CG Vyapam ADEO key terms

The constitutional provision inserted by the 86th Amendment in 2002 that makes free and compulsory education a fundamental right for children aged six to fourteen years, obliging the State to provide it by law.

The 2002 amendment that added Article 21A, rewrote Article 45 as a duty to provide early childhood care and education, and inserted Article 51A(k) making education a fundamental duty of parents.

Guidelines in Part IV of the Constitution, non-enforceable in courts, that direct the State toward social and economic welfare, including the original Article 45 goal of free compulsory education within ten years.

Obligations listed in Article 51A of the Constitution, including the duty of a parent or guardian to provide opportunities for education to a child between six and fourteen years.

The 1992 amendment that gave constitutional status to Panchayati Raj institutions, creating a three-tier structure and reserving seats for Scheduled Castes, Scheduled Tribes and women in rural local bodies.

The system of rural local self-government in India operating at village, block and district levels, with responsibilities that include primary education, school infrastructure and local monitoring of schools.

The district-level tier of Panchayati Raj, whose functions under state law typically include promoting education, constructing and maintaining school buildings and reviewing educational progress across the district.

The central law operationalising Article 21A, prescribing free and compulsory elementary education, no-detention and continuous evaluation norms, pupil-teacher ratios, school standards and a ban on screening at admission.

A committee constituted in every government and aided school under the RTE Act, with majority parent members, responsible for monitoring school functioning and preparing and recommending the school development plan.

A three-year plan prepared by the School Management Committee covering school needs, improvement priorities, additional teacher requirements and funds, which forms the basis of school grants and local planning.

An RTE provision preventing expulsion or holding back of a child until completion of elementary education, later amended to allow detention at the discretion of state governments after re-examination.

The integrated centrally sponsored scheme for school education from pre-primary to class twelve, subsuming Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan and teacher education, with a focus on equity and quality.

The flagship programme launched in 2001 for universal elementary education, emphasising enrolment, retention, infrastructure and community participation, now subsumed within Samagra Shiksha.

Annual untied school-level funding under Samagra Shiksha for all government schools, meant for school expenses, cleanliness, safety and resource needs, with higher allocation for larger enrolments.

India's current education policy framework replacing the 1986 policy, introducing the 5+3+3+4 school structure, foundational literacy and numeracy goals, mother-tongue medium, and a light but tight regulatory vision.

A national mission launched in 2021 to ensure every child attains foundational literacy and numeracy by the end of class three, with defined learning outcomes and a dedicated FLN assessment framework.

The ability of young children to read with comprehension and perform basic numerical operations, treated in the NEP 2020 as the single most urgent priority of the school education system.

The curricular restructure of school education under NEP 2020 covering ages three to eighteen: three years of pre-school, then foundational, preparatory, middle and secondary stages of three to four years each.

An assessment approach that evaluates learners throughout the year using multiple tools and covers scholastic and co-scholastic areas, reducing dependence on a single terminal examination.

Assessment conducted during teaching to diagnose learning gaps and adjust instruction, usually low-stakes, with feedback given to learners rather than marks used for promotion decisions.

Assessment carried out at the end of a term or course to judge overall achievement against expected learning outcomes, typically contributing to reporting and certification.

Specific, observable and measurable statements of what learners should know or be able to do at a given stage, used to plan teaching, design assessment and monitor school performance.

A scoring guide that lists criteria for a task and describes levels of performance quality, helping evaluators mark consistently and giving learners clear expectations of standards.

The process by which designated officers guide, support and monitor teachers and schools to improve instruction, ranging from inspection and record checking to clinical and collaborative professional support.

A supportive form of supervision focused on classroom teaching, lesson planning and teacher development, using observation, feedback and demonstration rather than fault-finding or purely administrative checks.

A formal, scheduled visit by an authorised officer to verify compliance with norms, records, infrastructure and teacher attendance, producing a report that may trigger corrective action.

The district-level administrative head of the education department, responsible for implementing schemes, supervising block-level staff, monitoring school functioning and coordinating with Panchayati Raj bodies.

An officer heading education administration at the block level, supervising schools and teachers, ensuring enrolment and scheme implementation, and reporting to the district education authorities.

A theory describing four sequential stages of thinking from sensorimotor to formal operational, in which children construct knowledge through assimilation and accommodation rather than absorbing it passively.

Vygotsky's concept describing the gap between what a learner can do alone and what they can achieve with guidance from a more capable person, where instruction is most effective.

Temporary support provided by a teacher or peer, such as prompts, models or hints, that is gradually withdrawn as the learner gains competence and can perform the task independently.

A view of learning holding that learners actively build understanding by connecting new information with prior knowledge, so teaching should provide experiences, questions and reflection rather than pure transmission.

An approach in which children with disabilities and diverse backgrounds learn in regular neighbourhood schools with appropriate support, accommodation and barrier removal rather than being segregated.

A citizen-led household survey conducted in rural districts that tests children's basic reading and arithmetic, widely cited as evidence on learning levels and foundational learning gaps.

The Mahatma Gandhi National Rural Employment Guarantee Act, 2005, which guarantees at least one hundred days of unskilled wage employment per rural household per year and supports rural livelihoods.

A composite measure of average achievement in health, education and standard of living, calculated from life expectancy, schooling years and per capita income, used to compare development across countries.

A central Indian state carved out of Madhya Pradesh on 1 November 2000, known for mineral and forest wealth, tribal population, rice production and its three-division administrative structure.

A district in southern Chhattisgarh famous for its tribal culture, dense forests, the Indravati river and the Dussehra festival, and a region where the state runs special education and welfare programmes.

A locally recruited para-teacher or education volunteer engaged in Chhattisgarh government schools, typically for assistant teacher duties in remote areas under state rules governing their service.

A Chhattisgarh state scheme providing free coaching or education support to students from government schools for competitive examinations, aimed at improving access to higher education and jobs.