Difference between revisions of "Actors - Institutions"

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=Concept Map=
 
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=Reference books=
 
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===Activity No #===
 
===Activity No #===
  
==Key Idea #2 ==
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==Key Idea #2 Challenges==
 
#Time to task
 
#Time to task
 
#Time for preparation
 
#Time for preparation
 
#Decontextualised Assessments
 
#Decontextualised Assessments
  
==Key Idea #3 Challenges==
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==Key Idea #3 Coordination at district/block levels==
 
Need for coordinating institutions at various levels - district, block etc, since there are many institutions that work in a parallel manner.
 
Need for coordinating institutions at various levels - district, block etc, since there are many institutions that work in a parallel manner.
 
The Panchayat institutions are expected to perform such a role but have not yet been able to
 
The Panchayat institutions are expected to perform such a role but have not yet been able to
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#seperating teaching-learning from assessing
 
#seperating teaching-learning from assessing
  
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===Learning objectives===
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===Notes for transaction/training===
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===Activity No #===
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===Activity No #===
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=Case studies=
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==Key Idea # Expertise v/s legitimacy - different kinds of roles of actors==
  
 
===Learning objectives===
 
===Learning objectives===

Latest revision as of 16:00, 17 May 2017

Introduction

Concept Map

[maximize]

Reference books

Useful websites

Learning Outlines

Key Idea #1 Wide range of actors

Education is a normative society shaping project, hence a wide variety of actors are interested in shaping educational aims, structures and processes.

Learning objectives

Notes for transaction/training

Activity No #

Activity No #

Key Idea #2 Challenges

  1. Time to task
  2. Time for preparation
  3. Decontextualised Assessments

Key Idea #3 Coordination at district/block levels

Need for coordinating institutions at various levels - district, block etc, since there are many institutions that work in a parallel manner. The Panchayat institutions are expected to perform such a role but have not yet been able to

Learning objectives

Notes for transaction/training

Activity No #

Activity No #

Key Idea # Assessment driven reform and implications

  1. Decontextualised Assessments
  2. seperating teaching-learning from assessing

Learning objectives

Notes for transaction/training

Activity No #

Activity No #

Case studies

Key Idea # Expertise v/s legitimacy - different kinds of roles of actors

Learning objectives

Notes for transaction/training

Activity No #

Activity No #

Case studies