Prepare any one project out ofthe following in about 500 words. (a) Write a project on Education in Slums 6. Title: Education in Slums Ohjective: Problem of Education in Slums Step-I: Interview at leas: 20 families of slum areas. Step-ll: Before interviewing, prepare a questionnaire to collect detailed information. (Why are ch ldren in shums not getting proper edication?) Step-IIl: Write the main points to reflect the information. Stép-IV: Analyse the problem keeping the information in mind. Step V: Find out government's efforts for providing educaticn to the dwellers. Step VI: Wrte a report with at least 3-4 practical suggestions to solve the problem. Title: Geeta Phogat-a Bio-Sketch Objective: To be able to collect information about Phogat and write her bio-sketch Step-I: Collect information about Geeta Phogat You may includc: o her birth, birth place year etc. (i) her family background, educaton (i) her education, interests and inspiring personality (v) her entry into the field of wresting (v) her career as a wrestler (vi) her achievements, awards, honours (i) her pesonal life Step I1: Select the imporant information to be included im the sk which will motivate and inspire sports persons to take up the game Step-II: Imagine that you are Gieeta Phogat.A journalist wants to writ What important things would you like to be included in the biography? Step-IV: Write a bio-skeich based on your information (b) etch. Select important points e your biography English
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Educational Hanicaps of Slum Children
Growth of Aids for Culturally Deprived
Outlook for Reforms in Slum Schools
Educational Hanicaps of Slum Children
Hope for solving the massive social problems associated with urban poverty appears to center increasingly on improvement in the methods of educating the culturally deprived children of the slums. Educators have long recognized that such children enter school under handicaps not imposed on children of the middle class, that slum children often seem immune to standard instructional programs, and that a relatively large proportion of them quit school early and become misfits and unemployables. Some inevitably drift into delinquency.
Early efforts to increase the less fortunate child's capacity to learn took the form chiefly of remedial classes, of shifting the child from academic to shop or manual training work, and of providing extra services ranging anywhere from free meals to field trips. It is generally realized, however, that the slum child's maladjustment to school is often too deep and too complex to be affected by routine or piecemeal palliatives.
After considerable research and experimentation during the past decade, educators have now come to the conclusion that major changes in policies and programming are necessary to make the public school a place of learning for the slum child. Blueprints for radical overhaul of city schools have been drawn up, and some of the proposed changes have already been put into practice.
Educational Hanicaps of Slum Children
Growth of Aids for Culturally Deprived
Outlook for Reforms in Slum Schools
Educational Hanicaps of Slum Children
Hope for solving the massive social problems associated with urban poverty appears to center increasingly on improvement in the methods of educating the culturally deprived children of the slums. Educators have long recognized that such children enter school under handicaps not imposed on children of the middle class, that slum children often seem immune to standard instructional programs, and that a relatively large proportion of them quit school early and become misfits and unemployables. Some inevitably drift into delinquency.
Early efforts to increase the less fortunate child's capacity to learn took the form chiefly of remedial classes, of shifting the child from academic to shop or manual training work, and of providing extra services ranging anywhere from free meals to field trips. It is generally realized, however, that the slum child's maladjustment to school is often too deep and too complex to be affected by routine or piecemeal palliatives.
After considerable research and experimentation during the past decade, educators have now come to the conclusion that major changes in policies and programming are necessary to make the public school a place of learning for the slum child. Blueprints for radical overhaul of city schools have been drawn up, and some of the proposed changes have already been put into practice.
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