"The social organization consists of a single interconnected fabric. The threads and the weave of the fabric are formed by the multidimensional interaction of social activities, organizations, institutions and values." (MSS) "The ultimate determinants of the power of social organization are the values of society." (MSS) I. List of Values of Society (alphabetical)
(Also see the following list of personal values and business values that can be implemented in a business.)
II. Thoughts on Society's Values
III. Society's Values Categorized by Spiritual Powers Here is another view of many of the above values, categorized by fundamental spiritual powers of existence. (Some values appear in more than one category. Others that are listed once may also deserve to be related to another category to some degree.) Let us say that a collective - e.g. a family, a community, an organization, a state, nation, culture, or society overall - becomes aware that one of these aspects are seriously lacking; such as a deficient sense of Oneness in that collective. An effort can then be made to understand, appreciate, focus on, and implement a handful of the values that fall under that spiritual power. (In this case implement cooperation, coordination, consensus, etc. under the spiritual principle/category of Oneness).
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Wednesday, July 15, 2009
What are Society's Values?
Tuesday, June 2, 2009
Action Research
Action Research – Definition
- "Action Research is the research person conducts in order to enable him to achieve his purpose more effectively. A teacher conducts Action Research to improve his own teaching. A school administrator conducts Action Research to improve his administrative bahaviour."
Stephen.M.Corey (1962)
- "Action Research is research used by teachers, supervisors and administrators to improve the quality of their decision and action"
Good (1959)
- "Action Research is focused on the immediate application, not on the development of theory. It has placed its emphasis on a real problem, here and now, in a local setting"
Best (1963)
- "On the spot research aimed at the solution of an immediate problem is generally known in education as Action Research"
Mouly (1964)
Goals or Objectives of Action Research
- To improve the practice going on presently in the school.
- To remove the notion that educational research is the job of specialists only.
- To make the teacher and school administrators research minded.
- To develop in the practitioners the required confidence and ability to carry out research for solving their own problems.
- To make the student, teachers and educational administrators more conscious about their problems and immediate solution.
- To make the school or educational personnel more cooperative and democratic in their world of work.
- To inculcate the desire and attitude among school personnel for bringing excellence in their work.
- To make the environments of the school more conductive for effective teaching and learning.
Characteristics of Action Research
- Action Research is focused on immediate application, not on the development of theory or on generalization of application.
- Action Research is focused on the immediate problem, and their solution within the available resources.
- Its findings are to be evaluated in terms of local applicability, not universal validity.
- It involves little resources and finance in comparison to fundamental or Pure research.
- Here the person who conducts the research and applies the findings of the research is the one and the same.
Steps in Action Research
- Identification of the problem
- The problem should be need based.
- Problem must be specific.
- Pin-point the problem
- Sate the problem clearly.
- Specify class, subject, population etc.
- Analyzing the causes of the problem
- Analyze with the help of theory, previous experience, preliminary evidence.
- Whether the problem is under the control or beyond the control of Investigator.
- Analyzing the causes of the problem help in formulating Action Hypothesis.
- Success of any action research depends upon the correct diagnosis of the causes.
- Formulating Action Hypothesis
- From the probable causes most relevant to the problem and situation are selected. These will form the Action Hypothesis.
- There will be one or more hypothesis depending upon the nature of the problem.
- Development of a design for testing the Action Hypothesis
- Pre-test
- Action programme
- Post-test
- Analysis and interpretation of data
- Conclusion
- Accepting or rejecting an action hypothesis leads to certain conclusion
Record of Action Research-Main headings
- Introduction
- Statement of the problem
- Definition of Terms used
- Diagnosing the problem
- Action Hypothesis
- Sample
- Duration of the study
- Design of the study
- Pre-test
- Action programme
- Post-test
- Analysis and Conclusion
Saturday, May 23, 2009
Kh-s×âv/FbvUUv kvIqfp-I-fnse A²ym-]I c£m-IÀ¯r kan-Xn-bpsS
(Parent Teacher's Association – PTA) {]hÀ¯\-¯n-\pÅ amÀ¤-\nÀt±-i-§Ä
1. P\-d t_mUn
- 1.1 kvIqfn AXXv A¡m-Z-anI hÀjw ]T\w \S-¯p¶ apgp-h³ hnZymÀ°n-I-fpsS c£n-Xm-¡fpw CXn AwK-§ -fm-bn-cn-¡pw.
- 1.2 ]n.-Sn.-F. P\-d t_mUn FÃm-hÀjhpw aq¶p {]mh-iy-sa-¦nepw tbmKw IqtS--Xm-Wv. lbÀ sk¡âdn / shmt¡-j-W lbÀ sk¡âdn kvIqfp-I-fnÂ, 11-þmw ¢mknse {]th-i\w ]qÀ¯n-bmbn Hcp amk-¯n-\p-Ån-em-bn-cn¡pw BZy tbmKw. asäÃm kvIqfp-I-fnepw Pq¬ amk-¯n Xs¶ BZy tbmKw \S-¡-Ww. cm-as¯ tbmKw cmw tSanepw aq¶m-a-t¯Xv
- lbÀ sk¡âdn/shmt¡-j-W lbÀ sk¡âdn kvIqfp-I-fn ]¯v / ]{´ v ¢mkp-I-fnse s]mXp ]co£ Bcw-`n-¡p-¶ -Xn\v Hcp amkw ap¼pw aäp kvIqfp-I-fn s^{_p-hcn Ah-km\ hmchpw \S-¡-Ww.
- 1.3 H¶m-as¯ P\-d t_mUn tbmKw ap³ hÀjs¯ ]n.-Sn.-F. {]kn-Uânsâ A²y-£-X-bn-emWv \S-¡p-I. {Kma-]-©m-b¯v/ap\n-kn-¸menän/tImÀ¸-td-j³ hmÀUv sa¼À sNbÀt]-gvk-Wmb kvIqÄ hnI-k\ kan-Xn-bn AwKo-I-cn¨ kvIqÄ hnI-k\ tcJ (School Development Plan) Cu tbmK-¯n Ah-X-cn-¸n¨v NÀ¨ sNbvXv AwKo-I-cn-¡-Ww.
- 1.4 P\-d t_mUn-bpsS H¶m-as¯ tbmK-¯n ]n.-Sn.-F. bpsS FIvkn-Iyq-«ohv I½n-ä-nsb sXc-sª-Sp-t¡--Xm-Wv. Cu tbmK-¯n ap³ A¡m-Z-anI hÀjs¯ aq¶m-as¯ tbmK-¯n\v tij-apÅ HmUnäv sNbvX hchp sNe-hp-Ifpw AwKo-I-cn-¡-Ww. IqSmsX \S-¸p-hÀjs¯ IW-¡p-IÄ HmUnäv sN¿m³ c£m-IÀ¯m-¡-fn \n¶pÅ cw-K kan-Xn-sbbpw sXc-sª-Sp-¡-Ww.
- 1.5 aq¶m-as¯ tbmK-¯n hmÀjnI {]hÀ¯\ dnt¸mÀ«pw ]n.-Sn.-F. bpsS AXp-h-sc-bpÅ HmUnäv sNbvX hc-hp-sN-ehv IW-¡p-Ifpw Ah-X-cn-¸n¨v AwKo-I-cn-¡-Ww. IqSmsX ASp¯ A¡m-Z-anI hÀj-¯n ]pXp-Xmbn kvIqfn {]th-in-¡p-¶ -h-cn \n¶pw \ne-hn ]Tn-¡p-¶ -h-cn \n¶pw tiJ-cn-t¡ JWvUnI 3.8 kqNn-¸n¨ \n_-Ô\ {]Im-c-apÅ XpI- bpsS Imcyhpw Xocp-am-\n-¡-Ww.
- 1.6 ]n.-Sn.-F.-bpsS {]hÀ¯-\-s¯-¡p-dn¨v Fs´ -¦nepw Bt£-]-§ tfm XÀ¡-§tfm Dm-bm AXv _Ô-s¸« F.-C.-H./hnZym-`ymk D]-U-b-d-IvSÀ/doPn-b-W D]Ub-d-IvSÀ/Akn-Ìâv Ub-d-IvSÀ, _Ô-s¸« {Kma-]-©m-b¯v {]kn-Uâv/\K-c-k`m sNbÀam³/tImÀ¸-td-j³ tabÀ F¶n-h-cpsS km¶n-²y-¯n NÀ¨ sNbvXp ]cn-l-cn-t¡--Xm-Wv.
2 FIvkn-Iyq-«ohv I½nän
- 2.1 ]n.-Sn.-F. P\-d t_mUn-bn \n¶v t\cn«v sXc-sª-Sp-¯-h-cm-bn-cn¡pw FIvkn-Iyq-«ohv I½n-än. AXnsâ AwK-kwJy Gähpw Ipd-ªXv 15-þDw IqSn-bXv 21-þDw Bbn-cn-¡pw. CXnse c£n-Xm-¡-fpsS F® w A[ym-]-I-cpsS F® -t¯-¡mÄ 1 IpSp-X-em-bn-cn-¡Ww. DZm-l-c-W-ambn 15 AwK FIvkn-Iyq-«o-hn 8 c£n-Xm-¡fpw 7 A²ym-]-Icpw Dm-bn-cn-¡pw. Gtgm AXn Ipdthm A²ym-]-I-cpÅ kvIqfp-I-fn FÃm A²ym-]-I-cpw, Ah- tc-¡mÄ H¶v IqSp-X-ep-Å-{Xbpw c£n-Xm-¡fpw DÄs¸-«-Xm-bn-cn-¡pw FIvkn-Iyq-«ohv I½nän. c£n-Xm-¡-fp-sSbpw A²ym-]-I-cp-sSbpw {]Xn-\n-[n- I-fn ]Ip-Xn-sb-¦nepw kv{XoI-fm-bn-cn-¡-Ww. kv{XoI-fpsS {]mXn-\n[yw ]men-¡m³ km[n-¡m¯ Xc-¯n-emWv kvIqfnse A²ym-]-I-cpsS F®sa-¦n Ahsc ]c-am-h[n DÄs¸-Sp-¯p¶ hn[-¯n {Iao-I-cn-¨m aXn.
- 2.2 750 hnZymÀ°n-IÄ hsc ]Tn-¡p¶ kvIqfp-I-fn 15 t]cpw AXn-\p-ap--fn hnZymÀ°n-I-fpÅ kvIqfp-I-fn Hmtcm 250 Ip«n-Itfm AXnsâ `mKtam DÅn-S¯v IqSp-X-embn cp-t]À hoXhpw (c-£n-Xm-hv, A²ym-]-I³/A²ym-]nI F¶n-hÀ H¶v hoXw) ]n.-Sn.-F. FIvkn-Iyq-«o-hn AwK-am-bn-cn-¡pw. ]s£ ]c-am-h[n AwK-kwJy 21 t]À am{Xta ]mSp-Åq.
- 2.3 ]n.-Sn.-F. FIvkn-Iyq-«o-hn-te¡v c£n-Xm-¡-sfbpw A²ym-]-I-scbpw sXc-sª-Sp-¡p-t¼mÄ kvIqfnse ss{]a-dn, sslkv¡qÄ, lbÀsk-¡âdn shmt¡-j-WÂ lbÀ sk¡âdn F¶o hn`m-K-§ -fpsS {]mXn-\n[yw Dd-¸m-t¡--Xm-Wv.
- 2.4 ]n.-Sn.-F. FIvkn-Iyq-«o-hnsâ `mc-hm-ln-I-fmb {]kn-Uâv, sshkv {]kn-Uâv F¶n-hsc A²ym-]I {]Xn-\n-[n-IÄ DÄs¸-sS-bpÅ FIvkn-Iyq-«ohv AwK-§ -fmWv sXc-sª-Sp-¡p-I. Cu cp Øm\-§ fpw c£n-Xm-¡Ä¡v am{X-ap-Å-Xm-bn-cn-¡pw. lbÀ sk¡-âdn /shmt¡-j-W lbÀ sk¡âdn hn`m-K-apÅ sslkv¡q-fp-I-fn {]kn-Uâv B hn`m-K-¯n \n¶m-sW-¦nÂ, sshkv {]kn-Uâv ss{]adn / sslkv¡qÄ hn`m-K-¯nse c£n-Xm-¡- fn \n¶m-bn-cn-¡-Ww. {]kn-Uâv ss{]adn / sslkv¡qÄ hn`m-K-¯n \n¶m-sW-¦n sshkv {]kn-Uâv lbÀ sk¡âdn/shmt¡-j-W lbÀ sk¡âdn hn`m-K-¯n \n¶m-bn-cn-¡-Ww.
- 2.5 lbÀ sk¡âdn/shmt¡-j-W lbÀ sk¡âdn kvIqfp-I-fn {]n³kn- ¸Â ]n.-Sn.-F. bpsS FIvkv H^ntjym sk{I-«-dn-bpw, slUvam-ÌÀ FIvkv H^otjym JPm³Pnbpw Bbn-cn-¡pw. ss{]adn/sslkv¡q-fp-I-fn slUvam-ÌÀ FIvkv H^otjym sk{I-«-dnbpw sU]yq«n slUvam-ÌÀ / ko\n-bÀ Akn-Ìâv JPm³Pnbpw Bbn-cn-¡pw.
- 2.6 FIvkn-Iyq-«ohv I½n-än-bpsS BZy-tbmKw H¶m-as¯ P\-d t_mUn tbmK Znhkw Xs¶ tNÀ¶v {]kn-Uâv, sshkv {]kn-Uâv F¶n-hsc sXc-sª-Sp-¡-Ww. amk-¯n-sem-cn-¡-se-¦nepw FIvkn-Iyq-«ohv I½nän tbmKw tNtc--Xm-Wv.
- 2.7 FIvkn-Iyq-«ohv I½n-än-bpsS Imem-h[n sXc-sª-Sp-¡-s¸-«Xp apXÂ sXm«-Sp¯ hÀjs¯ FIvkn-Iyq-«ohv I½nän sXc-sª-Sp¸v \S-¡p¶ Znhkw hsc-bm-bn-cn-¡pw.
3 ]n.-Sn.-F. ^v / kvIqÄ hnI-k\ ^v
3.1 ]n.-Sn.-F. ^v/kvIqÄ hnI-k\ ^v c£n-Xm-¡-fn \n¶v tiJ-cn¨ Hcp s]mXp ^m-b-Xn-\m hnZymÀ°n-I-fpsS t£a-¯n\v thn am{Xta CXv D]-tbm-Kn-¡p-hm³ ]mSp-Åq.
3.2 ap³ hÀjs¯ \o¡n-bn-cn¸v XpI (Closing Balance) \S¸v A²y-b\ hÀjs¯ ssIbn-cn¸v XpI (Opening Balance) Bbn-cn-¡pw.
3.3 kvIqÄ {]th-i\ ka-b¯pw aäpw c£n-Xm-¡-fn \n¶v tiJ-cn-¡p¶ ]n.-Sn.-F. AwKXz XpI apgp-h-\mbpw ASp¯ {]hÀ¯n Znhkw Xs¶ ]n.-Sn.-F. A¡u-n \nt£-]n-t¡--Xm-Wv. CXn-\mbn ]cn-k-c-¯pÅ tZi-kmÂIrX _m¦ntem kl-I-cW _m¦ntem t]mÌv Hm^o-kntem tkhnwKvkv _m¦ntem {]kn-Uâv, sk{I-«-dn, JPm³Pn F¶n-h-cpsS t]cn tPmbnâv A¡uv Bcw-`n-t¡--Xm-Wv. ]n.-Sn.-F. {]kn-Uâns\ IqSmsX sk{I-«-dn, JPm³Pn F¶n-h-cn HcmÄ IqSn H¸n«p am{Xta A¡u-n \n¶v XpI ]p³-h-en-¡m³ ]mSp-Åq.
3.4 Hmtcm hÀjhpw H¶m-as¯ P\-d t_mUn-bn Xs¶ ]n.-Sn.-F. bpsS hmÀjnI _UvPäv Ah-X-cn-¸n-¡p-¶Xv \¶m-bn-cn-¡pw.
3.5 ]n.-Sn.-F. AwKXzw FÃm c£n-Xm-¡Ä¡pw hÀjw-tXmdpw \nÀ_-Ô-am-Wv. AwKXz ^okv hnZymÀ°n-bpsS {]th-i\ ka-bt¯m A¡m-Z-anI hÀj-¯nsâ H¶m-as¯ amktam sImSp-t¡--Xm-Wv. AwKXz ^oknsâ {]Xn-ioÀj \nc¡v Xmsg sImSp-¡p-¶p.
FÂ.-]n. hn`mKw : 10 cq]
bp.-]n. hn`mKw : 25 cq]
sslkv¡qÄ hn`mKw : 50 cq]
lbÀ sk¡ân, shmt¡-j-WÂ lbÀ sk¡âdn :100 cq]
3.6 ]«n-I-PmXn þ ]«n-I-hÀ¤ hn`m-K-§ Ä, km¼-¯n-I-ambn hfsc ]nt¶m¡w \n¡p-¶ -hÀ (C-¡mcyw sXfn-bn-¡m³ {Kma-]-©-m-b¯v {]kn-Uâv/\K-c-k` sNbÀam³/tImÀ¸-td-j³ tabÀ/ ]©m-b¯v {]kn-Uâv F¶n-h-cn \n¶v kÀ«n-^n-¡äv lmP-cm-¡n-bm aXn) F¶o hn`m-K-¯nÂs¸« hnZymÀ°n-I-fpsS c£n-Xm-¡Ä¡v ]n.-Sn.-F. AwKXz ^okv \nÀ_-Ô-a-Ã. \nÀ±njvS ^okv \ÂIn-bn-sÃ-¦nepw Chcpw ]n.-Sn.-F. P\-d t_mUn-bn AwK-§ -fm-bn-cn-¡pw. JWvUnI 3.5 ]d-ªn-«pÅ AwKXz ^okpw kÀ¡mÀ \nb-a-{]-Imcw \nÀt±-in¨ ^okpw AÃmsX asämcp ^okpw sImSp-¡m³ c£n-Xm-¡Ä _m²y-Ø -cÃ; Ahsc AXn\v \nÀ_-Ôn-¡m\pw ]mSn-Ã.
3.7 ap³hÀjs¯ aq¶mw tSanse ]n.-Sn.-F. P\-d t_mUn tbmKw Xocp-am-\n-¡p-I-bm-sW-¦n kvIqfnse \S¸v A¡m-Z-anI hÀjs¯ {]tXyIw \nÀh-Nn-¡-s¸-«n-«pÅ A¡m-Z-anI Bh-iy-§ Ä¡mbn Xmsg sImSp-¯n-«pÅ ]c-am-h[n \nc-¡n Hmtcm hn`m-K-¯nse hnZymÀ°n/c£n-Xm-hn \n¶pw ^v tiJ-cn-¡m-hp-¶ -Xm-Wv.
FÂ.-]n. hn`mKw þ 20q]
bp.-]n. hn`mKw þ 50q]
sslkv¡qÄ hn`mKw þ 100cq]
lbÀ sk¡ân, shmt¡-j-WÂ lbÀ sk¡âdn þ 400 cq]
Hcp c£-nXmhns\bpw ta¸-dª XpI sImSp-¡m³ \nÀ_-Ôn-¡p-Itbm {]kvXpX XpI sImSp-¡m¯ c£n-Xm-hnsâ aIÄ¡v/aI\v kvIqÄ {]th-i\w \ntj-[n-¡p-Itbm sN¿m³ ]mSn-Ã. C¡mcyw Dd-¸m-t¡ Npa-Xe {]n³kn-¸-en\v / slUvam-Ì-dn\v BWv.
3.8 hnZymÀ°n-IÄ /c£-IÀ¯m-¡-fn \n¶v tiJ-cn-¡p¶ XpIbv¡v A¸-t¸mÄ Xs¶ sk{I-«dn /JPm³Pn H¸n«v kvIqÄ ko ]Xn¨ cioXn sImSp-t¡--Xm-Wv.
3.9 kvIqÄ {]th-i\w ]qÀ¯n-bm¡n HcmgvN-bv¡p-Ån ]n.-Sn.-F. AwKXz ^okv, tiJ-cn¨ aäv XpI F¶n-h-bpsS IrXy-amb IW-¡p-IÄ ]n.-Sn.-F. {]kn-Uâv, sk{I-«-dn, JPm³Pn F¶n-hÀ H¸n«v kvIqÄ t\m«okv t_mÀUn {]kn-²o-I-cn-t¡--Xm-Wv.
3.10 ]n.-Sn.-F. bpsS Iymjv _p¡v, seUvPÀ, tbmK-\-S-]-Sn-I-fpsS an\nSvkv ]pkvX-Iw, tÌm¡v cPn-ÌÀ F¶nh JPm³Pn-bpsS klm-b-t¯msS sk{I-«dn X¿m-dm-t¡-Xpw kvIqÄ Hm^o-kn Xs¶ Ch sk{I-«-dn- bpsS D¯-c-hm-Zn-Xz-¯n kq£n-t¡--Xp-am-Wv.
3.11 P\-d t_mUn sXc-sª-Sp-¡p¶ cw-K-k-anXn ]n.-Sn.-F.-bpsS IW-¡p-IÄ HmUnäv sNt¿--Xp-v. IqSmsX _Ô-s¸« F.-C.-H./hnZym-`ymk D]-U-b-d-IvSÀ / doPn-b-W D]-U-b-d-IvSÀ (F-¨v.-F-kv.-F-kv.)/Akn-Ìâv Ub-d-IvSÀ (hn.-F-¨v.-F-kv.-F-kv.) F¶n-hcpw HmUnäv sNt¿--Xm-Wv.
3.12 FIvkn-Iyq-«ohv I½n-än-bpsS Xocp-am-\-{]-Imcw sk{I-«-dnbpw JPm³Pnbpw {]kn-Uâp-ambn IqSn-bm-tem-Nn-¨mWv ]n.Sn.-F.-bpsS ]Ww ssIImcyw sNt¿--Xv. I¿n-cn¸v XpI Hcn-¡epw 1,000 cq]-bn Ihn-b-cp-Xv.
3.13 AXym-h-iy-L-«-§ -fn {]kn-Uân-sâbpw JPm³Pn-bp-sSbpw tcJm-aq-e-amb AwKo-Im-c-t¯msS ]c-am-h[n 3000 cq] hsc ]n.-Sn.-F. ^n \n¶pw ]n³h-en¨v sk{I-«-dn¡v sNe-hm-¡m-hp-¶ -Xm-Wv.
3.14 3000 cq]bv¡v apI-fn 30000 cq] hsc-bpÅ XpI sNe-h-gn-¡m³ ]n.-Sn.-F. FIvkn-Iyq-«ohv I½n-än-bp-sSbpw 30000 cq]bv¡v apI-fn-epÅ XpI sNe-h-gn-¡m³ ]n.-Sn.-F. P\-d t_mUn-bp-sSbpw AwKo-Imcw hmt§ --Xm-Wv.
3.15 ]n.-Sn.-F. ^v D]-tbm-Kn¨v kvIqÄ hml-\-§ Ä hm§ p-¶ -Xn\pw hm§n-bh hn¡p-¶ -Xn\pw ]n.-Sn.-F. P\-d t_mUn-bpsS AwKo-Imcw hm§Ww
3.16 ]n.-Sn.-F. ^n-te¡v e`n-¡p¶ FÃm-hn[ XpIbv¡pw A¸t¸mÄ Xs¶ JPm³Pn H¸n« ckoXn \ÂtI--Xm-Wv.
3.17 Hmtcm FIvkn-Iyq-«ohv I½n-än-bnepw AXp-h-sc-bpÅ hchv sNehv IW-¡p-IÄ Ah-X-cn-¸n¨v AwKo-Imcw hm§ -Ww.
3.18 ]Ww ]n³h-en-¨m AXnsâ IW-¡p-IÄ icn-bm¡n hu¨-dp-IÄ h¨-tijw am{Xta IqSp-X ]Ww ]n³h-en-¡m³ ]mSp-Åq.
3.19 FIvkn-Iyq-«ohv I½n-än-bpsS Xocp-am-\-¯n\v hnt[-b-ambn
kvIqÄ cPn-Ì-dp-IÄ
Hm^okv Bh-iy-¯n-\pÅ tÌj-\dn
kvIqÄ Ub-dn,
Xncn-¨-dn-b ImÀUv,
cmk-h-kvXp-¡Ä DÄs¸-sS-bpÅ et_m-d-«dn km[-\-§ Ä/D]-I-c-W-§ Ä,
I¼yq-«À em_n-te-¡m-h-iy-amb I¼yq-«À aäv A\p-_Ô D]-I-c-W-§Ä,
sshZypX D]-I-c-W-§Ä,
kvt]mÀSvkv / Ifn-IÄ F¶n-hbv¡v Bh-iy-amb D]-I-c-W-§ Ä,
^Ìv Fbn-Un-\pÅ kma-{Kn-IÄ,
I¡qkv hr¯n-bm-¡m-\pÅ ]ZmÀ° -§ Ä,
ip²-Pe hnX-c-W-¯n-\m-h-iy-amb ss]¸v, Sm¸v XpS-§ -n-b-h,
^ÀWn-¨-dp-IÄ,
kvIqÄ hml-\-§ -fpsS dn¸-bÀ sNe-hp-IÄ,
]{Xw/B\p-Im-en-I-§ Ä XpS-§ -n-bh hm§ m³,
^ÀWn-¨-dp-IÄ, P\-dÂ, hmXn XpS-§ nbh hm§ m³,
^ÀWn-¨-dp-IÄ, P\Â, hmXn XpS-§ n-b-h-bpsS dn¸-bÀ, kvIqfnsâ / ¢mkv apdn-bpsS sNdn-b-Xcw Aä-Ip-ä-¸Wn XpS-§ n-b-h-bpsS sNe-hp-IÄ
I¡q-kv, aq{X-¸p-c, IpSn-shÅ kuI-cyw, Ifn-Øew F¶nh Dm-¡p-¶ -Xn\v
sI«nS \nÀ½mW sNe-hp-IÄ XpS-§ n-b-h,
D¨-¡ªn ^e-{]-Z-ambn \S-¯m-\m-h-iy-amb sNe-hp-IÄ
kvIqfnsâ A`n-hr-²n-¡mbn ]n.-Sn.-F. FIvkn-Iyq-«ohv I½nän Xocp-am-\n-¡p¶ sNe-hn-\-§ Ä XpS-§ n-b-hbv¡v ]n.-Sn.-F. ^v D]-tbm-Kn-¡m-hp-¶-Xm-Wv.
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Organizational Structure of Department of General Education in Kerala
- The Commissioner of General Education shall be responsible for policy formulation, Monitoring and co-ordination among the Directorates of School Education, State Council of Educational Research and Training, State Institute of Educational Technology, State Institute of Educational Management and Training, Sarva Siksha Abhiyan and other institutions in the State that come under General Education.
- The Secretary to Government, General Education shall have administrative control over all the Directorates, Institutes, Schools and other agencies in the State that come under General Education.
- The Director of School Education shall have administrative and academic control over all the schools in the State from the level of Pre-Primary education to Higher Secondary education including Teacher training institutes, Schools for special education, Schools for differently abled children and other agencies as directed by the Government. The Director may be assisted by Additional Directors as shown below:-
- Additional Director for Higher Secondary Education.
- Additional Director for Secondary Education.
- Additional Director for Primary & Pre-Primary Education.
- Additional Director for Public Examinations and Evaluation.
- 4. The Deputy Director of Education shall have administrate and academic control over all types of schools in the Revenue district from the level of Pre-primary education to higher secondary education and other institutes imparting Special Education and training. The Deputy Director of Education may be assisted by 2 or 3 Assistant Directors as shown below.
- Assistant Director for Higher Secondary Education.
- Assistant Director for Primary and Pre-Primary Education.
- Assistant Director for Secondary Education.
- The Block Educational Officer shall have administrative and inspectional control over Primary and Pre primary Schools in the Block.
- The Principal with the prescribed qualification shall be the head of a Higher Secondary School. The Principal shall be the administrative head of the schools responsible for its proper management and maintenance of discipline. He shall be the drawing and disbursing officer and authority for sanctioning leave.
- There shall be a post of Headmaster in every Higher Secondary School. He shall assist the Principal in the discharge of duties especially with regard to Secondary classes.
- Note:- In the absence of a Principal the Headmaster of the School shall be put in full additional charge of the school as a purely temporary arrangement.
- The Headmaster of Secondary schools designated as Principal of Vocational Higher Secondary shall continue as such, till the Vocational Higher Secondary Education ceases to function.
- The Headmaster with the prescribed qualification shall be the administrative head of the following types of schools: -
- Secondary Schools
- Upper Primary Schools
- Lower Primary Schools
- Pre Primary Schools.
- 10. There shall be a post of Panchayat / Municipality / Corporation Educational Officer with the prescribed qualifications of the Principal. He shall co-ordinate and monitor all the academic activities in the schools from the level of Pre primary education to higher secondary education, in the Local Self Government Institutions concerned.
Organizational Structure of Department of General Education in Kerala
General Rules Relating to the Conduct of Teachers
Any person employed as a teacher in a school shall not be eligible to continue as a teacher if he;
- is remuneratively employed in any profession other than teaching or undertake any occasional remunerative extra work not specially permitted by the Rules, without the sanction of the Department.
- has been convicted of any offence involving moral turpitude;
- is physically unfit to serve efficiently as a teacher or is suffering from any contagious or communicable disease during the period he is so unfit or suffering;
- behaves towards his pupils, their parents, the Headmaster, the Manager, or any Educational Officer or towards any body in any manner grossly unbecoming of a teacher.
- refuses to obey orders communicated to him by the officers of the Department or violates any of the Rules under the Act and other Rules applicable to him;
- refuses without sufficient grounds to undergo a course of training within a reasonable time after being required to do so;
- has completed the age of retirement fixed by the Rules or orders of the government;
Note This does not affect the continuance till the end of the school year in cases where the date of superannuation falls within the course of the school year but not within one month from the date of reopening of the schools that year.
- (viii) is directly or indirectly, solely or in conjunction with others, the editor or the proprietor of any newspaper, magazine or periodical other than a publication devoted to art, science, literature or the teaching profession without the written sanction of the Director.
(ix) Every teacher shall have to pass a test on computer literacy conducted by the Department within a period of 2 years of joining duty.
Rights of the pupils
- Every pupil should be able to express his opinions and ideas freely and fearlessly.
- Every pupil should be able to manage his/her affairs freely without any hindrance.
- All the pupils should have the right of association through democratic bodies in which they can discuss and debate and form opinion on matters relating to curriculum and broad social issues and take collective decisions.
- No pupil shall be harassed or discriminated on the basis of caste, class, community or gender.
Organisation of instruction and progress of pupils
1 Courses of instruction:-
(1) The course of instruction and training in the various types of schools shall be in accordance with the curriculum of studies issued by the Director with the sanction of Government.
(2) Unless otherwise specified the medium of instruction of all Classes shall be Malayalam, Tamil or Kannada.
(3) The curriculum of studies for each course of instruction and training shall be so organized as to cover the entire period allotted to it and shall be divided into annual units suitable for each class.
2 Text Books:- (1) A list of text books approved and/ or prescribed for study in the various classes of different types of schools during any particular year shall be published in the Gazette by the Director with the sanction of the Government before the end of February of the preceding school year and if the books once approved or prescribed are permitted to be in use during the succeeding years also the fact shall be published in the Gazette.
(2) No book which is not included in the published list may be used for the purpose of secular instruction in any class of schools without special permission of the Director.
(3) Headmasters or Principals are expected to see that the pupils provide themselves with all the text books necessary for the given course of instruction and with suitable note books, copy books, and materials for exercise in Geometry map-drawing, etc. Principals Headmasters and class teachers shall disallow the use of cram books, annotated editions of text books and other unsuitable books of the kind by pupils. The Headmaster / Principal shall ensure that books and materials mentioned above and any other articles shall not be sold or used in the school Premises.
(4) No student in a pre-primary or primary school shall at any time have to carry more than five kilograms of books and study materials.
3 School day:- A school day shall be from 10 AM to 4 PM during which 5 hours shall be used for instructional purposes. Provided that a member of the teaching or non-teaching staff may be required to attend the school before 10 AM or to stay on after 4 PM for attending the other curricular and co-curricular activities such as library work, Laboratory work, seminar, unit test, project work, sports activities, literary activities, cultural programmes etc
(ii) Classes for standards XI and XII shall commence at 9 Am and shall go on till 4 PM.
4 Time Table:-
1. At the beginning of each school year, the Headmaster or Principal shall in consultation with the staff council, if any, have a time table of work prepared for the various Standards, showing distribution of teaching work among the teachers and the distribution of available periods among the various subjects.
2. All arrangements relating to the time-table of work (General organization, division of work among teachers, etc) shall be a matter for the discretion of the Headmaster/Principal and his special responsibility. But all arrangement of the kind are subject to inspection and if they are considered unsatisfactory, must be altered in accordance with the instructions of the Educational Officers.
3. The Headmaster/Principal shall assign to himself such part of the teaching work so as to keep him in touch with the general progress of instruction in the institution and may limit his own teaching work so as to leave him sufficient time to attend to his other duties. Headmasters of Secondary Schools and Higher Secondary Schools should have atleast ten periods of teaching work.
4. Physical Education (Physical drill, gymnastics, small area games, athletics and organized games) is compulsory and every school should make adequate provision for it in the time –table, it should be seen that every pupils is having regular and systematic exercise in the open air. All teachers below the age of 45 are expected to actively participate in the physical activities and thus make them a lively programme.
5. There shall be work schedule in addition to the Time table for instructional purposes. The teachers shall prepare student profile. The teachers shall prepare work done report every week and present it for the monthly discussion
in the staff council / subject committee
5 Scheme of work
(1) AT the beginning of the school year, the Headmaster or Principal shall in consultation with the staff council, have a scheme of work drawn up for any subject in every standard, showing the distribution of the curriculum in that subject for the Standard, over the whole year, divided into convenient sections, weekly, monthly, or otherwise, and providing if possible, some time for revision.
(2) The Headmaster or Principal shall keep himself through with the scheme of work and shall watch the progress of instruction so as to ensure that the scheme of work is adhered to in actual practices as far as possible and make
alterations wherever necessary.
(3) Every teacher shall maintain teaching notes and the Headmaster or Principal shall from time to time check them with the scheme of work.
(4) The Headmaster or Principal shall devote the major portion of his time to the supervision of teaching work with a view to ascertain whether the work allotted has been satisfactorily done and note in his diary of supervision the fullest details of the same. The Headmaster or Principal should also see that suitable reference books are provided and that they are made use of properly by the staff.
6 Dynamic methods of teaching:- (1) The methods of teaching in school should aim not merely at the imparting of knowledge in an efficient manner, but also at inculcating desirable values and proper attitudes and habits of work in the students.
(2) They should in particular, endeavor to create in the students a genuine attachment to work and a desire to do it as efficiently, honestly, honestly and thoroughly as possible.
(3) The emphasis in teaching should shift from verbalism and memorization to learning through purposeful, concrete, and realistic, situations and, for this purpose, the principles of "Activity Method" and "Project Method" should be assimilated in school practice.
(4) Teaching methods should provide opportunities for students to learn actively and to apply practically the knowledge that they have acquired in the classroom. "Expression work" of different kinds, must, therefore, form part of the programme in every school subject.
(5) In the teaching of all subjects special stress should be placed on clear thinking and clear expression both in speech and writing.
(6) Teaching methods should aim less at imparting the maximum quantum of knowledge possible and more on training students in the techniques of study and methods of acquiring knowledge through personal effort and initiative.
(7) A well-thought-out attempt should be made to adopt methods of instruction to the needs of individual students as much as possible so that "slow and fast learner students may all have a chance to progress at their own pace.
(8) Students should be given adequate opportunity to work in groups and to carry out group projects and activities so as to develop in them the qualities necessary for group life and Co-operative work
Friday, May 22, 2009
Establishment and maintenance of schools
1 (1) Site Area:- Every school should normally have a minimum site area as specified in the following schedule.
SCHEDULE
Lower Primary Schools or Upper Primary Schools with or without Lower Primary Section. : 0.4 to 0.8 Hectares.
Secondary Schools with or Without Primary Section. : 1.2 to 2 Hectares.
Higher Secondary Schools with or without Primary Section : 1.2. to 2 Hectares.
Training School with or without Primary Schools : 1.2. Hectares.
(2) The Educational Officers may examine the need for additional site in each case and order the provision of the same with the sanction of the Director.
(3) Every school shall have a plan showing the extent of site, buildings, play ground, garden etc., approved by the Educational Officer concerned.
2 Selection of site
(1) Sites of school buildings should be on elevated level and they should be well drained and in clean and healthy surroundings. Land under wet cultivation or with made soil or soil retensive of moisture should be avoided. The sites should be accessible to all communities. A proper approach road should be provided where the school is near a main road. A board giving the full name and designation of the school and the name of the local self-government institution
concerned should also be put up in front of the school. (2) Schools in urban areas should as far as possible be so located that they are free from the noise and congestion of the city or the town. The neighbourhood dusty and noisy roads and of shops and factories should as far as possible be avoided. The vicinity of tanks and cannals is a disadvantage to schools.
3 Playground and Garden:-
(1) The sites shall be provided with compound walls or good fencing.
(2) Every school shall have suitable playgrounds for games and sports. The site should contain sufficient clear space for the purpose.
(3) Any new building constructed shall not reduce the space of the playground. (4) The compound should be kept fairly leveled and clear of rank vegetation.
(5) The Manager and Head of every school should put forth their best efforts for laying out gardens in the premises. Efforts should also be made for planting suitable trees in the school compound so that pupils may play and rest under
them during leisure hours. Care should be taken to see that trees are so planted as not to
(a) reduce unduly the space available for play, and
(b) obstruct the entry of the light in to the class rooms or in course of time cause damage to the structure.
4 School buildings to be situated away from places of burial or cremation, slaughter house and liquor shops.
(1) No School building shall be situated within a distance of 50 metres from a public burial place or public cremation ground or slaughter house. In the case of concrete vaults, the distance shall not be less than 25 metres. The public
burial place or public cremation ground or the concrete vaults shall not be visible from the school site. The visibility shall be prevented by constructing adequately high walls, not less than 6 feet in height in between the burial place or cremation ground or a slaughter house or the concrete vaults, as the case may be and the school compound.
(2) There shall be no place for sale of liquors within 183 metres of any school.
(3) No public burial place, public cremation ground, slaughter house or place for sale of liquor shall be established within the prohibited distances indicated in this rule.
5 Accommodation:-
(1) Every school shall have buildings of specification and plans approved by the Director/Deputy Director of Education and the buildings exclusive of varanda shall have dimension sufficient to provide accommodation for the various
rooms as specified in the following schedule.
SCHEDULE
Type of School and Accommodation required.
Lower Primary School : Class rooms, Headmaster's room (Office room), and accommodation for pupils to take noon-day meals.
Upper Primary School : Class rooms, Headmaster's room (Office room) Teachers room, Library, workshop and Appliances rooms, Tiffin sheds and accommodation for pupils for taking noon-day meals when sanctioned.
Secondary School and Higher Secondary Schools. : Class rooms, Office rooms, Headmaster's / Principal's
room, Teachers room, Laboratory room, Computer room, Library room, Craft room, Drill shed, Tiffin sheds and
accommodation for pupils for taking noon-day meals if there is a Primary Section in which noon-feeding is sanctioned.
Training Schools : Class rooms, Office and Headmaster's room, Library and Museum, Craft rooms, Drill sheds, Tiffin sheds and accommodation for pupils of the Lower Primary School for taking noon-day meals.
(2) There should also be a waiting room for girls in mixed schools coming under the last three types
(3) No school building shall be altered or added to materially except in accordance with a plan approved by the Department.
(4) The construction of buildings for Secondary Schools and Higher Secondary Schools in future should be so designed that it may be possible to adjust the design in course of time without much change in the original building so as to provide for additional accommodation for introducing two or more types of diversified courses.
(5) In the construction of school building the following instruction shall be specially noted.
1. COMPOSITION OF FLOORS
It is desirable that the floor should be made of a material which will admit of their being washed with water and that stone flagging or something better is aimed at .
2. Windows
Windows serve two purposes:-
i. Admission of light
ii. Admission of air
They should be placed at regular distances so as to ensure uniformity of light. Window-sills should not be more than 1.22 metres) from the ground. Windows for subsidiary lighting may have their sills more than 1.22 metres from the floor. The windows are should not be less than one-fifth of the floor area and wherever possible the principal lighting should be from the north.
3. Doors
Class rooms should not have to be used as passages from one part of the building to another. They should consequently not open into another but into passages or verandas. No class room should have more than two doors and in most cases one is preferable. The door or doors should be at the teacher's end of the room.
4. Ventilation
Unless there are windows reaching to the top of the wall and capable of being opened, ventilators are necessary near the top of the wall. The ventilators should be regularly distributed in the same way as the windows. For each pupil 1 (0.03 square metre) of open ventilator should be provided.
5. Roofs
The roof should, as far as possible, be impervious to heat.
6. Dimensions of Class rooms:-
The dimension of every class room shall be such as to provide, on the average, a minimum of eight square feet of floor space and eight cubic feet of air space per pupil on the rolls in the class or classes accommodated in the room, The dimensions of every class room in Upper Primary or Secondary including Higher Secondary schools should be (6 m x 6m x 3.7m) and in Lower Primary School it should be (6m x 5.5.m x 3m). In the case of building for Upper Primary or Secondary schools or Higher Secondary Schools a veranda (1.5m) wide should be provided at least on the front side.
(1) The superficial area of the floor, the cubic contents of the room, and the maximum number of pupils which may be accommodated in accordance with the details above shall be clearly marked in a conspicuous place in each class room.
(2) Class rooms shall be separated with walls or with partitions put up to a height of at least 2.4m
(3) In the case of Higher Secondary school the dimension of class rooms may be 9 m x 6 m x 3.7m.
(4) The building may be of any academically conducive shape having the specified air space and floor space.
(5) There should be facilities for the benefit of differently abled children
7. Training Schools:- The following minimum facilities shall be provided in training schools.
SCHOOL
Class Room facilities 1.9 sq. metres per student. Arts and Crafts. A hall 18 m x 6m Lavatories Adequately large with hygienic sanitation,
HOSTEL
Accommodation 4.6 sq.m per student. Kitchen and dining hall 1.9 sq.m. per student Lavatories One seat for six students with hygienic sanitation Bathrooms One bath rooms for six students
Staff Quarters 2
EQUIPMENT
(1) Class Room:- The Class rooms shall be equipped with tables and chairs for the students and other normal class room furniture.
(2) Hostels:- Each student shall be provided with a cot, table bookshelf and chair.
(3) Library and Laboratory:- A training school shall have a Library and laboratory suitable to the requirements of the syllabus.
(4) Crafts The equipment required for each craft shall be as given in the appendix along with the syllabus.
(5) Computer facilities Computer facilities should be provided in the Laboratory.
(6)Art and Physical Education: There shall be adequate facilities for the development of Art and Physical Education.
8. Repairs and annual Maintenance
(1) School buildings which are roofed with tiles should be provided with ceiling.
(2) School buildings and grounds shall be maintained in good repair and kept clean and tidy, scribbling on the walls, doors and windows, and furniture or otherwise defacing them shall be prevented.
(3) Annual maintenance works to school buildings including the thatching of roofs+ which are not tiled should be done satisfactorily and completed before the 10th day of May every year. Educational officers, Educational Agencies and managers will be held responsible for the safety of the buildings.
9. Latrines and urinals:-
(1) Latrines and urinals of suitable size as per approved Design and in sufficient number shall be provided in every school. These should be kept clean and satisfactory arrangements should be made for regular scavenging.
(2) There should be separate latrines and urinals for the pupils and the staff.
(3) In the case of mixed schools where both boys and girls are admitted, separate urinals and latrines should be provided for the girls with sufficient privacy and away from the latrines and urinals intended for the boys.
(4) Latrines and urinals should not be placed nearer than 12 metres to any school building. They should be so situated that the prevailing wind will not blow from them in the direction of the school buildings.
10. Supply of drinking water.
Arrangements shall be made for sufficient supply of good drinking water in all institutions.
11. Furniture:- Every school shall be provided with a minimum of durable furniture of suitable dimensions and specifications approved by the Department as shown in the following Schedule.
SCHEDULE
Lower Primary School:- Benches and desks in sufficient numbers, one blackboard With stand, one table and one chair for the teacher of every Class, one almirah, one time-piece or clock, one gong or bell and a Notice Board.
Upper Primary School:- Benches and desks in sufficient numbers, one black board With stand, one table and one chair for the teacher of every Class, tables, chairs, and other seats, map racks and almirahs as required for various rooms and various purposes. One clock, one gong or bell and a Notice Board.
Secondary and Higher Secondary and Training Schools:- As in the cases of Upper Primary Schools, in addition, laboratory equipments, work tables and work shelves for practical work according to requirements. One clock, one gong or bell and a Notice Board.
12. General:- The requirements of suitable desks and seats are that the pupils should sit with body fairly vertical for writing and be able to lean back for reading without any danger of curvature of the spine in either case. He should not stoop or lounge or sit any way, askew and the book or paper should rest at a comfortable distance below his eyes.
The following table of measurements is intended as a Guide to school managements in the construction of desks and seats.
Schedule of specification for items of Furniture in Metres
(a) Benches 1.83 metres long 0.46 metres high
(b) Black board .91 1.22 metres with stand
© Table 1.07 .76 x .76 with drawers
(d) Almirah 1.07 .33 x 1.68 with three shelves
(e) Map rack .76 1.2 with suitable number of brackets
(f) Shelf .91 .38 x 1.37 with three shelves
13. Appliances:-
(1) Every school shall have educational appliances as may be specified by the Department which shall include.
(a) Instruments for Mathematical Drawing.
(b) Globes, Maps, Charts and other apparatus for the teaching of History, Geography and allied subjects.
(c) Laboratory apparatus, materials, and equipments for the teaching of various sciences.
(d) Necessary appliances for the teaching of special subjects or crafts.
(e) A suitable room with sufficient number of computers.
(2) Every school shall have sufficient and suitable equipment for games and sports.
14. The facilities under Library, Laboratory appliances and other Equipment shall be effectively utilized and properly maintained. In case the facilities are not properly used the persons responsible shall be liable to disciplinary action.
15. School Development Committee
(1) Every School shall constitute school development committee consisting of the following members:-
1. Ward/Division member of the local self- - Chairman (Ex – officio) Government institution.
2. Headmaster/Principal - Convener (Ex – officio)
3. PTA President - Member
4. MTA President - Member
5. Senior most teacher - Member
6. Staff secretary - Member
7. Manager/ nominee - Member
8. Two local non –officials connected with the school. (to be nominated by the Educational Officer in consulta tion with the local self government institution)
(2) The term of the committee except the ex-officio member shall be one year from June to May.
(3) The functions of the committee shall be as follows:-
- Ensuring the effective functioning of the school.
- Ensuring maximum enrolment and retention.
- Taking effective steps for avoiding dropouts.
- Ensuring the effective mobilization and utilization of school resources.
- Taking effective steps against teacher absenteeism.
- Improving academic performance of every child in the school.
- Providing facilities for better performance in the co-curricular activities.
- Opening of Co-operative Societies in Schools:- Co-operative Societies may be established in all schools where books, stationery, and other materials, required by students are made available to them at cost price and where a school does not have a Co-operative Society of its own, such school or any student thereof may join as member of a Co-operative Society of any other school nearby.
17. Type designs:- type designs for school building furniture etc and lists of essential and up to date equipments will be issued by the Department from time to time.
18. Use of school buildings and properties:-
(1) The premises of an educational institution (Government or private) or any subsidiary building appertaining to it or a playground or vacant site belonging to the institution, whether adjacent to it or removed from it, shall ordinarily be used only for the purposes of functions conducted by such institution. But the Executive Authority of the local self government institution concerned in the case of an institution under the control of a local self government institution,
the Deputy Director in the case of a Government school and the Manager in the case of a Private school, are empowered to grant permission on such conditions as he deems fit to impose for the use of such building, or ground or site belonging to the institution for holding public functions arranged by the management or by a department of the State or the Government of India or for any other educational purposes.
(2) The authority concerned should obtain the orders of the Director in doubtful
cases.
(3) In the case of Government, schools and schools under Local Self Government Institutions the Headmaster/Principal concerned shall give permission for the use of school buildings and properties. In the case of private schools, the Manager will grant permission. If any person is aggrieved by the decision of a Headmaster/Manager the Educational Officer concerned shall dispose of the matter.
(4) All school buildings and properties shall be made available free of rent for the purpose of holding Public examinations and teachers meeting under the auspices of the Department or approved by the Government.
Note : - The Educational Officer shall be competent to make available school buildings free of rent to Local Self Government Institutions, without in any way affecting the normal functioning of the school, for matters exclusively
concerned with the functioning of the Local Self Government Institutions such as meetings of Grama Sabhas.
(5) No unaided classes shall be conducted in the premises of an aided school.
(6) There shall not be any type of advertisement or hoardings in the schools premises, buildings, compound wall etc.
(7) No drill or physical training or any exhibition and business by a private agency or organisation or any function which is communal in character shall be held in the premises of a Government or Private School.
(8) Meetings of recognised teacher service association may be held free of cost in the school buildings subject to prior sanction by the appropriate authority.
19. Government's power to issue directions
(1) Notwithstanding anything contained in Rule 18, Government shall have power to issue directions that the school buildings and their properties (Government or private) shall not be used for any purpose specified in such direction and such direction when issued shall be binding on the departmental authorities and the Educational Agencies.
(2) Any person aggrieved by the directions issued under sub-rule (1) may apply to Government for a review of the matter and Government shall thereupon make a review and take a final decision. There shall be only one review and the application for review shall be made within a period of 30 days from the date of issue of the directions.
20. Loan of Government school buildings etc. for meeting and other Purposes:-
(1) Subject to Rule 18 Government school buildings and properties may be given to private parties for conducting meeting and other Functions under the conditions specified below:
Conditions:- (i) Rent at the rates fixed from time to time shall be levied from the party. Provided that the Government or any authority authorized by them in this behalf may for sufficient reasons exempt any party from the payment of such rent.
(ii) The parties to whom buildings and properties are given should furnish an undertaking in writing.
(a) to compensate any loss or damage that may be caused to the buildings or properties while they are with them.
(2) When a school building (Government or private) is requisitioned for purposes of election conducted either by the Government or by a local self government institution, the period of requisition shall be treated as holidays and the school shall be closed on those days. The requisition requiring the building should be sent to the Headmaster or Headmistress or Principal as the case may be, by the Returning Officer one clear week prior to the date of elections, as far as possible. The Headmaster or the Headmistress or Principal shall report the fact to the Educational officer concerned immediately on receipt of the requisition from the Returning Officer. Any deficiency in the minimum
attendance prescribed for such school on account of their closure under this Rule shall be condoned by the Deputy Director of Education.
21 School not to be used as prayer houses or as places of public worship.
(1) No person attending any Educational institution recognized by the State or receiving aid out of the State funds shall be required to take part in any religious instruction that may be imparted in such institution or to attend to
any religious worship that may be conducted in such institution or in any premises attached thereto unless that person or if such person is a minor, his guardian has given his consent thereto.
(2) Schools shall not under any circumstances be held in Churches or places of Public worship or prayer houses.
(a) The buildings referred to should not be used as prayer houses or places of public worship except out of school hours.
(b) Even out of school hours they may be used only for the purpose of prayer or public worship and not for religious propaganda of a controversial nature leading to create ill-feeling and strife between members of different religious denominations, or sects or for proselitization.
(c) The violation of the above conditions will entail the withdrawal of the permission to conduct the school in the building intended for prayer or public worship.
(d) In this rule "Guardian" means the father or mother and a person having legal custody of the child.
22 Imparting of Religious instruction:-
(1) Religious instruction can be permitted in private schools only under the following conditions:-
(a) The conditions in Rule 21 (1) shall be strictly complied with.
(b) State funds shall not be utilized for religious instruction.
(c) No proselitization shall be conducted.
(d) If religious instruction is imparted during School hours, the number and duration of the periods as required by the syllabus shall not thereby be reduced in any way.
(2)No teacher shall be required to impart religious instruction to the pupils, against his will.
23. School Library
(1) Every School shall have a library consisting of books for general reading and reference, for use by teachers and students.
(2) There shall be a qualified librarian in every Secondary and Higher Secondary School. In Primary Schools a Senior Teacher: (by turn) shall be put in charge of the Library and an allowance paid to him, equivalent to 5 % of his basic pay .
(3) Funds for setting up and running the school library shall consist of-
(i) Library Fees
(ii) PTA funds
(iii) School Development Committee funds
(iv) Donations
(4) One hour every week in Secondary and Higher Secondary Schools shall be set apart for library work.
(5) There shall be a School Library Committee with the following members :-
(i) Principal/Headmaster (Chairman)
(ii) Three Senor Teachers (to the nominated by Principal/Headmaster)
(iii) President of the PTA
(iv) Chairman of the School Development Committee
(v) Librarian (Convener)
The term of the Committee shall be three years. It shall meet at least twice a year. Selection of books, Periodicals and Newspapers for the library shall be done by the Committee.
(6) A separate room with sufficient furniture shall be set apart to be used as the school library.
(7) Multimedia titles and Internet connectivity shall be available in the library/computer room.
(8) Every officer inspecting the school shall invariably inspect the school library.
(9) The Department of General Education shall issue from time to time list of books suitable for use in schools.
