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1 | School Improvement | Environment | Child experience | Definition of SI | Problem statement/Challenge | Alignment with child experience | Impact/Visibility | Scale of Impact | Time reqd to implement | Effort | Resources reqd | Sustainability | NEP (Reference) | NCFSE (Reference) | NCFFS (Reference) | SQAAF (Reference) | Other Insights from Secondary research | Insights from Primary research | SLDP Areas of capacity building (Reference) | Stakeholder Roles and Solutions | Calendar of solutions | Intended outcomes | Other resources | Status | Implementation level, if any | Report, if any | Associated SIs |
2 | (qualitative) | (how many students can you reach) | (low<month,a month to 3 - med, more than 3- high) | (knowledge, skills reqd) | (people, infra, materials, budget, time for prep) | (Policy, Budget, other research, experts) | |||||||||||||||||||||
3 | School Wide Events | School | Children have spaces to develop and showcase their overall development | "School-wide events and celebration" typically refers to activities, programs, or festivities that involve the entire school community. These events are designed to foster a sense of community, school spirit, and shared identity among students, teachers, and staff. Examples may include annual sports days, cultural festivals, science fairs, open houses, and other celebrations that engage the entire school population. The NCF encourages schools to organize a range of activities that go beyond textbooks, promoting creativity, critical thinking, and social skills. School events and celebrations are seen as opportunities to enhance students' overall learning experiences, providing a platform for them to showcase talents, collaborate with peers, and develop a sense of community. The specific details about organizing events and celebrations are often left to the discretion of schools and educators. | In the realm of school-wide celebrations and events, we face a confluence of challenges that hinder the realization of inclusive and engaging experiences. These challenges include a lack of funds, absence of circulars in specific states, passive parental involvement relegating them to mere audiences, overwhelming administrative duties impeding guidance provision, absence of guidelines for ensuring equal opportunities for students, and a time-consuming process. This collective set of obstacles necessitates an innovative and holistic solution to transform the events into vibrant, equitable, and smoothly executed occasions for the entire school community. | High | High | High | Low | Low | Medium | Medium | Here are key points from the NEP 2020 that relate to co-curricular activities and events: Holistic Development: NEP 2020 emphasizes the holistic development of students, including physical fitness, social-emotional skills, and creativity. Flexibility in Curriculum: The policy advocates for a flexible curriculum that encourages multi-disciplinary learning and integrates co-curricular activities into the mainstream education system. Life Skills Education: NEP 2020 emphasizes the importance of life skills education, which includes critical thinking, creativity, communication, and collaboration, all of which can be nurtured through school-wide events and activities. Cultural and Sporting Activities: The policy recognizes the importance of cultural and sporting activities in fostering creativity, teamwork, and a sense of discipline among students. Promotion of Art and Languages: NEP 2020 encourages the promotion of arts and languages, recognizing their significance in cognitive development and overall well-being. Community Participation: The policy promotes community participation in the school education system, encouraging collaboration between schools and the local community for various educational activities. | NCF 2005 Document: The National Curriculum Framework 2005 document emphasizes the need for a child-centric, holistic, and activity-based approach to education. Chapter on 'Art and Culture': The NCF 2005 discusses the significance of arts and culture in education. This includes activities related to cultural events, celebrations, and artistic expressions. Chapter on 'Work and Education': The framework acknowledges the importance of integrating work and education. This could include various activities, events, or celebrations that involve practical, hands-on experiences. Co-Curricular Activities: NCF 2005 recognizes the significance of co-curricular activities, which may encompass a range of events and celebrations beyond regular academic subjects. Holistic Development: The framework promotes the idea of holistic development, including physical, emotional, and social development. Events and celebrations can play a role in achieving these objectives. Values and Life Skills: NCF 2005 emphasises the inculcation of values and life skills. Celebrations and events could instill values and develop life skills among students. Integration of Cultural Heritage: The framework underscores the integration of cultural heritage into the education system. Celebrations and events that showcase cultural diversity and heritage are aligned with this objective. It's important to note that while the NCF 2005 provides broad guidelines, the specific implementation and emphasis on school-wide events may vary at the state or school level. Schools often design their own academic calendar and events based on the principles outlined in the NCF. | Here are key areas within the NCF 2005 that highlight the importance of a holistic approach and co-curricular activities, which may include events and celebrations: Holistic Development: NCF 2005 emphasizes the need for a holistic approach to education, including the physical, emotional, social, and cognitive development of children during the foundational stage. Play and Activity-Based Learning: The framework encourages play and activity-based learning during the foundational years. This could include various activities and events that promote experiential learning. Art and Culture Integration: The NCF recognizes the role of arts and culture in education. Activities related to cultural events, celebrations, and artistic expressions may be considered integral to the overall development of children. Languages and Literacy: The NCF focuses on language and literacy development during the foundational years. Events related to language enrichment, storytelling, and literacy promotion may be part of the curriculum. Inclusive Education: NCF 2005 underscores the importance of inclusive education. Events and celebrations may be designed to promote inclusivity, diversity, and a sense of belonging among students. Teacher Autonomy: The framework emphasizes the autonomy of teachers and schools in implementing the curriculum. Schools are encouraged to design activities and events that cater to the specific needs and contexts of their students. It's important to note that the NCF 2005 is a framework document that sets broad principles and guidelines. The specific details related to organizing events at the school level may be addressed in subsequent documents or guidelines issued by educational authorities at the state or school level. | Domain 1. Curriculum, Pedagogy and Assessment 1.1 Curriculum Planning and Teaching Learning Processes 1.2 Skill Based/ Vocational Education Programmes 1.3 Learning Enhancement Programme, Student Performance, Assessment of Learning Outcomes and Feedback Domain 6. Beneficiary Satisfaction 6.1 Satisfaction of Students 6.2 Satisfaction of Teachers 6.3 Satisfaction of Parents and Alumni | - Strategic time allocation for school wide events across educational stages ensures a well-rounded curriculum . - Celebrating festivals in schools is emphasized for fostering cultural appreciation and social awareness. This approach enhances overall student growth, providing breaks from routine and promoting holistic development. | Insights from Structured Interviews with school principals Key Points: - Both government and low-budget private schools understands how events can lead to holistic student development. Event Planning Processes: - Government schools involve SDMC, private schools engage management, HM, and students for planning. Challenges and Commitments: Private Schools face Limited parental support, financial constraints, and time limitations. Committed to overcoming challenges for valuable student experiences . Government Schools: face Limited funding, administrative burdens, infrastructure deficiencies. Require a comprehensive approach to address challenges. | 1) Leading improvement - Roles and responsibilites for teachers in a school wide event (Covered as LR) - Strategies to utilise/develop resources for events - Conduct a School wide event - Recognize and share best practices 2) Engaging Community -Ways to involve community in an event - How to promote parental engagement in school wide events - (Covered as LR in MIP) 3) Developing self - Attending PLCs 4) Developing organization - LR: Staff meeting - LR: Recognize and share best practices 5) Improving teaching learning - MIP : Conduct school wide events on teaching learning themes | Roles and solution matrix | Calendar of solutions | Intended outcomes | Secondary Research Findings Primary Research Findings Bagless Days Event Guidelines | Researched and Designed | NA | NA |