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The Kerala Right of Children to Free and Compulsory Education Rules 2010 DRAFT RULES Prepared by The Commission for Right to Education Act October 2010

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Title: The Kerala Right of Children to Free and Compulsory Education Rules 2010 DRAFT RULES Prepared by The Commission for Right to Education Act October 2010


1
WELCOME
1
2
The Right of Children to Free and Compulsory
Education Kerala Rules 2011
Lida Jacob IAS (Retd) Commission for Right
to Education ActJanuary 2011
0471-2329272 0471-2325272
?
Commission for Right to Education Housing Board
Building, First Floor, Thiruvananthapuram-1
Email rtekerala_at_gmail.com www.education.kerala.go
v.in
2
3
  • The Right of Children to Free and Compulsory
    Education Act, 2009 The Right of Children to
    Free and Compulsory Education Kerala Rules 2011
  • G.O (P) No. 100/2011/G.Edn. Dated,
    Thiruvananthapuram 30th April 2011

4
Introduction
  • RTE Act has come into effect from 1st of April,
    2010 across India except in the state of Jammu
    Kashmir.
  • Children in the age group of 6-14 years have the
    right to free and compulsory, quality elementary
    education up to Class 8
  • The Act contains 38 sections in 7 chapters which
    are mandatory.
  • For implementing the provisions of the Act, RTE
    Rules have been formulated.
  • Child is the focal point of this Act.

5
The TEN Functions of the Right to Education Act
2009
  • Pushes for Social Reform
  • Protects child
  • Makes procedures more simple
  • Puts power in hands of people
  • Removes the oppression of Exams
  • Govt. not liable for Free Education when parents
    admit child to private school.
  • Makes education Free andCompulsory and
    responsibility of the state
  • Curriculum as per Constitutional Values
  • Ensures Quality of Teachers
  • Defines Norms for Schools

6
Role of Stake holders
  • Each agency Central/State Govts., LSGIs,
    Parents, Other Depts., Schools, Head Teacher
    Teachers, have well defined roles and
    responsibilities under this Act.
  • One of the major challenges is to sensitize
    people about this Act especially the
    beneficiaries
  • Ensure quality elementary education to all
    children
  • The role of State Govt./ LSGIs Dept., SCERTs
    DIETs is clearly given in Rule 8

7
  • Key concept
  • Right to Free and Compulsory Education is to
    students of Classes 1 to 8
  • Full time Formal School
  • No more Non Formal Education
  • No drop-in centres for working children
  • No Govt./NGO centres -- Only Regular schools
  • No detention, No failure, No expulsion, No
    corporal punishment, No mental harassment of
    pupils , No board examinations, Follow Continuous
    and Comprehensive Evaluation
  • Age appropriate enrollment in Classes
  • Admissions No screening No capitation fees
  • Year round admission
  • No documents, Easy availability of Transfer
    Certificate for migration to another school

8
DEFINITIONS (Added by the Commission)
Sn. 2 of RTE Act
  • Rule 2
  • Assistant Education Officer means an Officer of
    the State Government in charge of elementary
    education in all schools having classes from 1 to
    8.
  • Child belonging to disadvantaged group means a
    male, female or transgender child of the age of
    six to fourteen years belonging to Scheduled
    Caste, Scheduled Tribe, families engaged in
    traditional means of livelihood like fishing,
    coir making, clay pottery, cane and bamboo work
    and weaving and other eligible communities as
    defined by the state government and children who
    are orphans, HIV affected and children with
    disability as defined in Section 2 (i) of Persons
    With Disabilities (Equal Opportunities,
    Protection of Rights and Full Participation) Act,
    1995, and will include children with autism and
    children with learning disabilities and children
    above fourteen years who are late enrollments.

8
9
  • Child belonging to weaker section means a child
    whose parents or guardian belong to BPL category
    in the State of Kerala.
  • Neighbourhood means the area near or within a
    walking distance of an elementary school referred
    to in sub clause (i) government and local
    authority school and aided school referred to in
    sub clause (ii) of clause (n) of section 2 and
    shall include areas of such schools in adjacent
    local bodies.
  • School mapping means assessment of the
    availability of schooling facilities for
    elementary education based on norms and standards
    specified in the Schedule to the Act in terms of
    location, infrastructure, teachers and distance
    matrix between schools and habitations and
    includes planning school location for the purpose
    of section 6 of the Act to overcome social,
    developmental and geographical barriers and
    geographical distance. It also includes maps of
    all the schools in the state using new and
    emerging technologies including Geographic
    Information System, prepared by authorized
    agencies.

9
10
  • Walking distance means the maximum distance
    permissible under the Rules, being one km. in
    respect of a child studying in class 1 to 5 and 3
    kms. in respect of a child studying in classes 6
    to 8, covered by a child from his /her residence
    to the school on the shortest, generally accepted
    path.

11
  • School means any recognized school imparting
    elementary education and includes-
  • (i) a school established, owned or controlled by
    the state government or a local authority
  • (ii) an aided school receiving aid or grants to
    meet whole or part of its expenses from the state
    government or the local authority
  • (iii) a school belonging to specified category
    known as Kendriya Vidyalaya, Navodaya Vidyalaya
    and Sainik School established by the Central
    Government and Sports School, Fine Arts and Music
    School and Special School for the Disabled,
    having a distinct character, established by the
    state government
  • (iv) an unaided school not receiving any kind of
    aid or grants to meet its expenses from the
    appropriate Government or the local authority

12
  • All other words and expressions used herein and
    not defined but defined in the Act shall have the
    same meanings respectively assigned to them in
    the Act.
  • All matters and terms and expressions not covered
    or defined in the Act and Rules herein shall be
    as provided for and defined in the Kerala
    Education Act 1958 and Kerala Education Rules
    1959 (KER) as amended from time to time.

12
13
SCHOOL MANAGEMENT COMMITTEE (SMC)
  • Rule 3. Composition and functions of the SMC
  • To be constituted in all Govt. schools
  • Total Membership
  • Maximum 16 members in Govt. schools. 20 members
    where student strength exceeds 750.
  • 75 members from parents /guardians (including
    Mother PTASC/ST, other disadvantaged and weaker
    sections, children with disabilities)
  • 25 - Ward member, Teacher, School Leader, Local
    educationist, HM ex-officio member-convenor
  • 50 should be women

Section 21 (1 2) of Right to Education Act
13
14
  • (i) To manage its affairs, the Committee shall
    elect a chairperson and vice chairperson from
    among the parent members.
  • In the case of aided schools, the School Manager
    or his nominee shall be the chairperson.
  • In schools having classes up to Class twelve, the
    Principal will be the ex-officio member-convenor
    and the Head Teacher shall be the joint-convenor.
  • (ii) The convenor of the Committee shall be
    competent to invite up to three persons at a time
    as Special Invitees to offer advice on specific
    issues like child protection, health and
    nutrition, child psychology and on matters
    relating to construction activities undertaken by
    the Committee. Such persons will not be part of
    the quorum or be eligible to vote.
  • Quorum 9 members/11 members

15
FUNCTIONS OF THE SMC
Rule 3 (1) to (8) of Central Govt. Rules
  • The Committee shall
  • meet at least once in two months, and the minutes
    and decisions of the meetings shall be properly
    recorded and made available to the public through
    the school notice board and the schools website.
  • ensure the implementation of clauses (a) and (e)
    of section 24 and of section 27 and 28 of the
    Act.
  • The Committee shall, perform the functions
    specified in clauses (a) to (d) of sub -section
    (2) of section 21 namely, (i) monitor the working
    of the school (ii) prepare and recommend school
    development plan (iii) monitor the utilisation
    of the grants received from the state government
    or local authority or any other source and (iv)
    perform such other functions as may be
    prescribed. It shall also perform the following
    functions namely-
  • continued..

15
16
  • communicate in simple and creative ways to the
    population in the neighbourhood of the school,
    the rights of the child as enunciated in the Act,
    as also the duties of the state government, local
    authority, school, parent and guardian
  • ensure the implementation of clauses (a) and (e)
    of section 24 relating to duties of teachers
    namely-
  • (i) maintain regularity and punctuality in
    attending school
  • (ii) hold regular meetings with parents and
    guardians and apprise them about the regularity
    in attendance, ability to learn, progress made in
    learning and any other relevant information about
    the child and of section 27 and 28 of the Act
    which prohibits (i) the deployment of teachers
    for non-educational purposes other than those
    specified in the Act (ii) engaging in private
    tuition or private teaching activity.

17
  • arrange to monitor the achievement of the
    expected learning outcomes of the children and
    shall pay attention to student absenteeism and
    teacher absenteeism, and take necessary steps to
    provide teachers against short leave vacancies
    having duration of below one academic year from
    the panel of teachers maintained by the local
    authority, at the rate of remuneration prescribed
    by the Director of Public Instruction.
  • ensure that teachers are not burdened with non-
    academic duties other than those specified in
    section 27.
  • ensure the enrollment and continued attendance of
    all the children from the neighbourhood in the
    school so as to ensure zero-drop out rate in the
    school. Children not attending school
    continuously for more than 15 working days shall
    be placed under the category of dropouts and the
    Committee shall make efforts to bring them back
    through remedial measures.

18
  • monitor the maintenance of the norms and
    standards specified in the Schedule and in the
    Kerala Education Rules and ensure effective
    utilization of the school resources.
  • bring to the notice of the local authority and
    education authorities, any deviation from the
    rights of the child, in particular mental and
    physical harassment of children, denial of
    admission and timely provision of free
    entitlements as per sub-section (2) of section 3
  • identify the needs, prepare a plan, and monitor
    the implementation of the provisions of section
    4
  • ensure provision for remedial and enrichment
    coaching for children with special needs, late
    enrollments and slow learners and conduct of
    meetings of Class PTA and Mother PTA regularly by
    the teachers.

19
  • monitor the identification and enrollment of, and
    facilities for education of children with
    disability, and ensure their participation in and
    completion of elementary education.
  • monitor the implementation of the mid-day meal in
    the school.
  • mobilize support and resources from the local
    authority, the public and other agencies for
    providing better facilities for both academic
    and co-curricular activities.
  • prepare and audit the annual account of receipts
    and expenditure of the school for the amounts
    received by the Committee and furnish Utilization
    Certificate in respect of funds utilized.

20
Rule 4. SCHOOL DEVELOPMENT PLAN
Sn. 22 (1) (2) RTE Act
  • The SMC shall prepare a School Development Plan
    within three months of its constitution.
  • It shall be a three year plan comprising three
    annual sub plans. The plan shall contain
  • existing infrastructure facilities such as
    buildings, laboratory, library, toilets, drinking
    water, furniture, equipment, play ground.
  • prepare a master plan for the school using
    services of experts, keeping in view the future
    requirements of the school under each item and
    incorporating the concept of learner friendly and
    eco-friendly construction.

20
21
  • financial requirement in respect of (d) above,
    including for providingspecial training facility
    for late enrollments specified in section 4,and
    assess the requirements separately for each
    category by age,and entitlements of children
    such as free text books and uniforms,
    freetransportation and residential facilities
    required under sub-rule 4 and 7 ofRule 6 and any
    other additional requirement for fulfilling the
    responsibilitiesof the school under the Act.

22
  • Rule 5. Special Training
  • SMC shall identify children requiring special
    training and organize such training that
  • shall be based on specially designed, age
    appropriate learning material for children with
    special needs and late enrollments, developed by
    the academic authority,
  • shall be provided by teachers working in the
    school, or by Instructors of Multi-Grade Learning
    Centres appointed for the purpose by the local
    authority as stipulated in section 9 (g) for
    which the local authority shall maintain a panel
    of retired teachers or other qualified service-
    minded persons of the locality.
  • The child shall, upon induction into the age
    appropriate class after special training,
    continue to receive special attention by the
    teachers to enable him to successfully integrate
    with the rest of the class, academically and
    emotionally.

22
23
Rule 6. Area or limits of neighbourhood
Sn. 6 RTE Act
  • The area or limits of neighbourhood within which
    a school has to be established by the state
    government or the local authority shall be-
  • in respect of children in classes from 1 to 5, a
    school shall be established within a walking
    distance of one km of the neighbourhood
  • in respect of children in classes from 6 to 8, a
    school shall be established within a walking
    distance of three kms of the neighbourhood
  • Wherever required, the state government shall
    endeavor to upgrade existing government and aided
    schools in a phased manner with classes from 1 to
    4 to include classes from 5 to 8 and in respect
    of schools which start from class 5 onwards, to
    add classes from 1 to 4 wherever required, taking
    into account the availability of such classes in
    the existing schools in the neighbourhood and the
    specific recommendation of the Assistant
    Education Officer and the local
    authority. continued..

23
24
  • where no school exists within the area or limits
    of neighbourhood specified under sub-rule (1),
    the state government or the local authority shall
    make adequate arrangements, such as free
    transportation and residential facilities for
    providing elementary education in a school, in
    relaxation of the area or limits specified in the
    sub rule (1).
  • The State Government or local authority shall
    ensure that access of children to the school is
    not hindered (a) on account of social and
    cultural factors and (b) on account of closure of
    a government or aided school referred to under
    sub-clause (i) and (ii) of clause (n) of section
    2 and (c) shall ensure that no school is closed
    down without the recommendation of the Assistant
    Education Officer and the local authority and
    prior sanction of the State Government.
  • continued..

24
25
  • The state government or the local authority shall
    make appropriate and safe transportation
    arrangements for children with disabilities to
    attend school and complete elementary education.
    Additional assistance in the form of home-based
    teaching shall be arranged for children with
    severe disabilities.
  • The State Government and the local authority
    shall impress upon the parents and guardians,
    their duty under Section 10 of the Act, to admit
    or cause to be admitted, their child or ward as
    the case may be, to a neighbourhood school, for
    completion of elementary education.
  • shall provide free and appropriate pre-primary
    education to all children below 6 years. For
    this, Pre-primary Centres shall be established in
    a phased manner in govt. and aided schools within
    three years. A unified child-friendly curriculum
    shall be developed with linkages to the
    Anganwadies for providing ICDS services to all
    the children. (ref. Supreme Court judgement and
    guidelines of ICDS)
  • continued..

26
  • The minimum academic and professional
    qualification of pre-primary teachers shall be as
    prescribed by the National Council for Teacher
    Education.
  • The state government shall permit a time-frame of
    two years within which all children shall have
    attained six years at the time of admission to
    class One. The Head Teacher shall be competent to
    permit age relaxation up to six months at a time,
    during this time-frame.
  • As an interim arrangement the state government
    may open a new class in all the schools for
    children between 5 and 6 years to be known as
    Senior Pre-primary class for which age
    appropriate and child-friendly textbooks shall be
    developed by the academic authority. The class
    shall be conducted by utilizing the services of
    existing Primary Teachers.

27
Rule 7. Academic responsibility of the State
Government to ensure quality education
  • The State Government shall
  • ensure provision of high quality education
    uniformly in all schools and to this end specify
    norms and standards in respect of all activities
    involving quality.
  • notify the academic authority within two months
    of the date of notification of the rules, for
    development of the framework of state curriculum
    based on that of the national curriculum and for
    adopting the text books prepared under NCERT
    guidelines as far as practicable.
  • prescribe minimum qualifications for teachers and
    support staff and infrastructure in pre-primary
    schools based on NCERT norms.
  • continued..

27
28
  • monitor the levels of learning of children in all
    government, aided and unaided elementary schools
    in the state regularly, and conduct evaluation on
    learning outcomes in 5 of the schools through an
    external agency such as a university department,
    and bring out annual reports on the quality of
    elementary education in the state.
  • ensure quality in pre-primary and elementary
    teacher training curriculum and training courses.
  • ensure quality in training of teachers for
    imparting education to children with disabilities
    in accordance with proviso to section 3 (2) in
    consultation with national institutions
    concerned.
  • prescribe guidelines on child-friendly
    curriculum, infrastructure facilities and minimum
    qualifications for teachers and support staff in
    respect of pre-primary schools based on national
    norms.
  • continued..

29
  • design a transparent monitoring mechanism so as
    to cover all the stipulations in section 24 and
    in rule 21. The educational authorities namely,
    Assistant Education Officer, District Education
    Officer, Deputy Director of Education, academic
    personnel of DIETs and BRC, shall visit and
    monitor the academic performance of the teachers
    and students in the schools at least once in a
    year and furnish reports thereon to the SCERT for
    taking remedial action.
  • The State Government shall-
  • ensure that children with disabilities have
    access to free education till they attain the age
    of 18 years and shall promote their integration
    in the regular schools.
  • equip and upgrade the existing Special Schools
    for children with severe disabilities and provide
    them with residential facilities in appropriate
    locations.
  • offer vocational training facilities to all
    children with disabilities.
  • continued..

29
30
  • provide special teaching/learning material and
    improved assistive devices and all such items
    that are necessary to give a child with
    disability equal opportunities in education.
  • provide health care for the child with
    disabilities at school level.
  • formulate a restructured and relevant curriculum
    for children with various categories of
    disabilities.
  • develop appropriate systems for their continuous
    and comprehensive evaluation.

31
Rule 8. Responsibilities of the State Government
and local authority
  • a child attending a school referred to in
    sub-clauses (i), (ii), (iii) and (iv) of clause
    (n) of section 2 shall be entitled to free
    education and in particular to free text books,
    writing materials, uniforms, free transportation
    and residential facilities as applicable.
  • Explanation This will include a child enrolled
    in a school under the Juvenile Justice Care and
    Protection Act 2000 and a child attending a
    Mahila Shikshan Kendra / Learning Centre under
    the Kerala Mahila Samakhya Society and a child
    with disability attending a school recognised by
    the State Government.
  • continued..

31
32
  • For determining and for establishing
    neighbourhood schools, the State government shall
    undertake school mapping, as defined in Rule 2
    (j) and the local authority shall identify all
    children, including children in remote areas,
    children with disability, children belonging to
    disadvantaged group, children of migrant
    labourers, children belonging to weaker section
    and children referred to in section 4, within a
    period of one year from the appointed date, and
    every year thereafter.
  • The state government and the local authority
    shall-
  • provide emotional and psychological counseling
    for all children by professionals in
    co-ordination with government departments like
    health and social welfare.
  • ensure the minimum number of working days and
    instructional hours in an academic year as
    prescribed in the Schedule by arranging the
    school vacations in such a manner that their
    duration does not exceed forty five days at a
    time.
  • continued..

32
33
  • ensure that the medium of instruction is as far
    as practicable, in Malayalam or in the mother
    tongue. English as a subject shall be introduced
    in the form of songs, rhymes and stories from
    Class 1 onwards. Text books prepared under NCERT
    curriculum frame work shall be used in the
    English medium class divisions from class 1 to 4
    in schools where such divisions have been
    permitted.
  • ensure optimum school timings to all children,
    for which curtailment of school hours on account
    of following shift or sessional system shall be
    discontinued within a time limit of three years
    from the commencement of the Act.
  • adopt flexibility in school timings wherever
    feasible so as to facilitate adequate time to
    children for co-curricular activities and to
    mitigate difficulties owing to unsafe traffic
    conditions.
  • continued..

34
  • The state government and the local authority
    shall ensure that the conduct of classes in
    thatched buildings is discontinued within one
    year from the date of notification of the rules.
  • The State Government and the local authority
    shall provide adequate funds as grants for the
    implementation of the School Development Plan,
    submitted by the School Management Committee as
    prescribed under sub-clause(2) of Section 22 of
    the Act.
  • The State Government and the local authority
    shall enhance the manpower and infrastructure
    facilities in the office of the Assistant
    Educational Officer so as to enable such officer
    to effectively discharge his duties under the
    Act.

35
Rule 9. Maintenance of records of children by the
local authority
  • The local authority shall
  • maintain a record of all children in its
    jurisdiction, through a household survey from
    their birth or by a child census conducted by the
    authorized agency till they attain the age of 14
    years and of children with disabilities till they
    attain the age of 18 years.
  • maintain the Unique Identification Number (UIN)
    in respect of every child, as and when issued by
    the competent authority, so as to monitor his/her
    enrollment, attendance, learning achievement and
    transition to next higher classes.
  • Registration of Births shall be ensured by the
    local authority in respect of all births within
    its jurisdiction.
  • continued..

35
36
  • A comprehensive Health Card shall be maintained
    in respect of every child by conducting health
    check up in association with the Public Health
    Centre and Anganwadi/pre-primary school. The
    required medical assistance and management shall
    be provided to the children as required. The
    Health Card shall be updated yearly till the
    child completes elementary education.
  • shall ensure that the names of children enrolled
    in the schools are maintained in an appropriate
    register.

36
37
RESPONSIBILITIES OF SCHOOLS AND TEACHERS
  • Rule 10. Admission of children belonging to
    weaker section and disadvantaged group
  • A list of recognized schools conforming to the
    norms and standards prescribed from time to time
    shall be notified by the Deputy Director of
    Education at least three months before the
    commencement of the next academic year.
  • For the selection of 25 of the strength in Class
    1, as provided in section 12 (i) (c), the school
    shall publish the list of applicants and
    selection shall be by drawing of lots for each
    category. The list of selected students shall be
    displayed on the notice board on the same day.
  • continued..

37
38
  • Note An unaided school which grants admission to
    a child who has not enrolled in the government or
    aided school which is the neighbourhood school,
    shall not be eligible for reimbursement.
  • The Unique Identification Number and the
    biometric identification details as and when
    issued shall be maintained in respect of every
    child by all the schools.
  • Where in a school, there is no provision for
    completion of elementary education, a child shall
    have a right to seek transfer to any other school
    or, where a child is required to move from one
    school to another, either within a State or
    outside, such child shall have a right to seek
    transfer to any other government or aided school
    for completing his or her elementary education.
    The head teacher shall act in compliance with the
    provision of sub-clause (3) of section 5.
  • continued..

Sn. 5 (2) of RTE Act
38
39
  • No school or person shall, while admitting a
    child, collect any capitation fee and subject the
    child or his or her parents or guardian to any
    screening procedure.
  • The Director of Public Instructor shall be the
    authority to impose fine under section 13 (a) and
    (b) of the Act for violations of the provisions
    therein.
  • The head teacher shall ensure compliance with the
    provisions of section 16 and 17 of the Act so
    that (a) no child admitted in a school shall be
    held back in any class or expelled from school
    till the completion of elementary education and
    (b) no child shall be subjected to physical
    punishment or mental harassment.
  • Disciplinary action shall be taken under the
    service rules applicable to a person who violates
    the above stipulations.

40
Rule 11. Reimbursement of per-child-expenditure
by the State Government
  • The total annual recurring expenditure incurred
    by the State Government, from its own funds, and
    funds provided by the Central Government and by
    any other authority, on elementary education in
    respect of all government schools referred to in
    sub-clause (i) of clause (n) of section 2,
    divided by the total number of children enrolled
    in all such schools, shall be the
    per-child-expenditure incurred by the State
    Government.
  • The State government shall constitute a committee
    to assess the per-child expenditure for each
    academic year. This amount will be transferred to
    the bank account of the un-aided school concerned
    in two installments after verifications of
    retention and attendance of the children admitted
    there.

41
Rule 12. Documents as age proof
  • Wherever a Birth Certificate is not available,
    with respect to a child belonging to
    disadvantaged group or weaker section, any one of
    the following documents shall be deemed to be
    proof of age of the child for the purpose of
    admission in schools-
  • 1. hospital or Auxiliary Nurse and Midwife (ANM)
    register record2. anganwadi record3. affidavit
    by the parent or guardian in the prescribed
    format.
  • The head teacher shall intimate the local
    authority concerned regarding admission of any
    child without Birth Certificate and the local
    authority shall forward copy of the Birth
    Certificate within six months of such intimation.

41
42
Rule 13. Extended period for admission
  • Extended period of admission shall be three
    months from the date of commencement of the
    academic year of a school.
  • Where a child is admitted in a school after the
    extended period, he shall be eligible to complete
    studies with the help of special training, as
    determined by the head teacher of the school.

43
Rule 14. Recognition/Upgradation to school
  • Sn. 18 RTE Act No school to function or to be
    established without obtaining Certification of
    Recognition. All existing unaided schools should
    apply for recognition by filing self declaration
    in the prescribed format. The conditions for
    obtaining recognition for existing unaided
    schools, unrecognized schools and new schools are
    given in the Schedule to the Act and in the
    Central Rules.
  • The Commission has however prescribed additional
    and more stringent conditions and norms for
    granting recognition to both existing
    un-recognized un-aided schools and to new schools.

44
Rule 14. Recognition to school contd..
  • Every school, coming under section 2 (n) (iv)
    viz, an unaided school and which has obtained
    recognition under the Kerala Education Act and
    Rules or has obtained No Objection Certificate
    from the State Government for affiliation to
    other Boards of Education, shall make a self
    declaration to the Assistant Education Officer
    concerned, regarding its compliance or otherwise
    with the norms and standards stipulated in the
    KER in addition to the norms in the Schedule and
    fulfillment of the conditions prescribed. Some of
    them are
  • the school is run by a society registered under
    the SocietiesRegistration Act, 1860 (21 of
    1860), or a public trust or an educational agency
    constituted under any law for the time being in
    force
  • the school is not run for profit to any
    individual, group or association of individuals
    or any other persons
  • continued..

44
45
  • the school conforms to the values enshrined in
    the Constitution
  • the school complies with the provisions in the
    KER relating toarea, location and
    accommodation.
  • Malayalam is taught as a compulsory language in
    all classes.
  • the Pupil-Teacher Ratio as specified in section
    25 is maintained.
  • the school provides barrier free access and
    adapted toilets forchildren with disabilities.
  • the biometric identification details along with
    the UniqueIdentification Number of each child is
    maintained in the school.
  • the school buildings or other structures or the
    grounds are used only for the purposes of
    education and skill development
  • continued..

46
  • the school does not run any unrecognized classes
    within the premises of the school or outside in
    the same name of the school.
  • the school is open to inspection by any officer
    authorized by the state government.
  • the school furnishes such reports and such
    information as may berequired from time to time
    and complies with such instructions of theState
    Government as may be issued to secure the
    continued fulfillmentof the condition of
    recognition or the removal of deficiencies in
    theworking of the school
  • continued..

47
  • Constitution of a District level School
    Recognition Committee.
  • The DEO AEO concerned shall inspect such
    schools based on the norms and standards in Rule
    15 (i). The inspection report shall be placed
    before the District level Recognition Committee.
  • Order of Recognition will be issued by the Deputy
    Director of Education.
  • Provided that recognized unaided schools that
    have been established before the commencement of
    the Act namely, before 1-4-2010, and have been
    presenting their students for the respective
    class 10 Board examinations continuously since
    1-1-2000, shall be issued Certificate of
    Recognition under section 18 (1) of the Act based
    on the self declaration of the Educational Agency
    without site inspection.
  • Recognition can be withdrawn at any time by the
    department for violations of prescribed
    conditions.
  • continued..

47
48
  • The self declaration forms and applications for
    recognition will be placed in the website of the
    department for information of the public.
  • Schools that do not conform to the norms,
    standards and conditions mentioned in sub-rule
    (1) shall be listed by the Deputy Director of
    Education through a public order to this effect.
    Such schools may request the Deputy Director of
    Education for an on-site inspection for grant of
    recognition at any time so that such period does
    not exceed three years from the commencement of
    the Act
  • A School which does not conform to the norms,
    standards and conditions mentioned in sub-rule
    (1) within three years from the commencement of
    the Act shall stop its functioning and running of
    such school shall be punishable under section 19
    of the Act.
  • continued..

48
49
  • The existing unrecognized schools seeking
    recognition shall furnish the application in the
    prescribed format and shall fulfill the
    educational need of the locality as revealed in
    the school mapping exercise and the educational
    need shall be certified by the local authority
    and the Assistant Education Officer concerned.
  • A committee with the DPI or his nominee, the
    District Collector and a representative of the
    local authority, shall verify the facts with
    reference to the school mapping and the
    educational needs of the locality.
  • Their report shall be forwarded to the DPI, who
    shall after examination of the report, forward
    the eligible cases to the State Government for
    grant of recognition in compliance with the
    relevant provisions.
  • continued..

49
50
  • An educational agency proposing to start a new
    school shall conform to the norms and standards
    specified in the Schedule and those prescribed by
    the State Government from time to time, and the
    locality in which the school is proposed to be
    started has proven educational needs as revealed
    in the school mapping exercise and such
    educational need is certified by the local
    authority and the Assistant Education Officer
    concerned.
  • A committee comprising of the DPI or his nominee,
    the District Collector and a representative of
    the local authority, shall verify the facts with
    reference to the school mapping and the
    educational needs of the locality. The report
    shall be forwarded to the DPI who shall after
    examination, forward the eligible cases to the
    State Government for issue of orders sanctioning
    the new school and granting recognition in
    compliance with the relevant provisions.

50
51
Rule 15. Withdrawal of recognition to school
  • The Deputy Director shall issue notice to the
    school specifying the violations of the condition
    of grant of recognition and seek its explanation
    within one month.
  • An inspection of the school may be conducted by a
    Committee which shall make due enquiry and submit
    its report, along with recommendations for
    continuation of recognition or its withdrawal, to
    the said Officer.
  • On receipt of the report and recommendations of
    the Committee, the Deputy Director of Education
    shall pass order for withdrawal of recognition or
    continuance of recognition within two months.
  • continued..

51
52
  • The order of withdrawal of recognition passed by
    the state government said Officer shall be
    operative from the immediately succeeding
    academic year and shall make arrangements for the
    continuation of elementary education of the
    children in a neighbourhood school (s).
  • Appeal against an order of withdrawal of
    recognition under rule 16 (1)( c) shall lie
    before the Director of Public Instruction and
    before the State Government.

52
53
Role of National Council for Teacher Education
(NCTE)
  • In order to ensure a uniform pattern of quality
    education G.O.I. have under Sn. 23 of the Act
    entrusted the National Council for Teacher
    Education (NCTE) the Academic authority, to lay
    down Minimum Qualifications for a person to be
    eligible for appointment as a teacher in class 1
    to 8 as per NCTE notification dated 23rd August
    2010 which was amended by Notification on 10th
    June 2011.

54
Rule 16. Acquiring Minimum Qualifications
  • The State Government shall, within two months of
    the date of notification of the rules, implement
    the minimum qualifications including Teacher
    Eligibility Test (TET) for a person to be
    eligible for appointment as a teacher based on
    the norms and standards laid down by the National
    Council for Teacher Education.
  • The minimum qualifications laid down by the
    academic authority referred to in sub-rule (1)
    shall be applicable to all teachers in every
    school referred to in clause (n) of section 2.(
    Govt. Aided Unaided)
  • The State Government shall notify the agency that
    is authorized to conduct the Teacher Eligibility
    Test based on the norms prescribed by the
    National Council for Teacher Education.

54
55
  • Minimum Qualifications
  • Class I-V
  • Senior Secondary (Higher Secondary)with at least
    50 marks and 2 year Diploma in Elementary
    Education (TTC)
  • or
  • Senior Secondary (Higher Secondary) with at least
    45 marks and 2 year Diploma in Elementary
    Education (TTC) under NCTE Regulations
  • or
  • Senior Secondary (Higher Secondary) with at least
    50 marks and 4 year Bachelor of Elementary
    Education (B.El.Ed.)
  • or
  • Senior Secondary (Higher Secondary) with at least
    50 marks and 2 year Diploma in Elementary
    Education (Special Edn.)
  • or
  • B.A./B.Sc./B.Com and 2 year Diploma in Elementary
    Education
  • And
  • Pass in the Teacher Eligibility Test (TET) to be
    conducted by the State Government in accordance
    with the Guidelines framed by the NCTE for the
    purpose.

55
56
Class VI-VIII
  • BA/B.Sc./B.Com. and 2 year Diploma in Ele. Edn.
    (TTC)
  • or
  • BA/B.Sc./B.Com. with at least 50 marks and 1
    year Bachelor in Edn. (B.Ed.)
  • or
  • BA/B.Sc./B.Com. with at least 45 marks and 1
    year B.Ed accordance with the NCTE regulations.
  • or
  • Senior secondary with at least 50 marks and 4
    year B. El. Ed
  • or
  • Senior secondary with at least 50 marks and 4
    year B.A.Ed./B.Sc.Ed.
  • or
  • B.A./B.Sc./B.Com. with at least 50 marks and 1
    year B.Ed. (Spl. Edn.)
  • And
  • Pass in the Teacher Eligibility Test to be
    conducted by the State Government in accordance
    with the Guidelines framed by the NCTE for the
    purpose.

56
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  • Relaxation upto 5 in the qualified marks shall
    be allowed to reserved categories viz , SC/ST
    candidates
  • The minimum qualifications laid down in this
    Notification apply to all teachers of Languages
    Social studies, Mathematics and Science in every
    school.
  • The minimum qualifications for appointment of
    Part Time instructors in Art Education, Craft
    Education, Home Science, Health Physical
    Education and Work Education the existing
    eligibility norms prescribed by the State
    Govt./DPI shall be applicable till such time the
    NCTE lays down the minimum qualification in
    respect of such subject teachers.
  • For Health Physical Education - the NCTE
    regulations dated 3rd November 2001 is applicable
    (as amended from time to time)

58
  • Guidelines for conducting Teacher Eligibility
    Test (TET) under the Right of Children to Free
    and Compulsory Education Act, 2009No.
    76-4/2010/NCTE/AcadDated, 11th February 2011

59
Guidelines for conducting Teacher Eligibility
Test (TET)
  • Background and Rationale
  • The implementation of the Right of Children to
    Free and Compulsory Education (RTE) Act, 2009
    requires the recruitment of a large number of
    teachers across the country in a time bound
    manner. In spite of the enormity of the task, it
    is desirable to ensure that the quality
    requirement for recruitment of teachers is not
    diluted at any cost.
  • to ensure that persons recruited as teachers
    possess the essential aptitude and ability to
    meet the challenges of teaching at the primary
    and upper primary level.

60
  • The rationale for including the TET as a minimum
    qualification for a person to be eligible for
    appointment as a teacher is as under
  • It would bring national standards and benchmark
    of teacher quality in the recruitment process
  • It would induce teacher education
    institutions and students from these
    institutions to further improve their performance
    standards
  • It would send a positive signal to all
    stakeholders that the Government lays special
    emphasis on teacher quality
  • The TET examination may be conducted by a
    suitable professional body designated by the
    State Government for the purpose. It will be
    conducted in accordance with the Guidelines
    hereunder.

61
Eligibility
  • A person who has acquired the academic and
    professional qualifications specified in the NCTE
    Notification dated 23rd August 2010.
  • A person who is pursuing any of the teacher
    education courses recognized by the NCTE or the
    RCI, as the case may be) specified in the NCTE
    Notification dated 23rd August 2010.  
  • The eligibility condition for appearing in TET
    may be relaxed in respect of a State/UT which has
    been granted relaxation under sub-section (2) of
    section 23 of the RTE Act. The relaxation will be
    specified in the Notification issued by the
    Central Government under that sub-section

62
Structure and Content of Teacher Eligibility Test
(TET )
  • All questions will be Multiple Choice Questions
    (MCQs), each carrying one mark, with four
    alternatives out of which one answer will be
    correct.
  • There will be no negative marking.
  • The examining body should strictly adhere to the
    structure and content of the TET specified below.
  • There will be two papers of the TET.
  • Paper I will be for a person who intends to be a
    teacher for classes I to V.
  • Paper II will be for a person who intends to be a
    teacher for classes VI to VIII.
  • A person who intends to be a teacher either for
    classes I to V or for classes VI to VIII will
    have to appear in both papers (Paper I and Paper
    II).

63
  • Paper I (for classes I to V) No. of MCQs - 150
  • Duration of examination one-and-a-half hours
  • Structure and Content (All Compulsory)
  • (i) Child Development and Pedagogy 30 MCQs 30
    Marks
  • (ii) Language I 30 30
  • (iii) Language II 30 30
  • (iv) Mathematics 30 30
  • (v) Environmental Studies 30 30

64
  • The test items on Child Development and Pedagogy
    will focus on educational psychology of teaching
    and learning relevant to the age group of 6-11
    years. They will focus on understanding the
    characteristics and needs of diverse learners,
    interaction with learners and the attributes and
    qualities of a good facilitator of learning.
  • The Test items for Language I will focus on the
    proficiencies related to the medium of
    instruction, (as chosen from list of prescribed
    language options in the application form).
  • The Language II will be from among the
    prescribed options other than Language I. A
    candidate may choose any one language from the
    available language options and will be required
    to specify the same in the application form. The
    test items in Language II will also focus on the
    elements of language, communication and
    comprehension abilities.  

65
  • The test items in Mathematics and Environmental
    Studies will focus on the concepts, problem
    solving abilities and pedagogical
    understanding of the subjects. In all these
    subject areas, the test items shall be evenly
    distributed over different divisions of the
    syllabus of that subject prescribed for classes
    I-V by the State Government.
  • The questions in the tests for Paper I will be
    based on the topics of the prescribed syllabus
    of the State for classes I-V, but their
    difficulty standard, as well as linkages, could
    be up to the secondary stage.

66
  • Paper II (for classes VI to VIII) No. of MCQs -
    150
  • Duration of examination one-and-a-half hours
  • Structure and Content
  • (i) Child Development Pedagogy (compulsory) 30
    MCQs 30 Marks
  • (ii) Language I (compulsory) 30 30
  • (iii)Language II (compulsory) 30 30
  • (iv)(a) For Mathematics and Science teacher
    Mathematics and Science - 60 MCQs of 1
    mark each
  • (b) For Social studies teacher Social Studies
    - 60 MCQs of 1 mark each
  • (c) for any other teacher - either 4(a) or 4(b)

67
  • The test items on Child Development and Pedagogy
    will focus on educational psychology of teaching
    and learning, relevant to the age group 11-14
    years. They will focus on understanding the
    characteristics, needs and psychology of diverse
    learners, interaction with learners and the
    attributes and qualities of a good facilitator of
    learning.
  • The test items for Language I will focus on the
    proficiency related to the medium of instruction,
    as chosen from list of prescribed options in the
    application form.
  • The Language II will be a language other than
    Language I. The person may choose any one
    language from among the available options and as
    in the specified list in the application form
    and attempt questions in the one indicated by the
    candidate in the application form by him. The
    Test items in Language II will also focus on the
    elements of language, communication and
    comprehension abilities.

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  • The test items in Mathematics and Science, and
    Social Studies will focus on the concepts,
    problem solving abilities and pedagogical
    understanding of these subjects. The test items
    of Mathematics and Science will be of 30 marks
    each. The test items shall be evenly distributed
    over different divisions of the syllabus of that
    subject as prescribed for classes VI-VIII by the
    appropriate government.
  • The questions in the tests for Paper II will be
    based on the topics of the prescribed syllabus
    of the State for classes VI-VIII but their
    difficulty standard as well as linkages could be
    up to the senior secondary stage.
  • The question paper shall be bilingual - (i) in
    language(s) as decided by the State Government
    and (ii) English language.

69
Qualifying marks
  • A person who scores 60 or more in the TET exam
    will be considered as TET pass. School
    managements (Government, local bodies, government
    aided and unaided)
  • (a) should give weightage to the TET scores in
    the recruitment process however, qualifying the
    TET would not confer a right on any
    person for recruitment/employment as it is
    only one of the eligibility criteria for
    appointment.
  • (b) Relaxation up to 5 in the aforementioned
    qualifying marks would be available to SC/STs in
    accordance with the policy of state govt. (as per
    F.No. 61-1/2011/NCTE/NS dt. 1st April 2011.)

70
Applicability
  • (a) TET conducted by the Central Government shall
    apply to all schools referred to in
    sub-clause (i) of clause (a) of section 2 of the
    RTE Act.
  • (b) TET conducted by a State Government shall
    apply to
  • (i) a school of the State Government and local
    authority referred to in sub-clause (i) of clause
    (n) of section 2 of the RTE Act and
  • (ii) a school referred to in sub-clause (ii) of
    clause (n) of section 2 of the RTE Act in that
    State/UT.
  • A school at (i) and (ii) may also consider
    eligibility of a candidate who has obtained TET
    Certificate awarded by another State. In case a
    State Government decides not to conduct a TET, a
    school at (i) and (ii) in that State would
    consider the TET conducted by the Central
    Government.
  • (c) A school referred to in sub-clause (iv) of
    clause (n) of section 2 of the RTE Act may
    exercise the option of considering either
    the TET conducted by the Central Government
    or the TET conducted by the State Government/UT
    with legislature.

71
Frequency of conduct of TET and validity period
of TET certificate
  • The State Government should conduct a TET at
    least once every year. The Validity Period of TET
    qualifying certificate for appointment will be
    decided by the State Government subject to a
    maximum of seven years for all categories. But
    there will be no restriction on the number of
    attempts a person can take for acquiring a TET
    Certificate. A person who has qualified TET may
    also appear again for improving his/her score.

72
Procedure for conduct of the Test
  • The examining body shall formulate a detailed
    procedure and lay down instructions for conduct
    of the TET. Candidates should be informed that
    a very serious view will be taken of any
    malpractice or impersonation.

Legal Disputes
  • All legal disputes with regard to conduct of TET
    shall be subject to the jurisdiction of the State
    Government.

73
Award of TET Certificate
  • The State Government conducting the Test shall
    award a TET Certificate to all successful
    candidates. The certificate should contain the
    name and address of the candidate, date of birth,
    Registration No. year/month of award of
    Certificate, marks obtained in each Paper, class
    level of its validity (Class I to V, class VI to
    VIII or both), and, in case of classes VI to
    VIII, the subject area (Science and Mathematics,
    Social Studies, etc.). The certificate may be
    electronically generated with adequate security
    features. Utilizing the services of specialized
    agencies for issuing de-materialized (demat) TET
    certificates as a security feature to avoid any
    kind of malpractice may also be considered.

74
Monitoring
  • The appropriate Government shall appoint a Nodal
    Officer for the purpose of TET.
  • The NCTE would organize meetings of the Nodal
    Officers at least once every year.
  • Every appropriate Government will forward a
    report of each TET to the NCTE in a format to be
    prescribed by the NCTE.
  • The NCTE shall maintain a data base of qualified
    teachers and be the repository of experts and
    resources, including the technological tools for
    conduct of the TET, and shall share it with the
    appropriate Government.

75
  • N.B- Details of Central Teacher Eligibility
    Test (CTET) as published in www.
    cbse.nic.in
  • Online submission of application positively by
    15.05.2011
  • Fees General/OBC Rs. 500/-
  • SC/ST Rs. 250/-
  • Exam Paper I 26.06.2011 F.N. 9.30 -11 150
    MCQs 150 Marks
  • Paper II 26.06.2011 12.30 -2
    150 MCQs 150 Marks

76
Vision for Teacher Education
Concern for quality
  • The dimension of the National Framework for
    School Curriculum vision needs to be supported
    and sustained with systematic reforms of
    structures and institutions that nurture,
    practices supportive of children's inclusion in
    school and their learning. Important among these
    are preparing teachers and supporting their
    professional practices through monitoring and
    academic leadership.
  • The system for producing text books and learning
    materials.
  • Curriculum reforms are at the heart of any
    initiative that may be taken to improve the
    quality of educational provision at different
    stages.

77
  • Quality is systemic attribute and not just a
    feature of instruction or attainment.
  • Quality is not merely a measure of efficiency it
    also has a value dimension.
  • Quality of education will succeed only if it goes
    hand in hand with steps to promote equality and
    social justice.
  • Teacher education programmes like B.Ed and TTC
    pay inadequate attention to the responsibility
    that a teacher has in constructing a class room
    culture that provides an inclusive environment
    for children, especially girls from oppressed or
    marginalised social backgrounds. In syllabus
    designing and textbook writing, the items showing
    sensitivity to cultural differences often come in
    as afterthoughts rather than as in-built features
    of the process. The case of gender and special
    needs is similar.

78
  • In tune with the vision of NCFTE, NCTE has
    decided to develop Norms and standards and
    suggestive curriculum for different Teacher
    Education Courses like Diploma in Early Childhood
    Education-Diploma in Elementary Education-Diploma
    in B.El.Ed. and 1 year B.Ed.

79
NCTE Norms - Curriculum for Teacher Education
ProgrammesDiploma in Elementary Education
(D.El.Ed) or TTC
  • Preamble
  • The aim of elementary education is to fulfill the
    basic learning needs of all children in an
    inclusive school environment bridging social and
    gender gaps with the active participation of the
    community The programme aims at preparing
    teachers for elementary stage of education that
    is Classes I to VIII.
  • Though the elementary teacher education programme
    carries different nomenclatures the duration
    entry qualification are same. Hence the
    nomenclature of courses shall be same Diploma in
    Elementary Education (D.El.Ed).
  • 2. Duration of an academic year
  • Working days shall be atleast 200 working days
    each year exclusive of the period of examination
    and admission.
  • Atleast 40 days for practice teacher/skill
    development.

80
Proposed D.El.Ed. Curriculum Structure Year
I
Sl. No. Course Title Suggested Periodsper Week Maximum Marks
Year I Theory Theory Theory
1 Childhood and the Development of Children 4-5 100
2 Contemporary Indian Society 4-5 100
3 Education, Society, Curriculum and Learners 4-5 100
4 Towards Understanding the Self 2-3 50
5 Pedagogy across the Curriculum 2-3 50
6 Understanding Language and Early Literacy 4-5 100
7 Mathematics Education for the Primary School Child 4-5 100
8 Proficiency in English 2-3 50
81
Practicum
Creative Drama, Fine Arts and Education 2-3 40
Childrens Physical and Emotional Health, School Health and Education 1-2 30
Work and Education 1-2 30
School Internship 25-35 days 100
Total Marks 850
82
Year II
Sl. No. Course Title Suggested Periodsper Week Maximum Marks
Year II Theory Theory Theory
1 Cognition, Learning and the Socio-Cultural Context 4-5 100
2 Teacher Identity and School Culture 4-5 50
3 School Culture, Leadership and Change 2-3 50
4 Pedagogy of Environmental Studies 2-3 100
5 Pedagogy of English Language 4-5 100
6 Optional Pedagogic Coursesa) Social Science Educationb) Language Educationc) Mathematics Educationd) Science Education 4-5 100
7 Diversity Gender and Education 2-3 50
83
Practicum
Childrens Physical and Emotional Health, School Health and Education 3-4 40
Creative Drama, Fine Arts and Education 4-5 60
School Internship 45-55 days 200
Total Marks 850
Grand Total 1700
84
Systemic Reforms for ensuring Quality in
Elementary education
  • Academic Planning and monitoring for
    quality.
  • Academic leadership in school and for school
    monitoring.
  • Strengthening Panchayati Raj System to realize
    the constitutional mandate of decentralized
    democracy and development.
  • The Principle of subsidiarity is the bedrock of
    panchayati Raj which stipulates that what can be
    done optimally at the lowest level should be done
    at that level.
  • A rational and realistic analysis of the
    functions that are required to be discharged at
    the different levels have to be identified and
    its compliance ensured.
  • Teacher education for curriculum renewal
  • Present concerns in Teacher education
  • In-service Education and Training of Teachers
  • Pre-service Education
  • School-based Assessment
  • Internal Assessment (honest)

85
Salient Features of Teacher Education to enable
Student-Teachers to
  • understand the way learning occurs and to create
    plausible situations conducive to learning.
  • view knowledge as personal experiences
    constructed in the shared context of
    teaching-learning, rather than embedded in the
    external reality of textbooks.
  • be sensitive to the social, professional and
    administrative contexts in which they need to
    operate.
  • develop appropriate competencies to be able to
    not only seek the above-mentioned understanding
    in actual situations, but also be able to create
    them.
  • attain a sound knowledge base and proficiency in
    language.
  • identify their own personal expectations,
    perceptions of self, capacities and inclinations.

86
  • consciously attempt to formulate ones own
    professional orientation as a teacher in
    situation-specific contexts.
  • view appraisal as a continuous educative process.
  • develop an artistic and aesthetic sense in
    children through art education.
  • Address the learning needs of all children,
    including those who are marginalised and
    disabled.
  • In the context of change perspective, it is
    imperative to pursue an integrated model of
    teacher education for strengthening the
    professionalisation of teachers.
  • Develop the needed counselling skills and
    competencies to be a facilitator for and
    helper of children needing specific kinds of
    help in finding solutions for day-to-day problems
    related to educational, personal and social
    situations.
  • Learn how to make productive work a pedagogic
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