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Published & Printed by Dilbag Singh on behalf of President, Shiksha Lok Society-cum-Director Secondary Education, Haryana. Published from office of Director Secondary Education, Haryana, Plot No. 1-B, Shiksha Sadan, Sector - 5, Panchkula and Printed at : M/s M P PrintersB-220, Phase-II, Noida (UP). Editor: Dr. Deviyani Singh.

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Dear Readers,You might have read about the results of Haryana Board

examinations of Class 10 and 12 recently declared by Board of School Education, Haryana, Bhiwani. The results are pa-thetic and call for introspection. We are going to request the teachers of those schools whose results are less than 50% to devote extra time during these summer vacations for teach-ing those students who have failed or got compartments so that they can re-appear in the examinations to be conducted in September, 2015. At the same time, we have decided to in-troduce remedial coaching programme from Class 1 to 5 in more than 3000 Primary Schools during the Academic Ses-sion 2015-16. Many other steps have also been initiated like more rigorous inspections of Schools at all levels, for which a G.O. No. 6/160 dated 20.05.2015 has been issued by me. For monitoring the quality of teaching in Schools, Principals of DIETs, BITEs and GETTIs have been nominated as Aca-demic Monitoring Authorities. At the same time, instructions have also been issued that if the students are not serious in their studies and absent from Schools for seven consecutive teaching days, their names should be struck off from the rolls of the Schools and their names should be entered in drop-out category. Though the efforts will be made to bring them back to mainstream but this step will ensure that the students do not remain on the roll of the Schools just to get benefits like Mid Day Meal, Free Uniforms, Text Books, Scholarships etc. Instructions have also been issued that if any of the students from Class 1 to 8 does not take Monthly Assessment Tests, all his benefits would be stopped from the date of that test which he was supposed to take.

It is hoped that above steps will go a long way in improv-ing the standard of education in Govt. Schools in Haryana in coming days. The cooperation of teachers, parents of the stu-dents, SMCs/SMDCs, community at large is solicited in this endeavour.

T.C. Gupta, IASPrincipal Secretary to Govt. Haryana

School Education DepartmentChandigarh.

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By now, many of you, have heard of and have been involved in various initiatives under the Quality Improve-ment Programme (QIP), which the Department began implementing in early 2014. Now, one year into the pro-gram, is a good time for us to remind ourselves of the program’s goals, take stock of the progress made, and set new targets for the academic session 2015-16.

The QIP team has set out with one sole objective - making our 15,000 schools, centres for provision of high-quality education in a 5 to 7 year time-frame. This is extremely import-ant as over the last decade, we have made some progress in improving school enrolment and infrastructure; however, improvements in student learning outcomes have been very lim-ited. Hence, the following specific goals were outlined for the QIP programme:

• 80% students from grade I-V to be at grade level competencies in 5 years. (‘grade level competency’ means that a student at the end of class IV has ac-tually learnt all the competencies re-quired to be learnt till that grade)

• 80% students from grade V-VIII to be at grade level competencies in 7 years

• Haryana to be amongst the top-5 states in third party learning outcome surveys e.g. those conducted by ASER (Annual Status of Education Report by Pratham) or the NAS (National Achieve-ment Survey) conducted by the NCERT

We have taken the first step by shifting our focus from infrastructure and administration to student learning and quality of education. This needed a comprehensive change in our ap-proach, right from the Directorate all the way down to the schools. It need-ed that at every opportunity, in all meetings and interaction forums we all discuss the state of student learning outcomes, we measure them continu-ously, and decide actions to be taken towards improving them. Towards this end monthly assessments have been launched and results are tracked and

discussed with your district officers each month. We have also redesigned your ACRs (now called APARs or Annu-al Performance Appraisal Reports) to build academic focus in them and in-stated an online ACR retrieval system. Soon, you will also see higher support from the department through active school monitoring by block and district officers. DIET officers will also visit you more frequently and share their sug-gestions and observations on teaching methods.

When we demand student learn-ing improvement, we also realize that we need to provide you the neces-sary tools and trainings to be able to deliver on this goal. A pilot program was launched in 280 schools last year to bring up students who had large learning deficits. Based on the posi-tive feedback received from all of you, a comprehensive ‘Learning Enhance-ment Program (LEP)’ is now been de-signed with new content for the full school year and a format that will allow special focus on weaker students. The program will soon be launched in 3,000 schools across the State accompanied with necessary teacher trainings and in-school support.

We are also strengthening and streamlining the department’s organi-

zation to enable better and faster ad-dressal of your queries and grievances and swift decision making. As you all know, a state-wide Management In-formation System (MIS) has also been launched to ensure that you don’t have to spend your time replying to frequent data requests and can spend that time on teaching instead! We realize that putting data in this MIS system is a big effort for all of you, but it is a one-time effort and in the long run will signifi-cantly save time for you as well as the department.

Lastly, we are striving to ensure that you always have access to the criti-cal resources that you need to impart quality education, both in terms of staff and infrastructure in schools. The department is working on a plan to ad-dress the issue of single or two teacher schools in the State. Shortly, the depart-ment will also conduct a rationalization exercise to balance workload as well as teacher requirements across the state.

As we move ahead in our journey, we will need all your cooperation and hard work to make this program a suc-cess. If you have any specific feedback/suggestions on how we can make this program more effective, please drop us a line at [email protected].

Quality Improvement Programme

çàæÿææ âæÚUÍè¤6 ×§üU w®vz ×§üU w®vz

Mukhya Mantri Shiksha Deeksha Yojna 6

Surender Singh

Over the past decade, the Govt. of Haryana has successfully im-plemented a range of initiatives

to improve access and equity of public schools in the state. In the same di-rection, the Department of School Ed-ucation, Haryana conceptualized the “Management Information system” in the year 2014 and launched it in April-2015.

The vision behind the conceptualiza-tion of the MIS was to create a single source of all information which the De-partment needs to function effectively and to reduce repeated data requests

to schools. The MIS will also have the in-built capability to generate pre-defined dashboards / reports and the flexibility to produce ad-hoc customized reports. Hence data, as and when required, will be accessed from the MIS. The MIS also focuses on redesigning some of the key administrative processes (like transfers, promotions etc.) and make them more efficient. These features of the MIS will facilitate school heads and teachers and enable them to focus on academics and student learning.

Going forward, all data required for tracking student learning, disburse-ment of incentives such as scholarships and text books,management of the

PHASE 1 OF THE MANAGEMENT INFORMATION SYSTEM (MIS) LAUNCHED

7

×§üU w®vz ×§üU w®vz çàæÿææ âæÚUÍè¤ 7

Mukhya Mantri Shiksha Deeksha Yojna

Mid-Day Meal scheme, budget projec-tions under various schemes etc. will be accessed from the MIS and will not be requested from schools. Therefore, while a one-time effort is required to digitize all the necessary data, the bur-den of data collection and submission will reduce significantly over a period of time.

The MIS is organized around three main entities i.e. Schools, Students and Employees. The MIS will be used to

regularly update relevant information relating to these three entities. In order to ensure a smooth transition to this online platform, MIS will be deployed over 3 phases, the first phase of which has been launched this April.

As a part of Phase 1, in the first few months, basic profile for each school and data for all students, including all new admissions, shall be digitized in the system. The MIS will generate a unique Student Registration Number (SRN) which will be the unique iden-tification number for each student in the State and will help ensure efficacy in dissemination of various schemes, as well as in tracking students’ learning outcomes. More data related to em-ployees, schools and students will be captured in the subsequent phases.

Schools are expected to digitize all data for Phase 1 by 31-July-2015. In or-der to achieve this target, it is expected that 50% data would be digitized by the end of May and 80% of the data would be digitized by the end of June.

The Department recognizes that some schools have infrastructure issues like poor or no internet access. While the Department continues its effort to providing the necessary infrastructure to all schools, an offline system has also

been developed through which schools can feed necessary information with-out connectivity, and upload it in one go whenever internet is available.

Large scale trainings, in-person as well as using EDUSAT, are being pro-vided to all schools to make them un-derstand and use the system well to their advantage. In addition, support is being provided through multiple query Redressal mechanisms like telephonic helpline, through e-mail channel, sup-port groups on WhatsApp and regularly updated Frequently Asked Questions (FAQs) uploaded on website http://schooleducationharyana.gov.in/mis-material.html Schools are expected to leverage these resources as much as possible to aid them in data digitization on the MIS.

MIS is one of key initiatives under the wider Quality Improvement Program of the Govt. of Haryana to improve learning outcomes. The State strongly believes that this initiative will contribute to not just improv-ing efficiency of administration but improving quality of learning in the State as well. J

Technology OfficerO/o DSE, Panchkula, Haryana.


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Fig.1 : Quality check of monthly assessment of Class-1st

Fig.2 : Quality check of monthly assessment of Class-2nd


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Teacher Quality32

Mehtabul Azam and Geeta Gandhi Kingdon

Research in the US has pointed out that the most important deter-minant of the quality of educa-

tion is the quality of teachers but that students’ achievement is not linked to

observable teacher characteristics such as qualification or experience. Using data from selected private schools in Uttar Pradesh, this column estimates the contribution or ‘value added’ of teachers to student scores in external examinations.

In recent years, there has been an

increasing focus on the quality of edu-cation in India partially driven by the re-alisation that the rapid gains in school enrolment and attendance are not translating into gains in cognitive skills, as measured by test scores in reading, writing and math. These scores remain low compared to international bench-

Assessing Teacher Quality In India

33


Teacher Quality

marks.1 Research over the past decade

in the US confirms that the most im-portant determinant of the quality of education is the quality of the teacher; however, it also suggests that the vari-ation in students’ achievement cannot be predicted by most observable char-acteristics of teachers (including factors that are commonly considered to be proxies for quality such as experience, education and training) (Rivkin, Ha-nushek and Kain 2005, Rockoff 2004). Hence, a better way to assess the over-all contribution of teachers to students’ achievement is to estimate the Teacher Value-Added (TVA).

2 TVA is a measure of the extent to which a teacher is able to improve student learning (as measured by test scores in external examinations) during the period of time that they are re-sponsible for teaching the concerned student.

Estimating ‘Teacher Value- Added’

We estimate TVA using administra-tive data from a private school system running multiple schools in a district in the state of Uttar Pradesh in India (Azam and Kingdon 2014). The data contains information on all 8,319 stu-dents who took the high-stake se-nior-secondary board examination (at the end of 12th grade) in 10 schools administered by the schooling system, during 2006-2010. The data provides students’ scores in all the subjects in the senior-secondary board examina-tion, as well as information on sub-ject-specific teachers (age, experience, training, education etc.) who taught the students during the two years of se-nior secondary (11th and 12th grade). In addition, the administrative records also contain subject-wise performance of each student in another high-stake examination - the secondary board ex-amination (at the end of 10th grade).

We estimate the TVA of each teach-er by looking at the variation in stu-dents’ scores in different subjects in the senior secondary board examination,

controlling for the score in the same subject in the secondary board exam-ination.

3 In such an analysis, it is important to consider the fact that teachers are not randomly assigned to schools or to the classrooms within the school. For example, good teachers may prefer to work in good schools, or the principal of the school may assign good teachers to lower-ability students. In such cases, estimated TVA may also reflect unmea-surable student characteristics such as their ability and motivation. To address this issue, we estimate the variation in TVA across subject teachers for the same student (as the student is taught different subjects by different teach-ers), and hence, we can estimate the extent to which each teacher contrib-utes to students’ scores. Since a teach-er teaches the student for two years in senior secondary (between 10th grade and 12th grade), the TVA estimates the value added by a teacher in those two years.

Teachers matter

We find that teachers matter a great deal as far as achievement of students is concerned, and there is a great deal of variation in TVA across teachers. If we rank teachers according to their TVA, the Standard deviation (SD) of that distribution is 0.366; this implies that, on average, if teacher quality is improved by 1 SD, it will add 0.366 of the SD to the score of the student.

4. This will move an average student (at 50th percentile) to the 65th percen-tile.

5. More importantly, being taught over a two-year period by a high-quali-ty teacher (defined as the 75th percen-tile teacher) rather than a low-quality teacher (defined as 25th percentile teacher), adds 0.476 of the SD to the score.

The SD of TVA estimates is very much in line with the Slater, Davies and Burgess (2012) findings for the UK. They find that the SD of teacher effects for a two-year course is 0.358. The SD of TVA in our study and in the UK study

is almost double of what is reported in the US literature; however, the US TVA estimates are for one year, while ours and Slater, Davies and Burgess (2012) TVA estimates are for a two-year peri-od.

Difficulty to identify ‘good’ teachers at the time of hiring

Although teachers matter, the es-timated TVA is not explained by ob-served teacher characteristics such as experience, gender, training or educa-tion. Factors such as higher education degree and training that are typically rewarded may not be the ones that matter for teacher quality. It is the un-observed factors such as drive, passion, connection with the students, etc. that are likely to account for a majority of the variation in TVA across teachers.

Although there is potential for im-proving students’ achievement by im-proving average teacher quality, it is not so straightforward because good teachers are hard to identify before-hand based on observed teachers’ characteristics. In this scenario, evalua-tion of teachers based on their contri-bution to students’ achievement – that is, their ‘value added’ - may be optimal. Although one does not have TVA esti-mates at the time of hiring, teachers’ regularisation/ promotion decisions could be based on TVA. TVA can be es-timated reliably only if teachers have spent some time on job and have taken at least a few classes.

In developing countries, large teacher-student matched adminis-trative datasets (with information on both students and subject teachers and specifying which teachers teach which students) either do not exist or are not accessible to researchers. Our study, which is based on selected pri-vate schools, suggests both the impor-tance of teacher quality and the unim-portance of the traditional measures of teacher quality. Hence, we make a strong argument for the creation and accessibility of such datasets so that it becomes possible to assess TVA for a more general population of students


Teacher Quality34

and teachers.

Notes :

1.Two Indian states - Himachal Pradesh (HP) and Tamil Nadu (TN) - participated in the extended cycle of 2009 OECD PISA (Programme for Inter-national Student Assessment) survey of 15-year-olds’ knowledge and skills in reading, math and science. In the reading and math scores, out of the 74 regions participating in PISA 2009, HP and TN were second and third from the bottom respectively, beating only Kyr-gyzstan. In science literacy, the results were even worse; while TN was 72nd of 74, HP came in last (Walker 2011).

2.Even if a fairly comprehensive set of teachers characteristics is looked at, there is always the possibility that un-observed factors such as ability, moti-vation and effort of teachers matter a great deal for students’ achievement and may not be observed, or indeed be measurable at all.

3.In the secondary board examina-tion, students are required to take 7 subjects, while in the senior secondary board examination they take 5-7 sub-jects. The choice of subjects is restrict-ed by what is offered by the school. Although, students are not required

to take the same set of subjects in sec-ondary and senior secondary, normally there is a substantial overlap in choic-es across the two examinations. In the case where a subject is taken up for se-nior secondary examination but not for secondary examination, it is dropped from the analysis. In our dataset, we have both 10th and 12th scores for at least four subjects for 99% of 12th grade students.

4.Standard Deviation (SD) is a measure that is used to quantify the amount of variation or dispersion of a set of values.

5.If all student scores are arranged in ascending order, then 65th percentile is the value of the score below which 65% of the scores lie.

Further Reading

• Azam, M and G Kingdon (2014), ‘As-sessing Teacher Quality in India’, IZA Discussion Paper, 8622.

• Hanushek, EA and SG Rivkin (2012), “The Distribution of Teacher Quality and Implications for Policy”, Annual Review of Economics, 4, 131-157.

• Muralidharan, K (2013), ‘Priorities for Primary Education Policy in In-dia’s 12th Five Year Plan’, India Policy Forum 2012-13, Vol. 9, pp. 1-46.

• Rivkin, SG, EA Hanushek and JF Kain (2005), “Teachers, schools, and aca-demic achievement”, Econometrica, Vol. 73, pp. 417-458.

• Rockoff, JE (2004), “The impact of individual teachers on student achievement: Evidence from panel data”, American Economic Review, 94, 247-252.

• Slater, H, NM Davies and S Burgess (2012), “Do teachers matter? Mea-suring the variation in teacher effec-tiveness in England”, Oxford Bulletin of Economics and Statistics, 74(5), 629-45.

• Walker, M (2011), ‘PISA 2009 Plus Results: Performance of 15-year-olds in reading, mathematics, and science for 10 additional partici-pants’, Australian Council for Educa-tional Research.- See more at: http://www.ideas-

for india. in/art ic le .aspx?art ic le_id=412#sthash.044aRsfx.dpuf

(This article has been reprinted from 141 Ideas for India (www.ideasforindia.in) J Mehtabul Azam

Oklahama State [email protected]

Geeta Gandhi Kingdon University College London

[email protected]

35


APAR/ACR

Annual Performance Appraisal Report normally called as Annu-al Confidential Report, play an

important role in the service career of every Government employee. Hence, it is incumbent upon each and every employee to be familiar with the rules, instructions issued by the Government in the matter from time to time. The following are the vital and important instructions issued on the subject:-

1. Minimum Period for recording the remarks – It is incumbent upon ev-ery reporting officer before recording the remarks in the confidential report, to have seen the work and conduct for atleast three months during the finan-cial year. It is further made clear that

period of suspension and regular leave except casual leave availed by the em-ployee shall not be counted in calcu-lating this period. Similarly, the period during which the reporting authority is on leave or under suspension is not to be counted. (Haryana Govt. letter no. 2784 3S-70, dated 02.03.1971)

2.Recording authority, if the work has been seen for atleast three months each by more than one officer - ACR will be initiated by the junior most initi-ating authority and it will be sent to the next senior initiating authority.

3.Recording of remarks by retir-ing/ under suspension/ premature retired officer - Remarks are required to be recorded by the retiring officer

before the date of his retirement and the same cannot be recorded after su-perannuation under any of the even-tuality. (Haryana Govt. letter no 8367-35-71/36929 dated 23.12.1971, no 8562-35-76-32073, dated 23.11.1976 and no. 6853-G-37/37890, dated 04.11.1937)

4.Recording of remarks by review-ing/accepting authority – If more than one such officer had seen the work of the officer or official reported upon during a particular year in such cases remarks are to be recorded only by that reviewing/ accepting authority who may have last seen the work of the officer/ official reported upon in the re-porting year for at least three months.

Annual Performance Appraisal Report(APAR)/ Annual Confidential

Report(ACR) – Salient features thereof and instructions


APAR/ACR36

(Haryana Govt. letter no. 7116-3S-76, dated 14.02.1977)

5.Downgrading of ACR including making entry regarding doubtful in-tegrity due to imposition of penalty – If an employee has been awarded a punishment for an act of omission or commission during a particular peri-od, his ACR of that year (i.e. the year in which the act of omission or com-mission took place) may be suitably down-graded. It was also clarified that the extent of downgrading will be de-cided by the authority passing final orders in promotion cases etc. and will depend on the nature of charges proved against an individual and not merely on the amount of punishment awarded. It is appropriate that the orders of downgrading of ACR may be passed simultaneously while issuing or-ders of punishment. However, in cases where punishment orders have already been issued in which no mention about down-grading of ACR has been made, then in such cases, for down-grading of ACR, another show-cause notice may be issued in view of the punishment already awarded. The extent of down grading will be decided by the compe-tent authority for final orders in pun-ishment/ promotion cases etc. It is also incumbent that the copy of the orders down-grading of ACR should be placed in the ACR file and mentioned thereof may also be made in the ACR of that particular year. It is further made clear that ACR if once down-graded, the pre-vious grading ceases to exist and the new grading will be taken into account for all the cases where ACRs are taken into consideration. It is clarified here that entry regarding integrity is nor-mally recorded at the time of writing of the ACR. However, if any employ-ee has been awarded a punishment in the disciplinary case pending against him and he is believed to be corrupt/ dishonest on the basis of findings of the disciplinary action/ charges proved against him, entry regarding doubtful integrity may be made simultaneous-ly in his ACR of that year in which the act of omission and commission took place while down-grading his ACR as

a sequel to the punishment awarded to him. It is also clarified that a single show cause notice should be given to the delinquent employee regarding award of the proposed punishment as well as for entry regarding doubtful in-tegrity on the basis of charges proved against him. However, in cases, where punishment orders have already been issued in which no mention about the down-grading of ACR and entry regard-ing doubtful integrity has been made then in such cases, another show-cause notice may be issued for the purpose.

6. Communication of every entry of ACR (poor, fair, average, good or very good) – In view ofjudgement of Hon’ble Supreme Court of India dat-ed 12.05.2008 in the case of Dev Dutt Versus Union of India (Civil Appeal No. 7631 of 2002) cited in AIR 2008 SC 2513, every entry in ACR- poor,

fair, average, good or very good is re-quired to be communicated to every officer/ official concerned in the su-persession of all previous instructions on the issue. (Haryana Govt. letter no. 61/3/2013-2GSIII, dated 25.03.2015)

7. Representation against Adverse remarks – Representation against Ad-verse remarksshould be entertained only if it is received within 45 days from the date of receipt of the letter com-municating the adverse remarks to the officer/ official concerned. However, the authority dealing with the repre-sentation may entertain a representa-tion within three months of expiry of the said period if he is satisfied that the officer/ official had sufficient cause for not submitting the representa-

tion in time. (Haryana Govt. letter no. 60/4/87- S(I)-A, dated 14.08.1987)

8.Comments of the retired officers on the adverse remarks recorded by them while in service – The comments of the reporting officer who has re-tired after recording his remarks as the reporting authority, can be called for if the circumstances of the case so warrant. While, doing so, however, the convenience of the retired officer, the expediency of such a course of ac-tion and other relevant circumstances should no doubt be considered.(Hary-ana Govt. letter no. 60/12/82-S(I),dat-ed 14.06.1983 )

9. Writing of special reports for de-ciding probation – Special reports can be recorded on the work and conduct of Government employees on any par-ticular occasion e.g. reports recorded on the expiry of the period of proba-tion. It is further made clear that with regards to writing of ACRs of such em-ployees, the following schedule be ob-served:-

(i) In cases where the completion of period of probation falls between 1st April and 29th June, the report for the year ending in March may be taken into account to decide the cases.

(ii) In cases where the completion of period of probation falls between 30th June and end of February, a special re-port upto the date of completion be obtained.

(Haryana Govt. letter no. 872-38-73/5679, dated 06.03.1973, no. 8/1/89-2GSI, dated 08.08.1989)

10. Decision about non-writing of ACR due to suspension, absence due to leave or illness, termination of ser-vices or for any other reason – It is made clear that the period for which ACR has not been written i.e. on ac-count of suspension, absence due to leave or illness, termination of ser-vices or for any other reason, ACR for that period should be treated as blank. (Haryana Govt. letter no. 61/11/96-S(I), dated 14.05.1996) J

Contributed by:R.K. Garg

ADO, UTKARSH, Panchkula.

37


1. The chances of getting a cavity is higher if candy is eaten slowly throughout the day compared to eating it all at once and then brushing your teeth

2. Bill Bowerman, the co-founder of the shoe company Nike, got his first shoe idea after staring at a waffle iron. This gave him the idea of using squared spikes to make the shoes lighter

3. In 1989, the space shuttle Discovery carried 32 fertilized chicken eggs into orbit 4. The most recycled product in the world is the automobile. 5. Before the 17th century, carrots used to be the colour purple 6. If all the Oreo cookies ever sold were stacked on top of one another, they would be as high as 13.3 million Sears Towers 7. There are over 600 different pasta shapes 8. Some people start to sneeze if they are exposed to sunlight or have a light shined into their eye 9. Lake Baikal is the oldest freshwater lake on Earth, having formed between 20 and 25 million years ago 10. From 1939 to 1942, there was a undersea post office in the Bahamas 11. An owl has three eyelids 12. Atlantic salmon can jump as high as 4.5 meters out of the water 13. Although the outsides of a bone are hard, they are generally light and soft inside. They are about 75% water 14. Each nostril of a human being register smell in a different way. Smells that are made from the right nostril are more

pleasant than the left. However, smells can be detected more accurately when made by the left nostril 15. Children who are breast fed tend to have an IQ seven points higher than children who are not 16. Each king in a deck of playing cards represents a great king fromhistory. Spades - King David; Clubs - Alexander the Great;

Hearts -Charlemagne;and Diamonds - Julius Caesar. 17. There are no ants in Iceland, Antarctica and Greenland 18. Dueling is legal in Paraguay as long as both parties are registered blood donors 19. In Belgium, there is a museum that is just for strawberries 20. The most reproduced image in the world is Mickey Mouse, which can be found on over 7,500 different items 21. Vasaloppet, which is located in Sweden is the oldest, longest, and the biggest cross-country ski race in the world. Every

year, 14,000 people compete in the race 22. Bats sleep during the day and feed at night. The place that bats sleep in is called the “roost.” 23. The puma and the leopard are the highest jumping mammals. They are able to reach a height of 16.5 feet 24. The Main Library at Indiana University sinks over an inch every year because when it was built, engineers failed to take

into account the weight of all the books that would occupy the building 25. The average ear grows 0.01 inches in length every year 26. Buckingham Palace has over six hundred rooms 27. Male owls weigh less and are smaller than female owls 28. Cows drink anywhere from 25-50 gallons of water each day 29. Humans are the only primates that don’t have pigment in the palms oftheir hands.30. Every square inch of the human body has about 19,000,000 skin cells

Amazing Facts


Learning38

Dinesh Kumar

Before independence, English was a language of conquest and has become a language of quest in the post independence years. It is a his-torical fact that the British had won the battle of supremacy against the other European powers in India. If the French had won the tussle we would all be speaking in French now. In 1835, Thomas Babington Macaulay in his very famous Minute offered to introduce the English lan-guage in the Indian education sys-tem. The offer was even welcomed by Raja Rammohan Roy, a contem-porary scholar in Sanskrit, Arabic and Persian. It was believed that

the English would go with the English people. But it has continued to enjoy more and more importance during the post- independence years in the coun-try. Today it dominates the scene more than ever.

Fourteen languages were original-ly listed in the Eighth Schedule of the Constitution of India and four were added later. Hindi in its Devnagri script has the status of national official lan-guage. English was given the status of an associate official language first for a fixed period of 15 years and later indef-initely.

English is also a national language as it is a state language in some states e.g. Meghalaya, Tripura, Arunachal Pradesh and Mizoram. It is also an official lan-

Why should we learn English ?

39


Learning

guage in some Union Territories e.g. Andaman & Nicobar Islands, Dadra and Nagar Haveli and Lakshadweep. English is an official language in many coun-tries and international bodies like UN. It is used in as many as 70 countries worldwide. Marginalized and minority cultures are being wiped out and very soon may be we all know only English. Language experts predict that within a decade or two there will be more speakers of English in Asia than in any other continent.

English has acquired a global sta-tus due to its intelligibility all over the world. A language assumes a global status when it develops a special role recognized in every country. It is also true, for a language to become glob-al has little to do with the number of people who speak it, but much more to do with who those speakers are. Most users of English are the countries which are well developed and the people who are of elite and educated class e.g. HR managers, CAs, MBAs, Call centre em-ployees, Software engineers, PROs, Actors, Media persons Sportspersons, Businessmen, Architects, Doctors and many other professionals. There is no doubt that we cannot do without En-glish today. Its importance in the global perspective has made it an indispens-able tool of communication among nations. With increase in trade and travel across the world, English has emerged as the language for interna-tional air traffic control, international maritime and emergency services. This

is the language for interna-tional business and trade. Non-English countries need to use English for

international transac-tion and communi-cation. Tourism, a d v e r t i s -

ing and h o a rd i n g

are partic-ularly de-pendent on the use of

E n -

glish. Increasing globalization and the functioning of international media network demand the use of one well known language which is English. With the rapid development of information technology, 80% of all information stored in electronic retrieval system is in English. The latest discoveries inven-tions and research and findings are en-coded in English language. This is used for the internet and most scientific, technological and academic informa-tion can be accessed in English. Great biographies, autobiographies, epics, scriptures and other famous literary works can be referred by anyone who knows English.

English is a library language and opens the way to higher studies within the country and abroad. It opens a win-dow to the world. A good communica-tion skill in English in India and in other countries is considered to be a pass-port to success. Fluency in English gives a competitive advantage in the Indian as well as in the global society. It brings increased educational opportunities, opening up areas of knowledge, which in turn leads to better jobs, economic advancement and upward mobility in

society.

In India, though the use of English has become optional in some schools, colleges, universities, courts, UPSC exams and state exams, it has still as-sumed very great importance in the educational institutions. In a multi-lingual society like India it is used as a link language (lingua franca within the country) and thereby helps in bringing the people closer.

The world now is totally under the control of English. Globalization has been able to spread its tentacles very successfully in the world. With the emergence of English as a world lan-guage we can see a change in the atti-tude of schools, parents and learners to English in India. The attitude of people towards English is very positive. Even the people from rural areas send their children to English medium schools by paying heavy fees and by by-passing the free government schools. They feel that English schools have a good status in society and children will have better opportunities in life if they know English. If we look at the classified ad-vertisements, in the local newspapers, we find that not only so many English teaching shops have mushroomed but also that knowledge of English is an essential or desirable requirement for most of the jobs in the country. Today we see that more and more people are growing up more comfortable in

using English than their own moth-er tongues. English is no longer considered a foreign language and even if it is, it is a foreign language which is an asset to a nation and

of course, to an individual. JLecturer in English

GSSS, Khandora Rewari.


Digital Equalizer 40

Smita Agrawal

In our country a number of people are suffering from a social disease, tobac-co and alcohol addiction. My target is

to keep youth away from it. Peer pres-sure, lack of self-confidence and the de-sire ape adults are some of the reasons which lure them toward the addiction of these poisons. Every year 31st May is celebrated as Say no to tobacco day. This concept was started by the WHO. The objective behind it is to reduce the consumption of tobacco which is responsible for a number of diseases socially, mentally and physically as well. The theme for World No Tobacco Day 2015 is ‘Stop the illicit trade of tobacco products’. From many angles, the illic-it trade of tobacco products is a major global concern, including health, legal

and economic, governance and corrup-tion. World No Tobacco Day was first observed in 1987, after a cabinet of the WHA (World Health Assembly) passed a motion supported by the WHO, with guidelines to manage and curb tobac-co consumption. No Tobacco Day also aims to keep a watch on companies that sell cigarettes and other tobacco products through striking advertise-ments which influence people to con-sume their product. To propel its cause and appeal globally, WHA selects a fresh theme every year. For World No Tobacco Day 2015, we are calling on countries to work together to end the illicit trade of tobacco products. Tobac-co companies spend billions of dollars on advertising each year, portraying people who smoke as being cool, glam-orous, and macho and having other val-

ued after traits. In truth, cigarettes are highly engineered products designed to cause addiction which often kill. Cigarettes are highly addictive due to the presence of nicotine in the tobac-co. However, over the years executives from the major tobacco companies have denied this. “The best way to stop smoking is to just stop – no ifs, ands or buts. It’s really heart breaking that as per report of WHO Tobacco kills nearly 6000 million people each year if urgent action has not taken this number can reach up to 8 million by 2030.

Tobacco users are social devils, it’s an epidemic and biggest health threat the world ever has faced. Approximate-ly one person dies every six seconds due to tobacco, accounting for one in 10 adult deaths. Tobacco users who die prematurely deprive their families

Killers That Travel In Packs…… CigarettesWorld No Tobacco Day

41


No Tobacco Day

of income, raise the cost of health care and hinder economic development. In some countries, children from poor households are frequently employed in tobacco farming to provide family income. These children are especial-ly vulnerable to “green tobacco sick-ness”, which is caused by the nicotine that is absorbed through the skin from the handling of wet tobacco leaves. Unfortunately along with the smokers second hand smokers are more prone to infection. Second-hand smoke is the smoke that fills restaurants, offices or other enclosed spaces when people burn tobacco products such as ciga-rettes, bidis and water pipes. There is no safe level of exposure to sec-ond-hand tobacco smoke. • In adults, second-hand smoke caus-

es serious cardiovascular and respi-ratory diseases, including coronary heart disease and lung cancer. In infants, it causes sudden death. In pregnant women, it causes low birth weight.

• Almost half of children regularly breathe air polluted by tobacco smoke in public places.

• Over 40% of children have at least one smoking parent.

• Second-hand smoke causes more than 600 000 premature deaths per year. Now the question is how to save our youngsters from this glob-al issue, here I would like to discuss few of the steps to be taken,

Steps to be taken• Among smokers who are aware of

the dangers of tobacco, most want to quit. Counseling and medication can more than double the chance that a smoker who tries to quit will succeed.

• Hard-hitting anti-tobacco adver-tisements and graphic pack warn-ings – especially those that include pictures – reduce the number of children who begin smoking and in-crease the number of smokers who quit.

• Pictorial warnings significantly in-crease people’s awareness of the harms of tobacco use.

• Mass media campaigns can also re-duce tobacco consumption, by influ-encing people to protect non-smok-ers and convincing youths to stop using tobacco.

• Bans on tobacco advertising, pro-motion and sponsorship can reduce tobacco consumption.

• Tobacco taxes are the most cost-ef-fective way to reduce tobacco use, especially among young people and poor people. . A tax increase that increases tobacco prices by 10% decreases tobacco consumption by about 4% in high-income countries and about 5% in low- and middle-in-come.

The various harmful effects of to-bacco• Smoking of tobacco increases the

risk of lung cancer and heart attack.• Chewing of tobacco increases the

risk of oral cancer.• It leads to accumulation of tar in the

nose, throat, and lungs which causes violent coughing and irritation.

• Smoking reduces appetite, sleep and discolors teeth.

• The smoke of tobacco consists of carbon monoxide, hydrogen cya-nide, and unoxidised nicotine.

• The smoke is passively inhaled by others who are nonsmokers and hence smoking becomes a commu-nity health hazard.

Different themes of No to world tobacco day• The theme for 1987 was “1st Smoke-

free Olympics (1988 Olympic Winter Games – Calgary)”.

• The theme for 1988 was “Tobacco or Health: choose health”.

• The theme for 1989 was “Women and tobacco: the female smoker: at added risk”.

• The theme for 1990 was “Childhood and youth without tobacco: growing up without tobacco”.

• The theme for 1991 was “Public places and transport: better be to-bacco free”.

• The theme for 1992 was “Tobacco free workplaces: safer and healthi-

er”.• The theme for 1993 was “Health ser-

vices: our windows to a tobacco free world”.

• The theme for 1994 was “Media and tobacco: get the message across”.

• The theme for 1995 was “Tobacco costs more than you think”.

• The theme for 1997 was “United for a tobacco free world”.

• The theme for 1996 was “Sport and art without tobacco: play it tobacco free”.

• The theme for 1998 was “Growing up without tobacco”.

• The theme for 1999 was “Leave the pack behind”.

• The theme for 2000 was “Tobacco kills, don’t be duped”.

• The theme for 2001 was “Sec-ond-hand smoke kills”.

• The theme for 2002 was “Tobacco free sports”.

• The theme for 2003 was “Tobacco free film, tobacco free fashion”.

• The theme for 2004 was “Tobacco and poverty, a vicious circle”.

• The theme for 2005 was “Health professionals against tobacco”.

• The theme for 2006 was “Tobacco: deadly in any form or disguise”.

• The theme for 2007 was “Smoke free inside”.

• The theme for 2008 was “Tobac-co-free youth”.

• The theme for 2009 was “Tobacco health warnings”.

• The theme for 2010 was “Gender and tobacco with an emphasis on marketing to women”.

• The theme for 2011 was “The WHO Framework Convention on Tobacco Control”.

• The theme for 2012 was “Tobacco industry interference”.

• The theme for 2013 was “Ban tobac-co advertising, promotion and spon-sorship”.

• The theme for 2014 was “raise taxes on tobacco”.

• The theme for 2015 is “Stop illicit trade of tobacco products”. J

Sr. Science TeacherSt. Kabir’s School,

Hisar.


A Continuous Supply Of Vitamins Is Needed In

Your Diet.

1 INFANTS

0-6 months: 40* milligrams/day (mg/day)

7-12 months: 50* (mg/day)

*Adequate Intake (Al)

2 CHILDREN

1-3 years: 15 (mg/day)



3 ADOLESCENTS

Girls 14-18 years: 65 (mg/day)

Boys 14-18 years : 75 (mg/day)

4 ADULTS

Men age 19 year and older: 90 (mg/day)

Women age 19 year and older: 75 (mg/day)

Pregnant women: 85 (mg/day)

Breastfeeding women: 120 (mg/day)

Vitamin-C is a water-soluble vitamin that is necessary for normal growth and development.

Water-soluble vitamins dissolve in water. Leftover amounts of the vitamins leave the body through the urine. Vitamin-C is needed for the growth and repair of tissues in all parts of your body. The body is not able to make Vitamin-C on its own, and it does not store Vitamin-C. It is therefore important to include plenty of Vitamin-C containing foods in your daily diet.

Vitamin-C is used to : • Heal wounds and form scar tissues.• Repair and maintain cartilage, bones and teeth.

• Form an important protein used to make skin, tendons, ligaments, and blood vessels.

• Required to produce collagen, a protein that plays a critical role in the structure of our bodies

For many years, Vitamin-C has been a popular remedy for the common cold. It is greatest antioxidants. One interest-ing application of Vitamin-C as an antioxidant is its ability to transform iron into a state that is better absorbed in the intestine.

Food sources for Vitamin-C:All fruits and vegetables contain some amount of Vita-

min-C.

Alternate Names of Vitamin-C : Ascorbic acid; Dehydroascorbic acid J

Lecturer Home ScienceGSSS,Sector – 6, Panchkula

DIETARY REFERENCE INTAKES FOR VITAMIN-C:

Healthiest Foods ranked as quality sources of Vitamin-CSr. No

Food Serving Size Cals Amount (mg)

Healthiest Foods Rating

1 Papaya 1 medium 118.7 168.08 excellent2 Bell Peppers 1 cup 28.5 117.48 excellent3 Broccoli 1 cup 54.6 101.24 excellent4 Strawberries 1 cup 46.1 84.67 excellent5 Pineapple 1 cup 82.5 78.87 excellent6 Kiwifruit 1.2 inches 42.1 63.96 excellent7 Oranges 1 medium 61.6 69.69 excellent8 Cauliflower 1 cup 28.5 54.93 excellent9 Grape fruit 0.50 medium 41.0 44.03 excellent10 Tomatoes 1 cup 32.4 24.66 excellent11 Lemons and Limes 0.25 cup 13.4 23.61 excellent12 Sweet potato 1 medium 180.0 39.20 Very good13 Winter Squash 1 cup 75.8 19.68 Very good14 Green Peas 1 cup 115.7 19.56 Very good15 Watermelon 1 cup 45.6 12.31 Very good16 Green Beans 1 cup 43.8 12.13 Very good17 Carrots 1 cup 50.0 7.20 Very good18 Plum 1.2- 1/8 inches 30.4 6.27 Very good19 Garlic 6 cloves 26.8 5.62 Very good20 Potatoes 1 medium 160.9 16.61 good21 Onions 1 cup 92.4 10.92 good22 Banana 1 medium 105.0 10.27 good23 Apple 1 medium 94.6 8.37 good24 Pear 1 medium 101.5 7.65 good25 Apricot 1 whole 16.8 3.50 good26 Cucumber 1 cup 15.6 2.91 good

Neeru

Vitamin C

43


Sandeep Pachar

ICT, which stands for Information and Communications Technology, has be-come an essential component of our

everyday life. The creative use of ICT in education has the capacity to increase the quality of people’s lives by enhanc-ing teaching and learning.

An increasing number of education-al organizations are adopting ICT and replacing the traditional educational practices with it. Since, technological skills are increasingly important for ad-vancement in education and work, the educational curriculums of schools and colleges are integrating ICT into them to refine their teaching and learning processes and provide students with the opportunities to use modern tech-nology to advance and improve their learning. For educational institutions, ICT can include computer, computer networks (Internet/Intranet), external devices, EDUSAT, audio and a/v multi-media and other assistive technologies as well. When ICT is effectively integrat-

ed in educational curriculums, it offers teachers and students a powerful set of tools to aid in their teaching and learn-ing and helps them realize their true potential. ICT should be carefully incor-porated in the curriculum, keeping in view the individual needs of students, the philosophy and content of the cur-riculum and the learning experience that the teacher wants to provide to the students. At primary and upper pri-mary level, ICT can serve as the most effective tool to enhance the under-standing of the children using animated poems, lessons and documentaries etc.

ICT provides students and teachers with the educational tools and resourc-es that extend the overall learning en-vironment. These tools support the aims and principles of the curriculum to rejuvenate classroom learning and teaching. There are a wide range of benefits of embedding ICT for teaching curriculum, which make it a “must” to-day, some of these are:

Improves motivation and en-gagement with learning: It leads to increased collaboration, greater en-

gagement and persistence, more task specific behaviour and better under-standing of concepts. It also enhances creativity, critical thinking skills and de-velops problem-solving abilities.

Provides tools for all purposes: A wide range of technologies are avail-able for use in the classroom, such as Interactive Whiteboards (IWs), display and presentation software with anima-tions and simulations, EDUSAT and oth-er a/v devices can help students devel-op understanding of concepts through concrete examples and graphical illus-trations. Mobile technologies support educational initiatives that focus on communication. Computer labs are there in most of the schools. Personal laptops can be also be used by teach-ers for management and administrative purposes. The inclusion of games, im-proves decision-making and informa-tion processing.

Aids students with special needs: ICT offers individualized support. It has a positive impact on the learning of students with special educational needs, through adaptive and assistive

ICT – The game changer in Education


technologies specially designed to support students with specific disabili-ties or through the use of mainstream technologies such as specially designed gadgets as per requirement and various audio and audio video material.

Personalized learning experience: E-learning offers flexible and personal-ized learning and makes learning a pos-sibility even outside schools. It makes learning more targeted towards the needs of an individual learner. Combi-nations of technology and applications give greater choice in relation to what, when and where to study, selecting according to interests, learning styles, preferences and needs. Such systems

can give students more autonomy and independence with learning.

Improves communication between schools and the broader community: Schools are linked internally and also to their outer community through online networks, which has improved com-munication between them and may led to centralized attendance, assessment and recording systems, better commu-nication with parents, stakeholders, staff, etc. Some of schools have hosted their own websites and maintaining it

successfully from the school.Improves administration and man-

agement: Schools can use Internet and Intranets to support administrative ac-tivities such as attendance monitoring, assessment records, finance, sharing of information and more. They make use of data-gathering tools for better man-agement, monitoring and evaluation.

Promotes Active learning: ICT tools can promote active learning by en-abling the child to find, manage, evalu-ate and use information retrieved from online sources. The child can discuss his or her findings, and share them with others using presentation and author-ing software.

Develops higher order thinking and problem-solving: ICT incorporates in the curriculum such authentic learning resources that can develop a student’s ability to question, analyze, investi-gate and think critically. Content-free software like databases, spreadsheets, allows students to interpret and manip-ulate data representations.

Develops Collaborative learning: It allows students to construct knowledge collaboratively when working together on tasks using one computer. They can

also work collaboratively when they use communication technologies such as E-mail or video-conferencing.

Apart from all these reasons, there are a lot more reasons to incorporate the use of ICT into the educational cur-riculum. Schools should aim to identify innovative and authentic contexts for developing skills and understanding which provide a clear purpose for us-ing ICT. The planning process should be creative, reinforcing the fact that technology can support learning in all curriculum areas.

In the next issue we will share how and what can be done by the teachers and school administration to maximize

the use of available ICT resources in the school in our given circumstances.

Share what you think how ICT can be more effectively used for enhance learning and teaching educational curriculums in our Govt. schools. The mailbox is waiting at [email protected]. J

JBT Teacher, GPS Daya Hisar.Academic Ass. Office of DGEE

Panchkula.

ICT44

45


1. What is the name of the biggest part of the human brain?2. The colored part of the human eye that controls how much light passes through the

pupil is called the?3. What is the name of the substance that gives skin and hair its pigment?4. The muscles found in the front of your thighs are known as what?5. True or false? The two chambers at the bottom of your heart are called ventricles.6. What substance are nails made of?7. What is the human body’s biggest organ?8. The innermost part of bones contains what?9. True or false? An adult human body has over 500 bones.10. How many lungs does the human body have?11. Another name for your voice box is the?12. The two holes in your nose are called?13. Your tongue is home to special structures that allow you to experience tastes such

as sour, sweet, bitter and salty, what is their name?14. The bones that make up your spine are called what?15. The shape of DNA is known as?16. The flow of blood through your heart and around your body is called?17. The bones around your chest that protect organs such as the heart are called what?18. What is the name of the long pipe that shifts food from the back of your throat

down to your stomach?19. True or false? Your ears are important when it comes to staying balanced.20. The outside layer of skin on the human body is called the?

Human Body Quiz Answers1. The cerebrum 2. Iris 3. Melanin 4. Quadriceps 5. True 6. Keratin 7. The skin 8. Bone marrow 9. False (there are 206) 10. 2 11. Larynx 12. Nostrils 13. Taste buds 14. Vertebrae 15. A double helix 16. Circulation 17. Ribs 18. The esophagus 19. True 20. Epidermis

Human Body Quiz


Career46

Sukhwinder Isser

Want to take up teaching as a career after completing 12th? Then here is a solu-

tion and complete guide to becoming a teacher after 12th Arts. You have the following options to get a teaching job.

PTCGraduation B.EdIf your interest is to become a gov-

ernment teacher you will need to com-plete a B.Ed degree and also first you will have to do a complete graduation in any field.Along with B.Ed you will

need to clear the CTET Exam, if you cannot clear this exam you will not el-igible for the teachers post. This exam is conducted by CBSE after completing the above requirements you will eligi-ble to become a teacher.

Another optionAfter 12th standard, you can do your

Teacher Career after 12th Arts

47


under graduation degree, then you can do your B.Ed degree for attending TET and TRB Exam.

TET ExamExam pattern and scheme: Central

Teacher Eligibility Test (CTET) to be con-ducted at state level by state boards.

There will be 2 papers with objective multiple choice questions. Each paper will consist of 150 questions.

Division of PapersPaper I : For those want to become

teachers for classes I-V.Paper II : For those want to teach

classes between VI and VIII.Paper I and II : Those interested in

teaching from class I to VIII will have to appear and qualify in both the papers.

Syllabus for the CTETThere will be 5 subjects/ Sections in

Paper 1. Each section/ subject will have 30 objective multiple choice type ques-tions carrying one mark each. Duration of the exam is one and half hours.

Following are the Papers• Child development and pedagogy• Language I (the medium of

instruction)• Language II (chosen from a list

other than language I)• Mathematics • Environmental studies

Requirements • Should be citizen of India• Should have completed Graduation

in the B.Ed from Discipline University

• Should have 60% Marks in Graduation

• Age should be between 21-35 Years• So after having completed B.Ed you

have to apply for DSC Exam• If you will get Qualified in this

DSC Exam you are a Government Teacher

• This is the Procedure to become a Government Teacher.

TIPSee more at: http://careerafter12th.

in/teacher-career-after-12th-art/#st-hash.TEwYjMKH.dpuf J

Inch by inch!Span after span!She’s heading to mewith her open arms.She hankers to meetwith purpose unknown.Oh my God!She seeks to retractall that I have...She’s too cruelto be described.Have I been proudOf efficient acts of mine?My brain! My brain!She’s able to hurt it;Alas! Its mortality.Opaque is my vision now...Before death- I’m helpless!

Rajan Arora [email protected]

The Inevitable


Government Orders48

G.O. No. 6/2015/170 Dated: 20. 05. 2015

Subject :- Inspection of Schools by field and HQs Officers.

This is in supersession of all instruc-tions issued on the subject.

2. As is well known to all, huge expenditure is being incurred by the

Government to impart education to the children in the Government Schools in the State but unfortunately, the level of teaching - learning is not satisfactory. Thought the instructions for schools inspections had been is-sued in the past but these were not meticulously complied with. It was observed that the number of inspec-tions prescribed for the Officers were on higher side and therefore, while bringing down the number of inspec-tions, the stress will be on quality of inspections of school during which the Officers will also guide the teachers of the schools about how to bring improvement in their functioning. The inspection reports will be sent to the concerned DIET/BITE/GETTI as per the instructions contained in GO No. 5/2015 and a copy thereof to Direc-tor, Secondary Education in case of High & Secondary Schools and Direc-tor, Elementary Education in case of Elementary Schools. In case a School is having classes pertaining to both the Directorates i.e. Secondary as well as Elementary, copies of inspection re-ports shall be sent to both the Di-rectors.

3. PERIODICTY:(i) Head Office:(a) Head Office Officers including

DSE and DEE except those Offi-cers who are from academic cadre will conduct at least two inspections per month.

(b) The Officers belonging to academic cadre will conduct at least three inspections per month.

(ii) The District level Officers i.e. DEO, DEEO, Dy. DEO will conduct minimum one inspection per week i.e. at least four per month. It should be ensured that the inspections are prop-erly spaced i.e. all inspections due in a month should not be done in one week only.

(iii) Block level Officers i.e. BEO, BEEO shall conduct minimum two in-spections per week i.e. at least eight per month.

(iv) At school level, minimum daily inspection of two classes by each Principal/Headmaster/Elementary Head/Head Teacher should be done. In case, in addition to the Principal, Headmaster is also posted in the school, these daily inspections will be done by both of them. They will main-tain inspection registers in which major findings of the inspections being car-ried out by them shall be entered on day-to-day basis.

All the inspecting Officers shall send a copy of their inspection re-ports to the concerned Head of the School also for their information and for taking corrective action.

4. MONITORING OF INSPECTIONS:

The primary duty to monitor in-spection of schools will rest with Di-rector , Secondary Education and Director, Elementary Education in re-spect of schools under the jurisdiction of their respective Directorates but they will be assisted by the Principals of DIETs/BITEs/ GETTIs as detailed in GO N0.5/2015. It is expected

that DSE and DEE will monitor the inspections on monthly basis.

5. ROLE OF ICT :The IT cell of HQs shall develop

tools to monitor whether the inspec-tions are being carried out by differ-ent functionaries as per the schedule or not and also store the Inspection Reports. These will also be hosted on the Website of the Department. These inspection Reports shall be integral part of the Annual Per-formance Appraisal Reports of the con-cerned teachers/School Heads.

6.PROFORMA OF INSPECTIONS:Two proformae for inspections are

enclosed i.e. one for the initial inspec-tion and the other for follow up in-spections. At the time of follow up in-spection, the inspecting Officers must see whether action has been taken on the observations made during last inspection and in case of a serious dis-crepancy, he should write a separate note to the concerned Officer wheth-er it is Director or the Principal Sec-retary.

Important Government Orders

The text of important Government Orders No. 4, 5 and 6 issued by Shri T.C. Gupta IAS, Principal Secretary to Govt Haryana, School Education Department, has been reprinted below.

49


Government Orders

The above inspections will come into effect immediately and shall be monitored by DSE and DEE as men-tioned above._______________________________

G.O. No. 4/2015/168 Dated, Chandigarh, 20.05.2015

Subject : Guidelines regarding Student Attendance in Schools and Monthly Assessments Tests.

It has been observed during Dis-trict level inspections of schools that there is a sharp difference between actual attendance and the student enrolment in Government Schools. The Teacher Unions in their meetings with the Department have also stat-ed that parents of students who re-main absent often are not serious about their child’s attendance in the school. It has, therefore, been decid-ed that the names of those students who remain absent from schools for seven working days consecutively, will be struck off from the admission reg-ister of the school. Such students will be registered in the dropout category in a separate Register. Efforts will be made to bring such students back to the schools. If these students re-apply for admission during the aca-demic session, the School Head shall admit them in the school immedi-ately. These instructions must be made known to all class teachers and parents and adhered to strictly.

2. As per the order No. G.O. No. 01/2014 dated 31.12.2014 and G.O. No. 3/2015 dated 14.05.2015, monthly assessments tests were conducted in all Government Schools of the State in the month of January, February and March, 2015. The results of these monthly tests have been uploaded on the website of the Department i.e. www.harprathmik.gov.in. The average number of students who appeared in these monthly tests was 94% while 98% of the schools uploaded the data on the Departmental web por-tal. A serious view has been taken of the students who were absent during these monthly tests. It has, therefore, been decided that the students

who remain absent during the monthly tests, will not be entitled to the benefit of scholarship/ incentives being provided by the Department w.e.f. the date of test which they fail to take. If a student does not take the monthly test for a valid reason, he/she may re-appear in the test after re-questing the class/subject teacher. He/she shall only be entitled for the schol-arship/incentives when his/her test as-sessment result has been uploaded by the teacher concerned after taking the monthly test.

3. Further, it has been decided that for the schools that do not upload the monthly test results on the Departmental web portal timely, the salary of the Schools Head shall be withheld temporarily and the same shall be released only after the up-loading of the test results as per pro-cedures defined in the Order No. G.O. 01/2014 dated 31.12.2014. The School Head shall only draw his/her salary af-ter certifying to the DDO of the school that the monthly

test assessment result has been up-loaded as per instructions.

_______________________________

G.O.No.5/2015/169 Dated: 20.05.2015

Subject :- Nomination of Academic Monitoring Authorities in the State.

To improve the quality of teach-ing and learning in the Government Schools in the State, DIETs, BITEs, GETT is are hereby designated as aca-demic monitoring authorities who will be responsible for the following with immediate effect:-

(i) To analyze the results of month-ly/ half yearly annual assessments which have been conducted since December, 2014 and will be conduct-ed in future. The Principals of these institutions will identify the Schools whose performance is below the tar-get and take remedial measures by training the teachers posted therein either in the School itself or orga-nizing training programmes in their institutions. They may explore the

possibility of utilizing the services of teachers whose performance has been found to be outstanding in their re-spective jurisdiction. The jurisdiction of DIETs will be their respective Districts in which these are located except in cases where BITEs and GETT is are also there. The jurisdiction of DI ETs in such District will be the area excluding the territorial jurisdiction of BITEs and GETTis

whose jurisdiction will be as under:-1. BITE, Ambala2. BITE, Fatehabad3. BITE, Nagina (Mewat).4. BITE, Sirsa.5. GETTI, Ferozepur Namak(Mewat).6. GETTI, Morni (Panchkula).Ambala-1 Block, Ratia Block, Nagina

Block, Sirsa BlockNuh BlockMorni Block (ii) They will identify the gaps

with respect to requirement of teach-ers in the Primary Schools and will ensure that the students of D.Ed are posted in those Schools for the pur-pose of training in consultation with Secretary, Board of Secondary Educa-tion, Haryana. They will also ensure that the services of the students of D.Ed which is exceeding 20,000 in the State in a year are utilized gainfully for studies of students of Primary Schools.

(iii) To review and analyze the Inspection Reports submitted by var-ious Inspecting Officer including Sr. Administrative Officers, DEOs, DEEOs, BEOs, BEEOs, Dy. DEOs etc. All the In-specting Officers will send copies of the Inspection Reports to the concerned Principal of DIET/BITE/GETTI who will keep a record to ascertain whether various Officers are inspecting the Schools as per instructions or not. They will also be responsible for taking corrective action on the observations given by various Inspecting Officers.

2. It is hoped that above sys-tem of academic monitoring by these institutions shall go a long way in im-proving the quality of teaching and learning in Govt. Schools in the State in which cooperation of all concerned is solicited.


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RNI NO: HARBIL/2012/52385 POSTAL REGD NO: HR/AB-102/14-16

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çàæÿææ âæÚU‰æè Ì×âæð ×æ …ØæðçÌ»ü×Ø we demand student learn-ing improvement, we also realize that we need to provide you the neces-sary tools and trainings