Bisag Time Table of March 2017

Bisag Time Table of March 2017
Bisag Time Table of March 2017

Standard 9 to 12 Bisag Time Table Available.

Channel no 9 to 12 on Vande gujarat

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POSTING DAILY UPDATE ABOUT PRIMARY SCHOOL LATEST PARIPATRA, EDUCATIONAL NEWS AND OTHER COMPETITIVE EXAMS MATERIALS.
LIKE TET,HTAT,GPSC,POLICE CONSTABLE BHARTI,GSSSB CLERK,TALATI MANTRI AND OTHER EXAMS.

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E-Gram Portal no Upyog karva Babat Latest Paripatra See

E-Gram Portal no Upyog karva Babat Latest Paripatra See

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GSSSB:Probation Officer Document Verification Instructions

GSSSB:Probation Officer Document Verification Instructions
GSSSB:Probation Officer Document Verification Instructions

GSSSB:Probation Officer Document Verification Instructions

Document verification date 8/3/2017

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Exam Date:04-09-2016

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Not Qualified Candidate List:Click here

CONDUCTEUR BHARTI SYLLABLES

GPSSB Probationary Officer Document Verification Programme Date with Selection List Declared

GPSSB Probationary Officer Document Verification Programme Date with Selection List Declared

GPSSB Probationary Officer Document Verification Programme Date with Selection List Declared.

we daily uploads various Circular Aboprimary education department in
All Circulars of Districts And Niyamak kacheri Gandhinagar all Primary, Secondary and Higer Secondary Department.
we also uploads various Job Updates of various government & Non-Government Sector from all over india.

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Today's Current Affairs (In Gujarati)  for all competitive exams : Date - 12 February - 2017 by GK Exam.Hello Friends ! Are you Preparing For Upcoming Panchayat Talati Junior Clerk, Gram Sevak Exam. Don't Worry we are preparing model papers for you. This model paper is prepare as syllabus. 100 marks paper will help you a lot. This Paper contains all subject like Gujarati, English, Science, Maths, Reasoning, Current and all important section. So download this paper and prepare better. Additionally, finance minister Arun Jaitley proposed that category I and II foreign portfolio investors (FPIs) should be exempted from taxation on indirect transfers, which made investors a happy lot. Both key indices Sensex and Nifty Who do not have much income as the taxpayer may take lakh and Rs 1,000 fine on them. Upon entering aitiara runo December 10000 will be fine. So whose works have filled the void, but they delay the returns will be penalized. The CBDT hasasked the tax authorities to accelerate the investigation
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BHAVNAGAR:-SCHOL SAMAY SAVAR NO KARVA BABAT

GSRTC CONDUCTOR EXAM MODEL QUESTION PAPER-1

GSRTC CONDUCTOR EXAM MODEL QUESTION PAPER-1

GSRTC CONDUCTOR EXAM MODEL QUESTION PAPER-1

GSRTC CONDUCTOR EXAM MODEL PAPER QUESTION PAPER-1
we daily uploads various Circular About primary education department in This blog.
www.Gujguru.in
All Circulars of Districts And Niyamak kacheri Gandhinagar all Primary, Secondary and Higer Secondary Department.we also uploads various Job Updates of various government & Non-Government Sector from all over india.

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3 DIVAS BLOCK KAXA NI TALIM BABAT PARIPATRA DATE -27-2-2017

3 DIVAS BLOCK KAXA NI TALIM BABAT PARIPATRA DATE -27-2-2017

3 DIVAS BLOCK KAXA NI TALIM BABAT PARIPATRA DATE -27-2-2017

     3RD TABKKA NI BAKI RAHEL 3 DIVASH NI BLOCK KAKSHA NI TALIM NA AAYOJAN MA FERFAR ANGHE PARIPATRA DATE 27/2/2017

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3 DIVAS BLOCK KAXA NI TALIM BABAT PARIPATRA DATE -27-2-2017

3RD TABKKA NI BAKI RAHEL 3 DIVASH NI BLOCK KAKSHA NI TALIM NA AAYOJAN MA FERFAR ANGHE PARIPATRA DATE 27/2/2017

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BANK CHARGES RELATED IMPORTANT NEWS

BANK CHARGES RELATED IMPORTANT NEWS

BANK CHARGES RELATED IMPORTANT NEWS

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GPSC : DEO/DPEO,Dy.Mamlatdar(Main Exam) And Various Post Exam Call Letter Download Notification*

GPSC : DEO/DPEO,Dy.Mamlatdar(Main Exam) And Various Post Exam Call Letter Download Notification

GPSC : DEO/DPEO,Dy.Mamlatdar(Main Exam) And Various Post Exam Call Letter Download Notification.

Gujarat Public Service Commission Has Published Notification For Various Posts Exam Call Letters Download. Candidates who are eligible Or Applied For The posts Shown in below notification can download call letters from official website of gpsc-ojas.gujarat.gov.in. More details are as in given below image.

GPSC : Gujarat Public Service Commission

Posts Name :
1. Deputy Section Officer And Dy.Mamalatdar(Main Exam)
2. Deo/DPEO Class-1
3. Motor Vehicle Inspector
4. Assistant Engineer(Civil)

More Details For Call Letters Are as given in below image.

Click Here to Download Notification

Click Here to Download Call Letters

Crc brc call latter download

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.L
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VIDHYASAHAYAK RELATED NEWS

VIDHYASAHAYAK RELATED NEWS
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Vidhyashayak Bharti 2017 Third Round | Call Letters Declared

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GSSSB Bin Sachivalay Clerk & Office Assistant Exam 16-10-2016 Final Exams Results Declared

GSSSB Bin Sachivalay Clerk & Office Assistant Exam 16-10-2016 Final Exams Results Declared
GSSSB Bin Sachivalay Clerk & Office Assistant Exam 16-10-2016 Final Exams Results Declared
GSSSB Bin Sachivalay Clerk & Office Assistant Exam 16-10-2016 Final Exams Results Declared
Gujarat Gaun Seva Pasndagi Board has taken Bin Sachivalay Clerk Exam . This Exam Was very Huge Recruitment and Very Tough paper Dont worry users . In This Exam Merit List Very Down By My Opinion .
bin sachivalay Clerk Exam Results
*.Advt. No.: 83/2016-17*
.Exam date: 16/10/2016
*Note--
•THE NAME IS IN THE LIST SHOULD NOT BE CONSIDERED AS SELECTION FOR THE POST*.SUBJECT TO VERIFICATION OF AGE, QUALIFICATION, CASTE AND ALL OTHER ELIGIBILITY CRITERIA
CPT Not Qulifiest List:Click Here
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CURRENT AFFAIRS DATE:-27/02/2017 IN GUJARATI BY EDUSAFAR.

CURRENT AFFAIRS DATE:-27/02/2017 IN GUJARATI BY EDUSAFAR.

we daily uploads various Circular About primary education department in This blog. 

All Circulars of Districts And Niyamak kacheri Gandhinagar all Primary, Secondary and Higer Secondary Department.we also uploads various Job Updates of various government & Non-Government Sector from all over india.

This blog is daily update about primary school letest circular , Educational news paper news, Breking news , all Goverment and private job,Letest Techno tips, Insurance, Loans , Letest Mobile tips and all Competitiveexam most imp gk, model paper, exam old paper, model paper in mp3 and most imp gk mp3 exam materials..
Like Tet,Tat,Htat,Police constable bharti, Gsssb Clerk, Talati, and other exams..Must visit this blog everyday for latest offers of verious brand and other technology Update.

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Gujarat Educational News Updates on Date 27-02-2017

Gujarat Educational News Updates on Date 27-02-2017

Gujarat Educational News Updates on Date 27-02-2017 :Education News ,India news,World News on  27-02-2017  :  friends,Here are important Educational news of the   27-02-2017 .These all images are taken from Gujarat Various Popular News Papers, like   Nav Gujarat Samay,  Akila, Sandesh, Divya Bhaskar  As per these images you are Know Very Useful Educational News and Gujarat Current news.this news are very helpful to current news in Gujarat and also inform new daily news in Gujarat.we are easily upload in jpeg for our readers .we are daily upload educational news,Gujarat updates,sport news,india current news,technology news,cricket news in this post.Read Latest Educational News of date   27-02-2017  by www.manoj makvana.in

Read Educational News updates on Date 27-02-2017  in below images:

Saurashtra University M.A. And M. Com Sem 1 (Regular) Exam 2017 Result Declared Now.

Saurashtra University M.A. And M. Com Sem 1 (Regular) Exam 2017 Result Declared Now.

Saurashtra University, established on 23rd May, 1967, is situated in Rajkot city of the Saurashtra region of Gujarat State. The campus of the University is spread over 360 acres of land. The jurisdiction of the University includes Amreli, Jamnagar, Junagadh, Porbandar, Rajkot, Surendranagar, Morbi,Gir Somnath and Dwarka districts.

Contact Us

Saurastra University:
Saurashtra University Campus

Rajkot - 360 005. Gujarat, India.

Phone: (0281)-2576511, 2576030/40/50

Fax: (0281)-2586411

Email: info@saurashtrauniversity.com

Organization Name:-Saurashtra University

Exam Name:- M.A. And M. Com Sem 1 (Regular) Exam 2017

Check Your Marks For Fast Open Below Link Google Chrome Browser.

 Click Here To Check Your Result

NAGAR PRATHMIK SAMITI NU MADKHU

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.
NAGAR PRATHMIK SAMITI NU MADKHU
-CLIKHERE TO VIEW PAGE

JILAA SIXAN SAMITI NU MADKHU

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.
Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these
resource centres. A Committee with the following members was proposed:
Smt. Neelam Rao, Director (EE-II) – Chairperson
Dr. Padma Sarangapani, Professor, Tata Institute of Social Sciences, Mumbai
Mr. Gajanan Patil, Principal DIET, Ahmednagar, Maharashtra
Ms. B. H. Girija, Programme Officer, SSA, Karnataka
Mr. Valand, State Coordinator for Teacher’s Training, SSA, Gujarat
Mr. Tilakraj, District Coordinator for Teacher’s Training DIET, Mandi, Himachal Pradesh
Mr. Ajay Kumar Singh, Chief Consultant, TSG – Convener
The Terms of Reference for the Committee were:
(a) Develop indicative guidelines for strengthening of Block and Cluster Resource Centres guidelines.
These will cover the following:
i. Objective and scope of work of such resource centres.
ii. Location, coverage and geographical area and process of setting up of resource centres.
iii. Manpower required at resource centres – their roles, job profiles, qualifications and selection
criterion.
iv. Professional development and training needs of block/cluster resource coordinators, particularly
in the context of BRC/CRC providing training and on site academic support to teachers.
v. Strengthening MIS for skills for teacher professional development at block/cluster level and its
forward linkages.
vi. Building sub district level resource network by forging linkages with resource persons,
civil society and community.
vii. Infrastructure and facilities that should be available in the resource centre.
viii. Augmenting current set of resources – making choices on civil works, utilization of
current spaces.
ix. Providing academic and administrative support to resource centres through DIETs.
x. Development of Key Resource Person at District/State Block Level for providing academic
support to BRC/CRC – strategies and approaches.
The CRP and BRP job profiles in all states are
ambitious lists of expectations. Overall there seems
to be either a lack of vision or too many expectations
and aims for these institutions to achieve. In many
states a high degree of ad-hocism pervades their
work. Imbalance between administrative and
academic work, low level to which the skills of
CRPs are utilised and their low participation in
decision making are common. A recent study of
the BRP and CRPs suggests that many of them
are dissatisfied with their job or the level of
autonomy and flexibility that is permitted at their
level. The conditions of work many a times are
also not satisfactory. Physical facilities are far
from satisfactory.
They deal with unrealistic range of expectations
and lack focus and integration into overall vision
of school improvement. This seems to be a key
reason for their inability to contribute in ways that
visibly impact the system. They are very busy in
work, yet this is not cumulative in terms of results.
Tasks that look similar require time to be invested
in planning, coordination and organization.
BRCs conduct trainings and keep track of the
total number of days of training achieved. It is
usually expected that CRPs will do follow up of
the trainings to ensure that they are implemented.
Monthly meetings of teachers for the purpose of
discussions are also required to nurture peer
group based interactions and finding solutions.
However it is now widely acknowledged that there
is ‘training fatigue’ among teachers who find
trainings are often of poor quality, lack relevance
to their work, and are conducted without
adequate scheduling. Access to resources is also
a limitation. Maintaining data relating to training
has been evolved by individual blocks.
❑ Training quality This is often compromised
for a number of reasons: (1) good Master
Resource Persons (MRPs) are not adequate.
MRPs also do not get time before and after
training to invest in discussions of design and
conduct. Cascade trainings thus become
routinised events with no connection between
sessions. Expertise for school subjects of class
IV upwards is also not easily available.
(2) Advanced planning of trainings: is not
achieved adequately in many states as fund
flow is irregular. (3) Selection of teachers: is
not based on any assessment of who requires
what training. Either the selection of teachers
is completely arbitrary, or the approach of
same for everyone is followed. (4) Training
content is limited and repetitive. (5) Other
forms of teacher professional development
such as exposure visits, attending seminars,
participating as trainers are not considered
as professional development.The mandate of the BRC-CRC institutions is
school support and supervision. This mandate
developed initially, through DPEP interventions.
The scope of concerns has widened in the last
15 years. First academic interests have widened
and now include all grades up to elementary
school and all subject areas. Secondly, the
framework of school improvement and
transformation has also widened and there are
now more elaborate and detailed roles for
community, investments on infrastructure, equity
and out-of-children’s school enrolment, retention
and remedial education, as well as a wider
emphasis on quality of school including the
oversight of educational achievements of
children. The government schooling system is
on the whole far more in the public eye and there
are many groups involved and interested in
contributing to school improvement. After RtE,
there are greater requirements of systemic
oversight of elementary schools.

JILAA SIXAN SAMITI NU MADKHU
-CLIKHERE N DOWNLOAD

JILAA KAXA A PRATHMIK SAMITINU TRI STARIY MADAKHU

JILAA KAXA A PRATHMIK SAMITINU TRI STARIY MADAKHU

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster

Resource Centres to provide academic support to schools on a continuous basis through teacher

training, monthly meetings for academic consultations, etc. These sub-district academic support

institutions are expected to work in close collaboration with DIETs to render support to schools to

improve the quality of elementary education.

Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness

of BRCs and CRCs in discharging their designated functions and responsibilities have observed that

these institutions are by and large working sub-optimally and have limited or no impact in improving

academic performance in primary and upper primary schools. The expected duties and responsibilities

of the functionaries are based on the overall framework of implementation, There are however wide

variations in the frequency of school visits on account of the administrative activities with the BEO

and other officials at block/district levels, vast geographical area of operation without adequate

transport facility, large coverage of schools and other institutions in the block. This has resulted in

poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,

the centres themselves lack infrastructure and resources.

Towards this, it was felt that a set of operational guidelines may support the states to strengthen these

JILAA KAXA A TRI STARIYA MADKHU
-CLIKHERE N DOWNLOAD

Have you ever deleted an important photo by mistake?!

Sometimes it happens when you delete accidently a photo from your phone, and start looking for a good tool that can restore it for you can bring you a headache. To solve this problem all what you have to do is the download recovers data recovery for android and let it scan your entire phone’s internal and external memory.

This application allow you to Recover your deleted items now with this simple android deleted files recovery for free!

Feature

★ easy to use

★ recovery photo

★ backup and restore photos

★ best data recovery software

★ Super easy image data recovery!

★ Need not the knowledge!

★ Need not the PC!

★ Need not rooting!

★ Need not recovery data!

★ Backup Contacts & Photos & Videos to SD card.

★ Restore Contacts & Photos & Videos from SD card.

★ Share your back up methods.

★ Recover all file which you want.

★ Backup: save a copy of installed applications on the device.

★ Restore Photos & Videos and All other files.

★You can restore the image from the Device or from the SD card!

If you can't find a file on your mobile phone or you accidentally modified or deleted a file, you can restore it from a Recover All My Deleted Files.

KeyWord: -

★ Restore deleted files from any type of volume - internal storage, SD card

★ Recover documents, pictures, video, music, archives, eBooks and binaries

★ Scan for deleted call, SMS and WhatsApp or Viber conversations

★ Save restored files directly to Dropbox and Google Drive

★ recovery app for deleted photo and video

★ recovery app

★ recovery app for deleted photo and video from internal memory

★ recovery app for deleted video

★ recovery app for deleted photo and video sd card

★ recover photo collection.

★ reset data recover.

★ Restore images.

★ deleted photo recover.

★ mobile data restoring process.

★ backup deleted data in android.

Deleted Photo Recovery: - With this Photo & Video Restore or Photo Video Recovery you can do Image Recovery or Photo Recovery with ease. Image Restore or Photo Recovery has never been this easy and user friendly.

SIXAN NO VAHIVATI MADAKHU

SIXAN NO VAHIVATI MADAKHU

Sarva Shiksha Abhiyan visualizes Block Resource Centres/Urban Resource Centres/Cluster
Resource Centres to provide academic support to schools on a continuous basis through teacher
training, monthly meetings for academic consultations, etc. These sub-district academic support
institutions are expected to work in close collaboration with DIETs to render support to schools to
improve the quality of elementary education.




Several studies, including an independent study commissioned by MHRD to ascertain the effectiveness
of BRCs and CRCs in discharging their designated functions and responsibilities have observed that
these institutions are by and large working sub-optimally and have limited or no impact in improving
academic performance in primary and upper primary schools. The expected duties and responsibilities
of the functionaries are based on the overall framework of implementation, There are however wide
variations in the frequency of school visits on account of the administrative activities with the BEO
and other officials at block/district levels, vast geographical area of operation without adequate
transport facility, large coverage of schools and other institutions in the block. This has resulted in
poor monitoring and supervision, especially in areas of teacher training and on-site-support. Further,
the centres themselves lack infrastructure and resources.
Towards this, it was felt that a set of operational guidelines may support the states to strengthen these

SIXAN NU VAHIVATI MADKHU
-CLIKHERE N VIEW THIS

Have you ever deleted an important photo by mistake?!

Sometimes it happens when you delete accidently a photo from your phone, and start looking for a good tool that can restore it for you can bring you a headache. To solve this problem all what you have to do is the download recovers data recovery for android and let it scan your entire phone’s internal and external memory.

This application allow you to Recover your deleted items now with this simple android deleted files recovery for free!

Feature

★ easy to use

★ recovery photo

★ backup and restore photos

★ best data recovery software

★ Super easy image data recovery!

★ Need not the knowledge!

★ Need not the PC!

★ Need not rooting!

★ Need not recovery data!

★ Backup Contacts & Photos & Videos to SD card.

★ Restore Contacts & Photos & Videos from SD card.

★ Share your back up methods.

★ Recover all file which you want.

★ Backup: save a copy of installed applications on the device.

★ Restore Photos & Videos and All other files.

★You can restore the image from the Device or from the SD card!

If you can't find a file on your mobile phone or you accidentally modified or deleted a file, you can restore it from a Recover All My Deleted Files.

KeyWord: -

★ Restore deleted files from any type of volume - internal storage, SD card

★ Recover documents, pictures, video, music, archives, eBooks and binaries

★ Scan for deleted call, SMS and WhatsApp or Viber conversations

★ Save restored files directly to Dropbox and Google Drive

★ recovery app for deleted photo and video

★ recovery app

★ recovery app for deleted photo and video from internal memory

★ recovery app for deleted video

★ recovery app for deleted photo and video sd card

★ recover photo collection.

★ reset data recover.

★ Restore images.

★ deleted photo recover.

★ mobile data restoring process.

★ backup deleted data in android.

Deleted Photo Recovery: - With this Photo & Video Restore or Photo Video Recovery you can do Image Recovery or Photo Recovery with ease. Image Restore or Photo Recovery has never been this easy and user friendly.