This book aims at innovative informal learning experiences to approach the cause of education for all in its own typical ways. It addresses the gravity of the problem of out-of-school children and drop-outs, and putting them back on track and mainstreaming them through individual as well as collective efforts with an overall objective of improving the quality of primary schooling and raising the quality of life of every individual as a productive citizen. This book may be found useful by stakeholders involved in in-service teacher education.
Prof. L. C. Singh (b. 1930), former Professor of Education, Department of Teacher Education, NCERT served the Council for 30 years with a distinguished career duly rewarded by an added responsibility as incharge of the NCTE (non-statutory). He has been associated with NCTE (statutory) over the years in various capacities. He worked as Sr. Academic Consultant in IGNOU and NIOS. He also joined Jamia Millia Islamia, New Delhi as Visiting Professor (UGC). Prof. Singh has published a number of books, research papers and monographs.
Dr. Meenu Dev, Ph.D. (Education), has more than 14 years of experience of teaching, including elementary and secondary teacher training programmes. She has been associated with Jamia Millia Islamia as lecturer-cum-coordinator, and IGNOU as Programme Officer (SSA). She has administrative and academic experience of in-service and pre-service teacher education through distance mode. She has published several articles and research papers and attended many national level seminars, conferences and workshops to keep up her academic and professional acumen intact and growing.
Preface v
Out-of-School Children
The Moot Point/3; Out-of-School Children (OSC): Concept and Nature/3; Demographic Classification of Out-of-School Children/4; Early Mainstreaming Initiatives/5; Mid-day Meal Incentive/9
Government Initiatives
Non-Formal Education/11; Residential and Non-Residential Bridge Courses/12; Other Alternative Schemes/13; Alternative Centres for Children in Madarsas and Maktabs/13; Establishing and Running Human Development Centres (HDCs)/13; Select Case Studies/15; Right to Education Act/19; Problems in Implementation/20; Age-Appropriate Enrolment/21; Problem Areas-in-Specific/21
Inclusive Education and Mainstreaming
Inclusive Education: Government Legislation and Constitutional Provisions/24; Other Initiatives/26; Imminent Concerns/28; Challenges/29; Special Training for Out-of-School Children/29
Education for Integration
Integration/32; Dimensions of Integration/33; Integration Strategies/35; Teachers’ Role/37
Early Pedagogical Interventions and Exciting Activities
Special Provisions for Out-of-School Children/40; Pedagogic Interventions/40; Exciting Activities/46; Learning Alphabets/46; Understanding Colours/48; Understanding the Vocations/49; Understanding the Movement of Time Dial/63
Pedagogical Inputs at Elementary Stage
How do Children Learn?/65; Learner-Centred Pedagogy/66; Critical Pedagogy/67; Participatory Learning/68; Experiential Learning/69; Problem-Solving/69; Investigatory Approach/70; Concept Mapping/70; Social Inquiry Approach/70; Creative Writing/70; Peer Learning/71; Collaborative Learning/72; Cooperative Learning/72
Capacity Building and ICT Integration
Face-to-Face Programmes/73; Manuals and Handbooks for Teachers/76; Teacher Education through Distance Mode/76; Sarva Shiksha Abhiyan (SSA)/78; DEP-SSA Interventions/79; Exploring the Possibilities/81; Challenges/82; ICT Integration/83; Key Government Initiatives in a Nutshell/83; Mission 2007: Every Village, a Knowledge Centre/86; 2009: National Policy on ICT in School Education/86; Conclusion/87
Assessment and Evaluation
Pre-preparation for Assessment/88; Assessment for Learning (AfL)/90; Entry-level Assessment Profile of Out-of-School Children/92; Learning-Support Guidelines/92; Types of Assessment: I. Informal Assessment/93; Format of Anecdotal Records with Examples at Primary Level /95; Guidelines for Writing Anecdotal Records/98; II. Formal Modes of Evaluation of Learning of Out-of-School Children after Special Teaching/114; Relevance of Assessment Information/115; Conclusion/116
Innovative Practices in Teaching
Traditional Practices/117; Emerging Practices/121; IBW Potentials and Teacher Competence/123
Revamping Primary Schooling Initiatives in Action
The Segregation Syndrome/125; Recent Initiatives/130; Conclusion/132
Role of ICT in School Education
Backdrop/133; Challenges Galore/134; Promises and Prospects/136; Modalities/139
References