NATIONAL SKILL DEVELOPMENT FRAMEWORK(NSDF),meaning,aims ,need, issues,benefits, levels and elements.

NSDF/NSQF

 ( NATIONAL SKILL QUALIFICATION FRAMEWORK or NATIONAL SKILL DEVELOPMENT FRAMEWORK)

NATIONAL SKILL DEVELOPMENT FRAMEWORK

Government of India took initiative in the year 2013 and introduced National Vocational Education Qualification Framework (NVEQF) which was renamed afterward as – “National Skills Qualifications Framework (NSQF).

Scheme of Community Colleges;

Deen Dayal Upadhyay Centres for Knowledge Acquisition;

Upgradation of Skilled Human Abilities and Livelihood (KAUSHAL);

All three schemes by GOI are included in the National Skills Qualification Framework with an aim to provide skills to learners and become a “superpower” in the upcoming years.

A framework for quality assurance is the NSQF. It is a competency-based skill framework that is nationally integrated into education and will offer a variety of horizontal and vertical pathways within and between vocational education and training, as well as between general education, technical education, vocational education, and training, thereby connecting one level of learning to a higher level.

The NSQF's connection of levels enables students to achieve targeted competency levels, facilitates job market transitions, and permits additional skill acquisitions to further augment competencies at the appropriate moment. Additionally, the NSQF will offer the following: Global Equivalency: National policies for defining skill competency and competencies at various levels will be provided in order to accomplish this.

 Additionally, NSQF will offer capabilities for many entry and departure points between general and technical education, job markets, vocational education, and skill training. progressive pathways that fit within the parameters of the required skill sets. Offer chances that promote both skill development and lifetime learning and training. connections with markets and industries to comprehend the demands of the labor market.

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10 Levels of National Skills Qualifications Framework (NSQF).The NSQF levels range from one to ten are categorized by learning outcomes that learners must acquire through their formal, informal, or non-formal acquisition.

To help people reach their chosen competency levels, NSQF is a nationally integrated education and competency-based framework. A hierarchy of levels is used by the National Skills Qualifications Framework (NSQF) to arrange qualifications.

AIMS/OBJECTIVES OF NSDF

1. Taking into account the diversity present in the nation's education and training systems. 

2. Permitting the creation of a set of credentials that are recognized across the country at every level. 

3. Offering a framework for all of the advanced paths' upkeep and advancement. These routes facilitate people's easy transitions between various training and education sectors and the workforce, as well as between these sectors and qualifications. 

4. Offering people the chance to advance through education and training while also assisting them in getting credit for prior experiences and lessons learned. 

5. Improving and facilitating the movement of individuals holding NSQF-compliant qualifications both domestically and internationally by better acknowledging the worth and comparability of Indian qualifications.

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 BENEFITS  OF NSQF

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WHY DO WE NEED NSQF?

India Needs a Qualifications Framework In India, a Qualification Framework is essential for establishing uniformity and acknowledging academic credentials. It makes it simple to compare credentials on a national and worldwide level. It guarantees that credentials satisfy societal and business demands. Individuals' employability and mobility are improved with a clear framework. It encourages the development of skills and lifelong learning. It is in favor of educational accreditation and quality control. It synchronizes training and education with social and economic objectives. It increases the transparency and legitimacy of the educational system as a whole. It assists in bridging the knowledge gap and meeting industrial demands. In the end, it helps India develop and become more competitive internationally.

ISSUES WITH THE NATIONAL SKILLS  QUALIFICATION SYSTEM 

ENVIRONMENTAL EDUCATION B.ED NOTES

1. A lack of coordination exists between the Ministry of Human Resource Development, which oversees vocational education at the school and university levels, and the Ministry of Skill Development, which provides non-university and non-school related courses. 

2. The National Skills Qualification Framework's course curriculum, which facilitates upward mobility similar to ordinary academic education, is not well defined.

 3. There is no link between theoretical knowledge and real-world experience in a vocational field and university level vocational training.

NCF 2005 B.ED NOTES

ELEMENTS/CRUCIAL ASPECTS OF NSQF

Several essential components define the National Skills Qualifications Framework (NSQF).

1.Promotion of Skill Proficiency: The NSQF is focused on equipping people with information and skills that are applicable to the industry. They become more employable both locally and internationally as a result of this.

2. Multiple Entry and Exit Provisions: The NSQF gives students the freedom to join and leave the system at different levels. Their varied demands and backgrounds are met by this.2. Opportunities for Lifelong Learning The NSQF promotes education for life. It offers a methodical way for people to keep improving their knowledge and abilities. 

3. Industry-Standard Preparedness – Training programs are matched with industry-specific standards by the NSQF. It guarantees that graduates have the abilities and know-how that businesses require.

LIFE SKILL EDUCATION B.ED NOTES

SCHOOL BASED ACTIVITY FILE

CONCLUSION

The National Skill Qualification Framework connects one level of learning to a higher level by offering a variety of horizontal and vertical pathways, including general education, technical education, vocational education, and vocational training. It is a nationally integrated education and competency-based skill and quality assurance framework.

CONCEPT OF PHYSICAL SCIENCE

THEORY OF JEAN PIAGET

LIFE SKILL EDUCATION, MEANING AND CONCEPT, IMPORTANCE, TYPES, AIMS, CORE SKILLS BY WHO,ROLE OF TEACHERS, SCHOOL AND COMMUNITIES IN DEVELOPMENT OF LIFE SKILLS FOR LEARNERS||B.ED NOTES|| ENVIRONMENTAL EDUCATION ||

LIFE SKILL EDUCATION :MEANING AND CONCEPT OF LIFE SKILL EDUCATION

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Education in life skills is one kind of such talent. As a result, the youngster gains the capacity to live his life appropriately and to plan his responsibilities in a methodical way. This kind of education focuses on developing the child's abilities so that, given the right circumstances, he may use his intelligence and ability to make judgments. Such sufferings must simultaneously emerge in human existence. in order for him to become a capable. In order to engage with others and with themselves in their immediate environment, make highly skilled decisions, and solve a variety of problems, an individual needs a certain combination of social skills and personal qualities. Furthermore, life skills are the abilities needed to constructively handle any situation in order to get the intended result. Encouragement to adjust to society, support positive behavior in oneself, and take a positive view of one's job are all ways to build life skills.

It is feasible to facilitate a child's development if all facets of their personality are considered. For this reason, life skills education is crucial to everyone's existence. A child's entire personality is taken into account when teaching life skills. It provides the bravery to face difficulties in order to accomplish any goal and the strength to handle any kind of circumstance. Better outcomes are possible when life skills are incorporated into the school curriculum for the pupils.
The term "life skill" refers to fundamental abilities obtained from education or experience. One might also consider the daily schedule to be a life skill. Other aspects of life skills are the control over your emotions, money, health, and academic achievement, among other things. Engaging in life skills practice can enhance a child's self-worth, social skills, and self-assurance. Your life is becoming more equipped with life skills. Currently, the precise definition of life skills is a collection of psychological abilities and social skills that support individuals in making choices, developing healthy relationships, problem-solving, and effective communication.

IMPORTANCE OF LIFE SKILL EDUCATION

Understanding the value of life skills is essential if we hope to lead successful lives. Putting it into practice in our daily lives is equally crucial. Our lives can proceed in a straightforward and appropriate manner if this occurs. Life skills enable us to be competent in knowing how to simplify our lives, make them positive, and choose the best ways to spend our time. As a result, life skills are crucial to our success. It refines the capacity to flourish in every sphere of society and adjust to any situation. Because life skills are so vital, it is important to address the lack of them in the next generation.
Students can gain self-confidence by learning life skills. It encourages cooperation and communication in them. It equips them to act quickly in any bad situation.

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DIFFERENT TYPE OF LIFE SKILLS

 There are two categories of life skills that pupils must learn.
General Life Skills is the first, while High-Level Skills is the second. 
✔️GENERAL SKILL
Self-assurance abilities. ability to make decisions. Techniques for reducing stress. Adversity skills for adjustment. Self-knowledge abilities. The ability to have a negative inclination towards misconduct. constructive actions. Critical Thought. The abilities of society toward one another.Superior abilities.
✔️HIGH LEVEL SKILL
 It includes the following competencies:
Outstanding warmth and intelligence. Mentality. both a physical and mental relaxant. Setting objectives and addressing issues. Interaction. social assistance. living standard along with health.

PURPOSE/AIMS OF LIFE SKILL EDUCATION 
The purpose of developing life skills The goals for life skill development are as follows. the reason behind societal growth. growth of knowledge from experiments. The rationale behind adjustment power development. Develops Life Values is the goal. The aim of cognitive growth. of comprehensive growth.

TOP 10 CORE LIFE SKILL BY WHO(WORLD HEALTH ORGANISATION)

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There are many such skills, but 10 core life skills laid down by WHO are:

1.Self-awareness:Self-knowledge Understanding oneself, our personality, our virtues and shortcomings, as well as our likes and dislikes, is a key component of self-awareness. Being more self-aware can make it easier for us to identify times when we feel pressured or stressed. It is frequently a requirement for establishing empathy for other people as well as for successful interpersonal relationships and communication.

2.Empathy:We must be aware of and considerate of the needs, wants, and feelings of others if we are to build healthy relationships with our loved ones and society at large. The capacity to picture another person's life is known as empathy. Our interactions with other people will be one-way if we lack empathy. Accepting someone who may be extremely different from us might be made easier with empathy. This can enhance social relations in particular when there is a range of ethnicities or cultures.

3.Critical thinking:The capacity for objective analysis of data and experiences is known as critical thinking. By enabling us to identify and evaluate the elements—such as values, peer pressure, and the media—that shape our attitudes and behaviors, critical thinking can improve our health.

4.Creative thinking:Four qualities define creative thinking: fluency (producing new ideas), flexibility (changing perspectives readily), originality (conceiving of something new), and elaboration (building on earlier ideas). Creative thinking is a novel way of viewing or doing things.

5.Decision making:Making decisions about our life gives us the ability to respond to them in a positive way. There may be negative health effects from this. It can instruct individuals on how to actively choose their course of action based on a health assessment of various possibilities and the anticipated consequences of those choices.

6.Problem Solving:Our ability to solve difficulties helps us approach life's challenges in a positive way. Unresolved major issues have the potential to induce psychological stress and physical strain as well. The process of recognizing and resolving disputes or issues is known as problem-solving. It entails dissecting an issue into its constituent elements, considering several approaches, and selecting the most effective one. Everyone needs to be able to solve problems because it makes it easier for us to recognize and deal with issues in our communities, workplaces, and personal lives.

7.Effective communication:Being able to express ourselves verbally and nonverbally in ways that suit our cultures and circumstances is a necessary component of effective communication. This entails having the capacity to communicate wants, worries, and opinions. It might also entail having the ability to request guidance and assistance when needed. Understanding the causes of stress in our lives, how it affects us, and taking action to decrease our stress levels by altering our surroundings or way of life and developing relaxation techniques are all part of coping with stress. Identifying our own and other people's emotions, understanding how emotions affect behavior, and knowing how to react to emotions are all part of coping with emotions. Strong feelings like grief or rage can have detrimental effects.

APPLICATION OF PHYSICAL SCIENCE

8.Interpersonal relationship:Positive relationships with the people we engage with are facilitated by having interpersonal connection skills. This could entail having the ability to form and maintain cordial relationships, which is crucial for maintaining our social and mental wellbeing. Maintaining positive relationships with family members, who are a crucial source of social support, could be necessary. It might also imply having the ability to end relationships amicably.

9.Coping with stress:Up to 95% of illnesses and diseases are the result of false ideas like "I'm not good enough" or "Something is wrong with me." The cell's membrane functions as its brain rather than its nucleus. The cell membrane contains our stored beliefs. Our actions are always based on unconscious programming that is stored as beliefs in our cells, unless we are completely mindful of what we are doing and why at all times. Stress has been shown to be the primary cause of mental, emotional, and physical illness in scientific studies. learning how stress, aging, addiction, and disease are caused by unconsciously held physical, mental, and emotional habits; regaining youthful vigor, joy, and well-being by awareness and small lifestyle changes.

 10.Coping with emotions:Our emotions serve as a fantastic gauge of our wellbeing. When our minds are not consumed by pessimistic thoughts, we experience joy, love, and tranquility. Feelings of dread, anger, or depression are clear indicators that our thinking has turned negative and unhealthy. Gaining this understanding and deciding to stop thinking negatively can have a profoundly transformative effect on one's life. Our lifetime needs to be spent learning how to regulate our emotions, which is a skill we must acquire at an early age. It's a talent that will boost our productivity at work and help us build stronger interpersonal ties.

ROLE OF SCHOOLS IN LIFE SKILLS EDUCATION FOR LEARNERS

1.Curriculum Integration: Systematic learning opportunities are ensured by integrating life skills education into the curriculum.

 2. Extracurricular Activities: Offering a variety of extracurricular activities, such clubs, athletics, and the arts, helps students develop their leadership, cooperation, and communication abilities.

3.Counseling Services: Providing counseling services enhances the ability to resolve conflicts, make decisions, and maintain emotional health. 

4. Life Skills Courses: Introducing targeted courses that emphasize critical life skills such as time management, problem-solving, and financial literacy improves practical knowledge.

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 5.Partnerships: Working together with businesses and community organizations enhances educational opportunities and exposes students to real-world situations.

ROLE OF TEACHERS IN LIFE SKILLS EDUCATION FOR LEARNERS

1 Guidance and Instruction: To effectively assist students in learning critical life skills, teachers offer structured guidance and instruction. 

2.Modeling Behavior: Teachers act as positive role models for their students, exhibiting attitudes and actions that they can adopt and incorporate into their own lives. 

3.Facilitating Learning Activities: Through a variety of learning activities, including group projects, conversations, and real-world simulations, teachers give students the chance to practice and apply life skills. 4.Feedback and Reflection: Instructors assist students in identifying areas of strength and growth in the development of their life skills by providing them with constructive criticism and encouraging them to think back on their experiences.

5.Encouraging Critical Thinking: Instructors push students to analyze circumstances, make educated judgments, and take into account other points of view. This fosters critical thinking and problem-solving abilities. 6. Developing Confidence and Resilience: Teachers help kids develop resilience, self-worth, and confidence so they can face obstacles head-on and look forward to the future. 

7. Cultivating Collaboration and Communication: Teachers help students develop their ability to collaborate and communicate effectively by encouraging polite conversation, attentive listening, and teamwork.

SCHOOL BASED ACTIVITY

ROLE OF COMMUNITIES IN PROVIDING LIFE SKILL FOR LEARNERS

1. Providing Resources: Learning and skill-building activities are facilitated by the resources that communities make available, such as libraries, community centers, and recreational centers.

 2.Providing Mentorship: Members of the community, such as professionals, the elderly, and volunteers, can act as mentors and role models for learners, offering them direction, support, and practical life lessons. 

3. Creating Learning Opportunities: To improve learners' educational experiences, community groups and initiatives offer a range of learning opportunities, including seminars, workshops, and skill-building courses.

4.Encouraging Civic Engagement: To promote social awareness, empathy, and a sense of duty, communities urge students to take part in volunteer work and civic events.

 5. Addressing Social Needs: To make sure that students have the tools and support they require to succeed, communities offer social assistance, healthcare, and counseling services, among other support networks. 6.Encouraging Lifelong Learning: By providing educational opportunities and programs that allow learners of all ages to keep improving their knowledge and skills throughout their lives, communities foster a culture of lifelong learning.

CONCLUSIONS 

Through proactive action, life skills assist young people in promoting health and harmony as well as protecting themselves. A person must recognize his main advantages and disadvantages. Self-esteem and confidence in oneself are the instruments that will enable him to recognize the same.

ENVIRONMENTAL EDUCATION,MEANING, CONCEPT,SCOPE AND STRATEGIES||B.ED NOTES||

MEANING AND CONCEPT OF ENVIRONMENTAL EDUCATION 

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The process through which people investigate environmental issues in order to take necessary, timely, and appropriate action to correct any environmental problems is known as environmental education.

 People gain a deeper awareness of environmental challenges and significant shifts in ecosystem behavior through environmental education. Making appropriate judgments for the environment's improvement is made possible by their understanding of the subtleties of environmental challenges.
Although the phrase and notion of "environmental education" are relatively recent, they have extremely old cultural roots. The earliest of the four Vedas is the Rigveda. "The dust (Dhula) of mother Earth and the light of father sky should remain to be associated with full brightness for our welfare," the Rigveda says. The Rigveda states that there are three different types of God: celestial, aerial, and terrestrial, or land, air, and water. Of these, Brihaspati is the most significant, denoting knowledge of these texts. Because the environment and the creature were so closely intertwined, it was difficult to think of the organism as existing outside of nature or the environment, which meant that the entire Brahamanda was full of serenity and happiness.
While studying geography, the social sciences, and the natural and physical sciences raises understanding of environmental issues, they do not use strategies and tactics to correct imbalances and stop degradation. In a similar vein, studying psychology raises consciousness of learning; however, educational psychology raises awareness of learning in addition to practice of the approach and strategies for enhancing learning. While environmental education plays a part in enhancing life and values, environmental awareness is restricted to the understanding side of things.
Currently, it is believed that there is a relationship and connection between the environment and humans. Because of the negative impacts that light, air, and the dust of the earth have on humans, nature or the environment can be both sad and happy. As a result, it is widely acknowledged that environmental education is necessary. 

In accordance with the Tiwari Committee's recommendations, the nation has acknowledged the necessity of environmental education (1980). Many people agree that "environmental education" is desperately needed. The goal is to integrate environmental issues into all subject areas, in addition to introducing the topic of "Environmental Science" at all educational levels. To this end, we need to place a strong emphasis on innovative programs and methodologies for environmental education. It will raise issues with the environment.

 DEFINITION OF ENVIRONMENTAL EDUCATION 

“Environmental education is the process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the interrelatedness among man, his culture, and his bio-physical surroundings. It also entails practice in decision-making and self formulation of a code of behavior about problems and issues concerning environmental quality.” –UNESCO (1910) Working Committee

 “Environmental education is a way of implementing the goals of environmental protection. It is not a separate branch of science or field of study. It should be carried out according to the principles of life-long integral education.” -UNESCO (1976) Seminar

“Environmental education is problem-centered, interdisciplinary, value-oriented, community-oriented, and concerns with man’s survival as species, based on student-initiated activities and involvements present and future-oriented.”

“Environmental activities will lead to study of natural and physical sciences, social sciences. Construction and creative skills will provide the basis for the practice of healthy living and will serve as the basis for environmental education.”

OBJECTIVES OF ENVIRONMENTAL EDUCATION

The objectives of EE are to create a global populace that is devoted to working both individually and collectively to find solutions to present issues and to stop the emergence of new ones, as well as one that is conscious of and concerned about the environment as a whole and the challenges associated with it (UNESCO, 1975). These are listed in the following order: 

1.Acquire awareness, or sensitivity, to the environment as a whole and the issues that surround it. 

2.Knowledge is the result of having a range of experiences and developing a fundamental comprehension of the environment and the issues it presents.

3.The ability to actively participate at all levels in the process of resolving environmental issues is known as participation. 

4.Evaluating environmental programs and educational measures in terms of ecological, economic, social, aesthetic, and educational issues is an example of evaluation skill. 

5.Develop the ability to recognize and address environmental issues.

CHARACTERISTICS OF ENVIRONMENTAL EDUCATION 

The review of the definitions of E.E. indicates the following main characteristics:

1.It is a process of recognizing the interrelatedness between man, and his physical, cultural, and biological surroundings.

2.It appears to be a process that equips human beings with awareness, skills, attitudes, values, and commitments to improve the environment.

3.It refers to the knowledge and understanding of the physical, biological, cultural, and psychological environment and to perceive its relevance to real-life situations.

4.It identifies the imbalances of the environment and tries to improve them in view of substance development.

5.It entails practice in decision making and self formulations of a code of behaviour about problems and issues concerning environmental quality.

6.It develops skills, attitudes, feelings, and values needed to play and productive role in improving life and values.

7.It involves a child’s investigation and systematic exploration of his own natural and social environment and prepares him to solve problems for improving his life.

8.It is problem-centered, interdisciplinary, value and community-oriented, and concerned with man’s survival and development. 

9.It concerns the present and the future.

It provides the basis for construction and creative skills for the practice of healthy living and improvement.

10.It involves both theoretical and practical aspects of the environment to improve the imbalances and prevent deterioration or pollution. 

SCOPE OF ENVIRONMENTAL EDUCATION 

Environmental education has a wide scope as it is one of the most important areas of study. People need to understand their duties and responsibilities towards the environment.

 The scope of environmental education can be explained with the help of the points given below.

1. The biological component The biological components of environmental education are the most crucial. The human race is the best example. Aspects that are biological also include things like bacteria, plants, animals, birds, and insects.

 2. The Physical Aspect There are two categories for the physical component of environmental education: natural and man-made. The elements of the physical world are land, water, air, and climate. However, man-made features include things like buildings, bridges, roads, highways, airports, railroads, dams, reservoirs, and so on. 

3. Cultural-Social Aspect These are the customs, cultures, and behaviors that people adopt in order to survive in a community. It may cover guidelines, legislation, moral convictions, etc.

EFFECTIVE STRATEGIES  FOR ENVIRONMENTAL EDUCATION 

 

1. Cultivating a Sense of Environmental Responsibility among Students.

2. Fostering Critical Thinking and Problem Solving in Environmental Education.

3. Adopting Experiential Learning Approaches.

4. Collaborating with Local Communities and Organizations.

5. Using Technology and Digital Tools to Enhance Environmental Education.

CONCLUSIONS 

Environmental education is not just a subject but it is an essential tool for building resilience in a changing world. With each generation equipped with this knowledge and passion for sustainability through effective environmental education strategies, we can pave the way for a brighter future where humanity coexists harmoniously with nature.

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