Shaixanik Varsh 2019/20 Thi Amalma Avanar Dhoran 10 Ane 12 Ni Parixa Padhati Babat

Shaixanik Varsh 2019/20 Thi Amalma Avanar Dhoran 10 Ane 12 Ni Parixa Padhati Babat
This circular does not alter that multi-denominational basis by which religious
instruction is provided or amend any of the deeds, or legal instruments concerned.
It may have been reasonable when the schools were established for a school to
assume that its pupil population was predominately Catholic and to make
arrangements for religious instruction and worship exclusively on that basis.
Historically some ETB schools in addition to meeting Catholic needs also made
provision for religious instruction that met the needs of pupils from local Protestant
communities. Depending on their future pupil composition as multi-denominational
schools, Community and ETB schools may have to make provision for religious
instruction for those from other minority religions should it be required.
Past practice of assuming that the pupil body is predominately Catholic and arranging
religious instruction accordingly is no longer an appropriate approach. In a changing
context the constitutional right not to attend religious instruction must be given effect
through changed practices.
The key change is that those who do not want instruction in line with the requirements
of any particular religion should be timetabled for alternative tuition throughout the
school year rather than supervised study or other activities.

Vikalango Mate Electric Scooter Kharidvani Yojana Babat

Vikalango Mate Electric Scooter Kharidvani Yojana Babat
Education began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-literate societies, this was achieved orally and through imitation. Story-telling passed knowledge, values, and skills from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom.[4]

Matteo Ricci (left) and Xu Guangqi (right) in the Chinese edition of Euclid's Elements published in 1607
Plato founded the Academy in Athens, the first institution of higher learning in Europe.[5] The city of Alexandria in Egypt, established in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There, the great Library of Alexandria was built in the 3rd century BCE. European civilizations suffered a collapse of literacy and organization following the fall of Rome in CE 476.[6]
In China, Confucius (551–479 BCE), of the State of Lu, was the country's most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbours like Korea, Japan, and Vietnam. Confucius gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era.[7]
The Aztecs also had a well-developed theory about education, which has an equivalent word in Nahuatl called tlacahuapahualiztli. It means "the art of raising or educating a person"[8] or "the art of strengthening or bringing up men."[9] This was a broad conceptualization of education, which prescribed that it begins at home, supported by formal schooling, and reinforced by community living. Historians cite that formal education was mandatory for everyone regardless of social class and gender.[10] There was also the word neixtlamachiliztli, which is "the act of giving wisdom to the face."[9] These concepts underscore a complex set of educational practices, which was oriented towards communicating to the next generation the experience and intellectual heritage of the past for the purpose of individual development and his integration into the community.[9]
After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe.[11] The church established cathedral schools in the Early Middle Ages as centres of advanced education. Some of these establishments ultimately evolved into medieval universities and forebears of many of Europe's modern universities.[6] During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of inquiry, and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation,[12] and Saint Albert the Great, a pioneer of biological field research.[13] Founded in 1088, the University of Bologne is considered the first, and the oldest continually operating university.[14]
Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the Islamic caliphate which was established across the Middle East, extending from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south.
The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts and sciences spread out across the globe. Missionaries and scholars also brought back new ideas from other civilizations – as with the Jesuit China missions who played a significant role in the transmission of knowledge, science, and culture between China and Europe, translating works from Europe like Euclid's Elements for Chinese scholars and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a more secular educational outlook in Europe.
In most countries today, full-time education, whether at school or otherwise, is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.[15]
Formal education

Date 1/7/2018 Thi Rajya Sarkarna Karmacharione Malvapatra Moghvari Bhaththana Darma Vadharo Karva Babat

Date 1/7/2018 Thi Rajya Sarkarna Karmacharione Malvapatra Moghvari Bhaththana Darma Vadharo Karva Babat
Checkout Govt press release dated 31st July 2018
Update:  All India Consumer Price Index for the month of May 2018 is 289 as per the press release issued by the Govt recently.  The trend confirms Estimation 1 detailed below which calculates DA from July 2018 for Central Government Employees and Pensioners as 9% ( 2% increase).
Central Government Employees including Railway Employees, Defence Personnel and all Central Services and Defence Pensioners are paid dearness allowance at the rate of 7% with effect from January 2018.
Finance Ministry DA orders for Dearness Allowance with effect from 1st January 2018
We have attempted to estimate DA from July 2018 in this article.
New DA Calculator for calculating Dearness Allowance payable on 7th CPC Basic Pay:
Taking in to account, the revised DA Calculation Formula we have now come up with a new 7th Pay Commission DA Calculator.
DA from 1st July 2018:
We need AICPI (IW) (All India Consumer Price Index (Industrial Workers) for the months from July 2017 to June 2018 to determine Dearness Allowance with effect from July 2018. Actual Consumer Price Index for the months from July 2017 to March 2018 which are already available are tabulated as follows.

Dhoran 9 Ane Dhpran 11 Varshik Parixana PrashnaPatra Parirup Babat

Dhoran 9 Ane Dhpran 11 Varshik Parixana PrashnaPatra Parirup Babat
The purpose of this circular is to set out a new approach to the arrangements that are
made for religious instruction and worship in the schools covered by this circular in
order to ensure that the rights of children to attend the school without having to
attend religious instruction will be conducted in a manner that takes account of the
likelihood, given changing demographics, of an increasing number of families wanting
to exercise their constitutional right to  withdraw.
Community Post Primary Schools where in addition to an Education and
Training Board (ETB) the patronage is exercised by one or more catholic
religious orders and/or a catholic diocese.
ii. All Education and Training Board (ETB) post primary schools ( other than those
where there is an agreement between the Education and Training Board and
Educate Together whereby the school operates as a non-denominational
school that is not required to provide for religious instruction).
 The existing Multi-denominational Basis for Religious Instruction or Worship
In establishing Community and VEC schools (now ETB schools) the State set a multidenominational
basis for religious worship and instruction that expresses

Inpired Award Yojana Antargat Yojanar Satma Rashtriya Kaxana Pradarshan Babat

Inpired Award Yojana Antargat Yojanar Satma Rashtriya Kaxana Pradarshan Babat
Education today is a complex, vast, and urgent task. This complexity today risks making us lose what is essential, that is, the formation of the human person in its totality, particularly as regards the religious and spiritual dimension.
- Although the work of educating is accomplished by different agents, it is parents who are primarily responsible for education.
- This responsibility is exercised also in the right to choose the school that guarantees an education in accordance with one’s own religious and moral principles.
II. Nature and identity of the Catholic school: the right to a Catholic education for families and pupils. Subsidiarity and educational collaboration
5. The Catholic school plays a particular role in education and formation. Many communities and religious congregations have distinguished themselves, and commendably continue to devote themselves to the service of primary and secondary education. Yet the whole Christian community, and particularly the diocesan Ordinary, bear the responsibility “of arranging everything so that all the faithful have a Catholic education” (c. 794 §2 CIC) and, more precisely, of having “schools which offer an education imbued with a Christian spirit” (c. 802 CIC; cfr c. 635 CCEO).
6. Catholic schools are characterised by the institutional link they keep with the Church hierarchy, which guarantees that the instruction and education be grounded in the principles of the Catholic faith and imparted by teachers of right doctrine and probity of life  (cf. c. 803 CIC; cc. 632 e 639 CCEO). In these educational centres – which are open to all who share and respect their educational goals – the atmosphere must be permeated by the evangelical spirit of freedom and charity, which fosters the harmonious development of each one’s personality. In this setting, human culture as a whole is harmonised with the message of salvation, so that the pupils gradually acquire a knowledge of the world, life and humanity that is be enlightened by the Gospel (cf. GE 8; c. 634 §1 CCEO).
7. In this way, the right of families and pupils to an authentic Catholic education is ensured and, at the same time, the cultural aims – as well as those of human and academic formation of young people – that are characteristic of any school, are fulfilled (cf. c. 634 §3 CCEO; c. 806 §2 CIC).
8. Aware of how difficult this is today, it is to be hoped that the school and the family will be in harmony as regards the process of education and as regards the individual’s formation. This will avoid tensions or rifts in the goals of education. Hence, close and active collaboration among parents, teachers and school authorities is needed. In this regards, it is appropriate to encourage means of parents’ participation in school life: associations, meetings, etc. (cf. c. 796 §2 CIC; c. 639 CCEO).
9. The freedom of parents, associations, and intermediate institutions – as well as the Church hierarchy itself – to promote schools of Catholic identity, constitutes an exercise of the principle of subsidiarity. This principle excludes any “kind of school monopoly, for this is opposed to the native rights of the human person, to the development and spread of culture, to the peaceful association of citizens and to the pluralism that exists today in ever so many societies” (GE 6).

Prathmik Shalaoma Vidhyarthioni Niyamit Hajari Mate Pagla Leva Babat

Prathmik Shalaoma Vidhyarthioni Niyamit Hajari Mate Pagla Leva Babat
The nature and role of religious education in schools has become the object of debate. In some cases, it is now the object of new civil regulations, which tend to replace religious education with teaching about the religious phenomenon in a multi-denominational sense, or about religious ethics and culture – even in a way that contrasts with the choices and educational aims that parents and the Church intend for the formation of young people.
Therefore, by means of this Circular Letter addressed to the Presidents of Bishops’ Conferences, this Congregation for Catholic Education deems it necessary to recall some principles that are rooted in Church teaching, as clarification and instruction about the role of schools in the Catholic formation of young people, about the nature and identity of the Catholic school, about religious education in schools, and about the freedom of choice of school and confessional religious education.
Education today is a complex task, which is made more difficult by rapid social, economic, and cultural changes. Its specific mission remains the integral formation of the human person. Children and young people must be guaranteed the possibility of developing harmoniously their own physical, moral, intellectual and spiritual gifts, and they must also be helped to develop their sense of responsibility, learn the correct use of freedom, and participate actively in social life (cf. c. 795 Code of Canon Law [CIC]; c. 629 Code of Canons for the Eastern Churches [CCEO]). A form of education that ignores or marginalises the moral and religious dimension of the person is a hindrance to full education, because “children and young people have a right to be motivated to appraise moral values with a right conscience, to embrace them with a personal adherence, together with a deeper knowledge and love of God.” That is why the Second Vatican Council asked and recommended “all those who hold a position of public authority or who are in charge of education to see to it that youth is never deprived of this sacred right” (Declaration Gravissimum educationis [GE ],1).
2. Such education requires the contribution of many agents of education. Parents, having given life to their children, are their primary and principal educators (cf. GE 3; John Paul II, Apostolic Exhortation Familiaris consortio [FC], 22 November 1981, 36; c. 793 CIC; c. 627 CCEO). For that reason, it is the responsibility of Catholic parents to look after the Christian education of their children (c. 226 CIC; c. 627 CCEO). In this primary task, parents need the subsidiary help of civil society and other institutions. Indeed, “the family is the primary, but not the only and exclusive educating community” (FC 40; cfr GE 3).
3. “Among all educational instruments the school has a special importance” (GE 5), as it is “the principal assistance to parents in fulfilling the function of education” (c. 796 §1 CIC), particularly in order to favour the transmission of culture and education for co-existence. In this educational setting – and in conformity with international legislation and  human rights – “the right of parents to choose an education in conformity with their religious faith must be absolutely guaranteed” (FC 40). Catholic parents “are to entrust their children to those schools which provide a Catholic education” (c. 798 CIC) and, when this is not possible, they must provide for their Catholic education in other ways (cf. ibidem).
4. The Second Vatican Council “reminds parents of the duty that is theirs to arrange and even demand” for their children to be able to receive a moral and religious education “and advance in their Christian formation to a degree that is abreast of their development in secular subjects. Therefore the Church esteems highly those civil authorities and societies which, bearing in mind the pluralism of contemporary society and respecting religious freedom, assist families so that the education of their children can be imparted in all schools according to the individual moral and religious principles of the families” (GE 7).

Samagra Shiksha Abhiyan Dwara C.S.F.Sansthana Sahyogthi Rajyani Shalaoma Pragna Abhigam Sandarbhe Mulyankan Ange

Samagra Shiksha Abhiyan Dwara C.S.F.Sansthana Sahyogthi Rajyani Shalaoma Pragna Abhigam Sandarbhe Mulyankan Ange
This circular does not alter that multi-denominational basis by which religious
instruction is provided or amend any of the deeds, or legal instruments concerned.
It may have been reasonable when the schools were established for a school to
assume that its pupil population was predominately Catholic and to make
arrangements for religious instruction and worship exclusively on that basis.
Historically some ETB schools in addition to meeting Catholic needs also made
provision for religious instruction that met the needs of pupils from local Protestant
communities. Depending on their future pupil composition as multi-denominational
schools, Community and ETB schools may have to make provision for religious
instruction for those from other minority religions should it be required.
Past practice of assuming that the pupil body is predominately Catholic and arranging
religious instruction accordingly is no longer an appropriate approach. In a changing
context the constitutional right not to attend religious instruction must be given effect
through changed practices.
The key change is that those who do not want instruction in line with the requirements
of any particular religion should be timetabled for alternative tuition throughout the
school year rather than supervised study or other activities.