NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS (NPST)

NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS (NPST)

Public statement of what constitutes teacher quality

The NPST is a public statement of what constitutes teaching quality and what is required to improve the educational outcomes of students in India. These standards are a set of guiding statements that define the expectation of the role of a teacher at different levels of expertise at different stages of a career. The standards also defines effective teaching and the competencies required to practice as a teacher in 21st century schools at each stage of teaching career.

The NPST will also inform the design of pre-service teacher education programmes. This could be then adopted by States and determine all aspects of teacher career management, including tenure, professional development efforts, salary increases, promotions, and other recognitions. Promotions and salary increases will not occur based on the length of tenure or seniority, but only on the basis of such appraisal. The professional standards will be reviewed and revised in 2030, and thereafter every ten years, on the basis of rigorous empirical analysis of the efficacy of the system.

Further, these standards provide a common understanding of what is valued in the profession and expectations from teachers across the country.

This understanding will inform the following:

▪️Defining the nature of teacher’s work
▪️Creating working and service conditions
▪️Reinventing teacher education programmes
▪️Enabling certification and registration of teachers
▪️Promoting life-long learning and career development
▪️Establishing uniformity of teacher qualification and enabling mobility
▪️Evaluating teacher quality
▪️Supporting teacher motivation
▪️Teacher accountability/duties

Thus, a common set of standards will ensure that there is coherence across policies in the varied matters pertaining to teachers and teaching as a profession.

1.NPST in NEP, 2020

The National Education Policy (NEP) 2020 places the teacher at the center of the fundamental reforms proposed in the education system. The Policy indicates that teachers truly shape the future of our children - and, therefore, all students at all levels of school education must be taught by passionate, motivated, highly qualified, professionally trained, and well-equipped teachers.

To enable this, teachers must be re-established as the most respected and essential members of our society. Everything must be done to empower teachers and help them to do their job as effectively as possible. The very best and brightest must enter the teaching profession at all levels, by ensuring livelihood, respect, dignity, and autonomy, while also instilling in the system basic methods of quality control and accountability.

This will be made possible through the National Professional Standards for Teachers (NPST), an essential policy action as stated in Para 5.20 of the NEP 2020, as indicated below.

2.Para 5.20. NEP, 2020

“A common guiding set of National Professional Standards for Teachers (NPST) will be developed by 2022, by the National Council for Teacher Education in its restructured new form as a Professional Standard Setting Body (PSSB) under the General Education Council (GEC), in consultation with NCERT, SCERTs, teachers from across levels and regions, expert organizations in teacher preparation and development, expert bodies in vocational education, and higher education institutions. The standards would cover expectations of the role of the teacher at different levels of expertise/stage, and the competencies required for that stage. It will also comprise standards for performance appraisal, for each stage, that would be carried out on a periodic basis. The NPST will also inform the design of pre-service teacher education programmes. This could be then adopted by States and determine all aspects of teacher career management, including tenure, professional development efforts, salary increases, promotions, and other recognitions. Promotions and salary increases will not occur based on the length of tenure or seniority, but only on the basis of such appraisal. The professional standards will be reviewed and revised in 2030, and thereafter every ten years, on the basis of rigorous empirical analysis of the efficacy of the system”

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Role of Muslims in India’s Freedom Struggle

Role of Muslims in India’s Freedom Struggle

The famous writer kushwant Singh,once write “ India freedom is written in Muslim blood ,since their participation in the freedom struggle was much more,in proportion to their small percentage of the population “The story and history of Indian's independence are written with the blood of Muslims. According to historical references 65%of those who stood , fought and sacrificed against the British for Indian's independence were Muslim freedom fighters,the hams live reported. Indian Muslims not only contributed significantly to the liberation struggle but also gave their lives in the service of the anti-colonial national battle. 61945 of the 95300 names of independence fighters mentioned on India Gate in Delhi are Muslim names, indicating that 65% of all liberation fighters were Muslims, as reported in an article in Milli Chronicle.

A large number of people from all religions and castes took part I the freedom struggle, undoubtedly. Muslim however , the struggle of many Muslim prominent personalities who also contributed to India's freedom and even sacrificed everything including their lives are little known . Muslim have been at the forefront to oppose the British and stood shoulder with people from other commitments while fighting against them. Getting freedom was not easy ,our ancestors had to go face a lot of struggle and difficulties to get us the freedom that we are enjoying now.

It is impossible to recount the names of hundreds and thousands of Indian Muslims who fought on the streets against the British empire.For all patriotic Indians, it is the worst of times, it is the age of foolishness, it is the epoch of incredulity, it is the season of darkness, it is the winter of despair, we have nothing before us, to paraphrase an epic description of the revolutionary tumult of the French Revolution, by Charles Dickens in his novel The Tale of Two Cities. However, the current situation in India is not about a revolutionary tide. The torrents that India faces today are intensely counter-revolutionary.Even a cursory glance at history would reveal that Indian Muslims not only played a stellar role in the freedom struggle but happily laid down their lives at the altar of the anti-colonial national struggle.The Great Revolt of 1857 was the mightiest joint effort of the Hindus and Muslims under the leadership of the Mughal emperor Bahadur Shah Zafar to dislodge the British from India. Zafar was chosen as the leader of the Revolt by the overwhelmingly Hindu upper-caste sepoys (popularly known as poorbeahs) recruited chiefly from the Eastern regions of India. Although the Revolt failed because of myriad reasons, it was the Muslim community that was singled out by the British as the conspirators-in-chief. The tragedy that struck the Muslims of Delhi, which was the epicentre of the Revolt, was gruesome and ghastly.

All Muslims, barring a few rich households, were shunted out of the walled city and could not return to the city till November 1859. Important Muslim shrines were desecrated by the British as an insulting token of revenge. There was a talk of demolishing the Jama Masjid, the Akbarabadi Masjid was destroyed, the Fatehpuri Masjid was sold to the pro-British Lala Chunna Mal and the Zinat-ul-Masjid was used as a bakery. After the embers of the Revolt cooled, the British became aware of a conjoint effort by Hindus and Muslims motivated by a common anti-British sentiment in future. As a result, the system of mixed regiments in the British army was disbanded and replaced by the 'class company model' of mixed ethnic groups.

In the next phase of British rule, a small number of rich and educated Indians were given consultative yet impotent memberships in the Legislative Councils. The Bengal Legislative Council that came into being in 1862 had four members: Raja Partap Chand of Burdwan, Ramaprasad Roy, son of Rammohun Roy, Prasanna Coomar Tagore, cousin of Dwarkanath Tagore, and a lone Muslim member Maulvi Abdul Latif. From the very beginning, the Council fell prey to the interests of the bourgeoisie-landlord combine.

One of the first tasks that the Council set itself to was to bring about a bill that strived to amend Article X of the Tenancy Act of Bengal 1859, under which the poor Bengali tenantry and sharecroppers got some relief from exorbitant exactions by the 'permanently settled' landlords. Out of all the four Council members, it was only Maulana Abdul Latif who voted against the egregious bill and the rest sided with the British planters.Within two years of the founding of the Indian National Congress (INC) in 1885, Badruddin Tyabji of Bombay became its President. Both Badruddin and his brother Qamruddin Tyabji were deeply involved in laying the founding of the INC and were among the four Muslim delegates elected to the first Congress meeting in 1885. It is also interesting to note that Badruddin Tyabji was instrumental in passing the motion that stated that the ‘INC would never approve the discussion of a subject without the unanimity of its Hindu and Muslim delegates’.

Even during the Swadeshi period, Muslim swadeshi leaders were as patriotic as their Hindu brethren. If we set aside the dubious role of prominent landed elements such as Nawab Salimullah of Dacca, we will find immense participation of ordinary and plebian Muslims. The Muslim peasantry of Pabna and Khulna displayed heart-warming scenes of fraternisation during a rally in July 1905. In the same year, on September 23, Hindu-Muslim students of Calcutta marched in unison and organised a ten thousand-strong rally where the Muslim swadeshi Abdur Rasul declared, ‘‘We both Hindus and Mohammadans here belong to the same mother country—Bengal.’’

In Hooghly, the calls of Bande Mataram and Allah-ho-Akbar mingled. Muslim Swadeshi enterprises such as Ghaznavi’sUnited Bengal Company, the Bengal hosiery, and the Bengal Steam Navigation Company played a vital role during the movement. Abul Hussain and Liakat Ali were extremely prominent agitators during the great East India Railway strike of 1906. During the strike, the Muslim locomotive drivers took pledges on the Koran and walked out in their turn in December 1907. The strike went on till the middle of February and was only broken with the help of European drivers loaned from the army.

After the First World War, when the era of mass politics was inaugurated in India, Muslims were not at all lacking in participation. The resolution for complete independence (Poorna Swaraj) was first moved at the 1921 Ahmedabad session of the Indian National Congress by Maulana Hasrat Mohanialong with Swami Kumarananda of the Communist Party of India. B.T. Ranadive records in his article India’s Freedom Struggle published in the journal Social Scientist that ‘‘it was Gandhi who led the opposition to it’’. Similarly, in June 1922, a joint session ofthe Khilafat Committee and Jamiat-ul-Ulema held at Lucknow passed a radical resolution that stated, “The best interests of India and the Muslims demand that in the Congress creed the term 'Swaraj' be substituted by the term 'Complete Independence’’. It should be remembered that the Indian National Congress adopted the complete independence resolution only in December 1929.

The nucleus of the Communist Party of India formed in Tashkent in 1920 consisted mainly of Muslim hijratis who left the fold of the foundering Ottoman Caliphate and made socio-economic emancipation of the Indian masses their goal. Therefore, some of the early Muslim communists went against the euphoria of the age and posed difficult and far-sighted questions to the leadership of Congress. Muzaffar Ahmad, fondly known as Kakababu, was one of the most dedicated members of the Communist Party of India, questioned the concept of Hindu-Muslim unity on the grounds that the leaders who forged this alliance erroneously assumed that the interest of the ordinary people could only be expressed in the idiom of religion.

He implicated the leaders of such movements of dividing the people into communal lines and creating a mentality of communal separation (sampradayik bhedbuddhi), despite the call for communal unity, precisely because of the singular premium put on religious identities and leaving other considerations such as their class and relation to the means of production, out of the question. Kakababu also grasped the class question behind the communalisation of politics.

He argued that communalism from above was a double-edged strategy of the ruling and possessing classes aimed at maximising the internal bargaining position of various upper-class factions while weakening the collective bargaining power of the poor, as the latter responded to communal politics only because they faced dispossession and deprivation in the then existing situation.

This latter point makes Kakababu’swarning extremely relevant for today’s India.

Within the Congress, there was no dearth of tall, and in the case of the great Khan Abdul Ghaffar Khan, literally ‘tall’ Muslim leaders. In September 1926, Khan established the Khudai Khitmatgars, an overwhelmingly Pashtun corps whose membership was open to Hindus, Christians, and Sikhs. The members were also called Red Shirts, but unlike the fascist Black Shirts and the Rashtriya Swayamsevak Sangh White Shirts of today, they did not carry a weapon, not even a lathi. They only spread the message of peace, unity, and non-violence.

It was during the salt march that Khan became most proactive. His subsequent arrest led to the killing of two to three hundred Khudai Khitmatgars. The violence led him to adopt the creed of non-violence in toto. On Gandhi’s call, he went to Bardoli, where he linked non-violence to Islam. Maulana Abul Kalam Azad remained one of the chief Muslim leaders of the anti-colonial nationalist movement whilst working within the Congress. At 35, he served as the youngest President of the Indian National Congress in 1923. Along with this, he was made to suffer multiple incarceration terms by the colonial state.Even the revolutionary movement of India is adorned by the figure of Shaheed Ashfaqullah Khan, who gave up his life whilst being a member of the Hindustan Republican Association (HRA) for the cause of India’s freedom.

To conclude, it is impossible to recount the names of hundreds and thousands of Indian Muslims who fought on the streets against the British empire. The patriotic slogan of Jai Hind was popularised by Zain-ul-Abideenalias Abid Hasanwho was a close associate of Netaji Subhash Chandra Bose and an officer of the Indian National Army (INA).

EXPERIENTIAL LEARNING LESSON PLAN FOR ENVIRONMENTAL EDUCATION 𝗟𝗲𝘀𝘀𝗼𝗻 𝗽𝗹𝗮𝗻: 1

EXPERIENTIAL LEARNING LESSON PLAN FOR ENVIRONMENTAL EDUCATION

𝗟𝗲𝘀𝘀𝗼𝗻 𝗽𝗹𝗮𝗻: 1

Name(s) of Faculty Member(s) in the Team: Ms. Noor Ul Huda

Class: IX

Subject: Environmental Education

Unit No.: 10

Chapter No.:

Lesson Name: Our Environment

Duration of the Lesson: 6 hours

❄️CONCEPT(S) COVERED:

1.Plastic Pollution

2.Properties of plastic bags

3.Impact on sea turtles

❄️CURRICULAR GOALS:

• Students will understand the complexity of environmental systems and how human activities impact these systems.

• Students will develop scientific literacy, enabling them to understand and analyze environmental data and research.

• Students will enhance their critical thinking and problem-solving skills by analyzing environmental issues and proposing solutions.

• Students will develop collaboration and teamwork skills by working together on projects and activities.

❄️COMPETENCIES ADDRESSED:

• Critical Thinking

• Problem Solving

• Social and Ethical Competency

❄️BRIEF DESCRIPTION OF THE LESSON CONTEXT, CONTENT (CONCEPT AND PROCESS), AND RESULTANT LEARNING:

1.Plastic Pollution:

Definition: Plastic pollution refers to the accumulation of plastic objects and particles (e.g., plastic bottles, bags, and microbeads) in the Earth's environment that adversely affects wildlife, wildlife habitat, and humans.

Sources: Plastic bags are a significant source of plastic pollution. They are used widely for shopping and packaging, often ending up in landfills, waterways, and oceans.

Properties of Plastic Bags:

Material: Plastic bags are typically made from polyethylene, a petroleum-derived polymer.

Durability: They are lightweight, strong, and resistant to degradation, which makes them persistent in the environment.

Non-biodegradability: Plastic bags do not decompose naturally, leading to long-term pollution.

2.Pathways of Plastic Pollution:

Littering: Improper disposal of plastic bags can lead to litter, which is then carried by wind or water into natural environments.

Ocean Currents: Plastic bags can travel vast distances through ocean currents, contributing to marine debris in remote areas.

3.Impact on Marine Ecosystems:

Marine Debris: Plastic bags contribute to the growing problem of marine debris, affecting all oceanic regions.

Habitat Disruption: Accumulation of plastic debris disrupts marine habitats, affecting the biodiversity and health of the ecosystem.

4.Impact on Sea Turtles:

Ingestion: Sea turtles often mistake plastic bags for jellyfish, a primary food source. Ingesting plastic can cause internal blockages, malnutrition, and death.

Entanglement: Sea turtles can become entangled in plastic bags, leading to restricted movement, injury, or drowning.

Chemical Contamination: Plastics can leach harmful chemicals into the ocean, which can then be ingested by sea turtles and other marine organisms, affecting their health and reproductive success.

5.Conservation Efforts:

Waste Management: Proper waste management practices, including recycling and reducing plastic bag use, are crucial in combating plastic pollution.

Legislation: Many regions have implemented bans or fees on plastic bags to reduce their usage.

Community Actions: Beach clean-ups, public education, and promoting the use of reusable bags are effective community-driven efforts to mitigate plastic pollution.

❄️EXPERIENTIAL LEARNING ACTIVITY/IES USED: Case Study

1.Learning Outcomes:

Students will understand the impact of plastic pollution on animals through case studies, and develop critical thinking and problem-solving skills related to environmental issues.

Students will understand the specific impact of plastic bags on sea turtles, analyze the causes and consequences, and explore potential solutions to this environmental issue.

Students will learn how to use mathematical concepts to understand and analyze data related to plastic pollution.

2.Tools/Material/Resources Needed:

• Whiteboard and markers

• Projector and computer

• Internet access for research

• Case study handouts on sea turtles and plastic bags

• Worksheets for group activity

• Videos on sea turtles and plastic pollution

• Poster-making supplies (paper, markers, etc.)

3.Steps:

Introduction to Plastics and Their Impact on Wildlife:

Introduction:

Start with a brief overview of plastics, including their types and common uses in everyday life.

Show a short video on plastic pollution in oceans and its general environmental effects (e.g., National Geographic's "Plastic or Planet?").

Presentation:

• Share statistics on global plastic waste generation.

• Explain how plastics end up in oceans and other ecosystems using diagrams and real-world examples.

Case Study Introduction:

• Introduce the idea of a case study and its use in examining real-world issues.

• Present the case study of sea turtles and plastic bags, explaining how sea turtles mistake plastic bags for jellyfish, which can lead to ingestion and potential fatal outcomes.

Group Activity Setup:

• Divide students into small groups, assigning each group the case study of sea turtles and plastic bags.

• Hand out case study materials and worksheets.

• Instruct students to read through the case study, answer guided questions, and prepare a presentation of their findings.

Solution Brainstorming:

• Facilitate a brainstorming session where students propose ways to reduce plastic pollution and mitigate its effects on wildlife.

• Record all suggestions on the whiteboard, categorizing them into feasible and long-term solutions.

Poster-Making Activity:

• Provide materials for poster-making.

• Each group will create a poster that summarizes their case study and suggests solutions to plastic pollution.

• Display the posters around the classroom or school to raise awareness.

Value-Based Learning:

• Develop an understanding of environmental issues and the importance of maintaining a healthy ecosystem.

• Promote personal and collective responsibility for environmental stewardship.

• Encourage empathy towards wildlife affected by pollution.

• Foster respect for all living beings and the natural environment.

• Teach sustainable living practices and the significance of reducing plastic use.

❄️MATHEMATICS APPLICATION

• Context: Plastic pollution is a critical environmental issue, and analyzing the annual increase in plastic waste can help predict future trends.

• Problem Statement: In 2020, the world generated about 300 million tons of plastic waste. If this increases by 8 million tons each year, create a linear equation to model this situation and use it to estimate the amount of plastic waste in 2030.

Steps:

Define Variables:

• Let y represent the total amount of plastic waste in millions of tons.

• Let x represent the number of years since 2020.

• Formulate the Linear Equation:

• The initial amount of plastic waste in 2020 (when x=0) is 300 million tons.

• The annual increase in plastic waste is 8 million tons.

• The linear equation is: y = 300 + 8x

Predict Future Plastic Waste:

To find the amount of plastic waste in 2030, calculate x for the year 2030.

x = 2030 - 2020 = 10

Calculate the Prediction:

Substitute x = 10 into the linear equation: y = 300 + 8(10) y = 300 + 80 y = 380

Thus, the predicted amount of plastic waste in 2030 is 380 million tons.

❄️HOMEWORK

Write a reflection essay on what they have learned about plastic pollution and its effects on wildlife, including any personal actions they plan to take to reduce plastic waste.

❄️PRECAUTIONS

Ensure Permissions, Safety, and Supervision:

Secure all necessary parental consent before starting the activities.

Confirm that safety measures are in place, including providing first aid kits and ensuring students are dressed appropriately for the activity, with sun protection if needed.

Make sure there is adequate supervision throughout the activities and that every student has the chance to engage, share their ideas, and participate fully.

❄️ASSESSMENT

Group Activities and Discussions: Evaluate students based on their active participation and contributions during group activities and discussions.

Group Presentations: Assess the quality and clarity of the group's presentations, including their ability to communicate their findings effectively.

Poster-Making Activity: Judge the creativity and accuracy of the posters, including how well they summarize the case study and proposed solutions.

Reflective Essays: Review essays for a demonstrated understanding of the topic and personal engagement with the issue of plastic pollution and its impact on wildlife.