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TRT - 2012Category of Post: Language Pandit - Marathi
Syllabus
Part - IGENERAL KNOWLEDGE AND CURRENT AFFAIRS (Marks: 10)
Part IIPERSPECTIVES IN EDUCATION (Marks: 10)
1. Education: Meaning, Aims of Education, Functions of
Education, Types ofEducation; Constitutional Provisions, important
articles and theirEducational implications for General and disabled
population;Universalization of Elementary Education - Schemes and
Programmes toachieve UEE like OBB, APPEP, DPEP, SSA, Open schools,
Mid-day-Meals;Recommendations of various committees and commissions
during pre-independent and post-independent period
2. Teacher Empowerment: Meaning, interventions for
empowerment,Professional code of conduct for teachers, Teacher
motivation, Professionaldevelopment of Teachers and Teacher
organizations, National / State Level
Organizations for Teacher Education, Maintenance of Records and
Registersin Schools.
3. Educational Concerns in Contemporary India :Inclusive
Education: Conceptual Clarification and Definition,
Prevalence,Myths & Facts, Characteristics, Classification &
Types, Importance of EarlyIdentification and Assessment, Planning
Inclusive Education, Programmingand Classroom Management in
Inclusive Education, Evaluation,Documentation and Record
Maintenance, Psycho-Social management,Awareness & Sensitization
Strategies;Environmental Education: Concept, Objectives of
Environmental Education,Environment and Natural Resources;
Environmental Pollution causes andeffects and measures for the
protection of environment, Development ofEnvironmental Values
through Environmental Education.Literacy: Saakshar Bharat Mission,
National Programme for Education ofGirls at Elementary Level
(NPEGEL)School Health Programme, Disaster Management, Population
Education,Adolescence Education and Life Skills, Liberalization,
Privatization andGlobalization, Value Education
4. Acts / Rights : Right of Children to Free and Compulsory
Education Act,2009 and Andhra Pradesh Right of Children to Free and
CompulsoryEducation Rules 2010, Child Rights, Human Rights
5. National Curriculum Framework, 2005 : Perspective, Learning
andKnowledge, Curricular Areas, School Stages and Assessment,
School andClassroom Environment, Systemic Reforms
Part I IIContent (Marks: 44)
1 . E J E - E , J x, {j , x{ l , { v, = k v , , n { ] E h , + ,2
. | G - I h , h , < i , { h , | xv , E n , | i E ,E l , { n E ,
xv ,
{ j , Sj , + i Sj , x ] E , I ,3 . + v xE i S - xE , = t x J , G
xi n , j n , n i n , E Mi ,
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4 . < i S | - E i , < OV , i M, n , E x b , MV l 5 . S { -
J , Ox l E , E , | n E , + v xE , | v ,6 . + - = S S h , v x , v x
= i { k , n , + l , + x E + l , { , = i {k , n { h ,
+ l { h , i i , i n , C, Cn , C Sx, v , U n , E h S J ,
7 . { ` + M x (comprehension)Part IV
Teaching Methodology (Marks: 16)
1 . , i , = q ,2 . E ,3 . I h {vn i ,4 . V x - E O { k G5 . E h
- { k G,I h E i j Y x6 . E x
