Trending: Adaptive Leadership in Times of Crisis  |  Teacher Insights: 'Lab in a box' projects for home learning  |  Policy Indications: A global collaboration to move AI principles to practice  |  Science Innovations: Translating lost languages using machine learning  |  Science Innovations: Scientists develop ‘mini-brains’ to help robots recognise pain & to self-repair  |  Health Monitor: Ayurvedic Postnatal Care  |  Parent Interventions: Online learning ergonomics: Keep your child engaged and strain-free  |  Parent Interventions: Cow’s milk protein intolerance risk factors   |  Parent Interventions: Safe sports for kids during Covid-19  |  Parent Interventions: E-modules increase provider knowledge related to adverse childhood experiences  |  Technology Inceptions: ICMR validates ‘COVIRAP' by IIT Kharagpur   |  National Edu News: India progressing rapidly towards the goal of indigenously made Supercomputers  |  Best Practices: “Aditi Urja Sanch” Unit at CSIR-NCL, Pune  |  Reflections: What Really Matters  |  Teacher Insights: New Harvard Online course course prepares professionals for a data-driven world  |  
September 15, 2020 Tuesday 02:33:19 PM IST

16,99,931 School Heads and Teachers got training under NISHTHA in 2019-20

Leadership Instincts

The Department of School Education and Literacy launched a National Mission to improve learning outcomes at the Elementary level through an Integrated Teacher Training Programme called NISHTHA – National Initiative for School Heads’ and Teachers’ Holistic Advancement on 21st August, 2019.  The aim of this integrated teacher training programme was to build the capacities of around 42 lakh teachers and Heads of Schools, faculty members of SCERTs and DIETs and Block Resource Coordinators and Cluster Resource Coordinators.  A total of 23,137 Key Resource Persons (KRPs) and State Resource Persons (SRPs) and 16,99,931 School Heads and Teachers have been trained under NISTHA in 2019-20. In 2020-21, it has been decided to launch NISHTHA – Phase II at the secondary level.  Due to COVID – 19situations, NISHTHA Online has been created by customizing Modules for Online delivery.

Central Board of Secondary Education also keeps organizing Prospective Resource Persons training programmes for the key resource persons. These Key Resource Persons, in turn, train other teachers of the schools affiliated to CBSE in various subjects through online as well as in-person training programmes organized by CBSE. Till date CBSE has empanelled 1500 such key resource persons with it.

A comprehensive initiative called PM eVIDYAhas been initiated which unifies all efforts related to digital/online/on-air education to enable multi-mode access to education. This will benefit nearly 25 crore school going children across the country. The initiative includes:

  • DIKSHA the nation’s digital infrastructure for providing quality e-content for school education in states/UTs:  and QR coded Energized Textbooks for all grades (one nation, one digital platform)
  • One earmarked TV channel per class from 1 to 12 (one class, one channel)
  • Extensive use of Radio, Community radio and CBSE Podcast- ShikshaVani
  • Special e-content for visually and hearing impaired developed on Digitally Accessible Information System (DAISY) and in sign language on NIOS website/ YouTube

As far as Central Board of Secondary Education is concerned, the Board has reduced syllabi of major subjects only for the purpose of summative examinations and this is a temporary measure for this year only to mitigate the effect of lockdown. The Committee of Courses for each subject has considered the following basis while rationalizing the syllabus content as it has become a necessity:

  • The schools are closed without face to face teaching and many  students are deprived of online classes due to multiple reasons
  • All topics are important therefore all topics to be learnt through the Alternative Academic Calendar of NCERT. It emphasizes providing variety of learning opportunities based on learner-centered-pedagogies and also focused on learning outcomes to students. This does not entail reduction of syllabus as far as learning is considered.
  • In this extraordinary situation, certain topics which students have already studied or will study in detail in higher classes may be omitted from summative assessments. Teachers can discuss these topics as required.
  • The topics/concepts that are duplicated in other subjects in the same class, or already covered in previous classes to a certain extent can be minimized. This is considered as the teachers can integrate the previous knowledge while teaching a particular topic.
  • Appropriate changes in Practical components as per revision needs to be done.