Wednesday, 27 June 2018

***વધ -ઘટ કેમ્પ અને જિલ્લા ફેર બદલી કેમ્પ મોકુફ રાખવા બાબત નો પરિપત્ર ***


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 The National Curriculam Framwork ( NCF ) , 2005 recommends that children's life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continuous to shape our system and causes a gap between the school , home, and community. The syllabus and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintainance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child -centred system of education outlined in the National Policy on Education (1986). 

 The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognise that , give space , time and freedom , childrengenerate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbookk as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored . Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge.

 These aims imply considerable change in school routines and mode of functioning . Flexibility in the daily time-table is as necessary as rigour in implementing the annual calender so that the required number of teaching days are actually devoted to teaching . The methods used for teaching nad evelution will also determine how effective this textbook proves for making children's life at school a happy experience, rather than a source of stress or boredom . Syllabus designers have tried to address the problem of curricular burden by restructuring and re orienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The textbook attempts to enhances this endeavour by giving higher priority and space to opportunities for contemplation and wondering . discussion in small groups and activities requiring hands-on experience.


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