INSERVICE COURSE BOOKLET 2019-20

which are in the possession of Government but not mentioned in the list referred to in sub-rule
(3).

NOTE: - The Government servant shall indicate the relevance of the documents required by him
to be discovered or produced by the Government.

(12) The inquiring authority shall, on receipt of the notice for the discovery or production of
documents, forward the same or copies thereof to the authority in whose custody or possession
the documents are kept, with a requisition for the production of the documents by such date as
may be specified in such requisition :

Provided that the inquiring authority may, for reasons to be recorded by it in writing, refuse to
requisition such of the documents as are, in its opinion, not relevant to the case.

(13) On receipt of the requisition referred to in sub-rule (12), every authority having the
custody or possession of the requisitioned documents shall produce the same before the
inquiring authority:

Provided that if the authority having the custody or possession of the requisitioned documents is
satisfied for reasons to be recorded by it in writing that the production of all or any of such
documents would be against the public interest or security of the State, it shall inform the
inquiring authority accordingly and the inquiring authority shall, on being so informed,
communicate the information to the Government servant and withdraw the requisition made by
it for the production or discovery of such documents.

(14) On the date fixed for the inquiry, the oral and documentary evidence by which the articles
of charge are proposed to be proved shall be produced by or on behalf of the disciplinary
authority. The witnesses shall be examined by or on behalf of the Presenting Officer and may
be cross-examined by or on behalf of the Government servant. The Presenting Officer shall be
entitled to re-examine the witnesses on any points on which they have been cross-examined,
but not on any new matter, without the leave of the inquiring authority. The inquiring authority
may also put such questions to the witnesses as it thinks fit.

(15) If it shall appear necessary before the close of the case on behalf of the disciplinary
authority, the inquiring authority may, in its discretion, allow the Presenting Officer to produce
evidence not included in the list given to the Government servant or may itself call for new
evidence or recall and re-examine any witness and in such case the Government servant shall
be entitled to have, if he demands it, a copy of the list of further evidence proposed to be
produced and an adjournment of the inquiry for three clear days before the production of such
new evidence, exclusive of the day of adjournment and the day to which the inquiry is
adjourned. The inquiring authority shall give the Government servant an opportunity of
inspecting such documents before they are taken on the record. The inquiring authority may
also allow the Government servant to produce new evidence, if it is of the opinion that the
production of such evidence is necessary, in the interests of justice.

NOTE.- New evidence shall not be permitted or called for or any witness shall not be recalled to
fill up any gap in the evidence. Such evidence may be called for only when there is an inherent
lacuna or defect in the evidence which has been produced originally.

(16) When the case for the disciplinary authority is closed, the Government servant shall be
required to state his defence, orally or in writing, as he may prefer. If the defence is made
orally, it shall be recorded and the Government servant shall be required to sign the record. In
either case, a copy of the statement of defence shall be given to the Presenting Officer, if any,
appointed.

 

(17) The evidence on behalf of the Government servant shall then be produced. The
Government servant may examine himself in his own behalf if he so prefers. The witnesses
produced by the Government servant shall then be examined and shall be liable to cross-
examination, re-examination and examination by the inquiring authority according to the
provisions applicable to the witnesses for the disciplinary authority.

(18) The inquiring authority may, after the Government servant closes his case, and shall, if
the Government servant has not examined himself, generally question him on the
circumstances appearing against him in the evidence for the purpose of enabling the
Government servant to explain any circumstances appearing in the evidence against him.

(19) The inquiring authority may, after the completion of the production of evidence, hear the
Presenting Officer, if any, appointed, and the Government servant, or permit them to file written
briefs of their respective case, if they so desire.

(20) If the Government servant to whom a copy of the articles of charge has been delivered,
does not submit the written statement of defence on or before the date specified for the purpose
or does not appear in person before the inquiring authority or otherwise fails or refuses to
comply with the provisions of this rule, the inquiring authority may hold the inquiry ex parte.

(21)(a) Where a disciplinary authority competent to impose any of the penalties specified

in clause (i) to (iv) of rule 11 (but not competent to impose any of the penalties specified in

clauses (v) to (ix) of rule 11), has itself inquired into or caused to be inquired into the articles of

any charge and that authority, having regard to its own findings or having regard to its decision

on any of the findings of any inquiring authority appointed by it, is of the opinion that the

penalties specified in clauses (v) to (ix) of rule 11 should be imposed on the Government

servant, that authority shall forward the records of the inquiry to such disciplinary authority as is

competent to impose the last mentioned penalties.

(b) The disciplinary authority to which the records are so forwarded may act on the evidence
on the record or may, if it is of the opinion that further examination of any of the witnesses is
necessary in the interests of justice, recall the witness and examine, cross-examine and re-
examine the witness and may impose on the Government servant such penalty as it may deem
fit in accordance with these rules.

(22) Whenever any inquiring authority, after having heard and recorded the whole or any part
of the evidence in an inquiry ceases to exercise jurisdiction therein, and is succeeded by
another inquiring authority which has, and which exercises, such jurisdiction, the inquiring
authority so succeeding may act on the evidence so recorded by its predecessor, or partly
recorded by its predecessor and partly recorded by itself:

Provided that if the succeeding inquiring authority is of the opinion that further
examination of any of the witnesses whose evidence has already been recorded is necessary in
the interests of justice, it may recall, examine, cross-examine and re-examine any such
witnesses as hereinbefore provided.

(23)(i) After the conclusion of the inquiry, a report shall be prepared and it shall contain-

(a) The articles of charge and the statement of the imputations of misconduct or
misbehaviour;

(b) The defence of the Government servant in respect of each article of charge;

(c) An assessment of the evidence in respect of each article of charge;

(d) The findings on each article of charge and the reasons therefor.

 

EXPLANATION- If in the opinion of the inquiring authority the proceedings of the inquiry
establish any article of charge different from the original articles of the charge, it may record its
findings on such article of charge:

Provided that the findings on such article of charge shall not be recorded unless the
Government servant has either admitted the facts on which such article of charge is based or
has had a reasonable opportunity of defending himself against such article of charge.

(ii) The inquiring authority, where it is not itself the disciplinary authority, shall forward to the
disciplinary authority the records of inquiry which shall include:-

(a) The report prepared by it under clause (i).

(b) The written statement of defence, if any, submitted by the Government servant;

(c) The oral and documentary evidence produced in the course of the inquiry;

(d) Written briefs, if any, filed by the Presenting Officer or the Government servant or both
during the course of the inquiry; and

(e) The orders, if any, made by the disciplinary authority and the inquiring authority in regard
to the inquiry.

Government of India’s Decision

(2) Guidelines for checking delay in grant of sanction for prosecution: - The Hon'ble
Supreme Court's has expressed its concern over the non-action on the part of competent
authorities in granting sanction for prosecution and had directed that “time – limit of three
months for grant of sanction for prosecuting must be strictly adhered to. However, additional
time of one month is allowed where consultation is required with the Attorney – General or any
Law officer in the AG’S office”.

Inquiry

(7) Time limit under Rule14 (7) is with reference to date of documents by the Inquiring
Authority: Sub-rule (7) thereof envisages that the Government servant shall appear in person
before the inquiring authority on such day and at such time within 10 working days from the
date of receipt by him of the articles of charge and the statement of the imputations of
misconduct and misbehaviour, as the inquiring authority may, by notice in writing, specify, in this
behalf, or within such further time, not exceeding 10 days, as the inquiring authority may allow.

(12-A) Revised Rates of Honorarium and other allowances payable to IO & PO in

Departmental Proceedings and Terms and conditions of grant of Honorarium.

1. The revised rates of honorarium payable in cases of departmental proceedings will be

regulated within the range of rates indicated in the table below:

Particulars/Details Range of Rate per case Recommended
(1) by the Committee and Accepted by the
Government (Rs per case) (2)

1(a) 1(b) Minimum Maximum

Honorarium (i) IO (Serving - Part time) (i) 5, 000 (i) 10, 000

(ii) IO (Retired) (ii) 15, 000 (ii) 75, 000

(iii) PO (Serving - Part time) (iii) 5, 000 (iii) 10, 000

Transport (i) IO (Retired) (i) 15, 000 (i) 40, 000
Allowance

Secretarial (ii) IO (Retired) (i) 30, 000 per case, if no assistance is
Assistance provided by department

 

Note: - IO/PO must submit the inquiry report after completing the inquiry within six
months from the date his appointment as IO to become eligible for payment of
remuneration as indicated above.
2. The grant of Honorarium in the case of serving Government servants who are appointed
as part time Inquiry Officer/ Presenting Officer and retired Governments appointed as Inquiry
Officers will be subject to the following conditions:-

i. The honorarium will normally be regulated under the financial powers delegated to
the Ministries/Departments and taking into account the quantum of work involved in
individual disciplinary cases.
ii. In the case where serving officers are appointed as IO/PO, the controlling
department or the administrative department should make all efforts to relieve the IO/PO
of his normal duties to enable him/her to complete the proceedings expeditiously.
iii. Before the payment is received by Inquiry Officer/Presenting Officer, whether
serving or retired, it will be the responsibility of the IO/PO to ensure that

a. All case records and inquiry report (two ink signed copies) properly
documented and arranged is handed over to the Disciplinary Authority by the
Inquiry Officer/Presenting Officer.
b. The report returns findings on each of the Article of Charge which has been
enquired into and should specifically deal and address each of the procedural
objections, if any, raised by the charged officers as per the extant rules and
instructions.
c. In deciding the exact quantum of honorarium within the indicated range in
the table above, the quantum and nature of work involved, rank of the Inquiry
Officer, the complexity of the case, time taken for completion of the inquiry etc will
have to be kept in view and the decision in this regard of the department
disbursing the honorarium will be final. It may particularly be ensured that the
full amount of honorarium pre decided to be paid as per the slab is not paid
if the inquiry has not been completed within a period of six months. If there
is a delay in completion of the inquiry which is not due to non-cooperation of the
charged officer or due to stay orders, etc., the honorarium should be reduced
50%.
iv. The number of disciplinary cases may be restricted to 10 cases in a year, with not
more than 2 cases at a time for serving Government servants and 20 cases with not
more than 4 cases at a time for retired Government servants.

New Guideline

OFFICE MEMORANDUM 7.01.2016

Subject: - Procedure for empanelment of retired officers as the Inquiry Officers

for conducting Departmental Inquiries- reg.

The undersigned is directed to state that the issue of utilizing the services of
retired officers for conducting departmental inquiries had been under consideration of
the Department. It has now been decided that panels of retired officers from the
Ministries/Departments under Government of India and PSUs would be created and
maintained by the respective Cadre Controlling Authorities for conducting Departmental
Inquiries against the delinquent officials.

 

2. Procedure for empanelment of retired officers as the Inquiry Officers -
Panels of retired officers not below the rank of Deputy Secretary in Central Government
and equivalent officer in the State Governments/PSUs to be appointed as the Inquiry
Officer for the purpose of conducting departmental inquiries would be maintained
level/rank wise and place-specific by each cadre controlling authority where its offices
are located.

3. Validity of the panel - The panel of the retired officers created for the purpose of
appointing Inquiry Officers for conducting departmental inquiry will be valid for a period
of three years. The respective Cadre Controlling Authority will ensure that a panel of
retired Inquiry Officers is available with them.

4. Following are the eligibility conditions for appointment of willing retired officers as
the Inquiry Officers to conduct departmental inquiries:-
(i) The retired officers willing to serve as the Inquiry Officer should not be more than
65 years of age as on the 1st April of the year of his/her empanelment.
(ii) He/she should be in sound health - both physically and mentally.
(iii) He/she should not be an accused officer in any pending inquiry and should be of
impeccable integrity.

5. The respective Cadre Controlling Authority will immediately take necessary action
for inviting applications from willing and eligible retired officers to serve as the Inquiry
Officer for conducting departmental inquiry. In this regard, a format for inviting
applications is annexed.

7. The number of disciplinary cases assigned to an Inquiry Officer may be
restricted to 20 cases in a year, with not more than 4 cases at a time.

Particulars/Details Rate per case (in Rupees)

Items Time taken to Dy Joint Secretary
Category complete the Secretary and above
/ Director
inquiry proceedings

'I' Within 45 days Rs. 60000 Rs.75000

Honorarium `II' Within 90 days Rs. 40000 Rs. 50000

`III' Beyond 90 days Rs. 30000 Rs. 40000

Transport Allowance Rs.40000/- per case.

Secretarial Assistance Rs.30000 per case if no secretarial assistance is
provided by the Ministry/Department concerned

8. Terms and conditions for appointment of retired officers as the Inquiry Officer.
The designated Inquiry Officer shall require to give an undertaking as follows:-

 

12. The Inquiry Officer shall submit the inquiry report after completing the inquiry
within ninety days from the date of his/her appointment as the Inquiry Officer.
Extension of time beyond ninety days can be granted only by the Disciplinary Authority.

13. The rates of honorarium and other allowances payable to the Inquiry Officer will
be as under:-
Payment will be made to the Inquiry Officer only when the report is accepted by the
Disciplinary Authority. In case it is not possible to proceed with the matter due to stay by
courts etc., the Inquiry Officer may be discharged from his/her duties and payment of
honorarium and other allowances will be made on pro rata basis.

14. Before the payment is received by the Inquiry Officer, it will be his/her
responsibility to ensure that:-
(a) All case records and inquiry report (two ink signed copies) properly documented
and arranged is handed over to the Disciplinary Authority.
(b) The report returns findings on each of the Articles of Charge which has been
enquired into should specifically deal and addresses each of the procedural objections, if
any, raised by the charged officers as per the extant rules and instructions.

(K.Srinivasan)
Under Secretary to the Government of India

(15-A) Guidelines for monitoring and expeditious disposal of the
disciplinary proceeding cases: -

Instructions have been issued in the past for expeditious disposal of disciplinary
proceedings against delinquent government servants. However, it has been observed
that disciplinary proceedings are generally taking a long time which defeats the very
purpose of initiating the said proceedings. Therefore, it has been considered necessary
to issue the following guidelines for monitoring and expeditious disposal of disciplinary
proceedings:-

(i) There are a number of instances where the Courts have set aside the order of
penalty due to inordinate delay in initiating action. Therefore, it has to be
ensured that disciplinary proceedings are initiated without undue delay.

(ii) The Administrative Department/Competent Authority should study the
allegations more carefully and resort to minor penalty proceedings instead of
initiating major penalty proceedings, where the circumstances involve minor
infringements or cases of procedural irregularities. It has to be kept in mind that
a minor penalty swiftly but judiciously imposed by a Disciplinary Authority is
much more effective than a major penalty imposed after years spent on a
protracted enquiry.

(iii) There is undue delay due to repeated requests of the charged officer for time
to give his written statement in reply to the charge sheet. As per existing
instructions, the charged officer is allowed 10 days to submit his written
statement. The charged officer may be allowed 3 — 4 days absence by the

 

Controlling Officer for preparing his written statement in which case, no
extension of time should be allowed beyond the stipulated period of 10
days.
(iv) If vigilance angle is involved in a complaint, the case should be referred to
CVC for their 1st stage advice within one month from the date of receipt of
investigation report. If vigilance angle is not involved, case should be put up to
the disciplinary authority for taking decision to initiate disciplinary action for
major or minor penalty against delinquent officer under CCS(CCA) Rules
within one month from the date of receipt of investigation report.
(v) After receipt of first stage advice of CVC, the case should be put up to the
disciplinary authority for taking decision to initiate disciplinary action for major
or minor penalty against delinquent officer under CCS(CCA) Rules within one
month from the date of receipt of 1st stage advice of CVC.
(vi) The charge sheet should be issued to the charged officer within a week from
the date of receipt of decision of the disciplinary authority to initiate major or
minor penalty proceedings against him. In any case, it should be ensured
that the charge sheet is issued within one month from the date of receipt
of the 1st stage advice of CVC.
(vii) Simultaneously with the issuance of charge sheet, names of suitable officer to
be appointed as IO & PO may be selected tentatively. If the charged officer, in
his written statement of defence, denies the charges leveled against him,
orders regarding appointment of IO & PO should be issued immediately after
receipt and consideration of defence statement. Copies of all the relevant
papers/documents should also be provided to IO/PO along with the order.
(viii) The charge sheet should be drafted with utmost accuracy and precision based
on the facts revealed during the investigation or otherwise and the misconduct
involved. It should be ensured that no relevant material is left out and at the
same time no irrelevant material or witnesses are included.
(ix) As far as possible, copies of all the documents relied upon and the statements
of witnesses cited on behalf of the Disciplinary Authority should be supplied to
the Government servant along with the charge sheet, so that the time taken by
the charged officer to submit his written statement of defense is reduced
(x) IO should submit his report within six months from the date of receipt of
order of his appointment as IO. Where it is not possible to adhere to this time
limit, the IO should submit reasons for delay to the disciplinary authority in
writing.
(xi) A copy of the inquiry report and also disagreement of the disciplinary authority,
if any, on it should be provided to the Charged Officer within 15 days from the
date of receipt of Inquiry Report along with reasons for disagreement of the
Disciplinary Authority with IO's findings, if any. The Charged Officer may be
allowed 15 days to submit, if he so desires, his written representation or
submission to the disciplinary authority irrespective of whether the
report is favorable or not to the government servant.

 

(xii) After the receipt of the representation of charged officer on Inquiry Report, the
case may be sent to CVC, wherever required, for their second stage advice, or
to UPSC for their advice, as the case may be, within one month.

(xiii) Penalty order should be issued within a month from the date of advice of
UPSC.

(xiv) The time-limits indicated above should be strictly adhered to. The CVO
concerned would be directly responsible to adhere to these time limits.

(xv) Each Ministry/Department may keep ready a panel of IO/P0 from their retired
government officers which may ,be used when no serving government servant
is available for appointment of IO/PO. The services of I0s/POs who would be
available on the panel maintained by CVC may also be utilized in consultation
with CVC.

(xvi) In some Departments a large number of oral inquiries are pending. In order to
expedite completion of inquiries within a specified time limit, some officers on a
full time basis may be earmarked by the concerned Department to act as
IO/PO.

(xvii) In order to ensure expeditious disposal of disciplinary proceedings, vide
DoP&T's OM No.372/19/2011-AVD-III) (Pt.1) dated 26.09.2011, the second
stage consultation with CVC in disciplinary matters has been dispensed with
except in those cases where consultation with UPSC is not required as per
extant rules/instructions. This may be followed. Since there will be only one
consultation after receipt of IO's report (either with CVC or the UPSC, as the
case may be), it is expected that the new procedure would substantially reduce
the time taken in finalizing disciplinary proceedings after receipt of the 10's
report.

(xviii) Wherever a Departmental officer is appointed as the IO in Departmental
Proceedings, the officer concerned may be relieved from his normal
duties for a period up to 20 days in two spells during which he should
complete the inquiry and submit the report. During this period so
allowed, he will attend to the inquiry on full time basis. These time spells
may depend on the need and the feasibility of conducting full-time hearings on
a day to day basis.

Defence Assistants

(18) Ceiling raised to seven cases for retired Government servants
appearing as Defence Assistants: - The retired Government servant concerned
should not act as Defence Assistance in more than seven cases at a time.

(40) Committee’s Report on conclusion of major penalty proceedings within a
period of 18 months: It has been decided that all Ministries/Departments shall ensure
that all major penalty proceedings against Government servants under their control are
completed and final orders are passed by the concerned Disciplinary Authority within 18
months from the date of delivery of charge-sheet on the delinquent Government servant.

 

15. Action on inquiry report

(1) The disciplinary authority, if it is not itself the inquiring authority may, for reasons to be
recorded by it in writing, remit the case to the inquiring authority for further inquiry and report
and the inquiring authority shall thereupon proceed to hold the further inquiry according to the
provisions of Rule 14, as far as may be.

(2) The disciplinary authority shall forward or cause to be forwarded a copy of the report of
the inquiry, if any, held by the disciplinary authority or where the disciplinary authority is not the
inquiring authority, a copy of the report of the inquiring authority together with its own tentative
reasons for disagreement, if any, with the findings of inquiring authority on any article of charge
to the Government servant who shall be required to submit, if he so desires, his written
representation or submission to the disciplinary authority within fifteen days, irrespective of
whether the report is favourable or not to the Government servant.

(2A) The disciplinary authority shall consider the representation, if any, submitted by the
Government servant and record its findings before proceeding further in the matter as specified
in sub-rules (3) and (4).

(3) If the disciplinary authority having regard to its findings on all or any of the articles of
charge is of the opinion that any of the penalties specified in clauses (i) to (iv) of rule 11 should
be imposed on the Government servant, it shall, notwithstanding anything contained in rule 16,
make an order imposing such penalty:

Provided that in every case where it is necessary to consult the Commission, the record of the
inquiry shall be forwarded by the disciplinary authority to the Commission for its advice and
such advice shall be taken into consideration before making any order imposing any penalty on
the Government servant.

(4) If the disciplinary authority having regard to its findings on all or any of the articles of
charge and on the basis of the evidence adduced during the inquiry is of the opinion that any of
the penalties specified in clauses (v) to (ix) of rule 11 should be imposed on the Government
servant, it shall make an order imposing such penalty and it shall not be necessary to give the
Government servant any opportunity of making representation on the penalty proposed to be
imposed:

Provided that in every case where it is necessary to consult the Commission, the record of the
inquiry shall be forwarded by the disciplinary authority to the Commission for its advice and
such advice shall be taken into consideration before making an order imposing any such
penalty on the Government servant.

Government of India’s Decision

(2) Supply of copy of inquiry report to the accused Government servant before final orders
are passed by the disciplinary authority: it has been prescribed that in all cases, where an inquiry
has been held in accordance with the provisions of Rule 14 of the CCS ( CCA) Rules, the Disciplinary
Authority, if it is different from the Inquiry Authority, shall before making final order in the case, copy of
the inquiry report to the accused Government servant requiring him to submit within 15 days, his
representation, if any, on the report of the Inquiring Authority.

(8) Time – limit for passing final orders on the inquiry report: - It should normally be
possible for the Disciplinary Authority to take final decision on the inquiry report within three
months at the most.

 

(9) Final orders should be passed within three months.

16. Procedure for imposing minor penalties

(1) Subject to the provisions of sub-rule (3) of rule 15, no order imposing on a Government
servant any of the penalties specified in clause (i) to (iv) of rule 11 shall be made except
after-

(a) informing the Government servant in writing of the proposal to take action against him
and of the imputations of misconduct or misbehaviour on which it is proposed to be
taken, and giving him reasonable opportunity of making such representation as he may
wish to make against the proposal;

(b) holding an inquiry in the manner laid down in sub-rules (3) to (23) of rule 14, in every
case in which the disciplinary authority is of the opinion that such inquiry is necessary;

(c) taking the representation, if any, submitted by the Government servant under clause (a)
and the record of inquiry, if any, held under clause (b) into consideration;

(d) recording a finding on each imputation or misconduct or misbehaviour; and

(e) consulting the Commission where such consultation is necessary.

(1-A) Notwithstanding anything contained in clause (b) of sub-rule (1), if in a case it is
proposed after considering the representation, if any, made by the Government servant
under clause (a) of that sub-rule, to withhold increments of pay and such withholding of
increments is likely to affect adversely the amount of pension payable to the Government
servant or to withhold increments of pay for a period exceeding three years or to withhold
increments of pay with cumulative effect for any period, an inquiry shall be held in the
manner laid down in sub-rules (3) to (23) of Rule 14, before making any order imposing
on the Government servant any such penalty.

(2) The record of the proceedings in such cases shall include-

(i) a copy of the intimation to the Government servant of the proposal to take action
against him;

(ii) a copy of the statement of imputations of misconduct or misbehaviour delivered to him;

(iii) his representation, if any;

(iv) the evidence produced during the inquiry;

(v) the advice of the Commission, if any;

(vi) the findings on each imputation of misconduct or misbehaviour; and

(vii) the orders on the case together with the reasons therefor.

17. Communication of Orders

Orders made by the disciplinary authority shall be communicated to the Government servant
who shall also be supplied with a copy of its finding on each article of charge, or where the
disciplinary authority is not the inquiring authority, a statement of the findings of the disciplinary
authority together with brief reasons for its disagreement, if any, with the findings of the inquiring
authority and also a copy of the advice, if any, given by the Commission, and where the
disciplinary authority has not accepted the advice of the Commission, a brief statement of the
reasons for such non-acceptance.

18 Common Proceedings

 

(1) Where two or more Government servants are concerned in any case, the President or
any other authority competent to impose the penalty of dismissal from service on all such
Government servants may make an order directing that disciplinary action against all of them
may be taken in a common proceeding.
NOTE- If the authorities competent to impose the penalty of dismissal on such Government
servants are different, an order for taking disciplinary action in a common proceeding may be
made by the highest of such authorities with the consent of the others.
(2) Subject to the provisions of sub-rule (4) of rule 12, any such order shall specify-
(i) The authority which may function as the disciplinary authority for the purpose of such

common proceeding;
(ii) The penalties specified in rule 11 which such disciplinary authority shall be competent to

impose;
(iii) Whether the procedure laid down in rule 14 and rule 15 or rule 16 shall be followed in the

proceeding.

19. Special procedure in certain cases

Notwithstanding anything contained in rule 14 to rule 18-
(i) Where any penalty is imposed on a Government servant on the ground of conduct which

has led to his conviction on a criminal charge, or
(ii) where the disciplinary authority is satisfied for reasons to be recorded by it in writing that

it is not reasonably practicable to hold an inquiry in the manner provided in these rules,
or
(iii) Where the President is satisfied that in the interest of the security of the State, it is not
expedient to hold any inquiry in the manner provided in these rules,
The disciplinary authority may consider the circumstances of the case and make such orders
thereon as it deems fit:
Provided that the Government servant may be given an opportunity of making representation on
the penalty proposed to be imposed before any order is made in a case under clause (i):
Provided further that the Commission shall be consulted, where such consultation is necessary,
before any orders are made in any case under this rule.

20. Provisions regarding officers lent to State Governments, etc.

21. Provisions regarding officers borrowed from State Governments, etc.

PART VII: APPEALS

22. Orders against which no appeal lies

Notwithstanding anything contained in this Part, no appeal shall lie against-
(i) any order made by the President;
(ii) any order of an interlocutory nature or of the nature of a step-in-aid of the final disposal of

a disciplinary proceeding, other than an order of suspension;
(iii) any order passed by an inquiring authority in the course of an inquiry under Rule 14.

23. Orders against which appeal lies

 

Subject to the provisions of rule 22, a Government servant may prefer an appeal against all or
any of the following orders, namely:-
(i) an order of suspension made or deemed to have been made under rule 10;
(ii) an order imposing any of the penalties specified in rule 11, whether made by the

disciplinary authority or by any appellate or revising authority;
(iii) an order enhancing any penalty, imposed under rule 11;
(iv) an order which-
(a) denies or varies to his disadvantage his pay, allowances, pension or other conditions of

service as regulated by rules or by agreement; or
(b) interprets to his disadvantage the provisions of any such rule or agreement;
(v) an order-
(a) stopping him at the efficiency bar in the time-scale of pay on the ground of his unfitness to

cross the bar;
(b) reverting him while officiating in a higher service, grade or post, to a lower service, grade

or post, otherwise than as a penalty;
(c) reducing or withholding the pension or denying the maximum pension admissible to him

under the rules;
(d) determining the subsistence and other allowances to be paid to him for the period of

suspension or for the period during which he is deemed to be under suspension or for
any portion thereof;
(e) determining his pay and allowances-
(i) for the period of suspension, or
(ii) for the period from the date of his dismissal, removal or compulsory retirement from
service, or from the date of his reduction to a lower service, grade, post, time-scale or
stage in a time-scale of pay, to the date of his reinstatement or restoration to his service,
grade or post; or
(f) determining whether or not the period from the date of his suspension or from the date of
his dismissal, removal, compulsory retirement or reduction to a lower service, grade,
post, time-scale of pay or stage in a time-scale of pay to the date of his reinstatement or
restoration to his service, grade or post shall be treated as a period spent on duty for any
purpose.
EXPLANATION- In this rule-
(i) the expression 'Government servant' includes a person who has ceased to be in
Government service;
(ii) the expression 'pension' includes additional pension, gratuity and any other retirement
benefits.

24. Appellate Authority:

25. Period of Limitation of appeals

No appeal preferred under this part shall be entertained unless such appeal is preferred
within a period of forty-five days from the date on which a copy of the order appealed
against is delivered to the appellant:

 

Provided that the appellate authority may entertain the appeal after the expiry of
the above period, if it is satisfied that the appellant had sufficient cause for not preferring
the appeal in time.

26. Form and contents of appeal

(1) Every person preferring an appeal shall do so separately and in his own name.

(2) The appeal shall be presented to the authority to whom the appeal lies, a copy
being forwarded by the appellant to the authority which made the order appealed
against. It shall contain all material statements and arguments on which the appellant
relies, shall not contain any disrespectful or improper language, and shall be complete in
itself.

(3) The authority which made the order appealed against shall, on receipt of a copy of
the appeal, forward the same with its comments thereon together with the relevant
records to the appellate authority without any avoidable delay, and without waiting for
any direction from the appellate authority.

Government of India’s Decision

(3) Time – limit for forwarding appeals: - Punishing Authorities are directed to
forward the appeals to the Appellate Authorities promptly within I period of 45 days from
the date of the receipt of the appeal. Similarly, the review petitions addressed to Member
(A), P. & T. Board and petitions and memorials addressed to the President should be
forwarded to the proper authorities within a period of 60 days of their receipt.

27. Consideration of appeal

Government of India’s Decision

(1) Time – limit for disposal of appeals: only one month

28. Implementation of orders in appeal

The authority which made the order appealed against shall give effect to the orders passed by
the appellate authority.

PART VIII: REVISION AND REVIEW

29. Revision

(1) Notwithstanding anything contained in these rules-

(i) the President; or

(ii) the Comptroller and Auditor-General, in the case of a Government servant serving in the
Indian Audit and Accounts Department; or

(iii) the Member (Personnel) Postal Services Board in the case of a Government servant
serving in or under the Postal Services Board and Adviser (Human Resources
Development), Department of Telecommunications in the case of a Government servant
serving in or under the Telecommunications Board; or

(iv) the Head of a Department directly under the Central Government, in the case of a
Government servant serving in a department or office (not being the Secretariat or the
Posts and Telegraphs Board), under the control of such Head of a Department; or

(v) The appellate authority, within six months of the date of the order proposed to be
revised or

 

(vi) any other authority specified in this behalf by the President by a general or special
order, and within such time as may be prescribed in such general or special order;

One looks back with appreciation to the brilliant teachers,
but with gratitude to those who touched our human
feelings. The curriculum is so much necessary raw

material, but warmth is a vital element for the growing
plant and for the soul of the child.

- Carl Jung

िनम) Phoneme) 

सुनीता जोशी  
िशि त ातक िशि का  
के ीय िव ालय टैगोर गाडन  

िनम) Phoneme) भाषा अथवा बोली म, उ ा रत िन की लघू म इकाई है।

इसके िलए िन ाम,  न ाम आिद श ों का भी योग होता है।  

अं ेजी म िनम के िलए Phoneme) फोनीम( श का योग िकया जाता है।

Phoneme के िलए यु होने वाला‘ िनम ’श ‘ िन ाम ’की अपे ा कहीं

अिधक नया है।  

मुख िब दु 

िनम उ ा रत भाषा की ऐसी लघू म इकाई है, िजससे दो िनयों का अ र

होता है। इस कार यह भी है िक िनम का स िन से है।  

िन-प रवतन से सदा अथ-प रवतन नहीं होता, जब िक िनम-प रवतन से अथ-

प रवतन िनि त है।

 

िकसी भी भाषा की मूलभूत िनयाँ लगभग प ह से पचास तक होती ह।  

इ ीं िनयों के िनधारण पर िनम का िनधारण होता है।  

 

िनम ही वह मा म है िजससे िनयों के म अ र दिशत होता है। य, र, ल, व्

िभ -िभ िनम ह। अतः इनम िभ ता है।  

 

 

‘दान'  तथा‘ मान ‘श के अथा र का आधार‘ द ’तथा‘ म ’ िनम की िभ ता
ही है। इ ीं साथक िनयों को िन िव ान म िनम कहते ह ।  
 

एक ही िन का जब हम दो या दो से अिधक बार उ ारण करते ह तो उनम

ाभािवक प से सू अ र होता है |  
 
यथा -मान,  ान, दानी, मनुज, दीनू, दाने, खानो आिद श ों की िविभ ‘ न ’ िनयों म
सू िभ ता है।  

िनक प से यिद इनम िभ ता है, तो उ ारण के थान,  य तथा कारण आिद

िन वग करण के आधारों पर इनम पया समानता ही िनम की अवधारणा का

मुख आधार है। 

िवशेषताएँ  

िनम िविभ समान िनयों का ितिनिध करता है। यिद एक िन का एक से

अिधक या अनेक तरह से उ ारण िकया जाए, तो उसके िलए एक ही िनम होगा; 

यथा -'क'  िन को दस बोले या एक ही दस बार बोले तो इसके दस

प होगं े, िक ु इन दसों िन- पों के िलए एक ही िनम होगा। 

िनम अथ-भेदक इकाई है; यथा -तन और मन श ों म अथ-िभ ता त और म

िनमों की िभ ता के कारण है। 

िनम उ ा रत भाषा से स त है। िल खत भाषा से इसका स नहीं होता।

िल खत भाषा म इसी कार की इकाई ले खम होती है। िह ी म क एक िनम है

िजसके िलये अं ेजी म कई ले खमों का योग होता है; यथा -C > कै मल) camel) K 

> काइट) kite) > के मे ी) chemistry), Que > चैक) cheque) ck > बैक) Back) 

आिद। 

  

ेक भाषा के अपने िनम होते ह, जो अ िकसी भी भाषा के िनम से िभ

होते ह। अथात् िनम भाषा िवशेष पर आधा रत होते ह; यथा - प, फ िह ी के

िनम ह, जब िक अ भाषा म ये िनयाँ भी हो सकती ह जब कोई अपनी

भाषा के िनमों से िभ िकसी अ भाषा के िनमों का योग करता है, तो उनके

उ ारण म किठनाई आती है। ऐसे समय वह न िनमों की िभ ता के आधार पर

िविभ भाषा-भािषयों की पहचान स व है यिद िह ी म 'जल' है तो बंगला म 'जॉल'। 
ेक भाषा के िनमों की सं ा िभ होती है। 

यिद कोई िन एक बार िनि त हो जाए िक िनम है, तो वह सदा ेक थित म
िनम होगी।  

 

उपयोिगता 

.1 िनम ान से भाषा के शु उ ारण म सरलता होती है। िनम के मा म से
ही िकसी भाषा की मूल िनयों का ान होता है। इस कार भाषा-िश ण म िनम

ान का िवशेष मह है। 

.2 िनम उ रत भाषा से स त है। इनके मा म से भाषा की िनयों की
सं ा का िनय ण होता है। इस कार के िनय ण से भाषा उ ारण म समुिचत

व था बनी रहती है। िनम व था से नई िनयों के आगम पर उनका सीखना

स व और सरल होता है। 
.3 िनम भाषा की अथ भेदक इकाई है। भाषा की अ इकाइयाँ - श , पद, 
वा आिद का ान तब तक स व नहीं होता जब तक िनम का ान न हो, 

ोिं क भाषा की परवत वृह र इकाइयाँ िनम पर आधा रत ह। 

.4िलिप-िनमाण म िनम की मह पूण भूिमका होती है। िकसी भाषा के िनमों
के िन यन के प ात् ही िलिप का िनमाण होता है। इस कार िनम को िलिप का

मूलाधार कह सकते ह। 

.5आदश िलिप का िन य ही िनम के मा म से होता है। िजस िलिप म एक

िनम के िलए एक िलिप िच हो, उसे आदश िलिप कहते ह। 
6 िनम के मा म से ही अ रा ीय िलिप) I.N.P.A) का प सामने आया है। सभी

भाषाओं के िविभ िनमों के िलए इसम समुिचत प से एक-एक िच की

व था होती है। इस कार भाषा के शु उ ारण, आदश िलिप और अ ररा ीय
िलिप िनमाण आिद म िनम की मह पूण भूिमका होती है। 

िनमों का वग करण 

खंडात्मक :  

खंडात्मक िनम वे िनम ह िजनका एक िनि त अविध म उच्चारण होता है तथा

जो अनु म म युक् त होते ह। इनके मु त :दो भेद िकए गए ह–  
र 
ंजन 

र : र वे भािषक िनयाँ ह िजनके उ ारण के समय मुख िववर से श्वास

के माग म कोई कावट नहीं होती है। रों का उ ारण तं प से िकया जाता

है। िहंदी म अं ेजी से आगत‘ ऑ ’सिहत 11 र माने जाते ह–  
अआऑइईउऊएऐओऔ 

 

कु छ िहंदी वैयाकरणों ारा‘ ऋ ’को भी िहंदी म र के अंतगत रखा जाता है, िकं तु

यिद उ ारण की ि से देखा जाए तो आज यह र के प उ रत होने के

बजाए‘ र ’के प म उ रत होता है। 

ंजन : ंजन वे भािषक िनयाँ ह िजनके उ ारण म मुख िववर म िवकार

उ होता है। अथात इनके उ ारण म मुख िववर म वायु वाह को कही-ं न-कहीं

से बािधत िकया जाता है। ाय : ंजनों का तं प से उ ारण नहीं िकया जाता।

कोई भी ंजन िकसी-न-िकसी र के साथ जुड़कर ही उ रत होता है। 

िहंदी म िन िल खत ंजन ह–  

कखगघड .क़ ख़ ग़ 
चछजझञ  
टठडढण ड़ ढ़ 

त थ द ध न  फ़ 

पफबभम ज़ 

य र ल व 

शषसह

नोट : ान द िक िहंदी वणमाला म पाए जाने वाले‘ ,  ,  ’संयु वण ह, जो
दो िनमों के िमलने से बने ह,  
जैसे - = क् + ष,  

= त् + र,  
= ज् + ञ।  

अतः िहंदी ंजनों की सूची म इ थान नहीं िदया जा सकता है। िल खत प

अलग होने के कारण इ वणमाला म रखा जाता है। 

अिधखंडात्मक 

िनमों का भाषा वहार म योग करते समय उनके साथ कु छ ऐसे भािषक त

भी आ जाते ह जो यं‘ न ’या‘ िन ’नहीं होते, िकं तु श या वा पर

उनका भाव िदखाई पड़ता है। ऐसे भािषक अिभल णों को‘ अिधखंडात्मक

अिभल ण ’या‘ स्वनगुिणक अिभल ण ’कहा जाता है।  

भाषा वहार म ये अिभल ण श ों और वा ों के साथ जुड़कर आते ह और

अिभ को भािवत करते ह या अिभ के अथ को प रवितत कर देते ह।

इस कार के कु छ मुख अिधखंडात्मक अिभल ण िन िल खत ह–  
मा ा) Length) : 

 

िकसी न के उ ारण म लगने वाली समयाविध को‘ मा ा ’कहते ह। कु छ नों
के उ ारण म कम समय लगता है और कु छ के उ ारण म अपे ाकृ त अिधक। इस

ि से भारतीय वैयाकरणों ारा मा ा के तीन र बताए गए ह–  
)क ( : यह िकसी न म उ ारण म लगने वाले समय की कम मा ा है, जैसे
–अ, इ, उ आिद। 

)ख (दीघ :यह िकसी न म उ ारण म लगने वाले समय की अपे ाकृ त अिधक

मा ा है, जैसे – आ, ई, ऊ आिद। 

)ग ( ुत : यह िकसी न म उ ारण म लगने वाले समय की ब त अिधक मा ा

है। सं ृ त के ‘ ओउम् ’का‘ ओउ ’इसका सव म उदाहरण है। िहंदी म कोई ुत

न नहीं है। 
बलाघात) Stress)  

भाषा वहार म िकसी‘ अ र ’पर कम या अिधक बल देने की अव था बलाघात
है। सामा त :बलाघात िकसी न िवशेष पर न होकर अ र पर ही होता है। िजस
अ र पर अिधक बलाघात होता है उसका र उ होता है। बलाघात के कम या

अिधक होने के कारण श ों के अथ बदल जाते ह।  
वा र पर भी उ ारण म िकसी श -िवशेष पर बल िदया जाता है, जैसे -

‘मोहन घर जाओ। ’वा म यिद‘ घर ’श पर बल िदया गया है तो इसका अथ

आ िक‘ घर ’ही जाओ, कहीं और नही।ं  

संिहता 

श अथवा वा के उ ारण म दो अ रों के बीच सीमा को करने वाली

इकाई‘ संिहता ’है। यिद यह सीमा न हो तो अथबोध भािवत होता है और

कई बार तो अथ का अनथ होने की संभावना बनी रहती है, जैसे–  

)क) (मने (यह दवाई पी ली है। à यह दवाई पीली है। 

)ख (लड्डू बंद रखा गया। à लड्डू बंदर खा गया। 

)ग (उसे रोको मत, जाने दो। à उसे रोको, मत जाने दो। 

इनम अ र के सीमांकन और िवराम के कारण अथ पूणत :प रवितत हो जा रहा है।

लेखन म यह अंतर समझ म आ जाता है,  ोिं क दो श ों के बीच खाली थान

)blank space) होता है, परं तु उ ारण म हम लगातार बोलते ह। इसिलए ोता का

म संभािवत िवरामो)ं potential pauses) के आधार पर दो श ों को अलगाता

है। 

Teaching Mathematics

Avdhesh Kumar Lawania
PRT KV JNU NCERT 

 

Mathematics is essential due to its wide ranging applications in day to day life. It helps in
cultivating thinking and reasoning skills. Side by side this subject strengthens the intellectual
underpinnings of social interactions. Also contributes in the development of precision, analytical
thinking and aesthetic sense. Maths plays immensely important role in the development of
discipline and quantification of ideas.

Objectives

 Develop an understanding of the number concepts.
 Develop understanding of four fundamental operations addition, subtraction,

multiplication and division to perform with speed and accuracy in solving problems in
every day life.

 Develop understanding of measures such as length, mass, capacity, time, money, area

and volume etc. and use them in situations arising in immediate environment.

 Develop scientific temperament.
 Develop understanding and appreciation shapes and their characters.
 Develop power of interpretation and representation of given information.
 Develop and exhibit creativity.
 Develop power of reasoning.
Areas of Learning

 Number and Numeration.
 Four fundamental operations
 Measures
 Geometrical Shapes
 Pictorial Representation of data.
Teaching- Learning Strategies

 Ensuring readiness for learning mathematics.
 Planning and sequencing experience to suit the process of learning.
 Relating new learning to learner’s previous learning.
 Active involvement and participation of students in the learning process.
 Providing opportunities for Spiral Learning.
 Providing opportunities for peer group learning.
 Adopting learner centered activities.
 Developing a democratic and joyful learning environment.

KENDRIYA VIDYALAYA SANGATHAN
CODE OF CONDUCT

Ms. Sabira Shori, Course Diresctor
Principal, KV Paschim Vihar

Article 59. For Teachers:-
The provisions of the CCS (Conduct) Rules, 1964 shall apply mutatis mutandis to all the

employees of the Kendriya Vidyalaya Sangathan. In addition to this, the following code of
conduct shall also be applicable to teachers. Violation of these shall make an employee liable
for action under the CCS (CCA) Rules, 1965.

1. Every teacher shall, by precept and example, instill in the minds of the pupil, entrusted to
his care, love for the motherland.

2. Every teacher shall, by precept and example, inculcate in the minds of his pupils respect
for law and order.

3. Every teacher shall organize and promote all school activities which foster a feeling of
universal brotherhood amongst the pupils.

 

4. Every teacher shall, by precept and example, promote tolerance for all religions amongst
his pupils.

5. No teacher shall be a member of any political party or carry on activities either openly or
in camera in support of any such party. He shall also not have any association with either
any political party or any organization which has been declared by the Sangathan to be
carrying out its activities against the aims, objects and functions of Kendriya Vidyalayas.

6. The teacher shall always be on the alert to see that his pupils do not take active part in
politics.

7. No teacher shall be a member of the State or Central Legislature. He shall resign his job
before contesting for elections as a candidate.

8. Every teacher shall take a stand against unhealthy and bad customs and practices in
modern society and must strive his best to instill in the minds of his pupils the principles
of co- operation and social service.

9. Every teacher shall co-operate with and secure the co-operation of other persons in all
activities which aim at the improvement of the moral, mental and physical well-being of
pupils.

10. Every teacher shall be strictly impartial in his relations with all his pupils. He shall be
sympathetic and helpful particularly to the slow learners.

11. Every teacher shall be a learner throughout his life not only to enrich his own knowledge,
but also of those who are placed in his care. He shall plan out his work on approved lines
and do it methodically and vigilantly, eschewing all extraneous considerations. 64

12. Every teacher shall regard each individual pupil as capable of unique development and
of taking his due place in the society, and help him to be creative as well as co-operative.

13. Every teacher shall be temperate and sober in his habits. He shall scrupulously avoid
smoking, chewing of betel leaves and such other undesirable habits in the presence of
students and within the precincts of the Vidyalaya.

14. Every teacher shall have an exemplary moral character. His dealing with the members of
the opposite sex in the Vidyalaya or outside, shall not be such as would cause reflection
on his character or bring discredit to the Vidyalaya.

15. Every teacher shall take pride in his calling and try to promote the dignity and solidarity of
his profession.

16. Every teacher shall be an advocate of freedom of thought and expression and the
development of scientific temper in himself and his students.

17. No teacher shall indulge in or encourage any form of malpractice connected with
examinations or other school activities.

18. Confidential matters relating to the institution and the Department shall not be divulged
by any teacher.

19. No teacher shall undertake private tuition or private employment or otherwise engage
himself in any business.

20. Every teacher shall be clean and trim. He shall not be casual and informal, while on duty.
His dress shall be neat and dignified. He shall on no account be dressed so as to
become an object of excitement or ridicule or pity at the hands of students and his
colleagues.

21. Every teacher shall be punctual in attendance in respect of his class work as also for any
other work connected with the duties assigned to him by the Principal. He shall realize
that he is a member of the team and shall help in developing a corporate life in the
school.

22. Every teacher shall abide by the rules and regulations of the Vidyalaya and show due
respect to the constituted authority, diligently carrying out instructions issued to him by
the superior authority.

23. Every teacher shall avoid monetary transaction with the pupils and parents and refrain
from exploiting his Vidyalaya influence for personal ends. He shall generally conduct his
personal matters in such a manner that he does not incur a debt beyond his means to
repay.

 

24. No teacher shall prepare or publish any text-book or keys or assist directly or indirectly in
their preparation, or use such publications without obtaining prior approval of the
Sangathan.

25. No teacher shall engage himself as a selling agent or canvasser for any publishing
firm/trader.

26. No teacher shall apply for an assignment or job outside the Sangathan directly. He shall
invariably forward his application through proper channel.

27. No teacher shall present his grievances, if any, except through proper channel, nor will
he canvass for any non-official or outside influence or support in respect of any matter
pertaining to his service in the Vidyalaya.

28. Every teacher shall consider Vidyalaya property and funds as if placed in trust with him
and shall exercise the same with prudence and care as he would do in respect of his own
property or funds.

29. No teacher shall accept or permit any member of his family or any other person acting on
his behalf to accept any gift from any pupil, parent or any person with whom he has come
into contact by virtue of his position in the Vidyalaya except as provided under Rule 13 of
the CCS (Conduct) Rules,1964.

30. No teacher shall, except with the previous sanction of the Sangathan, give any talk on
the radio, publish any statement or document either in his own name or anonymously,
pseudonymously or in the name of any other person , which has the effect of an adverse
criticism of any current or recent policy or action of the Central Government or a State
Government, or which is capable of embarrassing the relations between the Central
Government and a State Government or between the Central Government and the
Government of any foreign state.

31. No teacher shall, except with the previous sanction of the competent authority, ask for or
accept contribution or other collections in cash or in kind in pursuance of any object
whatsoever.

32. It shall be the duty of every teacher: (i) To respect the National Flag and the National
Anthem. (ii) To promote harmony and the spirit of common brotherhood amongst all the
people of India transcending religious, linguistic and regional or sectional diversities and
to renounce practices derogatory to the dignity of women. (iii) To develop scientific
temper, humanism and spirit of enquiry and reform. (iv) To safeguard public property and
to abjure violence. (v) To strive towards excellence in all spheres of individual and
collective activity so that the nation constantly rises to higher levels of endeavor and
achievement.

33. If a teacher is convicted by a Court of Law or arrested, it shall be his duty to inform his
immediate superior the fact of his conviction or arrest and the circumstances
connected therewith as soon as it is possible for him to do so. Failure to do so, will be
regarded as deliberate suppression of material information.
(a) Every teacher shall at all times (i) Maintain absolute integrity. (ii) Maintain devotion
to duty. (iii) Do nothing which is unbecoming of an employee of the Sangathan

Tell me and I'll forget. Show me, and I may not

remember. Involve me, and I'll understand.

 

Believe in yourself! Have faith in your abilities! Without a
humble but reasonable confidence in your own powers you

 

cannot be successful or happy.

Look up at the stars and not down at your feet. Try to make
sense of what you see, and wonder about what makes the
universe exist. Be curious.

  MR. RAJESH KUMAR SINGH 
RESOURCE PERSON 
WORK LIFE BALANCE 

Young generation views on work‐life balance 

Young  adults  believe  that  parents  should  get  involved  and  support  the  children  both 
economically  and  emotionally,  as  well  as  share  labor  equally.  Young  people  do  not 
believe work‐life balance is possible and think it is dangerous to build a life dependent on 
another when relationships are unpredictable. They are looking for partners to share the 
house work and family work together. Men and women believe that women should have 
jobs  before  considering  marriage,  for  better  life  and  to  be  happy  in  marriage.  Young 
people  do  not  think  their  mother’s  generations  were  unhappy.  They  also  do  not  think 
they were powerless because they were economically dependent. 

Women: Today there are many young women who do not want to just stay at home and 
do  house  work,  but  want  to  have  careers.  About  64%  of  mothers  whose  youngest  child 
was under age six, and 77% of mothers with a youngest child age 6‐17 were employed in 
2010, indicating that the majority of women with dependent care responsibilities cannot 
or do not wish to give up careers. While women are increasingly represented in the work 
force, they still face challenges balancing work and home life. Both domestic and market 
labour compete for time and energy.  

Men 

Men  know  that  work  alone  may  not  provide  their  lives  with  meaning.  Young  men  can 
lose  their  meaning  of  life;  they  want  a  balance  between  paid  work  and  personal 
attachments without being victimized at work.   More men are realizing that work is not 
their  only  primary  source  of  fulfillment  from  life.  A  new  study  on  fatherhood  (2010) 
shows that more men are looking for alternatives to their 40‐hour workweek in order to 
spend  more  time  with  their  family.  Though  working  less  means  a  smaller  paycheck  and 
higher stress levels, men are looking for flexibility just as much as women. However, with 
an ever‐changing society, flexibility is becoming much more apparent. 

 

 

Six components of work life balance & work life balance tips. 

Objectives:‐ Detailed discussion is to be made about the components of work life balance 
so as to enable the participants how to maintain the balance between work & life. 

 

Content:‐ 

 1) Self‐Management 

Sufficiently  managing  one’s  self  can  be  challenging,  particularly  in  getting  proper  sleep, 
exercise,  and  nutrition.  Self‐management  is  the  recognition  that  effectively  using  the 
spaces in our lives is vital, and that available resources, time, and life are finite. It means 
becoming captain of our own ship; no one is coming to steer for us. 

2) Time Management 

Effective time management involves making optimal use of your day.  Time management 
is enhanced through appropriate goals and discerning what is both important and urgent, 
versus  important  or  urgent.  It  entails  knowing  what  you  do  best  and  when,  and 
assembling the appropriate tools to accomplish specific tasks. 

3) Stress Management 

By  nature,  societies  tend to  become more  complex  over time.  In the  face  of  increasing 
complexity,  stress  on  the  individual  is  inevitable.  More  people,  distractions,  and  noise 
require each of us to become adept at maintaining tranquility and working ourselves out 
of  pressure‐filled  situations.  Most  forms  of  multi‐tasking  ultimately  increase  our  stress, 
versus focusing on one thing at a time. 

4) Change Management 

In  our  fast‐paced  world,  change  is  virtually  the  only  constant.  Continually  adopting  new 
methods  and  re‐adapting  others  is  vital  to  a  successful  career  and  a  happy  home  life. 
Effective  change  management  involves  making  periodic  and  concerted  efforts  to  ensure 
that the volume and rate of change at work and at home does not overwhelm or defeat 
you. 

5) Technology Management 

Effectively managing technology means ensuring that technology serves you, rather than 
abuses  you.  Now,  the  rate  of  change  is  accelerating,  brought  on  by  vendors  seeking 
expanding  market  share.  Often  there  is  no  choice  but  to  keep  up  with  the  technological 
Joneses, but you must rule technology, not vice versa. 

6) Leisure Management  

 Leisure management acknowledges the importance of rest and relaxation‐ that one can’t 
short‐change  leisure,  and  that  “time  off”  is  a  vital  component  of  the  human  experience. 
Curiously,  too  much  of  the  same  leisure  activity,  however  enjoyable,  can  lead  to 
monotony. Thus, effective leisure management requires varying one’s activities. 

  

Work life balance tips. 

 stop unnecessary activities — make a list 

 Protect your private time — you wouldn’t skip work, parent teacher conference or 
a doctor appointment — you deserve the same respect  

 

 Accept help — allow yourself to rely on partner/friend/family  

 Plan fun and relaxation — hobbies, exercise  

 Don’t overbook — things rarely go according to a prearranged agenda  

 Prioritize — learn to ask questions to help determine urgency 

 Learn how to say “no” — you don’t have to agree to everything  

 Organize — Time management is not just about scheduling; the mechanics of how 
you do the things, is  important 

 Know life will not always be perfect — don’t stress about making every second of 
your time perfect. Be grateful for what goes right and learn from your mistakes. 

 

“Education is not the filling of a
pail, but the lighting of a fire.”

― W.B. Yeats

TEACHING LEARNING MATERIAL

Avdhesh Kumar Lawania
KV JNU NCERT

DEFINITION OF TLM:-

TLM is learning material provided by the teacher for effective learning in the class .it is used to
facilitate learning and teaching process. It can be linguistics ,auditory and visually .Broadly the
term refers to a spectrum of educational material that teachers use in class room to support
specific learning object as set out in lesson plan.

Examples are:

 Story books
 Blocks
 Sample of students writing
 Videos
 Games
 Flash cards
 PPT’s
 Clay modeling
 Interactive board, visualizer ,projector

Important features of TLM

 

1. To help teachers to present their lesson precisely.
2. To enable pupils to relate concrete things with abstract facts.
3. To enhance pupils memory by learning by doing.
4. To enable pupils to research using project or discovery method.
5. To help pupils to solve problems themselves.

Why to use TLM ?

a. To reinforce what you are saying.
b. Increase the interest level of the student.
c. Motivates the child to learn
d. Hands on experience for the child.
e. To engage child’s other senses in learning
f. To increase retention power.

Desirable characteristics of TLMs

 Cost should be less.
 Use local material
 Use wave material such as cartons ,calendar, match box, polythene bags, ice-cream

spoon
 Use natural material like sand ,clay, leaves ,stones
 Child friendly: With no rough or sharp edges.

Teacher’s role in TLM

o To choose effective and interesting TLM for the topic.
o TLM should be “ By the learner, for the learner and of the learner “
o He should be a creative facilitator
o He should not view TLM as burden.

How to make TLM effective?

 Identify the objectives
 Focusing on the objective select meaningful and interesting activities.
 Do proper planning and implement the activity in the topic/class
 Assess and Evaluate

Three steps of TLM

Planning:-

 Identification TLM with the concept
 Requirement: What are required for completion of the TLM
 Time and Space : required to complete the activity(period /Single period)
 Group size:: TLM is to be provided by the group or the individual

Execution:

 Teacher’s role as facilitator.

 

 Clear instructions
 Class room management
 Time management

Display:

o In the notebook
o In the classroom display board
o In the school display board
o Recourse room
o Exhibition

GAMES TO DEVELOP THE COMMUNICATIVE SKILLS 

Class room games proide an outlet for children to recreate themselves besides 
development of necessary competencies. 

1.Buzz:‐ the participants sit in their respective seats.On a signal they begin 

counting.Whenever a player receives a no.5 or its multiple,he says ‘buzz’.instead of that 
number.If a player makes a mistake he is given a negative mark.Like this the game 
continues and the winner is decided on the basis of least negative comments. 

2.Spelling game:‐ The entire class is divided into two teams.Initially the teacher/leader 

gives one letter to any team to say a word starting with that letter along with the 
spellings for example:G‐Gold.The last letter of the word is the letter D‐for the other 
group to speak a word beginning with that letter along with the spellings.For example D‐
Doll.like this the game continues.If a team fails to spell correctly or repeats a word that 
has been spoken earlier or hesitates longer than 10 seconds,the other team is given a 
chance.If the other team makes a correct response then that team gets a bonus mark of 
two points.The duration of the game may be decided before the contest by the teacher 
the winner team is decided on the basis of scoring more points.This game assesses and 
improves the spelling competency of the students. 

3.Memory Game:‐ The teacher arranges a few 

articlelikeduster,chalk,pen,pencil,rubber,scale,book,notebook,lock,key etc,on the 
table.The articles shall be about 15 or more in number.He ask the students to observe 
the articles carefully.After sometime he asks the student to  write the names of article 
they had seen on the table on a page which contains the name of the student on the 
top.The student who writes the names of maximum number of article get on the table 
correctly is declared a winner. 

4.Know your body parts:‐The participants stand scattered in a limited area.A student 

is appointed a leader by the teacher who initiates the game.The leader moves in front of 
any student and says by touching his elbows,’this is my knee’.The other student faces 
someone else and by touching his knee says’this is my ankle’.The participants who was 
facing him touches his ankle and says to some other participant’this is my 
wrist’.etc.Likewise the game continues.If a participant makes a mistake a minus point is 

awarded.The participant with the least negative points after the end of the stipulated 
time is declared the winner. 

5.Tongue twisters:‐The teacher pronounces one of the following phrases/sentences in 

the class.He  calls students one by one and the participants repeat the same either once 
or many times as directed by the teacher.For example 

(i) She sells see shells at the sea shore. 
(ii)A big black bug bit a big black bear. 
(iii)Fresh flesh of a fresh fried fish 
(iv)Goodi09 blood,bad blood 
(v)Raja Gope Gopangam das 
(vi)Kaccha papad pakka papad 
This game is to assess and give practice to students in correct pronunciation. 

No one can become really educated without having
pursued some study in which he took no interest. For it is
part of education to interest ourselves in subjects for which

we have no aptitude.

OUR TEAM

Contact Details

Name  Designation  Name of KV  Contact 
Course Director  8146557321
Ms. Sabira Shori  KV Paschim  8920762165
Mr. Rajesh Kumar  Vihar 
Singh 
Resource Person  Rohini Sec 8 

Ms. Usha Shukla  Resource Person  KV‐1, Delhi Cantt  8800677493
Mr. Avdhesh Kumar  Resource Person 
Lawania  NMR, JNU,  9650450420

NCERT Br.  8700344800

ART AND CRAFT

MS. JASWINDER KAUR
TGT WE PASCHIM VIHAR

RATIONALE
To create, to embellish and decorate things, to enhance and beautify the
environment is a basic human desire. It is rooted in the desire for self-expression
and the desire for harmony.
The education of the child will be incomplete if opportunities are not presented for
exploring and expressing his feelings; for experimenting and discovering through
involvement with materials, media and techniques; and for developing visual
sensitivity to nature and the environment.
There is need to educate the imagination, to express personal vision and to
capitalize on the capacity for dreaming and wonder. There is also the need to
develop Art and Craft skills in order to realize these concepts and ideas - skills
that may later become the basis for further education in Art and Craft and assist
in providing for self-employment.
Opportunities must also be presented to develop an appreciation of Art and
Artists, Crafts and Craftsmen through study of the lives and works of exemplars
in the field as well as their own efforts and those of their classmates.

ASSUMPTIONS
An Art and Craft programme is based on the following assumptions:
– that all children possess creative ability
– that freedom of thought and feeling is common to all and should be nurtured
– that there is a universal desire to express thoughts, feelings, and
experiences
– that there is need to develop visual perception and to heighten visual
sensitivity to art, nature and the environment
– that there is a necessity to promote greater understanding of the cultural
expressions of the various groups in the society through exposure to and
discussion of these forms of expressions.
– that there is a necessity to appreciate the role of art and artists in the society.

THE AIMS AND OBJECTIVES OF THE ART AND CRAFT PROGRAMME
The aims and objectives of the Art and Craft programme enable students to:

− communicate effectively with others (in this case in
non-verbal ways as well)

− live harmoniously in society develop a sense of
self-reliance

− occupy leisure-time in beneficial pursuits
− think creatively

− demonstrate an awareness and appreciation of the

cultural arts through active participation

 

 

Any set of aims and objectives must be influenced by three components; the
CHILD, the SOCIETY and the TEACHER.

 
 

 

AIMS AND OBJECTIVES

The child should develop Sensitivity to
– the elements of Art and Craft such as line, color, texture, shape and mass

or space
– principles such as balance, contrast, rhythm, unity, proportion and value

– works of Art and Craft
– nature and the environment

– materials in the environment including "found" and discarded materials
– aesthetic appreciation and critical judgment.

 

 

Imaginative and conceptual abilities such as

– the power to create, visualize, reorganize and improvise
– the desire for self-expression through involvement in Art and Craft
– the ability to find ideas for Art and Craft activity in nature and the

environment as well as from incidents in the wider world and sources from fantasy
and the imagination.

 

 

Manipulative skills to

– explore the visual and tactile qualities of selected material, media and
techniques in making Art and Craft

 

 

Verbal response skills to

– identify and describe the elements of Art and Craft such as line, color,
texture and shape

– show how these are used to achieve principles such as balanc e, contrast,
rhythm and unity

– make simple analyses, interpretation and judgments of works of Art and
Craft
– talk and write about the role of Art and artists in society through a study of

a few selected artists and craftsmen
– discuss his own work and those of his classmates

– explain and use simple terms encountered in the programme
– suggest ways of improving the environment

The society must influence the programme
– In determining topics and themes according to events, festivals and

celebrations

– In requiring an appreciation of the artistic expressions and folkways of the

various multi-ethnic groups in the country in order to foster greater understanding

The Teacher should select and design activities so as to

– Provide opportunities for co-operation in which children would work in

groups on items such as murals. Carnival costumes or similar projects

– cater for integration of subjects and reinforce work being done in other

subject areas such as Social Studies, English Literature, Agricultural

Science and Family Life Education. For example, activities with a Social

Studies linkage would involve various kinds of employment, landscapes,

weather conditions and topics of historical interest. The linkage with

Literature would include topics from stories, rhymes and poems. In Family

Life Education selection would include topics such as the family and the

relationship of its members. In Science and Agriculture use would be made

of design activities utilizing leaf, stem and vegetable shapes. In

Mathematics use would be made of concepts such as geometric shapes in

pattern making and of measurement skills in Art and Craft tasks.
– relate activities to the locality in matters of the materials available in the

particular environment (shells, seeds, beads, driftwood, etc.)

 

 

At all levels the teacher should

 

  − inspire and motivate the children
 

− be sensitive to the needs and cap abilities of the children

− be supportive of their efforts, avoi ding negative criticism

− be enquiring and imaginative, sear ching for new methods and materials

− show the relationship between t he world of the classroom and the world

outside by introducing artists and craftsmen to the children and by taking the

  children to art and craft displays

− give recognition to good efforts and success by displaying the work of the

children with regular change of exhibits. This is one of the best means of

reinforcement, encouragement, developing self-esteem and confidence.
SELECTION AND SEQUENCING

Teachers should be aware that, as in other subjects, Art and Craft proceeds from

the known to the unknown, from the simple to the complex, so that selection and

sequencing is important. New skills should be based on those already learnt.

Activities may also be repeated both for reinforcement and for reaching the

desired skill level.

THE RESPONSE DOMAIN

There are two major domains in Art Education - the Productive and the Response

Domains. Most Art and Craft activities involve the production of objects, whether

two or three dimensional. Since the vast majority of students having had Art and
Craft at Primary School level do not turn out to be artists or craftsmen but become
consumers of Art and Craft in one way or another, it is very important that
responding to aesthetic and functional objects be an integral part of the syllabus.
The student must be given the opportunity to develop the ability to use the
language of art, identify elements and principles of Art and Craft and talk with
some degree of competence about the subject.
Thus in every lesson, usually at the end, some consideration must be given to

developing skills of response.

 

 

LEVEL ONE - THE INFANT SCHOOL
The child in the Infant School expresses himself symbolically. He is not yet able

to translate visual images in realistic terms because neither his physical skills nor
his conceptual skills have been sufficiently developed to make fine discrimination.
He draws what he knows rather than what he sees, so that a house will be
depicted as though its walls are transparent, with furniture and other articles
shown inside the various rooms.

 

 

Size and proportion are represented according to his perceived feeling of the

importance of the person or thing. He exaggerates the things which are important

to him. For example, his mother or father would be made larger than other persons

in the picture.

 

 

The child is activity-oriented. He wants to make things. Activities therefore, should
be more product-oriented. The child is also more concerned with the process and
may not show much regard for the item once it is finished. This is the one reason
why it is important to discuss the work with the class and display finished pieces.

 

 

Feelings dominate behavior. He may not feel to do what the teacher wants him to
do. The teacher should be sensitive to this and help the child to select a
satisfactory exercise. The selection of topics should also take into consideration
the fact that the child’s interest is the world of immediate experience: self, family,
home, school, friends, play.

 

 

Because a child is more "expressionistic" than visual and may be more concerned
with expressing what he feels than what he sees, flexibility must be exercised in
assessing and commenting on the work.

 

 

LEVEL ONE - STANDARDS ONE AND TWO
The child at this level is becoming increasingly aware of the world. His powers of

observation and memory are rapidly improving. He is more and more curious. His
language ability is growing and he wants to talk and ask questions. This de sire is
e capitalized upon and a "response" category included in the Art and Craft lesson.

LEVEL TWO - STANDARDS THREE, FOUR AND FIVE

At this stage the child is gaining rapidly in his understanding of the world. There
is increasing ability to observe in greater detail, to recall and describe visual
images and to express visual impressions.

 

 

Language skills, because of the greater need and use of verbal communications
both in school and in everyday living, have become more sophisticated and
complex. However, physical manipulative skills have not kept up with the ability
to express ideas and emotions in words. The Art and Craft programme must
recognize this. Activities, although rooted in the programme of the Infant and
Lower Junior School, should require more complex manipulative skills and greater
thought and imagination. The children are capable of more sustained efforts so
that a single activity, theme or topic can be carried through more than one lesson
period. Activities can also be repeated for reinforcement and refinement of skills.

 

 

More attention should be paid to the teaching of skills. Greater guidance is
necessary since children are more critical of their efforts. Encouragement is
essential. Motivational strategies must be carefully planned.

 

 

Because of the increase in verbal ability, exercises in appreciation and criticism
should be increased. Students are expected to be taken further than mere
superficial descriptions of content. Children must be taught to do simple analyses
recognizing how the various elements – line, color, texture and shape - are used
and how principles such as balance, contrast, repetition and unity are arrived at.
They should be given more opportunities to talk about their own work and the
work of their classmates.

 

 

Developing a Language Lab

Mr. Gurvinder singh,
WORD WORTH

Words Worth English Lab is designed for India and is a highly researched
initiative of the ACTUniv Group, an ISO 9001: 2008 company certified enterprise
and a trusted education company with 2 decades of service in technology
education and training. It's expertise in technology, multimedia and content
development has been instrumental in presenting a world class Language lab
solution for the academia in India.

Its expertise rests in its people and technology; developing products and
services for IT, Technology Specialisation, Course Content, Multimedia,
Animation, Digital content and Language Learning Systems. The company has
been known for its non-conventional approach to skill development.

The Company is committed to be a catalyst in the process of development of

individuals. Understanding the core needs of the industry as well as the learner’s

environment is significant in providing appropriate training programs and

suitable methodologies.

 

 

In a short span of time, Words Worth English Language Lab has managed

considerable recognition across the country for its unique content and

methodology. Over 3000 installations in institutions across the country stand

testimony of the quality in product, implementation, training and the continual

service provided by ACTUniv and its committed network of dealers. The

Company plans to add the names of another 500 schools and colleges across

India to the privileged list by the end of this financial year.

Words Worth English Language lab is designed to develop English language

proficiency among the ESL learners of English as a second language.

Words Worth is a unique English learning programme that prepares the

participant to communicate in English with clarity and confidence. It offers the

best in terms of continuous evaluation, content, teaching expertise and

methodology. The methodology is a blend of Instructor Led Training (ILT) with a

Computer Based Training (CBT), practice and evaluation. The sessions are

designed so that the course follows a parallel-structure in which concepts are

introduced in the ILT session, and reinforced with practice and an innovative

approach to learning in the CBT session.
Words Worth English language lab uses the institution’s existing computer

laboratory PC's and classroom resources to create the International class

English Language lab. Each implementation is meticulously executed providing

the institution with product know-how and Training of Trainers followed by

proactive support.

 

   
 
HOW TO IMPROVE YOUR ENGLISH PROFICIENCY
 
Ms. RAJNI UPPAL

EX-PRINCIPAL KVS

 

 

We live in a world where intelligence is tested by one's fluency in English.

Even though it is mighty shallow, we can't deny its significance. Certainly,

English has nothing to do with acumen, but it is in fact, the number one

language in the world, and a proper aptitude in it doesn't hurt.

 

 

Now, all our lives we have been told that you can never master this language

without reading a lot of books. No, indeed I'm not disagreeing to it; reading is

extremely important for the nurturing of the mind, sermon, and soul but it's

not the only thing you can do. With our hectic schedules, fast-paced lives,

and even shorter attention span - reading may not always be everyone's cup
of tea. I, for one, have never been an avid reader. I'm not proud of it, but I
can't help it. I have my own little ways to keep my flow going. Here are some
of my tactics:

 

 

1. Maintain a Diary/Journal: Ever since I was ten, I have had a number of
diaries for different phases of my life. Writing about your day's accounts,
about important occasions of your life or bad experiences can not only help
you heal and help organize your thoughts and emotions but can also help
you with your flow in English writing.

 

 

2. Read Out Loud: Take anything - a little book, pamphlet or an article.
Refrain from reading in your mind but instead, read it out loud in front of a
mirror. This way your words reach your ear and it gives you opportunity to
catch yourself immediately when you're making a mistake. You can keep a
dictionary handy to check the proper pronunciations. This exercise will
positively help you with your English diction and speech delivery.

 

 

3. Watch English Movies and Shows: This is a common method, but an
effective one. I've watched almost every TV show there could be in the 90's
and believe me it helps. It might not give you a Hemingway or a
Shakespearean vocabulary, but it definitely triggers interesting jargons and
metaphors that stay with you for a long time. It also helps you with your
everyday conversations and inscriptions here and there. Putting on the
subtitles and listening through headphones can add an extra edge to this
practice.

 

 

4. Surround Yourself with Superior English Speakers : Whether it's a
cousin, friend or colleague – assign them to train and work alongside you.
Make a specific timetable where you both speak and interact in nothing but
English. Ask them to state your flaws and simultaneously correct them.

 

 

5. Read Magazines and Newspapers: Yes, newspapers are pretty mind-
numbing and it can be a little over-ambitious to try and read the whole thing,
but at least try! Try reading the titles as a minimum and point down words
you've not known before. Unlike newspapers, magazines don't really cause
attention spasms and can be quite fun. Reader's Digest, Get Smart or Vogue,
you can learn plenty from all of them. Progressive English skills and better
general knowledge? I don't see a better deal.

6. Watch a Lot of Interviews: I've always been an ardent fan of talk-shows.
While growing up, The Oprah Winfrey Show and Rendezvous with Simi
Garewal have had a huge influence on me. I loved how the hosts invited
people from all walks of life who talked about their journey-highs and lows.
The hosts and the guests were always so articulate and such powerful
English orators that I almost always had something new to learn. It not only
gives you uplift in vocabulary but also teaches you how to suitably conduct
your speech.

 

 

7. Use Technology: The world revolves around technology today, and it's
easy to adapt to this change. Listen to the radio, watch videos on YouTube,
and listen to a lot of music. BBC World Service is an excellent source of
spoken English. YouTube Channels like Learn English and Let's Talk gives
you free lessons and helps you with your English, overall.

 

 

Rome wasn't built in a day. Similarly, your English proficiency would need a
lot of time and perseverance. But don't be afraid to make mistakes, because
if you don't, you won't learn what's right and wrong. You won't take risks, and
you won't truly grasp the concepts you're
learning.
 

Kendriya Vidyalaya Shaala Darpan

The ICT Platform Realizing ‘Digital India’ Vision
Nation-Wide in the realm of Education

AVDHESH KUMAR LAWANIA

RESOURCE PERSON

KVS Shaala Darpan (http:// darpan.kvs.gov.in) is an e-Governance platform
which aims to improve the quality of learning, efficiency of school administration,
governance of schools & service delivery to key stakeholders namely, students,
parents, teachers, community and schools. KV Shaala Darpan is a key initiative
undertaken by the Ministry of Human Resource Development, Government of
India, across all Kendriya Vidyalayas in the country to realize Hon’ble Prime
Minister’s ‘Digital India’ vision.
KV Shaala Darpan has been implemented by NICSI on NIC Clouds for 1185
Kendriya Vidyalayas across the country.

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

A mammoth task was accomplished online in one of the largest school systems

in the world with an estimated 1.2 million students and 50,000 teachers. In the

online admission process, all data was made available live to each school,

region and headquarter, enabling real time monitoring at a click. All the steps of

admission process including registration, shortlisting and admission have been

done on the platform.

 

The online admission form is made simple, with very minimal data entry

requirement. It provides mostly drop down menu options for applicants. Parents

who are not digitally savvy can visit a cyber café and arrange for the form fill-up

and submission. Else, they can approach and submit their application at school

directly. From applying to registering to short listing to admission, all the steps

are part of the platform, complying with all criteria in a complex environment.

 

APPLICATION MODULES OF KV SHAALA DARPAN

 

In system, the activities and processes of a school are grouped logically in three

Modules with its categories:

 

Student Management Module
 

• Student Management

 

• Results

 

• Attendance

Regional presence of Kendriya Workflow Diagram of KV Shaala
Vidyalayas Darpan

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Administration Module

 

• Employee Management
• Inventory and Procurement
• Fees and Fine
• Payroll • Financial Management and Book
Keeping

• System Administration

Advanced Module

• E-Learning System
• SMS
• Online Payment
• Parent/ Guardian Information
• Online Admission
• Multiple School Integrated Dash board
• Examination
• Time Table
• Library
• Transport
• Hostel Management
School Automation System (MIS/ERP) is an integrated web based application
which provides a single interface to Parents, Students, Teachers and School
Administration.

 

KV Shaala Darpan will target to deliver the services that enable the stakeholders
including students, teachers, and administrators both at KVS(HQ), New Delhi and
Regional Hqrs (25) to achieve the objectives of School Education i.e. access,
Quality & Formulation policy and carrying out institutional & systemic reforms.

OBJECTIVES
'Shaala Darpan' refers to mirror view of a school. It is a Mission Mode Project
(MMP), with the following objectives:

 

• Enable improvement in quality of learning
• Improve efficiency of school administration and governance of schools •
Improve service delivery of school education department to the key stakeholders
including students, parents, community, teachers, and schools • Access to near
real-time and better quality data for decision support

 

OUTCOMES
• Improved Efficiency in School Administration

 

• Visibility of Student, Teacher and
School Performance for: - Parents

- Community - Administrators
• Inputs for Teacher Training through linkages with student performance

 

 

 
 
 

 
STAKEHOLDER BENEFITS
Benefits to Parents • Real-time View of Student Activities through Parent Portal
• Comprehensive and evidence based view of student performance through
Analytical reports
• Efficient support services – Timely Alerts through SMS engine

 

Benefits to Students

 

• Access to personal information online • Online learning resources to
promote self-paced learning through LSP

• Focus on specific development needs through comparative analytics •
Comprehensive personal profile covering health records, reading hab its,
performance etc.

• • Facilitate collaborative learning through LSP
• Feedback mechanism through grievance logging
Benefits to Teachers

• Online access to personal information
• Service records, Leaves, Attendance, Time-table, Pay slips etc.
• SMS alerts
• Clear roles & responsibilities & workload allocation • Centralized knowledge

repository through LSP

• Online resources for self-learning & development
• Standardized workflows & Business rules
• Reports and Report Card generation
Benefits to School
• Single integrated system for all functions • Centralized database
• Data digitization
• Defined process and workflow • Compliant to Statutory/ Board requirements
• Real-time view of Data through
Analytics
• Role based access to all Stakeholders
• Reduction of administrative effort
• Single source of truth
Benefits to Administration
(RO/HQ/MHRD)
• Standardized processes & policies
• Integrated view of Sangathan • Centralized monitoring (e.g. fund utilization)
• High availability of quality learning content • Uniform pedagogy across schools
• Transparency
SUMMARY
At the end of one and half years of digitization process, Kendriya Vidyalaya
Sangathan (KVS) has taken the student admission process of over 1185
schools on ‘KV Shaala Darpan’, an online and cloud based platform. Over 8 lakh
people have registered on this ‘Sturdy Platform’ during 8th February to 10th
March 2017. Over 1 lakh students got admitted to 1185 schools for the
academic year 2017-18.

The system has enabled parents to log on and get their children admitted to
schools without the bother of taking time off from work and making multiple trips
to schools

THE MULTIPLE INTELLIGENCE QUIZ

Estimated time required: 20 minutes

For each of the statements below, choose a number between 1 and 5 to rate how the statement describes you.

1 – No, the statement is not at all like me 4 – The statement is a lot like me

2 – The statement is a little like me 5 – Yes, the statement is definitely me

3 – The statement is somewhat like me

Verbal/Linguistic Logical/Mathematical

I can use lots of different words to express myself. I work best in an organised work area.
I feel comfortable working with language and I enjoy maths and using numbers.
words. I keep a ‘things to do’ list.
I enjoy crosswords and other word games like I enjoy playing brainteasers and logic puzzles.
Scrabble. I like to ask ‘why’ questions.
I tend to remember things exactly as they are said I work best when I have a day planner or timetable.
to me. I quickly grasp cause and effect relationships.
I enjoy participating in debates and/or discussions. I always do things one step at a time.
I find it easy to explain things to others.
I enjoy keeping a written journal and/or writing TOTAL
stories and articles.
I like to read a lot. Interpersonal

TOTAL I can sense the moods and feelings of others.
I work best when interacting with people.
Visual/Spatial I enjoy team sports rather than individual sports.
I can sort out arguments between friends.
I understand colour combinations and what colours I prefer group activities rather than ones I do alone.
work well together. I enjoy learning about different cultures.
I enjoy solving jigsaw, maze and/or other visual I enjoy social events like parties.
puzzles. I enjoy sharing my ideas and feelings with others.
I read charts and maps easily.
I have a good sense of direction. TOTAL
I like to watch the scenes and activities in movies.
I am observant. I often see things that others miss. Naturalistic
I can anticipate the moves and consequences in a
game plan (i.e., hockey sense, chess sense). Pollution makes me angry.
I can picture scenes in my head when I remember I notice similarities and differences in trees, flowers
things. and other things in nature.
I feel very strongly about protecting the
TOTAL environment.
I enjoy watching nature programs on television.
Musical I engage in ‘clean-up days’.
I like planting and caring for a garden.
I often play music in my mind. I enjoy fishing, bushwalking and bird-watching.
My mood changes when I listen to music. When I leave school, I hope to work with plants
It is easy for me to follow the beat of music. and animals.
I can pick out different instruments when I listen to
a piece of music. TOTAL
I keep time when music is playing.
I can hear an off-key note.
I find it easy to engage in musical activities.
I can remember pieces of music easily.

TOTAL

Body/Kinesthetic Intrapersonal

I like to move, tap or fidget when sitting. I know myself well.

I enjoy participating in active sports. I have a few close friends.

I am curious as to how things feel and I tend to I have strong opinions about controversial issues.
touch objects and examine their texture.
I work best when the activity is self-paced.
I am well co-ordinated.
I am not easily influenced by other people.
I like working with my hands.
I have a good understanding of my feelings and
I prefer to be physically involved rather than how I will react to situations.
sitting and watching.
I often raise questions concerning values and
I understand best by doing (i.e. touching, moving beliefs.
and interacting).
I enjoy working on my own.
I like to think through problems while I walk TOTAL
or run.

TOTAL

Multiple Intelligence Graph

for_________________________________________________________

40
36
32
28
24
20
16
12

8
4

Verbal/ Logical/ Visual/ Inter- Musical Naturalistic Body/ Intra-
Linguistic Mathematical Spatial personal Kinesthetic personal

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dk lIk+ Qj esa blh jkspd lI+kQj dh >yd gAS

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miyC/ lkexzh esa #fp ys vkSj mldk fo'ys"k.k dj losQA f'k{kd dh Lo;a dh #fp rFkk
jpukRedrk cPpksa dks bl dlkSVh ij [kjk mrkjus esa ennxkj lkfcr gksrh gSA gekjs ifjos'k esa
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tokc viuh cksyh esa nsrs gSa rks f'k{kd mls rqjar Vksd nsrs gSaA ifj.kke ;g gksrk gS fd cPps lgt
vfHkO;fDr dk vkRefo'okl [kks nsrs gSa vkSj d{kk dh ekud Hkk"kk osQ <k¡ps esa <yus dh vliQy
dksf'k'k djrs gaSA blosQ foijhr viuh cksyh esa vfHkO;fDr dks lEeku feyus ij /hjs&èkhjs
vkRefo'okl ls Hkj mBrs gSa vkSj ekud Hkk"kk Hkh lh[k tkrs gSaA cgqr&ls lkfgR;dkj tSls&
iQ.kh'ojukFk js.kq] gtkjh izlkn f}osnh bl ckr dk thoar mnkgj.k gSaA jk"Vªh; ikB~;p;kZ dh
:ijs[kk&2005 cgHq kkf"kdrk dk lalk/u osQ :i esa bLrseky djus ij cy nsrh gSA fjef>e
Hkkx 1 ls 4 rd fiNyh pkjksa ikB~;iqLrdksa esa cgqHkkf"kdrk dks LFkku nsus osQ fy, vU; Hkk"kkvksa
ls Hkh lkexzh yh xbZ gS rFkk vH;klksa vkSj xfrfof/;ksa osQ varxZr cPpksa dks viuh Hkk"kk esa fy[kus]
cksyus osQ volj Hkh fn, x, gSaA fjef>e&5 esa Hkh ;g flyflyk tkjh gSA T+k:jr bl ckr dh
gS fd f'k{kd cPpksa dks viuh Hkk"kk vkSj cksyh dk bLrseky djus dk ekSdk d{kk esa vo'; nsaA

'kCndk's k ls ifjp;

cksyus&pkyus esa ,d nwljs dh cksyh le>uk cgqr vklku gksrk gS ij ogh cksyh tc fyf[kr :i
esa lkeus vk tkrh gS rks dbZ ckj 'kCndks'k dk lgkjk ysuk ”k:jh gks tkrk gSA cPps 'kCndks'k ls
igpku cuk,¡ vkSj mls ns[kus dh vknr Mkysa blosQ fy, fjef>e&5 esa 'kCn&vFkZ 'kCndks'k osQ
Øekuqlkj fn, x, gSaA bl dke esa f'k{kd dh enn mUgsa 'kCndks'k ls vkReh; fj'rk tksM+us esa
lgk;d fl¼ gksxhA

dyk vkjS lknaS ;cZ k/s

lkfgR; dk dykvksa ls lh/k laca/ gksrk gSA jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005 dyk osQ
ekè;e ls vU; fo"k;ksa dks tksM+us ij cy nsrh gSA jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005 esa Hkkjr
dh gLrdyk ij fo'ks"k cy fn;k x;k gSA tgk¡ pkg ogk¡ jkg ikB dlhnkdkjh osQ egRo dks

n'kkZrk gSA bl ikB dks i<+kus osQ nkSjku vius vkl&ikl osQ dkjhxjksa dks cqyk,¡ vkSj izpfyr
gLrdyk dk O;kogkfjd vuqHko cPpksa dks fnyok,¡A ,d fodYi ;g Hkh gks ldrk gS fd volj
,oa lqfoèkk gksus ij bu dkjhxjksa rd cPpksa dks LowQy ls ys tk,¡A bl izdkj osQ vuqHko cPpksa osQ
fy, cgqr ewY;oku gksrs gaS vkjS fdlh vU; vuqHko osQ fodYi ugha gks ldrsA

f'k{kdksa ls ;g vis{kk dh tkrh gS fd lkfgR; osQ ekè;e ls cPpksa esa lkSan;Z cks/ dk fodkl
djsaA tSls fdlh dfork dks i<+us osQ ckn ml dfork dks oSQls xk;k tk ldrk gS] /qu esa oSQls
<kyk tk ldrk gS ;k dgkuh dks ukVd dk :i nsdj jaxeap ij vfHkuhr djukA blls dgkuh
;k dfork osQ Hkko iw.kZr;k thoar gks mBsaxs vkSj mldk varfuZfgr vFkZ ltho gks mBsxkA

cPpksa osQ fy, fdlh Hkh ikB~;iqLrd dk eq[; vkd"kZ.k mlosQ fp=k gksrs gSaA fjef>e Ük`a[kyk
fp=kksa ls ljkcksj gSA fjef>e 1 ls fjef>e 5 rd vkrs&vkrs fdrkc esa Hkk"kk] fo"k;oLrq vkfn esa
cPps dh c<+rh vk;q osQ vuqlkj ifjiDork vkbZ gSA ,slk gh cnyko fp=kksa osQ Lo:i esa fn[kkbZ
nsrk gAS ysfdu i;z kl fd;k x;k gS fd mudk vkd"k.Z k cjdjkj jgsA

loa ns u'khyrk dk fodkl

Hkk"kk vkSj lkfgR; dh i<+kbZ dk ,d egRoiw.kZ mís'; gekjh laosnu'khyrk dk fodkl djuk gksrk
gSA ,d ek¡ dh csclh] tgk¡ pkg ogk¡ jkg] jkr&Hkj fcy[krs&fpa?kkM+rs jgs jpuk,¡ blh ckr
dks eís&u”kj j[krs g,q nh xbZ gaSA mEehn dh tkrh gS fd fjef>e&5 esa nh xbZ jpuk,¡ i<+rs&i<+krs
le; f'k{kd muesa fufgr Hkkoukvksa ij cPpkas osQ eu esa mBh gypy tku losaQxsA bu jpukvksa ls
feyrh&tqyrh vU; jpuk,¡ Hkh izLrqr djsaA ,slh fLFkfr;ksa ij Lo;a jpuk djsa vkSj cPpksa dks oqQN
fy[kus osQ fy, Hkh iszfjr djsaA tlS s µ fdlh tkuoj dks lrkrs ;k fdlh isM+ dks uqdlku ig¡qpkrs
rqe ns[krs gks rks fy[kks fd ,slh fLFkfr esa isM+ ;k tkuoj dks oSQlk yxrk gksxk\ lkfgfR;d ys[ku
HkkoukRed foLrkj dks iSQykus dk ,d vPNk volj cPpkas dks nsrk gSA

fjef>e 3 vkSj 4 dh rjg fjef>e 5 esa Hkh oqQN jpuk,¡ (rkjkafdr jpuk,¡) flI+kZQ i<+us osQ
fy, nh xbZ gaSA bu ikBksa ls i'z u ugha iwNs tk,¡ cl cPpksa dks bUgsa i<+us dk vkuan ysus nsaA ;s jpuk,¡
cPpksa dks ,d mRlkgh ikBd cuus dh vksj vxlz j djsaxhaA

ik¡poha d{kk izkFkfed vkSj mPp izkFkfed Lrj osQ chp ,d lsrq gSA blesa f'k{kd igys v£tr
Hkk"kk;h dk'S kyksa dk iw.kZ fodkl djus dh dksf'k'k djsaA f'k{kd ls ;g vis{kk Hkh dh tkrh gS fd
izR;sd cPps osQ Hkk"kk;h dkS'kyksa dh tk¡p ,sls djsa fd dksbZ Hkh cPpk u NwVsA bu lHkh mís';ksa dks
izkIr djus osQ fy, ;|fi bl iqLrd esa izpqj ek=kk esa lkexzh nh xbZ gS ysfdu fiQj Hkh nh xbZ
fo"k;&lkexzh ls brj lkexzh Hkh cPpksa dks nsaA Hkk"kk osQ mís'; ,d ikB~;iqLrd ls iwjs ugha fd,
tk ldrsA bl ckr dh ppkZ ifj"kn~ }kjk fodflr f'k{kd lan£'kdk oSQls i<+k,¡ fjef>e Hkkx 1
vkSj 2 esa dh xbZ gSA ;g lan£'kdk izdk'ku foHkkx] ,u-lh-bZ-vkj-Vh-] Jh vjfoan ekxZ] u;h fnYyh
ls izkIr dh tk ldrh gSA

mnkgj.k osQ fy,] tksM+klkadks okyk ?kj 'kh"kZd jpuk esa ,d txg [k;ky osQ :i esa mYys[k
gS fd yM+fd;k¡ uhps mrjrs le; igys ck;k¡ iSj mBkrh gSaA d{kk esa cPpksa osQ lkFk ppkZ djrs gq,
tsaMj ls tqM+h :f<+oknh lksp dks roZQ osQ vk/kj ij lekIr djus dh dksf'k'k djsaA