OBJECTIVES OF INSET IN KVS- Libraries

Source: KVS Training Policy 

 1. To sensitize the teachers towards the needs, interest and problems of the students. 

 2. To facilitate acquisition of new knowledge in their subjects of specialization and to provide them with a broad understanding of current problems and trends pertaining to it. 

3. To promote awareness and provide assistance in acquiring new competencies of effective teaching. 4. To strive for desirable attitudinal change among the teachers. 

5. To initiate the teachers to innovation and improvisation of curricula, methods and aids.

6. To provide adequate educational technocracy. 

7. To prepare the teachers for their changing roles as facilitators of learning in view of changing needs of students and societal demands. 

8. To help teachers identify their problems and to solve them through pooled resources and wisdom. 

 9. To promote the habits of self-study, independent thinking and creative approaches. 

10. To encourage them to undertake action research; experiment to solve teaching-learning and behavioral problems of the students. 

11. To help teachers to know the community and signal the ways and means of contributing to the welfare of the community.   

Source: KVS Training Policy 

Library Science Trends: 

1. Artificial Intelligence (AI): AI is being used for personalized learning experiences and smarter cataloging systems. It helps in improving search and recommendation systems, transcription, and automated translation

2. Augmented Reality (AR) and Virtual Reality (VR): These technologies are creating immersive educational environments, making learning more interactive and engaging.

3. Blockchain: Enhancing transparency and security, especially in digital rights management and transaction verification.

4. Robotics: Used for inventory management and automation of library services, allowing staff to focus on more complex tasks.

5. Open-Source Software: Reducing costs and fostering innovation.

6. Internet of Things (IoT): Enabling real-time data collection and smart systems for resource management.

7. Cloud Computing: Increasing the amount of digital information libraries can offer without needing physical storage.

8. Digital Rights Management (DRM): Ensuring secure access to digital content

9. School Library Trends

• Interactive Spaces: School libraries are transforming into interactive spaces with flexible seating and readily-available edtech tools.
• Makerspaces: These areas allow students to engage in hands-on learning, coding, and programming.
• Virtual Libraries: Providing access to digital books and resources anytime, anywhere.
• Equitable Access: Ensuring all students have access to resources, including digital books and audiobooks.
• Support for Educators: Librarians are working closely with teachers to curate resources and teach research skills.
• Modern Aesthetics: Creating inviting spaces that encourage students to spend time in the library.
• Focus on 21st-Century Skills: Helping students develop critical thinking, research skills, and digital literacy.

• These trends reflect a broader shift towards making libraries more interactive, responsive, and sustainable, addressing the needs of diverse populations in increasingly digital and interconnected environments.

CPD: school level:30 Nov. 2024

1. POCSO: One Hour: Mrs. Ashima Gupta 

2. 21 Century Skills: One Hour:  Mr. Uma Shanker.

“The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed— by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world.” 

In simple terms, 21st Century Skills refer to the skills that are required to enable individuals to face the challenges of the 21st-century world that is globally active, digitally transforming, collaboratively moving forward, creatively progressing, seeking competent human-resource and quick in adopting changes. 

• Delors Report - Learning to Know, Learning to Do, Learning to Live Together and Learning to Be.
• WHO Life Skills:• Decision-Making and Problem-Solving; • Creative Thinking and Critical Thinking; • Communication and Interpersonal Skills; • Self-Awareness and Empathy; • Coping with Emotions and Coping with Stress.
• OECD:: i) Communication, ii) Information and , iii) Ethics and Social Impact.
• ATCS: ATCS categorized 21st century skills into four types: i) Ways of Thinking, ii) Ways of Working, iii)Tools for Working and, iv) Living in the World.
• UNESCO Working Paper: Revisited and divided all above -researched Skills into  Learning to Know, Learning to Do, Learning to Live.

21st CENTURY STUDENT'S SKILLS [3L-4C-MIT-FLIPS]

• LEARNING SKILLS-4C
• Communication
• Creativity
• Collaboration
• Critical Thinking
• LITERACY SKILLS-MIT
• Media Literacy
• Info Literacy
• Technology Literacy
• LIFE SKILLS-FLIPS
• Flexibility
• Leadership
• Initiative
• Productivity
• Self-awareness

21st Century skill Book 

Lesson Plans-KVS TEACHERS

IMPORTANT

All PPLS are hereby requested to instruct teachers to prepare Lesson Plans Topic wise as referred in the CBSE Curriculum Document. Further, such lesson plans are to be prepared as per the directions given in the CBSE Curriculum 2024-25 document. 

(Refer- Page No .12 of Secondary School Curriculum 2024-25 ) for teachers & 

2.3 Pedagogical Practices by Teachers The pedagogical practices should be learner centric. Teachers are expected to ensure such an atmosphere for students where they feel free to ask questions. They would promote active learning among students with a focus on reflections, connecting with the world around them, creating and constructing knowledge. The role of a teacher should be that of a facilitator who would encourage collaborative learning and development of multiple skills through the generous use of resources via diverse approaches for transacting the curriculum.Teachers should follow inclusive principles and not label children as ‘slow learners’ or ‘bright students’, or ‘problem children’. They should instead attend to the individual difference of students by diagnosing and modifying their pedagogic planning. As far as possible, Arts should be integrated in teaching, especially while teaching the concept which students find difficult to understand.

2.4 Competency Based Learning:

2.5 Lesson/Unit Plan Specific Lesson Plans for the topics are to be prepared by the teachers. These plans may have the following parts: 

2.6 Classroom and School Environment

2.7 Creating Cross-Curricular Linkages

2.8 Special Emphasis on Integrating Arts in Education  

2.8.1 Art Education and Art Integration

2.8.2 Art Integrated Pedagogy 

2.9 21st Century Skills      {3L: (4Cs MIT FLIP.)}

2.10 Inclusive Education  

(Page No 10 of Senior Secondary School Curriculum 2024-25) for Principals. 

2.2 Pedagogical Leadership All Principals have a crucial role to play in the evolution of the teaching learning ecosystem as the Head and pedagogical leader of their 

Lead, Guide and Support the teaching and learning processes in the school by focusing on classroom specific requirements for transacting the curriculum, so that both teachers and students perform at their optimal best. 

Direct the entire focus of all school activities towards the students’ learning and acquiring of necessary competencies. 

Every activity taken up by the school, therefore, should be mapped for the educational competencies, and for life skills, values, etc., being acquired by the students. 

Prepare Annual Pedagogical Plan of the school by designing and developing annual plan for the school by giving equal importance to all areas. 

Promote innovative pedagogy, with special focus on integrating art, sports and ICT (Information and Communication Technology) with education, and use of active and experiential learning methods in the classrooms. 

Ensure joyful learning at all levels through use of such innovative pedagogy. Develop school specific resources for teaching and learning, in the form of lesson plans, e content, use of mathematics and science kits developed by NCERT, etc. Ensure proper in-house training of teachers in the school to enable them to unleash their own unique capabilities and creativity in their classrooms. To be up to date with all new ideas and tools, etc. being used in education at the global level and constantly innovate the pedagogy of the school. To make efforts to learn from the best practices of other schools, by arranging for discussions with Principals of such schools, or through observation visits of teachers to other schools. The Board has not laid down the structure or format of the annual pedagogical plan as the Board respects educational autonomy of every school and expects each school to prepare its own unique and innovative annual plan. This plan must be an implementable one with realistic timelines that should include administrative inputs and detailed pedagogical aspects.chools. In the role of school pedagogical leader, the principal is expected to undertake the following:

If you have given directions for *daily lesson plans for teachers, the same may be discontinued immediately. 

Common Guidelines: Implementation Guidelines for PM SHRI Phase - I - 2024-25

              ● As the PM SHRI Scheme is the prestigious scheme of Govt of India to implement the NEP-2020. The schools under the scheme will be the exemplar schools in the local community, which will showcase the NEP.

              ● These schools will have state of the art infrastructure. The students will be equipped with 21st century skills. 

               ● All efforts should be made for the effective utilization of resources procured using PM SHRI funds for the benefit of students.

              ● This scheme desires the Vidyalayas to focus on value education and the preparation of future citizens.

 ● Creation of Committee: Establish a core committee with the following members 

• Principal (overall Incharge), 
• VP/Senior Most PGT, 
• HM, 
• Teachers (VMC Representative), 
• PM SHRI I/C Teacher,
• office (Senior most) and 
• one concerned Department I/C and to oversee the overall project or fund utilization. 

Timeliness: Utilize funds efficiently within the allocated time frame of the project or program. Track progress and adjust spending plans if necessary to ensure timely completion. 

● Prioritize initiatives that demonstrably improve student learning, well-being, or the overall school environment. Evaluate options based on their potential impact rather than simply spending the allocated funds. 

● The exact amount of funds allocated for a particular activity is based on the number of classrooms, sections, students, or teachers. Please refer to the fund allocation sheet provided by the concerned Regional Office through the Head Quarter. 

● The procurement process shall adhere to the following steps: 

1. Detailed requisitions with quantity, justification of requisite item with specification and signature of the sub-committee constituted for the purpose. 
2. Purchase orders shall be issued as per requisitions, duly signed by the competent authority. 
3. Physical verification of stocks by the stockholder and purchase committee and certificate thereof. 
4. Bill should be properly verified and signed by the Principal after entry in the stock register and initial of stock I/c. o Accurate stock entry in the designated stock register (consumable /Non-Consumable) .
5.  Prompt ledger entry, cash book recording and, signed by the Principal. 
6. Monthly reconciliation of the cash book, countersigned by the Principal. 

● No Clubbing up with VVN/SF: This is a completely separate scheme from VVN/SF. Hence, expenses should not be clubbed with VVN/SF. 

A purchase being made under PM SHRI must be explicitly from the allotted fund under PM SHRI scheme. 

● Procurement: should be strictly as per GFR-2017. Any violation or negligence shall be viewed seriously and addressed accordingly. 

● The recurring and non-recurring heads should not be mixed.

 ● Each non-consumable asset under PM SHRI should be assigned a unique number in the following format:

• KVS/PM SHRI/2024-25/1/8,  
•  KVS/PM SHRI/2024-25/2/8, and so on. 

• Immediately after taking into stock, numbering should be done using paint on the hidden or back surface of the asset

● The head–wise ceiling fixed under a particular head for the school, should not be crossed. 

● Proper Record: Maintain separate detailed records for both consumable and non-consumable items purchased with the funds. Maintain only two separate stock register for each purchase under PM SHRI  

1. Consumable  
2.  Non-Consumable 

● Proper documentation and showcasing: Maintain proper documentation for all activities, before and after photographs/videos, which will showcase the positive changes achieved as per desired outcome. 

● Recording feedback: Record feedback from students, staff, VMC, Local Community on the visible impact of the activities. Record the feedback in form of HD photos/HD videos (1-2minutes)/write up(maximum one page).  

● PM SHRI Logo: Affix PM SHRI logo in the backdrop of all events. 

● Every School will prepare its Quarterly Newsletter and Magazine. The school will send the newsletter and compiled Magazine by 5 th day after the end of each quarter. The regional office will send the school-wise and its (RO’s) compiled magazine to KV HQ by the 10th day ending of each quarter.

Digital skills & Digital Competencies - शिक्षा सप्ताह ०२२-२८ जुलाई २०२४

DAY -5, 26-07-2024

THEAM: SKILL AND DIGITAL EMPOWERMENT 

 AT SCHOOL LEVEL 

Topic: Digital Skills & Digital Competencies

                                 Digital Skills :

A comprehensive digital literacy skill curriculum should cover various topics, including:

1. Online Privacy: Understanding the importance of safeguarding personal information and using privacy settings effectively.
2. Cyberbullying Awareness: Recognizing and preventing cyberbullying behaviors, as well as knowing how to report incidents.
3. Information Evaluation: Developing critical thinking skills to assess the credibility and reliability of online sources.
4. Online Etiquette: Encouraging respectful communication and proper conduct in digital interactions.
5. Password Security: Creating strong and unique passwords to protect personal accounts from unauthorized access.
6. Social Media Management: Promoting responsible use of social media platforms and managing online reputations.
7. Digital Footprint: Understanding that every online action leaves a trace and can impact future opportunities.
8. Avoiding Online Scams: Recognizing common internet scams and learning to avoid falling victim to them.
9. Copyright and Fair Use: Understanding intellectual property rights and adhering to copyright laws when using online content.
10. Cybersecurity Awareness: Learning about phishing attempts, malware, and other online threats, and adopting safe practices.

By integrating digital citizenship and internet safety into the curriculum, 

educators can empower students to be responsible, informed, and ethical digital citizens. 

Moreover, fostering a culture of positive online behavior will 

contribute to a safer and more constructive digital space for everyone.

Digital Competencies

                The digital competencies are intended as a framework to help individual students:

• Identify the digital skills and critical perspectives they will need to be 21st century leaders
• Seek curricular and co-curricular opportunities to hone those skills and perspectives
• Develop ways to articulate or demonstrate their competencies to various audiences.

Level wise Competency Exposure: 

1. FOUNDATIONAL  LEVEL: Introduction to digital environment.
2. PREPARATORY  LEVEL: Digital Citizenship and Survival: skills.
3. MIDDLE  LEVEL: Digital Communication skills.
4. SECONDARY  LEVEL: Data management /Design skills.

Curriculum:

1. FOUNDATIONAL LEVEL: Introduction to digital environment: Classes 1&2 are introduced to the digital environment gadgets equipment's their names familiarization terminologies etc.
2. PREPARATORY LEVEL: Digital Citizenship and Survival: Students of classes 3-5 are made aware about the AI, Cyber Security, Office tools, Web / Internet etc,
3. MIDDLE LEVEL: Digital Communication: Students of classes 6-10 should be able to make their Email ID, Google form, Respond to web 2.0 tools 
4. SECONDARY LEVEL: Data management / Design: Students of classes XI_XII_ Be able to store data, know data safety and make small programmes , Blog/ websites design etc. 

                                Methodology:

• FOUNDATIONAL LEVEL: Introduction to digital environment. Classes visit to Resource room, Work Experience Room, Computer Lab, Library, and shown all digital gadgets their functions etc.
• 
  
• PREPARATORY LEVEL: Digital Citizenship and Survival: Students are made aware Pron and cons of digital environment like cyber calls/ threats/safety & safe uses of digital gadgets/ apps. 
• 
  
• MIDDLE LEVEL: Digital Communication. Students be able to create, login and use their mail IDs, google forms, google meets, Educational sites/ apps.  etc.
•  Click here for google form created by student on Cyber Security.... 
• Click here for quiz on Cyber Bullying    
• Click here for Google form on ONLINE Etiquette.
• Click here for Password security. By Saurya Negi x
• 
  
• SECONDARY LEVEL: Data management / Design. Students are given task of creating their websites / u tube channels/blogs for educational purposes and be able to curate content digitally. :BLOG
• 
  
• Click here for blog created by Master Lalit Class xi PCM
• Click here for blog by....Lalit xii
• Click here for a blog by.....
• 
  

Foundational level- Intro. to Digital Gadgets 

Class I & II  intro to Digital world 

Class X student- yash chauhan sharing his google form knowhow.

Class xii student sharing about Blog 

References taken from INTERNET WITH THANKS:  

DIGITAL DEVICES

 DIGITAL CITIZENSHIP LinkedIn 

In today's digital age, it is crucial for educators to prioritize digital citizenship and internet safety as essential components of a well-rounded education. With the proliferation of technology and online platforms, students must be equipped with the knowledge and skills to navigate the virtual world responsibly and safely.

Digital citizenship encompasses the appropriate and ethical use of technology, including respecting others' privacy, understanding copyright and intellectual property, and being aware of the consequences of one's online actions. Educators play a pivotal role in instilling these values in students, both within the classroom and beyond.

Internet safety is another critical aspect of digital citizenship. It involves educating students about potential online risks, such as cyberbullying, identity theft, and exposure to inappropriate content. Teaching students how to identify and respond to these risks empowers them to protect themselves and their peers in the online environment.

SOURCE : WITH GRATITUDE

21st Century Skills

The Glossary of Education defines 21st Century Skills as follows: 

“The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed— by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world.” 

In simple terms, 21st Century Skills refer to the skills that are required to enable individuals to face the challenges of the 21st-century world that is globally active, digitally transforming, collaboratively moving forward, creatively progressing, seeking competent human-resource and quick in adopting changes. 

• Delors Report - Learning to Know, Learning to Do, Learning to Live Together and Learning to Be.
• WHO Life Skills:• Decision-Making and Problem-Solving; • Creative Thinking and Critical Thinking; • Communication and Interpersonal Skills; • Self-Awareness and Empathy; • Coping with Emotions and Coping with Stress.
• OECD:: i) Communication, ii) Information and , iii) Ethics and Social Impact.
• ATCS: ATCS categorized 21st century skills into four types: i) Ways of Thinking, ii) Ways of Working, iii)Tools for Working and, iv) Living in the World.
• UNESCO Working Paper: Revisited and divided all above -researched Skills into  Learning to Know, Learning to Do, Learning to Live.

CBSE BOOK

21st CENTURY STUDENT'S SKILLS [3L-4C-MIT-FLIPS]

• LEARNING SKILLS-4C
• Communication
• Creativity
• Collaboration
• Critical Thinking
• LITERACY SKILLS-MIT
• Media Literacy
• Info Literacy
• Technology Literacy
• LIFE SKILLS-FLIPS
• Flexibility
• Leadership
• Initiative
• Productivity
• Self-awareness
• DIGITAL LITERACY SKILLS
• 21ST CENTURY SKILLS
• 
  
  
  
  
  
  
  
  
  
  
• WATCH AN EXPERT ON LIFE SKILL 

National Education Policy 2020 Major Transformational Reforms in Education Sector

Evolution of Education Policy:

University Education Commission (1948-49). 

•Secondary Education Commission (1952-53) 

•Education Commission (1964-66) under Dr. D.S. Kothari 

•National Policy on Education, 1968 

•42nd Constitutional Amendment,1976-Education in Concurrent List 

•National Policy on Education (NPE), 1986 

•NPE 1986 Modified in 1992 (Program of Action, 1992) 

•T.S.R. Subramaniam Committee Report (27 May, 2016) 

• Dr. K. Kasturirangan Committee Report (31 May, 2019).

NEP 2020 : Consultation Process

Online : www.MyGov.in (26.01.2015 – 31.10.2015) 

• Nearly 2.5 lakhs Gram Panchayats, 6600 Blocks, 6000 ULBs, 676 Districts (MayOct. 2015) 

• Draft NEP, 2019 Summary in 22 languages/Audio Book 

• Education Dialogue with MPs (AP, Kerala, Telangana, TN, Puducherry, Karnataka & Odisha) 

• Special Meeting of CABE (21.09.2019) • Parliamentary Standing Committee on HRD on 07.11.2019 

........................................................................................

Major Reforms : Higher Education:

50 % Gross Enrolment Ratio by 2035 
• Holistic and Multidisciplinary Education -Flexibility of Subjects 
• Multiple Entry / Exit 
• UG Program - 3 or 4 year 
• PG Program – 1 or 2 year 
• Integrated 5 year Bachelor’s / Master’s 
• M Phil to be discontinued 
• Credit Transfer and Academic Bank of Credits 
• HEIs : Research Intensive/Teaching Intensive Universities and Autonomous Degree Granting Colleges • Model Multidisciplinary Education and Research University (MERU) (in or near every District) 4 M

Major Reforms : Higher Education: 

• Graded Autonomy : Academic, Administrative & Financial 
• • Phasing out Affiliation System in 15 years 
• • National Mission on Mentoring 
• • Independent Board of Governors (BoG) 
• • Single Regulator for Higher Education (excluding Legal and Medical) 
• • On-line Self Disclosure based Transparent System for Approvals in place of ‘Inspections’ 
• • Common Norms for Public and Private HEIs 
• • Private Philanthropic Partnership 
• • Fee fixation within Broad Regulatory Framework 
• • Public Investment in Education Sector to reach 6% of GDP at the earliest
•   National Research Foundation (NRF) 
• • Internationalisation of Education 
• • Integration of Vocational, Teacher and Professional Education 
• • Setting up of New Quality HEIs has been made Easier 
• • Standalone HEIs and Professional Education Institutions will evolve into Multidisciplinary 
• • Special Education Zone for Disadvantaged Regions 
• • National Institute for Pali, Persian and Prakrit 
• • National Educational Technology Forum (NETF) 
• • MHRD to be renamed as M/o Education

Indian Knowledge Systems, Languages, Culture and Values:

• Focus on Literature & Scientific Vocabulary of Indian Languages 

• Language Faculty • Research on Languages 

• Strengthening National Institutes for promotion of Classical Languages & Literature 

• Indian Institute of Translation and Interpretation (IITI) 

• Cultural Awareness of our Indian Knowledge Systems 

• Promoting Traditional Arts / Lok Vidya 

• HEI / School or School Complex to have Artist(s)-in-Residence

Use of Technology:

• Use of Technology in 

• Education Planning 

• Teaching, Learning & Assessment 

• Administration & Management 

• Regulation - Self Disclosure & Minimum Human Interface 

• Increasing Access for Disadvantaged Groups 

• Divyang Friendly Education Software 

• e-Content in Regional Languages 

• Virtual Labs 

• National Educational Technology Forum (NETF) 

• Digitally Equipping Schools, Teachers and Students

Major Changes from NPE 1986: School:

Universalization of Early Childhood Care Education (ECCE) 

• National Mission on Foundational Literacy and Numeracy 

• 5+3+3+4 Curricular and Pedagogical Structure 

• Curriculum to integrate 21st Century Skills, Mathematical Thinking and Scientific temper 

• No Rigid Separation between Arts & Sciences, between Curricular and extra-Curricular activities, between Vocational and Academic streams 

• Education of Gifted Children 

• Gender Inclusion Fund 

• KGBVs upto Grade 12 

• Reduction in Curriculum to Core Concepts 

• Vocational integration from class 6 onwards Major Reforms: School Education 10 

• New National Curriculum Framework for ECE, School, Teachers and Adult Education 

• Board Examination will be Low Stakes, Based on Knowledge Application 

• Medium of Instruction till at least Grade 5, and preferably till Grade 8 and beyond in Home Language / Mother tongue/ Regional Language 

• 360 degree Holistic Progress Card of Child 

• Tracking Student Progress for Achieving Learning Outcomes 

• National assessment center - PARAKH 

• NTA to offer Common Entrance Exam for Admission to HEIs 

• National Professional Standards for Teachers (NPST) 

• Book Promotion Policy and Digital Libraries 

• Transparent online self disclosure for public oversight and accountability Major Reforms : 

Outcomes of NEP 2020:

Universalization from ECCE to Secondary Education by 2030, aligning with SDG4 

• Attaining Foundational Learning & Numeracy Skills through National Mission by 2025 

• 100% GER in Pre-School to Secondary Level by 2030 

• Bring Back 2 Cr Out of School Children 

• Teachers to be prepared for assessment reforms by 2023 

• Inclusive & Equitable Education System by 2030 

• Board Exams to test core concepts and application of knowledge 

• Every Child will come out of School adept in at least one Skill 

• Common Standards of Learning in Public & Private Schools

Dr K Kasturirangan Committee Members :

S.No Name of the Member Contact No. Email 

1 Dr. K. Kasturirangan (Chairman) 9845007998 (Personal) O: 080-23610522

 (Direct Line- Dr Kasturirangan) krangank@gmail.com 

2 Dr. Vasudha Kamat 9821310081(M), kamatvasudhav@gmail.com 

3 Dr. Manjul Bhargava +609 2584192 bhargava@math.princeton.edu 

4 Dr. Ram Shankar Kureel 07324-274 377, 9871450315(M) drrskureel@gmail.com 

5 Prof. T.V. Kattimani 9599292424(M), 9425331399(M) 07629269710 tvkattimani@gmail.com vcigntu@gmail.com 

6 Shri Krishna Mohan Tripathy 9415822107(M) kmtripathiknp@gmail.com 

7 Dr. Mazhar Asif 9435118077(M), 03612672683 mazharassam@gmail.com 

8 Dr. M.K. Sridhar 9845222573(M), 8048068027(M) Escort 9900086660 bharathwaasi@gmail.com 

9 Shri Rajendra Pratap Gupta 09223344303(M) advisor.healthminister@gov.in office.rajendra@gmail.com