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TRT - 2012Category of Post: Language Pandit - Oriya
Syllabus
Part - IGENERAL KNOWLEDGE AND CURRENT AFFAIRS (Marks: 10)
Part IIPERSPECTIVES IN EDUCATION (Marks: 10)
1. Education: Meaning, Aims of Education, Functions of
Education, Types ofEducation; Constitutional Provisions, important
articles and theirEducational implications for General and disabled
population;Universalization of Elementary Education - Schemes and
Programmes toachieve UEE like OBB, APPEP, DPEP, SSA, Open schools,
Mid-day-Meals;Recommendations of various committees and commissions
during pre-independent and post-independent period
2. Teacher Empowerment: Meaning, interventions for
empowerment,Professional code of conduct for teachers, Teacher
motivation, Professionaldevelopment of Teachers and Teacher
organizations, National / State Level
Organizations for Teacher Education, Maintenance of Records and
Registersin Schools.
3. Educational Concerns in Contemporary India :Inclusive
Education: Conceptual Clarification and Definition,
Prevalence,Myths & Facts, Characteristics, Classification &
Types, Importance of EarlyIdentification and Assessment, Planning
Inclusive Education, Programmingand Classroom Management in
Inclusive Education, Evaluation,Documentation and Record
Maintenance, Psycho-Social management,Awareness & Sensitization
Strategies;Environmental Education: Concept, Objectives of
Environmental Education,Environment and Natural Resources;
Environmental Pollution causes andeffects and measures for the
protection of environment, Development ofEnvironmental Values
through Environmental Education.Literacy: Saakshar Bharat Mission,
National Programme for Education ofGirls at Elementary Level
(NPEGEL)School Health Programme, Disaster Management, Population
Education,Adolescence Education and Life Skills, Liberalization,
Privatization andGlobalization, Value Education
4. Acts / Rights : Right of Children to Free and Compulsory
Education Act,2009 and Andhra Pradesh Right of Children to Free and
CompulsoryEducation Rules 2010, Child Rights, Human Rights
5. National Curriculum Framework, 2005 : Perspective, Learning
andKnowledge, Curricular Areas, School Stages and Assessment,
School andClassroom Environment, Systemic Reforms
Part I IIContent (Marks: 44)
1 . L a , mML , ` ] , e Q_Qe[ , D~ h , ` a e j = B [ ] r ( L \ j
e ) , j t b aL, ah i h
2 . L , ml Z , a a e Z B [ k j ,` e Z , ` a u , L a , D` _ j` a
_ , L \ , j-]L, _au, `[mM_
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Sa _ - Qe [ , A [ L \ , _VL , j c l 3 . A ^ _ L j k [ e a i
a
b a - L a [ , @b ] - L a [ , j k [ l [ eL , a ] , ] f [ a ] , j
MmON 4 . J X A b i D` e @_ b i e b a -
j [ , B e S , a = f , [ mN , k t 5 . b i e : - h f mM - b i , Nx
L , aa k e L ,` ] h L , A ^ _ L , j e - c c b i
6 . b i - @hDn e Z , ^ _ , ^ _ - D ` r , h v , @\ , _ _ \ ` d ]
, a r , h v - ` e Z c , @\ - ` e Z c[ c , [ b a , ] h , a L , a L -
b ] , _ c Z, j u , j c j , Rf , aL e Z - ` e b i
7 . ` W_ - @a Nk _ (Comprehension)
Part IVTeaching Methodology (Marks: 16)1 . b i - a a b a _ ,c [
b i , c [ b i - a _ - ml 2 . b i _ Z 3 . a _ - ` w [ 4 . ` WL c d
S_ , j k W L d L c5 . a _ - @b j D` L e Z , a ] - [ h
( T e a c h i n g - l e a r n i n g ma t e r i a l )6 . c m*
_
