DEPARTMENT.STAFF_MEMBER
- DEPARTMENT_STAFF.QUALIFICATION
M. Sc. (Physics), M. Ed.
- DEPARTMENT_STAFF.DESIGNATION
P G Teacher
- DEPARTMENT_STAFF.THRUST_AREA
Science Education, STEM, Blended Learning and Educational Assessment and Evaluation
- DEPARTMENT_STAFF.ADDRESS
Arafaat, Street Number-1, Fort Enclave, Barouli Road, Aligarh-202001
- DEPARTMENT_STAFF.MOBILE
9045006102
- DEPARTMENT_STAFF.EMAIL
amibrahimansari@gmail.com
- DEPARTMENT_STAFF.TIME_TABLE
Mr A. M. Ibrahim Ansari is an NCERT trained Action Researcher (2021) and an IIT certified Educational Leader (2020). In addition to internal teaching and allied duties, including several years and repeated educational leadership roles, he has been active in many external government and other academic roles.
As an officer (AHO) on deputation with CGI Jeddah KSA, he gained real time emergency operations and decision making experience in 24x7 environment. He served national interests abroad twice (Indian Haj Mission 2016 and Indian Haj Mission 2019)
Mr. Ibrahim Ansari was a member of Science Textbook Team of SIERT (Udaipur) on the project of Rajasthan State Government (2016). He translated all Physics chapters of the Science textbook of Rajasthan state curriculum.
He is also associated with IBO (Switzerland/UK) as an IBDP Physics Examiner since November 2007.
His academic interests are in national science (education) policy and "Science, Technology, Engineering and Mathematics (STEM) Education" related challenges and fair implementation of NEP-2020. He has presented several academic research papers in International and National Seminars.
He believes that evolution is the law nature and therefore he is been very active in attending in-service training courses throughout his career to keep himself well updated in this ever evolving technology loaded era.
- 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;
Â
[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