PRACTICAL (SEMESTER –II)

COURSE NAME : READING AND REFLECTING ON TEXTS

COURSE CODE : BED 152
SUBMITTED BY:
SUBMITTED TO:-
SUCHITA RAI
MS. YAMINI BHANOT &
ENROLLMENT NO.:
MS. SONIA MOJUMDAR
00114402121

KALKA INSTITUTE FOR RESEARCH AND ADVANCED STUDIES

BACHELOR OF EDUCATION – (2021-2023)

GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY

 TOPICS
 A DESCRIPTION OF DIVERSITY OF TEXT FORMS - EXPOSITORY,
NARRATIVE, PERSUASIVE, TECHNICAL, SCIENTIFIC.

 MARSI SCALE TO BE USED FOR SELF-ANALYSIS AFTER READING IN A

DIFFERENT VOICE – BY CAROL GILLIGAN

 READINGS FOR DISCUSSION, ANALYSIS AND REFLECTION –

- NEP 2020, MINISTRY OF HUMAN RESOURCE DEVELOPMENT,

GOVT. OF INDIA.

- IN A DIFFERENT VOICE: WOMEN’S CONCEPTION OF SELF AND

MORALITY – BY CAROL GILLIGAN

 AUDIO-VISUAL RESOURCES –

- TARE ZAMEEN PAR BY AAMIR KHAN AND AMOLE GUPTE

EXPOSITORY
TEXT
 Expository text is understood as those types of text whose main objective is to inform
about topics that are of general interest, although they are not oriented to a specialized type
of audience.
 Expository texts are those that express concepts or facts objectively , without
reflecting opinions or feelings of the author.

 EXAMPLES OF EXPOSITORY TEXT -

 Textbooks
 News articles
 Instruction manuals
 Recipes
 City or country guides
 Language books
 Self-help books
 TYPES AND PURPOSES
Expository texts can be classified into a certain type of text. These have different
purposes. These include:

 SEQUENCE/HOW TO: The author lists items, events, or steps in numerical or

chronological order, e.g. a recipe or instruction manual.
 CAUSE AND EFFECT: The author shows a cause and effect relationship between two or
more things or events, e.g. a book on germs, or natural disasters.
 PROBLEM AND SOLUTION: The author presents a problem and lists one or more
solutions for the problem, e.g. how to fix book, or self help books
 COMPARE AND CONTRAST: The author explains how two or more things are alike
and/or different , e.g. trip advisor, or different religions
 DESCRIPTIVE TEXTS (Definition - example): The authors describes a topic by giving
examples, features, and characteristics, e.g. dictionary, or a book about tigers.
NARRATIVE TEXT
A NARRATIVE TEXT is that text that tells a story that takes place in a certain period of time
and place. The narration refers to the way of telling the story, in the form of a sequence or as a series
of actions carried out by the characters, and that allows the reader to imagine the situation.

STRUCTURE OF A NARRATIVE TEXT -

 THE INTRODUCTION: It is the presentation of the story that allows the reader to be placed in a
specific context (in time and place), and in which the protagonists of the story are introduced.
 THE DEVELOPMENT OR KNOT: It is the most extensive part of the story where the details of
the story, the characters and the events that connect them are known.
 THE OUTCOME: It is the closing of the story in which the questions that arose during the
development of the story are revealed. It can be a tragic ending, happy or open to doubt with the
possibility of continuing the story in later works.
 EXAMPLES OF NARRATIVE TEXTS -
The Novel, The newspaper article, Story books, Fairy tales, Micro stories etc.

 PURPOSE OF NARRATIVE TEXT -

– The Purpose of Narrative Text is to amuse or to entertain the reader with a story.

 CHARACTERISTICS OF NARRATIVE TEXT -

 The narrative text includes any type of text that relates a series of events
chronologically. This includes fiction (novels, short stories) and nonfiction
(memoirs, biographies).
 Both forms tell stories that use imaginative language and express emotion,
often through the use of images, metaphors and symbols.
 In general, the narrative form is unique, because the authors relate the ideas
they want to express about how people behave and what they believe.
 These ideas or themes are generally related to universal truths and establish
connections with the reader's experiences.
PERSUASIVE
TEXT
 A persuasive text is a form of non-fiction
writing that aims to convince the reader of a
certain point of view.
 Adverts and newspaper columns are good
EXAMPLES of persuasive text.

To argue the case for a point of view

PERSUASIVE TEXTS PURPOSE:
To attempt to convince the reader

STRUCTURE PERSUASIVE TEXTS :

• Opening Statement - Introduce Your Point Of View

• Arguments - Point And Evidence

• Conclusion - Repeat Your Point Of View

TECHNICAL TEXT
 This type of text is distinguished from others because it is constructed under a coherent, clear and
precise discourse in which it presents a series of methodologies or processes to develop an
activity. However, technical texts often also incorporate topics related to scientific, technological
and industrial knowledge.

 Like the expository text, The aim of technical text is to share some fact or knowledge with a slight
difference that is specified for a particular field, depending upon the field which it is being used
technical test have their preference for a certain writing style, depending heavily on the jargons
associated with that particular field.

• EXAMPLES OF TECHNICAL TEXT -

 E-Mails in a particular department, manuals designed for a highly scaled professionals in

that particular field.
CHARACTERISTICS OF THE TECHNICAL TEXT

CLEAR CONTENT :
According to the intention of offering objective and true information, it is very
important that the text is developed in a clear and precise way, in which there is no
room for any kind of doubts and each of the concepts are expressed with precision

VARIETY OF TOPICS :
Another important feature of technical texts has to do with the fact that they can be
developed in a variety of genres or classes, since they are applied to a great variety of
areas.

LANGUAGE OF THE TEXT :

The language used in this type of text is characterized by being concrete and precise.

RELATIONSHIP WITH THE ARGUMENTATIVE TEXT :

In the development of technical texts, many of them can resort to characteristics of
other types of texts in order to achieve their objective.
SCIENTIFIC
TEXT
A SCIENTIFIC TEXT it is a coherent set of statements related to science or scientific
language. This type of texts uses a clear language and ordered sentences, with a quite
simple syntax.

The GOAL is for this information to be interpreted correctly by a hearing, so these

writings must communicate some true information.

A scientific text is written from and addressed to a specialized scientific

community. That is, they are those texts written in a specialized language, in which
scientific information is provided to the reader, following a set of academic standards of
presentation, exposition and reference.
EXAMPLES OF SCIENTIFIC TEXT -
 POLLUTION : Today the effect of human activity on the environment is remarkable.
Pollution is extremely evident in every space within our reach. Rivers, seas, lagoons and
mountains are affected, we pollute even the air.
 THE CORONAVIRUS (COVID-19) : COVID-19 is a virus belonging to the coronavirus
family. It can cause symptoms that range from mild to severe, leading to death in high-risk
populations. The signs of its presence in an infected person usually appear between the first 2
and 15 days after exposure and subsequent contagion.
 CHARACTERISTICS OF
A SCIENTIFIC TEXT

 Must be clear, precise, universal and verifiable.

 Its brevity or extension depends on the type of text: an article, a thesis, a
presentation or a book.
 They generally possess a main author and several collaborating authors,
involved in the investigation.

 They expose the results of a set of investigations experimental, field or of any

other kind, emphasizing the formal, the methodology followed and the results.

 They have a technical language, which generally requires a prior level of

knowledge on the part of the reader.
 MARSI
SCALE
(Metacognitive Awareness of
Reading Strategies Inventory)
 MARSI SCALE
FULL FORM : METACOGNITIVE AWARENESS OF READING STRATEGIES INVENTORY.

The MARSI scale relies on three interconnected reading strategy categories:-

The Global Reading Strategies (GRS), The Problem-solving Strategies (PSS), And The
Support Reading Strategies (SRS).

1.GRS – It refers to a general approach to reading often taking place even

before starting to read.
2.PSS - It refers to actual roadblocks encountered during reading and how to
deal with them and ensuring the reading is done to understand and not simply
decode.
3.SRS – It refers to strategies that down the line, sometimes way after the
reading is done, will ensure a good information retention and understanding.
 21 JULY, 2022
Our Teachers MS. YAMINI BHANOT & MS. SONIA MOJUMDAR Ma’am gave us a topic IN
A DIFFERENT VOICE: WOMEN’S CONCEPTION OF SELF AND MORALITY – BY
CAROL GILLIGAN, for reading. Because on the basis of this reading, THE MARSI test was to be
done.

On 21st July, our MARSI TEST was held in the classroom. Every student had come after reading the
topic IN A DIFFERENT VOICE, and had also brought a printout of the MARSI TEST, on which
they could give the test.

Ma’am first gave us the instructions how to do the test.

The test had some statements on the VERY FIRST PAGE, in which we had to CIRCLE THE
NUMBER ON A SCALE OF 1 TO 5, after reading those statements.

In which, Scale 1 shows “I NEVER OR ALMOST NEVER DO THIS.”

Scale 2 means “I DO THIS ONLY OCCASIONALLY.”
Scale 3 means “I SOMETIMES DO THIS.”(About 50% of the time.)
Scale 4 means “I USUALLY DO THIS.”
Scale 5 means “I ALWAYS OR ALMOST ALWAYS DO THIS.”
On THE SECOND PAGE, we had to write OUR NAME, AGE, DATE AND GRADE IN SCHOOL.

After that, the GROUP OF STRATEGIES considering which, we had kept scaling the statements under 1 to 5
on the first page, was given below.

The group of strategies were –

 GLOBAL READING STRATEGIES (GLOB SUBSCALE)
 PROBLEM – SOLVING STRATEGIES (PROB SUBSCALE)
 SUPPORT READING STRATEGIES (SUP SUBSCALE)

In this we had to write our response to each statement (i.e., from 1 to 5) in each of the subscale
blanks.

After that, we had to add up the scores under each column of (GLOB score, PROB score, SUP score and at
last OVERALL score).

The next we had done is by divided the score by the number of statements in each column to get the average for
each subscale.

At last we had calculated the OVERALL MEAN (AVERAGE) by adding up the subscale scores and dividing by 30,
we got our results. According to which, we had to fill the overall reading strategies.

KEY TO AVERAGES –
 3.5 or higher = HIGH, 2.5 – 3.4 = MEDIUM, 2.4 or lower = LOW.
MARSI TEST
 INTERPRETATIO
N
• The overall average indicates how often we use reading strategies
when reading academic materials.
• The average for each subscale shows which group of strategies we
use most when reading.
• With the help of the MARSI TEST, I can tell that I am very high
(4.46, 1ST RANK) in global reading strategies (glob subscale).
• And medium (4.22, 2ND RANK) in Support reading strategies (sup
subscale).
• Low (4 PROB MEAN, 3RD RANK) in problem solving strategies (prob
subscale)
• A low score of the prob subscale indicates that I might want to learn
more about and consider using this when reading.
 NEP (NATIONAL
EDUCATION POLICY)
2020
Our Faculty members, MS. YAMINI BHANOT & MS. SONIA MOJUMDAR gave us a reading on NEP
2020, AND for this reading, the class was divided into the group of 10 students, (total 7 groups
were made).

All these groups had discussed NEP 2020 in the class through the presentation.

GROUPS TOPICS THEY COVERED DATE

Group 1 INTRODUCTION TO PARAKH 10 June, 2022
(Roll no. 1 to 10) (Friday)
Group 2 TEACHER RECRUITMENT & DEPLOYMENT TO SCHOOL 10 June, 2022
(Roll no. 11 to 20) EDUCATION
Group 3 HIGHER EDUCATION SYSTEM TO HOLISTIC EDUCATION 17 June, 2022
(Roll no. 21 to 30) (Friday)
Group 4 OPTIMAL LEARNING ENVIRONMENT TO MULTIDISCIPLINARY 17 June, 2022
(Roll no. 31 to 40)
Group 5 VOCATIONAL EDUCATION TO GEC 20 June, 2022
(Roll no. 41 to 50) (Monday)
Group 6 PROFESSIONAL EDUCATION TO DIGITAL EDUCATION 20 June, 2022
(Roll no. 51 to 60)
Group 7 CABE TO NEP IMPLEMENTATION 2020 21 June, 2022
(Roll no. 61 to 70) (Tuesday)
 SUMMARY OF DAY - 1
(10TH JUNE, 2022)
We had discussed about PART -1 of NEP 2020 which is related to
INTRODUCTION AND SCHOOL EDUCATION.

PART – 1 OF NEP 2020 , WAS PRESENTED BY FIRST 2 GROUPS, BY

DIVIDED THE TOPICS IN HALF.

 GROUP 1, (Roll No. 1 to 10) had covered the topic from

INTRODUCTION, SCHOOL EDUCATION to CURRICULUM
AND PEDAGOGY IN SCHOOLS.

 GROUP 2, (Roll No. 11 to 20) covered the topic from TEACHERS to

STANDARD-SETTING AND ACCREDITATION FOR SCHOOL
EDUCATION
 Day 1 – 10th June,
2022
GROUP - 1 PARTS
PRESENTED
INTRODUCTION, SCHOOL EDUCATION, EARLY CHILDHOOD CARE AND EDUCATION:
THE FOUNDATION OF LEARNING, FOUNDATIONAL LITERACY AND NUMERACY: AN
URGENT & NECESSARY PREREQUISITE TO LEARNING, CURTAILING DROPOUT
RATES AND ENSURING UNIVERSAL ACCESS TO EDUCATION AT ALL LEVELS,
CURRICULUM AND PEDAGOGY IN SCHOOLS: LEARNING SHOULD BE HOLISTIC,
INTEGRATED, ENJOYABLE AND ENGAGING
 Curriculum
Framework
1. FOUNDATIONAL STAGE (5)
 For ages 3 to 8 years, the foundational stage has been suggested.
 The multi-level play activity based learning would include 3 years at
anganwadi’s, pre-school or as commonly called play schools and the
kindergarten classes catering to ages 3 to 6.
 To this, the grades 1 and 2 or classes 1 and 2 for students of ages 6 to 8
would also be added, keeping the focus on development of language skills
and teaching by play based and activity based curriculum.
 2. PREPARATORY STAGE (3)

 This is for ages 8 to 11 or classes 3 to 5.

 The focus would shift to play, discovery and activity based and interaction
classroom learning.
 The focus till this stage would remain on development of language and numeracy
skills, in accordance with the cognitive development of a child.
 Medium of instruction till Grade 5 would be home language or mother tongue or
local language.
 Three languages would be taught to all students – and states would decide which
ones.
 3. MIDDLE STAGE (3)
 Referring to the classes 6 to 8, the new structure aims at transforming the pedagogy from the
existing system to a more experiential learning in the sciences, mathematics, arts, social
sciences and humanities.
 Focus would be on critical learning objectives and not on rote learning.

4. SECONDARY STAGE (4)

 This includes classes 9 to 12 or the secondary and the higher secondary as we know them today.
 The changes suggested at this stage include a multidisciplinary study where students would be
able to pick and choose any set of subjects from the available structure.
 The focus would be on greater critical thinking and flexibility, allowing the child to pick subjects
as per their interests – even technical and arts.
GROUP – 1 (SCREEN SHOTS OF PPT WHILE
PRESENTING)
 Day 1 – 10th June,
2022
PARTS
GROUP - 2
PRESENTED
Teachers, Equitable and Inclusive Education: Learning for All,
Efficient Resourcing and Effective Governance through School
Complexes/Clusters, Standard-setting and Accreditation for
School Education.
 By 2030 the minimum educational qualification for teachers would be changed to a four-year
duration integrated B.Ed. degree.
 The TETs exam will also be extended to cover teachers across all stages (Foundational,
Preparatory, Middle and Secondary) for standardized school education.
 It also stated that, "Teachers in private schools also must have qualified similarly through
TET, a demonstration/interview, and knowledge of local language(s).”

 Incentives will be provided for

teachers to take up teaching jobs in
rural areas, especially in areas that
are currently facing acute shortage
of quality teachers.
 According to NEP 2020,
MOTHER TONGUE will be a
medium of instruction till 5th
grade.
 MHRD tweeted that the medium
of instruction (preferably) till
Grade 8 & beyond, will be the
home
language/mother-tongue/local
language/regional language.
 Starting from the Foundational
Stage, children will be exposed
to different languages with a
particular emphasis on the
mother tongue.
 To improve various aspects of
education, the use and integration
of technology will be encouraged
& supported.
Efforts will be concentrated on
developing technologies to transform
the education system & empower
educators.
GROUP – 2 (SCREEN SHOTS OF PPT WHILE
PRESENTING)
 SUMMARY OF DAY – 2 & 3
(17TH JUNE, 2022 & 20TH JUNE,
2022) -
We had discussed about PART - 2 of NEP 2020 which is related to HIGHER
EDUCATION

PART – 2 OF NEP 2020 , WAS PRESENTED BY 3 GROUPS, BY DIVIDED

THE TOPICS IN HALF.

 GROUP 3, (Roll No. 21 to 30) had covered the topic from QUALITY
UNIVERSITIES AND COLLEGES To TOWARDS A MORE
HOLISTIC AND MULTIDISCIPLINARY EDUCATION

 GROUP 4, (Roll No. 31 to 40) covered the topic from OPTIMAL

LEARNING ENVIRONMENTS AND SUPPORT FOR STUDENTS
To TEACHER EDUCATION

 GROUP 5, (Roll No. 41 to 50) covered the topic from RE-IMAGINING

VOCATIONAL EDUCATION To EFFECTIVE GOVERNANCE AND
LEADERSHIP FOR HIGHER EDUCATION INSTITUTIONS
 Day 2 – 17th June,
2022

GROUP - 3
PARTS
PRESENTED
Quality Universities and Colleges: A New and
Forward-looking Vision for India’s Higher
Education System, Institutional Restructuring and
Consolidation, Towards a More Holistic and
Multidisciplinary Education.
 BIG CHANGES IN HIGHER EDUCATION

 Higher education significantly contributes towards sustainable livelihoods and

economic development of the nation.

 Quality higher education must aim to develop good, thoughtful, well-rounded, and
creative individuals.

 It must enable an individual to study one or more specialized areas of interest at a

deep level, and also develop character, ethical and Constitutional values, intellectual
curiosity, scientific temper, creativity, spirit of service, and 21st century capabilities
across a range of disciplines including sciences, social sciences, arts, humanities,
languages, as well as professional, technical, and vocational subjects.

 At the societal level, higher education must enable the development of an

enlightened, socially conscious, knowledgeable, and skilled nation.

 The purpose of quality higher education is, therefore , more than the creation of
greater opportunities for individual employment.
 Major Problems Currently Faced By The
Higher Education System In India
A. Less Emphasis On The Development Of Cognitive Skills And
Learning Outcomes.

B. A Rigid Separation Of Disciplines, With Early Specialization

And Streaming Of Students Into Narrow Areas Of Study.

C. Limited access particularly in socio-economically

disadvantaged areas, with few HEIs that teach in local
languages.

SOLUTIONS
a) moving towards a more multidisciplinary
undergraduate education.

b) moving towards faculty and institutional autonomy.

c) revamping curriculum, pedagogy, assessment, and

student support for enhanced student experiences.
 RESTRUCTURING INSTITUTES &
UNIVERSITIES
 Till now, institutes and universities were following the same format of specialized
education which ended up creating professionals who lacked additional skills and
knowledge. This system is about to get a complete overhaul. There are plans in NEP 2020
for creating institutes and universities in or nearby all the districts throughout the country.

 These institutes and universities will not specialize in one single discipline. They will be
multidisciplinary institutes and universities providing students with education options to
pursue. Multidisciplinary courses have to start by the year 2030. They even have the option
of tying up or merging with other institutes or universities to provide more streams of
education and create institutional clusters.

 The multidisciplinary options will be available to students right from the undergraduate
level. Institutes and universities and even faculty will have more autonomy. They will even
have freedom on the academic and education front. They will be overseen by independent
boards. Education methods, exam formats, and assessment parameters are all set to receive
an overhaul to match international standards.
 More Stress on Holistic Education

 For years, the education system in the country has stressed on technical education which has resulted in students
being bad at the artistic subjects.
 Since the NEP 2020 will create multidisciplinary institutes and universities, there will be enough stress on other
subjects like Indology, literature, languages, philosophy, music, dance, theatre, art, economics, sociology, pure &
applied sciences, mathematics, and education. These subjects will be taught by highly qualified teachers who will
have a holistic approach towards teaching the subjects. There will be very less importance given to rote education.
 A holistic approach to education ensures students develop into well-rounded professionals who, along with
technical skills, also possess soft skills and are socially and environmentally aware. The multidisciplinary
institutes will also have a push for research-based education.
 Theory-based education will be limited and practical-based education will be imparted through direct industry
interactions. Students will also be allowed to pursue internships and research internships at the local level to
increase their knowledge and understanding of the industry at the local level.
 This approach hopes to create professionals who will work and develop industries from the ground up.
GROUP – 3 (SCREEN SHOTS OF PPT WHILE
PRESENTING)
 Day 2 – 17th June,
2022

GROUP - 4
PARTS
PRESENTED
Optimal Learning Environments and Support for
Students, Motivated, Energized and Capable
Faculty , Equity and Inclusion in Higher Education,
Teacher Education.
 OPTIMAL LEARNING ENVIRONMENTS
AND SUPPORT FOR STUDENTS

 Learning environments are optimized when teachers create opportunities for students to learn by
doing and to actively engage with materials and people. It is important to design physical and
social environments that maximize instructional time and support learning for all.

 The curriculum must be interesting and relevant, and updated regularly to align with the latest
knowledge requirements and to meet specified learning outcomes.
 High-quality pedagogy is then necessary to successfully impart the curricular material to
students; pedagogical practices determine the learning experiences that are provided to students,
thus directly influencing learning outcomes.

 Students from socio-economically disadvantaged backgrounds require encouragement and

support to make a successful transition to higher education.
 Universities and colleges will thus be required to set up high-quality support centres and will be
given adequate funds and academic resources to carry this out effectively.
 INTERNATIONALIZATION
 The various initiatives mentioned above will also help in having larger numbers of international
students studying in India, and provide greater mobility to students in India who may wish to
visit, study at, transfer credits to, or carry out research at institutions abroad, and vice versa.

 Courses and programmes in subjects, such as Indology, Indian languages, AYUSH systems of
medicine, yoga, arts, music, history, culture, and modern India, internationally relevant
curricula in the sciences, social sciences, and beyond, meaningful opportunities for social
engagement, quality residential facilities and on-campus support, etc. will be fostered to attain
this goal of global quality standards, attract greater numbers of international students, and
achieve the goal of ‘internationalization at home’.

 India will be promoted as a global study destination providing premium education at affordable
costs thereby helping to restore its role as a Vishwa Guru.
 STUDENT ACTIVITY AND PARTICIPATION
 Students are the prime stakeholders in the education system.
 Vibrant campus life is essential for high-quality teaching-learning processes. Towards
this end, students will be given plenty of opportunities for participation in sports,
culture/arts clubs, eco-clubs, activity clubs, community service projects, etc.
 In every education institution, there shall be counselling systems for handling stress and
emotional adjustments. Furthermore, a systematized arrangement shall be created to
provide the requisite support to students from rural backgrounds, including increasing
hostel facilities as needed.
 All HEIs will ensure quality medical facilities for all students in their institutions.
Financial support for students
 MOTIVATED, ENERGIZED,
AND CAPABLE FACULTY
The most important factor in the success of higher education
institutions is the quality and engagement of its faculty.

Compensation levels of permanent faculty in public institutions

have also been increased substantially. Various initiatives have
also been taken towards providing faculty with professional
development opportunities

The various factors that lie behind low faculty motivation levels
must be addressed to ensure that each faculty member is happy,
enthusiastic, engaged, and motivated towards advancing her/his
students, institution, and profession.
Teaching duties also will not be excessive, and student-teacher ratios not too high, so that the activity of
teaching remains pleasant and there is adequate time for interaction with students, conducting research,
and other university activities
Faculty will be given the freedom to design their own curricular and pedagogical approaches within the
approved framework, including textbook and reading material selections, assignments, and assessments
 EQUITY AND INCLUSION IN HIGHER EDUCATION

ROLE OF NEP 2020 IN THIS REGARD :

• This Policy envisions ensuring equitable

access to quality education to all students,
with a special emphasis on SEDG.

• This NEP is aligned with UN SDG 4

“ensure inclusive and equitable quality
education and promote lifelong learning
opportunities for all.
 TEACHER EDUCATION
 Holistic education cannot be provided unless the teachers are equipped with holistic knowledge and education
themselves. NEP 2020 has also made provisions for improving teacher education throughout the country.
 New, strong criteria for teacher education will be formulated, and those institutes that provide teacher education
that are found to be short will be shut down.
 Teacher education will also be a part of the multidisciplinary institutes and universities, and they will be in charge
of creating high-quality, qualified educators of tomorrow.
 Another major change in teacher education is going to the required degrees and qualifications.
 The basic degree to become a teacher will now be a bachelor of education (B. Ed.) degree which is 4 years long.
 There will be 2 majors in the degree. 1 major will compulsorily have to be education and the other one will be a
subject of the student’s choice. This specialization will decide what course they pursue in the future and become
teachers. There will also be one single entrance exam conducted nation-wide for graduates to become part of
various teacher programs. The NEP 2020 has taken major steps to restore the importance and pride to the
profession of teacher.
GROUP – 4 (SCREEN SHOTS OF PPT WHILE
PRESENTING)
 2 0 th June,
–
Day 3 S
PA R T
2022 D
E NT E
P - 5 PRE S
G R O U a ta l y z in g
o n , C a
d u c a t i ro u g h
n a l E l d s t h
V o catio a ll F ie in g th e
i n in g a r ch in n s fo rm
e- im a g ic R e se t io n , T ra fe c t iv e
R c a de m F o u n d a ti on , Ef
a li ty A e ar ch E d u c a c a t io n
Qu n a l R e s ig h e r r E d u
N a t io of H H ig h e
Ne w S y s te m i p f o r
a t o ry a der s h
Re g u l n d L e
an c e a
Go v e rn
t io n s .
Institu
 • Vocational education or Vocational Education and
Training (VET), also called Career and Technical
Education (CTE), prepares learners for jobs that
are based in manual or practical activities,
traditionally non-academic and totally related
to a specific trade, occupation or vocation.

• One of the primary reasons for the small numbers of

students receiving vocational education is the fact that
vocational education has in the past focused largely on
Grades 11–12 and on dropouts in Grade 8 and upwards.
Moreover, students passing out from Grades 11–12 with
vocational subjects often did not have well-defined
pathways to continue with their chosen vocations in
higher education.

• The admission criteria for general higher education were also not designed to provide openings to students who
had vocational education qualifications, leaving them at a disadvantage relative to their compatriots from ‘mainstream’
or ‘academic’ education.

• Vocational education is perceived to be inferior to mainstream education and meant largely for students who are
unable to cope with the latter. This is a perception that affects the choices students make.
 CATALYZING QUALITY ACADEMIC RESEARCH IN ALL FIELDS
THROUGH A NEW NATIONAL RESEARCH FOUNDATION

The quality of research has always been particularly overlooked in our country due to the said factors
and the time has come to prioritise it.

On the contrary, quality research in India principally hinges on doctoral research work (leading to the
award of MPhil/ PhD degree) produced by the universities that follow UGC regulations.

Apart from two previous UGC regulations in 2009 and 2016, the 2019 regulation sets two agendas;
firstly, improving the “quality of research” by faculty and creating new knowledge and strategies for
improving research culture in college/universities; secondly, rolling out a national entrance test for
MPhil and PhD programmes.

For growing and catalyzing quality research in the nation, the NEP 2020 envisions the establishment
of a National Research Foundation (NRF) with the aim of allowing a culture of research to permeate
our universities.
TO STRENGTHEN QUALITY RESEARCH AND REFINE HIGHER
EDUCATION, THE NEP 2020 HAS RECENTLY BROUGHT MANY CHANGES.
THEY ARE:

1) Introduction of credit-based courses and hours in teaching, education

and pedagogy for PhD students. The policy suggests mandatory
engagement of teaching assistantship and assistance to faculty.

2) PhDs in multidisciplinary and professional areas such as in the field of

healthcare, agriculture and law have to be included by all universities.

3) A person undertaking a PhD should have either a master’s degree or a

four-year bachelor’s degree with research, and the MPhil degree will not
be continued.
 TRANSFORMING THE REGULATORY SYSTEM OF HIGHER
EDUCATION
 The aim of the NEP 2020 is to make higher education institutions multidisciplinary. The objective is
to move towards learning about how to think critically and solve problems, how to be creative, and
how to innovate, adapt, and absorb new material in novel and changing fields.

 Government of India announced its new Education Policy 2020 (NEP 2020), Which intended to
transform our nation sustainably into an equitable and vibrant knowledge society by providing high
quality education to all, It is a welcome step, which will bring about a paradigm shift India’s
education system and will transform it into a modern, progressive and equitable one. The world is
undergoing rapid changes in the knowledge landscape.

 With various dramatic scientific and technological advances, such as the rise of big data, machine
learning, and artifact on intelligence, many unskilled jobs worldwide may be taken over by
machines, while the need for a skilled workforce, particularly involving mathematics, computer
science, and data science, in connection with multidisciplinary abilities across the sciences, social
sciences, and humanities, will be increasingly in greater demand.
GROUP – 5 (SCREEN SHOTS OF SOME SLIDES OF
PPT)
 SUMMARY OF DAY – 3 (PART –
III)
(20TH JUNE, 2022) -
We had discussed about PART - 3 of NEP 2020 which is related to
OTHER KEY AREAS OF FOCUS.

PART – 3 OF NEP 2020 , WAS PRESENTED BY ONE GROUP.

 GROUP 6, (Roll No. 51 to 60) had covered the topic from

PROFESSIONAL EDUCATION TO ONLINE AND DIGITAL
EDUCATION: ENSURING EQUITABLE USE OF
TECHNOLOGY
 Day 3 – 20TH June, 2022

GROUP - 6
PARTS
PRESENTED
Professional Education, Adult Education and Life Long
Learning, Promotion of Indian Languages, Arts and Culture,
Technology Use and Integration, Online and Digital
Education: Ensuring Equitable Use of Technology
 PROFESSIONAL EDUCATION
• Professional education is a formalized approach to specialized training in a professional school through which
participants acquire content knowledge and learn to apply techniques.

• Professional education thus becomes an integral part of the overall higher education system.

• Agricultural education with allied disciplines will be revived. Although

Agricultural Universities comprise approximately 9% of all universities in the
country, enrolment in agriculture and allied sciences is less than 1% of all
enrolment in higher education.

• Legal education needs to be competitive globally, adopting best practices and

embracing new technologies for wider access to and timely delivery of justice.
• Healthcare education needs to be re-envisioned so that the duration,
structure, and design of the educational programmes need to match the role
requirements that graduates will play.

• Technical education includes degree and diploma programmes in,

engineering, technology, management, architecture, town planning,
pharmacy, hotel management, catering technology etc., which are critical to
India ’s overall development.
ADULT EDUCATION AND LIFE LONG
LEARNING,
 PROMOTION OF INDIAN LANGUAGES, ARTS AND
CULTURE
As per the NEP 2020, India is a country with a treasure of cultural heritage in the forms of Arts, Custom,
Literature, Tradition, Artifacts, and much more. This makes India one of the most visited countries for
tourists who come to the country to experience the rich culture and heritage. That is why it is important to
preserve the culture and wealth of India for the nation’s identity and its economy.

Promotion Of Indian Language –

The promotion of Indian languages will be integrated into school and higher education at every level. In order
to help students learn these languages, there will be ensured availability of high-quality learning materials in
the form of workbooks, textbooks, magazines, videos, poems, plays, novels, etc.

Language Vocabulary & Dictionary -

The academics will be implemented for all the languages as determined in the eighth Constitution of India, for
which teachers with high-level language proficiency of the language will be employed.

Scholarships And Incentives –

Students will be provided with scholarships based on the language. Various awards and incentives will be
provided for outstanding poetry and prose in Indian languages in terms of various categories which will be
established to ensure vibrant novels, poetry, nonfiction books, journalism, textbooks, and other works.
NEP 2020: Arts and Culture -
Promotion of Indian Arts & Culture is a priority that will benefit not only the nation but also the individual. It is
necessary to introduce students to their culture which will enable them to have a sense of belonging and identity
and will also help them value their culture & traditions.

Initiative to Promote Arts & Culture –

Various initiatives will be taken to foster the promotion of Arts & Culture in schools and higher education such as
to emphasise on Arts, Music and Crafts which will be included on every level, teaching and learning in the native
language, experiential language learning and promotion of multilingualism through the implementation of three
language formula. To promote Arts & Culture, there will also be hiring of local artists, craftsperson's, writers, and
experts who will be employed as master instructors in various subjects of local expertise.

Impact of NEP 2020 Promotion of Indian Languages, Multilingual Education, Arts and
Culture –
As an impact of the changes introduced by NEP 2020 in terms of Promotion of Indian Languages, Multilingual
Education, Arts and Culture, there will be more emphasis on the culture and heritage of the country. The
languages which are on the brink of being extinct due to the lack of recognition will be revived and encouraged
for speaking, writing and learning. The education will be more prone to multilingual learning rather than using
just Hindi or English as the medium of teaching. These changes will also increase the employment opportunities
for the teachers and subject matter experts of these languages.
GROUP – 6 (SCREEN SHOTS OF PPT WHILE
PRESENTING)
 SUMMARY OF DAY – 4 (PART –
IV)
(21ST JUNE, 2022) -
We had discussed about PART - 4 of NEP 2020 which is
related to MAKING IT HAPPEN.

PART – 4 OF NEP 2020 , WAS PRESENTED BY LAST GROUP.

 GROUP 7, (Roll No. 61 to 70) had covered the topic from

STRENGTHENING THE CENTRAL ADVISORY BOARD OF
EDUCATION TO IMPLEMENTATION
 Day 4 – 21ST June, 2022

GROUP - 7
PARTS
PRESENTED
Strengthening the Central Advisory Board of
Education, Financing: Affordable and Quality
Education for All , Implementation.
STRENGTHENING THE CENTRAL ADVISORY BOARD OF
EDUCATION
What is CABE?
 It is the highest advisory body to advise the central and state
governments in the field of education.
 It provides a forum for widespread consultation and examination of
issues relating to educational and cultural development.

FUNCTIONS OF CABE
 To review the progress of education in the country from time to time.

 Advising the government of India on school education and teacher education.

 To advice regarding coordination between the central and state governments/ UT administration.

 Organizing educational programmes at the National Level.

 Reviewing teaching methods and their development. Developing teaching-learning materials.

 Achieving successful implementation of this policy demands a long-term vision, availability of
expertise on a sustained basis, and concerted action from all concerned encompassing National,
State, institutional, and individual levels.
 In this context, the Policy recommends strengthening and empowering the Central Advisory Board
of Education (CABE) which will have a much greater mandate and not only a forum for widespread
consultation and examination of issues relating to educational and cultural development.
 The remodeled and rejuvenated CABE shall also be responsible for developing, articulating,
evaluating, and revising the vision of education in the country on a continuous basis, in close
collaboration with MHRD and the corresponding apex bodies of States. It shall also create and
continuously review the institutional frameworks that shall help attain this vision.
 To bring the focus back on education and learning, it is desirable that the Ministry of Human
Resource Development (MHRD) be re-designated as the Ministry of Education (MoE).
 FINANCING: AFFORDABLE AND QUALITY EDUCATION FOR
ALL
• The Policy commits to significantly raising educational investment, as there is no better investment
towards a society ’s future than the high-quality education of our young people.

• Unfortunately, public expenditure on education in India has not come close to the recommended
level of 6% of GDP, as envisaged by the 1968 Policy, reiterated in the Policy of 1986, and which was
further reaffirmed in the 1992 review of the Policy.

• The current public (Government - Centre and States) expenditure on education in India has been
around 4.43% of GDP (Analysis of Budgeted Expenditure 2017-18) and only around 10% of the total
Government spending towards education (Economic Survey 2017-18).

• In order to attain the goal of education with excellence and the corresponding multitude of benefits
to this Nation and its economy, this Policy unequivocally endorses and envisions a substantial
increase in public investment in education by both the Central government and all State
Governments

• The Centre and the States will work together to increase the public investment in Education sector
to reach 6% of GDP at the earliest
 IMPLEMENTATION OF
NEP 2020
The National Education Policy, 2020 is the third in the series of National
Education Policies (1968 and 1986 modified in 1992) in India and is the first
education policy of the 21st century. NEP 2020 covers wider spectrum of
school education from pre-primary to senior secondary.

IMPLEMENTATION WILL BE GUIDED BY THE

FOLLOWING PRINCIPLES :
FIRST - Implementation of the spirit and intent of the Policy will be
the most critical matter.

SECOND - It is important to implement the policy initiatives in a

phased manner.

THIRD - Prioritization will be important in ensuring optimal sequencing of policy points so that critical and
urgent actions are taken up first.

FOURTH - Comprehensiveness in implementation will be the key.

FIFTH - Since education is a concurrent
subject, it will need careful planning, joint
monitoring, and collaborative
implementation between the Centre and
States.

SIXTH - Timely infusion of requisite

resources - human, infrastructural, and
financial - at the Central and State levels will
be crucial for the satisfactory execution of the
Policy.

FINALLY - Careful analysis and review of

the linkages between multiple parallel
implementation steps will be necessary in
order to ensure effective dovetailing of all
initiatives.
GROUP – 7 (SCREEN SHOTS OF PPT WHILE
PRESENTING)
 REFLECTION
 The NEP 2020 Discussion in the classroom give more clear view of the policy. Each group
gave their 100% to explain their parts.
 We as a future teacher learns many changes that are going to implement in new education
system from this policy.
 The policy promises to transform the very idea of education and learning into a process of
self discovery, independent and critical thinking, creativity and the expansion of both the
intellect and vocational, hand-on skills.
 I believe the successful implementation of NEP 2020 will surely transform india’s
education system and it will be a boon to the coming generation.
 US I ON
CONCL f t h e 2 1 st century whic
h a im s a t m aking

r s t e d u c a t io n policy o a n d o n t h e pillars
e N E P 2 0 2 0 is the fi w e r ” b e c a use it is st
 Th d g e Superpo
o w l e
dia a s a G lobal Kn ability.
“In t y , a c c o u n t h igher
o r d a b i l i c a t i o n to
a cc es s , e q uity, aff f o r e le m e n tary edu
of “ e f r amework
ompr e h e n siv a n India.
i c y i s a c a l a n d u rb
 This pol l t r a i n i n g i n both rur
o a ch, which
v o c a t io n a l is t ic a p p r
well as ry and ho
education as inclusive, p a r t i ci p a t o
t akeholder
a ci lit a t e a n e s e a rc h , s
aims to f pirical r
 The policy ie ld exper ie n c e s , e m
r a ti o n f
conside actices.
takes into ed fr o m b e s t p r
u r country
s s o n le a r n a t iv e s o f o
well as le ntal imper
feedback, as y growing d e v e lo p m e
s t h e m a n
o a im s to a ddre s
le D e v el o pme n t.
 It als
A g e n d a fo r Sustainab
a li g n e d t o the 2030
and is
IN A DIFFERENT VOICE:
WOMEN’S CONCEPTION OF
SELF AND MORALITY – BY
CAROL GILLIGAN
Our Teachers, MS. YAMINI BHANOT & MS. SONIA
MOJUMDAR Ma’am gave us a topic IN A DIFFERENT
VOICE: WOMEN’S CONCEPTION OF SELF AND
MORALITY – BY CAROL GILLIGAN, for reading.

After that On 21st JULY, the discussion was held in the

classroom.
 SUMMAR
Y
IN A DIFFERENT VOICE: WOMEN’S CONCEPTION OF SELF AND
M O R A L I T Y – BY C A R O L G I L L I G A N

INTRODUCTION -
• The Moral Development theory of Gilligan is primarily based on understanding the stages of
moral development and decision making as taken by women
• Her point of criticism for Kohlberg’s theory was that she felt he only considered “privileged,
white men and boys” and women were not even considered.
• Both Frued and Kohlberg kind of hinted that women are not able to take morally strong
decisions and This led her to present her own work in “In a different voice: Psychological Theory
and Women’s Development” in 1982
• She became independent researcher after working as a research assistant for Lawrence
Kohlberg and went on to criticize his studies about moral decision making
Gilligan argues that most psychologists did not account for gender differences in their studies of how children
developed. Instead they preferred to generalize research about and by men to apply to all people. She believes that
in reality the female approach to morality can be understood as different from men's and studied on its own
terms.

People of both genders are socialized to live by significant differences in value systems based on the relative
importance of relationships with others.

Gilligan examines the expectation by society to become mothers and caretakers but women are not encouraged to
look out for their own interests or care for themselves.

She explores the contradictory messages society sends because it holds women responsible for their choices while
at the same time judging them as selfish for making choices that prioritize their own well-being. t

For Gilligan, unwanted pregnancies are crises in which women can develop a stronger "inner voice." On the other
hand, those who find themselves in crisis can instead experience "defeat" by making decisions according to others'
wishes

Gilligan explores the ways in which relationships are interpreted differently in society. She also argues that women
are more encouraged than men to have close relationships with others.

Gilligan argues that girls must be supported in their efforts to nurture a sense of their own voices and needs within
a society that frames these needs as selfish
 MORALITY - is what is appropriate and
what is within our circumstances but it
should not negatively affect another person.
According to Gilligan, it is not possible,
decisions always affect another person. The
person is the Centre of decision making.

Based on some interviews with different

people, Gilligan has found that men and
women use different approaches towards
morality.

The male approach to morality is that

individual have certain basic rights and that
you have to respect and the right of others
and thus to protect from interference the
right to life and self fulfillment.

The female approach to morality is that

people have responsibilities towards others

Women’s construction of the moral problem as a problem of care and responsibility in relationships rather than as
one of rights and rules ties the development of their moral thinking to changes in their understanding of
responsibility and relationships.
REFLECTION
 As we, human beings grow, we somehow develop the ability to assess what is right or
wrong, acceptable or unacceptable.
 Carol Gilligan found out that morality develops by looking at much more than justice.

 She noted that girls are more concerned with care, relationships and connections with
other people than boys.

 The central moral problem for women is conflict between the self and other.

 Gilligan’s theory has had both positive as well as negative implications in the field of
psychology
 Her theory hold particular implications for adolescent girls specifically as this is
typically when they enter the transitional level of TWO to THREE.
 Gilligan criticized Kohlberg's stages of moral development of children.
Kohlberg’s data showed that girls on average reached a lower level of moral
development than boys did.
 Gilligan criticizes Kohlberg's ways of collecting data. NOT REAL LIFE!. She
used qualitative data (interviews) with real peoples for richer sense. Central
focus on ‘real life’.
 Gilligan has found that men and women use fundamentally different
approaches and since men have dominated the discussion of moral theory,
women’s perspective is often not taken seriously, and is considered to be less
developed and sophisticated.

 She focused on genders having different emphasis when making moral

decisions-men emphasize justice, women emphasize relationships and social
interactions.
SOME PICTURES FROM THE TIME OF
DISCUSSION
 YEAR -
2007

- BY AAMIR KHAN AND AMOLE GUPTE

 Directed by Aamir Khan, Taare Zameen Par is a story about a child that instantly hits every adult and child alike.
 Ishaan Nandkishore Awasthi (Darsheel Safary) is an eight-year old boy who hates school and studies
 He fails miserably in his tests and exams and just cannot get anything right in his class. To make matters worse, he
lacks motor coordination skills and cannot even catch a ball coming from a distance.

 Alternatively, he is more interested in things like colors, fish, dogs and kites that are of least concern to adults.

 Parents keep taunting him about his inability rather than helping him. Brother Yohaan (Sachet Engineer) is a
scholar and athlete, a fact that Ishaan is constantly reminded of.

 Humiliated and frustrated, Ishaan bunks schools for getting low grades and keeps them to himself. On discovering
this, his parents decide to send him to a boarding school on the context of getting disciplined

 Boarding school does nothing better to help Ishaan. Therein, he is befriended by one of the best students in the
class, Rajan Damodran (Tanay Chheda). This leads Ishaan into a state of fear and depression, adding to the already
traumatized separation.
 The movie now takes a twist with the entry of new temporary art teacher Ram Shankar Nikumbh (Aamir Khan) at
the boarding school.
 Nikumbh Sir breaks the rules of "how things are done" to allow students to learn with joy and optimism. His
technique of teaching students using thoughts, dreams and imaginations becomes successful with all students,
except Ishaan. Nikumbh notices Ishaan is unhappy and decides to discover the reason. He reviews all past works of
Ishaan and concludes all failures to be reflective of dyslexia.
 Nikumbh even meets Ishaan's parents and informs them
that Ishaan is a bright child different from other students
in the class. Back in class, Nikumbh highlights the topic of
dyslexia in class and mentions some famous people who
were dyslexic, such as Albert Einstein, Leonardo Di Vinci,
Walt Disney, Agatha Christie, Thomas Edison, Pablo
Picasso and actor Abhishek Bachchan.

 With the permission of school principal (M.K. Raina),

Nikumbh sets to tutor Ishaan. Using specific methods
and techniques, Ishaan starts developing interest in
language and mathematical skills. Eventually, grades
start to improve.

 An art fair is organized for students and teachers alike

by Nikumbh at the end of the year. As expected, Ishaan
wins the contest while his teacher, Nikumbh is declared
the runner-up. Ishaan's parents are surprised at the
drastic improvement in their child's grades and realize
their shortcomings.
PICTURES WHEN WE WATCHED THE MOVIE IN
THE CLASS WITH EVERYONE
BEST SCENE
 WHEN ISHAAN’S PARENTS LEAVE HIM AT THE
BOARDING SCHOOL
More than the haunting backdrop of this emotional scene was
Darsheel’s amazing act of a vulnerable kid who felt nothing but
helplessness. The realization of being left alone in the hostel is
brought out so effectively that one couldn’t help but surrender to
his condition.

WHEN ISHAAN HUGS NIKUMBH AFTER

HAVING WON THE ART COMPETITION
More than the haunting backdrop of this emotional scene was
Darsheel’s amazing act of a vulnerable kid who felt nothing but
helplessness. The realization of being left alone in the hostel is
brought out so effectively that one couldn’t help but surrender to his
condition.

WHEN ISHAAN’S FATHER FINDS HIM

READING A POSTER OUT LOUD
Ishaan’s father comes out of an intensely moving conversation with
Nikumbh and is visibly left speechless. Dejected, shaken he finds his
young lad struggling to read out a poster out loud. The moment is
special for he now knows what Dyslexia really is. The expressions on
Ishaan’s father are enough to make you sympathize with him.
 REFLECTION
 The film beautifully showed how a teacher can double up as the parent and look after a
student like their own child. The key message of the film is that- with caring and love, you
can actually do a lot.
 Taare Zameen par was a heart touching movie. This movie teaches a lesson to the
guardians, peers as well as teachers how to behave their child or student, behaving
abnormal or very different from the behavior of common children. This film should be an
eyeopener to parents of dyslexic children. It is important to facilitate the development of
their unique artistic and other abilities to its full capacity rather than to overemphasize on
the correction of the disturbed coded symbol operations. We should support and behave
with them with love.
 I learned various lesson from the movie like: everyone is unique in their own way, not
everyone can secure good marks, best mentor can change your life.
 AS TEACHER : Being patient is one thing, being caring and sensitive is another. What I
can conclude here, teachers should aware of their students behavior and attitude. How
the students react, what do they feel. These are simple things that teachers usually
ignore. A teacher’s care and love can turn a sad and gloomy child into a shining bright
 student.
AS PARENTS : Every parents whats the best for their child. Good marks, good attitude
and good looks (somehow it is true). Parents never ask the child’s problem. Never care
about that the child felt. This happen to be true based on Ishaan’s condition.