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Textbook Analysis of Inclusion of Transport and Mobility in the Curriculum of Gujarat State Board, Gujarati Medium, Standard 1 to 8

Table 12 Textbook Analysis of Inclusion of Transport and Mobility in the Curriculum of Gujarat State Board, Gujarati Medium, Standard 1 to 8

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An approach paper with special reference to textbook analysis Schools and Sustainable Urban Mobility
An approach paper with special reference to textbook analysis Schools and Sustainable Urban Mobility
Presented here is a mapping of elements in the schools and mobility domain.
Presented here is a mapping of elements in the schools and mobility domain.
Figure 2 - Screen shot of a news item on indiatoday about the setting up of a committee to examine school transport safety Thus, while some efforts do exist, the extent of work done in this domain is limited, and very far from sufficient. A comprehensive engagement effort is necessary across the country, and along policy-practice verticals, to ensure that the domain of schools and mobility gets the attention it deserves and the outcomes essential for our children’s wellbeing.
Figure 2 - Screen shot of a news item on indiatoday about the setting up of a committee to examine school transport safety Thus, while some efforts do exist, the extent of work done in this domain is limited, and very far from sufficient. A comprehensive engagement effort is necessary across the country, and along policy-practice verticals, to ensure that the domain of schools and mobility gets the attention it deserves and the outcomes essential for our children’s wellbeing.
Table 1 - Number of items potentially contributing to varied learning outcomes
Table 1 - Number of items potentially contributing to varied learning outcomes
Figure 4 - Quantum of content items potentially contributing to varied learning outcomes in textbooks of Gujarat, Maharashtra and NCERT, Standards | to VIII
Figure 4 - Quantum of content items potentially contributing to varied learning outcomes in textbooks of Gujarat, Maharashtra and NCERT, Standards | to VIII
Figure 3 - Proportion of content items potentially contributing to varied learning outcomes i textbooks of Gujarat, Maharashtra and NCERT, Standards | to VIII
Figure 3 - Proportion of content items potentially contributing to varied learning outcomes i textbooks of Gujarat, Maharashtra and NCERT, Standards | to VIII
Table 2 - Desired Learning Outcomes in the Sustainable Mobility Domain for School Students
Table 2 - Desired Learning Outcomes in the Sustainable Mobility Domain for School Students
Textbook Analysis for Inclusion of Transport and Mobility in the Curriculum of Maharashtra State Board
Textbook Analysis for Inclusion of Transport and Mobility in the Curriculum of Maharashtra State Board
Textbook Analysis of Inclusion of Transport and Mobility in the Curriculum of Gujarat State Board, English Medium
Textbook Analysis of Inclusion of Transport and Mobility in the Curriculum of Gujarat State Board, English Medium
Textbook Analysis of Inclusion of Transport and Mobility in the Curriculum of NCERT
Textbook Analysis of Inclusion of Transport and Mobility in the Curriculum of NCERT
Some examples from the NCERT Textbooks (Standards VI-VIII)
Some examples from the NCERT Textbooks (Standards VI-VIII)
Some examples from the Maharashtra Textbooks (Standards VI-VIII)
Some examples from the Maharashtra Textbooks (Standards VI-VIII)
Related topics:
Sustainable TransportationUrban TransportationCo-curricular activitiesWhole school approachEducation for Sustainable DevelopmentSchool transportation
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