Onolsav 2013 fair is a premier consumer and trade event that is organised by Janamaithri Police,Kalanidhi Art and Cultural Centre, Metro Mart, Sayanthanam in association with FRAT(Federation Of Resident Association Trivandrum) and different departments of Government Of Kerala .
The document discusses the development of a curriculum framework for schools in Kerala, India. It outlines the history and influences on curriculum reform in Kerala, from national frameworks like the National Curriculum Framework (NCF) of 1975, 1986, 2005 to state-level efforts. The current Kerala curriculum framework of 2013 is based on constructivism where learning is an active process of constructing knowledge. It aims to develop skills like logical thinking, understanding the world, and participating in the economic process, while promoting values of humanism, citizenship, and social commitment.
Maulana abul kalam azad thiyagu 11.11.2016Thiyagu K
油
Maulana Abul Kalam Azad was an influential Indian Muslim scholar and education minister from 1947 to 1958, who championed nationalism and secularism, opposing the communal separatism of the Muslim League. He was a close ally of Gandhi and Nehru, advocating for socialism, non-violence, and unity among Hindus and Muslims during India's struggle for independence. Azad's legacy includes significant contributions to education in India, with initiatives for universal primary education and the establishment of premier institutions like the Indian Institute of Technology.
This document provides a critical appraisal of the secondary level mathematics curriculum in Kerala, India. It discusses the importance of mathematics based on national education policies and frameworks. The National Curriculum Framework (NCF) 2005 and Kerala Curriculum Framework (KCF) 2007 emphasize developing students' ability to think mathematically and solving problems. However, many students struggle with mathematics and consider it difficult. The document analyzes whether deficiencies in the current secondary curriculum contribute to these difficulties, and how well the curriculum aligns with NCF and KCF guidelines, with a focus on high school mathematics textbooks. Suggestions are provided to address limitations and improve the curriculum.
The document appears to contain details regarding a publication by Chintha Publishers, including author information, typesetting, and rights reserved. It also lists various topics related to social and economic studies in Kerala, referencing multiple works on local democracy and development. Additionally, the document includes a variety of notes and text possibly related to academic references or excerpts.
The document discusses the curriculum framework for education in Kerala, India. It begins by providing context on Kerala's educational scenario and history. It then discusses the need to revise the curriculum to align with the national framework and meet the needs of the future society. The goals of the revision include ensuring quality education for all and better preparing students for employment or further education. It emphasizes increasing vocational education and making the curriculum more diverse and relevant to real life. The framework aims to reform teaching methods and make learning more activity-based, especially in subjects like science and math. It also seeks to improve education access and quality for marginalized groups.
Naac presentation education department - central university of keralaThiyagu K
油
The Department of Education at the Central University of Kerala offers M.Ed and Ph.D programs, established in 2015, and includes a diverse faculty and student body. The department engages in various projects, research activities, and innovative teaching methods, alongside a comprehensive infrastructure and supportive student programs. Future plans include launching integrated B.Sc B.Ed and B.Ed M.Ed programs and developing e-resources under national initiatives.
Thiyagu measures of central tendency finalThiyagu K
油
The document discusses measures of central tendency, focusing on the mean, median, and mode. It defines each measure, provides calculations, and outlines their merits and demerits, such as the mean's sensitivity to extreme values and the median's instability with data changes. Additionally, it highlights the modes' ease of calculation and limitations in mathematical treatment.
Web 2.0 and Web 3.0 Tools in Education - T hiyaguThiyagu K
油
The document discusses the evolution of web technologies in education, outlining the transition from Web 1.0 (read-only) to Web 2.0 (read-write) and finally to Web 3.0 (semantic). It highlights the pedagogical benefits of blog usage and collaborative tools like wikis, emphasizing the importance of active learning in modern classrooms. Additionally, it calls for educators to adapt to new technologies to enhance teaching effectiveness and meet the demands of 21st-century learners.
The document outlines the typical format and structure of a research report. It discusses the three main sections - the preliminary section, main section, and reference section. The preliminary section includes elements like the cover page, table of contents, and abstract. The main section usually contains chapters that introduce the topic, review literature, describe the methodology, and analyze the data. The reference section lists all sources cited. The document also provides guidelines on formatting aspects like margins, fonts, and styling tables and figures in a research report.
PEDAGOGICAL INNOVATIONS IN TEACHING OF MATHEMATICS: BULLETIN BOARD AND SMART ...Thiyagu K
油
The document discusses pedagogical innovations in teaching mathematics, focusing on the use of bulletin boards and smart boards to enhance student engagement and comprehension. It outlines various teaching methods and technological tools to make math learning interactive and enjoyable while addressing the gap between students' interests and achievements. The paper proposes that while the ideas for innovation are not entirely new, their practical implementation in the classroom setting can bring about significant improvements.
The document appears to be a publishing detail of a work by Dr. T. M. Thomas Isaac, published in January 2012 by Chintha Publishers in Thiruvananthapuram. It includes various references related to local democracy, development in Kerala, and the broader socio-economic context relevant to the coir industry and cooperative initiatives. The text seems to be a mixture of Malayalam and English with some structural formatting issues.
The document discusses the development of a curriculum framework for schools in Kerala, India. It outlines the history and influences on curriculum reform in Kerala, from national frameworks like the National Curriculum Framework (NCF) of 1975, 1986, 2005 to state-level efforts. The current Kerala curriculum framework of 2013 is based on constructivism where learning is an active process of constructing knowledge. It aims to develop skills like logical thinking, understanding the world, and participating in the economic process, while promoting values of humanism, citizenship, and social commitment.
Maulana abul kalam azad thiyagu 11.11.2016Thiyagu K
油
Maulana Abul Kalam Azad was an influential Indian Muslim scholar and education minister from 1947 to 1958, who championed nationalism and secularism, opposing the communal separatism of the Muslim League. He was a close ally of Gandhi and Nehru, advocating for socialism, non-violence, and unity among Hindus and Muslims during India's struggle for independence. Azad's legacy includes significant contributions to education in India, with initiatives for universal primary education and the establishment of premier institutions like the Indian Institute of Technology.
This document provides a critical appraisal of the secondary level mathematics curriculum in Kerala, India. It discusses the importance of mathematics based on national education policies and frameworks. The National Curriculum Framework (NCF) 2005 and Kerala Curriculum Framework (KCF) 2007 emphasize developing students' ability to think mathematically and solving problems. However, many students struggle with mathematics and consider it difficult. The document analyzes whether deficiencies in the current secondary curriculum contribute to these difficulties, and how well the curriculum aligns with NCF and KCF guidelines, with a focus on high school mathematics textbooks. Suggestions are provided to address limitations and improve the curriculum.
The document appears to contain details regarding a publication by Chintha Publishers, including author information, typesetting, and rights reserved. It also lists various topics related to social and economic studies in Kerala, referencing multiple works on local democracy and development. Additionally, the document includes a variety of notes and text possibly related to academic references or excerpts.
The document discusses the curriculum framework for education in Kerala, India. It begins by providing context on Kerala's educational scenario and history. It then discusses the need to revise the curriculum to align with the national framework and meet the needs of the future society. The goals of the revision include ensuring quality education for all and better preparing students for employment or further education. It emphasizes increasing vocational education and making the curriculum more diverse and relevant to real life. The framework aims to reform teaching methods and make learning more activity-based, especially in subjects like science and math. It also seeks to improve education access and quality for marginalized groups.
Naac presentation education department - central university of keralaThiyagu K
油
The Department of Education at the Central University of Kerala offers M.Ed and Ph.D programs, established in 2015, and includes a diverse faculty and student body. The department engages in various projects, research activities, and innovative teaching methods, alongside a comprehensive infrastructure and supportive student programs. Future plans include launching integrated B.Sc B.Ed and B.Ed M.Ed programs and developing e-resources under national initiatives.
Thiyagu measures of central tendency finalThiyagu K
油
The document discusses measures of central tendency, focusing on the mean, median, and mode. It defines each measure, provides calculations, and outlines their merits and demerits, such as the mean's sensitivity to extreme values and the median's instability with data changes. Additionally, it highlights the modes' ease of calculation and limitations in mathematical treatment.
Web 2.0 and Web 3.0 Tools in Education - T hiyaguThiyagu K
油
The document discusses the evolution of web technologies in education, outlining the transition from Web 1.0 (read-only) to Web 2.0 (read-write) and finally to Web 3.0 (semantic). It highlights the pedagogical benefits of blog usage and collaborative tools like wikis, emphasizing the importance of active learning in modern classrooms. Additionally, it calls for educators to adapt to new technologies to enhance teaching effectiveness and meet the demands of 21st-century learners.
The document outlines the typical format and structure of a research report. It discusses the three main sections - the preliminary section, main section, and reference section. The preliminary section includes elements like the cover page, table of contents, and abstract. The main section usually contains chapters that introduce the topic, review literature, describe the methodology, and analyze the data. The reference section lists all sources cited. The document also provides guidelines on formatting aspects like margins, fonts, and styling tables and figures in a research report.
PEDAGOGICAL INNOVATIONS IN TEACHING OF MATHEMATICS: BULLETIN BOARD AND SMART ...Thiyagu K
油
The document discusses pedagogical innovations in teaching mathematics, focusing on the use of bulletin boards and smart boards to enhance student engagement and comprehension. It outlines various teaching methods and technological tools to make math learning interactive and enjoyable while addressing the gap between students' interests and achievements. The paper proposes that while the ideas for innovation are not entirely new, their practical implementation in the classroom setting can bring about significant improvements.
The document appears to be a publishing detail of a work by Dr. T. M. Thomas Isaac, published in January 2012 by Chintha Publishers in Thiruvananthapuram. It includes various references related to local democracy, development in Kerala, and the broader socio-economic context relevant to the coir industry and cooperative initiatives. The text seems to be a mixture of Malayalam and English with some structural formatting issues.
Psychological approaches to learner centered curriculum in keralakgbiju
油
This document discusses the psychological approaches that have influenced the development of learner-centered curriculum in Kerala, India over time. It began with a behaviorist approach, then incorporated constructivism which emphasized learning over instruction. Most recently, the curriculum has taken a critical pedagogy approach focused on social issues. Key aspects covered include the principles of behaviorism, constructivism, critical pedagogy and how each has shaped the Kerala curriculum to become more learner-centered, issue-based and aimed at empowering students.
This document summarizes a review mission to the Indian state of Kerala to evaluate progress under the Sarva Shiksha Abhiyan (SSA) or Education for All program. Key findings include:
- Kerala has achieved near universal enrollment in education due to community support and a dense network of schools. However, data from private schools is incomplete.
- Social gaps in education have been bridged, with no overt discrimination against gender, caste, religion or disability. Special programs target underserved groups.
- Classroom practices show student engagement but teacher training is needed to move beyond rote learning and better assess individual students.
- While curricula are strong, computer education and data collection need strengthening to
The document discusses interventions by the State Council of Educational Research and Training (SCERT) Kerala in improving mathematics teaching in schools. It notes that Kerala's mathematics curriculum underwent major revisions in 1996 and 2006. The 1996 revision introduced an activity-based child-centered approach for lower primary classes. SCERT endorsed these pedagogical changes and revised the curriculum up to 10th grade. The 2006 revision was based on the National Curriculum Framework 2005 and the Kerala Curriculum Framework 2007, bringing significant changes to content, pedagogy, teaching materials, and teacher empowerment efforts. The presentation provides historical context on prior reforms and outlines the current revision's philosophy regarding content, pedagogy, and implementation process.
The document summarizes the key aspects of the Kerala School Curriculum 2013 for higher secondary education. It discusses how curriculum reforms in Kerala have been influenced by national reports and policies. It outlines the chief characteristics of the 2013 curriculum, which include being learner-centered, activity-based, and focusing on skills, values, and continuous evaluation. The curriculum aims to provide internationally accepted teaching models and ensure students are equipped to face contemporary challenges as knowledge society members.
1. The Supreme Court of India initiated suo moto proceedings against R. Karuppan for filing a writ petition questioning the age of the Chief Justice of India and claiming to represent an Advocates Association without authorization.
2. During earlier contempt proceedings related to the age issue, the court found that the President of India had already determined the CJI's age in 1991 based on educational records.
3. Despite being aware of the prior age determination, Karuppan filed another petition claiming the age dispute was still unresolved, which the court saw as intentionally concealing relevant facts and potentially constituting the criminal offense of perjury.
The document summarizes an audit of the renovation and modernization projects of three hydroelectric power stations in Kerala, India by the Kerala State Electricity Board. The key points are:
1) The projects cost Rs. 239.81 crore but did not yield expected gains due to technical defects and no improvement in power generation.
2) The Board failed to exclude overlapping technical consultancy fees, resulting in avoidable payments of Rs. 20.31 crore.
3) There were other instances of avoidable payments totaling Rs. 12.89 crore.
4) The government did not receive Rs. 89.32 crore of the agreed Rs. 98.30 crore grant
The decision of the Company to acquire additional mining land despite Government of India ban on consumer industries and decline in the demand for clay resulted in unproductive investment of Rs.30.59 lakh. The document discusses audit observations of three state government companies, including how one company's decision to acquire additional mining land led to an unproductive investment of Rs. 30.59 lakh due to a decline in demand caused by a government ban. It also notes the company was aware of this decline prior to the land acquisition.
This document summarizes the Kerala Tax on Paper Lotteries Act of 2005 and subsequent amendments increasing tax rates. It levies an annual tax of 17 lakh rupees for bumper lottery draws and 7 lakh rupees for other draws in Kerala. Promoters of paper lotteries must register annually with the state government by paying fees and security. The act outlines authorities to administer the tax and provisions around returns, assessments, payments, and recovery of tax amounts owed.