First real historian of world – Herodotus (Greek, 484-425 BCE)

Birth – Halicarnassus of Asia Minor (No in Turkey)

Wrote – The Histories (also known as The Researches / The Inquiries)
He was 1st to use word ‘History’
Was named The Father of History by Cicero (106-43 BCE), a Roman
philosopher

‘ERAS’
Kali (3101 BCE) after 20 years of MB
Saptarshi / Laukik (3076 BCE) after 25 years of Kali Era
Vikram / Krit / Malav / Malava (58 BCE) King of Ujjain Vikramaditya
…gained over Shakas and started this.
Shaka / Shalivahana in S (78 BCE) started after coronation of
Kushan ruler Kanishka
Kalchuri (248 CE) started by Ishwar-Naresh, of
Abhira tribe, later adopted by Kalchuris of Chedi
Gupta (319-20 CE) after coronation of Chandrgpta 1
Later adopted by Vallabhi named Vallabhi Era
Harsha (606 CE) Kannauj ruler Harshavardhan
Hijri (622 CE)
Kollam (825 CE) Malabar (Kerala) region
Newari / Nepali (879 CE) started by Jaydeva Malla
Chalukya Vikram (1076 CE) Kalyani Chalukya king Vikrdt VI
Laxman (1119 CE) Laxmansen of Bengal
Ilahi (1556 CE)
Raj Shaka (1673 CE)
Julean - Christian - Gregorian calendar
46 BCE: Roman dictator Julius Caesar updated the traditional Roman calendar
527 CE: Dionysius Exiguus (alias Dennis the Little), organised Christians’ Cal.
1582 CE: Gregory XII, re-organised Christian Cal.

Christ Era – Vikram Era Vikram Era – Christ Era

2013 CE + 57 = 2070 VE 2070 VE – 57 = 2013 CE

Christ Era – Shaka Era Shaka Era – Christ Era

2013 CE – 78 = 1935 SE 1935 SE + 78 = 2013 CE

Pre-Historic – 30, 00,000 BCE – 2,500 BCE

Proto-Historic – 2,500 BCE – 600 BCE
Historic – 600 BCE – Now

Ancient India – From beginning – 647 CE

Medieval India – 647 – 1757 CE (death of Harshavardhan – battle of Plassey)
Modern India – 1757 – Now

Harappan civilization – 2,500 – 1750 BCE

Vedic culture – 1,500 – 600 BCE
Mahajanapad period – 600 – 322 BCE
Mauryan period – 322 – 185 BCE
Post Mauryan – 185 BCE – 319 CE
Gupta period – 319 – 550 CE
The source materials of ancient Indian history is classified into 3.

 Archaeological sources
 Literary sources
 Foreign accounts

Archaeological sources

 Father of Indian archaeology is Alexander Cunningham

 The archaeological source includes epigraphic, numismatic, and other
architectural remains.
 The sculptures, painting, and monuments are also in this category
 The archaeological explorations and excavations have opened the great
landscapes of new information
 Exploration – Archaeological exploration means the non- destructive
scientific survey and documentation of sites.
 Archaeologists often carry out different methods to explore archaeological
sites include Desktop study, Surface survey, Specialized survey and
Geophysical survey.
 For the identification of archaeological sites, the archaeologist often depended
on the following methods.
 Field walking
 Arial photography
 Magnetometer survey
 Electrical resistivity survey
 Probing
 Excavations –Excavation is the most systematic and scientific method to
retrieve the buried object of the past societies.
 The excavations are mainly yielding the evidences of two main information on
the human past societies;
o Human activities at a particular period in the past
o Changes in those activities from period to period

 There were 2 methods in archaeological excavation

 Vertical excavation
 Horizontal excavation
 Epigraphy –  Epigraphy is the study of inscriptions
 Father of Indian epigraphy is James Princep
 Numismatics – It is the study of coins 
 The earliest coin in India are date to 7th to 6th century BC
  The earlier coins bore punch marks
 Later several dynasties were minted and circulating their coins
 They were minted silver, gold, copper and lead coins
 Dating Methods – Absolute and relative dating techniques
 Relative Dating Methods that identify the order in which sites or artifacts
were used in a sequence from earliest to latest.
 It include historical dating, typology, artifacts dating series, geological
timescales, pollen analysis, stratigraphy, Geo- chronology etc.
 Absolute Dating (Chronometric) that try to establish an extract or
approximate calendar date for a site or artifacts.
 It includes Radio-carbon dating, Potassium- argon method, Uranium series
method, Thermoluminescence, Electron spin resource (ESR),
Dendrochronology etc.
 Along with these two broad categories there is another technique named
derivative dating method that includes Fluorine test, Uranium test, Nitrogen
test, Amino acid test, Obsidian hydration dating, Archaeo-magnetic dating,
Cation-ratio dating (CR) etc.

Some examples of Indian Scripts:-

o Indus Script: It refers to the script used by the people belonging to the
Indus valley civilisation. It has not been deciphered yet. Some people have
argued that this script was the predecessor of the Brahmi script. This script
is an example of Boustrophedon style as in one line it is written from left
to right while in others it is written from right to left.
o Brahmi Script: Brahmi is the originator of most of the present Indian
scripts, including Devanagari, Bengali, Tamil, and Malayalam etc. It
developed into two broad types in Northern and Southern India, in the
Northern one being more angular and the Southern one being more
circular. It was deciphered in 1937 by James Princep. Its best examples
are found in the rock-cut edicts of Asoka.
o Gupta Script: It is also known as the Late Brahmi script. It was used for
writing Sanskrit in the Gupta period. It gave rise to the Nagari, Sarada
and Siddham scripts which in turn gave rise to the most important scripts
of India such as Devanagari, Bengali etc.
o Sarada Script: It was a Western variant of the Gupta script. It evolved
into Kashmiri and Gurmukhi (now used for writing Punjabi) scripts. It was
also used for writing Sanskrit. It is now rarely used.
o Nagari Script: It was an Eastern variant of the Gupta script. It is an early
form of the Devanagari script. It branched off into many other scripts such
as Devanagari, Bengali, and Tibetan etc. It was used to write both Prakrit
and Sanskrit.
o Devanagari Script: It is the main script at present to write standard Hindi,
Marathi and Nepali as well as Santhali, Konkani and many other Indian
languages. It is also used presently to write Sanskrit and is one of the most
used writing systems in the world. It is composed of Deva meaning, (God)
and Nagari meaning, (city), which meant that it, was both religious and
urbane or sophisticated.
o Kalinga Script: Kalinga was the ancient name of Odisha and this script
was used to write an ancient form of Oriya. It is visually close to the
original Brahmi. Oriya language presently uses a different script, which
has been derived from Bengali script.
o Grantha Script: It is one of the earliest Southern scripts to originate from
Brahmi. It branched off into Tamil and Malayalam scripts, which are still
used to write those languages, it is also the predecessor of the Sinhala
script used in Sri Lanka. A variant of Grantha called Pallava was taken by
Indian merchants in Indonesia, where it led to the development of many
South-East Asian scripts. It was used in Tamil Nadu to write the Sanskrit
Granthas and hence, was named Grantha.
 o Vatteluttu Script: It was a script derived from the Brahmi and was used in
the Southern part of India. It was used to write Tamil and Malayalam. It
removed those signs from Brahmi, which were not needed for writing the
Southern languages. Presently, both Tamil and Malayalam have moved on
to their own Grantha derived scripts.
o Kadamba Script: It is a descendant of Brahmi and marks the birth of the
dedicated Kannada script. It led to the development of modern Kannada
and Telugu scripts. It was used to write Sanskrit, Konkani, Kannada and
Marathi.
o Tamil Script: It is the script used to write the Tamil language in India and
Sri Lanka. It evolved from Grantha, the Southern form of Brahmi. It is a
syllabic language and not alphabetic. It is written from left to right.
 According to the epigraphers- All Indian scripts are derived from Brahmi.
There are three main families of scripts:
o Devanagari, which is the basis of the languages of northern and western
India: Hindi, Gujarati, Bengali, Marathi, Dogri, Panjabi, etc.
o Dravidian which is the basis of Telugu, Kannada
o Grantha is a subsection of the Dravidian languages such as Tamil and
Malayalam, but is not as important as the other two.

Some important inscriptions in Ancient India –

 Sohgaura Copper Plate Inscription– earliest known copper-plate in
India.It is a Mauryan record that mentions famine relief efforts
 Edicts of Ashoka – collection of 33 inscriptions on the Pillars of Ashoka as
well as boulders and cave walls made by the Emperor Ashoka of the Mauryan
Empire during his reign from 269 BCE to 232 BCE. 
 Rummindei Pillar Edicts (Lumbini)– Ashoka’s visit to Lumbini
(Rummindei), Rupandehi district, Nepal, the birthplace of  Lord Buddha. 
 Prayag prasasthi – Prayag-Prasasthi is the name given to the Allahabad
Pillar. “Prayag” means a meeting place for something or someone. 
 Mehrauli Iron pillar inscription – located in Delhi in the Qutub Minar
complex. It is notable for the rust resistant composition of the metals used in
its construction. This pillar was established by Chandragupta-II of Gupta
dynasty as Vishnupada in the honor of Lord Vishnu.
 Maski inscription – in Raichur district of Karnataka. It lies on the bank of
the Maski River which is a tributary of the Tungabhadra.
 Aihole inscription – Aihole in Karnataka was the first capital of Chalukyas.
Many inscriptions were found at Aihole, but the inscription found at Meguti
Temple popularly known as Aihole inscription witnessed many historical
events of Chalukyas. 
 Hathigumpha inscription – also known as Elephant Cave
Inscription from Udayagiri-Khandagiri Caves in Odisha, were inscribed
by King Kharavela during 2nd century BCE. 
Literary sources

 The ancient Indian literature is mostly religious in nature.

 The Puranic and Epic literature are considered as history by Indians, but it
contains no definite dates for events and kingdoms.
 The effort of history writing was shown by a large number of inscriptions,
coins, and local chronicles. The principles of history are preserved in
the Puranas and Epics.
 The Puranas and epics narrate the genealogies of kings and their
achievements. But they are not arranged in a chronological order.
 The Vedic literature contains mainly the four Vedas i.e. Rigveda, Yajurveda,
Samaveda, and Atharvanaveda.
 The Vedic literature is in a different language called as the Vedic language. Its
vocabulary contains a wide range of meaning and is different in grammatical
usages. It has a definite mode of pronunciation in which emphasis changes
the meaning entirely.
 The Vedas give reliable information about the culture and civilization of the
Vedic period, but do not reveal the political history.
 Six Vedangas are the important limbs of Vedas. They were evolved for the
proper understanding of the Vedas. The Vedangas are −
o Siksha (Phonetics)
o Kalpa (Rituals)
o Vyakarna (Grammar)
o Nirukta (Etymology)
o Chhanda (Metrics)
o Jyotisha (Astronomy)
 Vedanga has been written in the precepts (sutra) form. This is a very precise
and exact form of expression in prose, which was developed by the scholars of
ancient India.
 Ashtadhyayi (eight chapters), written by Panini, is a book on grammar that
gives excellent information on the art of writing in sutra (precepts).
 The later Vedic literature includes the Brahmanas, the Aranyakas, and
the Upanishads.
 Brahmanas gives a description of Vedic rituals.
 Aranyakas and Upanishads give speeches on different spiritual and
philosophical problems.
 Puranas, which are 18 in numbers give mainly historical accounts.
 The Ramayana and the Mahabharata are epics of great historical
importance.
 The Jain and the Buddhist literature had been written
in Prakrit and Pali languages.
 Early Jain literature is mostly written in Prakrit language.
 Prakrit language was a form of Sanskrit language.
 Pali language was a form of Prakrit language which was used in Magadha.
 Most of the early Buddhist literature is written in Pali language.
 Pali language reached to Sri Lanka through some of the Buddhist monks where
it is a living language.
 Ashokan edicts had been written in Pali language.
 Mahavira and Buddha are considered as the historical personalities (equivalent
to the God). They have created Jain and Buddhist religious ideology
respectively.

Ancient Books
 The Buddhist books are called as Jataka stories. They have been given some
historical importance because they are related with the previous births of the
Buddha. There are more than 550 such stories.
 The historic information mentioned in Jaina literature also help us in
reconstructing the history of different regions of India.
 The Dharmasutras and the Smritis were the rules and regulations for the
general public and the rulers. It can be equated with the constitution and the
law books of the modern concept of polity and society. For
example, Manusmriti.
 Dharmashastras were compiled between 600 and 200 B.C.
 Arthashastra is a book on statecraft written by Kautilya during the Maurya
period. The book is divided into 15 parts dealing with different subject matters
related to polity, economy, and society.
 The final version of Arthashastra was written in the 4th century B.C.
 Kautilya acknowledges his debt to his predecessors in his book, which shows
that there was a tradition of writing on and teaching of statecrafts.
 Mudrarakshasa is a play written by Visakha Datta. It describes the society
and culture of that period.
 Malavikagnimitram written by Kalidasa gives information of the reign of
Pusyamitra Sunga dynasty.
 Bahasa and Sudraka are other poets who have written plays based on
historical events.
 Harshacharitha, written by Banabhatta, throws light on many historical facts
about which we could not have known otherwise.
 Vakpati wrote Gaudavaho, based on the exploits of Yasovarman of Kanauj.
 Vikramankadevacharita, written by Bilhana, describes the victories of the
later Chalukya king Vikramaditya.
 Some of the prominent biographical works, which are based on the lives of the
kings are −
o Kumarapalacharita of Jayasimha,
o Kumarapalacharita or Dvayashraya
o Mahakavya of Hemachandra,
o Hammirakavya of Nayachandra
o Navasahasankacharita of Padmagupta
o Bhojaprabandha of Billal
o Priihvirajacharit of Chambermaid
 Rajatarangini, written by Kalhana, is the best form of history writing valued
by modern historians. His critical method of historical research and impartial
treatment of the historical facts have earned him a great respect among the
modern historians.
 The Sangam literature is in the form of short and long poems consisting
30,000 lines of poetry, which arranged in two main groups
 i.e. Patinenkilkanakku and the Pattupattu. It describes many kings and
dynasties of South India.
 The Sangam was the poetic compilation by a group of poets of different times
mainly supported by chiefs and kings.
 The Sangam literature was composed by a large number of poets in praise of
their kings. Some kings and events mentioned are also supported by the
inscriptions.
 The Sangam literature generally describes events up to the 4th century A.D.

Foreign Accounts
 Herodotus was dependent upon the Persian sources for his information about
India.
 Herodotus in his book Histories (written in many volumes) describes about the
Indo-Persian relations.
 A detailed account of the invasion of India by Alexander was written
by Arrian.
 The Greek kings send their ambassadors to Pataliputra. Megasthenese,
Deimachus, and Dionysius were some of them.
 Megasthenese came in the court of Chandragupta Maurya. He had written
about the Indian society and culture in his book called as ‘Indica’. Though the
original work has been lost, but it had been frequently quoted in the works of
later writers.
 A book ‘Periplus of the Erythrean Sea’ written by an anonymous Greek
author who settled in Egypt on the basis of his personal voyage of Indian coast
in about A. D. 80 gives valuable information about the Indian coasts.
 In the second century A. D., Ptolemy had written a geographical treatise on
India.
 The Greek writing about India, however, is based on secondary sources. They
were ignorant of the language and the customs of the country and hence their
information is full of errors and contradictions.
 Many Chinese travellers visited India as Buddhist pilgrims from time to time;
three important pilgrims were −
o Fa-Hien (Faxian) − visited India in 5th century A.D.
o Hiuen-Tsang (Xuanzang) − visited India in 7th century and
o I-Tsing (Yijing) − visited India in 7th century.
 Hiuen-Tsang had given valuable account about Harshavardhana and some
other contemporary kings of Northern India.
 Fa-Hien and Hiuen-Tsang travelled many parts of the country and they have
given an exaggerated account of Buddhism during the period of their visit.
 Hiuen-Tsang mentioned Harsha as a follower of Buddhism while in his
epigraphic records, Harsha mentions himself as a devotee of Siva. Such
contradictions may be considered due to the fact of multi-religious nature of
Indian rulers, which might confuse a foreigner.
 AI-Biruni gave important information about India. He was Arab scholar and
contemporary of Mahmud of Ghazni.
 AI-Biruni studied Sanskrit and acquired knowledge of Indian society and
culture through literature. Therefore, his observations are based on his
knowledge about Indian society and culture, but he did not give any political
information of his times.
Q.15 The product of the ages of Sagun and Srishti is 240. If twice the age of
Srishti is more than Sagun's age by 4 years, then what is Sris
1. 15
2. 12 …A
3. 10
4. 20

Let the age of Sagun= x and of age of Srishti = y

Given, x × y = 240 …………………………………………….. (Equation 1)

Next condition is that, twice the age of Srishti is more than Sagun age by 4
years
∴2y = x + 4
∴ x = 2y – 4

Put above value of x in (Equation 1)

∴ (2y - 4) × y = 240
∴ 2y²2 - 4y - 240 = 0

To solve this Quadratic Equation:

∴ 2y²2 - 24y + 20y - 240 = 0
∴ 2y(y - 12) + 20(y - 12) = 0
∴ (y - 12) (2y + 20) = 0

Hence, either y - 12 = 0 OR y = -20 / 2 = -10

y = 12 OR y = -10
Negative age cannot be considered therefore y = -10 cannot be considered
Therefore Srishti age is 12
(IPCC) The Intergovernmental Panel on Climate Change is an
intergovernmental body of the United Nations responsible for advancing
knowledge on human-induced climate change. It was established in 1988 by the
World Meteorological Organization (WMO) and the United Nations
Environment Programme (UNEP), and later endorsed by United Nations
General Assembly.
The IPCC provides objective and comprehensive scientific information on
anthropogenic climate change, including the natural, political, and economic
impacts and risks, and possible response options. It does not conduct original
research nor monitor climate change, but rather undertakes a periodic,
systematic review of all relevant published literature.

The sequence of sectorial global CO2 emissions in increasing order as per

IPCC 2014 will be
o Buildings (6.4%),
o Other energy (9.6%)
o Transport (14%)
o Industry (21%)
o Agriculture, forestry, land use (24%)
o Electricity and heat (25%)
Levels of teaching: memory, understanding, and reflective

Key Points on Memory level teaching (MLT)

Emphasis on presentation of fact and information and it’s all about
CRAMMING. (Study intensively over a short period of time.)
Knwldge or info is gained through memorization.
It is the initial stage of teaching and induces the habit of ROTE learning of facts
and subject matters
It covers only the knowledge-based objectives of Bloom’s Taxonomy. At this
level, the student learns to identify, recall or remembers the objects, events,
ideas and retain them in memory.

The teacher plays a very dominating and authoritarian role while instructing.
The evaluation system mainly includes Oral, Written and easy type-
examination as well organized and is simple so that it can be acquired through
rote learning.
The role of the teacher is prominent (Primary & active) and that of the student
is secondary (Secondary & Passive).
Memory level teaching does not improve intelligence and increase student’s
capability but this is required for other types of teaching levels.
The Herbartian theory of apperception supports that the young children’s
mind is ready for perceiving themselves and the world around them. Their mind
is ready for a great mass of factual information including concepts, elements,
structures, models and theories. They can acquire and retain information about
a large number of things, objects, and materials through memorization.
Key Points on Understanding level of teaching (ULT)
Memory level teaching is the essential for the understanding level of teaching
as it talks about the generalization of principles, theory, and other key important
facts.
ULT helps to build the thinking level of students to make use of their acquired
knowledge based on previously known facts and subjects.
The teacher explains the student the relationship between principles and facts
and teaches them how these principles can be applied.
It focusses on mastery of the subject.
It provides more and more opportunity for the students to develop skills of
‘Memory + Insight’.
The evaluation system of this level is mainly objective-type questions and
essays.
Student and teacher both play an active role in the Understanding level of
teaching
Morrison has divided the understanding level of teaching into 5 steps;
o Exploration: testing previous knowledge, analysing the content.
o Presentation: content is presented, diagnosis, and recapitulation till the
students understand.
o Assimilation: generalization, individual activities, working in laboratory
and library, the test of content.
o Organization: pupils are provided with the occasions for representation.
o Recitation: pupil presents the content orally.

Key Points on Reflective level of teaching (RLT)

…giving careful thought to something over some time. It also means thinking
deeply about something.
It talks about both ‘Understanding level’ & ‘Memory Level’ teaching and its
problem centered.
…to develop problem-solving, critical and constructive, independent, original
thinking.
…the emphasis is laid on identifying the problem, defining it, and finding a
solution to it.
The student’s original thinking and creative-abilities develop at this level. A
student is Core ‘Active & Primary’ while Teacher becomes ‘Secondary &
passive’ in this.
In RLT, Hunt is the main Proponent. It includes ULT and MLT. It is problem-
centered teaching.
The students are assumed to adopt some sort of research approach to solve the
problem.
Formulate and verify the hypothesis, data analysis, and testing the hypothesis
around the problem.

__________

Fallacies are mistakes of reasoning, as opposed to making a mistake that is

of a factual nature. If we count twenty people in the room when there was in
fact twenty one, then we made a factual mistake. On the other hand, if believe
that there are round squares, I believe something that is inconsistent. This is a
mistake of reasoning.

Slippery slope:
 It is also known as absurd extrapolation, the thin edge of the wedge, camel's
nose, or domino fallacy.
 It occurs when a relatively insignificant first event is suggested event, which
in turn leads to a still more significant event, and so on, until the ultimate,
concluding significant event is reached.
 The connections between successive events are absurd and unwarranted.
Hence "In this hospital, some nurses don't wear a white dress, some doctors
have private practice and medicines prescribed are of the high cost. Therefore,
treatment in this hospital is of poor quality". The fallacy this argument makes is
the Slippery slope. The connections between the successive events in the given
argument, nurses wearing a white dress, doctors having a private practice,
medicines prescribed being expensive and the concluding event 'treatment in
the hospital is of poor quality' are absurd. So, it makes a slippery slope fallacy.
Fallacy of composition is when one infers something is true of the whole from
the fact that it is true of some part of the whole.
Fallacy of accident, occurs when an uncharacteristic specific instance is
claimed to logically follow from a generalization which does not properly apply
to that instance.
A fallacy of division is the error in logic that occurs when one reason that
something that is true for a whole must also be true of all or some of its parts.

______

A fallacy is a type of arguing which appears to be valid, but actually invalid.

The term fallacy comes from the Latin word ‘fallo,’ meaning ‘I deceive.’ The
fallacy is the class name given to bad (illogical) arguments. Fallacies are like
plastic flowers: They give you the impression that they are valid. But, a student
of logic, like a bee, should be able to distinguish between the real (valid) and
the artificial (invalid).

Examples: ‘This man is not clever because he cannot talk fast’ or ‘He is not a
patriot because he does not wear khadi.’ Any argument of this sort is fallacious.

1. APPEAL TO EMOTION (ARGUMENTUM AD POPULUM) is making

use of the feelings and prejudices of people rather than their reason. This is
perhaps the most common of fallacies.

Example: In campaigning for election in India one might ask: ‘Should you not
vote for the Congress? Did not the congressmen suffer imprisonment for the
sake of the country?’ Thus, the speaker appeals to patriotism, an honorable
emotion, without clear evidence to appeal to the feelings of his audience.
Besides politicians, many others, like advertisers, commit this fallacy.

2. EQUIVOCATION is the fallacy that consists in using words or phrases

with two or more meanings, deliberately or accidentally, while formulating an
argument.

3. THE APPEAL TO INAPPROPRIATE AUTHORITY (ARGUMENTUM

AD VERECUNDIAM). This is a very common and crafty fallacy because a
person who is an expert in one field is taken as an expert in some other,
comparatively, unrelated field. If, for example, we take Bertrand Russell, a
great authority on philosophy, as an authority on the matter of shoes, we
commit this fallacy.

4. MISSING THE POINT (AD IGNORATIO) is diverting attention from the

real point at issue. It is arguing beside the point. Example: ‘The object of war is
peace; therefore, soldiers are the best peacemakers.’ Even if it is assumed that
the object of war is peace, still it does not imply that soldiers are the best
peacemakers.

Hence, From the above explanation, it is clear that “Everyone is going to the
party; you should go too.” the kind of fallacy stated here is AD POPULUM,
because in this kind of fallacy people try to convince us of something, rather
than logically relevant reasons

_______

Samagra Shiksha Abhiyan

Samagra Shiksha Abhiyan is an integrated scheme for school education
extending support to States from pre-school to senior secondary level.

The Samagra Shiksha Abhiyan was formed by subsuming the following three
schemes to ensure an integrated and holistic school education:
 (RMSA) Rashtriya Madhyamik Shiksha Abhiyan
 (SSA) Sarva Shiksha Abhiyan
 (TE) Teacher Education
The goal is to treat schooling as a smooth transition from pre-school, primary,
upper primary, secondary and senior secondary level. It focuses on improving
the quality of education at all levels by integrating the two T’s – Teachers and
Technology.
The scheme mainly aims to support States in the implementation of the Right of
Children to Free and Compulsory Education (RTE) Act, 2009.
Important features:
1. Integrated Approach to Education / Senior Secondary levels /Pre-School
Levels.
2. Administrative Reformation. The scheme will provide flexibility allowing the
State to prioritize its interventions.
3. Improved Quality of Education.
4. Digitalizing Education
5. Strengthening of Schools
6. Strengthening of Schools
7. Focusing on Girl Education
8. Vocational and Soft Skill Development
9. Sports and Physical Education
10. Maintaining the Regional Balance