LATUR: A 14-year-old girl allegedly died by suicide at her house in Ausa Road in Latur district alleging harassment by her teacher. Police said that Shrawani Sanjay Naiknavare, a Class 9 student at a private school, allegedly hanged herself at her house. In a suicide note recovered from the scene, the girl had claimed that a male teacher in the school had mentally harassed her by taunting her in the class, theu said. Based on a complaint lodged by the girl's mother, the police have registered a case under relevant sections of the Indian Penal Code, the official said, adding that no arrest has been made in this regard.(With inputs from PTI)
The police have registered a case under relevant sections of the Indian Penal Code. (Representational)Latur: A 14-year-old girl allegedly committed suicide citing mental harassment by her teacher in Maharashtra's Latur district, police said on Friday.The Class 9 student at a private school, allegedly died by suicide at her house in Ausa Road on Wednesday evening, an official said.In a suicide note recovered from the scene, the victim claimed that a male teacher in the school had mentally harassed her by taunting her in class, he said.PromotedListen to the latest songs, only on JioSaavn.comBased on a complaint lodged by the girl's mother, the police have registered a case under relevant sections of the Indian Penal Code, the official said, adding that no arrest has been made in this regard.(Except for the headline, this story has not been edited by NDTV staff and is published from a syndicated feed.)Featured Video Of The DayTourists Make A Beeline For Gulmarg After Fresh Snowfall
After a gap of four years, the national ASER survey was back in the field in 2022, reaching 616 rural districts of the country to understand children’s enrollment status and basic reading and arithmetic ability. The Covid pandemic had caused schools to shut down in March 2020, and India had one of the longest school closures in the world — primary schools were closed for almost two years. The impact of the pandemic on the education sector was feared to be twofold — learning loss associated with long school closures, and higher dropout rates, especially among older children, due to squeezed family budgets.During the Covid period, ASER looked for opportunities to go back to the field and was able to conduct representative surveys in three states in 2021 — Karnataka in February, Chhattisgarh in October and West Bengal in December. Estimates from these three state-level surveys could be used to understand the extent of children’s learning losses. These state level estimates are extremely useful as they are the only ASER estimates of learning we have between 2018 and 2022.For the country as a whole, learning levels had been rising slowly between 2014 and 2018, after being stagnant for several years. For example, at the all-India level, the proportion of children in Class III who could read a Class II level text (a proxy for grade-level reading) had risen from 23.6 per cent in 2014 to 27.2 per cent in 2018. ASER 2022 shows a big drop in this proportion to 20.5 per cent. This 7 percentage point fall is huge, given how slowly the all-India numbers move and confirms fears of large learning losses caused by the pandemic. In math also, learning levels had risen slowly between 2014 and 2018. The 2022 estimates show a drop here as well although much smaller than in the case of reading.However, the four-year period between these measurements encompasses both the period of school closures as well as the initial six to eight months after school reopening, depending on the state. As mentioned earlier, ASER managed to assess learning levels in three states — Karnataka, Chhattisgarh and West Bengal – in 2021, when schools were still closed or had just reopened. While these are not national estimates, they provide an interim measurement that is more reflective of pandemic-induced learning losses than the estimates for 2022. Across all three states, there were large learning losses in both reading and math in 2021 — in excess of 7 percentage points, except in the case of Std V in West Bengal. The loss in reading is a little higher, though not by much. In both reading and math, the 2021 learning levels in these three states fell below their 2014 levels. A year later, ASER 2022 data shows that across all three states, there has been a recovery in both reading and math (except Karnataka in reading and West Bengal in reading in Std V) after schools reopened in 2021-22. In other words, while the 2022 learning levels were still below or in some cases close to the 2018 levels, comparing 2018 with 2022 hides the dramatic fall in learning levels observed between these two points and the subsequent recovery that has happened in the last year.Another big development during 2020-21 was the introduction of the new National Education Policy (NEP) in 2020. For the first time, there was a big focus on the early years and the importance of foundational competencies. Once schools reopened, states moved quickly and almost all states have made a major push in the area of Foundational Literacy and Numeracy (FLN) under the NIPUN Bharat mission (National Initiative for Proficiency in Reading with Understanding and Numeracy). This push is reflected in the ASER 2022 data. As part of the survey, ASER field investigators visited one government school in each of the sampled village to record enrollment, attendance and school facilities. This year we also asked whether schools had received any directive from the government to implement FLN activities in the school and whether teachers had been trained on FLN. At the all-India level, 81 per cent schools responded that they had received such a directive and 83 per cent said that at least one teacher in the school had been trained on FLN.Extrapolating from the experience of the three states for which we have 2021 data, we can assume that other states also experienced large learning losses during the pandemic. However, once schools reopened, states made a concerted effort to build or re-build foundational competencies, which has resulted in a partial and in some cases, a full recovery. The extent of the recovery varies across states depending on how long their schools were closed as well as when they initiated learning recovery measures. For instance, Chhattisgarh was one of the earliest states to reopen their primary schools in July 2021, giving them a longer period to work with children, as compared to, for instance, Himachal Pradesh or Maharashtra, where schools reopened much later. Taking into account the 2021 figures, the 2022 estimates for Chhattisgarh point to a remarkable recovery, in both reading and math, that is hidden if we just compare 2022 with 2018. In the absence of a 2021 measurement for other states, it is difficult to say what the original pandemic-induced learning loss was — from which states are aiming to recover.Now that the NEP has set clear FLN goals for the entire country, states can find different pathways to achieve these goals. While there have been learning losses, there has also been recovery once the schools reopened. Accounting for all the interim measurements, ASER 2022 estimates tell a story of recovery rather than one of loss.The writer is Director ASER Centre
A significant dip in the abilities to read and calculate, by as much as 6.7 and 2.2 percentage points among class 2 students between 2018 and 2022, is among the major findings in the latest Annual Status of Education Report (ASER), which has also picked up signs of recovery ever since schools started reopening after long Covid-induced closures.The report, released Wednesday, marks the return of a key national survey that captures the state of foundational literacy and numeracy in the country. Steered by the Pratham Foundation, ASER reports have been released annually since 2005.“This fall is a huge drop, given how slowly the all-India numbers move, and confirms fears of large learning losses caused by the pandemic,” according to Director ASER Centre Wilima Wadhwa.Wadhwa’s view that the all-India numbers move slowly is backed by numbers. For instance, between 2014 and 2018, learning levels had been rising gradually, with the proportion of class 3 children who could read a standard II text increasing from 23.6 per cent to 27.2 per cent.That stood at 20.5 per cent in 2022. Likewise, the share of children in class 5 who could read standard II level text rose from 48 per cent in 2014 to 50.4 per cent in 2018, but fell to 42.8 per cent in 2022.The survey covered 7 lakh children across 616 districts and was conducted by 27,536 volunteers. It was last carried out at this scale in 2018 as after the outbreak of Covid-19, ASER became phone-based and turned its focus on exploring digital inequality and enrollment levels in schools.The drop in numeracy levels has been smaller compared to the dip in reading skills, states the survey. Like in the case of reading, math learning levels had also been steadily rising before the pandemic disrupted the school education system, which was marred by stark inequality as crores of children struggled to cope with the switch to digital modes.Overall, the proportion of children in class 3 who could do at least subtraction rose from 25.3 per cent in 2014 to 28.1 per cent in 2018. Among students of class 5, who could solve a simple division problem, the share rose from 26 per cent in 2014 to 27.8 per cent in 2018.In 2022, the numbers were down to 25.9 per cent and 25.6 per cent respectively. “Clearly, the pandemic has resulted in learning loss. However, what the ASER 2022 figures seem to suggest is that the loss is much greater in reading as compared to arithmetic,” said Wadhwa.However, over the last one year, signs of recovery have also sprouted. The clearest indication comes from a comparative analysis of learning outcomes in Karnataka, Chhattisgarh and West Bengal between 2021 and 2022. These are the only states where Pratham had undertaken learning outcome surveys even in 2021.In Chhattisgarh, where the proportion of class 3 children who can read basic text had dropped to an alarming 12.3 per cent in 2021, bounced back to 24.2 per cent in 2022. In West Bengal, it rose from 29.5 per cent in 2021 to 33 per cent in 2022.In case of maths, the share of children in class 3 having the ability to solve basic problems rose dramatically from 9 per cent in 2021 to 19.6 per cent in 2022. In Karnataka and West Bengal, it rose from 17.3 per cent to 22.2 per cent respectively and 29.4 per cent to 34.2 per cent respectively.“Extrapolating from the experience of the three states for which we have 2021 data, we can assume that other states also experienced large learning losses during the pandemic. However, once schools reopened, states made a concerted effort to build or re-build foundational competencies, which has resulted in a partial and in some cases, a full recovery,” said Wadhwa.While the last few rounds of ASER did not capture the state of foundational learning, the government conducted a study through the NCERT in 2022 to find out whether students were picking up basic skills on literacy and numeracy. The findings of that study mirror some of the trends that ASER has picked up.The NCERT study had found that as many as 37 per cent of students enrolled in class 3 have very limited foundational numeracy skills such as identifying numbers, and carry out simple mathematical operations, while even the most basic knowledge is absent in 11 per cent learners.
Elementary Drawing Exam 2022: The Directorate of Arts, Maharashtra has announced the Elementary Drawing Exam Result 2022 today, on January 19, 2023. Candidates who took the exam can check and download the results from the official websites at dge.doamh.in and doa.maharashtra.gov.in.Candidates can check their result by simply logging in the 'Candidate Seat Number' on the official portal. The result will have the marks scored in various subjects including Memory Drawing, Object Drawing, Design and Plane Geometry & Lettering. The Maharashtra Elementary Drawing Exam was conducted on September 28 and 29, 2022 in two shifts.Important Note: The Intermediate and Elementary Drawing Grade Examination Certificate is available to download in Center & School Login.Elementary Grade Exam Result 2022Candidates can download the Drawing Exam result by following the below mentioned steps.Direct Link: Check Elementary Drawing Exam Result 2022How to check Maharashtra Elementary Exam Result 2022Step 1. Visit the official website at dge.doamh.inStep 2. On the homepage, go to 'Result' and click on the line that reads, "View Elementary Grade Exam Result" Step 3. A new page will open, login using the candidate's seat numberStep 4. Your exam result will open on the screenStep 5. Download and take a printout of the result for future referenceRead AlsoMaharashtra Intermediate Drawing Exam Result 2023 announced on doa.maharashtra.gov.inThe Maharashtra Intermediate Drawing Exam Result 2023 has been announced today, on January 16, 2023. Candidates who took the exam can check their results online at the official website. To check the results, you will need to login using your seat number. Check out the article below for more details.Candidates may note that the Maharashtra Intermediate Drawing Exam 2022 result was released on January 16, 2023. Now, the Directorate of Arts, Maharashtra has announced the result for Elementary Grade Exam-2022.
PUNE: Students in primary schools in rural Maharashtra are struggling in reading and arithmetic according to the Annual Status of Education Report (ASER) 2022 conducted across India in 616 districts with almost seven lakh students participating. The last such survey was in 2018. The study also found that English reading levels have gone up among students in Stds V to VIII.The percentage of students in Stds III to V who can read Std II level textbooks in Marathi dropped from 55.5% in 2018 to 41.4% in 2022. It also fell for Stds VI to VIII from 77.5% to 71% for the two years. In arithmetic, students in Stds III to V who could do simple subtraction came down from 44.8% in 2018 to 34.9% in 2022. Just 30.2 % of pupils in Stds VI to VIII could carry out division when compared to 38.3% in 2018. The setbacks are being attributed to the closure of schools and the shift to online learning during the Covid-19 pandemic peak. Educators have been concerned about loss of learning in young students. Many said it would take years to erase the slate. Eminent mathematician Mangala Narlikar said the findings of ASER are quite depressing. "They were not good for 2018 but with schools shut for Covid-19 for two years, studies have suffered. Not many students had access to cellphones or tablets and the communication on internet is not as satisfactory as in a classroom," she said. Reading and arithmetic, both need a lot of practice with capable and enthusiastic teachers. "Parents too spent more time at home in Covid times, and could have helped children with arithmetic and reading. Local youths can also fill in the gap," she said.Vasant Kalpande, former director of education and an education activist, said even though the state government had launched online learning, it hardly made any impact at the elementary level. He said that students in the 6-14 age group in upper primary classes need a school and a teacher to study, and online classes can only be supplementary to the actual classroom education. "Teachers were also uncomfortable with the online method which affected lesson planning and core academic activities. Education suffered even in schools with the best facilities during the pandemic, so the impact on rural education is even worse. The education department must strengthen its teaching-learning method to tide over the learning loss," Kalpande said.He also said that English reading levels may have gone up due to exposure to cartoons, cellphones and online games. Children are sending messages, and operating cellphones, all of which require them to be conversant with the language, he added.Vikas Garad, former assistant director MSCERT, said the ASER report has always pointed out a high number of students who cannot read or do simple arithmetic. If 60% of students in Std VIII could not do division in 2016, the same students when they appeared for SSC exams in 2018 had a pass percentage of about 89%, Garad said. "Every year, NGOs approach the education department to improve education in the state. Does this mean that none have made the slightest impact ?" he said.The schools fared better on RTE parameters. Many more had drinking water, electricity and computers than they did in 2018. But in other parameters like the midday meal, toilets and libraries, they fared poorer than they had done four years ago.
NEW DELHI: The Directorate of Arts, Maharashtra has announced the Intermediate Drawing Exam Result 2023 today i.e., January 16. Candidates who have appeared in the examination can check and download their results from the official websites - dge.doamh.in or doa.maharashtra.gov.in.Maharashtra Intermediate Drawing Exam 2023 was held on September 30 and October 01, 2022 in offline mode. The examination was conducted for a duration of 02 hours for each shift i.e., from 10:30 AM to 01:30 PM and 02:30 PM to 04:30 PM on both the dates respectively.In order to check the result online, candidates would be required to login using their Seat Numbers.Maharashtra Intermediate Drawing Exam Result 2023Direct link to download resultHow to check Maharashtra Intermediate Drawing Exam Result 2023?Step 1: Visit the official website at dge.doamh.inStep 2: On the homepage, tap on Result.Step 3: You will be redirected to another window.Step 4: Now click on the link available for Intermediate Result.Step 5: Enter your Hall Ticket Number and Submit.Step 6: Your Maha intermediate drawing result 2023 will be displayed on the screen.Step 7: Download the same and get a hard copy for further references.All those candidates who qualify the examination will be able to get their certificates from the admitted institution. For more related information and details candidates are advised to visit the official website.
MUMBAI: The state has set up a 11-member committee of various departments to implement the National Education Policy (NEP) 2020 in schools. This is in addition to a committee set up in June last year to examine the various aspects of the NEP.Various departments, including women and child development, tribal development have been included in the committee to help implement the 297 tasks finalized under the NEP in a phased manner across states.The NEP for schools includes three-years of pre-schooling that has been incorporated into the formal education system. In Maharashtra, two committees were set up in April last year for implementation of the NEP in higher and technical education.
Delhi University has established a 17-member committee to create a centre for “Hindu Studies” that will provide courses on the “history of Hindus” in the university, according to an official. Prakash Singh, the director of DU’s South Delhi Campus, will head the panel. A member of the academic council, however, questioned the need for such a centre.“There are around 23 universities across India that offer courses in Hindu studies. DU also thought it must also have a centre for Hindu studies,” Singh told PTI. “We have a centre for Buddhist studies but not a centre for Hindu studies. We thought let’s see whether it is viable to open a centre for Hindu studies,” He added.He emphasised that the panel’s attention would be on first determining the centre’s viability and then introducing courses in accordance with that.“First we will introduce courses in postgraduate and research and later we might introduce UG courses,” Singh stated. The committee will decide how many courses will be introduced and whether courses will be introduced this year or next. The panel also plans to present the framework before the academic council in the near future, he further said.An academic council member, who did not wish to be named, has opposed the need for the centre while stating, “Where are other centres, Sikh, Muslim and other centres. The university must also open courses for these other religions,”“Unfortunately, we only see religious part of Hindu, Hindu is a way of life. Religion is only an aspect of it, we have thousands of years of history. The centre will focus on this aspect,” Singh said.Other members of the committee includes Prof Payal Mago, Director, Campus of Open Learning; Prof K Ratnabali, Dean, Academic Affairs, Dean, Faculty of Science, Dean, Faculty of Social Science, Dean, Faculty of Arts; Prof Seema Bawa, Head, Department of History; Prof Sangit Kumar Ragi, Head, Department of Political Science and Prof Anil Kumar Aneja, Head, Department of English.Prof Ranjan Kumar Tripathi, Joint Dean of Colleges; Dr Jaswinder Singh, Principal, SGTB Khalsa College; Prof C Sheela Reddy, Principal, Sri Venkateswara College; Prof A K Singh, Head and Dean, Faculty of Commerce; Prof V S Negi, EC Member, Shaheed Bhagat Singh Evening College; Dr Aditya Gupta, Department of Philosophy; Dr Prerna Malhotra, Department of English and Sh Jay Chanda, Joint Registrar (Academic) are also part of the panel..
