
‘Mega PTM 2.0' to be held across state on July 10
Samagra Shiksha state project director B Srinivasa Rao, issued operational guidelines to additional district project coordinators of Samagra Shiksha, district education officers, regional joint directors and district collectors regarding the implementation of the programme.
He requested RJDs to coordinate with DEOs, APCs, and mandal educational officers (MEOs) within their jurisdiction and ensure close monitoring. He clarified that the Mega PTM, earlier scheduled for July 5, will now be conducted on July 10.
On this occasion, director of school education Vijay Rama Raju V and Samagra Shiksha SPD B Srinivasa Rao, addressed RJDs, DEOs, APCs and other officers via video conference and gave necessary instructions.
They said the Parent-Teacher Meeting (PTM) serves as a key platform to strengthen the bond between parents, teachers, and schools and PTMs help parents understand their child's academic progress, behavior, and social challenges, while also allowing teachers to seek their cooperation for the child's benefit.
As per the orders, the Mega PTM 2.0 will be held in 61,135 educational institutions, with an expected participation of 2,28,21,454 people, including 74,96,228 students, 3,32,770 teachers and 1,49,92,456 parents, donors and others.
Teachers will provide Holistic Progress Cards to parents, helping them understand their child's academic development. Under the supervision of the headmaster, an open meeting will be conducted to present school performance, infrastructure gaps and future action plans.

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Time of India
3 days ago
- Time of India
UP's ‘Learning by Doing' is gaining ground: 5 lessons it can learn from Germany
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Germany spent decades refining a vocational pathway that connects school with employment. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Libas Purple Days Sale Libas Undo UP is laying that foundation within classrooms—using tools, teachers, and time. Learning by Doing in UP: How it was born The Learning by Doing (LBD) programme was born out of a simple but powerful idea that students retain more when they experience learning, not just listen to it. It aligns with the National Education Policy 2020's call for integrating vocational exposure into regular schooling. The materials are replenished through School Management Committees, and the programme is fully state-funded under Samagra Shiksha. Since its launch, LBD has been rolled out in phases. The pilot, introduced in 2023–24, covered 60 government schools across 15 districts and reached close to 6,000 students. 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No fancy robotics, no imported kits—just saws, screwdrivers, soil trays, and an invitation to tinker. The manual guiding these activities has been developed in partnership with UNICEF and Vigyan Ashram, and approved by SCERT. It consists of sixty structured modules that teachers can plug into their weekly schedules without disrupting the core curriculum. These tasks are not meant to train children for a job market—they are designed to familiarise them with the logic of doing. Each activity builds a concept, and each concept builds confidence. How it's taught: Teachers as facilitators, not lecturers In the Learning by Doing model, the teacher no longer stands at the centre of the room with a chalk and a blackboard. Instead, they move between workstations, watching, guiding, stepping in only when needed. Before the programme begins, science and math teachers undergo a four-day training module. It's not about delivering lectures. It's about managing tools, ensuring safety, facilitating group work, and letting students learn through trial. The classroom is organised into small groups. Each group gets a set of tools, raw materials, and a task to complete—whether it's wiring a simple circuit or planting a row of seeds. The instructions are clear, but the outcomes aren't always predictable. That's the point. Students are encouraged to explore what happens when things don't go as planned. The infrastructure is modest but managed. Kits are funded by the state. Materials and consumables are replenished through School Management Committees. Germany's Dual System: Bridging education and employment The dual education system in Germany is not just a feature of its schooling structure—it's a national employment strategy. Formalised through the Vocational Training Act of 1969, and rooted in craft guild traditions that date back to the Middle Ages, the system integrates on-the-job training in companies with classroom instruction in vocational schools (Berufsschulen). Typically, students enter the dual system after completing their general education around age 16. They sign a formal apprenticeship contract with an employer, train three to four days a week in the workplace, and spend the remaining one to two days in vocational schools. These programmes span two to three and a half years, depending on the trade. The scope is vast: Germany recognises over 325 licensed occupations, from mechatronics and nursing to logistics, hospitality, and information technology. Apprentices receive a monthly stipend, increasing each year, and enjoy full social benefits—health insurance, accident coverage, and unemployment protection. On completion, students sit for a final exam administered by regional Chambers of Commerce (IHK) or Chambers of Crafts (HWK). The certification is not symbolic—it's legally recognised, respected by employers, and portable across the European Union. Teachers in Berufsschulen hold specific pedagogical qualifications and subject-matter expertise. In workplaces, trainers (Ausbilder) are themselves certified and licensed to supervise apprentices, ensuring instructional consistency across both sites. Today, over 500,000 apprentices train annually in the system, supported by more than 430,000 companies—from small bakeries to multinational engineering firms. Around 60% of apprentices are retained by their employers after graduation. The result: one of the lowest youth unemployment rates in Europe, and a deeply skilled mid-level workforce that anchors Germany's manufacturing and service industries. A lesson or two for UP's Learning by doing To be clear, LBD is not Germany. 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Industry involvement Germany's employers co-design curricula and host apprentices. While LBD is school-based, UP could invite local ITIs, Krishi Vigyan Kendras, or artisans to review student projects, offer demonstrations, or co-create localised toolkits. 5. Vertical linkages The success of LBD should not stop at Class 8. By linking it to existing vocational programmes in secondary schools or ITIs, UP could offer a seamless school-to-skill continuum, with LBD as the starting point. A model worth building on UP's Learning by Doing doesn't need to replicate the German blueprint. But it already represents a significant pedagogical shift—from memorisation to participation, from theory to touch. Its success lies not in grand policy statements but in simple outcomes: a student building her first solar lamp, a classroom debating how to recycle plastic waste, a teacher asking not 'what is the formula' but 'how do you test it?' Germany's system took decades to perfect. UP has just started. But it's a start worth investing in. Not just for jobs, but for joy in learning. Not just for skills, but for confidence in making. And that is a lesson any system—German or Indian—would do well to remember. Ready to navigate global policies? Secure your overseas future. Get expert guidance now!


New Indian Express
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- New Indian Express
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Time of India
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- Time of India
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