NISHTHA CAPACITY BUILDING PROGRAMME

30 Jul NISHTHA CAPACITY BUILDING PROGRAMME

Posted at 30 Jul 2021 in Current Affairs by 0 Comments

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As many as approx 120 teachers and principals of EMRSs from the state of Himachal Pradesh, Madhya Pradesh, and Chhattisgarh completed a 40 days’ NISHTHA program -National initiative for School Heads’ and Teachers’ Holistic Advancement Program, a national flagship program of NCERT from19th June 2021.
The Ministry of Tribal Affairs and NCERT have joined hands for a joint mission for NISHTHA Capacity Building Program for conducting and building such programs across 350 functional EMRS schools across India.
The participants were capacitated on 18 comprehensive and holistic modules which will cover different aspects of the education sector such as Learning Outcomes, Assessment Practices, learner-centered pedagogy, Art-Integrated Learning, Gender parity, Covid Response of Schools, POCSO Act, Pedagogy of Science, Mathematics, Language, Social Science, and Other Subjects.

NISHTHA Teachers Training Programme 2020 – NISHTHA stands for National Initiative for School Heads’ and Teachers’ Holistic Advancement.
NISHTHA is a capacity building and enhancement program for “Improving Quality of School Education through Integrated Teacher Training”.
It aims to build competencies among all the teachers and school principals at the grassroots stage.
It is expected from this body to fulfill the long-standing vision of the Ministry of Tribal Affairs (MoTA) to achieve academic excellence and brilliance in Eklavya Model Residential Schools (EMRSs).
The NISHTHA Training program for EMRS teachers declared the National Education Policy (NEP-2020) recommendation of “Providing In-service affirms uninterrupted professional development as these will be strengthened and substantially enlarged to meet the needs of enriched teaching-learning processes for standard education.”

To provide all the elementary stage teachers on literacy outcomes, school-based assessment, learner-centered pedagogy, new initiatives in education, and contending diverse needs of children through multiple pedagogies, etc.
To surveillance and provide huge support to the teachers using multiple modes up to the classroom level, in view of better learning outcomes of the students.
To align state functionaries and school principals on learning consequences, national achievement survey, learner-centered pedagogy, and new advantage in school education so that they became competent to monitor schools and extend their support to schools and educational institutions for the implementation of new outcomes.