31/8/2020 Sthitiye shikshak vidyarthi setup ready karava babat latest circular

31/8/2020 Sthitiye shikshak vidyarthi setup ready karava babat
31/8/2020 Sthitiye shikshak vidyarthi setup ready karava babat

31/8/2020 Sthitiye shikshak vidyarthi setup ready karava babat latest circular:Education Department, Government of Gujarat by its GR dated 31-3-2010 (Annex-A) constituted a Committee to redraft the Gujarat ( Bombay )Primary Education Act, 1947 and Gujarat Compulsory Primary Education Act, 1961 in the context of, and in consonance with The Right of Children to Free and Compulsory Education Act, 2009 (RtE Act) enacted by Government of India.

The GR also mandated the Committee to draft rules and suggest procedures to give effect to provisions of admission of disadvantaged children and recognition of unaided schools in the RtE Act. The Committee co-opted a few members and held several meetings. It constituted three sub groups to work on (i) admission of disadvantaged children to unaided schools (ii) recognition of unaided schools (iii) Gujarat (Bombay ) Primary Education Rules 1949 The Committee held meetings with teachers, school managements and association representatives in Ahmedabad, Surat, Vadodara and Rajkot and greatly benefited from their views. The Committee submitted draft of Gujarat Elementary Education Act to State Government in August 2010. As requested by the Education Department, the Committee submitted draft rules on the admission of disadvantaged children and recognition of unaided schools in July 2010. Draft of revised Gujarat Elementary Education Rules was submitted in January 2011.

31/8/2020 Sthitiye shikshak vidyarthi setup ready karava babat
31/8/2020 Sthitiye shikshak vidyarthi setup ready karava babat                           
31/8/2020 Sthitiye shikshak vidyarthi setup ready karava babat
31/8/2020 Sthitiye shikshak vidyarthi setup ready karava babat
The Committee examined many complex and controversial issues associated with RtE Act. The thinking of the Committee on some of these issues is summarized in the following paragraphs as this will explain the reasons for some of its recommendations: 1 The most contentious provision in the RtE Act is regarding admission of at least 25% disadvantaged children in unaided schools. During its visits and discussions the Committee discovered that most of the unaided schools have a high percentage of disadvantaged children on their rolls.
PRAMAN PATRO TAMAM LEVALS NA
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head teacher praman patra gujarat
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praman patra setup teacher
shikshak vidyarthi setup 2020
shikshak vidyarthi setup 2020
These children today pay fees which are generally modest and well below the estimated per student cost for Government schools. The Committee fears that to take unintended benefit under the RtE Act school managements will raise the fees upto reimbursement level and claim it from Government. It is for this reason that the Committee has recommended School Card system so that the benefit of admission to disadvantaged children is extended to the most deserving.
The Committee also felt that the elite schools are reluctant to admit such children on their own initiative and the School Card system will ensure that they admit them. 2 The RtE Act lays down norms and standards which a new unaided school must fulfill for recognition. These norms prescribe minimum level of academic and physical infrastructure.
If an existing school does not have the necessary infrastructure, it must provide it in three years to retain its recognition. The Committee was informed that there a large number of existing schools which will not be able to fulfill these norms due to physical and financial constraints. The Committee was of the view that closure of these schools will seriously disrupt education of hundreds of children. The Committee has therefore recommended that if such schools are able to show that they provide good quality education then they should be allowed to continue. The Committee has drawn up minimum educational outcomes which such schools should continuously achieve and recommended that the academic evaluation should be done by independent educationists