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WEL COME MY BLOG - ALPESH PARMAR

Tuesday, 28 February 2017

Name of Post: GSRTC Conductor

Name of Post: GSRTC Conductor
GSRTC Has Invites Application For 1503 Conductor posts. Interested Candidates fill Application Online Through OJAS Website. Now We JobSafar Team Provide Study Materials for GSRTC Conductor Vacancy for Successfully Pass this Exam.

So Download Study Material for GSRTC Conductor Exam and get Success.

In This Post You Get Material as Conductor Exam Syllabus:

GSRTC Study MaterialsGujarati GrammarEnglish GrammarGeneral KnowledgeMaths and ReasoningGSRTC InformationFirst Aid
GSRTC Study Materials: Click here

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BRC,CRC,URC Exam 2017 Study Material : Social Science 6 to 8 First Sem. MCQ

BRC,CRC,URC Exam 2017 Study Material : Social Science 6 to 8 First Sem. MCQ
Sarva Shiksha Abhiyan Mission Gujarat Has Published Notification For Recrutiment Of BRC,CRC And URC Post. Many Of Candidates Have Applied For Above Said Posts. Candidates arein search of Study Material and shikshanjagat is one of the best site of Study Material in Gujarat.
SSAM Is Going to Conduct BRC,CRC,URC written Exam 0n 05-03-2017.
You can Download more study materials From Our Official Site www.shikshanjagat.in To download Quiz file click on below given link.
Download File:Click here
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Download BRC,CRC,URC Post Exam 2017 Study Material : Pragna Abhigam File.

Download BRC,CRC,URC Post Exam 2017 Study Material : Pragna Abhigam File.


Download BRC,CRC,URC Post Exam 2017 Study Material : Pragna Abhigam File.

Special Thanks To ShikshanJagat

Organization Name:-Sarva Shiksha Abhiyan Mission Gujarat

Exam Name:-BRC,CRC,URC Post Exam 2017

Sarva Shiksha Abhiyan Mission Gujarat Has Published Notification For Recrutiment Of BRC,CRC And URC Post. Many Of Candidates Have Applied For Above Said Posts. Candidates arein search of Study Material and shikshanjagat is one of the best site of Study Material in Gujarat.

SSAM Is Going to Conduct BRC,CRC,URC written Exam 0n 05-03-2017.

Here is a Pragna Abhigam PDF File for preparation.In this file You will find Very Important information About Pragna Abhigam In Lower Primary Schools in Gujarat.

Shikshanjagat Is One Stop Destination For All Kind Of Study Matreial. Shikshanjagat Is Provididng Daily Current Affairs In Gujarati And English, Online Tests, General Knowledge PDF Files, Educational Updates, CCC News, Exam Notifications, Results and lot more things. So Stay Connected to us for Latest Study material.

You can Download more study materials From Our Official Site www.shikshanjagat.in To download Quiz file click on below given link.

Useful Link:-

Download Pragna Abhigam File Here.
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CRC BRC EXAM MATE USEFUL COMPUTER BOOK

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.

CRC BRC EXAM MATE USEFUL COMPUTER BOOK
-CLIKHERE N DOWNLOAD

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CRC BRC Bharti Paper Style and Merit calculation

CRC BRC Bharti Paper Style and Merit calculation
CRC BRC Bharti Paper Style and Merit calculation
CRC BRC Bharti Paper Style
Written Exam ( State Level )
OMR Base Content Elated Written Exam :  100 Marks
Gujarati Language : 5 Marks
Hindi, English, Snskrit : 10 Marks
Maths : 10 Marks
Science : 10 Marks
Paryavaran / Social Science : 10 Marks
Computer ( CCC Equlant ) : 10 Marks
Shikshan na Samprat Pravaho : 20 Marks (SSA, Shikshan Kaydo, Niymo ane Anyo )
GK  : 15 Marks
CRC/BRC kamgiri sandarbhe Abhiruchi : 10 Marks
Toatal : 100 Marks
Process of Merit :
Educational Qualification and Other : 30 Marks
Written Exam : 70 Marks
Total 100 Marks depended Merit List
Download CRC-BRC Exam-Question Papers,Syllabus,Materials visit daily this site we are uploading very soon  CRC-BRC Exam-Question Papers,Syllabus,Materials
Download more Information : Click Here
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Gujarat Gaun Seva Pasandgi Mandal (GSSSB) has published Result for the post of Senior Surveyor (20-11-2017).

Gujarat Gaun Seva Pasandgi Mandal (GSSSB) has published Result for the post of Senior Surveyor (20-11-2017).
Keep visiting  for letest educational, all Goverment and private job, Insurance, Loans ,Techonology, Mobile tips and  much more update...

This blog is daily update about primery school letest circular , Educational news paper news,  Breking news , all Goverment and private job ,Letest Techno tips, Insurance, Loans , Letest Mobile tips and all Competitive exam most imp gk, model paper, exam old paper, model paper in mp3 and most imp gk mp3 exam materials...........

Favorite
Must visit this blog everyday for latest offers of verious brand and other technology Updates..
Gujarat Gaun Seva Pasandgi Mandal (GSSSB) has published Result for the post of Senior Surveyor (20-11-2017).

Advt. No. : 67/201617
Post: Senior Surveyor
Exam was held on 20-01-2017
OMR Sheet: Click Here

Result: Click Here

Read More »

UPSC GPSC VARG 1 ANE 2 SEKDO JAGYAO PAT NOKRI NI TAKO

UPSC GPSC VARG 1 ANE 2 SEKDO JAGYAO PAT NOKRI NI TAKO

UPSC GPSC VARG 1 ANE 2 SEKDO JAGYAO PAT NOKRI NI TAKO
Keep visiting  for letest educational, all Goverment and private job, Insurance, Loans ,Techonology, Mobile tips and  much more update...

This blog is daily update about primery school letest circular , Educational news paper news,  Breking news , all Goverment and private job ,Letest Techno tips, Insurance, Loans , Letest Mobile tips and all Competitive exam most imp gk, model paper, exam old paper, model paper in mp3 and most imp gk mp3 exam materials...........

Must visit this blog everyday for latest offers of verious brand and other technology Updates..
UPSC GPSC VARG 1 ANE 2 SEKDO JAGYAO PAT NOKRI NI TAKO

Click here to Read News

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Saurashtra University M.A Education Sem 3 Result Out


Saurashtra University M.A Education Sem 3 Result Out

 

Saurashtra University M.A Education Sem 3 Result Out

Saurashtra University M.A Education Sem 3 Result Out The Saurashtra University has published Result of M.A Education Sem 3 Exam 2017.you can check your Results from below given link.

Saurashtra University M.A Education Sem 3 Result : Click Here

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Bisag Time Table of March 2017

Bisag Time Table of March 2017
Bisag Time Table of March 2017

Standard 9 to 12 Bisag Time Table Available.

Channel no 9 to 12 on Vande gujarat

KEEP VISITING FOR LATEST EDUCATIONAL AND TECHNOLOGY UPDATES

POSTING DAILY UPDATE ABOUT PRIMARY SCHOOL LATEST PARIPATRA, EDUCATIONAL NEWS AND OTHER COMPETITIVE EXAMS MATERIALS.
LIKE TET,HTAT,GPSC,POLICE CONSTABLE BHARTI,GSSSB CLERK,TALATI MANTRI AND OTHER EXAMS.

MUST VISIT THIS WEBSITE EVERY DAY FOR LATEST EDUCATIONAL UPDATES OF VARIOUS FACTROR HAPPENING IN THIS FIELD AND OTHER GK UPDATES.

Download : Click Here

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E-Gram Portal no Upyog karva Babat Latest Paripatra See

E-Gram Portal no Upyog karva Babat Latest Paripatra See

Dear Visitors,
Now you can get Job information & Competitive Exam Preparation Material through our site Easily.
We daily publish Nokari Job Mahiti on our site

Our site Alpeshpatel84.blogspot.in Give Gujarat & India Level all type of new jobs information.
Here you can Get Various job Like Graduate jobs,Engineer jobs,Diploma candidate jobs,Mba jobs,Law jobs and other various jobs.
Our site Alpeshpatel84.blogspot.in is famous for competitive exam’s preparation. we provide complete exam materials for various exam Like Tet,Htat,Tat,police exam,Clerk exam, Gpsc Exam,panchayat clerk exam and other Gujarat Level Exams.
From our Web you can Get various
Related Like General knowledge, Gujarat Totally General knowledge,English Grammar,Gujarati Grammar,Gujarati Literature,maths,science and other more materials.
For Competitive exams complete Preparation stay connected with

Read Circular : Click Here

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GSSSB:Probation Officer Document Verification Instructions

GSSSB:Probation Officer Document Verification Instructions
GSSSB:Probation Officer Document Verification Instructions

GSSSB:Probation Officer Document Verification Instructions

Document verification date 8/3/2017

Total Documents list for Documents verification declared read full Instructions for GSSSB Probation Officer from below link

Read Official Instructions : Click Here

Exam Date:04-09-2016

Qualified Candidate List:Click here

Not Qualified Candidate List:Click here

Read More »

CONDUCTEUR BHARTI SYLLABLES

Read More »

GPSSB Probationary Officer Document Verification Programme Date with Selection List Declared

GPSSB Probationary Officer Document Verification Programme Date with Selection List Declared

GPSSB Probationary Officer Document Verification Programme Date with Selection List Declared.

we daily uploads various Circular Aboprimary education department in
All Circulars of Districts And Niyamak kacheri Gandhinagar all Primary, Secondary and Higer Secondary Department.
we also uploads various Job Updates of various government & Non-Government Sector from all over india.

This Blog is Daily Update About Gujarati Language Special Newsletter & Other Gujarati Information and Primary School Latest Circular. Education News Paper News, ALL Government & Private Job. Latest Technology Tips, Insurance,Load,Latest,Mobile Tips and All Competitive Exam Most IMP GK. MODEL PAPER, Exam Old Paper, Model Paper Constable Bharti,GPSC,GSSSB,Clerk, Talati & Other Exam........
from Maru Gk Web you can Get Various
Related Like General Knowledge, Gujarat Totally General Knowledge,English Grammar,Gujarati Grammar,Gujarati Literature,Maths,Science and Other More Materials,
Today's Current Affairs (In Gujarati)  for all competitive exams : Date - 12 February - 2017 by GK Exam.Hello Friends ! Are you Preparing For Upcoming Panchayat Talati Junior Clerk, Gram Sevak Exam. Don't Worry we are preparing model papers for you. This model paper is prepare as syllabus. 100 marks paper will help you a lot. This Paper contains all subject like Gujarati, English, Science, Maths, Reasoning, Current and all important section. So download this paper and prepare better. Additionally, finance minister Arun Jaitley proposed that category I and II foreign portfolio investors (FPIs) should be exempted from taxation on indirect transfers, which made investors a happy lot. Both key indices Sensex and Nifty Who do not have much income as the taxpayer may take lakh and Rs 1,000 fine on them. Upon entering aitiara runo December 10000 will be fine. So whose works have filled the void, but they delay the returns will be penalized. The CBDT hasasked the tax authorities to accelerate the investigation
DOWNLOAD :- CLICKHERE

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BHAVNAGAR:-SCHOL SAMAY SAVAR NO KARVA BABAT

Read More »

GSRTC CONDUCTOR EXAM MODEL QUESTION PAPER-1


GSRTC CONDUCTOR EXAM MODEL QUESTION PAPER-1

GSRTC CONDUCTOR EXAM MODEL QUESTION PAPER-1

GSRTC CONDUCTOR EXAM MODEL PAPER QUESTION PAPER-1
we daily uploads various Circular About primary education department in This blog.
www.Gujguru.in
All Circulars of Districts And Niyamak kacheri Gandhinagar all Primary, Secondary and Higer Secondary Department.we also uploads various Job Updates of various government & Non-Government Sector from all over india.

This blog is daily update aboutprimery school letest circular , Educational news paper news, Breking news , all Goverment and private job,Letest Techno tips, Insurance, Loans , Letest Mobile tips and all Competitiveexam most imp gk, model paper, exam old paper, model paper in mp3 and most imp gk mp3 exam materials...

Like Tet,Tat,Htat,Police constable bharti, Gsssb Clerk, Talati, and other exams..Must visit this blog everyday for latest offers of verious brand and other technology Update.

Published IMP Study Materials for GSRTC Conductor Written Exam 2017. Download it for Better Preparation. Best of Luck.
 click here to Download paper  

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3 DIVAS BLOCK KAXA NI TALIM BABAT PARIPATRA DATE -27-2-2017

3 DIVAS BLOCK KAXA NI TALIM BABAT PARIPATRA DATE -27-2-2017

3 DIVAS BLOCK KAXA NI TALIM BABAT PARIPATRA DATE -27-2-2017

     3RD TABKKA NI BAKI RAHEL 3 DIVASH NI BLOCK KAKSHA NI TALIM NA AAYOJAN MA FERFAR ANGHE PARIPATRA DATE 27/2/2017

THIS BLOG IS DAILY UPDATE ABOUT GUJARATI LANGUAGE SPECIAL NEWSLETTER AND OTHER GUJARATI INFORMATION AND PRIMERY SCHOOL LETEST CIRCULAR , EDUCATIONAL NEWS PAPER NEWS,  ALL GOVERNMENT AND PRIVATE JOB , LETEST TECHNOLOGY TIPS, INSURANCE, LOANS , LETEST MOBILE TIPS AND ALL COMPETITIVE EXAM MOST IMP GK, MODEL PAPER, EXAM OLD PAPER, MODEL PAPER IN MP3 AND MOST IMP GK MP3 EXAM MATERIALS... LIKE TET, TAT, HTAT, POLICE CONSTABLE BHARTI, GSSSB CLERK, TALATI, AND OTHER EXAMS.

GUNOTSAV, PRAVESOTSAV BABAT USEFUL INFORMATION MATE AA BLOG NI KYAREK MULAKAT LETA RAHO.

3 DIVAS BLOCK KAXA NI TALIM BABAT PARIPATRA DATE -27-2-2017

3RD TABKKA NI BAKI RAHEL 3 DIVASH NI BLOCK KAKSHA NI TALIM NA AAYOJAN MA FERFAR ANGHE PARIPATRA DATE 27/2/2017

Click here to view gr

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BANK CHARGES RELATED IMPORTANT NEWS

BANK CHARGES RELATED IMPORTANT NEWS

BANK CHARGES RELATED IMPORTANT NEWS

Keep visiting  www.ojasnokri.com for letest educational, all Goverment and private job, Insurance, Loans ,Techonology, Mobile tips and  much more update...

This blog is daily update about primery school letest circular , Educational news paper news,  Breking news , all Goverment and private job ,Letest Techno tips, Insurance, Loans , Letest Mobile tips and all Competitive exam most imp gk, model paper, exam old paper, model paper in mp3 and most imp gk mp3 exam materials.

Must visit this blog everyday for latest offers of verious brand and other technology Updates
Click here to Read News

Read More »

GPSC : DEO/DPEO,Dy.Mamlatdar(Main Exam) And Various Post Exam Call Letter Download Notification*

GPSC : DEO/DPEO,Dy.Mamlatdar(Main Exam) And Various Post Exam Call Letter Download Notification

GPSC : DEO/DPEO,Dy.Mamlatdar(Main Exam) And Various Post Exam Call Letter Download Notification.

Gujarat Public Service Commission Has Published Notification For Various Posts Exam Call Letters Download. Candidates who are eligible Or Applied For The posts Shown in below notification can download call letters from official website of gpsc-ojas.gujarat.gov.in. More details are as in given below image.

GPSC : Gujarat Public Service Commission

Posts Name :
1. Deputy Section Officer And Dy.Mamalatdar(Main Exam)
2. Deo/DPEO Class-1
3. Motor Vehicle Inspector
4. Assistant Engineer(Civil)

More Details For Call Letters Are as given in below image.

Click Here to Download Notification

Click Here to Download Call Letters

Read More »

Crc brc call latter download

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.L
-CLIKHER n download

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Monday, 27 February 2017

VIDHYASAHAYK BHARTI FIRST ,SECOND & THIRD ROUND ALL SUBJECTS CUTOFF PERCENTAGE MERIT ANALYSIS .

VIDHYASAHAYK BHARTI FIRST ,SECOND & THIRD ROUND ALL SUBJECTS CUTOFF PERCENTAGE MERIT ANALYSIS .

Dear Visitors, Now you can get JOb information & COMPETITIVE EXAM PREPARATION MATERIALS through Aapanu Gujarat site Easily.We daily publish Useful Updates on our site Aapanu Gujarat it is famous for competitive exam’s preparation.

we provide complete exam materials for various exam Like Tet,Htat,Tat,police exam,Clerk exam, Gpsc Exam,panchayat clerk exam and other Gujarat Level Exams.From Aapanu Gujarat
Web you can Get various Related Like General knowledge, Gujarat Totally General knowledge,English Grammar,Gujarati Grammar,Gujarati Literature,maths,science and other more materials For exams complete preparation stay connected with Aapanu Gujarat

CLICK HERE TO VIEW ANALYSIS

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VIDHYASAHAYAK RELATED NEWS

VIDHYASAHAYAK RELATED NEWS
Keep visiting   for letest educational, all Goverment and private job, Insurance, Loans ,Techonology, Mobile tips and  much more update...

This blog is daily update about primery school letest circular , Educational news paper news,  Breking news , all Goverment and private job ,Letest Techno tips, Insurance, Loans , Letest Mobile tips and all Competitive exam most imp gk, model paper, exam old paper, model paper in mp3 and most imp gk mp3 exam materials.

Must visit this blog everyday for latest offers of verious brand and other technology Update
Click here to Read News

Read More »

ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-HINDI SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

Dear Visitors, Now you can get JOb information & Competitive Exam’s Preparation materials through TET HTAT GURU site Easily. We daily publish Tet Htat Guru’s JOB MAHITI on our site job mahiti Give Gujarat & India Level all type of new jobs information. Here you can Get Various job Like Graduate jobs,Engineer jobs,Diploma candidate jobs,Mba jobs,Law jobs and other various jobs. Tet Htat Guru is famous for competitive exam’s preparation. we provide complete exam materials for various exam Like Tet,Htat,Tat,police exam,Clerk exam, Gpsc Exam,panchayat clerk exam and other Gujarat Level Exams.
From Tet Htat Guru Web you can Get various Subjects Related materials Like General knowledge, Gujarat Totally General knowledge,English Grammar,Gujarati Grammar, Gujarati Literature, maths,science and other more materials.

For Competitive exams complete preparation stay connected with Aapanu Gujarat
Jilla sixan smaiti Nagar shixan smaiti

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VIDHYSAHAYAK BHARTI:-SANSKRIT SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-SANSKRIT SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-SANSKRIT SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

Dear Visitors, Now you can get JOb information & Competitive Exam’s Preparation materials through TET HTAT GURU site Easily. We daily publish Tet Htat Guru’s JOB MAHITI on our site job mahiti Give Gujarat & India Level all type of new jobs information. Here you can Get Various job Like Graduate jobs,Engineer jobs,Diploma candidate jobs,Mba jobs,Law jobs and other various jobs. Tet Htat Guru is famous for competitive exam’s preparation. we provide complete exam materials for various exam Like Tet,Htat,Tat,police exam,Clerk exam, Gpsc Exam,panchayat clerk exam and other Gujarat Level Exams.
From Tet Htat Guru Web you can Get various Subjects Related materials Like General knowledge, Gujarat Totally General knowledge,English Grammar,Gujarati Grammar, Gujarati Literature, maths,science and other more materials.

For Competitive exams complete preparation stay connected with Aapanu Gujarat

Jilla sixan smaiti Nagar shixan smaiti

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VIDHYSAHAYAK BHARTI:-GUJARATI SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-GUJARATI SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-GUJARATI SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

Dear Visitors, Now you can get JOb information & Competitive Exam’s Preparation materials through TET HTAT GURU site Easily. We daily publish Tet Htat Guru’s JOB MAHITI on our site job mahiti Give Gujarat & India Level all type of new jobs information. Here you can Get Various job Like Graduate jobs,Engineer jobs,Diploma candidate jobs,Mba jobs,Law jobs and other various jobs. Tet Htat Guru is famous for competitive exam’s preparation. we provide complete exam materials for various exam Like Tet,Htat,Tat,police exam,Clerk exam, Gpsc Exam,panchayat clerk exam and other Gujarat Level Exams.
From Tet Htat Guru Web you can Get various Subjects Related materials Like General knowledge, Gujarat Totally General knowledge,English Grammar,Gujarati Grammar, Gujarati Literature, maths,science and other more materials.

For Competitive exams complete preparation stay connected with Aapanu Gujarat

Jilla sixan smaiti Nagar shixan smaiti

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VIDHYSAHAYAK BHARTI:-ENGLISH SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-ENGLISH SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-ENGLISH SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

Dear Visitors, Now you can get JOb information & Competitive Exam’s Preparation materials through TET HTAT GURU site Easily. We daily publish Tet Htat Guru’s JOB MAHITI on our site job mahiti Give Gujarat & India Level all type of new jobs information. Here you can Get Various job Like Graduate jobs,Engineer jobs,Diploma candidate jobs,Mba jobs,Law jobs and other various jobs. Tet Htat Guru is famous for competitive exam’s preparation. we provide complete exam materials for various exam Like Tet,Htat,Tat,police exam,Clerk exam, Gpsc Exam,panchayat clerk exam and other Gujarat Level Exams.
From Tet Htat Guru Web you can Get various Subjects Related materials Like General knowledge, Gujarat Totally General knowledge,English Grammar,Gujarati Grammar, Gujarati Literature, maths,science and other more materials.

For Competitive exams complete preparation stay connected with Aapanu Gujarat
Jilla sixan smaiti Nagar shixan smaiti

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VIDHYSAHAYAK BHARTI:-SOCIAL SCIENCE SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-SOCIAL SCIENCE SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-SOCIAL SCIENCE SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

Dear Visitors, Now you can get JOb information & Competitive Exam’s Preparation materials through TET HTAT GURU site Easily. We daily publish Tet Htat Guru’s JOB MAHITI on our site job mahiti Give Gujarat & India Level all type of new jobs information. Here you can Get Various job Like Graduate jobs,Engineer jobs,Diploma candidate jobs,Mba jobs,Law jobs and other various jobs. Tet Htat Guru is famous for competitive exam’s preparation. we provide complete exam materials for various exam Like Tet,Htat,Tat,police exam,Clerk exam, Gpsc Exam,panchayat clerk exam and other Gujarat Level Exams.
From Tet Htat Guru Web you can Get various Subjects Related materials Like General knowledge, Gujarat Totally General knowledge,English Grammar,Gujarati Grammar, Gujarati Literature, maths,science and other more materials.

For Competitive exams complete preparation stay connected with Aapanu Gujarat

Jilla sixan smaiti Nagar shixan smaiti

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VIDHYSAHAYAK BHARTI:-MATHS SCIENCE SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.


VIDHYSAHAYAK BHARTI:-MATHS SCIENCE SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

VIDHYSAHAYAK BHARTI:-MATHS SCIENCE SUBJECT SECOND ROUND NA ANTE JILLAWISE & CATEGORY WISE KHALI JAGYAO NU OFFICIAL LIST.

Dear Visitors, Now you can get JOb information & Competitive Exam’s Preparation materials through TET HTAT GURU site Easily. We daily publish Tet Htat Guru’s JOB MAHITI on our site job mahiti Give Gujarat & India Level all type of new jobs information. Here you can Get Various job Like Graduate jobs,Engineer jobs,Diploma candidate jobs,Mba jobs,Law jobs and other various jobs. Tet Htat Guru is famous for competitive exam’s preparation. we provide complete exam materials for various exam Like Tet,Htat,Tat,police exam,Clerk exam, Gpsc Exam,panchayat clerk exam and other Gujarat Level Exams.
From Tet Htat Guru Web you can Get various Subjects Related materials Like General knowledge, Gujarat Totally General knowledge,English Grammar,Gujarati Grammar, Gujarati Literature, maths,science and other more materials.

For Competitive exams complete preparation stay connected with Aapanu Gujarat

Vidyasahayak Recruitment all information we gives to our visitors fast and also perfect. so connected

Jilla sixan smaiti Nagar shixan smaiti

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Vidhyashayak Bharti 2017 Third Round | Call Letters Declared

Vidhyashayak Bharti 2017 Third Round | Call Letters Declared

Vidhyashayak Bharti 2017 Third Round | Call Letters Declared
Keep visiting   for letest educational, all Goverment and private job, Insurance, Loans ,Techonology, Mobile tips and  much more update...

This blog is daily update about primery school letest circular , Educational news paper news,  Breking news , all Goverment and private job ,Letest Techno tips, Insurance, Loans , Letest Mobile tips and all Competitive exam most imp gk, model paper, exam old paper, model paper in mp3 and most imp gk mp3 exam materials.

Must visit this blog everyday for latest offers of verious brand and other technology Updates
Click here To View Merit & Call Letter

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GSSSB Bin Sachivalay Clerk & Office Assistant Exam 16-10-2016 Final Exams Results Declared

GSSSB Bin Sachivalay Clerk & Office Assistant Exam 16-10-2016 Final Exams Results Declared
GSSSB Bin Sachivalay Clerk & Office Assistant Exam 16-10-2016 Final Exams Results Declared
GSSSB Bin Sachivalay Clerk & Office Assistant Exam 16-10-2016 Final Exams Results Declared
Gujarat Gaun Seva Pasndagi Board has taken Bin Sachivalay Clerk Exam . This Exam Was very Huge Recruitment and Very Tough paper Dont worry users . In This Exam Merit List Very Down By My Opinion .
bin sachivalay Clerk Exam Results
*.Advt. No.: 83/2016-17*
.Exam date: 16/10/2016
*Note--
•THE NAME IS IN THE LIST SHOULD NOT BE CONSIDERED AS SELECTION FOR THE POST*.SUBJECT TO VERIFICATION OF AGE, QUALIFICATION, CASTE AND ALL OTHER ELIGIBILITY CRITERIA
CPT Not Qulifiest List:Click Here
Not Qulified Selection list :Click Here
Final results & waiting List Selection :Click Here

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Sunday, 26 February 2017

MATHS SCIENCE VIDHYASAHAYAK BHARTI DISTRICT WISE & CATEGORY WISE KHALI JAGYAO LIVE UPDATES 11:15AM 27-02-2017

MATHS SCIENCE VIDHYASAHAYAK BHARTI DISTRICT WISE & CATEGORY WISE KHALI JAGYAO LIVE UPDATES 11:15AM 27-02-2017

MATHS SCIENCE VIDHYASAHAYAK BHARTI DISTRICT WISE & CATEGORY WISE KHALI JAGYAO LIVE UPDATES 11:15AM 27-02-2017

JE UMEDAVARO JILLA PASANDGI MATE JAVANA HOY TE HAJAR- GERHAJAR ANE ANY UPDATES 7600004488 AA NUMBER PAR WHATSAPP KARE...

7600004488 NUMBER TAMARA WHATSAPP GROUP MA PAN ADD KARI SHAKO CHHO.

TODAY IS SECOND ROUND'S FIRST AND LAST DAY OF DISTRICT SELECTION OF VIDHYASAHAYAK BHARTI-2017.

CLICK ON IMAGE FOR CLEAN IMAGE

Image-1 Image-2 Image-3 Image-4

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ALL PARIPATRO FIX PAY VIDHYASAHAYAK MATENA TOTAL PAGE-54.


ALL PARIPATRO FIX PAY VIDHYASAHAYAK MATENA TOTAL PAGE-54.

CLICK HERE TO DOWNLOAD. 

ALL PARIPATRO FIX PAY VIDHYASAHAYAK MATENA TOTAL PAGE-54.
Keep visiting  www.ojasnokri.com for letest educational, all Goverment and private job, Insurance, Loans ,Techonology, Mobile tips and  much more update...

This blog is daily update about primery school letest circular , Educational news paper news,  Breking news , all Goverment and private job ,Letest Techno tips, Insurance, Loans , Letest Mobile tips and all Competitive exam most imp gk, model paper, exam old paper, model paper in mp3 and most imp gk mp3 exam materials.

Must visit this blog everyday for latest offers of verious brand and other technology Updates
CLICK HERE TO DOWNLOAD

Read More »

For all of the test e-book Formulo 1300+ Math Shortcuts - Add Free Download from here

For all of the test e-book Formulo 1300+ Math Shortcuts - Add Free Download from here

We created e-book for students of every math shortcuts Formulo which is important for all of the test. All students can download this e-book is in free. In the e-book list is given below
This e-book in the following chapters is the shortcut formula
Set numberAlgebraGeometryTrigonometryMatrices and DeterminantsVectoranalytic geometrydifferential calculusintegral calculusdifferential equationsSeriesChanceThis e-book about:

Pages: 334
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Book Name: 1300+ math shortcuts e-book
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click here for download the book now 

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FIX PAY RELATED IMPORTANT NEWS

FIX PAY RELATED IMPORTANT NEWS

Keep visiting  www.ojasnokri.com for letest educational, all Goverment and private job, Insurance, Loans ,Techonology, Mobile tips and  much more update...

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CURRENT AFFAIRS DATE:-27/02/2017 IN GUJARATI BY EDUSAFAR.

CURRENT AFFAIRS DATE:-27/02/2017 IN GUJARATI BY EDUSAFAR.

we daily uploads various Circular About primary education department in This blog. 

All Circulars of Districts And Niyamak kacheri Gandhinagar all Primary, Secondary and Higer Secondary Department.we also uploads various Job Updates of various government & Non-Government Sector from all over india.

This blog is daily update about primary school letest circular , Educational news paper news, Breking news , all Goverment and private job,Letest Techno tips, Insurance, Loans , Letest Mobile tips and all Competitiveexam most imp gk, model paper, exam old paper, model paper in mp3 and most imp gk mp3 exam materials..
Like Tet,Tat,Htat,Police constable bharti, Gsssb Clerk, Talati, and other exams..Must visit this blog everyday for latest offers of verious brand and other technology Update.

 DOWNLOAD CURRENT AFFAIRS PDF FILE

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Gujarat Educational News Updates on Date 27-02-2017

Gujarat Educational News Updates on Date 27-02-2017

Gujarat Educational News Updates on Date 27-02-2017 :Education News ,India news,World News on  27-02-2017  :  friends,Here are important Educational news of the   27-02-2017 .These all images are taken from Gujarat Various Popular News Papers, like   Nav Gujarat Samay,  Akila, Sandesh, Divya Bhaskar  As per these images you are Know Very Useful Educational News and Gujarat Current news.this news are very helpful to current news in Gujarat and also inform new daily news in Gujarat.we are easily upload in jpeg for our readers .we are daily upload educational news,Gujarat updates,sport news,india current news,technology news,cricket news in this post.Read Latest Educational News of date   27-02-2017  by www.manoj makvana.in

Read Educational News updates on Date 27-02-2017  in below images:

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Saurashtra University M.A. And M. Com Sem 1 (Regular) Exam 2017 Result Declared Now.

Saurashtra University M.A. And M. Com Sem 1 (Regular) Exam 2017 Result Declared Now.

Saurashtra University, established on 23rd May, 1967, is situated in Rajkot city of the Saurashtra region of Gujarat State. The campus of the University is spread over 360 acres of land. The jurisdiction of the University includes Amreli, Jamnagar, Junagadh, Porbandar, Rajkot, Surendranagar, Morbi,Gir Somnath and Dwarka districts.

Contact Us

Saurastra University:
Saurashtra University Campus

Rajkot - 360 005. Gujarat, India.

Phone: (0281)-2576511, 2576030/40/50

Fax: (0281)-2586411

Email: info@saurashtrauniversity.com

Organization Name:-Saurashtra University

Exam Name:- M.A. And M. Com Sem 1 (Regular) Exam 2017

Check Your Marks For Fast Open Below Link Google Chrome Browser.

 Click Here To Check Your Result

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NAGAR PRATHMIK SAMITI NU MADKHU

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.
NAGAR PRATHMIK SAMITI NU MADKHU
-CLIKHERE TO VIEW PAGE

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JILAA SIXAN SAMITI NU MADKHU

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.

JILAA SIXAN SAMITI NU MADKHU
-CLIKHERE N DOWNLOAD

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JILAA KAXA A PRATHMIK SAMITINU TRI STARIY MADAKHU

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.

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SIXAN NO VAHIVATI MADAKHU

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.

SIXAN NU VAHIVATI MADKHU
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BRC NA KARYO ANE FARJO

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.

BRC NA KARYO ANE TENI FARAJO
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