(Draft)

CONCLAVE AND NATIONAL WEBINARS

ON

QUALITY AND SUSTAINABLE SCHOOLS:

LEARNING FROM SCHOOLS IN INDIA

A REPORT

.
.

. .

SHIKSHAK PARV 2021

TEAM
Anupam Ahuja Professor, Special Needs Education, and Head, IRD
NCERT’s Overall Coordinator for Shikshak Parv
Trisha Hari Senior Research Associate, IRD
Lyimee Saikia Junior Project Fellow, IRD

Photo Credits
Pratima Singh National ICT Awardee 2017, Head Teacher, Primary School Dhusah, Balrampur
U.P.
Anil Pradhan Founder, Young Tinker, Founder, School for Rural Innovation (IPSFRI) Founder,
Navonmesh Prasar Foundation
K. Revathi Teacher, Govt. Primary School, Pillaiyarkuppam, No. 17, 4th cross,
Kamarajarnagar, Ariyankuppam, Puducherry
S. Simon
Peter Paul National ICT Awardee, PST, GHS, Ariyarkuppam, Puducherry
Naresh Kumar Lecturer (SN) Physics, GSSS Mahunag, District Mandi, Himachal Pradesh
Yudhveer Prabhari State Awardee, Teacher, GPS, Anoga District, Himachal Pradesh
Sheetal Bapat Co-founder, Shyamchi Aai Foundation Maharashtra
 Ministry of Education
Department of School Education and Literacy

Conclave and National Webinars

on
Quality and Sustainable Schools:
Learning from Schools in India

5 to 17 September 2021

Coordinated by
International Relations Division (IRD),
 FOREWORD
The Ministry of Education (MoE) organised the Shikshak Parv 2021 on the theme “Quality and
Sustainable Schools: Learning from Schools in India” from 5 to 17 September 2021. During the last
one year, schools have adopted many innovative practices to ensure continuity of education at all levels
and to all learners in the prevailing COVID 2019 pandemic. In tune with such endeavours across different
schools, the goal of Shikshak Parv 2021 was to widely disseminate the learnings of the schools pertaining
to quality, inclusive practices and sustainability, and mark one year of the implementation of NEP, 2020.
The event included daily webinars on a variety of themes and a Conclave on Quality and Sustainable
Schools: Learning from Schools in India under NEP, 2020. The Hon'ble Prime Minister Shri Narendra
Modi graced the Conclave and launched new digital education initiatives. This was followed by nine days
of daily webinars on various sub-themes which were based on the provisions of NEP, 2020. Various
national-level institutions, academicians, researchers and practitioners were invited to deliberate on
quality improvement of the education system.
This report, including the Hon’ble Prime Minister’s address and the National Webinars aims at
reinforcing the ideas discussed during the Shikshak Parv with the various stakeholders. The presentations,
background notes related to the nine themes, and the infographics from the webinars shared during the
event are available online at the MoE website. The report has been compiled to give a concise record of
the proceeds of the event. Immense care has been taken to ensure that the essence of the speakers’
presentations in the form of National Webinars are reflected in this compilation. The content also
highlights the practitioners’ voices. Effective practices shared by teachers including National Teacher
Awardees have been included to motivate teachers across the country. It is hoped that the deeper
understanding of NEP, 2020 developed during the event along with practices shared will help take the
Policy initiatives forward and plan future initiatives considering the contextual needs.
I take this opportunity to thank the Ministry of Education for organising the event, in particular,
Ms. Anita Karwal, Secretary, School Education and Literacy, Mr. Santosh Sarangi, Additional Secretary,
Mr. Vipin Kumar, Joint Secretary, AE & Coordinator and Dr. Shubhankar Mishra, Director, AE for
coordinating the event and bringing out this report. I am grateful to all the speakers in Shikshak Parv for
sharing their valuable insights.
The National Education Policy, 2020 is a people’s policy. It has come after a huge consultative
process with all the stakeholders. The dialogue must continue in order to ensure effective implementation
of the Policy. It is my hope that this report will spark more conversations about the implementation of
NEP, 2020. It will help disseminate the core message of the Policy to the grassroots, lead to vibrant
discussion and further the initiatives to promote quality education for all children in the country.

SRIDHAR SRIVASTAVA
Joint Director and
New Delhi In-charge Director
November 2021
National Council of Educational
Research and Training (NCERT)
 CONTENTS

Foreword iii

Abbreviations vii

Overview 1

Day 1: 7 September 2021- Conclave 3

Quality & Sustainable Schools- Learning from Schools in India

Hon’ble Prime Minister’s Address

Technical Session 7

Day 2: 8 September 2021 11

Technology in Education - NDEAR

Day 3: 9 September 2021 17

Foundational Literacy and Numeracy

Day 4: 10 September 2021 23

Culture of Innovations in Our Schools

Day 5: 11 September 2021 29

Nurturing Inclusive Classrooms

Day 6: 13 September 2021 34

Innovative Pedagogy to Promote Enjoyable and Engaging Learning

Day 7: 14 September 2021 39

Promoting Quality and Sustainable Schools

Day 8: 15 September 2021 45

Transforming the System of Assessment: Holistic Progress Card

Day 9: 16 September 2021 52

Stimulating Indian Knowledge Systems, Arts and Culture

Day 10: 17 September 2020 58

Reimagining Vocational Education and Skill Building

Annexure I 64

Annexure II 68

Annexure III 71

Annexure IV 73

vi
 ABBREVIATIONS

AIDE Academic Initiated Development Experience

AICTE All India Council for Technical Education

ASK-U Application Skill Knowledge Understanding

ATL Atal Tinkering Labs

BIET Bharat Institute of Engineering and Technology

BRC Block Resource Centres

CBE Competency Based Education

CBSE Central Board of Secondary Education

CIDE Collaborative Initiative Development Experience

CIET Central Institute of Educational Technology

COVID-19 Corona Virus Disease 2019

CPD Continuous Professional Development

CRPF Central Reserved Police Force

CRC Cluster Resource Centres

CSR Corporate Social Responsibility

CwSN Children with Special Needs

DEAA Department of Education in Arts and Aesthetics

DEE Department of Elementary Education

DEL Department of Education in Languages

DEPwD Department of Empowerment of Persons with Disabilities

DESS Department of Education in Social Science

DGET Directorate General of Employment and Training

DGS Department of Gender Studies

DICTT Department of ICT and Training

DIET District Institute of Education and Training

DIKSHA Digital Infrastructure for Knowledge

Sharing

DTE Department of Teacher Education

ECCE Early Child Care and Education

EMRS Eklavya Model Residential School

ESD Educational Survey Division

FLN Foundational Literacy and Numeracy

GCERT Gujrat Council of Educational Research and Training

GSSS Government Senior Secondary School

HERC Human Exploration Rover Challenge

HPC Holistic Progress Card

ICT Information and Communications Technology

IIT Indian Institute of Technology

IRASP Individualised Research Accommodation Support Plan

IRD International Relations Division

ISL Indian Sign Language

ISLRTC Indian Sign Language Research and Training Centre

IT Information Technology

ITES Information Technology Enabled Services

ITI Industrial Training Institute

LOs Learning Outcomes

MoE Ministry of Education

MSJE Ministry of Social Justice and Empowerment

NAS National Achievement Survey

NASA National Aeronautics Space Administration

NCERT National Council for Educational Research

NCF National Curriculum Framework

NCT National Capital Territory

NCVET National Council for Vocational

Education and Training

NDEAR National Digital Educational

Architecture

NEP National Education Policy, 2020

NGOs Non-Governmental Organisations

NIEPA National Institute of Educational, Planning and Administration

NIOS National Institute of Open Schooling

NIPUN National Initiative for Proficiency in Reading with Understanding

and Numeracy

NISHTHA National Initiative for School Heads’ and Teachers’ Holistic

Advancement

viii
NSQF National Skill Qualification Framework

PAL Personalised Adaptive Learning

PLC Professional Learning Community

PRAGNA Pravrutti Dwara Gnan

PSSCIVE Pandit Sunderlal Sharma Central Institute of Vocational

Education

RAA Rashtriya Aavishkaar Abhiyan

RIE Regional Institute of Education

RPwD Rights of Persons with Disabilities

RTI Right to Information

SIDE Self-Initiative Development Experience

SCERT State Council for Educational Research and Training

SEDGs Socio-Economic Disadvantaged Groups

SDG Sustainable Development Goals

SE&L School Education and Literacy

SPM School Preparatory Model

SQAAF School Quality Assessment and Assurance Framework

STEM Science, Technology, Educational and Mathematics

SUPW Socially Useful Productive Work

TET Teacher Eligibility Test

TLM Teaching-Learning Material

TSG Technical Support Group

UDL Universal Design for Learning

UDISE Unified District Information System for Education

UNCRPD United Nations Convention on the Rights of Person with Disabilities

UNESCO United Nations Educational, Scientific and Cultural Organisation

UNICEF United Nations International Children’s Emergency Fund

UTs Union Territories

VAKT Visual, Auditory, Kinaesthetic and Tactile

VE Vocational Education

VET Vocational Education and Training

WIDE Wellness Initiative Development Experience

ix
x
 Overview

The National Education Policy 2020 (NEP, 2020) was released on 29 July 2020 and envisions providing
quality education and equitable access in a sustainable manner to all learners. The goal of this year’s
Shikshak Parv was to deliberate the implementation of one year of NEP, 2020 and expand its scope
beyond the pre-existing curriculum. In order to widely disseminate the learnings of the schools
pertaining to quality, inclusive practices and sustainability, the theme of this year’s Shikshak Parv was
“Quality and Sustainable Schools: Learning from Schools in India”.

The deliberations during the Parv highlighted that sustainable schools adopt a "whole-school" approach;
one that extends beyond the curriculum and addresses the entire planning, operation and management
of the school facility. Emphasis was laid on how school sustainability policies do not just reinforce what
is taught about sustainability in the classroom but also improve the school's own carbon footprint and
strengthen public relations with the surrounding community. The discussions focused on how
sustainable schools prepare young people for a lifetime of sustainable living through its teaching and day-
to-day practices. The presentations highlighted the concept of sustainable schools and innovative
teaching practices, echoes of which can also be found on Para 4.23 of the NEP, that lays stress on creating
environmental awareness on water and resource conservation, sanitation and hygiene. An understanding
was developed that with climate change, there will be a sizable shift in how we meet the world’s energy,
water, food, and sanitation needs, again resulting in the need for new skills.

The Conclave on "Quality and Sustainable Schools: Learning from Schools in India'', was organised on 7
September, 2021. The Conclave was graced by the Honourable Prime Minister Shri Narendra Modi.
Hon'ble Minister of Education Shri Dharmendra Pradhan in his welcome speech invited the PM to deliver
his address. Hon’ble PM Shri Modi launched new initiatives of ISL Dictionary of 10,000 words, Talking
Books, FLN-NISHTHA, Vidyanjali and SQAAF. He explained how these initiatives will facilitate children's
learning in an equitable and inclusive environment and help in making the education system globally
competent. The Hon’ble Prime Minister also urged for a system that aimed to develop competencies,
higher-order thinking skills, creativity and critical thinking, as he believed that education is the most
potent tool for social mobility and is instrumental in removing inequalities. He also stated that there is
no denying that teachers are at the helm of affairs for all educational endeavours and that in this time of
transition, teachers will benefit from NISHTHA 3.0 to build their professional capacities.

A Technical Session on the same theme was held during the Conclave after the Hon’ble Prime Minister’s
address. The session started with an address by the chief guest Smt. Annpurna Devi, Minister of State for
Education. The experiences shared during the Conclave were received in a positive spirit and the need
was felt to spread and incorporate them in tune with contextual requirements of both, rural and urban
schools. It was acknowledged that school, parents and community have to put forward concerted efforts
for transforming the education scenario for the better future of the children.

For the purpose of encompassing all facets, the theme of Shikshak Parv was further divided into nine sub-
themes, based on the NEP, 2020. The nine National Webinars of Shikshak Parv were organised from 8
September onwards on the following diverse themes: Technology in Education: NDEAR, Foundational
Literacy and Numeracy: A Pre-requisite to Learning and ECCE, Culture of Innovation in Our Schools,
Nurturing Inclusive Classrooms, Innovative Pedagogy to Promote Enjoyable and Engaging Learning,
Promoting Quality and Sustainable Schools, Transforming the System of Assessment: Holistic Progress Card,
Stimulating Indian Knowledge System, Arts and Culture and Re-imagining Vocational Education and Skill-

1
building. The webinars had a combination of experts and practitioners including some National Awardee
teachers and school principals sharing their insights on the particular themes. Each webinar had a
chairperson and consisted of expert deliberations by the speakers. After their presentations, a short
question-answer session was conducted by the chairperson. These deliberations including the
practitioners’ perspectives were aimed at helping the teachers viewing the webinars of Shikshak Parv
across the country to reflect on how to implement NEP, 2020 in their own context.

The Shikshak Parv saw phenomenal viewership from teachers, parents and other stakeholders with
active participation reflected through overwhelming likes and appreciation. The live sessions were
broadcast on different digital platforms, such as Kishore Manch App, YouTube, Twitter, Facebook, and
different D2H service providers. There was also considerable engagement from the public during and
after the Parv on the MyGov platform. Questions from all stakeholders, on the various sub-themes of the
National Webinars, were invited on the MyGov portal prior to the event (from 24 August – 5 September
2021). During the webinars, the chairperson directed selected key questions from the MyGov portal to
the speakers. Furthermore, feedback on the Technical Session during the Conclave and the National
Webinars of Shikshak Parv 2021 was sought from all viewers on the MyGov portal until 27th September
2021. The responses were received from teachers, educationists, parents and other stakeholders from all
States/UTs. For all webinars, teachers constituted the majority of the respondents.

The webinars as part of the deliberations of the Shikshak Parv provided diverse and valuable insights on
how the education sector across the country can be empowered. It stood out clearly that the NEP, 2020
is a path-breaking reform and provides the impetus to cultivate ‘21st century skills’ among students,
including critical thinking, problem solving, creativity and digital literacy.

 A brief write-up on the themes and sub-themes in Annexure II

2
 CONCLAVE
ON

QUALITY AND SUSTAINABLE SCHOOLS: LEARNING FROM

SCHOOLS IN INDIA
7 SEPTEMBER 2021

Webinar Viewing Link:

https://youtu.be/Jrs3rClk8Z0

Infographic Link:
https://www.education.gov.in/shikshakparv/

Hon’ble Prime Minister’s Address link:

https://youtu.be/Jrs3rClk8Z0

Presentation Link:
1. https://www.education.gov.in/shikshakparv/docs/Anantha_Jyoti.pdf
2. https://www.education.gov.in/shikshakparv/docs/Dr_Arunabh_Singh.pdf
3. https://www.education.gov.in/shikshakparv/docs/Sudha_Painuli.pptx

Nodal Coordinator:
Prof. Ranjana Arora, Head of Department of Teacher Education (DTE)

3
 Hon’ble Prime Minister’s Address

Shikshak Parv was inaugurated on pursue the Hon'ble Prime Minister's

September 7 2021, to mark the completion philosophy and dream of creating a New
of one year of NEP, 2020, and to felicitate India.
teachers, professors, academicians,
He apprised the audience about the five new
policymakers, and others who have
initiatives and requested the Hon'ble Prime
contributed to the implementation of the
Minister to launch (virtually) and dedicate
Policy, and in the area of education.
the new initiatives to the people.
The theme of Shikshak Parv 2021 is
The Five Initiatives:
“Quality and Sustainable School:
Learning from Schools in India” as part of 1. ISL Dictionary based on Universal
the Azadi ka Amrit Mahotsav Design of Learning
Celebrations. 2. Talking Books
3. NISHTHA 3.0-NIPUN Bharat
Hon'ble Minister of Education Shri 4. Vidyajanli 2.0
Dharmendra Pradhan gave the welcome 5. School Quality Assessment and
address. He expressed gratitude to Hon'ble Assurance Framework (SQAAF)
Prime Minister Shri Narendra Modi for his Hon’ble Minister of Education said that
guidance in reimagining the role of under the visionary leadership of Hon’ble
education for the country's progress, and Prime Minister, education would bring
inspiring teachers to develop a connection transformational changes in the country.
with the country's soul in realising the
nation’s dreams. ADDRESS BY HON’BLE PRIME MINISTER 

Shri Pradhan further said that the country Hon’ble Prime Minister Shri Narendra Modi
has been passing through a difficult time due greeted the Minister of Education Shri
to the prevailing pandemic situation. In Dharmendra Pradhan, Ministers from States,
these circumstances, teachers have played a Dr. Rajkumar Ranjan Singh, Dr. Subhas
leading role; therefore, we need to learn Sarkar, Smt. Annpurna Devi and Shri
from their experiences. He mentioned that Kasturirangan Chairperson, and Members of
the idea of Shikshak Parv has originated on the NEP, 2020 Committee, academicians,
the behest of the Hon'ble Prime Minister’s experts, principals, teachers and students.
guidance and vision. It will also be an He congratulated teachers who have been
important event during the celebration of 75 National Awardees. He highlighted the role
years of Independence next year. of teachers for their guidance to students
and their praiseworthy contribution in this
Hon'ble Minister of Education further added difficult time of the pandemic. He was happy
that while teachers and professors are at the to see the beaming faces of students since
centre of Shikshak Parv, another initiative of schools were reopened after almost two
Hon’ble Prime Minister Pariksha Pe Charcha years. He said that they should not get
is intended to guide students in their pursuit carried away with the enthusiasm of going to
of education. Shikshak Parv will be an school and meeting friends, but remain
opportunity for teachers to understand and

 Rapporteur: Dr. Meenakshi Khar, Department of Education in Languages, NCERT

4
cautious and follow COVID-19 rules and communities to participate in this
sincerely. process.
The Hon'ble Prime Minister referred to the The Hon’ble Prime Minister quoted a shloka
new projects and the initiatives undertaken to highlight the importance of Education
during the celebration of Azadi ka Amrit (Vidya) as one of the most valuable treasures
Mahotsav- 75 years of Independence and because it has the power to expand as it is
how these will determine the image of New shared (VidyaDaan) with others. He
India on the completion of hundred years. mentioned that all teachers must have
The projects will help in realising the experienced this sense of self-fulfilment. He
nation’s dreams and make students future- stated that the programme Vidyanjali 2.0 is
ready. The initiatives such as DIKSHA, an initiative to strengthen the efforts for
NISHTHA, Talking Books, SQAAF will ensuring progress for all. It is a dynamic
facilitate children's learning in an equitable platform for the society and private sector to
and inclusive environment. These will help come forward and contribute in the
in making the education system globally direction of quality improvement in
competent. education and society at large. He talked
about how in India we have a tradition of
The Hon'ble Prime Minister referred to the
strengthening society through partnership
pandemic time as very challenging for
since time immemorial. Janbhagidaari is a
students and teachers. However, he praised
feature of national character. We must make
the teachers for their ability to overcome
it robust by ensuring people’s participation.
these challenges by innovating and
He said that we have realised it in
successfully imparting online education,
programmes such as Swachch Bharat, Digital
conducting online projects, group voice calls
India, etc. Vidyanjali is an invitation to
and online examinations. The use of
professionals and entrepreneurs to come
technology in this manner was new to all and
forward and help give a new direction to
never heard of or experienced before. Now
students’ dreams and goals. He cited the
such practices are part of our daily life. He
example of a bank manager in Uttarakhand
encouraged teachers to take these capacities
and a few others who played a significant
forward and give new direction to these
role in connecting with children and making
learnings, thus expanding the horizon of
their lives better.
education.
The Hon’ble Prime Minister stated that we
are fortunate that people are looking
forward to the changes, and that the NEP
was released at this juncture in time. The
NEP, 2020 is an advanced and futuristic
Policy. Major reformative decisions in the
last few years will transform the education
sector of the country. One of the major
strengths of such reforms he highlighted is The Hon'ble Prime Minister praised the
that all the initiatives are participatory in brilliant performance of Indian athletes at
nature. In every stage, from the formulation the Tokyo Olympic and Paralympic Games.
to the implementation, experts, The Indian youth has been inspired by their
academicians, teachers, professors and exceptional performances. He informed the
policymakers have played a significant role, audience that during his meeting with
and they deserve much appreciation. The athletes, he requested them to visit at least
next step would be to urge people, society seventy-five schools and engage children in

5
dialogue to inspire and encourage them to The Hon’ble Prime Minister further added
excel in sports. that under NIPUN, FLN Mission had been
launched for children from three to eight
The Hon’ble Prime Minister then went on to
years of age. Initiatives have been taken up
discuss another milestone initiative viz. the
to bring quality in pre-primary years of
establishment of School Quality Assessment
education. Another step is to develop
and Assurance Framework (SQAAF). He said
competencies, higher-order thinking skills,
that this will remove all the anomalies and
creativity and critical thinking. However, he
create an equitable and inclusive platform
clarified that there is no denying that
for education in terms of curriculum,
teachers are at the helm of affairs for all
pedagogy, assessment, and inclusive
educational endeavours. He pointed to the
teaching-learning practices. The framework
fact that in this time of transition, teachers
gives states the flexibility to adapt it as per
will benefit from NISHTHA 3.0 to build their
their needs and varying contexts. By
professional capacities. The online teacher
establishing standards and removing
training modules will help prepare teachers
disparities, it will bring transformational
for the new challenges that students are
changes in education.
facing.
The Hon’ble Prime Minister said that
The Hon'ble Prime Minister expressed his
education is the most potent tool for social
delight over the activities such as the series
mobility and is instrumental in removing
of workshops and seminars that will take
inequalities. The establishment of NDEAR
place during the Shikshak Parv. The Shikshak
platform will deliver diverse, relevant,
Parv that started on the 5th September 2021,
contextual, innovative solutions and ensure
he said will culminate on 17th September
Policy implementation. He mentioned that
2021 on the occasion of Vishwakarma Day,
the various provisions for multiple entry and
celebrating the architect and the creator
exit points at higher education, credit-based
with divine qualities. He highlighted that the
assessment, linkages in academic activities,
deliberations of Policy experts,
and transparency through digitisation of the
academicians and teachers during the Parv
system will be beneficial for all students. He
will help in the successful implementation of
remarked that these transformations will be
NEP, 2020. He urged people to engage in
the face of new-age education. Education will
collective thinking in villages and cities so
henceforth be inclusive and based on equity.
that the new forward-looking objectives of
In order to realise these objectives, he stated
NEP, 2020 can be achieved. He ended his
that Sign language has been given the status
address by reiterating that only with
of a subject in the curriculum. An ISL
everybody’s efforts in the education sector
dictionary comprising of ten thousand
can India progress.
words has been brought out for the benefit
of Divyaang children. 

 Hindi Report of PM’s Address in Annexure III

6
 Technical Session

ADDRESS BY CHIEF GUEST  learn the local skills and acquire experience-
based learning to make education more
The Technical Session started with an relevant in present times. She remarked that
address by the chief guest Smt. Annpurna quality and sustainability are two sides of
Devi, Minister of State for Education. She the same coin. She concluded by saying that
welcomed the Chairperson, Sh. K. the discussions and ideas that emerge out of
Kasturirangan, officials of the Ministry other this Conclave will help in realising the vision
dignitaries and speakers of the session. On of our Hon’ble Prime Minister in
the occasion of Shikshak Parv and Teacher’s strengthening the education system of our
Day, she wished all teachers and expressed country.
gratitude for their hard work. She stated that
the Shikshak Parv provides an opportunity to ADDRESS BY CHAIRPERSON
reflect over the main issues related to
The Chairperson Sh. K. Kasturirangan began
education. In the NEP, 2020 quality
by highlighting the efforts of the Ministry of
education has been given the main focus.
Education in organising this important
Along with content knowledge, the Policy
Conclave, with the Prime Minister setting the
also emphasises on personality
tone of the deliberations for the forthcoming
development of the child. It also lays stress
sessions. He lauded the initiatives that have
on making best use of technology and digital
been launched to realise the vision of NEP,
learning. She highlighted that the Policy
2020. He also appreciated the steps taken by
focuses on the need for encouragement to
Sh. Dharmendra Pradhan, Hon’ble Minister
innovation and entrepreneurship in
of Education, to realise the goals of NEP in
education.
such a short span of time. He congratulated
The Hon’ble Minister of State for Education Smt. Anita Karwal, Secretary of School
pointed out that there have been Education and Literacy, Ministry of
interventions in the field of education during Education for her tremendous efforts in
the pandemic period, such as PM e-Vidya, transforming school education. He remarked
and other digital and ICT based technologies that the overarching theme of the Shikshak
that can reach every child. The Ministry of Parv, which will be deliberated upon during
Education has also made efforts to this Technical Session, as well as the diverse
strengthen the digital aspects of learning. themes of the nine National Webinars that
She made a mentioned about ICT libraries, will be held over the next 11 days, had been
online modules and books for adults. She thoughtfully chosen.
talked about how the development of a
Dr. Kasturirangan drew attention to the fact
nation is dependent on education and that
that owing to the outbreak of COVID-19
education is an important tool for national
there were some disruptions as well as
character building. Therefore, capacity
learning loss among children. He hoped that
building of children is essential. She stated
many of these issues and challenges will be
that it is also important that both teachers
addressed during the Conclave. He discussed
and students learn together. They must also

Rapporteurs: Prof. Neeraja Rashmi, Department of Education in Social

Prof. Mili Roy Anand, Department of Gender Studies (DGS), Sciences (DESS), NCERT
NCERT

7
four critical issues in this context. Firstly, unlearning. They are challenging groups and
Foundational Literacy and Numeracy is an much needs to be done for those who are not
important aspect mentioned in NEP, 2020 learning in school. He then gave a brief
and technology can help in minimising the history of education policies in India. After
learning loss in this area. Secondly, Independence, India’s thrust in the
community engagement and support are education sector was on access to school and
also required to ensure that all children are appointment of teachers. Later it was
retained in school. Thirdly, curricular realised that mere enrolment is not enough
transformation with regard to which the and there is a need to focus more on
NEP focuses on building fundamental engaging children in learning. The National
capacities so that there is more scope for Policy on Education 1986 focused on access,
genuine learning which is meaningful and participation and attainment. He
less burdensome. Fourthly, teachers are highlighted that the experience gained over
central to the education system and have an the last 30 years has made us realise the
important role to play in bridging the gap of importance of quality in education and the
learning loss. Thus, restoring quality need to understand what quality is.
education and maintaining sustainability are
Prof. Rajput stated that the focus of his work
the two major challenges, beside the
is teacher education, and that the NEP, 2020
challenges posed by the pandemic. He
says that teachers must be re-established. He
concluded by saying that the rich
agreed with Dr. Kasturirangan’s assessment
experiences of those running the most well-
that four years of B.Ed is absolutely essential
known institutions of the country will be
to become a teacher. He also referred to the
shared in the upcoming sessions of the
major step taken by Dr. Kothari in making
Shikshak Parv and will be valuable for all.
science and mathematics accessible for girls
PRESENTATIONS BY SPEAKERS up to class 10. There is a need to restore
respect for teachers. Teachers must also
Prof. J.S. Rajput began by summarising the
remember that they must first know the
key takeaways from the addresses of the
child, understand the mind of the child and
Prime Minister, Minister of State, and the
always keep in mind that nothing can be
Chairperson. He stated that though we have
taught but only learnt. He remarked that
achieved 90 percent literacy rate, there are
learning is the treasure within and that
children who are out of school and there are
teachers can only inspire the learners to
more children in schools who are
realise that treasure.

8
Prof. Rajput emphasized that there is a social should start with excitement for children to
responsibility of parents, principals, learn and there is a need to create love for
teachers and community to feel a sense of learning to ensure lifelong learning. He
belonging towards the school. The pandemic stated that India is a vast country; everyone
has given us a chance to improve the is trying to solve the riddle of learning
environment of government schools in according to each child’s capabilities. He
terms of access, security and quality of explained the “Circle of Learning” technique
teaching, teacher student ratio, etc. He adopted in Nehru World School consists of
concluded by saying that three things are key three components- enable, build upon and
to re-establish the glory of the rich consolidate. He described some of the
educational heritage of India in the world: initiatives taken by the school such as videos
Lifelong Learning, Learning to Learn and on Maths Around You, Start-up Superstar,
Learning to Live Together. and I Can, which help ignite the creativity
and curiosity in students. He reiterated that
Dr. Anantha Jyoti quoted J. Krishnamurti
reflecting on one’s experiences is more
who believed that the child should be
important. He concluded by saying that mere
“...rightly related to people, things and ideas,
teaching is not enough, teachers must reflect
to the whole of life. To live is to be related.”
on their teaching and all teachers must
She then explained to the viewers what it
themselves become lifelong learners in
implies in the context of school life. It is
order to create lifelong learners.
important to have a connect with land and
nature, the community, and one’s own self. Ms. Sudha Painuli introduced the Eklavya
She presented some of the initiatives taken Model Residential Schools (EMRS) which is a
by Rishi Valley School in this regard such as scheme of the Ministry of Tribal Affairs to
water conservation, waste management, give quality education to talented and
bird watching, tree planting and seasonal underprivileged tribal children and bring
rhythms. She emphasized that nurturing them into the mainstream. According to her
love for nature should start from the the role of teacher is to provide quality
beginning. She shared attractive pictures of education for holistic development, along
wildlife around the school to illustrate her with imparting moral values and promote
point that children must be taught that they skill development for building good citizens.
are occupying the space of animals and to The special challenge that her school faces is
not be fearful of them. She talked about some to bring first generation learners into the
of the other salient initiatives that have been mainstream. She elaborated on some of the
taken by the school: international backyard, innovative experiments undertaken in her
nature track, art work, kitchen garden and school such as ‘Eklavya Birthday Garden’
talks by eminent ecologists. She concluded where students nurture plants for 7 years,
by stating that children need to be in sync ‘Theatre in Education’ which builds students
with nature. confidence as they perform outside the
school, skill development with a focus on
Dr. Arunabh Singh started his presentation
tribal arts and culture, Eklavya Tribal
by remarking that what he has to say will
Museum for preservation of cultural
resonate with the addresses made before
heritage and linking the future with the past,
him, particularly the deliberations on
Music Performance at Rashtrapati Bhawan,
lifelong learning, holistic approach and
Word Stock and Shramdaan.
social responsibility. He explained with the
help of some examples the holistic approach QUESTION & ANSWER SESSION
that can be used in a classroom, drawing
The chairperson then put up some questions
from how a teacher can introduce the theme
to be addressed by the speakers. Dr.
of rain through an imagination-based
Kasturirangan asked how will e-learning and
activity. He pointed out that every classroom
9
new methods of education change the Vidyanjali 2.0. NCERT in collaboration with
structure and roots of our education system. ISLRTC has created metadata for ISL
Prof. Rajput responded that these new dictionary and the dictionary words are
methods will provide alternatives in the long uploaded on DIKSHA portal in alphabetical
run and reduce the load of the school bag. Dr. order for wider access and dissemination
Arunabh also responded by saying that IT is among all the stakeholders. He pointed out
like energy that can be used or misused. To that following the principles of Universal
use technology, we need to have internet Design for Learning (UDL), NCERT has
which must first reach even the most started to augment these resources with
isolated regions. He stated that while addition of relevant audios, subtitles and
technology cannot replace teachers, images for supplementing the visual ISL
teachers who use technology may replace dictionary. He added that the guidelines and
those who don’t. framework for NIPUN Bharat (FLN mission)
were developed.
Dr. Kasturirangan then asked how
environmental education, sustainability and Prof. Srivastava further said that this year’s
citizenship education are related. Dr. Jyoti Shikshak Parv adopts a "whole-school"
responded and said that it is important to approach; one that extends beyond the
teach children to preserve and love nature. curriculum and addresses the entire
She gave the example of observing the night planning, operation and management of the
sky and its wonders. Dr. Sudha stated that school facility. The upcoming nine National
environmental education plays an important Webinars during Shikshak Parv will focus on
role in creating a sense of belongingness in various themes that will help all those
students to the local environment. This aids connected to the Parv learn from schools and
the learning process greatly. teachers. He concluded by saying that
NCERT will incorporate the learning from
The chairperson concluded the session by
schools into the National Curriculum
appreciating the good ideas and practices of
Framework (NCF), which is under
the speakers. He thanked Prof. Rajput, the
development at present.
Minister for State of Education as well as
Secretary of School Education and Literacy, Smt. Anita Karwal, Secretary of School of
and the speakers for making the session Education and Literacy, Ministry of
interesting and valuable for the viewers. Education thanked the Hon’ble Prime
Ministers, the Ministers of Education, the
CONCLUDING REMARKS
Minister of State for Education, Dr.
Prof. Shridhar Srivastava, In-charge Kasturirangan, Prof. J.S. Rajput and all the
Director, NCERT, welcomed the viewers to speakers. She remarked that she was
the concluding session of the Conclave. He humbled by speakers’ presentations and
highlighted the active role played by NCERT their experiences and ideas. She said that the
during the pandemic situation by supporting initiatives taken by teachers such as starting
the education in the online mode, developing entrepreneurship for Class 1, exposure to
teaching-learning resources such as the nature and others shared today are eye
Alternative Academic Calendar, PRAGYATA openers. These are excellent examples of
Guidelines and NISHTHA 2.0 online training connecting learning to real life. There is a
modules for empowering teachers. He also need to build capacity of school, society and
stated that NCERT has worked hard on the of parents to participate hand in hand to
UDL based ISL Dictionary of 10,000 words, bring sustainability. She concluded by saying
Talking Books, NISHTHA 3.0 (FLN) and that Shikshak Parv is off to a great start.

10
 TECHNOLOGY IN EDUCATION: NDEAR

1
Background Note on Webinar Theme:
https://www.education.gov.in/shikshakparv/docs/Technology_Education_Background_note.pdf

Concept Note on Theme as in NEP, 2020:

https://www.education.gov.in/shikshakparv/docs/Technology%20in%20NDEAR.pdf

Webinar Viewing Link:

https://www.youtube.com/watch?v=hCrBLsR82w4
Presentation Link:
1. https://www.education.gov.in/shikshakparv/docs/Rajnish_Kumar.pdf
2. https://www.education.gov.in/shikshakparv/docs/Dr_Sanjay_Kuma.pdf
3. https://www.education.gov.in/shikshakparv/docs/Pratima_Singh.pdf
4. https://www.education.gov.in/shikshakparv/docs/Simon_Peeter_Paul.pdf

Nodal Coordinator:
Prof. Indu Kumar Professor, Central Institute of Educational Technology (CIET), NCERT

* Additional infographics on this theme in Annexure IV

11
 Technology in Education - NDEAR

INTRODUCTION:2 UNESCO as International Literacy Day to

remind the international community of the
The NEP, 2020 stresses that new
importance of literacy for individuals,
circumstances and realities require new
communities and societies, and the need for
initiatives. The recent rise in epidemics and
intensified efforts towards more literate
pandemics necessitate the need to be
societies. Furthermore, the National
prepared with alternative modes of quality
Institute of Open Schooling (NIOS) has been
education whenever and wherever
selected as one of the winners of the
traditional and in-person modes of
prestigious UNESCO King Sejong Literacy
education are not possible. In this regard, the
Prize 2021 for the programme ‘Enabling
NEP, 2020 recognizes the importance of
education of persons with disabilities
leveraging the advantages of technology
through the technology-enabled inclusive
while acknowledging its potential risks and
learning material’, with a focus on Indian
dangers. The National Digital Education
Sign Language (ISL) based content’.
Architecture (NDEAR) has the vision to
create a “unifying national digital The Secretary then emphasized that people
infrastructure to energise and catalyse the in general relate literacy with adults only.
education ecosystem”. Essentially, this is a However, literacy could mean foundational
technological framework that aims to enable literacy, digital literacy, financial literacy,
existing systems to upgrade and become among others. Digital literacy is a necessity
interoperable, while making available the today. It is incumbent for good quality of life
building blocks for the creation of new tools and ease of living, which in turn is the mark
and solutions. As part of the Shikshak Parv of national progress. Therefore, our aim
programme the webinar on “Technology in should be to achieve digital literacy for all
Education: NDEAR” was organized 8 citizens. Ms. Karwal remarked that the
September 2021. webinar on National Digital Education
Architecture (NDEAR) is purposefully
SESSION HIGHLIGHTS
scheduled on this date as it has strong
Sh. Santosh Kumar Sarangi, Additional linkage with achieving the goal of digital
Secretary, Department of School Education literacy. She concluded by reiterating the
and Literacy began the webinar by Hon’ble PM’s comment during his inaugural
welcoming all the teachers, principals, address, that “NDEAR is the UPI (Unified
students, academicians and parents viewing Payments Interface) of education.”
the live webcast. He invited Ms. Anita
During his introductory remarks, Sh.
Karwal, Secretary, Department of School
Rajendra Sethi, Deputy Director General, NIC
Education and Literacy to give brief
gave a brief background on NDEAR. He said
introductory remarks. She welcomed all
that NDEAR is related to narrowing the
participants and wished everyone a Happy
digital divide and moving towards digital
International Literacy Day. She informed the
literacy. NEP, 2020 envisions the creation of
audience that 8 September was declared by
an equitable and vibrant knowledge society

Rapporteur:
Dr. Rejaul Barbhuiya, Associate Professor, Central Institute
of Educational Technology (CIET), NCERT

12
by providing high quality education to all. He guiding principles of NDEAR are federated
stated that we have witnessed large scale architecture (decentralized), inclusivity,
disruption in school curriculum due to the ecosystem approach (engagement of all
pandemic. This has led to the adoption of stakeholders), privacy & security by design,
innovative practices for teaching-learning. interoperable (seamless portability) and
He reiterated that the theme for this year’s longitudinal records (records documented
Shikshak Parv is “Quality and Sustainable over time).
Schools – Learning from Schools in India”. The
Sh. Kumar highlighted the envisioned
purpose of this theme of the Parv is to share
outcomes of NDEAR for all stakeholders
learnings from the schools pertaining to
involved. Firstly, the students get access to
quality inclusive practices and sustainability.
on demand learning materials, videos,
He highlighted that the webinar’s focus is to
graphics and animations, virtual lab and
discuss the technology in education: NDEAR
different forms of assessment tools. This will
perspective in school education.
lead to Personalized Adaptive Learning
Sh. Rajnish Kumar, Director (Digital (PAL). Secondly, the teachers get access to
Education), Ministry of Education gave a online support for lesson plans, use of TLM,
detailed presentation on National Digital pedagogic transactions, online reference
Architecture (NDEAR). He began by materials, competency-based evaluation
explaining that NDEAR comes with a vision tools etc. Thirdly, schools get access to
to create a “unifying national digital school management practices, school related
infrastructure to energise and catalyse the ERPs, learning management systems, data
education ecosystem”. The NEP, 2020 analytics etc. Fourthly, parents get access to
mentions that “the core idea of NDEAR is to the child’s holistic progress report, schools’
facilitate achieving the goals laid down by performance and teachers’ performance.
National Education Policy 2020, through a Community also plays a role in voluntary
digital infrastructure for innovations in the engagement, Corporate Social Responsibility
education ecosystem, ensuring autonomy (CSR) and mentorship. Lastly, educational
and participation of all the relevant administrators use data analytics to bridge
stakeholders.” He stated that NDEAR will infrastructure gap, teacher availability,
pave the way to achieve learning outcomes address dropouts and make informed Policy
by offering solutions to learners and choices. He ended his presentation by saying
teachers. Digital ecosystem of education that if we have an orchestra, where everyone
needs to take a long-term view of aspects like in the system works in tandem to a
interoperability, data governance, data symphony, then we can have an excellent
quality, data standards, security and privacy, infrastructure.
besides promoting open innovation.
This was followed by presentations by three
Sh. Kumar then discussed how NDEAR is not school teachers about their journey in
a platform, portal or a software application. adoption of technology in education. Dr.
It is an architectural blueprint for the Sanjay Kumar from Himachal Pradesh
education ecosystem, which defines the shared his experience in use of technology in
principles, policies, standards, specifications primary schools. He discussed about the Har
and guidelines for development of Ghar Pathshala initiative. It is a WhatsApp
technology driven solutions for different based initiative where the State Project
areas of education ecosystem that includes office (Samagra Shiksha) disseminates the e-
technology, data, inclusiveness, openness. content to children through BRCs and
He explained that an initial set of 36 building further by teachers. At present, it is
blocks across 12 categories have been facilitating 8 lakh students online. He
identified under NDEAR to kickstart the explained the various challenges he faced
digital infrastructure for education. The key during the lockdown with regards to content
13
creation, dissemination, facilitation, approach of use of technology in teaching
mentoring, assessment and feedback. From learning-assessment involving all the
being a novice, he started developing stakeholders.
interest in learning technologies which
The second speaker, Ms. Pratima Singh
helped him learn tools for creation of
shared her unique and encouraging journey
presentation, video recording, editing, and
of adoption of ICT in the Primary School
their dissemination through WhatsApp and
Dhusah and the Balrampur community. The
YouTube.
COVID-19 pandemic forced closure of
Dr. Kumar then started connecting with schools and teachers had to quickly adapt to
learners through Google Meet and guided the new pedagogy of digital world. She
parents on how they help their children started by using VC tools like Zoom, Google
learn better. He conducts daily subject wise Meet, Teams and gradually learned many
classes for students. For fellow teachers, he other tools. The exclusive WhatsApp group
has organized webinar for their well-being for primary schools is being used for
as well as to motivate them to learn dissemination of content among students
technology. He regularly uses WhatsApp for and teachers. She highlighted the usage of
sending homework, activities and receiving DIKSHA in Uttar Pradesh which is an
their responses and problems. Now, his indicator of overall consumption of e-
students are also confident in using different resources during the pandemic. She also
tools and they are friendly with camera and used Google Form to conduct an online
creating their own videos. He also uses ICT survey among 500 teachers about use of
tools for assessment of learning both technology during the pandemic. In
formative and summative. In a nutshell, Dr. collaboration with other National ICT
Kumar could successfully overcome all the Awardee teachers, she organized online
challenges – the issue of connecting with the webinars on ICT tools for teachers from
learners, developing engaging e-contents, aspiring districts. This had huge response
adoption of ICT for holistic assessment of from teachers and there was certification
learning, motivating fellow teachers on use based on quizzes conducted on the webinar
of technology, and gaining confidence of topics. At the end, she discussed how the
parents as well as community for bringing building blocks of NDEAR can further help in
out significant change in the overall evolving Indian education system. She talked

14
about her expectations from NDEAR and QUESTION AND ANSWER SESSION:
how students, teachers, parents and
Sh. Santosh Kumar Sarangi, complimented
community can take benefit of NDEAR for
all the speakers on the stellar work they have
furthering their agenda of improving
been doing in their respective states. He
outcomes of learners.
asked Mr. S. Simon Peter Paul about how he
Mr. Simon Peter Paul started by sharing his identified different software for editing,
experience of ICT integration in classroom in enhancing the teaching experience and
Puducherry. He highlighted the significant digital learning. He also asked Mr. Simon
shift in adoption of technology by teachers - how he trained teachers on these tools. Mr.
before pandemic and during pandemic. Simon in his reply made a mention about the
During pandemic, teachers could reach Universal Teachers Academy, which
students only via technology, which forced conducts face-to-face teacher training.
them to adopt ICT tools more rigorously. He However, during the pandemic, they have
explained how he used technology to been conducting teacher training online.
enhance the reading skills of students. For Teachers were given hands-on experience
this, he created videos, stop-motion about content creation, video editing and use
animations and interactive eBooks. He of other ICT tools. They also invite resource
converted poems as songs which generated persons for online classes and training is
further interest among learners. He played now being conducted in six languages.
short videos of his students learning through
Sh. Sarangi then asked Dr. Sanjay Kumar
these initiatives.
whether he faced any connectivity issue in
Mr. Paul then elaborated on how he the remote areas and what is the proportion
conducted online classes during the of children having gadgets and those without
pandemic. He and his fellow teachers any gadgets. Dr. Kumar responded that they
focussed on teaching students enrolled in faced many challenges in the beginning.
the local government schools. After the Many students were using WhatsApp in their
initial selection process and setting up of parents’ phones with very small screens. To
online classes, he received a good response tackle this problem, he started clustering. A
from his students. Students submitted their drive was also initiated to collect donated
homework through WhatsApp. Besides mobile phones. The issue of connectivity is
YouTube, he also telecasted videos through not continuous, but there are times when,
local channels as well. The videos were also there is no connectivity at all. For this, he had
shared through pen drive. All these were to adjust his communication approach and
done with the aim to reach learners having adapt the pedagogy with learners. For
different gadgets. He emphasized that instance, due to connectivity troubles, his
NDEAR would facilitate online education and voice would reach the students at different
help teachers and students. Teachers would times during an online class. So now he has
be able to access learners’ profiles easily and learned to wait till he has a positive response
send interactive videos, activities etc. to from each student, before starting the next
specific students who may be weaker in topic. The other challenge he highlighted is
certain concepts. All the educational to make young learners sit in front of a
resources are integrated in NDEAR and it mobile screen for the duration of the class.
works offline as well. Students will be able to He stated that with the cooperation of
transfer certificates and documents in digital parents and community, he has been able to
format. tackle these challenges by innovating new
ideas.
Sh. Rajnish Kumar, Director (Digital
Education) asked Ms. Pratima Singh whether
15
the learning loss during the pandemic could CONCLUDING REMARKS
be managed through online mode in Uttar
Ms. Anita Karwal in her concluding remarks
Pradesh. Ms. Singh responded that e-
congratulated the three teachers for their
pathshala has helped significantly in the
excellent journey with ICT which will boost
dissemination of video lessons and
the confidence of teachers at large to
monitoring their usage by teachers as well as
integrate technology in their teaching-
students. While, teachers faced difficulty at
learning process. She remarked that the
the beginning, a blended approach has
webinar was a thriller unfolding before her
helped them to become comfortable with
eyes and she hoped that there will be
technology. Parents were given handholding
enhanced participation by teachers in
and support in realizing the benefit of use of
embracing technology. She praised the
technology for education. The Mission
speakers’ efforts in enabling digital literacy
Prerna website is also being used to
not only among learners, but also among
disseminate e-content. This portal also has
teachers, parents, and neighbouring
detailed records of teachers, students and
community at large. She thanked all the
their learning.
viewers and participants.

16
 WEBINAR
ON

FOUNDATIONAL LITERACY AND NUMERACY:

A PRE-REQUISITE TO LEARNING AND ECCE
9 SEPTEMBER 2021

3
Background Note on Webinar Theme:
https://www.education.gov.in/shikshakparv/docs/Foundational_Literacy_Numeracy_background_note.pdf

Concept Note on Theme as in NEP, 2020:

https://www.education.gov.in/shikshakparv/docs/Foundational%20Literacy%20and%20Numeracy.pdf

Webinar Viewing Link:

https://www.youtube.com/watch?v=FaWBqOeOWkI

Presentation Link:
1 https://www.education.gov.in/shikshakparv/docs/maneesh_sir_0909.pptx
2. https://www.education.gov.in/shikshakparv/docs/SUNITI%20SANWAL%20Shikshak%20Parv%202021.pdf
3 https://www.education.gov.in/shikshakparv/docs/Telangana%20FLN.pdf
4. https://www.education.gov.in/shikshakparv/docs/Dr.%20TS%20JOSHI_Gujarat.pptx

Nodal Coordinator:
Prof. Suniti Sanwal, Professor & Head, Department of Elementary Education, NCERT

* Additional infographics on this theme in Annexure IV

17
 Foundational Literacy and Numeracy (FLN):
A Pre-requisite to Learning and ECCE

INTRODUCTION 4 significance. The need to continue education

through various modes and forms is very
The National Education Policy (NEP), 2020
essential, with classes I and II being the most
has been well appreciated for its
challenging for teachers. She emphasized
comprehensiveness and inclusivity. This
that since FLN will be spearheaded by
Policy is the first to advocate bringing
teachers, they need to develop a mindset of
preschool education into the main fold of the
recognizing the uniqueness of each child,
formal institutionally managed education
and thus use unique interventions. She
system. Another important emphasis of this
added that administrators, planners, and
Policy is on developing Foundational
experts have developed NIPUN Bharat
Literacy and Numeracy (FLN) skills in all
guidelines, which may be followed by States.
children by class III. As part of the Shikshak
Parv programme, the webinar on Ms. Karwal then introduced Shri Maneesh
“Foundational Literacy and Numeracy: A Pre- Garg, Joint Secretary, Ministry of Education,
requisite to Learning and ECCE” was and stated that he has worked extensively on
organized on 9 September 2021. school education related schemes of GoI, and
is now working as the National Mission
SESSION HIGHLIGHTS
Director for FLN. She invited Shri Garg to
Sh. Santosh Kumar Sarangi, Additional make a presentation on the National
Secretary, Department of School Education Initiative for Proficiency in Reading with
and Literacy began the webinar by Understanding and Numeracy (NIPUN)
welcoming all the teachers, principals, Bharat, with an emphasis on FLN mission,
students, academicians and parents viewing system scope and possibilities.
the live webcast. He invited Ms. Anita
Shri Maneesh Garg stressed on the
Karwal, Secretary School Education and
importance of FLN in school education. He
Literacy and the chairperson of the webinar,
started his presentation with the current
to share her introductory remarks. She
status of the foundational stage of school
stated that Foundational Literacy and
education. He quoted the National
Numeracy (FLN) has been given a lot of
Achievement Survey (NAS) 2017 conducted
emphasis in NEP, 2020. The pandemic
by NCERT which highlights poor attainment
situation has made it all the more
in early years, with around 13-18% students
problematic for first generation learners and
form class 3, 5 and 8 falling below basic
children who have never been to school in
learning levels. The major reason is that the
the past year. She highlighted that all states
desired learning outcomes have not been
have begun the process of allocating
adequately acquired in early classes. He
resources for NIPUN Bharat, so the
stated that the vision of NIPUN Bharat is to
discussion on its implementation gains
create an enabling environment that leads to

Rapporteurs:
Prof. Padma Yadav, Department of Elementary Education
(DEE), NCERT
Prof. Vardha Nikalje, Department of Elementary Education
(DEE), NCERT

18
universalization of FLN in primary classes become effective communicators and
within 5 years so that every child achieves involved learners connecting with their
the desired learning competencies in immediate environment. He elaborated on
reading, writing and numeracy at the end of the underlying competencies under each
Class III. He informed the audience that the goal in detail and explained the codification
Department of School Education and of the Learning Outcomes under each goal.
Literacy, Ministry of Education will be the He further informed that the key
implementing agency of the FLN Mission at competencies and learning outcomes
the national level. described in NIPUN Bharat Guidelines are
derived from The Preschool Curriculum
Sh. Garg shared the key components and the
(2019) and the Learning Outcomes at the
Lakshyas or Learning Goals of the mission.
Elementary Stage (2017) developed by
He said that the NEP had recommended a
NCERT. Further, he added that the
three-month play-based School Preparatory
competencies are age appropriate based on
Module (SPM). This resulted in the SPM
21st century skills. The learning outcomes
titled Vidya Pravesh, developed by NCERT.
are progressive and are in continuum.
The teacher’s role in its implementation is
crucial. This need is addressed through Ms. Karwal appreciated the presentation and
NISHTHA 3.0, for the Continuous called upon Prof. Suniti Sanwal, Head,
Professional Development (CPD) of teachers, Department of Elementary Education (DEE),
which has recently been launched by the NCERT to make her presentation. She
Hon’ble Prime Minister of India. He highlighted that Prof. Sanwal has spent
explained that a five-tier implementation considerable time and energy in developing
mechanism for NIPUN Bharat will be set up the competencies and goals for FLN, along
at the National, State, District, Block and with holding stakeholder consultations.
School level in all states and UTs. All
Prof. Sanwal began her presentation
stakeholders will have a specific role in the
‘Towards Equitable Learning Competency
implementation of the mission targets. He
Based Education’ by saying that students,
added that measurable key performance
including first generation learners, come
indicators will be developed for monitoring
from various backgrounds, have varied
of the mission.
attention spans and interests, and have
Ms. Karwal concurred that teachers need to different language abilities. Therefore, they
focus on reading first and foremost. She then have various levels of readiness when they
called upon Prof. Sridhar Srivastava, In- enter school, and thus, different learning
charge Director, NCERT to speak, adding that needs. However, we tend to treat them at par
under his leadership several NEP-related and provide the same kind of instruction and
initiatives have been undertaken by NCERT also use the same assessment criteria. While
in the last one year. discussing about the FLN Framework in
NIPUN Bharat Guidelines, she stated that the
Prof. Sridhar Srivastava, made a
holistic development of children
presentation on developmental goals and
encompasses: good health and well-being,
codification of Learning Outcomes (LOs). He
effective communication and connecting
started with the introduction to the
with the immediate environment.
foundational stage of education as per NEP,
2020 and its place in the FLN Mission, Prof. Sanwal explained how competency and
highlighting the importance and essentiality learning outcomes have been used in the
of Vidya Pravesh in the initial three months NIPUN Bharat Guidelines. She highlighted
of class I. He explained the three the difference between competency, which is
developmental goals of FLN i.e. children a combination of knowledge, skills and
maintain good health and well-being, attitude, whereas learning outcomes that are
19
measurable and observable statements Sanwal said that curriculum, syllabus, and
which are evidence of having acquired the teaching material need to be presented in an
competencies. The ultimate goal of integrated manner. Assessment should be
Competency-based Education (CBE) is to use based on achievement of LOs. Teaching will
the knowledge in real life situations and in have to connect with real life and be aligned
new situations. The competencies are well- to the goals. She concluded that above all,
defined and fixed, they remain the same, but well planned teacher training is required in
the Learning Outcomes vary and move in order to adopt pedagogy for CBE.
progression, while retaining their base in the
Ms. Karwal thanked Prof. Sanwal for
previous level. She informed that the
explaining that teaching can no longer be
Learning Outcomes are thus progressive and
confined to the four walls of the classroom
spiral in nature.
and that teaching will have to include a
Prof. Sanwal then discussed the major shifts connect to the real life of the child. Teaching
to be made for moving towards CBE as per will have to be systematic as children have to
NEP, 2020. These include: (a)classroom achieve certain goals. Ms. Karwal invited
transactions will shift towards competency Smt. A. Sridevasena, IAS, State Project
based learning using art-integrated, sports- Director, Telangana to make her
integrated and story-telling based presentation. She mentioned that Telangana
pedagogies, (b)less emphasis on input and has been doing substantial work in the area
greater emphasis on output potential, of interventions, particularly during the
concerning desired learning outcomes, (c) pandemic, including reaching the last child
formative and adaptive assessment “as” “of” in the last mile and creation of content in
and “for” learning will be aligned with the regional languages.
learning outcomes, capabilities and
Smt. Sridevasena said that NEP, 2020 has
disposition for each subject in a given class,
highlighted the importance of ensuring that
(d) examination to test achievement of
all children acquire FLN skills. She also
learning outcomes through assessment of
referred to the National Achievement Survey
core concept of knowledge, relevant higher
2017(NAS) which stated that poor learning
order skills, application of knowledge in real
attainment begins in early years and
life situations and meeting the skill
continues to exacerbate. She added that the
requirement of 21st century, and (e)
Government of Telangana was among the
focusing on the way forward for CBE. Prof.

20
earliest to recognize the importance of FLN activities being conducted at Daxinamurti
and had constituted a steering committee in Baalmandir related to all the three
2019 to help achieve it. Initiatives such as developmental goals.
System Diagnostics, FLN and TSG cell,
Dr. Joshi then explained the program
Learning Outcome Framework, Home
‘PRAGNA – Pravrutti Dwara Gnan’ organized
Learning Programme were taken up. Based
in Gujarat for the implementation of FLN
on the diagnostics, the state is planning to
Mission, which makes use of activity-based
work on pedagogy and governance to
pedagogy, scientific learning cycle, use of
achieve the FLN targets. She said that the
teaching learning materials such as big book,
state is focusing on responsibilities of
picture calendar, activity cards, workbook,
stakeholders to achieve the goals,
child tracking though the learning ladder
improvement of teaching-learning process
and student-teacher interaction. He touched
and capacity-building of teachers. Further,
upon a research study conducted in 2019-20
the state is planning to pilot an innovative
with 3000 children of Classes 3-5, on loud
model in a few mandals. She informed that
reading speed. In PRAGNA, a “Quarterly
Telangana has developed a three-month
Diagnostic Assessment Test” which includes
preparatory module, and an alternative
oral and activity-based test, is conducted
calendar has been designed for classes 3-10.
every three months. He informed the
The infrastructure facilities will be
audience that the state of Gujarat has
strengthened.
formally launched the NIPUN Bharat
Ms. Karwal thanked Smt. Sridevsena said Mission. Online orientation about the NIPUN
that her presentation brought out the need Bharat Mission has been conducted with
for systemic diagnosis to be used for the district level functionaries. NIPUN Bharat
purpose of effective planning and innovating Guidelines have been translated into the
solutions. She complimented the handbooks local language. He added that a child tracking
that have been designed for local system has been established to track all
functionaries. She then invited Dr. T.S. Joshi, students of age group 5 - 18 years. Further,
Director, GCERT Gujarat to make his e-content in local languages has been
presentation. She stated that Dr. Joshi is included in DIKSHA portal. FLN YouTube
responsible for the transformative reforms Channel has been started for teachers,
in Gujarat. GCERT was one of the first to start parents and community.
a daily and weekly calendar during the
Ms. Karwal thanked Dr. Joshi for his
pandemic.
presentation and recommended other states
Dr. T.S. Joshi highlighted the importance of to look at the functioning and roles played by
eminent educationist Shri Gijubhai GCERT and try to implement it in their
Badheaka’s philosophy in the field of Early respective contexts.
Childhood Care and Education (ECCE),
QUESTION & ANSWER SESSION
which is a pre-requisite to Foundational
Literacy and Numeracy. Daxinamurti Ms. Karwal directed selected questions
Baalmandir, a school founded by late received on the MyGov portal from the
Gijubhai Badheaka, has developed public to all the speakers. She asked Dr. Joshi
curriculum for 3-6 age group, which focuses how can first generation learners be helpled
on sensory development through activity, to cope with FLN. Dr. Joshi responded that
games, drawing, puppetry, play and skits, the teachers’ responsibility increases in such
with a focus on personal and public hygiene, a situation. The teacher should communicate
moral values, good behavior and discipline. more with the parents as to what a child has
He added that parental involvement is achieved. Parents, even if non-literate, need
emphasized and the pedagogy is toy-based to be involved. He said that the challenge can
and activity-based. He also shared the
21
be overcome with the community’s help in impact FLN. Further, teachers will know that
the Anganwadi and at the Block level. the NIPUN Bharat is built on earlier familiar
processes. He mentioned that the Anganwadi
Ms. Karwal then asked Prof. Suniti Sanwal
teachers should also know about FLN and
that how the content for FL can be correlated
assessment. Thus, FLN NISHTHA is
to the pandemic. Prof Sanwal responded that
important in this aspect. Ms. Karwal added
the content will be developed by the State as
that teacher capacity building, which is the
per the context and needs of that respective
lynchpin, will have to take place at two
State. She clarified that FLN NISHTHA will
levels. NISHTHA modules developed at
empower the teachers to create an enabling
central level are standardized and must be
classroom environment which is responsive
followed. At the state level, from SCERT up to
to the child’s needs. Sh. Maneesh Garg added
CRC, all levels need to be strengthened. Thus,
that the content can be illustrated with
it is up to the states to strengthen these
examples on the importance of hand
institutions and bring in outside agencies to
washing and social distancing. Prof. Sanwal
partner with them. She highlighted that for
further said that kitchen is a rich resource
successful implementation of Balvatika we
for content. Ms. Karwal said that connecting
have to take the Anganwadis along or merge
boys and girls to the kitchen where their
with primary schools.
mothers toil can be a bonding and
appreciation exercise, which would help the CONCLUDING REMARKS
children understand how much work goes in
Ms. Karwal discussed the issues teachers
keeping the home vibrant.
face in FLN area. She remarked that it is a
Ms. Karwal asked Sh. Maneesh Garg what well-known fact that to achieve LOs at the
more can be done for building more items for foundational level, face to face teaching is the
assessment. He responded that assessment best format. During online teaching through
should be done in a way that it promotes devices, there will be a communication gap.
learning. For this purpose, a large number of She drew attention to the fact that children
items can be developed by the teachers. He without devices may dropout and fall out of
stated that capacity building through the system. It is in this context that tracking
NISHTHA is being done on how to conduct each child’s enrolment and achievements, in
assessment. He added that the items government and private schools, under
developed by the teachers should be curated NIPUN Bharat, becomes crucial. Regarding
by DIETs and SCERTs for wider school-based assessment, she emphasized
dissemination. Ms. Karwal informed the that it is important to empower teachers to
viewers that item banks developed by conduct criterion-referenced assessment
NCERT on the DIKSHA portal will be related to LOs and goals. Continuous
uploaded as well, which will be related to assessment at the foundational level
Learning Outcomes. requires observation that can only be done
by schools and teachers. She concluded by
Ms. Karwal asked the Prof. Sridhar
saying that the goals, competencies and LOs
Srivastava that what changes may be
that have been laid down at the central level
expected in teacher training to positively
are the standards that need to be followed by
impact FLN. Prof. Srivastava responded that
all schools.
translation of NIPUN Bharat Guidelines, as
done by GCERT Gujarat, will positively

22
 WEBINAR
ON

CULTURE OF INNOVATIONS IN OUR SCHOOLS

10 SEPTEMBER 2021

Background Note on Webinar Theme:

https://www.education.gov.in/shikshakparv/docs/CULTURE_INNOVATION_OUR_SCHOOLS_Background_note.pdf

Concept Note on Theme as in NEP 2020:

https://www.education.gov.in/shikshakparv/docs/culture%20of%20innovation%20in%20schools.pdf

Webinar Viewing Link:

https://www.youtube.com/watch?v=KBV6UjKG1r8

Presentation Link:
1 https://www.education.gov.in/shikshakparv/docs/arunabh_singh.pdf
2. https://www.education.gov.in/shikshakparv/docs/rupa_chakravorty.pdf
3 https://www.education.gov.in/shikshakparv/docs/manish_jain.pdf
4. https://www.education.gov.in/shikshakparv/docs/santosh_tarak.pdf
5. https://www.education.gov.in/shikshakparv/docs/anil_pradhan.pdf

Nodal Coordinator:
Shri. R. P. Singh, Joint Secretary, CBSE

* Additional infographics on this theme in Annexure IV

23
 Culture of Innovations in Our Schools

INTRODUCTION 6 creativity, intellectual integrity, learning and

knowledge. He remarked that there could
The National Education Policy 2020 (NEP,
not be a better day to hold this webinar on
2020) envisions providing quality education
innovation, start-ups and entrepreneurship.
and equitable access in a sustainable manner
In tune with the emphasis that NEP, 2020
to all learners. During the last one year,
lays on innovation, there is a need to
schools have adopted many innovative
establish a culture of ideas and innovation.
practices to ensure continuity of education
He added that ideas need to be generated
at all levels to all learners in the prevailing
which will have global impact. Therefore,
COVID 2019 pandemic. NEP, 2020 lays great
educational institutions require a tectonic
emphasis on holistic development of
shift, and youngsters should be encouraged
learners. Keeping this in view there is a need
to think out of the box. He hopes that
to reorient and revamp all aspects of
eventually their ideas can be taken forward
curriculum and pedagogy. Experiential
and converted into projects or prototypes
learning including hands-on learning, arts-
that will lead to job creation. He commented
integrated, sports-integrated and story-
that the need of the hour is to create a
telling-based pedagogy need to be adopted
generation of job creators and not job
in schools in different subject areas
seekers. Dr. Jere then introduced the co-
according to the appropriate age groups.
chair, presenter and speakers of the webinar
Moreover, specific sets of skills and values
and delineated the format of the webinar.
across domains need to be identified for
integration and incorporation at each stage Dr. Jere invited co-chair Dr. Arunabh Singh,
of school education and a culture of Director, Nehru World School for his
innovation needs to be developed to help opening remarks. Dr. Singh began his
children learn to innovate and ask questions. presentation by sharing the story of a child
As part of the Shikshak Parv programme, the studying in the primary class learning the
webinar on “Culture of Innovation in Our concept of demand and supply through real
Schools” was organized on 10 September life experiences, whereas according to the
2021. curriculum, this concept is being taught in
schools at the middle stage. He then
SESSION HIGHLIGHTS
elaborated on the programme at his school -
Dr. Abhay Jere, Chief Innovation Officer, Start-up Super Stars! – where every child of
Ministry of Education and the chairperson of class I has to run a business on his/her own.
the session welcomed all the dignitaries, However, he pointed out that the focus is not
officials from Ministry of Education, NCERT, on running the business only, but on
CBSE, teachers and principals across the generating their own ideas. Students submit
country for the session on “Culture of the business idea, discuss among themselves
Innovation in Our Schools”. He wished and come back with prototype or service.
everyone on the occasion of Ganesh During this process, students work in teams
Chaturthi, which in his opinion symbolizes and learn about the value of money, meaning

Rapporteur:
Prof. Aparna Pandey, Department of Education in Social
Sciences (DESS), NCERT

24
of profit and loss, etc. He highlighted that one pedagogy at Suncity School. She added that it
of the main objectives of the programme is to provides the method, validity and scope for
instil curiosity among the learners. Due to learning to the learners. She stated that
the success of programme, it has been projects, story-telling, vocabulary building,
renewed year after year at the school. dramatization and educational trips are
According to Dr. Singh any innovation is some of the techniques that are used by the
truly successful when it is scalable. As co- faculty to expose the children to the various
chair, he requested all the speakers that types and forms of intelligence and enable
while discussing the successful practices them to explore their own pathways to
adopted in their respective schools or different kinds of learning.
organisations, they focus on how these ideas
Ms. Chakravorty elaborated that Suncity
can be implemented in other parts of the
School believes that the appropriate
country. Dr. Jere thanked Dr. Singh for his
situational learning can reveal the right
exciting presentation and showed keen
aspects of the child’s personality and help
interest in discussing ideas with him after
develop many forms of intelligence. She
the webinar. He also urged the viewers to do
showcased art integrated activity in
so as well.
different subject areas such as natural
Dr. Jere requested Ms. Rupa Chakravorty, sciences, social sciences, language and
Director, Suncity Group of Schools, mathematics. She added that the Suncity
Gurugram, Haryana to share how she School embeds some other practices to help
implements design thinking ideas and students build their transversal
problem-solving concepts in her school. Ms. competencies, such as review of semester-
Chakravorty’s began the presentation by wise syllabus by students of classes VI, VII
quoting a Sanskrit shlok which means “the and VIII, compiling question papers for half
world is ever evolving”. She further yearly and annual examinations by students
elaborated that change is fundamental to and peer-teaching. She informed the viewers
growth; and curiosity survives in education. that some books have also been written by
She highlighted the unique methodology of students of Suncity School during the
the school ‘ASK to ASK-U. Further, the lockdown period. She ended her
world’s first Multiple Intelligence Learning presentation by outlining the challenges the
Hub has been integrated in the admission school faced and assured that all can be
process and is an integral part of the overcome and the changes suggested in NEP,

25
2020 can be implemented. Dr. Jere made a presentation on the initiatives taken
appreciated the presentation made by Ms. by his school during the lockdown period to
Chakravorty and thanked her for stimulate the learners. At the outset, they
highlighting the role of curiosity. He stated formed the Professional Learning
that there is a need to change the goal post Community (PLC) and organised an
and invited the next speaker Mr. Manish Jain, orientation programme for teachers who
IIT Gandhinagar to make his presentation in were members of PLC. He added that every
this direction. month PLC set five goals to achieve. Since
students of all classes were studying
Mr. Jain began the presentation with images
together in mohalla classes, therefore a ‘Big
of labs of Centre for Creative Learning at
Book’ was created in which information
Sabarmati, Ahmedabad. He mentioned that
about their environment was included
when opportunities like hands-on activities
through visuals, folk tales and stories. He
are given to children, they become
further said that Anganaa mein Shiksha or
enthusiastic to do something and their eyes
Education in the Courtyard was started in
glow with joy. Further, teachers should work
the village. Under this programme mothers
to make students curious to know more and
were given the responsibility to teach their
ask questions. He emphasized that teachers
children using different materials available
and schools should create situations where
at home. Moreover, under the Amarite
students are compelled to think. The content
project, the emphasis was on improving the
should be interdisciplinary and related to
writing skills of students. Students were
real life. He showed images and videos
asked to draw sketches and neighbourhood
where teachers and children were playing
maps, etc. He mentioned that the
with simple handmade toys and pieces of
assignments under this project were given
paper and enjoying themselves and learning.
during the distribution of dry ration to the
He explained that such simple toys can be
students.
used to help children comprehend the basic
concepts of science and mathematics. Mr. Tarak informed the viewers that were
developed teaching learning materials by
Mr. Jain showed some toys which have been
using junk. Under Print Rich Village project,
developed in the lab. He said that the basic
contents related to language, science, maths
concepts can be learnt from objects related
etc. were written on walls of the houses. This
to our daily life, for example the concept of
helped parents to motivate their children to
parabola may be learnt during javelin throw.
enhance their reading skills. He suggested
He emphasised that things which are related
that the same methodologies may be
to our daily life hold the potential to nurture
implemented in other parts of the country as
creativity among children. He concluded his
well to reach out to large number of
presentation by reiterating that there is a
students. Dr. Jere thanked Mr. Tarak for his
need to bring back the glow of joy in the eyes
presentation and stated that he was certain
of children if we have to promote
that teachers across the country will learn
innovations. Dr. Jere appreciated Mr. Jain’s
from his rich experience, especially in
presentation and requested the institutes
primary education. He requested Mr. Anil
interested in implementing the strategies
Pradhan, Founder, Young Tinker Academy
shared in his presentation to get in touch
and Navonmesh Prasar Foundation, to
with Mr. Jain for further information.
present.
Dr. Jere requested Mr. Santosh Kumar Tarak,
Mr. Anil Pradhan shared the inspiring story
Assistant Teacher, Government Primary
of how children from Odisha’s village were
School Shuklabhat, Mainpur Block,
selected in NASA’s Human Exploration
Chhattisgarh, to share his experiences
Rover Challenge (HERC). He started the
regarding innovation in education. Mr. Tarak
presentation by saying that the focal point of
26
innovation is students, teachers and then outside the four walls of the classroom has
administrators at the grassroots level. started taking shape and students have
Sharing his experience, he stated that the started taking up projects on their own. For
innovative tasks were started in an island example, students have developed a small
village in Odisha. He showcased the machine to remove plastic wastes from the
initiatives taken by his organisation in Mahanadi River. He said that students were
Odisha and how the same may be not learning about solutions only in the
implemented by others. He appreciated the textbooks but developing solutions on their
earlier presenters of the session who have own.
been involved in similar kind of work in
other parts of the country. He remarked that
one cannot reach the pinnacle easily, for that
there is a need to work consistently every
day and gradually change may be visible in
the system. They tried to inculcate interest
and curiosity among children towards
innovative tasks. Students were also
exposed to technology and tab-based
learning was started in the village.
Simultaneously, students were provided Mr. Pradhan stated that one major
hands-on activities to make learning achievement of this project has been to
interesting. He showed visuals of the village involve girls in STEM learning activities. This
where students were engaged with simple has increased the enrolment of girls in
tools during the teaching-learning process. schools. He informed the audience that they
have collaborated with IIT Delhi and ten
Mr. Pradhan elaborated on the importance of doctoral students of IIT Delhi visited the
learning outside the four walls of the village and were involved in the rural
classroom where students were encouraged innovation programme. Further they also
to visit neighbourhood areas and observe tried to connect their village with other parts
the local issues and problems to work out of the world. He also shared the story of a
their solutions. This method was adopted for boy and girl who were earlier roadside
students of primary to higher secondary bicycle mechanic and welder respectively.
classes. They have established several labs They were selected by his organization
like Tor Phor Jor where basic tools were keeping in view their skills and became part
given to students to develop different types of the team which has received the
of protopyes. He praised the various prestigious NASA award. He ended his
programmes launched during last five years presentation by saying that teachers must
like Hackathon and other national level work daily to see big change over time. Dr.
competitions, which have been encouraging Jere thanked Mr. Pradhan for an
for rural children. He also talked about inspirational presentation and hoped that a
another interesting lab Jor kaa Jhatakaa large number of schools have learnt from his
where students learn about electronics and experience.
the Rapid Proto typing lab where students
learn to create protypes. The Kabaar se QUESTION & ANSWER SESSION
Jugaar project is related to issue of climate The session was coordinated and moderated
change where students learn to reuse, by the co-chair Dr. Arunabh Singh. Dr. Singh
recycle and reduce. He added that students asked Ms. Rupa Chakravorty how she will
were also encouraged to explore on the help change the teachers’ mindset by
internet to get ideas. The design thinking encouraging innovation in education. Ms.
which was started with the programme Chakravorty responded by emphasizing the
27
need for fellow principals to lead by innovation have benefitted his students. Mr.
example. She suggested that new learning Pradhan shared several programmes
and innovation must be encouraged and initiated by Government of India to foster
celebrated during staff meetings, alongside creativity in teaching-learning. He talked
inculcating a lifelong learning culture among about the ATL Programme and several
teachers where they are open to learning Institution Innovation Council initiatives,
anytime from anyone, including children. while emphasizing that teachers at grassroot
level need to encourage innovation in
Talking about In-service teacher training, Dr.
children by modeling innovation in their
Singh asked Mr. Manish Jain what kind of
own teaching practice. Highlighting the
teacher training programme works best. Mr.
importance of asking the right questions, he
Jain shared his thoughts on active teaching-
applauded the Smart India Hackathons
learning, and pointed out that different
initiative launched by the Ministry of
formats of teacher training (namely one-day
Education in collaboration with
workshops, action research projects and
organizations like Indian Railways and
longer-term training camps), work well in
CRPF, that help foster curiosity in children
different contexts. To him, it is crucial that
and help them dream big. Programmes
the teacher is in love with the subject they
under NIPUN Bharat, in his opinion, have
are teaching and hence passionate about
been instrumental in digitizing content and
teaching the learner under their care.
translating the same in several languages to
Elaborating further, he mentioned that one-
give children in different places access to
day training workshops are like movie
educational content. Now, it is the
trailers and help generate interest, while a
responsibility of teachers across the country
longer programme helps teachers delve
to actively work towards using these
deeper and improve their skills. Mr. Jain
platforms and make positive changes to
reiterated that success of a programme
children’s lives. Mr. Pradhan also underlined
depends on whether the trainer can reach
the importance of creating awareness about
the teachers’ heart alongside their mind,
impact of education among parents in rural
generate interest and connect with them.
areas as this will motivate them to send their
Dr. Singh asked Mr. Santosh Kumar Tarak children to school.
about the type of initiatives that can be taken
CONCLUDING REMARKS
at the individual and school level, to sustain
the good work being done in the education Dr. Abhay Jere in his concluding remarks
sector during the pandemic. Mr. Tarak encouraged teaching teachers to chase ideas
pointed out that children are eager to learn, to foster innovation in education. He
irrespective of where they live and what applauded the hard work put in by the
their personal circumstances are. He stated nation’s teaching community that has helped
that the initiatives taken in Chhattisgarh us move from the 81st position on the Global
which facilitate teaching children at home, Innovation Index in 2015 to the 48th
along with parents’ help can be replicated position this year. At the same time, Mr. Jere
across the country. According to him, with reiterated that the innovation potential of
these initiatives targeted towards fostering our students and teachers is much higher
innovation in teaching-learning, NIPUN and that there is a need to work further on
Bharat goals can be achieved. this. He said that together everyone must
encourage ideas and inculcate a culture of
Dr. Singh asked Mr. Anil Pradhan what
innovation in our schools.
government programmes to foster

28
 WEBINAR
ON

NURTURING INCLUSIVE CLASSROOMS

11 SEPTEMBER 2021

7
Background Note on Webinar Theme:
https://www.education.gov.in/shikshakparv/docs/background_note_Nurturing_Inclusive_Classrooms.pdf

Concept note on Theme as in NEP, 2020:

https://www.education.gov.in/shikshakparv/docs/nurturing%20inclusive%20classroom.pdf

Webinar Viewing Link:

https://youtu.be/Gu1HZ7iJCPE

Presentation Link:
1 https://www.education.gov.in/shikshakparv/docs/1-1109.pdf
2. https://www.education.gov.in/shikshakparv/docs/2-1109.pdf
3 https://www.education.gov.in/shikshakparv/docs/3-1109.pdf
4. https://www.education.gov.in/shikshakparv/docs/4-1109.pdf

Nodal Coordinator:
Prof. Vinay Singh, Department of Education of Groups with Special Needs, NCERT

* Additional infographics on this theme in Annexure IV

29
 Nurturing Inclusive Classrooms

INTRODUCTION 8
The National Education Policy (NEP), 2020 is remarks. She apprised the viewers that the
a path-breaking Policy document that theme of the webinar “Nurturing Inclusive
recognizes five major identities under the Classrooms” was chosen with care, to fit the
broad category of Socio-Economic broader theme of the Shikshak Parv - “Quality
Disadvantaged Groups (SEDGs) and & Sustainable Schools: Learning from Schools
streamlines all efforts towards equitable and in India”. She briefly explained the major
inclusive education. These five identities are provisions of UNCRPD, RPwD Act 2016 and
gender identities, socio-cultural identities, NEP, 2020. These rights-based legal
geographical identities, disabilities and instruments are in harmony with each other
socio-economic conditions. Realizing the and facilitate stakeholders to reach out and
cross-cutting nature of equitable and nurture inclusive classrooms. She
inclusive education, the Policy advocates highlighted that unlike the Persons with
that all aspects of education from Disabilities Act 1995, which recognized only
foundational stage to higher education seven disabilities, the present RPwD Act
should be accessible for “ALL”. The system of 2016 recognizes 21 disabilities. This
education should be sufficiently flexible to increase in the number of disabilities and
accommodate and respond appropriately, so inherent diversity in levels of disabilities
that optimum potential of each and every within specific categories has enhanced the
learner can be achieved. The culture and challenges related to curriculum
practice of inclusion in education is to be modifications and examination adaptations.
nurtured with the combined efforts of all the She also delineated the major provisions of
stakeholders. ICT and assistive technologies NEP, 2020 and RPwD Act 2016 such as zero
should be cost-effective, supportive of rejection in admissions, provision of
language diversity, respond to individual transportation, need-based home-based
needs, assist in data-based planning for education to children requiring high
intervention and goal-setting, and provide support, provision of TLMs in Braille and
solutions for assessment and evaluation. As Sign language, holistic progress card and
part of the Shikshak Parv programme, the teacher training. She added that children
webinar on “Nurturing Inclusive with benchmark disabilities have a right to
Classrooms” was organized on 11 study in neighbourhood schools.
September 2021.
Ms. Roy informed the audience about the
SESSION HIGHLIGHTS recent government initiatives to promote
inclusive classrooms such as the guidelines
The chairperson of the webinar, Ms. Tarika
for extra time and scribes prepared by MSJE,
Roy, Joint Secretary, Department of
Priya- The Accessibility Warrior an e-comic
Empowerment of Persons with Disabilities
cum activity book collaboratively brought
(DEPwD), Ministry of Social Justice and
out by NCERT and DEPwD, MSJE and the
Empowerment (MSJE) gave the introductory

Rapporteurs:
Dr. Bharti, Associate Professor and Head, Department of ICT
& Training Division (DICTT), Central Institute of Educational
Technology (CIET), NCERT

30
launch of 14 early childhood intervention learning environment for all students
centers in June 2021. She complimented the regardless of their abilities. Further, the
organizers for the selection of a well- classroom should enable inclusive teaching
balanced panel, which included a Policy practices, accessible environment, inclusive
maker cum administrator, principal curriculum and adaptations, child-centric
(educational administrator), clinical pedagogy and peer support. She shared a
psychologist and subject expert. She invited three-pronged mantra for inclusive
the presenter, Ms. Ritu Sain, Director classrooms - inclusion for whom, why it is
Inclusive Education, Ministry of Education, needed and how it is to be done. She shared
recipient of PM award and silver medal from success stories of students from states such
President, to share her presentation. as – Manomoy Hira (Andaman & Nicobar
Island), Rekhadi Raju (Assam), Ripsita Nag
Ms. Sain began her presentation by
(Tripura) and Thaikunj Kinglin (Manipur).
emphasizing on “Leaving no child behind
Each one, she mentioned, is a shining
and Learning for All”. She gave an overview
example that if support and provisions are
of NEP, 2020 from the perspective of
implemented in the right manner, it can lead
equitable and inclusive education. She
to favorable outcomes. She also talked about
focused on the Socio-Economic
a girl with muscular dystrophy from
Disadvantaged Groups (SEDGs) as clientele
Karnataka, who has topped in the board
of inclusive education. She then rationalized
examination. Ms. Sain ended her
the need for inclusive classrooms with the
presentation by saying that inclusive
help of UDISE date for 2019-20 and pointed
classroom will pave the way to an inclusive
out that 22,49,127 children with special
society. Ms. Roy appreciated Ms. Sain’s
needs (CwSN) are already enrolled in the
informative presentation, which covered
schools however only 23.17% of CwSN
crucial aspects of inclusivity, the strategies
enrolled in primary school are able to
required and how to make learning joyful for
complete education up to class 12.
all learners. She then invited the next
She explained that inclusive classrooms speaker Dr. Sudha Acharya, Principal, ITL
should provide a meaningful and conducive Public School, Delhi to give her presentation.

31
Dr. Acharya started her presentation by Reasonable Accommodation Support Plan
saying that she will share inclusive practices (IRASP); one-on-one therapy sessions;
from “ground zero” that is her school. She counselling for parents and children;
emphasized that inclusive education is all classroom modification; curriculum
about involvement and empowerment modification; examination modification; and
where the inherent worth and dignity of all encouraging participation in all school
learners is recognized. She added that the events with significant sharing of
difference between the traditional and responsibilities. She also shared a story of
inclusive classroom can be identified in how making teachers sensitized and aware
terms of educational philosophy, about the causes and concerns of specific
instructional strategies and resource learning disabilities brought success in the
support to learners. She highlighted the role life of a child with learning disabilities. She
of school leader in creating inclusive concluded by saying that if all the
classrooms. The major tasks for a school stakeholders involved in school education
leader lie in the domain of facilitating take small steps, then it becomes the team’s
dissemination of information, culture and journey to reach the goal of inclusive
climate building, sensitizing the support education. Ms. Roy thanked Ms. Chavare and
staff, teacher empowerment and knowledge invited the last speaker of the webinar Mr.
upgrade, building peer leadership, early Sanjeev Kumar, Lecturer, DIET Shamlaghat,
identification, barrier-free environment, Himachal Pradesh to speak.
collaboration with stakeholders,
Mr. Kumar started by sharing an overview of
development of inclusive education
his presentation and stating that more
practices with the adoption of high-5
important than his presentation is the
learnings (theatre, visual performing arts,
demonstration of the teaching learning aids
puppet, story-telling and sports). She ended
developed by him. He informed the viewers
her deliberations by saying that inclusive
about his initiatives under Rashtriya
classrooms should be available, affordable
Aavishkaar Abhiyan (RAA) which can be seen
and accessible. In her school the focus is on
in the form of ‘Mathematics Laboratory on
sensory integration, multimodal assessment,
Wheels’. He remarked that mathematics is
and vocational education and life skills
often considered a difficult subject by some
education. Ms. Roy thanked Dr. Acharya for
in school, and mathematics teachers often do
sharing the bird’s eye view on the whole
not get due respect and recognition within
gambit of inclusivity from a head teacher’s
the school system. He has made 75
perspective.
mathematical teaching aids and instruments
Ms. Roy introduced the next speaker, Ms. to cater to the diverse learning needs of
Sunita Chavare, Air Force School, Pune and children in inclusive classrooms. The
invited her to share her presentation. Ms. teaching learning aids in his mathematics
Chavare’s presentation focused on the ten- laboratory include - make number while you
step model of inclusive education being play, mathematical table, ascending and
followed in her school. She mentioned that descending numbers, missing numbers,
till date her school has witnessed fifteen addition and subtraction window board,
success stories of children with mild to time in watch, magnetic magic strips, electro
moderate disabilities. The ten steps mental mathematics with 20 worksheets
discussed in detail during her presentation aiding in achievement of more than 20
included: identification and assessment; learning outcomes. He demonstrated the use
teacher training; instructional strategies of most of his teaching instruments. He
which are multi-sensorial and based on ended by saying that “if one is ready to learn,
Visual, Auditory, Kinaesthetic and Tactile they will fall in love with mathematics!” Ms.
(VAKT) learning styles; and Individualized Roy appreciated the enthusiasm, time and

32
effort spent by Mr. Kumar in developing counselors, parents and peers. She
these strategies for promoting inclusive emphasized that the effective pre–teaching
education. planning in the form of lesson plans, with
multiple alternative options for student
QUESTION & ANSWER SESSION
engagements is the key to achieve success in
The presentations were followed by a this situation.
question-and-answer session moderated by
Ms. Roy asked Mr. Kumar that will inclusive
the chairperson. The chairperson put up
classroom adversely affect the learning of
selected questions received on the MyGov
other children, despite it being a good
portal from the public. Ms. Roy asked about
concept. Mr. Kumar assured the viewers that
the plans for developing the capacity of
it will not affect the learning of other
regular and special teachers? Ms. Sain
students adversely, who may not have any
responded by saying that the pandemic has
identified special education need. It will
forced us into virtual mode of teacher
encourage the learning of all as the inclusive
training and this has to be visualized in
pedagogy practices are based on joyful
continuous mode and not restricted to
learning and hands on learning.
earning a certificate. For this, there is a need
to strengthen the provisions under Samagra CONCLUDING REMARKS
Shiksha Abhiyan. She stated that the Ministry
The chairperson concluded the session by
of Education is working on developing an e-
highlighting that the NEP, 2020 has
platform for common sharing of resources
conceived inclusive education in a beautiful
for multiplier effect. Dr. Acharya added that
manner wherein it encourages the content
teachers need to consciously update their
teacher and the special teacher to break their
skills and knowledge. This can be done with
silos and come together to work in
the help of material available at NCERT and
collaboration. Equal opportunities for
CBSE websites. She pointed out that even a
lifelong learning for all must start with
school with a single special teacher and
teachers. She stated that synergies need to
counselor can manage teacher training and
be built and peer participation and parent
onsite hand-holding, if the special teacher
engagement should be initiated. She
and counsellor is ready to think out of the
remarked that at present, the time is right
Box to sensitize fellow colleagues and use
and the entire teachers’ fraternity needs to
the various resources at their disposal.
begin taking appropriate steps to make the
Ms. Roy asked Ms. Chavare about how the concept of inclusive education a reality. Ms.
needs of all students be accommodated in Roy concluded the webinar by thanking all
the limited amount of time, if the student- the viewers and participants for joining from
teacher ratio is high. Ms. Chavare replied across the country and wishing Happy
that this can be managed effectively through Shikshak Parv to all.
team work between the special teachers,

33
 WEBINAR
ON

INNOVATIVE PEDAGOGY TO PROMOTE ENJOYABLE

AND ENGAGING LEARNING
13 SEPTEMBER 2021

Background Note on Webinar Theme:

https://www.education.gov.in/shikshakparv/docs/background_note_Innovative_Pedagogy_Promote_Enjoyable_Engaging_Learning.
pdf

Webinar Viewing Link:

https://youtu.be/AAiCIsIfntw

Concept Note on Theme as in NEP, 2020:

https://www.education.gov.in/shikshakparv/docs/innovative%20pedagogy%20to%20promote%20enjoyable%20and%20engagi
ng%20learning.pdf

Presentation Link:
1
https://www.education.gov.in/shikshakparv/docs/JOSEPH%20EMMANUEL%20Innovative%20Pedagogy_Shikshak%20Parv.pptx
2. https://www.education.gov.in/shikshakparv/docs/Naresh.pptx
3 https://www.education.gov.in/shikshakparv/docs/Naresh.pptx
4. https://www.education.gov.in/shikshakparv/docs/REVATHI.pptx

Nodal Coordinator:
Prof. Sharad Sinha, Professor, Department of Teacher Education (DTE), NCERT

34
 Innovative Pedagogy to Promote
Enjoyable and Engaging Learning

INTRODUCTION 9 challenge right now is to provide quality

education to those students who are already
NEP, 2020 mandates that learning should be
in school. He also mentioned that COVID-19
holistic, integrated, inclusive, enjoyable, and
has introduced a lot of changes in the field of
engaging. In order to minimise rote learning
education. At the same time, COVID-19 has
and to encourage holistic development and
introduced new dynamics and opened
21st century skills (such as critical thinking,
possibilities for technology-mediated
creativity, scientific temper, multilingualism,
teaching-learning processes. He stated that it
problem solving, ethics, social responsibility
has resulted in many reforms in not only
and digital literacy), curriculum, textbooks,
teaching but in the learning process,
pedagogy and assessment at all stages of
atmosphere and also in assessment of the
school education shall be transformed. It
students. He remarked that today, what we
stresses that in all stages, experiential
speak and learn is a globally connected
learning will be adopted, including hands-on
activity. Many courses are available online
learning, arts-integrated and sports
and learning has become a globally
integrated education, story-telling-based
connected activity. Teachers need to prepare
pedagogy, among others, as standard
for addressing heterogeneity in the
pedagogy within each subject, and with
classroom, the way they interact with
exploration of relations among different
students and the socialization process that is
subjects. To close the gap in achievement of
a part of schooling, which has been affected
learning outcomes, classroom transactions
as well. He added that many children are
will shift towards competency-based
feeling uncomfortable staying at home for a
learning and education (Para 4, NEP-2020).
long time and not being able to go to school
In this process it is essential to understand
and socialize with their peers and teachers.
the innovative ways of teaching and
He concluded the introductory remarks by
showcase, disseminate and replicate the
welcoming all the speakers, presenter and
innovative strategies of successful teachers.
co-chair of the webinar.
As part of the Shikshak Parv programme, the
webinar on “Innovative Pedagogy to Promote The co-chair, Dr. T. S. Joshi, Director, SCERT,
Engaging and Enjoyable Learning” was Gujarat, while introducing innovative
organized on 13 September 2021. practices in Gujarat said that they are
organizing a sharing workshop for
SESSION HIGHLIGHTS
innovative pedagogy every year at the
The chairperson of the webinar, Prof. N.V. district level and state level. The state level
Varghese, Vice Chancellor, NIEPA began by Education Innovation Festival has been
giving his introductory remarks. He pointed organized for the past eight years. SCERT
to the fact that although most of the children Gujarat has also received funding from
are in school, we are facing a phenomenon various institutions, including through CSR
called ‘schooling without learning’. The funds. He outlined the need for innovative

Rapporteur:
Dr. K. Vijayan, Assistant Professor, Department of Teacher
Education (DTE), NCERT

35
pedagogy. He stated that teachers should situations so that it could promote lifelong
have a zeal to do something new and learning and ensure development of 21st
creative. This zeal will give them the energy century skills.
to engage in creative tasks that will lead
Dr. Emmanuel explained that a shift in
them to excellence. He added that while
pedagogy is required in present times and
innovative methods increased during COVID
outlined several steps to bring innovation in
times, there is a need to ensure that more
the classroom: challenging your beliefs and
innovative methods are adopted on a mass
values, defining the current teaching and
scale in our classrooms.
learning practices, enabling a deeper
Prof. Varghese invited the presenter Dr. enquiry and empowering students with the
Joseph Emmanuel, Director (Academics), capability to take their own decisions. He
CBSE to give his presentation. Dr. Emmanuel added that innovative pedagogies including
elaborated the best practices in innovative story-telling, project-based learning, flipped
pedagogy to be adopted by the schools. He classroom, collaborative argumentation etc.
shed light on the steps taken by CBSE to need to be incorporated in classrooms. He
ensure that its affiliated schools adopt ended his presentation with a famous quote
innovative pedagogy such as the from Mahatma Gandhi: “be the change you
implementation of art-based project work, wish to see in the world”. Prof. Varghese
implementation of experiential learning like thanked Dr. Emmanuel for his crystal-clear
arts and sports integrated approaches, presentation. He reiterated that Dr.
story-telling and gaming, introduction of Emmanuel’s idea of creating a learning
course on design thinking, coding and data culture forms the centre around which all
science, etc. Also, school leaders have been other activities elaborated in his
asked to prepare a pedagogical plan for presentation revolved around.
making learning innovative and thus, joyful.
Prof. Varghese then invited the speaker Mr.
He emphasized that pedagogy is at the heart
Naresh Kumar, Lecturer Physics, GSSS
of teaching and learning; the more
Mahunag, Himachal Pradesh to share his
innovative the teachers are, more effective
presentation. Mr. Naresh Kumar highlighted
will be the transaction in the classroom. He
the various steps taken for making learning
argued that pedagogy needs to connect with
more enjoyable, collaborative and
the concept and content, along with real-life

36
participatory in his school. He presented machines like hand pumps, fans, etc. and he
different innovative strategies used in and hoped that, developing these skills will
outside the classroom for helping the definitely make students self-sufficient and
students to learn mathematics without ‘fear. independent. Prof. Varghese admired Mr.
He further explained strategies such as Math Rana’s presentation and highlighted the
Camp, Math Science Lab developed by innovations where students were taken out
students, Math Science Magazine, exposure of the classroom for learning, re-define the
visit to IIT and other institutions, Math classroom itself. Through the games, social
Science Fair, art-integrated learning, origami work and hands-on learning, the teaching-
activities, use of GeoGebra software and learning process is linked to the
science animation. He emphasized that the surroundings. He requested the last speaker
most important aspect of all these Ms. K. Revathi (National ICT Awardee),
innovations is the active participation and Primary School Teacher, Government
contribution of students in each and every Primary School, Pillaiyarkuppam, Kamarajar
stage of its development. He ended his nagar, Puducherry to share her presentation
deliberations by pointing out that learning is on toy-based pedagogy.
complete only when both, theoretical and
practical aspects are evaluated together.
Prof. Varghese appreciated the Mr. Kumar’s
efforts and remarked that his innovations to
universalize mathematics should be
emulated by teachers across the country. He
invited the next speaker Mr. Rudra Pratap
Rana, Assistant Teacher, Koriya,
Chhattisgarh to give his presentation.
Mr. Rudra Pratap Rana started his Ms. Revathi shared some of the best
presentation by focusing on his initiatives practices she adopted for classroom
during the pandemic. He explained how and teaching to make learning enjoyable and
why he organized “Teaching Under an interesting for the students. She started by
Umbrella (Chhatri wale Guruji)” on a bike saying that each child is different and unique.
during the pandemic last year. He was able The challenge before her was to facilitate
to keep the students linked to education with children coming from diverse backgrounds
this simple innovative practice. He also to achieve the same learning outcomes. She
showed how he involved the community and elaborated how she explored toy-based
how it changed the environment at the pedagogy to make learning more innovative.
school. He highlighted that ICT needs to be The students showed great involvement and
taken up at all levels. He informed the enthusiasm while creating toys for learning.
audience that they have managed to arrange They learnt to collaborate and to work in
for a laptop and a projector at his school and teams. She emphasized that handcrafted
now they are comfortable using it. They have materials, puppets and other toys filled up
arranged for an e-rickshaw where academic the classrooms and made teaching and
songs and poems are played during the to- learning very fruitful and engaging. She
and-fro travel to school as well. They have shared her joy as a teacher by saying that
included gardening in the school teaching- when the characters from textbook lessons
learning which has made the students more come into reality through puppet, children
aware about many things around them. He can actually play with those characters and
mentioned that SUPW activities are also learn in an enjoyable manner without any
done in the classroom where students were stress. Prof. Varghese complimented the new
taught basic tasks related to working of teaching method adopted by Ms. Revathi,
37
and acknowledged how it could lead to that it is very important for a teacher to bring
improved student learning. a change in their own self and approach, and
by following these students can learn
QUESTION & ANSWER SESSION
significantly. For teaching-learning to be
The presentations were followed by the more effective, teachers need to involve
question-and-answer session moderated by students with hands-on activity to promote
the chairperson. Prof. Varghese asked the practical knowledge among students. Mr.
speakers selected questions received on the Rana highlighted that curriculum should
MyGov portal from the public. He put up the include certain aspects that have some
first question to the speakers - Teachers practical implications in a student’s life.
often complain that these innovations are Students should be taught by giving practical
very good but they do not have enough time examples. They should be given experiences
for them. We keep the time scheduled as based on what they are being taught. Ms.
traditional and we want to incorporate these Revathi added that theory and practice can
new pedagogical processes. How is this be connected by presenting videos to the
possible? Mr. Kumar replied to this saying students of primary classes.
that teachers have a limited time-frame for a
CONCLUDING REMARKS
class session, but if we see it from the
perspective of children then we have enough In his concluding remarks Prof Varghese
time. So, teachers should utilize children’s commented that teachers find it difficult to
time in the classroom to make these teaching synchronise practice and theory. He
learning materials with them. Talking about mentioned that for innovation it is crucial for
his own experience, Mr. Rana responded that a teacher to reflect upon every activity after
they did not do anything new, rather they they perform it with students. Sometimes,
used textbook content only for experiential these reflections are missing. He highlighted
learning. Children get bored of reading the that there is a need to make a balance
textbook, so teachers need to present the between experience, reflection and
content in an innovative manner for creative application. He emphasized the importance
teaching and learning. Further, Ms. Revathi of replication of the innovative practices by
stated that in her teaching method she uses the teachers and the roles different academic
the same content as textbooks and teaches it organisations such as SCERT, DIETs, BRCs
through puppets to make the characters etc. need to play. He also said that how we
more relatable and real to children. She use different resources such as teacher,
simply changed the pedagogical method students, finance, etc. judiciously to enhance
from teaching only from the textbook to learning and optimize outcomes should to be
adopting toy-based pedagogy. looked into. He added that the innovative
practices presented today, all focus on these
Prof. Varghese then sought a response on his
aspects. He concluded by thanking all the
next question about whether creativity and
viewers for joining in and expressing hope
imagination can be developed among the
that they can take forward the learning from
students, considering that teaching in school
today’s webinar.
is very theoretical and is usually not related
to practical dimensions. Mr. Kumar replied

38
 WEBINAR
ON

PROMOTING QUALITY AND SUSTAINABLE SCHOOLS

14 SEPTEMBER 2021

10

Background Note on Webinar Theme:

https://www.education.gov.in/shikshakparv/docs/background_note_Promoting_Quality_Sustainable_Schools.pdf

Concept Note on Theme as in NEP, 2020:

https://www.education.gov.in/shikshakparv/docs/quality%20and%20sustainable%20schools.pdf

Webinar Viewing Link:

https://youtu.be/Y8IZZ2N9B28

Presentation Link:
1. https://www.education.gov.in/shikshakparv/docs/14Sept-Presenter-RahulP.pptx
2. https://www.education.gov.in/shikshakparv/docs/14Sept-Speaker-Yudhveer.pptx
3. https://www.education.gov.in/shikshakparv/docs/14Sept-Speaker-ManjuB.pptx
4. https://www.education.gov.in/shikshakparv/docs/Manit%20Jain.pdf

Nodal Coordinator:
Dr. Sweta Singh, Joint Secretary (Academics), CBSE

* Additional infographics on the theme in Annexure IV

39
 Promoting Quality and Sustainable Schools

INTRODUCTION 11 introductory remarks. She welcomed all the

participants and speakers for the session in
As we look toward fulfilling the ambitious
Shikshak Parv on the theme ‘Promoting
UN Sustainable Development Goals by 2030,
Quality and Sustainable Schools’. Ms. Singh
the plan of action for people, planet, and
talked about how one of the critical
prosperity cannot be met without
challenges after reopening of the schools is
acknowledging the important connection
addressing the learning gaps in children. She
between educational development and a
explained the different elements of quality
sustainable learning environment. A
school by drawing an analogy with Maslow’s
sustainable school adopts a "whole-school"
pyramid for hierarchy of human needs. She
approach; one that extends beyond the
discussed that at the base is an environment
curriculum and addresses the entire
where children feel emotionally, physically
planning, operation and management of the
and psychologically secure and nurtured,
school facility. School sustainability policies
where there is no discrimination, no violence
and practices can strengthen what is taught
and no fear. Then comes the basic
about sustainability in the classroom,
infrastructure, textbooks, teaching-learning
improve the school's own carbon footprint,
material, print-rich environment and other
and strengthen public relations with the
infrastructure which should not only be
surrounding community. A sustainable
readily available but accessible to the end
school prepares young people for a lifetime
users. She highlighted that as we move
of sustainable living through its teaching and
higher on the pyramid, the role of teacher
day-to-day practices. In conformity with the
becomes crucial. The teacher should have
concept of sustainable school, Para 4.23 of
good knowledge of the subject and skills of
the NEP lays stress on creating
communication and transaction. In addition
environmental awareness on water and
to this, she talked about, the need for
resource conservation, sanitation and
decentralization and use of approaches that
hygiene. As part of the Shikshak Parv
empower teachers and students, who are at
programme, the webinar on “Promoting
the centre of learning process, enhancing the
Quality and Sustainable Schools” was
quality of learning. For supervision and
organized on 14 September 2021.
monitoring she expressed that over-
SESSION HIGHLIGHTS centralization of academic processes make
people lose autonomy and in turn
Sh. Santosh Kumar Sarangi, Additional accountability over their actions.
Secretary, Department of School Education
and Literacy began the webinar by Ms. Singh stated that experiential learning
welcoming all the teachers, principals, using indigenous materials, active and
students, academicians and parents viewing engaged participation of teachers and
the live webcast. He invited Ms. Anamika children and more freedom to teachers will
Singh, IAS, DGSE of Uttar Pradesh and the be crucial to bring up quality schools. She
chairperson of the webinar to give her added that learning multiple language and
skills at the same time, and learning across

Rapporteur:
Prof. Sandhya Singh, DEE, NCERT

40
classrooms are also important elements of project, was also discussed by the presenter
good and sustainable schools. She also during the session. He concluded his
highlighted the key role of parents and the presentation by reiterating that
community in developing well-rounded transforming schools into quality and
human beings. Ms. Singh concluded by sustainable schools needs to be a continuous
saying that the key aspect of the quality quest embedded in the structure and
school would be to provide enough space for practices of the schools. After the
teaching core values of humanity, polite presentation, chairperson introduced the
behaviour, respect for constitution and other first speaker Mr. Yudhveer Tandon and
contemporary skills. After introducing the invited him to make his presentation.
relevance of the topic for school education,
Ms. Singh introduced the presenter Shri
Rahul Pachori, Deputy Secretary, Ministry of
Education and invited him to make his
presentation. Mr. Pachori is B. Tech.
Electrical Engineering and currently looking
after externally aided projects, upcoming
National Assessment Centre PARAKH,
teacher education, and the implementation
of Samagra Shiksha in some States and UTs. Sh. Tandon is a recipient of the State Award
as well as many other recognitions bestowed
In his presentation, Mr. Pachori explained on him for his hard work and innovations. He
the concept of quality education and how we is a teacher in the Government Primary
have progressed through in education. He School, Anoga (Distt. Chamba) of Himachal
asserted that the vision of quality and Pradesh. Mr. Tandon made a lively
sustainable schools is an approach to strike presentation with the help of pictures and
a balance between society, economy and photographs. Through his presentation, he
environment. He remarked that a demonstrated various activities which can
sustainable school is guided by the principle be easily included in the practices and time
of “sarve bhavantu sukhinah…” which means table of the school. These activities would
care for us, care for others and care for the not only arouse interest for learning, but will
planet. Such schools control wastage by make children engaged learners. He
sound management of all kinds of resources, presented small innovations like “honesty
including environment. Through its teaching shop”, “children’s hygiene committee”,
and practices these schools influence the supplying personal hygiene kit, naming the
thinking as well as practices of its students. schools spaces like playground, assembly,
He stated that the NEP 2020 envisions lab with the name of famous personalities
schools becoming sustainable and providing and freedom fighters. He also showed other
quality education. interesting interventions like ‘Bal
Mr. Pachori informed the viewers about the Samvidhan’, ‘Bal Sansad’, ‘Bal Bachat Bank’,
various recent initiatives under Samagra ‘Question box’ and ‘Bal Samachar Patrika’
Shiksha, leading to improvement in the etc. In his opinion, these activities shape the
quality of education. He described the personality of the young primary school
initiative of establishing around 15,000 children in the right direction, for example,
exemplar schools which will have all the the feeling of being responsible, respecting
components of NEP, providing leadership to democratic values, active participation in the
other schools in their region. The classroom and school activities.
Strengthening Teaching-Learning and Mr. Tandon also shared other initiatives to
Results for States Program (STARS) improve school climate and attitude of
programme, which is a World Bank aided
41
children. He highlighted that involving the and sustainable. These themes or categories,
community is a simple, yet effective step as per her presentation, are- waste
which brings life to the school and makes management, green projects, innovations &
them leaders of their region. Gardening, yoga events and social action. She also tried to
education and celebrating different days exemplify that the thread of sustainability
(Khel Diwas, Vigyan Diwas, Vishwa Jal Diwas, needs to be woven in the activities of the
School Suraksha Diwas, Swatantrata Diwas) school in such a way that it becomes a part of
in the school stimulate active thinking of routine practices. Providing opportunities,
children. He ended by saying that we must encouraging children to participate and
all, teachers and students, work towards facilitate organisation of variety of activities
becoming more open-minded. should be a part of the intended curriculum.
The chairperson appreciated the Ms. Balasubramanyam highlighted the need
presentation for the useful ideas to enhance for reuse, rebuilt, repair, recycle and so on
experiential learning, involve community in for reducing the wastage which causes
school management and other innovations damage to the environment. All these were
which were time and cost savvy. Use of shown as activities which are organised in
technology during covid times to control the the school as a practice. She added that
learning loss in children was a good step on development of creativity and problem-
the part of the school and teachers. She also solving skills is possible through such
lauded the activities shown in the activities. This was well demonstrated
presentation which would help in value through school album and photographs. She
inculcation. The chairperson introduced the emphasized that involving the community is
second speaker Ms. Manju always good for everyone- students, teacher,
Balasubramanyam and invited her to make school and the government. The strong
her presentation. Ms. Manju message that shone through the
Balasubramanyam is the Principal of Delhi presentation was that ‘inclusive
Public School Bangalore North. She is a environments are sustainable and promote
recipient of the National Award for Teachers quality’. Ms. Singh complimented the
(President of India) in 2018 and Fulbright presentation and highlighted that some of
Distinguished Award for Teachers in 2014. the important messages from the
presentation could be nurturing the creative
Ms. Balasubramanyam started her
side of the students, collaborating with the
presentation with the famous quote from
community and peer learning through the
Gandhiji: “the world has enough for
exchange programmes. The chairperson
everyone's need, but not enough for
introduced the last speaker Mr. Manit Jain,
everyone's greed.” She drew attention
who is an alumnus of Delhi University and
towards SDG4 related to ‘Ensuring Inclusive
Harvard Graduate School of Education. He is
and Equitable Quality Education and
the Co-founder and Director of Heritage
Promoting Lifelong Learning Opportunities
group of six schools in Delhi NCR. Mr. Jain is
for All’. She delineated that good quality and
championing the cause of experiential
sustainable schools need to have all these
learning and launching it successfully in
components- inclusive, equitable, quality
mainstream environment.
education and promotion for lifelong
learning. With a rise in technology, it is Mr. Jain started his presentation saying that
important to ensure that ethics and values in creating a vision it is essential to draw
are sustained. Good listening and giving lessons from our history. He took the
respect to other voices is important. She viewers through the first, second and third
highlighted four major themes around which industrial revolutions, highlighting the
efforts can be directed to achieve the goal of markers during each revolution. He
transforming the schools to higher quality remarked that the fourth industrial
42
revolution was the one, announced at The creative skills but also impart substantial
World Economic Forum five years ago. conceptual understanding and learning of
According to him, there are five megatrends Science, History, English and many more
that we will see in this revolution- Tech, subjects together. He also described certain
Trans, Virtual, Internet of things and initiatives where schools and voluntary
Artificial Intelligence and Sharing economy. agencies joined, like ‘raahgiri’ project in
He explained these five trends with familiar Gurgaon. He pointed out that the result of
examples. He explained that research says poor education is rampant unemployment
machines will do all repetitive tasks, physical and a huge skills gap between what is
or cognitive and humans will develop social needed to be successful at work and what
and creative intelligence. Social intelligence our education is preparing us for. In building
comprises empathy, perceptiveness, the a vision for the 6 future and to re-humanize
ability to connect, relate, reconcile education, we need to make a shift from
differences, the ability to influence, share outdated content and rote learning to
and trustworthiness. Likewise, the developing social and creative intelligence.
components of creative intelligence are- He concluded his presentation by saying that
original thinking, deep inquiry, the power is in the hands of students and the
interestedness, curiosity, ability to put key lies in making our learning more
disparate bits of information together to experience-based. This will lead to making of
make a whole, creative problem solving, etc. good quality sustainable schools. The
In his opinion, being human would become chairperson acknowledged that the
both a social and an economic imperative presentation was interesting and the
and that we have arrived in the era of the challenges we have been facing as a
survival of the humanist. civilization were well explained.
Through his presentation, Mr. Jain QUESTION AND ANSWER SESSION
demonstrated that technological progress
The presentations were followed by the
has no limits. He raised a significant
question-and-answer session moderated by
question: “are we educating to be more
the chairperson. Ms. Singh asked the
human or more machine”. He then discussed
speakers selected questions received on the
how to make teaching multidisciplinary.
MyGov portal from the public. She asked Mr.
Projects should be given not only to develop
Manit Jain - “In the present scenario when

43
job requirements and skill sets are changing sustainability challenges that are faced by
so fast, what would you suggest that the schools while promoting the activities as
younger generation should learn?” Mr. Jain demonstrated in the presentation. Ms.
explained that in the Heritage schools, they Balasubramanyam replied that it is majorly
feel that work should be done in four areas- ‘resistance to change’. People in general are
Self (awareness about self, fears and not very confident about the new initiatives
strengths), capacity to relate (socio- taken by schools. However, she insisted that
emotional intelligence issues etc.), Swabhaav the schools and staff have to keep quality and
and Swadharma (what excites, the purpose sustainability as core beliefs of personal and
of my life, my calling etc.) and livelihood school life. Confidence can be won if we are
(skills required for). He explained that committed to the idea. She made a beautiful
livelihood should not be merely about statement in her reply: “we need reflective
making money, rather it should put together mindset to convert that reflection into
money, meaning for life and mastering of action”.
skills. These things when put together would
CONCLUDING REMARKS
lead to a holistic and joyful life.
The chairperson thanked all the participants
Ms. Singh posed the next question to Mr.
of the session for their valuable inputs. She
Yudhveer Tandon about what methods
remarked that many issues were traversed
should be used to raise the quality and
and numerous areas were touched upon, and
sustainability of schools, particularly in rural
that quality has many dimensions. She
areas. Mr. Tandon explained that community
emphasized that a more local, contextual and
ownership is very important for providing
decentralized approach to empower
quality education. The interaction between
teachers and students will promote good
students, teachers and community makes
quality sustainable schools. She reiterated
the bonds stronger and the results become
that this webinar was held at the right time
visible. He referred to his presentation,
to motivate teachers and principals across
where it was demonstrated how cooperation
the country. In conclusion, she thanked the
from community can be sought and how it
Ministry of Education for organizing the
can help in promoting good quality
webinar, as well as CBSE and NCERT for
sustainable schools.
collaborating on it.
Ms. Singh also asked Ms. Manju
Balasubramanyam about the kind of

44
 WEBINAR
ON

TRANSFORMING THE SYSTEM OF ASSESSMENT:

HOLISTIC PROGRESS CARD
15 SEPTEMBER 2021

Background Note on Webinar Theme:

https://www.education.gov.in/shikshakparv/docs/Transforming%20the%20System%20of%20Assessment-
%20Holistic%20Progress%20Card.pdf

Concept Note on Theme as in NEP, 2020:

https://www.education.gov.in/shikshakparv/docs/transforming%20system%20of%20assessment.pdf

Webinar Viewing Link:

https://youtu.be/TMh2Q794wuk

Presentation Link:
1. https://www.education.gov.in/shikshakparv/docs/Dr.%20Praggya%20Singh.pptx
2. https://www.education.gov.in/shikshakparv/docs/Anju%20Chazot.pptx
3. https://www.education.gov.in/shikshakparv/docs/Dr%20Vasanti%20Thyagrajan.pptx
4. https://www.education.gov.in/shikshakparv/docs/Parvinder%20Kumar.pptx

Nodal Coordinator:
Dr. Praggya M. Singh, Joint Secretary (Academics), CBSE

45
 Transforming the System of Assessment:
Holistic Progress Card

INTRODUCTION 12 important role in determining the kind of

education we provide to our children, it
Transformation of assessment for holistic
regulates the classroom pedagogy, the way
student development is one of the key concerns
learning happens in our classrooms, and
of NEP, 2020. The Policy advocates for shift in
determines incentives for students and
assessment practices from rote memorization
teachers. Highlighting the shift in assessment
skills to regular and formative, competency-
proposed in the NEP, 2020, he said that we
based assessment wherein more emphasis is
need to have assessment moving away from
given on promotion of learning and usage of
rote memorization or top-down learning
testing higher order skills. One of the important
approach practices towards more joyful and
recommendations of NEP, 2020 is
participative assessment, for both students and
restructuring of students’ progress card. Para
teachers. He quoted para 4.35 of the NEP, 2020
4.35 of NEP, recommends that the progress
and encouraged the viewers to reflect on the
card of all students for school-based
content.
assessment, which is communicated by schools
to parents, need to be completely redesigned. Shri Ahuja elaborated on the concept of Holistic
The progress card will be a holistic, 360- Progress Card (HPC) and its importance.
degree, multidimensional report that reflects in
According to him, the present system of
great detail the progress as well as the assessment reflects only on the cognitive
uniqueness of each learner in the cognitive, abilities of the child. Thus, other domains like
affective, and psychomotor domains. It will affective and psychomotor aspects need to be
include self-assessment and peer-assessment, reflected in the HPC. A teacher needs to assess
and progress of the child in project-based and the child without comparing the performance
inquiry-based learning, quizzes, role-play, with other children in the classroom. They
group work, portfolios, etc., along with teacher
should be non-judgmental and provide
assessment. As part of the Shikshak Parv, the development feedback for the child’s holistic
webinar on “Transforming the System of growth. He reiterated that assessment must
Assessment: Holistic Progress Card” was recognize the uniqueness of each child. He
organized on 15 September 2020. explained that HPC will be a collaborative effort
wherein several stakeholders like parents,
SESSION HIGHLIGHTS
children, peer and teachers will be involved. In
The chairperson of the webinar, Shri Manoj order to understand the expanded uniqueness
Ahuja, Chairperson, CBSE gave his introductory of the child several stakeholders need to be
remarks. He stated that assessment plays an involved for continuous exchange of ideas for

Rapporteurs:
Dr. Sukhvinder, Associate Professor, Educational Survey
Division (ESD), NCERT
Dr. Satya Bhushan, Assistant Professor, Educational Survey
Division (ESD), NCERT

46
its effective implementation. He remarked that learning. This detailed analysis will not only
we need to provide feedback to students in a identify gaps, but also provide assistance in
positive way so that it can be beneficial for theiridentifying multiple dimensions of the
proper progression. institution such as engagement of students and
teachers, dropout rate etc. Such engagement
Shri Ahuja further stated that it is a challenging
will enhance the sense of appreciation and
task to transform the idea of HPC into reality,
happiness to the child.
which is acceptable to all the stakeholders. He
was optimistic that with the help of Dr. Krishnan further raised an important issue,
deliberations and from the enriching that the process of record keeping and
experiences of the teachers, HPC can be made a documentation should not bring excessive
reality. He briefed the viewers about CBSE pressure on teacher and student otherwise it
initiatives on HPC and shared that CBSE had may not yield desired results. The HPC should
developed a template that will undergo pilot be considered as dynamic tool rather than a
testing and will be rolled out soon in CBSE static display of performance. At the end of his
affiliated schools. He then invited the co-chair remarks, he shared the practice of organizing
of the webinar Dr. Kutty Krishnan, State Project Kalolsavam conducted for elementary classes
Director, Samagra Shiksha, Kerala to give his (Class 1 to 7) in the state of Kerala. Here, in the
opening remarks. last week of the academic year the students
display their talent in varied areas and the
Dr. Krishnan discussed the aim of assessment
attainment in several skills of learning for their
as stated in the NEP, 2020 and the place of HPC
holistic development.
in the phase of transformation of assessment
scenario. He emphasized that assessment has Dr. Praggya Singh, Joint Secretary, CBSE as the
to move away from rote memorization and presenter of the webinar elaborated on the
from summative to formative. The assessment theoretical foundation of Holistic Progress
must be competency-based to promote Card based on the recommendations of NEP,
learning and development of students. There is 2020. She also highlighted the practical aspects
a need to provide more emphasis on higher based on the assessment framework (template
order skills such as critical thinking and of HPC) designed by the collective efforts of
problem solving. He further stated that the aim various organizations like UNICEF, NCERT and
of assessment is to get a clear idea of each several experts working in the area of
child's learning, the way they are performing in Foundational Literacy and Numeracy (FLN) for
different domains. He highlighted that the NIPUN Bharat initiative of Government of
purpose of assessment is seeking authentic India. She emphasised the NEP mandate and
feedback, in the form of gathering process of assessment, especially the design of
comprehensive data on learning. He suggested 360-degree multi-dimensional HPC and AI-
that from this data schools can generate based software to track the progress of the
comprehensive reports to provide child’s learning.
differentiated intervention to individual
Dr. Singh defined HPC as a pedagogical tool to
students and to the groups. Having information
enable society to participate in a student's
in all domains i.e. cognitive, affective and
development and progress. She further stated
psychomotor, the HPC will provide a true
that HPC is a process through which both the
reflection of the learning progress of the child.
teachers and parents will equally participate in
He added that HPC will include all social,
the student’s achievement of competencies.
cultural and academic aspects of the child’s
While presenting arguments in favour of HPC
47
she stated that this provides holistic progress all activities to ascertain holistic development
of the child wherein grades and marks provide of the child). She further described the
a limited one-sided picture of the assessment. suggestive exemplar HPC based on the NIPUN
She said that performance is never static and it Bharat Guidelines prepared for classes Pre-

has to be measured over a period, as done in school to class 3 and jointly developed by the
HPC. She delineated that HPC will provide efforts of UNICEF, NCERT and FLN experts. She
feedback for the student, insights regarding the mentioned that the developed framework of
learner's areas of interest as well as scope for HPC will be soon tried out in CBSE affiliated
improvements and track the progress of all schools. Thereafter, schools may adopt / adapt
round development of the learner. this template as per their requirement, context,
locality and priorities. She concluded her
Dr. Singh highlighted that HPC includes
presentation by showcasing the cover page of
multiple forms of assessment tools having
the HPC, which provides opportunity to a child
varying and flexible formats i.e., objective to
to reflect on himself/herself.
descriptive visual, or any other format to assess
all aspects of development in totality. She The first speaker of the webinar was Dr. Anju
delineated the features of HPC, including Kauwr Chazot, Founder and Director, Mahatma
participatory and learner centric approaches, Gandhi International School, Ahmedabad. She
inclusiveness, build on the principles of self- made her presentation on “Co-creative
awareness and self-esteem, goal setting, experiential learning” which was based on her
flexibility, inter-disciplinarily and tracking of school’s experiences and narratives. She
attaining competencies. She also shared the initiated her presentation on HPC and its
proposed structure of HPC, which has three components by bringing in the concept of
sections namely, developmental goals and "Ahimsa in assessment”. She shared her
competencies, parent’s feedback and portfolio concern that across the globe, report card is
(that will have accounts of child's progress in linked with fear as they tend to carry negative
48
feedback, where mistakes are punitive. She teacher’s reflection on assessment, project
quoted Gandhi ji that “freedom is not worth summary, subject competencies covered under
having, if it does not include the freedom to the project, tasks and feedback and finally
make mistakes”. She emphasized that joyful component of initiator’s synthesis. She also
learning in classrooms includes assessment provided glimpses of some of the activities
being joyful as well. Through illustrations, she carried out during the COVID-19 period.
beautifully captured the idea of working with Students were engaged in activities like mask
hand and technology and thus focused on the making and they got ample opportunities to
diverse activities performed by the students for study their body and parts of their face, and
better learning. Using the analogy of a thali worked with parents and family members.
with diverse food for better health, she These activities ultimately lead to the adoption
explained the importance of diverse of diverse assessment practices and reporting
assessment tasks with different preparations criteria and are very significant components of
like poster making, quiz, board games, creative HPC.
writing and role plays etc. for promoting
The next speaker Dr. Vasanti Thyagarajan,
holistic development.
Founder of Sisya School, Hosur, Tamil Nadu
Dr. Chazot narrated many instances wherein highlighted several perspectives of Holistic
students got the opportunity to learn through Progress Card (HPC) from the practitioner’s
experiences and self-reflection. One such perspective. Describing several essential
example was given where the well-being of features of HPC, she said that there needs to be
students was attained through art therapy and clarity of purpose of designing HPC; it must be
students were engaged in painting a tree to based on supportive reflective practices and
represent their ‘Self’. They worked on the sub- user-friendly data. For scaling up, it needs to be
conscious processes, self-reflection about supported by guidelines for several
aspirations, challenges and the shadow side of stakeholders. She highlighted that HPC should
themselves. To mention a few other activities, be based on three ‘Cs, namely, Collaboration,
there was reference to embodied learning Choice and Cooperation. Based on the sample
(showing the life cycle of a tree through their of HPC developed in her school, she elaborated
bodies), calendar mathematics to enhance on four major domains of HPC with examples
logical and numerical abilities in the formative that included: (i) Academic Initiated
process, designing of a brochure for fieldtrip, Development Experience (A.I.D.E) covering
conduct of eco-friendly field trip, and as an art domain of scholastic and co-scholastic, (ii)
task (to create a final artwork of a leaf using Collaborative Initiative Development
embroidery and getting the opportunity to Experience (C.I.D.E) which includes cultural
closely study the different venations in leaves). environmental and social pursuits etc., (iii)
She described the manner in which art Wellness Initiative Development Experience
integrated learning can bring meaningful, (W.I.D.E) which includes physical fitness, diets,
joyful learning amongst children. She explained games and sports, yoga and meditation and,
that the highlight of this activity was (iv) Self-Initiative Development Experience
formulation of a criteria to assess the brochure, (S.I.D.E) covering domains like hobbies, job
which was co-constructed with students. shadowing, careers and skills.
Dr. Chazot described the components of Dr. Thyagrajan stated that multidimensional
innovative HPC developed for her school where assessment through stakeholders like students,
there was sufficient scope for self, peer and peer, teachers and family members needs to be

49
authentic in nature and supportive, predictive practices are not covering all the domains of
and decisive for the child. She also illustrated a learning. He said that the purpose of
graphic to capture the longitudinal assessment assessment is to improve the quality of learning
of children over the years in different domains, and evaluation helps to judge the quality. He
which is easy to use for teachers, even without highlighted the initiatives taken by
high end-technology. She further described the Government of Delhi with respect to
process of development of HPC that includes assessment practices aligned to the NEP, 2020.
six stages namely, design of card inputs from all These initiatives include learning outcome
stakeholders, orientation on how to gather aligned syllabus, learning outcome-based
evidences for inputs, collating inputs as profiles of all the students, initiative of mentor
evidences for entry into the HPC, preparation of teachers, capacity building of teachers as
the HPC, reflection/discussion on target and coordinators, national and international
review of timelines and working on targets capacity building programmes for teachers and
within timelines. She provided examples principals, initiatives of assessment unit,
related to plantation drive, street plays and dedicated academic repository, Mission
community service to capture several aspects Buniyaad to strengthen National Mission for
of an individual’s personality. She elaborated Foundational Literacy and Numeracy amongst
how through these activities, students were students, dedicated primary branch for
able to reflect on their strengths and capacity building , academic support and
limitations, which ultimately were part of HPC, coordination with primary teachers and
for seeking direction and for better learning. initiatives of Happiness and Deshbhakti
She emphasized the role of reflective practice Curriculum.
in assessment and stated that reflection is an
Shri Kumar stressed upon several components
integral part of the learning process. These
of HPC which should be based on anecdotal
reflections also need to be part of the portfolio.
record, learner’s profile, portfolios and e-
She described several steps for management of
portfolios, observation records (written /audio
portfolio, and assessment of portfolio, which is
or video). He focused on triangulation of data
an important component of HPC.
gathered by various stakeholders from time to
The chairperson complimented the speaker for time to give conclusive evidence to check stage
her presentation and highlighted some other readiness of a child and use of Learner
significant aspects related to HPC. He reiterated Management System in generating HPC.
the need and importance of HPC. He said it
QUESTION & ANSWER SESSION
should not be taken simply as one of the
recommendations of NEP, 2020 or an In the question–answer session the
instruction from the government, but all the chairperson, Shri Ahuja posed a question to the
stakeholders must seek clarity about HPC. practitioners who had designed and rolled out
HPC in their schools. He asked about what
The third speaker of the webinar Shri
strategies need to be adopted if the practice of
Pravinder Kumar, Principal, GSSS School, NCT
HPC has to be scaled up. Dr. Chazot responded
of Delhi provided the teacher’s viewpoint on
that in order to scale up HPC, there is a need to
HPC. He started his presentation with a
move away from textbooks as the only source
thought-provoking question - “What are we
of learning. There have to be two to three
teaching to our students?” He stated that we are
activities in a year that are interdisciplinary in
teaching our students to perform well in exams
nature and project based. The activities must
and it is evident that the current assessment
be set in the local context so that students are
50
exposed to local issues like water crises, practice in schools and the way to overcome
garbage disposal or simply writing an RTI, and this obstacle, Shri Kumar stated that it is the
provide opportunities to search for solutions to mindset of stakeholders which he considers as
these issues. She emphasized that in this a major obstacle. As a step in the right direction,
manner problem-solving can become learning, in the last few years there has been an attempt
which in turn empowers the students. to change the mindset of teachers by orienting
According to her, competencies should be them and by enhancing their capabilities.
mapped around such projects. Children should
CONCLUDING REMARKS
be assessed through some given well-designed
criteria. The chairperson, Shri Ahuja thanked all the
speakers for their enriching presentations. He
In response to the question, Dr. Thyagarajan
highlighted that there are several schools in the
opined that in order to scale up the practice
country already working in this direction. He
there is a need to involve all the stakeholders
stated that the education system in our country
for decision making. She emphasized that a
is very huge and complex. Moreover, there are
complete orientation of the stakeholders is
many interrelated factors involved in the
required for making the practice more credible
proper roll out of HPC. He reiterated that thus
and successful. Highlighting the process, she
there is a need to involve all the stakeholders so
stated that all the teachers should clear the
that they can interact with each other to know
design first. Secondly, it has to be started small
more about HPC, not in an instructional
on pilot basis. She added that then there will be
manner but in a way that will be useful for our
a departure from marks to remarks. Remarks
students and empower them. He remarked that
have to be credible and acceptable to all and
many good ideas came out of the discussion
they should move from confusion to clarity.
from the present webinar such as Ahimsa in
Responding to the question on what is the main assessment and three Cs of assessment -
obstacle in implementing the innovative Compassion, Collaboration and Choice.

51
 WEBINAR
ON

STIMULATING INDIAN KNOWLEDGE SYSTEM,

ARTS AND CULTURE
16 SEPTEMBER 2021

13
Background Note on Webinar Theme:
https://www.education.gov.in/shikshakparv/docs/Stimulating%20Indian%20Knowledge%20Systems,%20Arts%20and%20Cultu
re.pdf

Concept Note on Theme as in NEP 2020:

https://www.education.gov.in/shikshakparv/docs/Stimulating%20Indian%20knowledge%20system.pdf

Webinar Viewing Link:

https://youtu.be/TMh2Q794wuk

Presentation Link:
1. https://www.education.gov.in/shikshakparv/docs/Dr.%20Saroj%20sharma.pptx
3. https://www.education.gov.in/shikshakparv/docs/Dr.%20Ameeta.pptx
4. https://www.education.gov.in/shikshakparv/docs/Dr%20Praveen.pdf

Nodal Coordinator:
Dr. Rajiv Singh, Director, Academics, National Institute of Open School Learning (NIOS)

* Additional infographics on the theme in Annexure IV

52
 Stimulating Indian Knowledge System,
Arts and Culture

INTRODUCTION 14 in the Indian ethos. He said that the word

‘Bharat’ is composed of ‘bha’ which refers to
The rapid changes in the global knowledge
radiance. The word Bharat itself means a
economy with the advancement in science
nation which is full of radiance. This
and technology have led to dramatic changes
radiance is the knowledge accumulated over
in the society. No doubt that India has leaped
thousands of years and has illuminated not
many boundaries in all sectors- commerce,
just itself but the whole world. He
technology and development etc., but at the
highlighted that the West says that “we are
same time there has also been detachment
masters of the universe”, but Indian
from our beliefs and fall in values. In such a
philosophy says that “we are a small particle
fluid scenario, it is very important to retain
of the universe” and so, we need to delve
our glorious ancient past which reverberates
deep into the knowledge traditions of our
the philosophy of Upanishads revolving
country. Prof. Shah emphasized that we need
around the concepts of the Brahman (the
to preserve our knowledge system by giving
universal soul) and the Atman (the
full support to our languages. Sanskrit as
individual soul), the teachings of the
well as all Indian languages need to be
Bhagavad-Gita elucidating the ideals of the
studied and promoted in order to go deep
‘Karma Yoga’ (the path of action), the ‘Bhakti
into our literature which is a treasure house
Yoga’ (the path of devotion), and the ‘Gyan
of knowledge. He ended by saying that he
Yoga’ (the path of knowledge) for self-
had given a brief background on the theme
realisation. Today we must draw our
of the webinar, and now the speakers will
identity from such a sprawling belief system
explain the topic at length. He introduced the
which gives a unique stature to India at the
co-chair of the session Dr. Rabin Chhetri,
global platform where people from abroad
Director, SCERT, Sikkim and invited him to
look up to India and resort to yoga and
give his opening remarks.
meditation to de-stress and rejuvenate their
mind. As part of Shikshak Parv programme, Dr. Chhetri started by saying that NEP, 2020
the webinar on “Stimulating Indian is a public Policy; many aspects of it have
Knowledge System, Arts and Culture” was come from the grassroots. Everyone looks at
organized on 16 September 2021. it as a modern, global and well-accepted
Policy. He highlighted that the vision of the
SESSION HIGHLIGHTS
Policy says that the Indian education system
The webinar started with giving an overview should be rooted in Indian knowledge
by the chairperson of the session Prof. system and ethos. He agreed that it is
Harshad P. Shah, Vice Chancellor, Children’s extremely important to sow the seeds of
University. He stated that the NEP, 2020 Indian culture in young minds. He drew
envisions a complete overhaul of the Indian attention to the fact that the significant
education system and to prepare the proportion of the population of North-East is
curriculum right from the foundational stage tribal and has the best traditional
to senior secondary school stage grounded knowledge. This traditional knowledge also

Rapporteur:
Prof. Jyotsna Tiwari, Department of Education in Arts and
Aesthetics (DEAA), NCERT

53
needs to be preserved and documented. He detail. All the six traditions of Indian
remarked that this will lead India to become philosophy need to be understood and
a global knowledge center. revisited. She stated that the ancient
knowledge of our country travelled from
Dr. Chhetri explained how Copernicus and
here to Arabia to Europe and now there has
Galileo were persecuted in the West, and so
been new research into it. She mentioned
Modern Science was at loggerheads with
that there were at least 64 universities in
religion in the West. In continuation of that,
India in the ancient times. She stated that the
when the British came to India, they had this
challenge before the Indian education
impression that religion was a contradiction
system today is to inculcate Indian ethos into
to Modern Science. However, he argued that
the minds of young children through
our culture has always been that of a seeker
integration of Bharatiya arts, literature, and
and not just a believer. The Vedas and the
culture in the curriculum.
Upanishads have always promoted inquiry
and discussion. He lamented the fact that we Prof. Sharma called for the incorporation of
as a civilization have been forgetting our Indian philosophy and science, Vedas,
roots and have indulged in ‘civilization Ayurveda, traditional knowledge, Indian
amnesia’. He encouraged all to overcome it languages and literature in the school
and realize the full potential of our living curriculum. She highlighted that NIOS has
civilization. He asserted that this can surely also been taking steps to ensure that
be achieved by implementation of the NEP, Bharatiya knowledge is included at all levels
2020. Prof. Shah thanked Dr. Chettri for his in the curriculum. NIOS has launched the
deliberations and invited the presenter of new stream ‘Indian Knowledge Tradition’
the session Prof. Saroj Sharma, to share her for reviving the Vedic Education, Sanskrit
presentation. He informed the viewers that Language and literature, Indian Philosophy
she is the Chairperson of the National and many other areas of ancient Indian
Institute of Open Schooling (NIOS), which is Knowledge. Under this stream, NIOS already
an autonomous institution, under the developed five courses at both secondary
Ministry of Education. and Sr. Secondary level in Sanskrit Medium
and Hindi: Veda Adhyayan, Sanskrit
Vyakaran, Bhartiya Darshan, Sanskrit
Sahitya, and Sanskrit (Language Subject).
She added that through the diaspora study
center, NIOS has been trying to introduce
Indian Knowledge System to the diaspora
abroad.
Prof. Sharma ended her presentation by
emphasizing that Indian knowledge, arts and
culture is well-renowned across the globe
and we must hand-down this aatmagaurav
(self-respect) to our youngsters. NEP, 2020
Prof. Sharma lauded the Shikshak Parv is a sustainable Policy and will help India
programme as a great initiative to deliberate reach the goals of UNESCO’s 2030 Agenda.
on the implementation of the NEP, 2020. She Prof. Shah appreciated Prof. Sharma’s
remarked that from pictorial diagrams in the presentation and her attempts to awaken
caves to modern deliberations on aatmagaurav among all, which in turn will
philosophy, India has always been a society inculcate rashtragaurav (national pride). He
where knowledge has been respected. then introduced the first speaker Prof.
Through her presentation, she stressed the Girishwar Mishra, Former Vice Chancellor,
need to study our Bharatiya traditions in Mahatma Gandhi Atarrashtriya Hindi
54
Vishwavidyalaya, Wardha and invited him to vision. ‘Ekohambahusyamah’ is the root of
make his deliberations. our knowledge tradition. He highlighted that
we need to investigate ourselves through
Prof. Mishra started by saying that Shikshak
our own means and vision.
Parv has been endeavouring to take our
education system to new heights. He Prof. Mishra elaborated that there are two
remarked that Bharat is an ancient country areas of Bharatiya Knowledge: Shastra and
where the stream of knowledge has been Lok. We need to preserve and promote both
flowing incessantly from one generation to these aspects and not ignore one of these. He
another and is flowing without fail even suggested that every school should have a
today. In the colonial times, a shadow small museum where local objects are kept,
emerged in our eyes and because of that we that will surely inculcate the lokgyaan (folk
have been ignoring and forgetting our own knowledge) amongst the students. He ended
ethos and values. He emphasized that our his deliberations by expressing hope that by
knowledge is not just for Bharat but for the including Indian knowledge systems in the
entire world. There is no contradiction curriculum, Swaran (Golden) Bharat can
between the national and global here. He become a reality. Prof. Shah thanked Prof.
explained that India does not want to leave Mishra for explaining adhyatmikgyan
anyone behind or alienate anyone; we intend (spiritual science) and the roots of Bharat in
to take everyone along. He added that this is detail. He then invited Dr. Ameeta Wattal,
our philosophy and the base of our cultural Chairperson and Executive Director, DLF
ethos. He stated that ‘one who sees everyone, Foundation Schools and Scholarships to
only he sees completely’ is the root of our make her presentation.

55
Dr. Wattal started her presentation by were also looting India’s resources. They
stating that while she is a believer of the tried to establish the false narratives of
Sanskrit saying ‘Vasudhaiva Kutumbakam’ Aryan Invasion and Aryan-Dravidian
(the world is a family), India is very close to struggle only to undermine Bharat. He
her heart. She explained that we have to further explained that the Europeans
learn things in the context of the place where undermined the Indian education system,
we have grown up. The Indian Knowledge although we were much ahead of them when
System offers many solutions to our life. We they came here, and they themselves have
need to explore the depth of our heritage and written about it in their works. He lamented
preserve them. She emphasized that through that we fail to mention our treatises on
visuals and presentations, along with ancient metallurgy, calendar, astronomy,
sharing of our common history we need to Ayurveda, surgery, democracy, engineering,
preserve and promote our culture, which is architecture, linguistics, agriculture,
based on diversity. literature to our young generations. Thus, in
this context, he appreciated the endeavour
Dr. Wattal further elaborated that Indian
by the Ministry of Education to incorporate
cultural heritage is both tangible and
Indian Knowledge System into our education
intangible. We should introduce our children
system. Prof. Shah thanked Dr. Tiwari for his
to the arts, stories, photography, history,
enriching presentation.
natural landscape, sustainability, oral
traditions, heritage cities, heritage sites, QUESTION AND ANSWER SESSION
submerged kingdoms, dance forms, ancient
Due to the paucity of time, the chairperson
languages and scripts, ancient herbs etc. of
Prof. Shah put up only one question from the
our country. She stated that projects,
list of selected key questions received on
celebration of local festivals and tours can
MyGov portal from the public. He asked how
ensure that this is done, and a connection is
Indian Knowledge System, Arts and Culture
developed between our ancient heritage and
can be promoted in daily life. Prof. Girishwar
our young generation. She ended her
Mishra stated that the present webinar had
presentation by saying that it is extremely
substantial suggestions on how to
essential that we build a connection between
incorporate Indian Knowledge Systems into
our past, our present and our future. Prof.
real life. He highlighted that small
Shah thanked Dr. Wattal for taking the
opportunities can be created in daily life to
audience on a tour of Indian knowledge, arts
learn about Indian traditions through
and literature from Kashmir to Sindh
experiential learning, which includes seeing,
through her presentation. He invited the last
doing and feeling. This can be taken up at
speaker of the session Dr. Praveen Kumar
school and home to supplement book
Tiwari, Associate Professor, Mahatma
learning. He advocated for the formulation of
Jyotiba Phule Rohilkhand University,
strategies in schools for all stages to
Bareilly to share his presentation.
participate in such activities. For this,
Dr. Tiwari stated that the traditions and teachers need to have the vision that Indian
culture of our country is ancient, yet new. It knowledge must be a part of students’ lives
has been a steady flowing river of and not just a lesson.
knowledge, which has not lost its sheen
CONCLUDING REMARKS
completely. He commented that many
attempts were made to shatter our In his concluding remarks, the chairperson
knowledge traditions and establish many Prof. Shah quoted an English Professor – “we
propagandas and narratives. The colonialists teach England first, and then English.” He
were at the forefront to further this agenda stated that in India we teach English first and
and fuelled a narrative against Bharat. He India never. It is crucial to know India and its
added that while they were doing this, they
56
vast knowledge. He remarked that Indian system should be taken forward to the
knowledge systems have the potential to individual and household level. He
improve the quality of life drastically. We appreciated the NEP, 2020 for bringing in
should be proud that we were born in a great independent thinking into education 74
nation like India. He said that the Policy’s years after Independence. He called for all
push towards incorporating India and Indian viewers to take forward learnings from this
Knowledge System into our education webinar and thanked them for tuning in.

57
 WEBINAR
ON

REIMAGINING VOCATIONAL EDUCATION AND

SKILL BUILDING
17 SEPTEMBER 2021

15
Background Note on Webinar Theme:
https://www.education.gov.in/shikshakparv/docs/background_note_Reimagining_Vocational_Education_Skill_building_revised.pdf

Concept Note on Theme as in NEP, 2020:

https://www.education.gov.in/shikshakparv/docs/Reimagining_Vocational_Education.pdf

Webinar Viewing Link:

https://youtu.be/haAgo7a_Vdw

Presentation Link:
1. https://www.education.gov.in/shikshakparv/docs/Dr.%20Kalsi.pdf
2. https://www.education.gov.in/shikshakparv/docs/Raj%20Gilda.pdf
3. https://www.education.gov.in/shikshakparv/docs/Sheetal%20Bapat.ppt
4. https://www.education.gov.in/shikshakparv/docs/B%20Shaji.ppt

Nodal Coordinator:
Dr. R.K. Pathak, Porfessor, Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), NCERT

* Additional infographics on the theme in Annexure IV

58
 Reimagining Vocational Education and Skill Building

INTRODUCTION 16 stated that the mission of VE is to make VET

an aspirational, dignified career option, and
The NEP, 2020 proposes the revision and
prepare youth for future skill as per actual
revamping of all aspects of education,
needs and demands. He emphasized on
including the educational structure,
qualitative improvement and development
regulations and governance, to create a new
of a regulatory framework to re-invent
system which is aligned with the aspirational
skilling. He said that the credit framework
goals of 21st century students. According to
will ease the transmission between
the Policy, by 2025, at least 50% of learners,
vocational and general education. Dr. Kalsi
through the school and higher education
advocated for leveraging existing
system, shall have exposure to vocational
infrastructure of schools, colleges, ITIs,
education, for which a clear action plan with
Polytechnics and Training Colleges. He
targets and timelines is to be developed. The
argued for the integration of vocational
Policy aims to overcome the social status
subject in the academic stream. Every
hierarchy associated with vocational
district must have ICT integrated training
education and integration of vocational
hubs in all schools. He commented that
education into mainstream education in all
vocational education in schools should be
educational institutions in a phased manner.
serious training for which we need to
Beginning with vocational exposure at early
develop trainers, labs and industry tie ups.
ages in middle and secondary school, quality
He then invited the co-chair of the webinar
vocational education will be integrated
Mr. Manish Sabharwal, Chairperson, Team
smoothly into school and higher education.
Lease Services Ltd. to give opening remarks.
Every child will learn at least one vocation
and is exposed to several more. This would Mr. Sabharwal stated that the challenges
lead to emphasizing the dignity of labour and facing VE are vast in the country. Industry is
importance of various vocations involving not ready to fund training. He mentioned
Indian arts and artisanship. As part of that greater emphasis should be on soft skill.
Shikshak Parv the webinar on “Reimagining The focus should be on quality training as
Vocational Education and Skill building” was per market need and demand. He added that
organized on 17 September 2021. there is a need to promote apprenticeship
training and self-healing. Regulations should
SESSION HIGHLIGHTS
be avoided and a more liberal approach
Dr. Nirmaljeet Singh Kalsi, Chairperson, should be promoted. Students should be
NCVET welcomed all the panel members and given more choices to select the courses.
participants of the webinar. He highlighted
According to Mr. Sabharwal, there are three
important dimensions of the vision for
long term solutions to the present situation
vocational education and training (VET) in
of VE. Firstly, Skill University should focus on
India. Dr. Kalsi said that the PM’s vision is to
research of future skills, try to predict future
make India “the skill capital of the world”. He

Rapporteur:
Dr. Saurabh Prakash, Professor, Pandit Sunderlal Sharma
Central Institute of Vocational Education (PSSCIVE),
NCERT

59
jobs in the country and more research implementation of vocational education.
should be focused on employability skills. Students are given a choice to select subjects
Secondly, degree apprenticeship should be as per their interest. However, he lamented
given a push. Thirdly, online learning should that admission in degree colleges is rigid.
be promoted as a short-term solution during Thus, there is a need to make teaching
the pandemic. He highlighted the important interesting. Due to the shortage of
concept of learning principles like learning infrastructure in schools, resources should
by doing, learning by learning, learning by be integrated with local industries. To this
mobility, learning with flexibility and end, he mentioned that CBSE has made an
learning with signalling values. He called for effort with local industries, ITI and
greater innovation in skill. He added that a Polytechnic as Spoke and Hub model. CBSE
tripartite agreement with school, industry has identified a local coordinator to carry out
and training partners is necessary for quality this program. He also shared with the
education. Dr. Kalsi thanked Mr. Sabharwal viewers the CBSE model. School students
for his deliberations and invited the from class 6 to 8 are being offered
presenter of the webinar Dr. Biswajit Saha, foundation course of new generation skills in
Director (Training & Skill Education) to give data management. A trial collaboration with
his presentation. AICTE, DGET for use of infrastructure with
schools is underway. Lastly, he informed the
Dr. Saha shared CBSE initiatives for Skill
viewers that CBSE has asked the National
Education, as an important component of
Institute of Applied Manpower to undertake
holistic education. Students can choose
research for need and demand of manpower
competency-based skill courses along with
requirement of Industry. CBSE will take
academic electives at both, secondary and
necessary action according to the findings of
senior secondary level. Most of the skill
the research study. Dr. Kalsi commended
courses offered by CBSE are National Skill
CBSE’s efforts to promote vocational
Qualification Framework (NSQF) compliant
education and then invited the speaker, Mr.
and mapped with a job role as per National
Raj Gilda, Lend-A-Hand, India, Delhi to share
Qualification Register of National Skill
his presentation.
Development Agency. He explained that the
vocational courses offered by CBSE provide Through his presentation, Mr. Gilda
wide variety of choices for schools and highlighted the work being done by his
students to opt for relevant competency- organization Lend-A-Hand India in Delhi. He
based courses. At present, 5231 classes are explained how students of class 11 and 12
offering skills courses at senior secondary are engaged in internships through his
level. There are 39 skill courses available at organization. Female students are exposed
senior secondary level from 16 sectors such to various small industries like coffee shops,
as Agriculture, Automotive, Electronics gardens, hospital etc. for training. He stated
Healthcare, IT/ITES. Similarly, 16842 that this helps build confidence among
classes are offering skill courses at the students. His organization has innovated the
secondary level from the available 19 concept of ‘Skills on Wheels’, where a
courses from 13 sectors. He mentioned that training van fitted with the required tools
along with other sectors, Multi Skill and and machines visit various schools,
Sports are available at the secondary level. especially in rural areas, for practical
He drew attention to the fact that more than training. He emphasized that vocational
8 lakh students are presently studying skill education as applied learning has been
subjects at secondary and senior secondary promoted among the students for
level in 8543 CBSE schools. application of various scientific principles in
real work situations like drip irrigation,
Dr. Saha highlighted that CBSE has oriented
principals, teachers and parents towards the
60
measurement, ram construction, vegetable guidance programme for all students in class
plucking with machine etc. 10 in five states.

During the pandemic, Mr. Gilda said that the Ms. Bapat also discussed Avirata, a 21st
‘Skills at Home’ concept was carried out by century in-service online teacher
the students through online mode. development programme. The programme
Important life skills like communication, covers 41,607 secondary schools’ teachers
cooperation, team work, dignity of labour and head teachers from 14,786 government
and resilience are inculcated through and private schools of the state of
various activities. He also mentioned that Maharashtra. She proudly remarked that the
multi-skill foundation courses are being widespread impact of this programme, led to
offered to students of class 9 and 10 in the SAF receiving the Lexus India 2019
various schools, which in turn leads to award for Design of Social Impact. This
specialized courses in class 11 and 12. Dr. project has high acceptability among the
Kalsi appreciated the work being done by teachers. She also mentioned that SAF has
independent organizations like Lend-A- developed an Aptitude test (Kal Chachani).
Hand, in collaboration with schools to Interest, Hobby and Opportunity are the key
promote VE. He introduced the next speaker factors of this test. She further stated that
Ms. Sheetal Bapat of Shyamchi Aai curriculum features have also been
Foundation (SAF), Maharashtra. developed based on international
experience covering self-awareness, career
Ms. Bapat presented the work being done by
guidance, growing up, values, social
her organization, SAF in the field of VE in
leadership, conflict management, emotional
view of NEP, 2020. She elaborated that SAF
intelligence and addiction and attraction for
is working on three projects: (i) supporting
class 9 and 10 students. Dr. Kalsi lauded the
the Government of Maharashtra to develop a
innovative work being done by the state
curriculum for the graded subject “Self-
government of Maharashtra and SAF to
Development and Art Appreciation” for class
promote VE.
9 and 10 in eight languages, (ii) a 4-year
continuous professional development He then invited the final speaker, Dr. B. Shaji,
program for creating teacher-mentors in all Vocational Teacher from Kerala to give his
Government and Government aided schools presentation. Dr. Shaji shared the innovation
in Maharashtra, and (iii) a holistic career being done in schools in the State of Kerala.
61
He highlighted that the National Skill trainers and industry people. He ended his
Qualification Framework (NSQF) was presentation by saying that the quality of
introduced in 66 higher secondary schools, vocational education has become the mutual
with 11 job roles during the academic year responsibility of industries and the
2018-19. It has now been scaled up to 389 framework; and the students and teachers
schools, having 1100 batches, with 48 job are quite content with this Kerala model
roles from 21 sectors. He also mentioned approach. Dr. Kalsi thanked Dr. Shaji for his
that Kerala has training partnership with insightful presentation.
industries. According to him, the success of
QUESTION AND ANSWER SESSION
vocational education depends on the degree
of its meticulous interaction with industries. Dr. Kalsi, chairperson of the webinar,
Learning by doing is the hallmark of this conducted a short question-answer session.
system and the success of the same lies in the He invited all the speakers to give
bonding between industry and academia. suggestions for better implementation of
Thus, the State has developed industry skill education in the country. Mr. Raj Guilda
partnership through Triple Helix model. stated that we need to customize school
education and adopt more training. Greater
Dr. Shaji explained that within the Triple
funding to the government schools and
Helix model, there are many interactive
widespread awareness about vocational
areas such as trainers’ training, experts’
education programmes should be promoted.
interactions, field visits, on-the-job training,
He remarked that it is necessary to change
community linked programmes,
the narrative of Vocational Education and
entrepreneurship development camps and
more job opportunities should be created.
panel discussion of industrialists. Initially
Ms. Sheetal Bapat suggested that foremost,
discussions with related industries are
the mindset of the society has to be changed.
conducted and then the financial
Favourable environment should be provided
requirements are finalised, if any. He also
for success of Vocational Education as well
said that some of the Industry Training
as teacher training. She added that to cover
Partners are operating in various areas of
the large population of the country the VET
partnership, while others operate in one or
program must be scaled up. Responding to
two areas. Furthermore, State VET officials
the question, Dr. Shaji suggested that there
are always interacting with real work
should be parity of NSQF pass outs with ITI
environments, which is very essential in skill
pass outs for better recognition and
training. He emphasized that the learner
employability.
encounters real problems and challenges
and thereby acquires an innate ability to find Mr. Sabharwal, co-chair of the session,
the solution. concluded by saying that impetus to skill
universities and awareness programmes is
Dr. Shaji informed the viewers that during
required. He suggested that the time-frame
the pandemic, Kerala has successfully
of implementation should be reduced to five
implemented the programme by adopting
years from fifteen years. He ended by saying
innovative strategies like online experts’
that we have to act with willingness,
interactions, virtual field visits, online
boldness and speed towards reimagining the
training to trainers, skilling with online
vocational education programme.
support of industries and online panel
discussions. He remarked that a complete CONCLUDING REMARKS
surge of re-juvenescence is evident in Kerala
NSQF courses with the initiation of this Dr. Nirmaljeet Singh Kalsi, chairperson,
program “Training Partnership with concluded the session with the following
Industries”. This is clear from the various suggestions:
responses and confidence of learners,
62
• Integrate Vocation Education with • Apprentice training program should be
school education, senior secondary promoted.
schools, open education, skill centers • Support from NGOs should be taken for
and college system in rural and urban better implementation of Skill training
areas. programme in large scale.
• Provision of equivalence of credit for Dr. Kalsi thanked all the participants,
better acceptability among higher speakers and viewers for tuning in to the
education, Accumulation of credit webinar.
should be done so that all stakeholders
get the benefit. Credit bank should be
promoted.

63
 ANNEXURE I

PROGRAMME SCHEDULE OF SHISHAK PARV 2021

7 -17 SEPTEMBER 2021

Hon’ble Prime Minister’s Address (07.09.2021)

Time Activity

10.30 AM Welcome remarks by Shri Dharmendra Pradhan, Hon’ble Minister for Education.

Hon’ble Minister of Education request Hon’ble Prime Minister to launch 5 initiatives of

Department of School Education and Literacy.

Hon’ble Prime Minister launches (switches on the remote) ISL Dictionary of 10,000 words,
Talking Books, FLN-NISTHA, Vidyanjali, and SQAAF
10.35 AM
{Accompanied by screening of a short film}

10.40 AM Address by Hon’ble Prime Minister of India.

Technical Session (07.09.2021)

Date Theme and Coordinator Speakers

07.09.2021 Address by Chief Guest Hon’ble Minister of State for Education

(Tuesday) 11:55-
11:55-12:00 Smt. Annpurna Devi
13.30
Prof. J.S. Rajput
Quality and Sustainable Former Director, NCERT
Schools – Learning from rajput_js@yahoo.co.in
Schools in India
Dr. Anantha Jyoti,
Principal, Rishi Valley School, Madanapalle, Chittor
District, Andhra Pradesh
K. Kasturirangan
principal@rishivalley.org
Chairperson, National
Education Policy Committee Dr. Arunabh Singh
Director, Nehru World School, E Block, Shastri
Nagar, Ghaziabad, Uttar Pradesh 201002
contact@nehruworldschool.com
Ms. Sudha Painuli (National Teacher Awardee)
Vice Principal, Eklavya Model Residential School,
Kalsi, Dehradun, Uttarakhand
sudhapainuli961@gmail.com

64
Conclave Concluding Session
Date Activity

07.09.2021 • Remarks by Prof. Sridhar Srivastava, Joint Director and In-charge Director, NCERT
(Tuesday) 13:30-13:35
13:30-13.45
• Concluding remarks by Ms. Anita Karwal, IAS, Secretary, SE&L
13:35-13:45

Schedule of National Webinars (08.09.2021 – 17.09.2021)

S. Theme and
Date / Theme Speakers
No Coordinator

1 08.09.2021 Mr. Rajnish Kumar, Director, MoE

(Wednesday) rajnishkumar1971@gmail.com
Technology in
10:00 -11:30 Education: NDEAR Dr. Sanjay Kumar, Teacher, GPS Kuftu Dsitt, Himachal
Pradesh
sktkgt@gmail.com
Chairperson:
Ms. Pratima Singh, National ICT Awardee 2017, Head
Rajinder Sethi,
Teacher, Primary School Dhusah BALRAMPUR U.P.
Deputy Director
pratimakitty@gmail.com
General (NIC)
Mr. S. Simon Peter Paul, National ICT Awardee, PST, GHS,
Ariyarkuppam, Puducherry
simonpeeterpaul@gmail.com

2 09.09.2021 Foundational Shri Maneesh Garg, Joint Secretary, MoE

(Thursday) Literacy and maneesh.garg@nic. in
Numeracy:
10:00 -11:30 Prof. Sridhar Srivastava, In-charge Director, NCERT, New
A Pre-requisite to
Delhi
Learning and ECCE
Jd.ncert@nic.in
Prof. Suniti Sanwal, Head of DEE, NCERT, New Delhi
Anita Karwal drssanwal@gmail.com
Secretary (SE&L),
Ministry of Education Smt. A. Sridevasena, IAS, State Project Director, Telangana
tg.cbse@gmail.com
Shri. T.S. Joshi, Director, GCERT, Gujarat
gcert12@gmail.com
gcert@gujarat.gov.in

3 10.09.2021 Culture of Ms. Rupa Chakravorty, Director, Suncity Group of Schools,

(Friday) Innovation in our Gurugram, Haryana
Schools director@suncityschool.in
10:00 -11:30

65
S. Theme and
Date / Theme Speakers
No Coordinator

Abhay Jere Mr. Manish Jain, Professor, IIT Gandhinagar, Gujarat

Chief Innovation manish.jain@gmail.com
Officer, MoE manish.jain@iitgn.ac.in
Mr. Santosh Kumar Tarak, Asst. Teacher, Govt. Primary
Co-Chair: Arunabh School Shuklabhata, Cluster Gona Mainpur Block,
Singh Chhattisgarh
Director, Nehru World Santosh.tarak779@gmail.com
School
Mr. Anil Pradhan, Founder, Young Tinker Founder, School for
Rural Innovation (IPSFRI) Founder, Navonmesh Prasar
Foundation
anil@youngtinker.com

4 Nurturing Inclusive Ms. Ritu Sain, Director, MoE,

Classrooms ritusain@ias.nic.in
11.09.2021
(Saturday) Tarika Roy, Joint Dr. Sudha Acharya, Principal, ITL School,
Secretary, D/o sudhaacharya14@gmail.com
10:00 -11:30
Empowerment of
Ms. Sumita Chavare, School Psychologist, Air Force School, 9
Persons with
BRD, Pune Nagar Road, Chandan Nagar, Pune, Maharashtra
Disabilities, M/o
sumitadc1990@gmail.com
Social Justice and
Empowerment Dr. Sanjeev Kumar, Lecturer, DIET, Shamlaghat, HP
dietshimla@yahoo.co.in
sanjeev24778@rediffmail.com

5 13.09.2021 Innovative Mr. Joseph Emmanuel, Director (Academics) CBSE

(Monday) Pedagogy to joemmani@gmail.com
Promote Enjoyable
10:00 -11:30 Mr. Naresh Kumar, Lecturer(SN) Physics, GSSS Mahunag,
and Engaging
Distt Mandi Himachal Pradesh
Learning
nskatoch11@gmail.com
Mr. Rudra Pratap Singh Rana, Assistant Teacher, Village –
N. V. Varghese, Sakda P.O- Khadgawan Distt- Koriya PIN 497449
Vice Chancellor, rudrapratapsinghrana@gmail.com
NIEPA
Ms. K. Revathi, Teacher, Govt. Primary School,
Pillaiyarkuppam, No. 17, 4th cross, Kamarajarnagar,
Co-Chair: Ariyankuppam, Puducherry- 605007
T.S. Joshi, Director revathiguru1229@gmail.com
GCERT, Gandhinagar,
Gujarat

6 14.09.2021 Promoting Quality Sh. Rahul Pachori, Deputy Secretary, Ministry of Education,
(Tuesday) and Sustainable rahul.pachori@gov.in
Schools
10:00 -11:30 Mr. Yudhveer Tandon, State Awardee, Teacher, GPS, Anoga
Anamika Singh, IAS, District, H.P yudhveertandon24@gmail.com
Secretary, Basic
Education cum SPD, Ms. Manju Arif, Principal, Delhi Public School, Bangalore
Uttar Pradesh manjuarif@gmail.com

66
S. Theme and
Date / Theme Speakers
No Coordinator

Mr. Manit Jain, Co-founder, Heritage School, New Delhi

cofounder@theheritageschool.in

7 15.09.2021 Transforming the Dr. Praggya M. Singh, Joint Secretary (Academics) CBSE
(Wednesday) System of praggyamsingh.cbse@gov.in
Assessment: Holistic
10:00 -11:30 Ms. Anju Chazot, Founder and Director, Mahatma Gandhi
Progress Card
International School, Ahmadabad
Manoj Ahuja anju@mgis.in
Chairperson, CBSE
Mrs. Vasanthi Tyagarajan, Principal, Shishya School, Hosur,
Co-Chair: Tamil Nadu
A.P. Kuttykrishnan, Vasanthi_thiag@yahoo.com
State Project Director, Vasanthi.thiagarajan@shishyaschool.edu.in
Kerala
Mr. Parvinder Kumar, (State Awardee) Principal, GBSSS,
Tikri Kalan (Currently posted with Govt of NCT)
Parvinderkumar01976@gmail.com
coreacademicunit@gmail.com

8 16.09.2021 Stimulating Indian Prof. Saroj Sharma, Chairperson, NIOS

(Thursday) Knowledge System, cm@nios.ac.in
Arts and Culture
10:00 -11:30 Prof. Girishwar Misra, Ex Vice-Chancellor, Mahatma Gandhi
Harshad P. Shah, Antarrashtriya, Hindi Vishwavidyalaya, Wardha
Vice Chancellor girishwarmisra@gmail.com
Children’s University
Dr. Ameeta Mulla Wattal, Chairperson and Executive Director,
DLF Foundation Schools and Scholarships
Co-Chair: Rabin ameetam@gmail.com
Chettri, Director, Dr. Praveen Kumar Tiwari, Associate Professor, Department
SCERT, Sikkim of Education Mahatma Jyotiba Phule Rohilkhand University,
Bareilly
pktedu@gmail.com

9 17.09.2021 Reimagining Dr. Biswajit Saha, Director (Training & Skill Education), CBSE
(Friday) Vocational biswajitsaha@cbse.gov.in
Education and Skill
10:00 -11:30 Mr. Raj Gilda, Co-founder, Lend-A-Hand, India, Delhi
building
raj.gilda@lend-a-hand-india.org
Ms. Sheetal Bapat, Co-founder, Shyamchi Aai Foundation
Nirmaljeet Singh Kalsi Maharashtra,
Chairman, NCVET bapatsheetal@gmail.com
Co-Chairperson: Mr. Shaji B., Vocational Teacher, Kerala
Manish Sabharwal, shaji.nrd@gmail.com
Chairman, Team
Lease Services Ltd

67
 Annexure II

A BRIEF ON THE SUB-THEMES OF

SHIKSHAK PARV 2021
07 to 17 September 2021

Shikshak Parv 2021 Theme and those belonging to disadvantaged

The National Education Policy 2020 (NEP, groups and weaker sections the same
2020) was released on 29th July 2020 and opportunities of obtaining quality education
envisions providing quality education and as any other child. NEP-2020 is also in full
equitable access in a sustainable manner to sync with RPwD Act 2016 which mandates
all learners. During the last one year, schools that students with and without disability
have adopted many innovative practices to learn together and the system of teaching
ensure continuity of education at all levels and learning is suitably adapted to meet the
and to all learners in the prevailing COVID learning needs of students with disabilities.
2019 pandemic. In order to widely NEP-2020 mandates that by 2040 India
disseminate the learnings of the schools should have an education system that is
pertaining to quality, inclusive practices and second to none, with equitable access to the
sustainability, the theme of this year’s highest-quality education for all learners
Shikshak Parv has been chosen as “Quality regardless of social or economic
and sustainable schools-learnings from background. Many schools have already
schools in India”. For the purpose of taken initiatives to promote inclusive
encompassing all facets, the theme has been classrooms. The webinar to be held on this
further segregated into nine sub-themes as theme will focus on inclusive practices so
listed at 2.1 to 2.9 below. Beginning 06th that initiatives can be taken by other schools.
September, it is proposed to hold webinars
2. Technology in Education: NDEAR
of ninety (90) minutes duration on each of
the sub-themes. The Policy makers, The NEP, 2020 stresses that new
administrators, academicians, experts. circumstances and realities require new
school principals, head-teachers and initiatives. The recent rise in epidemics and
teachers will be invited to share their pandemics necessitates that we are ready
experience, learnings and provide a way with alternative modes of quality education
forward to realise the aspirations of NEP- whenever and wherever traditional and in-
2020. person modes of education are not possible.
In this regard, the NEP, 2020 recognizes the
Sub themes for Webinars importance of leveraging the advantages of
1. Nurturing Inclusive Classrooms technology while acknowledging its
potential risks and dangers. It calls for
Sustainable Development Goal 4.0 obliges carefully designed and appropriately scaled
India to “ensure inclusive and equitable pilot studies to determine how the benefits
quality education and promote lifelong of online/digital education can be reaped
learning opportunities for all” by 2030. In while addressing or mitigating the
tune with SDG goal, NEP-2020 provides downsides. (Para 24.1, NEP) National Digital
renewed impetus to inclusive and equitable Education Architecture is being envisioned
education (Para 6 of NEP). It refocuses the to be a digital infrastructure for Education
need to provide children with disabilities, that will help not only the government at
68
Centre, State and UTs but the entire 5. Innovative Pedagogy to Promote
education ecosystem including private Enjoyable and Engaging Learning
sector, non-profit and technology players to
enhance the quality of education in the NEP, 2020 mandates that the learning
country through innovation and should be holistic, integrated, inclusive,
experimentation. It is part of Govt of India’s enjoyable, and engaging. In order to
Digital India initiative and it endeavours to minimise rote learning and to encourage
make lives simpler for students, parents, holistic development and 21st century skills
teachers and administrators. such as critical thinking, creativity, scientific
temper, communication, collaboration,
3. Foundational Literacy and multilingualism, problem solving, ethics,
Numeracy: A Pre-requisite to social responsibility, and digital literacy,
Learning and ECCE curriculum, textbooks, pedagogy and
assessment shall be transformed by 2022. It
The ability to read and write, and perform stresses that in all stages, experiential
basic operations with numbers, is a learning will be adopted, including hands-on
necessary foundation and an indispensable learning, arts-integrated and sports-
prerequisite for all future schooling and integrated education, story-telling-based
lifelong learning. Accordingly, NEP, 2020 pedagogy, among others, as standard
accords highest priority to achieving pedagogy within each subject, and with
Foundational Literacy and Numeracy by all explorations of relations among different
students by Class 3. It stresses on the need to subjects. To close the gap in achievement of
develop a robust system of continuous learning outcomes, classroom transactions
formative/adaptive assessment to track will shift, towards competency-based
each student's learning. The early years learning and education. (Para 4, NEP-2020)
curriculum will be redesigned to have a
renewed emphasis and teachers to be 6. Promoting Quality and Sustainable
trained, encouraged, and supported to Schools
impart foundational literacy and numeracy
(Para 2 of NEP). The webinar on this sub A sustainable school adopts a "whole-
theme will focus on initiatives to improve school" approach; one that extends beyond
Foundational Literacy and Numeracy. the curriculum and addresses the entire
planning, operation and management of the
4. Culture of Innovation in our Schools school facility. School sustainability policies
can reinforce what is taught about
The world is undergoing rapid changes in sustainability in the classroom, improve the
the knowledge landscape. With various school's own carbon footprint and
dramatic scientific and technological strengthen public relations with the
advances, such as the rise of big data, surrounding community. A sustainable
machine learning, and artificial intelligence, school prepares young people for a lifetime
many unskilled jobs worldwide may be of sustainable living through its teaching and
taken over by machines. Education thus, day-to-day practices. In conformity with the
must move towards less content, and more concept of sustainable school, Para 4.23 of
towards learning about how to be creative the NEP lays stress on creating
and how to innovate. There is an urgent need environmental awareness on water and
to create a culture of innovations in the resource conservation, sanitation and
schools and make education more hygiene. With climate change, there will be a
experiential, holistic, integrated, inquiry- sizeable shift in how we meet the world’s
driven, discovery-oriented, learner-centred, energy, water, food, and sanitation needs,
discussion-based, flexible, and, of course, again resulting in the need for new skills.
enjoyable (NEP-2020, Introduction).
69
The initiatives taken by the schools to culture. The curriculum must include these
promote quality and sustainable practices components to make education more, useful,
will be deliberated during the webinar. and fulfilling to the learner. Para 22.2 of NEP,
2020 states that the promotion of Indian arts
7. Transforming the System of and culture is important not only for the
Assessment: Holistic Progress Card nation but also for the individual. Cultural
awareness and expression are among the
Para 4.35 of NEP recommends that the
major competencies considered important
progress card of all students for school-
to develop in children, in order to provide
based assessment, which is communicated
them with a sense of identity, belonging, as
by schools to parents, need to be completely
well as an appreciation of other cultures and
redesigned. The progress card will be a
identities. The initiatives being taken by
holistic, 360-degree, multidimensional
schools to promote arts and culture and the
report that reflects in great detail the
steps required to make these components
progress as well as the uniqueness of each
integrated with the curriculum will be
learner in the cognitive, affective, and
included in the webinar.
psychomotor domains. It will include self-
assessment and peer assessment, and 9. Reimagining Vocational Educational
progress of the child in project-based and and Skill-building
inquiry-based learning, quizzes, role plays,
group work, portfolios, etc., along with The NEP, 2020 aims to overcome the social
teacher assessment. The holistic progress status hierarchy associated with vocational
card will form an important link between education and requires integration of
home and school and will be accompanied by vocational education programmes into
parent-teacher meetings in order to actively mainstream education in all education
involve parents in their children’s holistic institutions in a phased manner. Beginning
education and development. The with vocational exposure at early ages in
experiences of schools in designing middle and secondary school, quality
innovative assessment, including those vocational education will be integrated
during prevailing COVID-2019 can be shared smoothly into higher education. It will
during deliberations on this sub-theme. ensure that every child learns at least one
vocation and is exposed to several more.
8. Stimulating Indian Knowledge This would lead to emphasizing on skill
Systems, Arts and Culture building, dignity of labour and importance of
various vocations involving Indian arts and
India is a treasure trove of knowledge
artisanship (Para 16.4, NEP, 2020)
developed over thousands of years and
manifested in the form of arts, literature and

70
 Annexure III

माननीय प्रधानमंत्री जी का संबोधन17

07 ससतम्बर 2021
आज 07-09-2021 प्रधानमंत्री ने शिक्षक पर्व का उद् घाटन सीखने के संदभव में है । इस सांकेशतक भाषा के िब्दक ि क
शकया। इस कायवक्रम में माननीय प्रधानमंत्री, शिक्षा मंत्री, कई यूशनर्सवि शड्जाइन फॉर िशनिंग (UDL) के ढां चे में तैयार शकया
सरकारी िैशक्षक संस्थाओं के शनदे िक ं और अध्यापक ं ने गया है । प्रधानमंत्री ने कहा शक ‘शकसी भी राष्ट्र के शर्कास के
भाग शिया। कायवक्रम की िुरुआत में शिक्षा मंत्री धमेन्द्र प्रधान शिए शिक्षा का समान और समार्ेिी ह ना आर्श्यक है। दे ि
ने सभी का स्वागत और साथ ही कायवक्रम की भूशमका और की शिक्षा क शर्स्तार दे ने के उद्दे श्य से टॉशकंग बुक (ब िती
उद्दे श्य क प्रशतपाशदत शकया। प्रधान जी ने शिक्षक शदर्स क शकताबें) क िाशमि शकय जा रहा है । यूड्ीएि शड्जाईन पर
शिक्षक पर्व की तरह मनाए जाने क आधार मान कर राष्ट्रीय शनशमवत िब्दक ि में 10000 िब्द ं क सां केशतक रूप शदया
शिक्षा नीशत 2020 के शर्षय में बताया जहााँ उन् न ं े कहा शक गया है । शजसका सीधा िाभ 13 िाख उन शर्द्याशथवय ं क
‘राष्ट्रीय शिक्षा नीशत 2020 के केंद्र में शिक्षक हैं ।’ इस कायवक्रम शमिेगा ज शकसी न शकसी रूप से शर्िेष दजे में आते हैं ।
में प्रधानमंत्री ने पां च नए प्र जेक्ट िॉन्च शकए। इसके साथ ही दृशष्ट्हीन और दृशष्ट्बाशधत छात्र ं के शिए ऑशड्य
बुक्स का भी शनमाव ण शकया गया है । ज एनसीईआरटी के दीक्षा
• UDL ढांचा आधाररत ISL शब्द कोश
प टव ि पर उपिब्ध हैं । इसमें 2000 पाठ िाशमि शकए गए हैं
• TALKING BOOKS बोलती सकताबें साथ ही शिक्षक पर्व पर आजादी के अमृत मह त्सर् के उपरां त
प्रधानमंत्री ने कहा शक ‘आजादी के सौ र्षों के बाद का भारत
• सनष्ठा 3.0 सनपुण भारत कैसे ह गा, उसकी नींर् हमें आज रखनी ह गी। उसके शिए
नए संकल्प िेने ह ग ं े, साथ ही आज ज य जनाएं बनाई गई है
• सिद्ांजसल 2.0
उसी के आधार पर यही य जनाएं भशर्ष्य के भारत क आकार
• स्कूल क्वासलटी असेसमेंट एं ड एश्योरें स फ्रेमिकक दें गी।’

इसके बाद सनष्ठा 3.0 ‘सनपुण भारत’ प्र जेक्ट के

इस कायवक्रम में राष्ट्रीय शिक्षा नीशत के ड्र ाफ्टं ग कशमटी
शर्षय में चचाव की गई। इस प्र जेक्ट में शजिे के सभी प्राथशमक
के अध्यक्ष और सदस्य भी मौजूद रहे ।
शर्द्यािय ं में पढाने र्ािे शिक्षक ं का फाउं डेशनल सलटर े सी
जैसा शक हम सभी जानते हैं शक राष्ट्रीय सशक्षा नीसत एं ड न्युम्रेसी क ध्यान में रखते हुए प्रशिक्षण ह गा। शनष्ठा समग्र
(एनईपी) 2020 जुिाई जारी की गई है । नीशत का उद्दे श्य शिक्षा के अंतगवत शिक्षा मंत्रािय भारत सरकार द्वारा संचाशित
भारत में स्कूिी शिक्षा क बदिना है । यह नीशत शिक्षा क्षेत्र के एक समेशकत कायवक्रम है । यह शिक्षक ं के क्षमता संर्धवन पर
शिए कई पररर्तवनकारी शर्चार ं की शसफाररि करती है , बि दे ती है । इसमें तीन र्षव से िेकर आठ र्षव तक के बच् ं
शजसका हर नागररक पर प्रभार् पडे गा। इसशिए हमारे क प्री-शिक्षा शमि सके उसके शिए जरुरी कदम उठाने की
शिक्षक ं के शिए स्कूिी शिक्षा से जुडे हर पहिू क बारीकी से चचाव की गई है । भारत बीते कुछ र्षों से शिक्षा के क्षेत्र में नए
समझना बहुत जरूरी है । नए शनणवय िे रहा है शजसका पररणाम राष्ट्रीय शिक्षा नीशत
(एनईपी) 2020 है । प्रधानमंत्री ने कहा ‘व्यये कृते िधकते एि
प्रधानमंत्री ने शिक्षक ं और र्चुवअि म ड् में जुडे बहुत
सनत्यम्, सिद्ाधनं संिकधनं प्रधानम्।। अथाव त शर्द्या सभी
से गणमान्य व्यफ्िय ं क संब शधत शकया। साथ ही राष्ट्रीय
सम्पशतय ं में श्रेठ है ।’ दे ि ने ‘सबका साथ सबका सिकास
पुरस्कार प्राप्त शिक्षक ं क बधाई दी। शर्द्याशथवय ं क संब शधत
सबका सिश्वास’ के साथ ‘सबका प्रयास’ का संकल्प शिया
करते हुए कहा शक ‘इस उत्साह क बनाए रखते हुए क र ना
है , शजसे अध्यापक और शिक्षा से जुडे व्यफ्ि पूरा करने में
के प्र ट कॉि क भी ध्यान रखना है और शनयम ं का पािन
सहय ग कर रहे हैं ।
कडाई से करना है ।’ िॉन्च शकए जाने र्ािे प्र जेक्ट में पहिा
ISL आई एस एि प्र जेक्ट था ज भारतीय सां केशतक भाषा

* प्रसतिेदक- प्रो. संध्या ससंह, अध्यक्षा, भाषा सशक्षा सिभाग , एन.सी.ई.आर.टी.

71
 इसके बाद सिद्ांजसल 2.0 के शर्षय में बात की गई शसद्ध ह गी। यह प्लेटफ मव सामाशजक अनुभर् और
ज शिक्षा मंत्रािय, भारत सरकार द्वारा दे ि भर के स्कूि ं में सृजनात्मक शिक्षा क प्रभार्ी बनाएगा
सामुदाशयक और शनजी क्षेत्र की भागीदारी के माध्यम से स्कूि ं
प्रधानमंत्री ने यह बताया की अनाशद काि से
क मजबूत करने के उद्दे श्य से की गई एक पहि है । यह पहि
सां केशतक भाषा किा और संस्कृशत का शहस्सा रही है और
स्कूि ं क शर्शभन्न स्वयंसेर्क ं से ज डे गी, जैसे युर्ा पेिेर्र,
आज इस सां केशतक भाषा क पाठ्यक्रम में िगाया जा रहा है।
सेर्ाशनर्ृत्त शिक्षक, सेर्ाशनर्ृत्त सरकारी अशधकारी और कई
अध्यापक ं के शर्षय में प्रधानमंत्री ने कहा की ‘दृष्ट्ान्तो नैि
अन्य ज सिद्ांजसल 2.0 में रुशच रखते हैं । इस का मुख्य
दृष्ट्स्त्रिभुिन जठरे सद् गुरोर्ज्ाकनदातुुः’ अथाव त तीन ं ि क में
उद्दे श्य दू र दराज इिाक ं और गरीब बच् ं क शर्द्यादान दे ना
ज्ञान दे ने र्ािे गुरु के शिए क ई उपमा नहीं शदखाई दे ती है।
है । इस कायवक्रम क सरकारी स्कूि ं में सह-िैशक्षक
साथ ही इस पर भी ज र शदया शक तेजी से बदिती शिक्षा
गशतशर्शधय ं क मजबूत करने के उद्दे श्य से शर्शभन्न क्षेत्र ं के
पद्धशत में शिक्षक क भी नई-नई चीजे सीखनी ह ग ं ी। इसी
स्वयंसेर्क ं क िाशमि करने के शिए शड्जाइन शकया गया है।
कडी में अपनी यात्राओं का अनुभर् साझा करते हुए प्रधानमंत्री
भारत में जनभागीदारी राष्ट्रीय चररत्र का रूप िे रही है । इसी
ने कहा शक भूटान और सऊदी जैसे दे ि ं में भारत से गए
चचाव के साथ ट क्य ओिफ्म्पक्स और पारा ओिफ्म्पक्स से िौटे
अध्यापक ं ने पढाया। यह बात स्वयं र्हां के राजाओं ने
फ्खिाशडय ं से अनुर ध शकया शक र्े कम से कम 75 शर्द्यािय ं
प्रधानमंत्री से साझा शकया। पढाए जाने र्ािे व्यर्साय क शसफव
में जाएाँ और र्हां के छात्र ं में प्र त्साशहत करें । स्थानीय शिक्षक ं
व्यर्साय न मानकर उसे संर्ेदना से ज ड कर दे खना चाशहए।
की मदद से सामाशजक संर्ाद स्थाशपत करें ।
ज खुद एक नैशतक और पशर्त्र कतवव्य है । इसी कारण हमारे
इसके बाद स्कूल क्वासलटी असेसमेंट एं ड दे ि में शिक्षक और शर्द्याथी के बीच व्यासाशयक ररश्ता न ह
एश्योरें स फ्रेमिकक (SQAA) क िॉन्च शिया गया ज बच् ं के कर पाररर्ाररक ररश्ता बन जाता है और ये सम्बन्ध सम्पूणव
जीर्न में बदिार् िाने की शदिा में एक सामूशहक प्रयास है । जीर्न का सम्बन्ध ह ता है । आधुशनक शिक्षा जगत में हमें खुद
र्तवमान र्ास्तशर्कता का आकिन, सामूशहक रूप से एक के शिए अर्सर तिािना ह गा। पढने और पढाने के तरीक ं
िक्ष्य की आकां क्षा करना, संर्ाद ं क प्रशतशबंशबत करना और में शनयशमत रूप से पररर्तवन करते रहना ह गा। इस शिक्षक
आरं भ करना, पहचानना और बडे पैमाने पर जशटिताओं क पर्व के तहत 17 शसतम्बर तक अिग-अिग शर्षय ं पर अनेक
प्रभार्ी ढं ग से शनपटने का सूत्र दे ती है । शर्द्यािय ं और सरकरी संस्थाओं में सेशमनार और कायविािाएं
आय शजत की जाएाँ गी। कायवक्रम के अंत में प्रधानमन्त्री ने सभी
एनडीईएआर प्लेटफ मव का उल्लेख करते हुए
का धन्यर्ाद शकया। उद् घाटन सत्र की समाफ्प्त की घ षणा
उन् नं े कहा शक यह असामनता और भेदभार् क दू र करने
करते हुए शिक्षा मंत्री धमेद्र प्रधान जी ने प्रधानमंत्री जी का
में महत्वपूणव प्रयास है और यह नीशत िागू करने में सहायक
आभार व्यि शकया।

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 Annexure IV

ADDITIONAL INFOGRAPHICS OF SELECT WEBINARS

1. 8 September 2021 – Technology in Education – NDEAR

2. 9 September, 2021- Foundational Literacy and Numeracy: A Pre-Requisite To Learning and ECCE

73
3. 10 September 2021 – Culture of Innovation in our Schools

4. 11 September 2021 – Nurturing Inclusive Classroom

74
5. 14th September 2021- Promoting Quality and Sustainable Schools

6. 16TH September 2021 – Stimulating Indian Knowledge System, Arts and Culture

75
7. 17TH September 2021 – Reimagining Vocational Education and Skill building

76
Notes

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