scholarly journals EVALUATION AND COMPARISON OF THE ENGLISH TEXTBOOKS OF STANDARD SIX, SEVEN AND EIGHT OF MADHYA PRADESH IN THE LIGHT OF NCF

2021 ◽  
pp. 411-421
Author(s):  
Jagdishbhai S Joshi ◽  
Jaydipbhai K Savaliya
Keyword(s):  
National Curriculum ◽  
School Curriculum ◽  
Madhya Pradesh ◽  
Education Policies ◽  
Wide Range ◽  
Curriculum Framework ◽  
The Status ◽  
English Textbooks ◽  
The Government ◽  
Two Parameters

Schools and universities were enlarged rapidly in India after independence. English was not limited for some particular schools and colleges. But there were prosecute for the status of English. The government formed commissions to expand the standard of English in schools and colleges. Different commissions and Education Policies were published to improve our Education. NCERT following the recommendation of Education policy of 1968 and prepared NCF. National Curriculum Framework provides guidelines for developing textbooks and school curriculum. NCF-2005 prepared by NCERT discusses a wide range of issues related school education. So evaluate the textbooks of English of standard six, seven and eight of Hindi medium which are published by Madhya Pradesh textbook board in the light of NCF 2005. Textbooks of English are assessed with the reference of NCF-2005. Sixteen parameters are used to evaluate the English textbooks of Standard six, seven and eight. English textbooks of these standard have all the qualities or it is as per the NCF-2005’s suggestion except two parameters: ‘Peace’, and ‘Designers of textbooks provide guidance to teacher regarding ways I which the subject matter can explored’. Standard six has not any example of ‘Performing a small drama or enact a dialogue’ too. Standard seven has not any example of ‘Making children sensitive to the environment’

scholarly journals EVALUATION AND COMPARISON OF THE ENGLISH TEXTBOOKS OF UPPER PRIMARY SCHOOLS OF WESTERN REGION OF INDIA IN THE LIGHT OF NCF

2020 ◽  
pp. 88-109
Author(s):  
Jagdish Joshi ◽  
Jaydip Savaliya
Keyword(s):  
Primary Schools ◽  
National Curriculum ◽  
School Curriculum ◽  
Western Region ◽  
Wide Range ◽  
Curriculum Framework ◽  
Good Score ◽  
English Textbooks ◽  
Almost All ◽  
Preparation Work

It is believed that the textbook is a significant medium in the present education system. Textbook is one of the proven authoritative sources to establish values in students in the elementary stage. Students are mostly depended on the textbook at this stage. So it is necessary, the textbook should be a complete package which develops students’ life in all strata of life. NCERT developed NCF in 1975 following the recommendation of Education Policy on 1968. NCERT develops National Curriculum Framework which provides guidelines for developing textbooks and school curriculum. NCF-2005 prepared by NCERT discusses a wide range of issues related school education. So evaluate the textbooks of English of upper primary schools of western region of India in the light of NCF 2005. Textbooks are in the regional mediums. Textbooks of English are assessed with the reference of NCF-2005. English textbooks have almost all the qualities or as per the NCF2005’s suggestion except one parameters. Out of all the textbooks of five states, there is no any activity which is based on “Peace’. Authors found that said textbooks are decent and team of textbook preparation work properly to follow NCF. All the states are followed NCF above 87%. It is a good score

scholarly journals EVALUATION OF THE ENGLISH TEXTBOOK OF STANDARD SEVEN OF GUJARAT IN THE LIGHT OF NCF

2018 ◽  
pp. 189-196
Author(s):  
Jagdish Joshi ◽  
Jaydipbhai Savaliya
Keyword(s):  
Higher Education ◽  
English Language ◽  
National Curriculum ◽  
Official Language ◽  
Education Policies ◽  
Gujarat State ◽  
Curriculum Framework ◽  
School Learning ◽  
English Textbooks ◽  
Two Parameter

English language is lot more than just an official language in India. It has been the language of the diplomacy, higher administration, higher education, superior judiciary etc. English is a language of opportunities and success for life in India. There have been different commissions and Education Policies were published to improve our Education. National Curriculum Framework 2005 is the latest. NCF 2005 is most vital part for develops textbooks. So evaluate textbook of English of standard seven of Gujarati medium which is published by Gujarat state textbook board in the light of NCF 2005. Textbook of English is evaluated as per parameters which are selected from NCF-2005. Sixteen parameters are used to evaluate the English textbooks of Standard seven. Parameters are like: Connecting knowledge to out of the school, Learning is Shifted away from rote method, Overall development of children, making children sensitive to the environment, Child centred education, Active and creative capabilities, etc. English textbook of standard seven has all the qualities or it is as per the NCF-2005’s suggestion except two parameter: Peace, and Making children sensitive to the environment.

scholarly journals EVALUATION OF THE ENGLISH TEXTBOOK OF STANDARD SIX OF GUJARAT IN THE LIGHT OF NCF

2017 ◽  
pp. 101-107
Author(s):  
Jagdish Josho ◽  
Jaydipbhai Savaliya
Keyword(s):  
Higher Education ◽  
English Language ◽  
National Curriculum ◽  
Official Language ◽  
Education Policies ◽  
Gujarat State ◽  
Vital Part ◽  
Curriculum Framework ◽  
School Learning ◽  
English Textbooks

English language is lot more than just an official language in India. It has been the language of the diplomacy, higher administration, higher education, superior judiciary etc. English is a language of opportunities and success for life in India. There have been different commissions and Education Policies were published to improve our Education. National Curriculum Framework 2005 is the latest. NCF 2005 is most vital part for develops textbooks. So evaluate textbook of English of standard six of Gujarati medium which is published by Gujarat state textbook board in the light of NCF 2005. Textbook of English is evaluated as per parameters which are selected from NCF-2005. Sixteen parameters are used to evaluate the English textbooks of Standard six. Parameters are like: Connecting knowledge to out of the school, Learning is Shifted away from rote method, Overall development of children, making children sensitive to the environment, Child centred education, Active and creative capabilities, etc. English textbook of standard six has all the qualities or it is as per the NCF2005’s suggestion except one parameter: Peace. There is no any activity which is based on peace.

The Role of Pedagogy in Developing Life Skills

2021 ◽  
Vol 15 (1) ◽  
pp. 50-72
Author(s):  
Renu Gupta
Keyword(s):  
Life Skills ◽  
Collaborative Work ◽  
National Curriculum ◽  
School Curriculum ◽  
Jel Classification ◽  
First Century ◽  
University Graduates ◽  
Curriculum Framework ◽  
Twenty First Century

In response to recent concerns expressed by Indian industry about the ‘employability’ of school and university graduates, this article examines the role of pedagogy in developing life skills (or twenty-first-century skills) and how these can be incorporated in the school/university curriculum. Recent curricular frameworks have incorporated life skills within the school curriculum by stressing the importance of inquiry and collaborative work through all subjects taught in school. The article finds a similar emphasis in the National Curriculum Framework (NCF) in India, but classroom observations and textbook analyses show that learning objectives in schools are frequently incorrect or misaligned with the NCF vision. The article briefly touches on how the beliefs of teachers affect their classroom practices and recommends that attention should be paid to the professionalisation of teachers, as only then can students acquire skills that are relevant for the twenty-first century, which is what employers want. JEL Classification: O15, J24, I21

The Territorial Peace: Theory, Evidence, and Implications

2017 ◽  
Author(s):  
Marc L. Hutchison ◽  
Daniel G. Starr
Keyword(s):  
Empirical Support ◽  
Democratic Peace ◽  
State Control ◽  
Key Factors ◽  
The Public ◽  
Wide Range ◽  
The Status ◽  
Theory Point ◽  
The Government ◽  
High Level

The territorial peace theory predicts that neighboring states with stable borders not only avoid conflict but that the removal of territorial threat facilitates the democratization process within those countries. The strongest and most controversial implication of this argument is that the observed peace between democracies (e.g., the democratic peace) is actually epiphenomenal or spurious to the removal of contentious territorial issues between contiguous states. Building on observations within the international conflict literature, the territorial peace theory argues that disagreements over borders and other territorial issues are considerably more likely to lead to conflict than other types of issues because of their salience to both government elites and the domestic public. During crises in involving external territorial threats, opposition parties and the public turn to the government for protection and rally in support allowing the state to further centralize the regime and develop large standing armies which, in turn, can be wielded to repress the citizenry and maintain the status quo. Thus, states sharing unstable borders and experiencing high levels of territorial threat tend to become or remain autocratic as they are constantly defending their borders, centralizing their power, and maintaining their state control by repressing their citizenry. Conversely, in states with settled stable borders, they not only experience less conflict but ameliorating the territorial threat subsequently reduces government incentive to maintain a high level of centralization, thereby facilitating democratization. Thus, it predicts that both democracy and peace should form around stable borders and observe regional and temporal clusters. Empirical support for the theory has been consistently strong across a wide range of studies and researchers increasingly apply its arguments to explain a wide variety of different political phenomena. Critics of the territorial peace cite some methodological and theoretical weaknesses. These critiques highlight difficulties replicating the results of early models of the territorial peace theory, point out empirical inconsistencies related to the effect of joint democracy on conflict onset, and cite several methodological and empirical issues. Defenders of the theory argue the theory has become more nuanced and more effectively operationalized over time and that these critiques may no longer be relevant. Finally, other critics charge that the use of large N statistics rather than comparative case studies detracts from the strength of the argument of the territorial peace. However, rather than framing the theories as competitors in opposition to one another, Andrew Owsiak contends that the disagreements between the democratic peace and territorial peace may be reconciled and demonstrates how the key factors from each theory compliment the other. His approach offers a promising pathway moving forward to further deepen our understanding of conflict onset, peace, and democratization.

scholarly journals Evolution of Federal Oil Pollution Research Planning

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
William T. Vocke ◽  
Eric J. Miller ◽  
Candi Hudson ◽  
Scott Lundgren ◽  
Robyn N. Conmy ◽  
...  
Keyword(s):  
Oil Pollution ◽  
The United States ◽  
Research Needs ◽  
Research Areas ◽  
Pollution Research ◽  
Wide Range ◽  
The Status ◽  
Planning Cycle ◽  
The Government ◽  
New Research

ABSTRACT This paper describes the evolution of the Interagency Coordinating Committee on Oil Pollution Research (ICCOPR) Oil Pollution Research and Technology Plan (R&T Plan) to address changing oil pollution risks associated with advancements in the energy industry practices. The Oil Pollution Act of 1990 (OPA 90) Title VII required development of an R&T Plan to identify the resources needed for the government research programs. The 1992 R&T Plan and its 1997 revision marked a major advancement in how the United States (U.S.) planned its oil pollution research. The first two plans met the needs of their time but were outdated when the Deepwater Horizon oil spill in 2010 revealed a wide range of new research needed to address the risks associated with advancements in industry practices. ICCOPR responded to the new challenges by revising the Charter and establishing a six-year R&T Plan revision cycle. In September 2015, ICCOPR released the FY 2015–2021 R&T Plan, which established a new baseline plan for current and future planning. This paper describes the structured review process used to analyze more than 900 research needs identified since OPA 90 was enacted. The paper explains the new research classification process that established four Classes, 25 Standing Research Areas (SRAs), and 150 priority research needs in the R&T Plan. ICCOPR is working on the first revision in the new six-year planning cycle to cover the FY2022–2027 timeframe. The paper describes the factors being evaluated to update the list of priority needs. These factors include how well current priorities have been addressed and new or emerging oil pollution risks. An update on the status of addressing the priorities will be presented, including the number of SRAs addressed by ICCOPR agencies and others.

scholarly journals DESIGNING ENGLISH TRANSLATION TOWARDS INDONESIAN MODERATE RELIGIOUS BASED SCHOOL

2020 ◽  
Vol 8 (3) ◽  
pp. 302-309
Author(s):  
Mohammad Iskandar Dzulkurnain ◽  
Sunardi ◽  
Siswandari ◽  
Asrowi
Keyword(s):  
Instructional Design ◽  
Language Learning ◽  
Learning Process ◽  
National Curriculum ◽  
School Curriculum ◽  
Learning Objective ◽  
English Teaching ◽  
The Government ◽  
Teaching Learning ◽  
Holy Book

Purpose of the study: The purpose of this research is to unearth English teaching, delivering and translating the holy book of instructional design in Pesantren Budi Utomo (PBU) which is the Indonesian moderate religious-based school of East Java, Indonesia in terms of kind of syllabus, learning objectives, materials instruction, evaluation, teaching designs, vigor and its debility of instructional design in English teaching. Methodology: It is qualitative research with ethnographic design. The data conducted in this research are the intended activities in the teaching-learning process, informants, and essential documents relied on the teaching-learning process. The data is collected through observation, interviews, and documentation. The collected data are analyzed through data reduction, categorization of data, and synthesis and arrange work hypothesis. Main Findings: The syllabus that applies as a reference for preparing lesson plans is based on the National Curriculum and the Pesantren (religious-based school) Curriculum. The learning objective includes general learning and specific learning purpose. The learning objective of English learning at PBU is in line with English for Specific Purposes (ESP). The application of curriculum is 50% for the religious-based school curriculum and 50% for the government curriculum. There are many instructional teaching materials such as print, audio, and visual and non-printed. Class activities are another sketch to make students spend their full attraction and attention. Evaluations are conducted periodically. Applications of this study: The syllabus produced from this study is used by the religion-based Islamic school at the secondary level. It has a function to become a bridge for language learning to ease the students for English acquisition. Novelty/Originality of this study: Some similar researches were done to find out more about translation but it has not found yet research that focused on creating a syllabus to facilitate the student in learning the holy book of Islam through translation.

scholarly journals A Bird’s Eye View on the Status of the Module “Life Skills” in the Foundation Phase at Higher Education Institutions in South Africa

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Miemsie Steyn ◽  
Nicoleen Schuld ◽  
Cycil Hartell
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Life Skills ◽  
Higher Education Institutions ◽  
National Curriculum ◽  
Integrated Approach ◽  
School Curriculum ◽  
Subject Area ◽  
Structured Interviews ◽  
The Status

This paper explores how the foundation phase subject area of “life skills” is being offered at (n= 9) higher education institutions (HEIs) in South Africa. The aim of the study, about which we report, was to identify similarities and differences in the curricula offered at these institutions and to establish the extent to which the different modules attend to the various aspects of life skills according to the most recent national curriculum. We conducted semi-structured interviews with participants who teach the subject at universities and we also analysed curriculum documents. We worked with a purposive sample of 9 respondents from the respective universities. The study found that although universities use the CAPS (national curriculum) document as guideline for structuring their curricula in teacher education programmes, some participants indicated that they follow an integrated approach, thereby implying that the different components of the school curriculum as outlined in the CAPS document are not specifically accommodated within their programmes. An additional finding was that there is a vast difference in the range of credits allocated to the various aspects of life skills that may restrict social mobility between various HEIs.

scholarly journals Kurikulum Pendidikan Sejarah di India

2017 ◽  
Vol 4 (1) ◽  
pp. 82
Author(s):  
Naijan Naijan
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Human Resource Development ◽  
National Curriculum ◽  
Class I ◽  
National Council ◽  
Indian Schools ◽  
Curriculum Framework ◽  
Education In India ◽  
The Government

Schooling educational system in India uses system 5-3-2-2 in level, Lower Primary School for 5 years(class I-V), Upper Primary School for 3 years (classs VI-VIII), Secondary School 2 for years (class IXX),Higher Secondary School for 2 years (class XI-XII). Educational Curriculum ruled by a nationalcurriculum named National Curriculum Framework 2005 produced by National Council of EducationalResearch and Training (NCERT). NCERT is a governmental institution which hold education in India.NCERT is an institution belongs to Human Resource Development Ministry. Relating to the historysubject in the Indian Schools, the government puts it as an important subject, mainly for increasing thestudent’s nationalisme attitude. For this reason, the government makes the history as a compulsry subjecfor all level of school education in India, particularly the National History for class I - XII. Meanwhilethe World History taught only from class I until class X only.

scholarly journals Peran Kepala Sekolah Terhadap Kebijakan Pendidikan Inklusi di Tingkat Sekolah Dasar

2021 ◽  
Vol 7 (3) ◽  
pp. 708
Author(s):  
Luk Luk Yata Lalak Muslimin ◽  
Muqowim Muqowim
Keyword(s):  
Inclusive Education ◽  
Planning Process ◽  
School Curriculum ◽  
School Level ◽  
Education Policies ◽  
Students With Special Needs ◽  
Principal's Role ◽  
Analysis Technique ◽  
Additional Funding ◽  
The Government

This study aims to reveal the role of school principals in inclusive education policies at the elementary school level. This research method uses a descriptive method with a qualitative approach. The subjects of this study were principals, teachers, and guardians of students at SDN 20 Mataram. Data collection techniques in this study used interviews, observation, and documentation. Meanwhile, the data analysis technique used descriptive qualitative analysis. The results of this study are the principal's role by making changes and making policies that support the implementation of inclusive education in planning, process, and evaluation. The supporting and inhibiting factors of the principal's policy on inclusive education include the positive attitude of accepting students with special needs from the principal, teachers, and education staff without any difference. Second, there is additional funding provided by the government. Third, flexible school curriculum. Fourth, there are supporting facilities and infrastructure as well as learning resources. Fifth, the location of the school adjacent to the SLB. In contrast, the inhibiting factor is the absence of a special assistant teacher at SDN 20 Mataram.

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