The textbooks of the syllabus prepared by the National Council of Educational Research and Training (NCERT) are going to be implemented in all government primary schools of the state from June-2016. In view of this, the government has also announced to change the curriculum of Pragya Project implemented in the state from the year 2010. The textbooks and education material of the Pragya Project will be remodeled as per the NCERT syllabus from June 2014. It will be produced in the mother tongue Gujarati.
Gujarat government is going to implement NCERT syllabus in a phased manner from first to eighth grade and ninth to 12th standard. It is going to start from first and second grade and ninth and 11th class from June-2016.
As such, the Pragya Project is being implemented in 254 schools from the year 2010-11 in the government primary schools of the state government. In view of its better results, it was implemented every year in many schools. It was implemented in 23 thousand schools in the state in the year 2016-17. Out of this, first and second class students were educated in 22 thousand schools under this project, while students of classes three and four were educated in 1300 schools. But now it will not be implemented in classes three and four.
In order to bring uniformity in the education system in the state, along with the implementation of the NCERT course, the scheme to impart education under the Pragya Project in all government primary schools is also being implemented from June 2014. For this, special training will also be given to primary teachers. It will be implemented in the first and second classes from June 14 at present. After this, NCERT textbooks will be implemented in phases three to five in the next year in a phased manner.
Many scholars related to education are also angry with this decision of the government. On changing the decision after some time from the government, he says that the government is making primary classes and children a laboratory.
What is Pragya Project
The Pragya Project is a system of learning from experience and experimentation compared to the bookish knowledge given in the current way. Under this, children are given alphabets, numerical knowledge through observation ladder. Which helps them to learn according to their ability and understanding. The second step is to teach the letters and numbers given in the observation step chart.
Cards of numbers and letters written in steps are placed in a tray, with a picture on it, which is asked by the children to lift. From which the child picks up the picture himself and learns. In addition they are taught by forming groups and through activities. The speed of learning of every child is also studied. In which the time taken by the children to learn the Mile Stone given in the Avalakon step chart is studied.
Children are then divided into six different groups, in which children capable of learning on their own, children able to learn together with peers, children capable of learning with the help of peers, children capable of learning with partial help of teachers and teachers Children capable of learning with the help of. By doing this, they are taught in sports and on the basis of experience. This method develops the child's understanding, ability to observe. He is not burdened with education and pressure from which he learns in a healthy environmen
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