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B. Ed., Creating an Inclusive School, Inclusive Education, M. Ed., NET, Paper 2, Unit 10 Inclusive Education

Evolution of National Policy of Education (NPE)

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The Evolution of the National Education Policy of Education (NPE) is long one.

Stages of Evolution of National Education Policy (NPE)

The National Education Policy (NEP) in India has undergone several changes and reforms since the country’s independence in 1947.

Here is a brief overview of the evolution of the National Education Policy in India:

  1. First Five-Year Plan (1951-1956): The first National Education Policy was formulated during the first Five-Year Plan in 1952. The policy emphasized the importance of education in national development and focused on expanding access to education and improving the quality of education in the country.
  2. Second Five-Year Plan (1956-1961): The second National Education Policy was formulated during the second Five-Year Plan in 1960. The policy emphasized the need for a unified national education system and recommended the establishment of a national system of education with a common curriculum and examination system.
  3. Education Commission (1964-1966): The Education Commission, also known as the Kothari Commission, was established in 1964 to review the progress of education in India and make recommendations for the future. The Commission’s report, published in 1966, recommended a national system of education with a common structure and curriculum and emphasized the importance of vocational education and teacher training.
  4. National Policy on Education (1968): The National Policy on Education was formulated in 1968 based on the recommendations of the Kothari Commission. The policy emphasized the need for a unified national education system with a common structure and curriculum and emphasized the importance of vocational education, teacher training, and adult education.
  5. New Education Policy (1986): The New Education Policy was formulated in 1986, replacing the National Policy on Education of 1968. The policy focuses on the need for a child-centered and activity-based approach to learning. It also recommends the establishment of a three-tier system of education (elementary, secondary, and higher education).
  6. National Policy on Education (1992): The NPE was revised in 1992 to reflect the changing needs of society. The policy emphasized the need for a flexible and diversified education system. It recommended the establishment of a national system of vocational education and training.
  7. National Education Policy (2020): The latest National Education Policy was formulated in 2020 after a gap of almost three decades. The policy emphasizes the need for a holistic and multidisciplinary approach to learning. It also recommends the establishment of a four-tier system of education (Foundational, Preparatory, Middle, and Secondary). The policy also recommends reforms in teacher education, curriculum development, and assessment practices, among other things.

Overall, the evolution of the National Education Policy in India reflects the changing needs of society and the economy.

Also Read: PWD Act 1995
Evolution of National Policy of Education (NPE)
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B. Ed., Knowledge & Curriculum

Organizing the Curriculum Components

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Organizing the curriculum components involves a process of identifying and arranging the various elements that make up the curriculum to support effective teaching and learning.

Here are the key steps to organizing the curriculum components:

  1. Determine the learning goals and objectives: The first step is to define the learning outcomes that the curriculum is intended to achieve. This involves identifying the specific knowledge, skills, and competencies that students should acquire. Learning goals and objectives should be clear, measurable, and aligned with the overall mission and vision of the educational program.
  2. Identify the content to be covered: The next step is to determine the specific content that will be included in the curriculum. This may involve selecting topics, themes, or units of study that are aligned with the learning goals and objectives. It is important to ensure that the content is relevant, engaging, and developmentally appropriate for the target audience.
  3. Choose instructional strategies and activities: Once the learning goals, objectives, and content have been identified, the next step is to select instructional strategies and activities that will be used to teach the material. This may involve a variety of approaches, such as lectures, discussions, project-based learning, or experiential learning. The key is to select strategies that are effective, engaging, and aligned with the learning objectives.
  4. Design assessments: Assessments are an essential component of the curriculum as they allow educators to evaluate student learning and progress. This involves designing formative and summative assessments that are aligned with the learning goals and objectives. Assessments may take many forms, such as tests, quizzes, essays, presentations, or projects. It is important to ensure that assessments are fair, valid, and reliable.
  5. Select resources: To support the implementation of the curriculum, educators need access to a range of resources, such as textbooks, technology, manipulatives, and other materials. It is important to select resources that are aligned with the learning goals and objectives. It should support student engagement and learning and be accessible to all students.
  6. Ensure alignment: Finally, it is essential to ensure that all of the curriculum components are aligned with each other and with the overall goals of the educational program. This involves reviewing and revising the curriculum regularly to ensure that it remains current, relevant, and effective.

Overall, organizing the curriculum components is a complex process that requires careful planning, collaboration, and ongoing evaluation and refinement. By following these steps, educators can develop a coherent and effective curriculum that supports student learning and achievement.

Also Read: Factors affecting Curriculum Change
Organizing the Curriculum Components
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Approaches of Assessment, Assessment for Learning, M. Ed.

Question Bank

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A question bank is a collection of questions, typically used in educational settings such as schools, colleges, and universities. These questions can be multiple-choice, true/false, short answer, essay, or any other type of question used in assessments.

Question banks are often used by instructors and educators to create exams, quizzes, and other assessments. They can be stored electronically in a database or in a physical format such as a binder.

By using a question bank, instructors can save time by not having to create new questions for every assessment and can ensure consistency in the level of difficulty and content coverage of the questions.

A question bank can be used for various types of evaluations, such as exams, quizzes, and assessments. Here are some features that a question bank may have specifically for evaluation purposes:

  1. Bloom’s Taxonomy Levels: Questions can be categorized based on the level of Bloom’s Taxonomy that they address. This can help instructors ensure that they are testing students at the appropriate level of thinking and learning.
  2. Learning Objectives: Questions can be aligned with specific learning objectives or outcomes. This helps instructors ensure that their assessments are measuring what they intended to measure.
  3. Assessment Types: It can contain questions for different types of assessments, such as formative assessments, summative assessments, and diagnostic assessments.
  4. Rubrics: It can include rubrics or scoring guidelines for each question or assessment. This helps ensure consistency in grading and provides students with clear expectations for what is required.
  5. Question Tags: Questions can be tagged with specific keywords or topics to help instructors quickly identify questions that address specific concepts or skills.
  6. Question History: It can track the history of each question, including who created it, when it was last modified, and how it has been used in previous assessments. This can help instructors ensure the quality and relevance of the questions.
  7. Reporting: It can generate reports on student performance, including individual and class-level statistics. This helps instructors identify areas where students are struggling and adjust their teaching accordingly.

There are several benefits of using a question bank in educational settings, including:

  1. Saves time: Creating new questions for each assessment can be time-consuming. By using a question bank, instructors can save time by not having to create new questions for every assessment.
  2. Increases efficiency: A question bank can make the assessment process more efficient by allowing instructors to quickly select questions that are appropriate for the assessment, rather than having to sift through irrelevant questions.
  3. Improves consistency: With question bank, instructors can ensure consistency in the level of difficulty and content coverage of the questions across multiple assessments.
  4. Enhances validity: Using a question bank that contains valid and reliable questions can help ensure that the assessment measures what it is intended to measure.
  5. Supports differentiation: They contain questions at different levels of difficulty, which can be helpful for instructors who need to differentiate assessments for students with different skill levels.
  6. Facilitates collaboration: They can be shared among multiple instructors or departments, which can facilitate collaboration.
  7. Provides data: Question bank can provide valuable data on student performance, which can be used to improve instruction.
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B. Ed., Creating an Inclusive School

What is PWD Act 1995?

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The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 (PWD Act 1995) is an Indian law that aims to provide for the equal opportunities, protection of rights and full participation of persons with disabilities in the society.

Who made this Act?

The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 was made by the Government of India. The bill was introduced in the Indian Parliament in 1995, and it was passed by both the houses of Parliament. The act was notified on December 1, 1995, and it came into effect from February 7, 1996.

PWD act was enacted to ensure equal opportunities, protection of rights, and full participation of persons with disabilities in all spheres of life. The act has been amended several times, with the most recent amendment being in 2016.

The act defines a “person with disability” as someone who has a physical, mental, intellectual or sensory impairment which, in interaction with barriers, hinders his full and effective participation in society on an equal basis with others.

Key features of the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 :

  1. Definition of disability: The PWD Act 1995 defines a “person with disability” as someone who has a physical, mental, intellectual or sensory impairment which, in interaction with barriers, hinders their full and effective participation in society on an equal basis with others. The act covers a wide range of disabilities, including blindness, hearing impairment, locomotor disability, mental illness, and intellectual disability, among others.
  2. Reservation in education and employment: The act provides for reservation of 3% of vacancies in government jobs and educational institutions for persons with disabilities. This reservation applies to all categories of jobs, including those in the public and private sectors.
  3. Non-discrimination: The act prohibits discrimination against persons with disabilities in matters relating to employment, education, and the provision of services, among other things. It requires that no person with disability shall be discriminated against on the grounds of disability in employment, promotion, training or recruitment.
  4. Accessibility: The act requires that all public buildings, places of work, and educational institutions be made accessible to persons with disabilities. This includes provisions for ramps, elevators, and other assistive devices to ensure that persons with disabilities can access these buildings and facilities.
  5. Affirmative action: The act mandates that the government take affirmative action for the empowerment of persons with disabilities. This includes measures to promote the participation of persons with disabilities in all aspects of life, including education, employment, and public life.
  6. Social security: The act provides for social security measures such as unemployment allowance, pensions, and insurance schemes for persons with disabilities. The act also provides for a disability pension scheme for persons with disabilities who are unable to earn a livelihood.
  7. Legal aid: The act provides for legal aid and assistance to persons with disabilities. This includes provisions for free legal aid to persons with disabilities who are unable to afford legal services.
  8. Special courts: The act provides for the establishment of special courts for the speedy trial of offences against persons with disabilities. These courts are designed to ensure that cases involving persons with disabilities are heard and disposed of quickly and efficiently.

In addition to these features, the act also provides for measures to promote research and development in the field of disability, as well as the establishment of a National Fund for Persons with Disabilities to support programs and initiatives for the empowerment of persons with disabilities. The PWD Act 1995 is an important legislation that seeks to promote the full and equal participation of persons with disabilities in all aspects of life.

PWD Act 1995
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B. Ed., Knowledge & Curriculum

Components Required in Curriculum Development

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Curriculum development is a process that involves designing and developing an educational program that meets the learning needs of students. The following are the various components required in curriculum development:

  1. Goals and Objectives: These are the broad statements that describe the intended outcomes of the educational program. Goals and objectives provide a clear direction for the development of the curriculum and help to ensure that the program meets the needs of students.
  2. Content: This component includes the subject matter or the topics that the students will learn. The curriculum should cover the necessary concepts, skills, and knowledge required to achieve the program’s goals and objectives.
  3. Teaching and Learning Strategies: This component outlines the methods and techniques used to deliver the curriculum content to students. It includes instructional strategies, such as lectures, discussions, group work, projects, and multimedia resources.
  4. Assessment and Evaluation: This component involves the development of criteria and standards used to assess student learning and evaluate the effectiveness of the curriculum. It includes formative and summative assessments and methods for collecting feedback from students and teachers.
  5. Learning Resources and Materials: The curriculum should include a variety of learning resources. They can textbooks, workbooks, online resources, and other materials that support student learning.
  6. Teacher Professional Development: This component involves training teachers and educators on how to implement the curriculum effectively. It includes ongoing professional development opportunities to enhance their teaching skills and knowledge.
  7. Implementation Plan: This component outlines how the curriculum will be implemented in the classroom, including timelines, roles and responsibilities, and necessary resources.
  8. Revision and Review: The curriculum is regularly reviewed and updated to ensure it remains relevant and effective. The review process should involve feedback from students, teachers, and other stakeholders.
  9. Stakeholder Involvement: The involvement of various stakeholders, such as teachers, parents, students, and community members, is essential in curriculum development to ensure that it meets the needs of all parties involved.

By including these components, curriculum developers can create a comprehensive and effective educational program that meets the needs of students, educators, and society as a whole.

Also Read: Critical Approach to Curriculum
Component Required in Curriculum Development
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