Saturday, 23 February 2019

Guidelines of Rashtriya Avishkar Abhiyan (Department of School Education and Literacy)



File No. 
Government of India 
Ministry  of Human Resource Development 
(Department of School Education and Literacy) 






Rashtriya  Avishkar Abhiyan 

In  pursuance  of  the  focus  on  connecting  school  based  knowledge  to  life  outside  the  school  and making  learning  of  Science  Mathematics  a  joyful  and  meaningful  activity,  to  bring  focus  on innovation  and  use  of  technology,  the  Ministry  of  Human  Resource  Development  has  set  up  the Rashtriya  Avishkar  Abhiyan  (RAA)-  a  convergent  framework  that  aims  at  nurturing  a  spirit  of inquiry  and  creativity,  love  for  Science  and  Mathematics  and  effective  use  of  technology amongst  children  and  encourage  those  who  show  an  inclination    and  talent  for  these  subjects  to be  encouraged  and supported  to heights  of  academic  excellence  and  research. 

Rashtriya  Avishkar  Abhiyan  will  target  students  in  the  age  group  of  6  -  18  years  and  in  turn  the execution  of  RAA  will  span  across  MHRD’s  schematic  interventions  of  Sarva  Shiksha  Abhiyan, Rashtriya  Madhyamik  Shiksha  Abhiyan  in  the  Department  of  School  Education  &  Literacy  and programmes  and  schemes  of  Department  of  Higher  Education  to  encourage  Science, Mathematics &  Technology.


Background  to RAA 

Science,  Technology  and  Innovation  have  emerged  as  the  major  drivers  of  national  development globally.  India,  with  its  near  universalisation  of  access  in  school  education  and  expanding  Higher Education  and  Scientific  institutions  both  under  the  government  and  private  sectors,  wants  to give  a  direction to drive  future  innovations by  encouraging children in  exploration, discovery  and innovation  to support a  climate  of innovation by  teachers  and students at school level.

The  Kothari  Commission  (1964)  noted  that  the  destiny  of  this  country  is  shaped  in  the classrooms  and  laboratories  of  schools,  colleges  and  universities.  India’s  Curriculum  Framework recognises  connecting  knowledge  to  life  outside  the  school  and  notes  that  learning  takes  place both  within  school  and  outside  school  and  seeks  to  design  learning  tasks  beyond  textbooks  and schools. 

The  Yashpal  Committee  report  (1993)  Learning  without  Burden  expressed  concern  over  the esotericisation  of  Science  also  on  the  tendency  embedded  in  the  syllabi  and  textbooks  to accelerate  children's  mathematical  skills  by  teaching  mechanical  rules  at  the  expense  of understanding.


Aim 

While emphasising the primacy of the schools and classroom transactions, the RAA aims to leverage the potential for science, mathematics and technology learning in non-classroom settings. Beyond the four walls of a classroom, opportunities for science, mathematics and technology learning abound.

Accordingly, the ‘Rashtriya Avishkar Abhiyan (RAA)” is planned to provide nourishing and nurturing support to and a platform for schools in a dual track approach to make Science, Mathematics and Technology exciting to children and encourage them to have an enduring interest both inside classroom and outside classroom activities.  


Objectives

 To enable children to become motivated and engaged in Science, Mathematics and Technology (SMT) through observation, experimentation, inference drawing, model building, rational reasoning, testability etc.

 To create curiosity, excitement and exploration among school children in Science, Mathematics and Technology.  To create a culture of thinking, inventing, tinkering and doing to promote enquiry based learning in Schools.

    To achieve learning levels appropriate to the class of study in Science and Mathematics.

    To encourage and nurture schools to be incubators of Innovation.


Target Age group, Classes and Schools 

Major  interventions  under  RAA 

(I)      Systemic improvements in  the  School System 

  Teacher  Preparation  for  Science,  Mathematics  and  Technology:  Pre-Service  and  InService

  Assessment design  for  Science  and Mathematics  for  students 

  Recruitment of Science  and Mathematics Teachers.

  Strengthening  School Science  Laboratories and  Mathematics  Laboratories

  Provision of teaching-learning  equipments  and supplementary  books/materials to enhance Science  and Mathematics  transaction in classrooms.

  Use of Technology  in Science  and Mathematics teaching

  Development of  resource  materials

  Strengthening  teacher support institutions and in the  use of technology

  Effective  classroom transaction : teaching  –  learning.

(II)   Initiatives to encourage  Science, Mathematics through  alternative strategies 

  School Mentoring  for Science  &  Mathematics teaching  by  Higher Education  Institutions.

  Teacher Circles on Science,  Mathematics  and Technology

  Science/Mathematics Clubs for  Children

  Expand  outreach  of  programmes  of  Ministry  of  Science  and  Technology  to  promote science  learning.

  Participation  of  Students in  Inter-school,  State/National  Maths  and  Science  Competitions/ Olympiads etc.

  Organised visits to Science  Museums and Science  fairs and Mathematics  Melas.

  Parents and community  sensitisation.









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