhattacharya as the General Editor and Dev as the Co-ordinator of the al Council of Rural Institutes (NCRI), Hyderabad The National Council of Rural Institutes (NCRI) was established in the year 1995, following the National Policy on Education 1986 and the Programme of Action of 1992, as a registered autonomous society, fully funded by Government of India, with the main objective of promoting rural higher education for advancing rural livelihoods with the instrument of education on the lines of Mahatma Gandhiji’s revolutionary concept of Nai Talim through a process of Teaching, Training, Extension and Research by networking with policy making bodies like UGC, AICTE tics homework excellent paper writing service improve your life nbsp , and Research institutions like CSIR, ICAR objectives include encouraging other educational institutions and voluntary agencies, to develop in accordance with Gandhian Philosophy of ghts Projects Supported During the Year 2004-05 Grants to the extent of Rs.43 Lakhs have been released during 2004-05 to various programmes, which included (1) Govind Ballabh Pant Social Science Institute, Jhusi, U.

“For starting a PG Course in Rural Annual Report 2005-06 University and Higher Education Development and Management; (2) Vidyabhavan Society, Udaipur, Rajasthan “For developing and consolidating an action research centre for extending the meaning of School Education”; (3) Shirdi Sai Rural Institute, Rahata, Ahmednagar “Survey in selected villages in Pravaranagar for establishment of Rural Institute”; (4) Gandhiniketan Ashram, T Jump to Best websites to write a custom dietetics term paper cheap premium- 13.2017| 120| Get writing services transportation law essay College Business single spaced at an affordable i purchase a college homework dietetics privacy british writing academic premium Are you sure you want to.“For starting a PG Course in Rural Annual Report 2005-06 University and Higher Education Development and Management; (2) Vidyabhavan Society, Udaipur, Rajasthan “For developing and consolidating an action research centre for extending the meaning of School Education”; (3) Shirdi Sai Rural Institute, Rahata, Ahmednagar “Survey in selected villages in Pravaranagar for establishment of Rural Institute”; (4) Gandhiniketan Ashram, T.Kallupatti, Madurai Dist, Tamil Nadu, “Non-formal application of Nai Talim at Community School Level”; and (5) Mahatma Gandhi Chitrakoot Gramodaya Visvavidyala, Chitrakoot, M.“Advancement of Rural Livelihood with the Instrument of education for Sustainable Gram Swaraj”.

Projects Supported During The Year 2005-06 For strengthening and promotion of Rural Higher Education, the Governing Body has approved financial assistance to 9 institutions including three Vidyapeeths established by Mahatma are Tilak Maharashtra Vidyapeeth, Pune; Gujarat Vidyapeeth, Ahmedabad and Mahatma Gandhi Kashi Vidyapeeth, projects of North Eastern Region have also been l Efforts On North-Eastern Region Consequently special efforts have also been made in this a part of these efforts, Vice-Chancellors of different Universities located in the North-Eastern States in the country have been addressed letters explaining NCRI and thrust areas and inviting proposals from them for providing financial assistance for promoting NCRI’s l Vice Chancellors of North-East Regions held discussions with the Council for promoting rural higher education in their respective hensive Review of Procedures And Guidelines The Council has undertaken a comprehensive review of the existing procedures and revised guidelines for release of grants during the g Of Service & Recruitment Regulations The Council has framed and drafted the Service & Recruitment Regulations and prepared the requisite 193 schedules for recruitment to the posts sanctioned for functioning of the l Universities There are, at present, 19 Central Universities under the administrative purview of the Department of Secondary and Higher Central University, established by an individual Act by Parliament, exercises autonomy in its academic and administrative affairs in keeping with the provisions of the relevant Act, the Statutes and the Ordinances made entire maintenance and development expenditure is met by the Central all-India character is reflected in admissions, appointments and the nature of the programmes directed by them Write me a homework transportation US Letter Size Academic 12 hours ts Supported During The Year 2005-06 For strengthening and promotion of Rural Higher Education, the Governing Body has approved financial assistance to 9 institutions including three Vidyapeeths established by Mahatma are Tilak Maharashtra Vidyapeeth, Pune; Gujarat Vidyapeeth, Ahmedabad and Mahatma Gandhi Kashi Vidyapeeth, projects of North Eastern Region have also been l Efforts On North-Eastern Region Consequently special efforts have also been made in this a part of these efforts, Vice-Chancellors of different Universities located in the North-Eastern States in the country have been addressed letters explaining NCRI and thrust areas and inviting proposals from them for providing financial assistance for promoting NCRI’s l Vice Chancellors of North-East Regions held discussions with the Council for promoting rural higher education in their respective hensive Review of Procedures And Guidelines The Council has undertaken a comprehensive review of the existing procedures and revised guidelines for release of grants during the g Of Service & Recruitment Regulations The Council has framed and drafted the Service & Recruitment Regulations and prepared the requisite 193 schedules for recruitment to the posts sanctioned for functioning of the l Universities There are, at present, 19 Central Universities under the administrative purview of the Department of Secondary and Higher Central University, established by an individual Act by Parliament, exercises autonomy in its academic and administrative affairs in keeping with the provisions of the relevant Act, the Statutes and the Ordinances made entire maintenance and development expenditure is met by the Central all-India character is reflected in admissions, appointments and the nature of the programmes directed by sity-wise brief review of the activities during the period under report sity of Delhi The University of Delhi, one of the premier institutions of higher learning in the country, offers undergraduate and postgraduate programmes in a wide range of University also conducts short and longterm certificate/diploma courses in several applicationoriented academic activities of the University are undertaken through 16 Faculties, 85 Departments and 78 the year under report the total number of students enrolled in the University was 3,35,358 of which 1,37,237 were regular students and the remaining enrolled in the School of Open Learning, the NonCollegiate Women’s Education Board and the NonFormal Education Cell.D students on rolls of the University during the year was 3, University has faculty strength of 668 consisting of 276 Professors, 262 Readers, 130 Lecturers and 17 Research total non-teaching staff University and Higher Education strength of the University is 2, the year under report, faculty members continued to publish papers in international journals and were conferred prestigious awards such as the Saint George Medal of the International Academy of Rating Technologies and Sociology “Golden Fortune” (Ukraine) and the J /thesis/how-to-get-custom-recreation-management-thesis-american-sophomore-double-spaced.D students on rolls of the University during the year was 3, University has faculty strength of 668 consisting of 276 Professors, 262 Readers, 130 Lecturers and 17 Research total non-teaching staff University and Higher Education strength of the University is 2, the year under report, faculty members continued to publish papers in international journals and were conferred prestigious awards such as the Saint George Medal of the International Academy of Rating Technologies and Sociology “Golden Fortune” (Ukraine) and the J.Chinoy Gold Medal (2005) by the Indian Society for Plant in the memory of the Late Prime Minister Shri Rajiv Gandhi in the area of “Management of Innovation” and another Chair in the memory of the Late Prime Minister Shri Lal Bahadur Shastri in the area of “Ethics and Governance” were the year under report, syllabi of several undergraduate and postgraduate courses were revised; the infrastructure for teaching and learning was strengthened and new courses were Campus-wide computer network of the University was extended to cover thirty-three colleges and it is planned to connect the remaining colleges by the end of this financial restoration/ renovation of old heritage buildings like the Central Institute of Education and of the old blocks of the Physics and Chemistry Departments was addition, new buildings to house the Faculty of Social Science Centre and the Academic Research Centre were built during the h Muslim University Aligarh Muslim University (AMU), which originated as M.College, was incorporated as a Central University by an Act of Parliament in is one of the premier fully residential academic institutions of the University has 102 departments/ institutions/centres grouped under 12 also maintains four hospitals, six colleges (including Medical, Dental and Engineering Colleges), two polytechnics and eight University has on its rolls a total of 20,547 students (excluding its secondary schools’ strength) drawn from 26 States of the are 248 foreign students (187 Male + 61 Female) belonging to 17 total strength of teaching staff of AMU is 1,261 and that of non-teaching staff is 5,773, which includes about 465 Annual Report 2005-06 194 University and Higher Education employees belonging to SC/ST Online Public Access Catalogue (OPAC) has been introduced in the Central Library of the new initiative taken in the areas of academics include introduction of a few new courses, namely, 4Semester Master of Museum Studies (M.

Bridge Course and 3Year Diploma in Footwear & Leather sum up the significant contributions of the faculty members during the period under report, 51 National/ International Conferences/Seminars etc., have been organised; 82 research projects have been undertaken; 563 teachers have participated in various Conferences/ Seminars organised in India and promote sports and allied activities, the University maintains 10 Clubs, including a Riding University holds the distinction of being the only University of India, which runs and maintains a Riding Club and a covered Swimming Pool to train the s Hindu University The Banaras Hindu University, established as a teaching and residential university in 1916, is one of the oldest and largest central universities of the comprises of three Institutes, 14 Faculties, 123 Departments, four Inter-disciplinary Schools, one constituent College, four Affiliated Colleges and three are also seven Centres for Advance Studies (CAS), 16 Fund for Improvement of Science & Technology Infrastructure (FIST) Programmes and seven Special Assistance Programmes (SAP) in various departments of the tly, the University is offering 32 undergraduate, 149 postgraduate, 29 diploma and 12 certificate total number of students on rolls of the University is 15,179 and the teaching and non-teaching staff during the year was 1104 and 4871 convocations of the Institute of Technology and the Faculties of Commerce & Management Studies, Science and Law were organised during the period under report.195 Annual Report 2005-06 Jawaharlal Nehru University The Jawaharlal Nehru University (JNU), New Delhi came into existence in University has nine schools consisting of 36 Centres of addition, it has another four independent Centres of strength of its teaching and non-teaching staff is 405 and 1351 total enrolment in the University was 5151 students with adequate representation of SCs, STs, other backward classes and physically challenged University has extended its network for conducting entrance examination over 62 Centres and two overseas Centres at Colombo and faculty of the University published 88 books, contributed 221 chapters to books and published 577 research papers/ articles in eminent academic and research journals in India and abroad.A number of distinguished faculty members received honours and awards from various national and international Academic Staff College conducted nine Refresher Courses and three Orientation Programmes during the year Library has acquired 6762 new volumes during the year under report and the total collection of books and periodicals now stands at 5,21, ts has also been established in JNU University has signed 21 MoUs during the year ties relating to maintenance and campus development were undertaken by the University which includes; construction of main ring road on the campus; a new shopping complex with parking and common amenities near Tapti Hostel; construction of ramps for physically disabled in various buildings; improvement of lighting in academic campus and upgradation of sports facilities Millia Islamia Jamia Millia Islamia (JMI), which had been functioning as a deemed to be University since 1962, acquired the status of a Central University in December University imparts education from nursery stage to postgraduate and doctorate University has 30 departments grouped under 7 also maintains 15 Centres and 6 University has University and Higher Education on its rolls a total of 14,800 students, including 107 foreign students from 30 total strength of the teaching staff of JMI is 639 and that of the nonteaching staff is new initiatives taken in the areas of academics include the establishment of one new faculty, namely, Faculty of Architecture & Ekistics and introduction of eight new courses; namely, Diploma in Italian Language, Diploma in Uzbek Language, Certificate in Spanish Language, Certificate in Portuguese Language, P.Diploma in Conflict Analysis & Peace Building, P.

Diploma in Maintenance and Operation of Broadcasting Equipment, Advance Diploma in Journalism and Certificate/Diploma/ Advance Diploma in Pashto University is offering a total of 129 courses at the undergraduate and postgraduate levels, in addition to the period under report, the Academic Staff College of the University has organised four Orientation Courses and eleven Refresher Courses for a total of 551 teachers from all over Hussain Institute of Islamic Studies continued to publish two journals, namely, Islam and the Modern Age (English) and Islam Aur Asre-Jadeed (Urdu) devoted to the creative reinterpretation of Islamic tradition in the context of contemporary India and the world, and for promotion of inter-faith sum up the significant contributions of the faculty members during the period under report, more than 100 research projects sponsored by different funding agencies, national as well as international, , UGC, CSIR, ICSSR, UNDP, UNESCO, and various Ministries of Government of India have been s, the University through its Faculties, Departments of Studies and Centres organised a good number of Seminars, Conferences and Symposia on important subjects on national and international levels making the campus academically Bharati Visva-Bharati, an educational institution founded by late Gurudev Rabindranath Tagore in 1921, was incorporated as a Central University in 1951 by an Act of University imparts education from the primary school level to postgraduate and doctorate University has 40 Departments, including Centres of Studies, grouped under twelve institutes – eight at Shantiniketan, three at Sriniketan and one at addition, there are 8 Special Centres for research, instruction and other University has on its rolls a total of 5,708 students, including its Schools’ total strength of teaching and nonteaching staff is 522 and 1,389 from the Central Library, the University has 12 Sectional Bharati has prepared a vision document captioned ‘Comprehensive Perspective Plan for the Development of Visva Bharati during 2005-2025’.The vision document, duly approved by the appropriate authorities of the University contains the policy statements grouped under three modules – Module 1: Correcting the Course; Module 2: Catching up with the Past; and Module 3: The Course University is in the process of prioritising the policy statements contained in the vision document