Staff Member
- Qualification
M. Ed., M.Sc. (Physics), Teaching License (LT)
- Designation
P G Teacher
- Thrust Area
Physics (pre-university curriculum) STEM Education; Educational Assessment
- Address
Fort Enclave, Aligarh-202002
- Mobile
9045006102
- Email
amibrahimansari@gmail.com
- Time Table
Mr A. M. Ibrahim Ansari is teaching Physics since 2003. As a regular and permanent Post Graduate Teacher of Physics he taught Physics senior secondary/ pre-university curriculum at three AMU schools.
He is an NCERT trained (2019) Action Researcher and an IIT certified (2018) Educational Leader .
Mr. A. M. Ibrahim Ansari worked in team as a Member of the Science Textbook Development Committee, SIERT Rajasthan Government for the development of Science Textbook for Rajasthan State Board schools. The Science Textbook published by the SIERT/NCERT with his contribution is part of free distribution of textbook by the government of Rajasthan and millions of copies of the textbook have been published and distributed in thousands of Rajasthan state government schools.
He is also associated with IBO (Switzerland/UK) as an IBDP Physics (External) Diploma Examiner from November 2007 and Teams Leader (TL) from 2016
As an Officer on deputation abroad with CGI Jeddah KSA, he led several teams of deputationists (from different departments and ministries, government of India) on emergency operations abroad in 24x7 environment.
His academic interests include Lifelong Learning, Adult Education & National Literacy Mission, National Science Education Policy and STEM Education. He has presented several academic research papers in National and International Seminars/Conferences. He wrote chapters in madrasa teachers training manual. His several letters to editor on current affairs got space in reputed national papers like The Hindu English Daily.
- Publication
Continuation and Evolution of Science Education among minorities of India
Subtheme: Teaching Learning Interventions for Minorities
Abstract
The science education at school level is the foundation for a more practical and involving science education network at higher education level, the investigation of the barriers and challenges in continuation and evolution of school science education is first step towards it. Further the education of minorities, with special reference to largest minority, of India is in itself a well documented[1] issue before the nation.
The scope of this paper is limited to only some of the aspects of this rather a very comprehensive issue before the national policy makers. Specifically the focus of investigation is â??the study of some basic issues in continuation and evolution of school science education among minorities of India
The paper starts with the investigation of the need for and the importance of school science education. It further takes up the study of the school science education with special reference to the minorities, on which the necessity of continuation and evolution of the school science education is built up to identify the basic issues and challenges before the targeted sections of the society and the government to augment the same in the national education policy, its framework and also in the National Science policy.
The investigation ends up with the conclusion that the nation has to go on a long way to catch the global school science education network. It suggests the need to frame a separate school science education policy for the minorities. It further suggests developing separate objective and professional monitoring body to keep the track for achievement of the great and unavoidable challenge of overhauling national school science education network with special reference to the minorities, for the empowerment of the minorities.
7. REFERENCES
- Rajinder Sachar Committee Report-2005, Gazette of India
- NCERT (1991): â??Science and Mathematics Education for the Futureâ??. National Council of Educational Research and Training (NCERT) New Delhi
- NCERT (1988):Â â??National Curriculum for Elementary and Secondary Education- A Framework, National Council of Educational Research and Training, New Delhi
- NPE (1986, Revised in 1992): â??National Policy of Education, Ministry of Human Resource and Development, Department of Education New Delhi.
- Clark, Julia V. (2016) https://www.ericdigests.org/2000-2/minorities.htm
- Learning and Teaching Science in Grades K-8Â (2007)Â https://www.nap.edu/read/11625/chapter/4#27
[1] Sachar Committee Report-2005
[2] The Rajinder Sachar Committee Report, 2005
[3] NPE, 1992, p.40;
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[4]Â NCF, NCERT, 1988, p.26
[5] NCERT, 1991, p.18
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[6] Â Clark, Julia V. (2016) https://www.ericdigests.org/2000-2/minorities.htm
[7]Â Learning and Teaching Science in Grades K-8Â (2007)Â https://www.nap.edu/read/11625/chapter/4#27