Friday 1 January 2016

AP G.O.NO:1 DED (Diploma in Elementary Education) Revised Curriculum and syllabus from 2015 - 2016 Batch.

AP G.O.NO:1 Diploma in Elementary Education (D.Ed.) – Revised Curriculum and syllabus from 2015 - 2016 Batch.

Andhra Pradesh School Education Department – Diploma in Elementary Education (D.El.Ed.) – Curriculum Revised from 2015-16 onwards - Orders Issued. 


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.


1.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:

  1. (a) conformity with the values enshrined in the Constitution; 
  2. (b) all round development of the child; 
  3. (c) building up child's knowledge, potentiality and talent; 
  4. (d) development of physical and mental abilities to the fullest extent; 
  5. (e) learning through activities, discovery and exploration in a child friendly and child-centered manner; 
  6. (f) medium of instructions shall, as far as practicable, be in child's mother tongue; 
  7. (g) making the child free of fear, trauma and anxiety and helping the child to express views freely, 
  8. (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 : 
  1. (a) maintain regularity and punctuality in attending school: 
  2. (b) conduct and complete the curriculum in accordance with the provisions of sub-section (2) of section 29; 
  3. (c) complete entire curriculum within the specified time; 
  4. (d) assess the learning ability of each child and accordingly supplement additional instructions, if any, as required; 
  5. (e) hold regular meetings with parents and guardians and apprise them about the regularity in attendance, ability to learn, 
  6. progress made in learning and any other relevant information about the child; and 
  7. (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 of 

  • • 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. 




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