Diploma in Elementary Education (D.El.Ed.) – Curriculum Revised from 2015-16 onwards

GOVERNMENT OF ANDHRA PRADESH

ABSTRACT

School Education Department – Diploma in Elementary Education (D.El.Ed.) –

Curriculum Revised from 2015-16 onwards - Orders Issued.

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SCHOOL EDUCATION (PROG.II) DEPARTMENT

G.O.MS.No. 1 Dated: 01-01-2016

Read the following:-

1. G.O.Ms.No. 35, School Education, dated 09-07-1999.

2. G.O.Ms.No. 30, School Education, dated 11-02-2009.

3. Right of Children to Free and Compulsory Education (RTE-2009),

Act. No. 35 of 2009, dated 26-08-2009.

4. AP RTE Rules-2010 issued in G.O.Ms.No. 20 School Education

(PE-Prog.I) Dept.. dated 03-03-2011

5. NCFTE-2009 on Teacher Education.

6. NCTE, New Delhi New regulations Notification No. 51-1/2014-

NCTE (N&S), dated 28-11-2014 published in Government of India

Gazette extraordinary No. 346, dated 01-12-2014.

7. From the Commissioner of School Education, A.P. Hyderabad

Letter Rc. No. 695/C&T/SCERT/2015, dated 17.12.2015.

* * *

ORDER:

Government of India have enacted Right of Children to Free and

Compulsory Education, vide Act No. 35 of 2009, dated 26-08-2009 and basing

on this Act, Government of Andhra Pradesh have issued A.P. Right of Children to

Free and Compulsory Education Rules, 2010 in the G.O. 4th read above. The

sub section (2) of section 29 of RTE- Act, 2009 reads :

The academic authority, while laying down the curriculum and the

evaluation procedure under sub-section (1) , shall take into consideration

the following, namely:—

(a) conformity with the values enshrined in the Constitution;

(b) all round development of the child;

(d) development of physical and mental abilities to the fullest

extent;

(e) learning through activities, discovery and exploration in a child

friendly and child-centered manner;

(f) medium of instructions shall, as far as practicable, be in child's

mother tongue;

(g) making the child free of fear, trauma and anxiety and helping

the child to express views freely,

(h) comprehensive and continuous evaluation of child's

understanding of knowledge and his or her ability to apply the

same.

2. Further under sub-section (1), (2) & (3) of section 24 of the Act “Duties of

Teachers” envisages that :

(a) maintain regularity and punctuality in attending school:

(b) conduct and complete the curriculum in accordance with the

provisions of sub-section (2) of section 29;

(d) assess the learning ability of each child and accordingly

supplement additional instructions, if any, as required;

(e) hold regular meetings with parents and guardians and apprise

them about the regularity in attendance, ability to learn,

progress made in learning and any other relevant information

about the child; and

(f) perform such other duties as may be prescribed.

(2) A teacher committing default in performance of duties specified in

sub-section (1) , shall be liable to disciplinary action under the

service rules applicable to him or her:

Provided that before taking such disciplinary action, reasonable

opportunity of being heard shall be afforded to such teacher.

(3) The grievances, if any, of the teacher shall be redressed in such

manner as may be prescribed.

3. In order to implement the Act in true spirit in terms of imparting quality

education to the child between the age group of 6-14, there has been strong

need to revise Teacher Education curriculum of 2 year Diploma in Elementary

Education (D.El.Ed.) which is at preparing teachers for the elementary stage of

education that is for classes I to VIII. Further, one of the goals of teacher

education programme is to prepare reflective practitioners who can judiciously

question some of the inappropriate current promises, on schooling and

education, which lack relevance, flexibility, socio cultural context and quality.

Hence, Government sees, there is a need to develop these abilities in

prospective teachers through curricular interventions, in order to transact

elementary school curriculum to the child effectively keeping in view NCTE draft

curriculum of D.El.Ed. June 2015.

4. Government also taking into cognizance of the vision for the National

Curriculum Framework on Teacher Education, 2009 (ref. 5 cited above) viz.,

Teacher Education Curriculum be integrative (inter-disciplinary) and eclectic.

• Teacher Education shall be for building a learning society making

people to unlearn what does not work and relearn what works for all

categories of children (Inclusive Education especially CwSN).

• India being multicultural and multilingual society, modern pedagogy

need to be based on sociological and anthropological contexts,

teaching for diverse children in contemporary times with love, care

and skill.

• Acknowledging existence of diverse learning spaces / curriculum

sites (apart from classroom) viz., farm, workplace, home, community

and media.

• Building knowledge base treating the child as constructor of

knowledge (instead passive listener) through dialogical

communication (instead of didactic communication) making learning

a joyful, participatory and meaningful activity; so that knowledge

becomes dynamic instead of “given”.

• Organizing learner centered, activity based, participatory learning

experiences – play, projects, discussion, dialogue, observation, visits

and learn to reflect on their own teaching practice.

• Integrating academic learning with social, personal qualities of

learners responding diversities in the classroom.

• Promotes constitutional vision – values of peace, democratic way of

life, equality, liberty, fraternity, secularism, zeal for social

reconstruction.

5. The purpose of all these, is to make teacher fully engaged in children’s

holistic learning and development, for which she / he (teacher) should have

thorough understanding of the child and her / his social cultural contexts. In

addition, the teacher must have competence in different areas of school

curriculum (based on NCF-2005 for the present) revised from time to time to use

appropriate pedagogies. The tools for pedagogy shall include ICT, Arts and

Crafts, including folk arts, community resources. This implies that the inclusion of

all these pedagogical tools in the curriculum of teacher education programme will

enhance the effectiveness and quality of teacher preparation.

6. In letter 7th read above, the Commissioner of School Education, Andhra

Pradesh, Hyderabad has proposed to revise the D.El.Ed. curriculum in

supersession of the existing curriculum issued in the G.Os 1st and 2nd read above

and the new syllabus is proposed in order to operationalise the above National

vision of teacher education.

7. After careful examination of the proposal of the Commissioner of School

Education, Andhra Pradesh, Hyderabad, Government hereby accept the

proposal of the Commissioner of School Education, for revision of the D.El.Ed.

curriculum in supersession of the existing curriculum issued in the G.Os 1st and

2nd read above and the new syllabus will be adopted from the academic year

2015-16 which envisages following in order to operationalise the National vision

of teacher education.

1. Revised curriculum to be centered around the four areas viz.,

i) Child studies including Early Childhood Care and Education (ECCE)

and Elementary Education.

ii) Education and Contemporary Studies

iii) Curriculum and Pedagogy Studies

iv) In addition, Value added courses for holistic development (including

pedagogy across curriculum and ICT integration, Art Culture

Education; Yoga, Physical and Health Education; Work and

Education; Value Education and Life Skills.)

2. Theory courses: There shall be 12 theory papers (1st year 6, 2nd year 6)

in this curriculum including pedagogy upto elementary level (I to VIII

classes)

3. Practicum: Every theory paper will have practicum as well. Practicum

also includes weightages for value added courses discussed in one

above Self Development Courses.

4. Records to be maintained by student teachers: Each student have to

prepare 13 records (1st year 6, 2nd year 7) in all, in areas like CCE

records, Action Research Records, Classroom observation and

Reflective journals, School Experience Programmes Records etc.

5. School Internship: Ample opportunities are provided to student

teachers for outside learning in various categories of schools like ECCE /

Anganwadi, Govt. and Private Primary Schools and Upper Primary

Schools, KGBVs, Residential Schools (General, Social Welfares,

Gurukulas and Special schools (if any).

6. Programme Implementation: The DEOs concerned should take steps

to see that the students teachers are permitted for their internship of

schools as per the plan of Action / Calendar of Activities and Schedule

prepared by the Principal DIET concerned.

7. Assessment: Student Teachers are to be constantly assessed in turns

• Entire practicum course

• Internal Assessment of 30% weightage in general shall include

individual / group assignments, projects, action research, observation

and reflective journal.

• External Assessment of 70% weightage for examinations conducted

by the examining body.

8. Systemic Reforms: For the systemic reforms, the following areas shall

be implemented for the effective implementation of 2 year D.El.Ed.,

course :

I. Duration of the Programme

II. Working days and Holidays

III. Time table for a working day in DIET

IV. Government DIET shall be rationalized to have 7 subject

departments for purpose of appointments and postings.

V. Subject wise admissions for D.El.Ed., course (1st year admissions)

VI. Annual Teacher Education schedule (including TRT). The details of

these areas are covered in the annexure A & B as appended viz..

(A) Curriculum and Syllabus (B) Systemic Reforms.

8. The Commissioner of School Education, Andhra Pradesh, Hyderabad

shall take further action accordingly.

(BY ORDER AND IN THE NAME OF THE GOVERNOR OF ANDHRA PRADESH)

R.P. SISODIA

SECRETARY TO GOVERNMENT

APPENDIX – B of G.O. Ms. No.1, School Education (Prog.II) Department,

dated 01.01.2016.

I. Duration of the Programme:

The D.El.Ed. programme shall be of a duration of two academic year.

However, the students shall be permitted to complete the programme within a

maximum period of three years from the date of admission to the programme.

II. Working days and Holidays for a DIET

i. Number of working days for a DEIT = 220

a) Number of working days for curriculum

transaction for D.El.Ed. Course = 200

b) Days for assessment = 20

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TOTAL 220 per annum

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A student who admits in D.El.Ed. Course shall have at least 80% of

attendance for each paper in teaching / instructional periods and 90% for

school internship. A student who does not have adequate attendance will

not be considered for attending the final examination.

ii. First instruction Day

a) D.El.Ed. Course 1st year – Last week of June/1st week of July

b) D.El.Ed. Course 2nd year – synchronized with school Academic

Calendar

The Almanac of D.El.Ed. Course with date for every academic year will be

communicated by Director, SCERT before 1st week of June of the

Academic Year.

iii. Summer vacation for DIET staff: 1st week of May to 1st week of June

with not less than 30 days (exact dates will be communicated by

Director, SCERT)

III. Time table for a working day in DIET

9.45 A.M. - First Bell

9.50 A.M. - Second Bell (Assembly commences)

9.50 to 10.00 A.M. - Assembly

10.00 to 11.00 A.M - 1st Hour

11.00 to 12.00 A.M - 2nd Hour

12.00 to 12.15 Noom - 1st Interval

12.15 to 1.15 PM - 3rd Hour

1.15 to 2.00 PM - Lunch

2.00 to 3.00 PM - 4th Hour

3.00 to 4.00 PM - 5th Hour

4.00 to 4.15 PM - 2nd Interval

4.15 to 5.15 PM - 6th Hour

IV. Seven (7) Subject Departments:

In order to enhance subject quality in Govt. DIETs, it is decided to

rationalize faculty (subject wise) into seven subject departments.

Sl. No.	Department	No. of Sr. Lecturers	Subject specialization in PG	No. of Lecturers	Subject specialization in P.G.
1	Dept. of Teacher Education	1	Philosophy / Psychology / Sociology	3	Psychology - 1 Philosophy / Sociology - 2
2	Dept. of Telugu and Co-scholastic activities	1	Telugu	5	Telugu – 2 Physical Education – 1 Fine Arts – 2
3	Dept. of English	1	English	2	English – 2
4	Dept. of Mathematics	1	Mathematics	2	Mathematics – 2
5	Dept. of EVS	1	Science / Social Science	2	Biological / Physical Sciences – 1 Social Sciences (History / Economics / Political Science / Public Administration ) – 1
6	Dept. of Sciences	1	Botany / Zoology / Physics / Chemistry	2	Botany / Zoology – 1 Physics / Chemistry - 1
7	Dept. of Humanities and Social Sciences	1	History / Geography / Economics / Political Sciences / Public Administration	1	History / Geography / Economics / Political Sciences / Public Administration - 1

Note: 1. Hereafter appointments and postings will be made to subject

departments only in order to ensure quality in a Govt. DIET.

2. In DIETs where there are 16 lecturers as against 17 in some other

DIETs 1 lecturer post in Sociology out of 2 will be dropped in the

above subject pattern. Five additional lecturer posts are available

for Urdu medium. viz., Urdu language -1, Psychology / Philosophy /

Sociology – 1, Mathematics-1, Sciences -1, Social Studies - 1.

3. Functions indicated for DIET by MHRD will be performed by subject

departments as follows:

Sl. No.	MHRD Department	Subject Departments
i	Pre-Service	Dept. of Teacher Education
ii	IFIC	Dept. of Social Studies
iii	DRU	Dept. of Telugu and Co-Scholastic activities
iv	WE	Dept. of Environmental Studies
v	P & M	Dept. of Mathematics
vi	CMDE	Dept. of English
vii	ET	Dept. of Sciences

4 The Principal can utilize services of all faculty (both Sr. Lecturers

and lecturers) for teaching to pre-service 1st / 2nd year students as

per time table and the subjects of their study.

V. Subject wise Admissions for D.El.Ed. Course:

Reforms in D.El.Ed. admissions shall be implemented from the academic

year 2016-17 in view of new D.El.Ed. curriculum. The admissions in this course

shall be henceforth be subject wise, keeping in view this revised curriculum.

Ex: If NCTE has sanctioned two basic units of 50 intake for 1st year then

admissions shall be as follows:

Mathematics - 25

Physical Science - 25

Biological Science - 25

Social Studies - 25

TOTAL - 100

Note: In order to appear at CET for admission in that subject the candidate

would have studied that subject has optional subject in Intermediate.

Secondly, if a candidate is eligible for two or more subjects he/she should

specify the subject opts i.e only one subject for admission at his choice at

the time of applying for CET itself for allowing him for that subject test.

Thirdly for Social Subject the candidate would have studied at least two

subjects of the five subjects viz., History, Geography, Civics, Economics,

Commerce and +2 level. Fourthly the DEECET Convener shall take steps

to modify pattern of test papers accordingly. He / She will notify the

subject test wise syllabus at the time of admission notification for

DEECET.

VI. Annual Teacher Education Schedule

Sl. No.	Programme	Target Group	Dates
1	Theory Examinations by DGE	1st and 2nd years	15th April to 5th May
2	DEECET by Convener DEECET	1st year admission test	2nd week of May
3	Results of 2nd year D.El.Ed. and distribution of pass certificate	2nd year ending	Last week of May
4	DEECET a) Results b) State Counseling for admissions	1st year admission test	2nd week of June 3rd /4th week
5	1st Instructional day	D.El.Ed. 1st year	Last week of June / first week of July
6	1st Instructional day	D.El.Ed. 2nd year	12th / 13th June (Should synchronize with school Academic Calendar)
7	TET cum TRT	DSC appearing students	Last week of May