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Mn Jitender Kumar Aggarwal is an eminent Social worker and he is running a school for mentally retarded children named toshish'. The school has two parts - one part is `Functional centre", where children learn to earn by small activities, e.g., candle making, clay pots, etc. The second part of school's tany learning' where Children learn their daily routine activities, e.g., eating, brushing, reading, writing etc. School has separate heads for each part & there is friendly relation between teachers, heads & students. School is working on the basis of mutual cooperation. Now Mr. Jitender Kumar wants to make some changes in new session, e.g., uniform for all teachers, timing of school will be 7.00 am to 2.30 p.m. MI the changes were successfully implemented.
(a) Name the type of Plan highlighted in the paragraph by quoting the lines from paragraph.
(b) Which type of organisation structure is referred in about paragraph.
(c) Explain any two features of this structure.
(d) Identify the value highlighted in above paragraph.

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Solution

(a)- policy- he is running a school for mentally retarded children
(b)-.A divisional organizational structure consists of parallel divisions. This division might be responsible for a product or service, a geographical location, or a customer group. Each unit is equipped with its own resources to function independently
(c) two features of divisional organizational-
(1) unit of purpose
(2) future executive
(3) responsiveness
(d)- skill development of mentally retarded children

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Q. Read the following passage and answer the (four) items that follow:
The National Curriculum Framework (NCF), 2005, recommends that children's life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home, and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centered system of education outlined in the National Policy of Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognize that, given space, time, and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily timetable is as necessary as rigor in implementing the annual calendar so that the required numbers of teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also determine how effective this book proves for making children's life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The supplementary reader attempts to enhance this endeavor by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience

There is a possibility that children may generate new knowledge if
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