National Seminar on

“Responsive Teacher Education & Research: Demand and Solutions to Complement"

Dated: 29-31 January 2018

Report

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1. izks- ,e-,- [kknsj] Ex HoD Curriculum Group, NCERT, New Delhi

2. izks- ,u- iz/kku] Principal, RIE Bhopal 3. izks- ch-ih- Hkkj}kt] Professor] Department of Teacher Education, NCERT, New

Delhi 4. izks- eqds'k oekZ , Vice Chancellor, Swami Vivekananda Technical University, Bhilai 5. Jh vfouk'k vkoVs] Child Foundation, Mumbai 6. MkW- VªkW; csyh] MLE Expert, Jharkhand 7. MkW- ,l-,-eksbu] Former Director, Distance Education, SCERT Bihar 8. MkW- /khj f>xaju] Language Learning Foundation

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'kks/k i=ksa dk izLrqrhdj.k & 29'kks/k i=ksa dk izLrqrhdj.k & 29'kks/k i=ksa dk izLrqrhdj.k & 29'kks/k i=ksa dk izLrqrhdj.k & 29----01010101----2018201820182018 Sub Theme- Innovation in Teacher Education Curriculum

1. Study on Reflection of Student-Teachers upon two year B.Ed.

Curriculum – Dr.B.V.Ramana Rao & Dr. A.K. Poddar, Assistant Professor, I.A.S.E. Bilaspur Findings- • Sharp decline in the intake of B.Ed. programme after implementation of 2

year B.Ed. Programme • The increase in duration of the Teacher Preparation Programme is in

accordance with the Teacher Education programme of all developed countries.

• The focus of the 2 year B.Ed. Programme is society and its Education by knowing self and social requirements.

• Considerable amount of time is being provided for acquiring teaching and learning aspects taking into consideration of various differences among the children.

• Bridging the gap among the different socio-economic classes and gender difference in the society is being addressed by 2 year curriculum.

• Increased duration of internship and practice teaching and practicum provides sufficient insight to the student teachers about the learning aspects of the students.

• The opinion of student teachers about the structure of two years B.Ed. programme is positive.

• Two years B.Ed. programme is providing opportunities to student teachers to know their strengths and weaknesses, understanding the children and their background, knowledge base they have, the individual differences the children have, use of ICT and assessment.

2. Provision of Assistive Technology at Pre-Service Teachers’ Training Programs:Mr. Shabbir Ahmed, Research Scholor, Jamia Milia Islamia, New Delhi Findings- • In the entire curriculum of B.Ed. Special, there is not even a single unit

focusing on the definition, characteristics as well as categorization of assistive technology. At M.Ed. special level where a paper titled “Application of Advanced Technology and Persons with Visual

Impairment” discusses the concept, need and importance of assistive technology, its types and special role for facilitating empowerment of persons with visual impairment.

• Terms such as technology, assistive device, and assistive technology have been used interchangeably in the course curriculum. The term AT (at both levels—B.Ed. Special and M.Ed. Special) is particularly mentioned in specialization papers of visual impairment, whereas papers meant for learning disability course use the term technology or assistive device.

• The course curriculum is simply limited to definitions, classification and characteristics of these cross disabilities. It does not mention the kind of AT required to deal with these cross disabilities.

• The curriculum does not put special focus on AT. Neither it adequately offers exposure of AT, nor does it give enough knowledge of how to use AT in classrooms.

• The course curriculum is only focused on ATs required for the visually impaired and the learning disabled, the two specializations that the institution currently offers.

3. A Suggestive Model to augment quality in In-Service Education for Teachers through Distance: A Field based Experience; Ms. Anjali kumari, Researh Fellow Guru Ghasidas Vishwavidyalay, Bilaspur Findings-

• On the basis of suggestions obtained from the stakeholders and field experience researcher has proposed a model which will help the planners to design the INSET programme to cope up with the needs of stakeholders.

• The suggested model has following three major components : o Planning and Designing of the programme – this includes the study

of the following three things � Target Population � Demands – local and global � Training Objectives

o Execution of the programme - This component incorporates the two major things-

� Developing learning materials � Transaction Strategies

o Assessment and auditing of programme – The assessment of the effectiveness of the programme is done at three levels

� Trainees’ assessment � Resource persons’ assessment

� Overall program audit

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Findings-

NCTE }kjk fu/kkZfjr u;s ikB~;dze ds rgr िश ाथ foxr 02 o"kksZ ls 'kkyk vuqHko dk;Zdze esa viuh lfdz; lgHkkfxrk ns jgs gSa] ftlesa dk;Zdze ds mn~ns’;ksa ds vuq:i visf{kr ifj.kkeksa dh izkfIr okafNr Lrj ij ugha gSA 'kkyk vuqHko dk;Zdze ds nkSjku lqijokbtjksa ,oa izf’k{kkfFkZ;ksa ls izkIr QhMcSd] Mk;jh ,oa reflective diary rFkk ekSf[kd ppkZ ds nkSjku izkIr vuqHkoksa dk fo’ys"k.k djus ij dk;Zdze dh izHkko’khyrk dks izHkkfor djus okys fuEu dkjdksa dh igpku dh xbZ &

• fo|ky; dh okf"kZd dSys.Mj esa ch-,M- ikB~;dze ds vUrxZr 'kkyk vuqHko dk;Zdze dks LFkku ugha fn;k tkrk gSA

• lqijokbtj] esaVj ,oa izf’k{kkfFkZ;ksa ds e/; Ik;kZIr communication dk vHkko gS ftlls fopkjksa dk vknku&iznku] okrkZyki] ppkZ] vkfn ugha gks ikrh gSA

• izf’k{kkFkhZ izi= v ls n rd izi=ksa dks Hkjus dh vkSipkfjdrk iw.kZ djus rd gh lhfer jgrs gSaA os bu izi=ksa ds fufgrkFkZ dks xaHkhjrk ls ugha ysrs blh izdkj esaVj ,oa lqijokbtj Hkh gLrk{kj djrs le; xaHkhjrkiwoZd Hkjs gq, izi=ksa dk v/;;u ugha djrsA

• fo|ky;ksa }kjk Nk=k/;kidksa dks Hkkoh f’k{kd ds :i esa vuqHko iznku djus ds LFkku ij vfrfjDr lalk/ku ds :i esa mi;ksx esa yk;k tkrk gSA

• fo|ky;ksa ds esaVlZ dk egkfo|ky; }kjk Ik;kZIr ,oa lrr~ mUeq[khdj.k ugha gksus ds dkj.k os 'kkyk vuqHko dk;Zdze ds mn~ns’;ksa dks le> ugha ikrs gaS vkSj os izf’k{kkfFkZ;ksa dks Hkyh izdkj facilitate ugha dj ikrs gaSA esaVj dk ijaijkxr d{kk dk voyksdu izf’k{kkfFkZ;ksa dks fo’ks"k ykHk ugha igqapk ikrk gSA

• izf’k{kkfFkZ;ksa dks pedagogical intervention dk izHkko ns[kus dk volj miyC/k ugha gks ikrk gSA os ijaijkxr :i ls v/;kiu dj jgs esaVj dh d{kk dk voyksdu dj Lo;a Hkh mlh ijaijkxr rjhds ls v/;kiu djus gsrq izsfjr gksrs gaSA

• 'kkyk vuqHko ls rkRi;Z iw.kZdkfyd f’k{kdh; dk;Z ds vuqHko ls gS ijUrq fo|ky; के

अ यापन के अित र vU; xfrfof/k;ksa gsrq izi=ksa esa dksbZ LFkku ugha gS । इसस े 'kkyk

vuqHko dk;Zdze dk mn~ns’; iw.kZ ugha gks ikrk gSA

• 'kkyk vuqHko dk;Zdze dh iwoZ rS;kjh gsrq dksbZ dk;Zdze fu/kkZfjr u gksus ds dkj.k Supervisor, Mentor, Principal ,oa Nk=k/;kid] lHkh vk/kh&v/kwjh rS;kjh ds lkFk 'kkyk vuqHko dk;Zdze esa tkrs gSa ,oa izi=ksa को vk/kh&v/kwjh le> ds lkFk Hkjrs gaSA

• 'kkyk vuqHko dk;Zdze ds nkSjku Nk=k/;kidksa }kjk vftZr vuqHkoksa के मापन क कोई व था नह ह।ै

• Nk=k/;kidksa }kjk fn;s tkus okys Feedback esa u rks fparu’khyrk gksrh gS vkSj u gh lq/kkj ;k Lofodkl dh lEHkkouk,a gksrh gSaA

Sub Theme-ICT Enabled Teacher Education 4. Technology-Pedagogy-Content Integration; Mr.Sanjay Gulati, ICICI

Foundation for Inclusive Growth, Raipur (Chhattisgarh) Findings-

• Technologies are driving necessary and inevitable changes throughout the

educational arena.

• Technology further complicates the teaching by introducing new

variables.

• Teacher educators should develop new ways of comprehending and

accommodating this complexity.

• Technology education should move away from technology literacy.

• The TPACK framework , which explains the interrelationship between

technology, pedagogy, and content , describes how effective teaching

with technology is possible.

• Contextual understanding of technology is necessary for its effective

integration.

6. Multimedia Text Books (MMTs) - To replace printed text books for better comprehension of the subject:Mr. A.K.Somasekhar, Sr. Technical Director, National Informatics Centre

Findings- • Multi Media Textbooks are the exact replica of printed text books but

delivered in Multi Media Format, in digital form. Time has come to

replace printed text books with MMTs.

• MMTs are read on a personal phone using MMT app specially designed

for that. There would be one time optional registration to identify the

student with the devices. The topics viewed, time spent on MMTs, test

taken and the student's performance shall be captured. The app can also

find out how attentively the MMT is viewed by just by posing simple

questions on what has been just told, at random timings during the session.

Suppose 10 questions are asked in a session and nine have been answered

correct we can conclude that the MMT is vied with 90 % attention. The

data analytics shall help improve the content, delivery and also give an

understanding of regional differences and requirements

• It is expected that MMTs shall improve interest students in going through

text book content and hence improve learning outcomes.

7. The Teacher App: Mr. Vinod Karate , CEO & Founder

1. Content Creation

• Key learnings from our content strategy impacting the ecosystem.

• Author fellowship- Collaborations with professionals from the education

sector to author content Dream Team- Collaborations with organizations

interested in building digital learning experiences.

2. Building a Platform

• A 2.0 Version of TheTeacher App platform

3. Distribution

• Results from our partnership with the States of Madhya Pradesh and

Chhattisgarh Progress of National Teacher Platform and our contribution

to the same.

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mi;ksfxrk ds izfr Nk=k/;kidksa dh larqfmi;ksfxrk ds izfr Nk=k/;kidksa dh larqfmi;ksfxrk ds izfr Nk=k/;kidksa dh larqfmi;ksfxrk ds izfr Nk=k/;kidksa dh larqf""""V ds lanHkZ esa ,d v/;;u% Jh fnus’k tSu]V ds lanHkZ esa ,d v/;;u% Jh fnus’k tSu]V ds lanHkZ esa ,d v/;;u% Jh fnus’k tSu]V ds lanHkZ esa ,d v/;;u% Jh fnus’k tSu]

O;k[;krk O;k[;krk O;k[;krk O;k[;krk mUur f’k{kk v/;;u laLFkku] fcykliqj ¼NmUur f’k{kk v/;;u laLFkku] fcykliqj ¼NmUur f’k{kk v/;;u laLFkku] fcykliqj ¼NmUur f’k{kk v/;;u laLFkku] fcykliqj ¼N----xxxx----½ ½ ½ ½

fu"d"kZ&fu"d"kZ&fu"d"kZ&fu"d"kZ&

• f’k{kd izf’k{k.k laLFkkuksa esa vkbZ-lh-Vh- ds midj.kksa ds vUrxZRk dsoy dEI;wVj dks gh Ik;kZIr le>k x;k gS tcfd f’k{kd izf’k{kdksa dks izf’k{k.k ds fy;s vU; midj.kksa dh t:jr iM+rh gS og miyC/k ugha gSa] dsoy ,d izf’k{k.k laLFkk esa LekVZ cksMZ miyC/k Fkk ij mldk Hkh mi;ksx Nk=ksa ds chp dHkh ugha gqvk

• vkbZ-lh-Vh-midj.k ds leLr lalk/ku vyx&vyx foHkkx ;k O;fDr ds ikl gksus ds dkj.k izf’kf{kr O;fDr dks Hkh og midj.k mi;ksx gsrq miyC/k ugha gks ik jgk gSaA

• lHkh f’k{kd izf’k{kdksa ds fy;s lIrkg esa de ls de nks d{kk;sa vkbZ-lh-Vh- vk/kkfjr gksa vkSj mUgsa izf’k{k.k ds lkFk leLr lalk/ku miyC/k djk;s tkosA

• Nk=k/;kidksa dks Hkh vius vH;kl izf’k{k.k ds nkSjku de ls de 5 izfr’kr d{kkvksa dk v/;kiu vkbZ-lh-Vh-vk/kkfjr dj fn;k tkos rkfd Nk=k/;kid ikB~;dze esa ’kkfey vkbZ-lh-Vh- ds O;kOgkfjd mi;ksx dks le> ldsaA

• midj.kksa dh miyC/krk ;fn vH;kl ’kkykvksa esa u gks rks izf’k{k.k laLFkk ckjh&ckjh ls bls mUgsa miyC/k djk;s] ftlls os vH;kl ’kkykvksa esa bldk mi;ksx dj lds A

• f’k{kd Izkf’k{kdksa dks vkbZ-lh-Vh- midj.kksa dk izf’k{k.k fn;k tkuk pkfg;s ,oa Ekfgyk f’k{kd izf’k{kdksa dks blds mi;ksx gsrq izsfjr djuk pkfg;s] bl ckr ls voxr djk;k tkos fd dksbZ Hkh rduhdh mUgsa lqfo/kk gh iznku djsxha izkjfEHkd Lrj ij dfBukbZ gks ldrh gS] ijUrq vkxs ds fy;s vR;Ur lqfo/kktud gksxh A

• Nk=k/;kidksa dks Hkh vkbZ-lh-Vh- ds ek/;e ls vius fo"k;oLrq ds laxzg.k ds fy;s izsfjr djsa blls muesa larqf"V Lrj esa o`f/n gksxhAAAA

fnukad&30fnukad&30fnukad&30fnukad&30----01010101----2018201820182018 Sub theme-Practice and Progressive Pedagogy

9. Constraints in realizing Lingustically Sensitve Practices: A study of Teacher –Dr. Uma Maheshwari Chimirala, Hydrabad

Findings-

• The study confirms that teachers could be key players in recognising

learners languages either as a resource or as an impediment and that

they could play a significant role as agents of change in multilingual

classrooms, provided that teachers be allowed to uncover, analyse and

question ideologies.

• Teachers are subjected to inservice training sessions that advocate

selected methodologies and techniques as sacrosanct sure-shot

practices for developing English capability; one cannot but note the

varied and conflicting discourses within the data. Some teachers despite

recognising learner’s multilingual resources as cognitive assets are

apprehensive about using them for pedagogy since, according to them;

neither their training nor their own education has not warranted it.

• The reasons for this inability range from the hegemonic position

held by English (over other languages) to knowledge gaps in in-service

and pre-service training that impact transference of knowledge to real

life classrooms, for scaffolding teaching learning and assessment for

learning.

• Courses in teacher education have to be designed so that teachers

instead of becoming a cog in the Policy Wheel (Mohanty, 2012) are

aware of their own ideologies and contribute to their learners

empowerment and self-regulated access to educational opportunities.

10. Life Skills Education in Schools - Ms. Nupur Rastogi, Bachlor in Library and Information Science, IGNOU, Noida

Findings-

• Life skills are basic components to live a qualitative life for everyone, a

life that is much more than a mere survival.

• Even International organizations from WHO to UNICEF has

acknowledged its significance in developing a healthy human resource

that not only support a family but also boosts the economy of any

country.

• With globalization, India is also leaving no stone unturned to empower

its youth by inculcating Life skills in the school curriculum. It has been

an essential learning tool for better survival, better attitude

development and better life and thus overcoming the challenges, it can

create a huge impact in the lives of the students and thus in the

qualitative well being of the country.

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• LofufeZr f’k{k.k vf/kxe lkexzh ls d{kk nloha dk foKku f’k{k.k izHkkoh jgk ,oa fo|kfFkZ;ksa dh ’kSf{kd miyfC/k esa o`f) ifjyf{kr gqbZA

12. Project Based Learning to Enhanced and Effective Learning in Biotechnology Courses: Dr. Mohammad Nadeem Khan, SOS in Biotechnology, Bastar University

Findings-

• Project-Based Learning is a method in which students engage in

intellectually challenging tasks that drive inquiry questions through

gaining content knowledge and academic skills to solve complex

problems and informatively defend their solution and outcomes.

• At BVV, project-based learning enabled the BioTECH students to

practice real world lab methods currently used in biotechnology, to

comprehend the process of scientific inquiry that is practiced by

working scientists, and to gain knowledge and demonstrate evidence of

achievement.

• Learning research skills through practical experience is one of the main

objectives of the project-based learning method, which has been

supported by the NSF[6] and the NRC [7].

• The individual experience of utilizing the laboratory stimulates

increased excitement, knowledge, and confidence in performing

applied scientific procedures.

• Important conceptual connections are made between critical

thinking and practical applications through student learning on

specifically designed projects. It is apparent that very few, if any, of

these BioTECH students will forget this experience.

• Students were able to understand the concepts presented to them,

while at the same time contribute valuable data and insight for

research at BVV and for the world of molecular biology .

• Some of the students started seriously thinking about continuing

their education beyond the associate degree level.

13. Using Games In Grammar Teaching: A problem solving Approach In Innovative classroom Practice; Mrs. Reema Sharma Assistant Professor & Mrs. Preeti Tiwari, Assistant Professor, IASE, Bilaspur

Findings:

• This research deals with the uses of games in grammar teaching and

developing a problem solving approach in student with the use of games.

14. Study of Peer Pressure During Adolescence;Aurodeep Deb, Research Consultant

Findings:

• Though the impact and influence of peer group on both boys and girls are visible, but the hypothetical apprehension of allegedly negative influence is not supported by empirical data.Thus the apprehension and fear seems without any strong empirical evidence. Again, the pressure felt by boys (65%) is greater than that of girls (59%).

• Comparative insulation of the adolescent students of rural background from

peer pressure has been found to be without strong evidence. It is the rural

section that happens to be prone to the peer pressure (65%). This might be

caused by the anxiety of the rural to become more urban within a very short

time. The pressure felt by the urban section happens to be 59%.

• The teachers and parents are found to be not that alert or sensitive to the need

of their adolescent protégés. They are not adequately intimate to the changed

needs of the adolescent. They should be aware of the positive impact of the

peer pressure also.

• Overall some 53% finds it difficult to say ‘No’ to their peer groups. But the

peer pressure need not necessarily be NEGATIVE: it is complex phenomenon

with so many parameters.

• 71% finds peer pressure works on them positively and contrary to the

common opinion held by the parents and teachers alike, most of the

adolescent students (81%) feels that it does create any obstacle in their

studies.

• Majority of the samples are found to be enthusiastic to visit each other’s

home. It is appositive attribute. Parents should encourage this. They, in that

case, would be able to know the friends of their wards. Intimate

understanding and communication parents and their children as well as

teachers and their students would create positive environment for the growth

and development of all.

15. Use Songs to Bring Back Fun Element in ESL Class: Dr. Shivaji

Kushwaha,Assisant Professor, Govt. College of Education, Bilaspur

(C.G.)

Findings:

• Songs have potential to provide knowledge of grammar and vocabulary

apart from a good degree of listening comprehension and speaking fluency

to the learners.

• When we listen to a chunk of a rhyme or song, the next word or chunk

automatically flashes in our mind and is uttered through the lips. Is this

automaticity associated with prose? And this is one sound reason to use

songs in ESL class.

Sub theme- Innovative Class Room Process

16. Ganitha Sauhrtham’-Innovative classroom practices for Mathematics Learning in Elementary Classes: Ms.Sheeja.S, Lecturer in ET, DIET Kollam, Kerala Findings- • An activity package of 12 days has been prepared with the objective of

bringing the children from third and forth standard who are backward in

the mathematics to the path of excellence.

• The learning outcomes of these games were amazing everybody enjoy in

it.

• If teacher and educationalist take up activities at the above said genre we

can easily wipe out backwardness of children in mathematics that is often

considered to be a tough subject.

17. A Study of Risk-Taking Behavior and Academic Achievement of Higher

Secondary Tribal Students in Modern Society: Mr.Rajwant singh, Research

scholar G.G.V. Bilaspur (C.G.)

Findings-

• Quantitative data analysis was done and result found that students of

government and private students have similar extent of risk taking

behaviour while they differ significantly in their risk taking behaviour and

achievement.

18. The effect of Teacher Training on the Performance of Pre-Primary

Children: Mrs.Reetu Chandra, Department of Elementary Education,

NCERT, New Delhi

Findings-

• The results revealed that there were significant gaps in the performance of

teachers as well as the performance of children in school readiness.

• An in-service training of teachers was needed to improve their skills in the

teaching learning process thus, improve in the performance of children.

• The pre-test and post-test of the performance of teachers and children

revealed that after training the performance of teachers has improved.

• This training has also enhanced the performance of the children.

Therefore, it is concluded that there was an effect of teacher training on

the performance of teachers as well as the performance of children.

• In-service, need based, and short duration trainings of teachers must be

considered as an integral part of all the pre-primary education programs.

• This study has potential to identify the gaps in the performance of teachers

and provide possible solutions to address this issue at large scale and thus,

contribute to the improvement in the quality of pre-primary education.

19. Use of M-learning as a Tool of Educational Process: Dr. Sanjay M.

Ayade, Asst. Professor, Institute of Advance Study in Education,

Bilaspur C.G.

Findings-

• M-learning is a new way of learning, in which mobile devices including

handheld tablets, PDA, mobile phones, smart phones are used for

teaching-learning purposes. It makes learning portable, spontaneous,

effective and exciting.

20. Universal Design for Learning (UDL) : Ku. Shakuntala Soni, M.Ed.

Scholar, Institute of Advance Study in Education, Bilaspur C.G.

Findings-

• It helps instructors meet to the learning needs of a diverse student body

through a combination of instructional modalities, formats, and

technologies. In a nut shell, UDL is simply good teaching.

21212121--------^^ek/;fed 'kkykvksa esa fo|kfFkZ;ksa ds vf/kxe 'kSyh dk ifjos'k] fyax ,oa O;fDrRo ds ^^ek/;fed 'kkykvksa esa fo|kfFkZ;ksa ds vf/kxe 'kSyh dk ifjos'k] fyax ,oa O;fDrRo ds ^^ek/;fed 'kkykvksa esa fo|kfFkZ;ksa ds vf/kxe 'kSyh dk ifjos'k] fyax ,oa O;fDrRo ds ^^ek/;fed 'kkykvksa esa fo|kfFkZ;ksa ds vf/kxe 'kSyh dk ifjos'k] fyax ,oa O;fDrRo ds lnaHkZ esa v/;;u**%dqlnaHkZ esa v/;;u**%dqlnaHkZ esa v/;;u**%dqlnaHkZ esa v/;;u**%dq---- eatqyk vkuUn] eatqyk vkuUn] eatqyk vkuUn] eatqyk vkuUn] lkanhiuh ,dsMeh is.Mªk] eLrqjh] fcykliqjlkanhiuh ,dsMeh is.Mªk] eLrqjh] fcykliqjlkanhiuh ,dsMeh is.Mªk] eLrqjh] fcykliqjlkanhiuh ,dsMeh is.Mªk] eLrqjh] fcykliqj

Findings:

• 'kks/k fu"d"kZ esa ik;k x;k fd 'kgjh&xzkeh.k ek/;fed fo|ky;] ckyd&ckfydk]

:X.k vkSj LoLF; O;fDrRo mijksDr rhuksa vf/kxe 'kSyh ds izfr leku n`f"Vdks.k

j[krs gaSA

Date -31.02.18

Sub Theme- Continuous Professional Development of Teachers and Teacher Educators 22. Quality Assurance in Professional Development : Resolving Pedagogical Constrain:-MkW-f'kf'kjduk HkV~Vkpk;Z] lgk;d izk/;kid] MkbV& nqxZ

Findings:

• csgrj f'k{kk i)fr;ksa ds fy, Andragogy dh laapsruk vko';dA • csgrj f'k{kd rS;kj djus dh izfØ;k dk ewY;kadu fl)kUrksa ds ewY;kadu ls ugha

gks ldrk gSA • f'k{kd f'k{kk dh Hierarely dks r; djus ds fy, lelkef;drk dks ikB~;p;kZ esa

iz'uksa ,oa dk;ksZa dh lajpuk ds lkFk gksuk pkfg,A • f'k{kd ftl rjg ls viuh d{kk esa vko';d dk;Z djrs gSa vkSj lgh ifjizs{; nsrs

gaS] ;s f'k{kdh; vuqHko mudh dk;Z {kerk esa of} djrs gaSa bUgsa Nk=k/;kidksa ds dk;Z O;ogkj esa ifjyf{kr gksuk pkfg,A

22223333---- ppkZ i=ppkZ i=ppkZ i=ppkZ i=%%%% MkWMkWMkWMkW---- ,e,e,e,e---- lq/kh’k]lq/kh’k]lq/kh’k]lq/kh’k] lgk;d lapkyd]lgk;d lapkyd]lgk;d lapkyd]lgk;d lapkyd] ,l,l,l,l----,l,l,l,l----,,,,---- jk;iqjjk;iqjjk;iqjjk;iqj Findings:

1. f’k{kdksa ds lrr {kerk fodkl gsrq izHkkoh de ykxr ds mik; fd, tkus pkfg,A 2. ladqy Lrj ij vdknfed ppkZvksa ds fy, eqn~nksa dks fu;fer :i ls le; ij

lh/ks ladqy rd lk>k djuk pkfg,A 3. {kerk fodkl ds vk/kkj ij 'kkykvksa esa fdz;kUo;u gsrq lq>kokRed 'kSyh esa lwpuk,¡

lh/ks f’k{kdksa dks feyuh pkfg,A 4. {kerk fodkl ds vk/kkj ij 'kkykvksa esa vk jgs cnykoksa dks izksRlkfgr fd, tkus ls

cnyko rsth ls gksus yxrk gSA 5. ppkZ i= tSls fo"k;okj vyx&vyx lkexzh jkT; ds fo"k;okj izksQs’kuy yfuZx

dE;qfuVh rd ifj"kn ds fo"k; fo’ks"kKksa ds ek/;e ls lh/kh igq¡pk, tkus dh O;oLFkk dh tkuh pkfg,A

6. jkT; esa dk;Zjr 'kSf{kd iz’kkldksa ds mUeq[khdj.k gsrq bl izdkj ds laokn dk ,d eap rS;kj fd;k tkuk pkfg,A

24242424---- Professional Learning Communities in Bastar: Dr. Stanely John, Professional Learning Communities in Bastar: Dr. Stanely John, Professional Learning Communities in Bastar: Dr. Stanely John, Professional Learning Communities in Bastar: Dr. Stanely John,

DIET BastarDIET BastarDIET BastarDIET Bastar

Findings:

• Teachers discuss content and conduct activities as per the need arises during the meeting.

• Many teachers who are not from science background greatly benefit from these meetings as they freely do activities with their fellow teachers.

• Teachers discuss on ways to improve learning of students by doing action research.

• Teachers use internet and also put queries on whatsapp groups to get solutions.

• Collaborative and collective enquiry is a culture in these meetings.

SubTheme-Research/CaseStudies in Teacher Development Programme

25. A Study on the Awareness of School Management Committee on RTE Rules and their Role: Anil Prakash Shrivastava, State Training Officer, TESS- India MP

Findings:

• It is essential that Community members and parents should be aware of

the roles of the SMC and the process of its formation. The quality of SMC

directly depend on the level and quality of participation of parents

therefore, it is necessary that parents should be sensitized with respect to

the provision of RTE Act, the roles and responsibilities of SMC.

• At present implementation of SMC facing many glitches and challenges

like lack of clarity on policy guidelines, low community awareness and

inadequate capacity building etc.

• In addition to describing these challenges this study highlights the

evidence on functioning of SMC in Madhya Pradesh and their awareness

on RTE rules, roles and responsibilities.

26262626---- jk;iqj ftys esa lrr~ ,oa O;kid ewY;kadu ds fdz;kUo;u dk v/;;;ujk;iqj ftys esa lrr~ ,oa O;kid ewY;kadu ds fdz;kUo;u dk v/;;;ujk;iqj ftys esa lrr~ ,oa O;kid ewY;kadu ds fdz;kUo;u dk v/;;;ujk;iqj ftys esa lrr~ ,oa O;kid ewY;kadu ds fdz;kUo;u dk v/;;;u%%%% Jherh Jherh Jherh Jherh vpZuk os:ydj] lgk;d izk/;kid] ftyk f'k{kk ,oa izf'k{k.k laLFkku] jk;iqjvpZuk os:ydj] lgk;d izk/;kid] ftyk f'k{kk ,oa izf'k{k.k laLFkku] jk;iqjvpZuk os:ydj] lgk;d izk/;kid] ftyk f'k{kk ,oa izf'k{k.k laLFkku] jk;iqjvpZuk os:ydj] lgk;d izk/;kid] ftyk f'k{kk ,oa izf'k{k.k laLFkku] jk;iqj Findings:

lrr~ ,oa O;kid ewY;kadu ij f'k{kdksa }kjk nh xbZ tkudkjh ds vk/kkj ij dqN ckrsa mHkj ij vkbZa tks fuEukuqlkj gSa &

• 90 % f'k{kd lrr~ ,oa O;kid ewY;kadu iz.kkyh ds ckjs esa iw.kZ :Ik ls tkurs

gSa rFkk mudh 'kkykvksa esa le; ij ewY;kadu dk;Z lEiUu gks tkrk gSA

• 93 f’k{kdksa ds vuqlkj cPpksa esa ijh{kk dk Hk; ,oa ruko de gqvk gSA

• 50 ls vf/kd f’k{kdksa dk ekuuk gS fd cPpksa dh lh[kus dh xfr c<h gS rFkk

vUrfuZfgr {kerkvksa dk fodkl gqvk gSA

• f'k{kdksa }kjk laKkukRed {ks=ksa esa QkWjesfVo ewY;kadu gsrq fofHkUu midj.kksa

tSls izkstsDV dk;Z] iksVZQksfy;ks] x`gdk;Z] d{kkdk;Z vkfn dk mi;ksx fd;k

tkrk gSA

• lg&laKkukRed {ks=ksa gsrq 60 % ds yxHkx f'k{kdksa ds vuqlkj dyk]

dk;kZuqHko ,oa 'kkjhfjd f'k{kk lIrkg esa ,d ckj nh tkrh gSA

• ikydksa dk lg;ksx vf/kd ugha feyrk gSA yxHkx 80 % f'k{kdksa ds vuqlkj

ikydksa dks ekg esa 1 ckj cqyk;k tkrk gS ijUrq 90 % 'kkykvksa esa dsoy

pkSFkkbZ ;k mlls Hkh de ikyd vkrs gSaA

27272727---- jkT; ifjis{; esa f’k{kd&f’k{kk ,oa 'kks/k&jkT; ifjis{; esa f’k{kd&f’k{kk ,oa 'kks/k&jkT; ifjis{; esa f’k{kd&f’k{kk ,oa 'kks/k&jkT; ifjis{; esa f’k{kd&f’k{kk ,oa 'kks/k& Jh chJh chJh chJh ch---- j?kq dqekj] lgk;d izk/;kid] j?kq dqekj] lgk;d izk/;kid] j?kq dqekj] lgk;d izk/;kid] j?kq dqekj] lgk;d izk/;kid] ,l,l,l,l----lhlhlhlh----bZbZbZbZ----vkjvkjvkjvkj----VhVhVhVh----] jk;iqj ] jk;iqj ] jk;iqj ] jk;iqj

• fjlpZ O;kogkfjd ugha gksrs gSaA fjlpZ ls izkIr fu"d"kksZa ds laxzg o fØ;kUo;u dk vHkko gSA

• lkeqnkf;d lgHkkfxrk iz;kl dk fo"k; gSA f’k{kd&f’k{kk ls f’k{kkFkhZ f’k{kk dk okgd cusaA lkeqnkf;d Kku o Ldwyh Kku ds chp nwjh gS] bls ikVuk gksxkA

• fopkjksa dh Hkk"kk o cksyus dh fdrkch Hkk"kk vyx gks rks 'kSf{kd izxfr xfr ugha idM+rh gSA

• cPpksa dh Learning difficulties o f’k{kd dh Teaching difficult ij 'kks/k gksus pkfg,A

• f’k{kk esa cPpksa ds [kkeks’k jgus dh laLd`fr ugha gksuh pkfg,A

• Curriculum ds lkFk isMkxkWth, dUVsaV lgh gksaA • jkT; ifjos’k esa fo’ks"kdj lqnwj xzkeh.k ,oa oukapyksa ds cPpksa dh vko’;drk

vuq:i gekjs f’k{kdksa dks f’k{k.k esa fuiq.k cukus ds fy, leLr iz;kl lw{erk ls fd;k tkuk pkfg,A

28282828---- ek/;fed fo|ky;ksa esa f’k{kk dh xq.koRrk ,oa lalk/kuksa dh miyC/krk esa 'kkyk ek/;fed fo|ky;ksa esa f’k{kk dh xq.koRrk ,oa lalk/kuksa dh miyC/krk esa 'kkyk ek/;fed fo|ky;ksa esa f’k{kk dh xq.koRrk ,oa lalk/kuksa dh miyC/krk esa 'kkyk ek/;fed fo|ky;ksa esa f’k{kk dh xq.koRrk ,oa lalk/kuksa dh miyC/krk esa 'kkyk izca/ku ,oa foizca/ku ,oa foizca/ku ,oa foizca/ku ,oa fodkl lfefr dh Hkkxhnkjh dk v/;;u% d`".k dqdkl lfefr dh Hkkxhnkjh dk v/;;u% d`".k dqdkl lfefr dh Hkkxhnkjh dk v/;;u% d`".k dqdkl lfefr dh Hkkxhnkjh dk v/;;u% d`".k dqekj pUnzk],eekj pUnzk],eekj pUnzk],eekj pUnzk],e----,M,M,M,M---- izfizfizfizf’k{kkFkhZ] ’k{kkFkhZ] ’k{kkFkhZ] ’k{kkFkhZ] mUur f’k{kk laLFkku mUur f’k{kk laLFkku mUur f’k{kk laLFkku mUur f’k{kk laLFkku fcykliqjfcykliqjfcykliqjfcykliqj

fu"d"kZ &fu"d"kZ &fu"d"kZ &fu"d"kZ &

• 'kgjh ,oa xzkeh.k ek/;fed fo|ky;ksa esa f’k{kk dh xq.koRrk] lalk/kuksa dh miyC/krk esa 'kkyk izca/ku ,oa fodkl lfefr dh Hkkxhnkjh esa lekurk gSA

29.“Establishing Quality Education in Government Middle School Nimora,

Dharshiwa Block, Raipur District”:Mr. Ajit Kumar Sh arma, Assistant

Block Education Officer (ABEO)

Findings:

• Joint efforts of the block level officials and school staffs are crucial in

imparting the quality education within the school, as they are the mover

and shakers of the process.

• Without commitment, stake holders would be demotivated, which will

negatively impact the overall success of the campaign. Equally, leading is

perhaps the probable way by which changes can be inculcated.

vvvvffffrfFk;ksa ds mn~cks/kurfFk;ksa ds mn~cks/kurfFk;ksa ds mn~cks/kurfFk;ksa ds mn~cks/ku% ¼fopkj] lq>ko½ &% ¼fopkj] lq>ko½ &% ¼fopkj] lq>ko½ &% ¼fopkj] lq>ko½ & f’k{kkf’k{kkf’k{kkf’k{kkea=hea=hea=hea=h Jh dsnkj d’;iJh dsnkj d’;iJh dsnkj d’;iJh dsnkj d’;i th th th th dk mn~cks/ku%&dk mn~cks/ku%&dk mn~cks/ku%&dk mn~cks/ku%&

� f'k{kk tkWc ds fy, ugha gks] cPpksa dks l{ke ukxkfjd cuk,a dSfj;j dks ihNs j[ksaA d{kk,¡ ruko eqDr gks] lqnqj vapyksa rd f'k{kk igq¡p jgh gS] bls c<+kok nsuk gksxkA f'k{kd egRoiw.kZ dM+h gaS] bUgsa Hkh l{ke cuk;k tk,A

� tks Hkh uokpkj vk,a mUgsa ykxw djsa ftlls cPpksa dk Hkfo"; mTtoy gksA � bl rjg ds lsehukj f'k{kk ds fy, mi;ksxh gSA

• Dr. B.P. Bharadwaj, Professor, Department of Teacher Education NCERT, New Delhi

� vPNh ;kstukvksa vkSj uhfr;ksa ds njokts bl rjg ds iz;klksa ls gh [kqyrs gSaA

� Noble thoughts tgk¡ ls Hkh vk,a mUgsa Lohdkj djuk pkfg,A

� f'k{kd i<+krs gSa cPps le> ugha ikrs gaS] vr% f'k{kd dk Professional development t:jh gSA ;gha ls innovation & research 'kq: gksrs gSaA

� Teacher Education o School Education ds chp linkage gksuk pkfg,A

Dr. Mukesh Verma, Vice Chancellor, Swami Vivekananda Technical University, Bhilai

� Visualization ds izfr cPpksa dk vkd"kZ.k gksrk gS] MOOCs, E-Pathshala,

Swayam portal dk mi;ksx fd;k tk,A ftlls d{kk f’k{k.k jkspd cusA

Dr. S.A. Moin, Former Director, Distance Education, SCERT Bihar � 21oha 'krkCnh esa RTE Act us d{kkvksa] f'k{k.k fof/k;ksa ds Lo:i dks cnyk gSA f'k{kd

dh i;kZIr rS;kjh gksuh pkfg,] cPpksa ds lokZxh.k fodkl esa ch-vkj-lh-] lh-vkj-lh- dks {kerkoku cukus ds fy, ekWM;wy cuk, tk;saA

� gekjs f'k{kd fdl rjg dk izf'k{k.k pkgrs gS] blds dkslZ rS;kj dj osclkbV esa Mkys tk,A Critical Pedagogy o constructivism dks LFkku fn;k tk,A

Dr.Mahendra Mishra, State Head IFIG C.G. � Ldwy vkSj leqnk; lkFk&lkFk gksaA fyf[kr] ekSf[kd VsDukykWth dks lkFk ysdj pyk tk,A euq"; viuh ckSf)drk ls nwj ugha gks ldrk gSA

Mr.Sudhir Agarwal, Director, SCERT C.G.

tkiku dh Ldwy f’k{kk O;oLFkk ij lsehukj esa ppkZ dh xbZA ftlds izeq[k va’k bl izdkj gSa%&

� tkiku ,oa vU; ns’kksa ds chp cPpksa vkSj f’k{kdksa d fy, exchange tour programme lapkfyr fd, tkrs gaSA

� Tkkiku esa lHkh 'kSf{kd dk;Z ;kstukc) gksrs gSaA

� Japanese educational system esa cPps 06 lky dh mez esa Ldwy tkuk 'kq: djrs gaSA

� f’k{kk O;oLFkk dh lajpuk fuEukuqlkj gS& o Grade – I d{kk & 10 rd o Grade – II d{kk & 11

o Grade – III d{kk & 12 o ;gk¡ university ijh{kk ysrh gSA 72% cPps ijh{kk ikl dj ysrs gSaA o Club activities social activities vkfn esa lHkh dke f’k{kd djrs gaSA o Teacher xfrfof/k;ksa vkSj izkstsDV dk;Z esa cPpksa dh enn djrs gaSA ftlls

cPps dk Ldwy ds izfr positive attitude fodflr gksrk gSA Ldwyksa esa iqLrdky] E;wft;e] vkVZ XkSysjh dh lqfo/kk,a gaSA

o Regional learning centre cuk, x, gaSA o Proactive, interactive, club activities, student council activities,

moral education izeq[k xfrfof/k;k¡ gaSA

� lHkh fo"k;ksa dks leku egRo fn;k tkrk gSA

� f’k{kd ds fy, ;ksX;rk gS & vPNk O;fDrRo] vPNk LokLF; o mRre fo"k; KkuA

� f’k{kd dks 10 lky ckn job renew djkuk gksrk gSA

� f’k{kd Nk= vuqikr 1%29 gSA

� f’k{kd izR;sd cPps ij /;ku nsrs gaSA

� f’k{kd izf’k{k.k dks izeksV fd;k tkrk gSA

� lHkh feydj Ldwy dh lQkbZ djrs gSaA

� School attendance lk/kkj.k 99.99% gksrh gSA

� Ldwy esa esfMdy lqfo/kk gksrh gSA

MkWMkWMkWMkW---- J)k /khokyJ)k /khokyJ)k /khokyJ)k /khoky] izksQslj]] izksQslj]] izksQslj]] izksQslj] NCERT, New Delhi

� izR;sd laLFkk esa dSfj;j xkbMsal vkSj dkmalfyax izdks"B gksuk pkfg,A

MkWMkWMkWMkW chchchch----,u,u,u,u----jkojkojkojko] xf.krK] xf.krK] xf.krK] xf.krK &&&&

� vkius fofHkUu xfrfof/k;ksa }kjk xf.kr lh[kus ds ljy uqL[ks crk;sA

Panel Discussion 29-31 January, 2018 Prof. M.A. Khader- Ex. H.O.D.Curriculum Group NCERT , New Delhi

• f'k{kdksa dks lh[kus ds fy, izsfjr djsaA

• yksdra= esa lHkh cPpksa dks lh[kus ds volj feysa] cPpkas dks le>saA

• d{kk,a fofo/krk ls Hkjh gksrh gaSA lHkh cPpksa ds lh[kus dh xfr vkSj Lrj vyx&vyx gksrs gaSaA

• f'k{kd gh ekun rS;kj djrs gSaA vr% f'k{kd dk fof'k"V jksy gksrk gSA ftl izdkj MkWDVj dk dkS'ky ejht dhs chekjh dks le> dj Bhd djuk gksrk gSa oSls gh f'k{kd dk Hkh nkf;Ro gksrk gSA

• Paradign Shift gks pqdk gS Behaviouristic to Construtivist approach vr% f'k{kd&f'k{kk esa vkSj Hkh tools ds mi;ksx dh t:jr gSA f'k{kd&f'k{kk dk Course contect T;knk egRoiw.kZ gS] ctk, dh og fdrus o"kksZa dk gSA

Dr. B.P. Bharadwaj, Professor, Department of Teacher Education NCERT, New Delhi

• 'kSEiw o fpIl ds ikÅp ?kj&?kj igq¡p x, gSa fdarq f'k{kk ugha igq¡ph gSA

• NCF-2005 dks ckj&ckj i<a+s vkSj le>saA

• Vhpj vkWfMV] ekWfuVfjax dHkh Hkh u gksA

• Vhpj Lo;a lkspas vkSj f'k{kk esa lq/kkj djsa bl dk;Z esa cPpksa dks 'kkfey djsaA

• No child is left for education.

Shri Vinod Karate.Teacher App

• f'k{kd&f'k{kk esa D;k&D;k leL;k,¡ gSa ;g lHkh dks ekywe gks] ftlls vkus okys o"kkZs esa bldk fujkdj.k fd;k tk ldsA

• NCF-2005 dks lHkh dks i<+uk pkfg,A ekWMZu isMkxkWth ls f'k{kdksa dk ifjp; djk;k tk,A

Dr.Mahendra Mishra, State Head IFIG C.G. euq"; dh ckSf)drk ICT ls vkxs gSA isij] iasfly ls fMªy djk dj gh cPpksa dks vkxs c<+k;k tk,A Dr. S.A. Moin, Former Director, Distance Education, SCERT Bihar

• ,l-lh-bZ-vkj-Vh- jk;iqj ÅtkZoku laLFkk gS tks f'k{kk ds {ks= esa vPNk dke dj jgh gSA bl rjg ds lsehukj mi;ksxh gksrs gSa ftlls vki fodkl dh vPNh ;kstuk,a cuk ldrs gaSA

• 21oha 'krkCnh esa tks ifjorZu gS og RTE act ls gS] RTE act ds vuqlkj classroom practices vkSj pedagogy esa ifjorZu ykuk gksxkA

• vr% mijksDr mn~ns';ksa dh iwfrZ ds fy, inclusive teaching vko';d gSA gekjs f'k{kd ;g dj ldrs gSaA blls lacaf/kr lkexzh rS;kj dj osclkbV ij Mkyh tkuh pkfg,A

• BRC, CRC dks {kerkoku cukus vkSj f'k{kd f'k{kk ls lacaf/kr ladk; lnL;ksa ds izksQs'kuy MsosyiesaV dh t:jr gSA

Prof. N. Pradhan, Principal RIE, Bhopal

• NCF TE 2009 tfLVl oekZ dh fjiksVZ i<+us dh t:jr gSA Profession & occupation esa varj gSA Teaching, law, medicine ;s lHkh professions gSaA

• cPpksa dks I;kj djuk] mudh ns[kHkky djuk ,oa mudh leL;kvksa ds izfr laosnu'khy gksuk gh f'k{kd ds xq.k gSa ,sls gh f'k{kd fo|kfFkZ;ksa dks x<+rs gaSA

• cPps ds lokZaxh.k fodkl ds fy, lekt vkSj ’kkyk nksuksa dh t:jr gSA gekjh teaching dh theory vkSj practice esa xsi gS vkSj gesa bl varj dks ikVuk pkfg,A

• leqnk; dk Kku vR;ar egRoiw.kZ gS blds lkFk&lkFk gesa bZ yfuZax ij /;ku nsuk pkfg,A In service training dks vkbZ-lh-Vh- ls tksM+uk FkksM+k eqf'dy gSA

• f'k{kd f'k{kk dks yphyk gksuk pkfg, ftlls innovation ds fy, LFkku gksA

• fØfVdy isMkxkWth vkSj MseksØsfVd i;kZoj.k nks izeq[k vko’;drk,a gSa bu nksuksa dk d{kk esa LFkku gks rFkk bUgsa ,d lkFk pyuk pkfg,A

Dr. Troy Belly, MLE Expert, Jharkhand

• Hkkjr ,d vnHkqr ns'k gS ftl izdkj Hkkjr ds nf{k.k esa fgUn egklkxj] caxky dh [kkM+h vkSj vjc lkxj feyrs gaS oSls gh Hkkjr dh fofHkUu Hkk"kk,a o laLd`fr vkil esa lfefJr gksdj vn~Hkqr lqUnjrk dks fc[ksjrh gaSA

• Hkk"kk laosx ds lkFk tqM+h gksrh gSA

• f'k{kk ds fodsUnzhdj.k dh vksj b'kkjk djrs gq, mUgkasus crk;k fd NCF tSlk village frame work gksA

• vleku lekt esa vleku f'k{kk vkSj leku lekt esa leku f'k{kk gksrh gS mUgkasus dgk dh f'k{kk esa liberty, equality and fraternity dk lekos'k t:jh gSA

Mr.Avinash Awate, Child Foundation, Mumbai

• f'k{kdksa dk lEeku de gks jgk gS f'k{kd dk dke i<+kuk ugha vPNk ukxfjd rS;kj djuk gSA vkt ds nkSj esa ge ;k=k ds fy, cl dk mi;ksx djrs gSa u fd cSyxkM+h dk D;ksafd ge fujarj izxfr djuk pkgrs gSaA vr% f'k{kk esa izxfr vko’;d gSA

• cPpksa dks viuk fodkl djus ds volj iznku djus pkfg, vkSj mUgsa vius cPpksa ds izfr izsjd dh Hkwfedk fuHkkrs gq, yxkrkj vius dks viMsV djrs jguk pkfg,A

Mrs.Anjali Naronha, Eklavya Madhya Pradesh

• Tkkiku esa dqN Ldwyksa esa project base study gksrh gSA fofHkUu izkstsDV ds lkFk fo"k;ksa dks tksM+ dj i<+k;k tkrk gSA cPps bl fof/k esa vkUkUn dk vuqHko djrs gSaA cPps Ldwy ls i<+dj fudyus ds ckn Hkh Ldwy ls tqM+s jgrs gSaA Hkkjr esa Hkh bl rjg ds izkstsDV pyrs gSaA vkids }kjk NŸkhlx<+ ds fofHkUu MkbV~l esa gq, bl rjg fd, x, dk;ksZa ds QksVksxzk¶l~ fn[kk,A ijUrq ;gka izkstsDV dks fo"k;ksa ls ugha tksM+k tkrk gSA

lsehukj esa ppkZ ds nkSjku vk, lkekU;lsehukj esa ppkZ ds nkSjku vk, lkekU;lsehukj esa ppkZ ds nkSjku vk, lkekU;lsehukj esa ppkZ ds nkSjku vk, lkekU; lq>kolq>kolq>kolq>ko

• Teacher Education Open vkSj Flexible gks] Innovation ds volj gksaA Inclusive Education dks c<+kok nasA

• Ldwyksa esa Critical Pedgogoy vkSj Democratic Environment gksA Ldwyksa esa vPNk ekuo rS;kj gks] e'khu ughaA

• Research Education, Teaching ,d lkFk pysaA ICT dks lkFk ysdj pyasA • Multilingualism dks c<+kok feysA • cPps dSls lh[krs gSa bl ij Debate gksrk gS] f'k{kd dSls lh[krs gSa bl ij Hkh

laokn gksA • d{kk dks 'kks/kdrkZ dh n`f"V ls ns[ksaA ladqy ls ftys rd ,sls IysVQkeZ cuk,a

tgk¡ f'k{kd viuh ckr dg ldsaA • Virtual Lab cukus dh vko';drk gSA • Research esa vius VkWfiDl ls tqM+s jgsaA vius VkWfiDl dks deviate u djsa]

fu"d"kZ o lq>koksa esa lekurk gksA • cPpksa dks indepedent reader cukuk gksxk] Ldwyksa esa library ls bldk vkSj

fodkl gksxkA • Ldwy Lrj ij vkdyu dSls gks] bl ij dk;Z djuk gksxkA • lsehukj] dk;Z'kkyk,¡ pkgs NksVh o cM+h gks fujUrj gksuh pkfg,A

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