NISHTHA Training Module 2 Aheval Word File
NISHTHA : National Initiative for School Heads' and Teachers' Holistic Advancement
NISHTHA is a capacity building programme for "Improving Quality of School Education through Integrated Teacher Training". It aims to build competencies among all the teachers and school principals at the elementary stage. The functionaries (at the state, district, block, cluster level) shall be trained in an integrated manner on learning outcomes, school based assessment, learner – centred pedagogy, new initiatives in education, addressing diverse needs of children through multiple pedagogies, etc. This is being organized by constituting National Resource Groups (NRGs) and State Resource Groups (SRGs) at the National and the State level who will be training 42 lakhs teachers subsequently. A robust portal/Management Information System (MIS) for delivery of the training, monitoring and support mechanism has been infused with this capacity building initiative. Keeping in view the COVID-19 pandemic situation, it is now planned to organise SRG and Teachers training in online mode. The first online training for the SRGs of state of Gujarat will be launched on 5th October, 2020.
The main expected outcomes from NISHTHA are:
Over the years as an outcome of the Right to Education Act (RTE), 2009, and our education policies, the composition of our classrooms has changed dramatically. As teachers and teacher educators you must have observed this learners’ diversity, which also must have made you realise that you cannot and should not teach all children in the same manner. The need to adopt teaching-learning practices, that provide challenging opportunities to all learners and let them experience success, stands out now more than ever before. “if some children can’t learn the way we teach maybe we should teach the way they learn…..” — Ignacio Estrada1 The purpose of this module is to help teachers and teacher educators like you, to relook at the diversity existing in the classrooms and consider the pedagogies that are most suitable to make teaching-learning inclusive.
The suggestions given are gathered from research and experiences and would help you develop more inclusive learning environments to meet the different learning needs in the same class. The content also provides an opportunity to look closely at National Education Policies, the curriculum, syllabus, textbooks, the National Curriculum Frameworks (in particular NCF-2005), and the recently developed Learning Outcomes (establishing linkage with curricular expectations and pedagogical processes).
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