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All children complete of elementary schooling by The changes encompass the vision and approach to elementary education, guided by the following principles: To allow children to learn about and master their natural environment in order to develop their potential both spiritually and materially.

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This programme is also an attempt to provide an opportunity for improving human capabilities to all children through provision of community -owned quality education in a mission mode.

All children complete five years of primary schooling by To realize the importance of Early Childhood Care and education and looks at the age as a continuum. The programme is designed to improve comprehensive early reading, writing and early mathematics programme for children in Classes I and II.

Focus on elementary education of satisfactory quality with emphasis on education for life. Universal retention by It is a response to the mezgimo siulai online dating for quality basic education all over the country.

Holistic view of education, as interpreted in the National Curriculum Frameworkwith implications for a systemic revamp of the entire content and process of education with significant implications for curriculum, teacher education, educational planning and management.

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Centrality of teacher, to motivate them to innovate and create a culture in the classroom, and beyond the classroom, that might produce an inclusive environment for children, especially for girls from oppressed and marginalised backgrounds. Moral compulsion is imposed through the RTE Act on parents, teachers, educational administrators and other stakeholders, rather than shifting emphasis on punitive processes.

All states must move in that direction as speedily as feasible[ citation needed ] Present goals[ edit ] Its goals of are to: Convergent and integrated system of educational management is pre-requisite for implementation of the RTE law.

Access, not to be confined to ensuring that a school becomes accessible to all children within specified distance but implies an understanding of the educational needs and predicament of the traditionally excluded categories — the SC, ST and others sections of the most disadvantaged groups, the Muslim minority, girls in general, and children with special needs.

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Bridge all gender and social category gaps at primary stage by and at elementary education level by A response to the demand for quality basic education all over the country.

An opportunity for states to develop their own vision of elementary education. Provide quality elementary education including life skills with a special focus on the education of girls and children with special needs as well as computer education. A partnership between the central, state and the local government.

The programme will not only provide print rich environment, timely distribution of books but will also include new teacher mentoring and appraisal system.

To bridge social, regional and gender gaps with the active participation of community in the management of schools. It is also a programme with budget provision for strengthening vital areas to achieve universalisation of elementary education.

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Equity, to mean not only equal opportunity, but also creation of conditions in which the disadvantaged sections of the society — children of SC, ST, Muslim minority, landless agricultural workers and children with special needs, etc. Existing schools with inadequate teacher strength are provided with additional teachers, while the capacity of existing teachers is being strengthened by extensive training, grants for developing teaching-learning materials and strengthening of the academic support structure at a cluster, block and district level.

An expression of political will for universal elementary education across the country. An opportunity for promoting social justice through basic education.