Tuesday, March 24, 2015

#IRCTC #Ticket Booking #Login #One Ticket #Online Railway Ticket

एक बार लॉग-इन से बुक होगा सिर्फ एक रेल टिकट

24th 2015 at 10:23am | Updated Mar 24, 2015

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नई दिल्ली। रेल मंत्रालय ने एक बार लॉग-इन कर कई टिकट बुक कराने वाले एजेंटों पर नकेल कसने के लिए एक बार में टिकट बुक करने की सुविधा देने का निर्णय लिया है। अब ई-टिकट के मामले में एक यूजर लॉग-इन सत्र के दौरान केवल एक टिकट बुक किए जा सकेंगे। दूसरा टिकट बुक करने के लिए यात्री को लॉग-आउट करके दोबारा प्रयास करना होगा।

यह सीमा केवल वॉरंट के जरिए बुकिंग करने वाले सैनिकों को छोड़कर आईआरसीटीसी एजेंटों समेत सभी पर लागू होगी। यह सीमा 8 बजे से 12 बजे के दौरान ई-टिकटों की बुकिंग पर लागू होगी, परंतु आगे की यात्रा या वापसी के टिकटों पर यह प्रतिबंध लागू नहीं होगा।


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Saturday, March 14, 2015

CTET Answer Key 2015 Download – CBSE Central Teacher Eligibility Test February

CTET Answer Key 2015 Download – CBSE Central Teacher Eligibility Test February

CTET Answer Key 2015 Download: The Ministry of Human Resource Development has taken the responsibility of conducting the Central Teacher Eligibility Test (CTET) to the Central Board of Secondary Education Delhi. Ministry of Human Resource Development has released a notification for CTET exam. The exam was successfully conducted exam on 22nd Feb 2015. Candidates in search of CBSE CTET Exam 2015 Answer key can check from- http://ctet.nic.in/




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CTETTEACHER ELIGIBILITY TEST (TET)NCTERTEUPTETHTETJTET / Jharkhand TETOTET / Odisha TET  ,
Rajasthan TET /  RTET,  BETET / Bihar TET,   PSTET / Punjab State Teacher Eligibility TestWest Bengal TET / WBTETMPTET / Madhya Pradesh TETASSAM TET / ATET
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Wednesday, March 11, 2015

JTET / JHARKHAND TEACHER ELIGIBILITY TEST : TET is Mandaory for Para Teachers/ Contract Teachers - Chief Justice Bench Jharkhand -

JTET / JHARKHAND TEACHER ELIGIBILITY TEST
TET is Mandaory for Para Teachers/ Contract Teachers  - Chief Justice Bench Jharkhand -

 
 टीईटी / TET Teacher Eligibility Test Updates / Teacher Recruitment News



 TET is Mandaory for Para Teachers/ Contract Teachers  - Chief Justice Bench Jharkhand -

IN THE HIGH COURT OF JHARKHAND AT RANCHI
L.P.A.  No. 40 of 2014
Prakash Mandal
...
Appellant Vs. State of  Jharkhand & Ors.
...
Respondents
----
CORAM :
HON’BLE THE CHIEF JUSTICE
HON’BLE MR. JUSTICE AMITAV K. GUPTA
----
For the  Appellant : Mr.  Bhanu Kumar, Advocate For the  Respondents
:  J.C. to A.G.
.....
Order No.07 Dated  16 th July, 2014
This  Letters  Patent  Appeal  is  preferred  against  the  order  dated  12.11.2013 passed in W.P.(S) No.7680 of 2012, whereby the writ petition of  the  appellant,  seeking  for  direction  for  appointment as Para  Teacher  was dismissed.
2. The  case  of  the  appellant  is  that  the  appellant  had  applied  for selection  on  the  post  of  Para  Teacher  in  the  Upgraded  Primary  School,  Benagoria on 28.2.2012 along with all cer
tificates. Pursuant to the letter no.188   dated   22.2.2012   issued   by   the   District   Superintendent   of Education, Jamtara, a General Body meeting (AAM  SABHA)
was held on 29.2.2012   under   the   Chairmanship   of   Shri   Kalipada   Hembrom   for selection of Para Teacher in Upgraded Primary School, Benagoria. For the post of Para Teacher, total nine applicants had applied and out of which the appellant was selected and recommended. Initially one Kumari Mithu Rani  Mandal  was to  be selected  but  due  to  her  unwillingness  for  being
appointed as Para Teacher, the appellant was selected. When the Village Education   Committee   recommended   the   name   of   the   appellant   for approval  on  1.8.2012,  the  appellant’s  name  was  not  approved  by  the Block  Education  Committee.  The  appellant also
made  representation before the Deputy Commissioner, Jamtara requesting for his selection for
the  post  of  Para  Teacher.  When  no  action  was  taken,  the  appellant  filed W.P.(S) No. 7680 of 2012 for his appointment to the post of Para Teacher.
During  the  pendency  of  the  writ  petition,  the  Deputy  Commissioner, Jamtara  vide  order  dated  6.9.2012  rejected  the  representation  of  the appellant,  on  the  ground  that  there  was  over
-writing  on  the  proceeding register of Village Education Committee and also in view of the fact that
the  procedure  for  appointment  of  Para  Teacher  has  been  changed.
This  fact  was  brought  on  record  by  way  of  filing  one I.A.  and  also  challenged the  order  dated  06.09.2012.
The  writ  petition was  finally dismissed on 12.11.2013 observing that the documents relied upon by the appellant is doubtful.  It  was  further  observed  that  for  appointment  as  Para  Teacher,
there is requirement for passing Teacher Eligibility Test, which obviously the appellant has not passed.
3.Being aggrieved by the dismissal of the writ petition, the appellant has filed this Letters Patent Appeal.
The learned counsel for the appellant submitted  that  the  learned  Single  Judge  failed  to  appreciate  that  the selection of the appellant on the post of Para Teacher was made by duly
constituted   Village   Education   Committee   in   its   meeting   held   on 29.02.2012 and the said meeting was held in a transparent manner. It is further   submitted   that   in   the   said   meeting   of   Village   Education Committee  one  lady  candidate  Kumari  Mithu  Rani  Mandal  and  the
appellant was  finally  selected  and  only  due  to  the  unwillingness  of  the lady candidate Kumari Mithu Rani Mandal, the name of the appellant was finally  recommended.  The  learned  counsel  further  submitted  that  the appellant possesses higher educational qualification of M.A./M.Sc., B.Ed.
and  on  that  basis  his  name  was  recommended  by  the  Village  Education Committee  and  while  so  the  learned  Single  ought  to  have  quashed  the order  dated  06.09.2012
passed  by  the  Deputy  Commissioner,  Jamtara rejecting the representation of the appellant.
4 The   learned   counsel   for   the   respondent -State   of   Jharkhand   has  submitted that even though the Village Education Committee was alleged to  have  recommended the name of the appellant on 29.02.2012, the same was forwarded by the Village Education Committee only on 01.08.2012 which was received in the office of the Block Education Committee only on 02.08.2012.
It is further  submitted  that  in  the  meanwhile  the  Ministry  of  Human Resource   Development   Department   of   School   Education   and   Literacy, Government of India has issued a letter contained in D.O.No. 3- 3/2012 EE - 4  dated  07.05.2012  making  it  clear  that  only  those  persons  who  passed  the  Teacher  Eligibility  Test  may  be  appointed  as  teachers  for  Class  I  to  VIII including  contractual/para  teachers.  It  was  submitted  that  pursuant  to the
said  notification,  the  Human  Resource  Development  Department,  State  of Jharkhand  has  also  issued  letter  No.JEPC/SSA/12/102/2010/1253  dated  25.06.2012 making it crystal clear that the selection of Para Teacher shall be pursuant to provisions of R.T.E. Act, 2009 and the applicant for
Para Teacher must have passed Teacher Eligibility Test. It is further submitted that since
the recommendation of the appellant was forwarded for approval to the Block Education Committee, Nala only on 02 .08.2012 and the appellant having not  passed  Teacher  Eligibility  Test
,  the  selection  of  the  appellant  was  not approved and the learned Single Judge rightly dismissed the writ petition.
5 . Even  though  the  Village  Education  Committee  has  recommended  the  name of the appellant on 29.02.2012, the same was forwarded for approval to  Block  Education  Committee  only  on  01.08.2012.  In  the  meanwhile,  the Ministry  of  Human  Resource  Development  Department  of  School  Education  and Literacy, Government of India vide letter contained in D.O. No.3
-3/2012 - EE - 4 dated 07.05.2012 made it clear that recruitment of teachers including
contractual/para teachers, who have not qualified the TET would violate the provisions  under  the  Right  of  Children  of  Free  and  Compulsory  Education (RTE)  Act,  2009.  It  was  also  clarified  that  it  is a binding  and  mandatory  requirement  under the RTE Act  that  only  those  persons  who  pass  the  TET may be appointed as teachers for Classes I to VIII. It was also mentioned in
the  said  letter  that  every  State  is  statutorily  required  to  comply  with  this requirement
and violation  of it  may not stand the test of law. It also appears that  in furtherance  of  the  direction  of  Government  of  India,  the  Principal  Secretary,  Human  Resources  Development  Department
- cum - State  Project  Director,  Jharkhand  State  Education  Project  Council,  Ranchi  issued  letter
No.JEPC/SSA/12/102/2010/1253  dated  25.06.2012  making  it  clear  that  selection  of
Para  Teacher  shall  be  pursuant  to  the  provisions  of  RTE  Act,  2009  and  the  applicant  must
have  passed  Teacher  Eligibility  Test .  Even  though the appellant is said to have higher qualification, since the appellant  has   not   passed   the   Teacher   Eligibility   Test, which   is   the   mandatory  requirement,  the  recommendation  of  the  Village  Education  Committee  was
not  approved  by  the  Block  Education  Committee.  In  view  of  the  mandatory  requirement of passing TET as per the notification issued by the Ministry of  Human Resource Development Department of School Education and Literacy,  Government of India (07.05.2012) and the subsequent notification issued by  the  State  of  Jharkhand  (25.06.2012),  the  appellant  cannot  seek  for  a
direction  upon  the  respondents  to  consider  him  for  appointment  as  para teacher.
6 .We do not find any  reason warranting interference in the  order of the learned  Single  Judge  and  this  Letters  Patent  Appeal  is  dismissed.
If  the  appellant has subsequently qualified in Teacher Eligibility Test, the appellant  is  at  liberty  to  participate  in  the  subsequent  selection,  if  any,  either  as  a regular teacher or Para Teacher.

(R. Banumathi, C.J.)
(Amitav K. Gupta, J.)
Birendra/Brajesh



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CTETTEACHER ELIGIBILITY TEST (TET)NCTERTEUPTETHTETJTET / Jharkhand TETOTET / Odisha TET  ,
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UTET / Uttrakhand TET , GTET / Gujarat TET , TNTET / Tamilnadu TET APTET / Andhra Pradesh TET , CGTET / Chattisgarh TETHPTET / Himachal Pradesh TET
 


Tuesday, March 10, 2015

UPTET SARKARI NAUKRI News - Seven Lakh Teachers Post Created under RTE replied by Tharoor in 2013, Only TET pass eligible for RTE appointment -

UPTET SARKARI NAUKRI   News - Seven Lakh Teachers Post Created under RTE replied by Tharoor in 2013, Only TET pass eligible for RTE appointment  -

Dr. Tharoor said that only a person who qualifies the Teacher Eligibility Test Conducted by the appropriate government will be eligible for appointment as a teacher for Class I-VIII as per NCTE. The Minister was replying to a written question on the issue.


Ministry of Human Resource Development

13-March, 2013 16:26 IST
Seven Lakh Teachers Post Created under RTE

Over Seven Lakh additional teacher posts have been sanctioned in the last three years under the Right to Education Act. This was stated by the MOS, HRD, Dr. Shashi Tharoor in Lok Sabha today. He said these posts have been approved to maintain Pupil Teacher Ratio under the Sarva Shiksha Abhiyan (SSA) programme which has been harmonized with the RTE Act.

In reply to another question, Dr. Tharoor said that only a person who qualifies the Teacher Eligibility Test Conducted by the appropriate government will be eligible for appointment as a teacher for Class I-VIII as per NCTE. The Minister was replying to a written question on the issue.

RNM/Hb
(Release ID :93597)

Source : Press Information Bureau Govt of India

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RTE News - about 43 Lakh teachers in Government Schools -

RTE   News - about 43 Lakh teachers in Government Schools  -


passing the Teacher Eligibility Test (TET) as an essential qualification for being appointed as a teacher in classes I-VIII

PRESS INFORMATION BUREAU - GOVT OF INDIA WEBSITE INFORMATION >>>


Ministry of Human Resource Development
20-March, 2013 16:09 IST
NCTE

The Ministry of Human Resource Development has constituted Joint Review Missions consisting of eminent teacher education experts to review progress and to consider issues related to programme planning. The mission’s task will include implementation, monitoring and evaluation, with respect to each of the programmatic interventions under the Scheme for 10 states of the country.

The Lok Sabha was informed today by the Ministry of State, Human Resource Development, Dr. Shashi Tharoor that the Hon,ble Supreme Court had in May, 2011 appointed a High Powered Commission under the Chairmanship the former Chief Justice of India, Justice J.S. Verma to examine various aspects relating to the teacher education system, including the role and function of the National Council for Teacher Education (NCTE), and recommend measures for improvement. The Commission submitted its Report to Hon’ble Supreme Court on 29.08.2012 and made recommendations in four main categories as under:-

(i) Quality of Pre-service Teacher Education

(ii) Quality of In-service Teacher Education

(iii) Teacher Performance and Teacher Audit

(iv) Strengthening the Regulatory functions of the National Council for Teacher Education (NCTE)

The Government and the National Council for Teacher Education (NCTC) have taken several steps to improve the quality of teacher education. These include laying down teacher qualifications under the Right of Children to Free and Compulsory Education (RTE) Act, 2009; specifying passing the Teacher Eligibility Test (TET) as an essential qualification for being appointed as a teacher in classes I-VIII; the development of the National Curriculum Framework of Teacher Education, NCFTE (2009); the preparation of model syllabi for teacher education courses; the revision of the Centrally Sponsored Scheme of Teacher Education for the XII Plan, which entails the strengthening and expansion of existing institutional structures such as the District Institutes of Education and Training (DIETs), the College of Teacher Education (CTEs) and the Institutes of Advanced Studies in Education (IASEs), the strengthening of the State Councils for Education Research and Training (SCERTs), and the establishment of Block Institutes of Teacher Education (BITEs) in SC/ST/Minority concentration districts, etc.

There are about 43 Lakh teachers in Government Schools. Dr. Shashi Tharoor was replying to a written question on a high powered Committee to look into the functioning of regional centres of National Council for Teacher Education (NCTE) in the House today.

RNM/Hb
(Release ID :94052)



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CTETTEACHER ELIGIBILITY TEST (TET)NCTERTEUPTETHTETJTET / Jharkhand TETOTET / Odisha TET  ,
Rajasthan TET /  RTET,  BETET / Bihar TET,   PSTET / Punjab State Teacher Eligibility TestWest Bengal TET / WBTETMPTET / Madhya Pradesh TETASSAM TET / ATET
UTET / Uttrakhand TET , GTET / Gujarat TET , TNTET / Tamilnadu TET APTET / Andhra Pradesh TET , CGTET / Chattisgarh TETHPTET / Himachal Pradesh TET
 

Right to Education (RTE) News - 20 Lakh Jobs Created under RTE upto 2012-13 And 12 Lakh 48 Thousand Posts Were Already Filled -

Right to Education (RTE)   News - 20 Lakh Jobs  Created under RTE upto 2012-13 And 12 Lakh 48 Thousand Posts Were Already Filled -

This information given on Press Information Bureau og Govt Of India Website  >>> 20 Lakh Jobs Created under Right to Education Act And out of 20 Lakh Posts - 12 Lakh 48 Thousand Posts were filled.


   Republic Day 2014 R. N. Mishra*  S. Aswathy**



Right to Education (RTE) is by far the most historic development in universalisation of elementary education in the country. Enacted in 2010, it implies that every child in the age group of 6 to 14 years has Right to elementary education.  They are entitled for free and compulsory education.

The Sarva Shiksha Abhiyan (SSA) is the main vehicle for implementation of the RTE Act. It is one of the largest programmes of its kind in the world. It is primarily funded from central budget and it covers the whole country. More than 19 crore children are covered under this scheme in 11 lakh habitations. 98% of habitations in this country have elementary schools within 1 km and 92% have upper primary schools within 3 km of their locations.

            The programme has been implemented in order to narrow down gender and social gaps in elementary education. Special efforts have been made to reach out to girls and children belonging to SC/ST and Muslim minority communities.

Over 3500 Kasturba Gandhi Balika Vidyalayas (KGBV) have been set up as residential upper primary schools for girls from SC, ST, OBC, Muslim communities and BPL girls in the educationally backward blocks. Free boarding / lodging, books, stationary and uniforms are being provided to the children in these schools.

Under SSA, special attention has been given to urban deprived children, children affected by periodic migration and children living in remote and scattered habitations. Attempts have also been made to reach out to children suffering from autism. It involves their identification, preparation of individualized Education Plan, teacher training on Autism and therapeutic support.

            As part of the scheme, steps have been taken to improve the standard of elementary education in the country. It includes improvement in infrastructural facilities and sanctioning of new teacher posts in government schools. Free textbooks are being provided to all children in government and government aided schools.

            Last year, the centre released more than 23800 crore rupees and during the current financial year (2013-14), in the first eight months, over 16000 crore rupees have been released.

            This increased funding has led to massive creation and improvement of infrastructure at school level. About 95% schools have drinking water facilities and 90% schools have toilets. Similarly about 75% upper primary schools have furniture. More than 3 lakh new school buildings with toilets, drinking water facilities and electricity have been created under the Sarva Shiksha Abhiyan, a flagship programme of UPA government to implement RTE.

            Since the enactment of the Right of Children to Free and Compulsory Education (RTE) Act, 2009, the enrolment of children at the elementary level has increased from about 19 crore in 2008-09 to about 20 crore in 2012-13 as per District Information System for Education (DISE) data. A total of over forty three thousand five hundred schools, seven lakh additional classrooms, five lakh forty six thousand toilets and thirty four thousand six hundred drinking water facilities have been sanctioned to States/UTs under Sarva Shiksha Abhiyan (SSA) programme to meet the objectives of the RTE Act.

            The enrolment among the SCs has increased from 3 crore to 4 crore during 2008-09 and 2012-13. Similar positive trends have been noticed among STs and minorities also. Thirteen states have also admitted children belonging to disadvantaged groups/weaker sections in private unaided schools as per the RTE Act.

Along with the Mid Day Meal Scheme, the Right to Education Act has made substantial impact on universalisation of elementary education, reduction in dropout rates and fighting classroom hunger.

            The improvement is reflected in the Net Enrolment ratio in Primary Education. It was 99.89% in 2011-12. There has been a substantial drop in dropout rate among the kids at the elementary level.  The number of out of school children has come down sharply from more than 1.34 crore in 2005 to 29 lakh in 2012-13.

             Several new measures have been taken for improving quality under RTE, in letter as well as in spirit. About 20 lakh additional teacher posts have been sanctioned under SSA upto 2012-13. Out of this twelve lakh forty thousand posts are reported to have been filled. After RTE, it is compulsory that only those people who are able to clear the Teacher Eligibility Test may be appointed as teachers.

            To improve quality of learning, children are provided free text books upto class 8. Continuous and comprehensive evaluation system is being promoted. Curriculum reforms are made to make learning more children friendly and inclusive.  Training for in service teachers and head masters are being incentivized.

The focus of all HRD Ministry schemes under the 11th Five Year Plan was access and growth whereas quality is the key under the current Five Year Plan.

 (PIB Feature).

*******

*ADG(HRD), PIB, New Delhi.



** Information Assistant, PIB, New Delhi



 SS-155/SF-155/23-01-2014

RTS/HSN
**************************************************

Press Information Bureau
Government of India
Ministry of Human Resource Development
22-January-2014 16:26 IST
Visible improvement in School Infrastructure since implementation of RTE Act, 2009

The Right of Children to Free and Compulsory Education (RTE) Act, came into force from 1st April 2010. The Act laid down a three year time frame to attain various norms and standards as specified in the Schedule to the RTE Act. The Department of School Education & Literacy, Ministry of Human Resource Development has been documenting the progress made by States and UTs every year since the RTE Act came into force on the basis of DISE data. Recently the Ministry has published RTE: The 3rd Year on the basis of DISE Data 2012-13 with respect to children’s enrolment, teacher availability and infrastructure indicators for each State as well as at the national level. RTE: The 3rd Year has also captured additional indicators on the child centered provisions as well as quality. The publication focuses on the progress made by States and UTs since the enactment of the Act in the last three years. State wise stock taking of various indicators is helpful in analyzing the trends and also for further planning.

All States and UTs have notified the State RTE Rules. Major notifications with regard to setting up systems to implement the RTE Act have also been put in place. All States/UTs have notified their State Academic Authorities and issued notifications with regard to the elementary education cycle of 8 years. Also notifications with regard to no corporal punishment, banning of private tuitions, banning of screening procedure and capitation fees and no board examinations up to the elementary level have been put in place by all the States/ UTs. By 2012-13, 88% of the schools had a School Management Committee as per provisions of the RTE Act. 75% of the members of SMCs are parents of children studying in school and at least 50% of these are women.

Total enrolment in the elementary education have been steadily rising and stands at 13.47 crores at primary and 6.49 crores at upper primary level with girls forming 48% and 49% of the enrolment respectively. There is also a very encouraging trend of the enrolment of SC/ST and Muslim children which is representative of their share in the population.

The pupil teacher ratio at the national level has shown a dramatic improvement. It has come down from 32 in 2009-10 at the elementary level to 27 in 2012-13. 26 States/UTs had also conducted one/more rounds of Teacher Eligibility Test (TET) by September 2012.

School infrastructure has been steadily improving since coming into force of the RTE Act. Number of elementary schools in the country (Government and unaided) stands at 11,53,472. The student-class room ratio is down to 29 students per class room. 95% of the schools have been provided with drinking water facility and coverage of separate girls’ toilets has increased from 59% in 2009-10 to 69% in 2012-13. States/UTs like Chandigarh, Delhi, Daman & Diu, Gujarat, Haryana, Karnataka, Lakshadweep, Punjab, Puducherry etc. have covered all schools with drinking water facility.

The RTE Act also lays down the working hours and instructional hours in schools. Each state has issued its own notification in this regard. 30 States have developed a Continuous Comprehensive Education module and in 26 States, it has been implemented universally in all schools.

RNM/DS/HKJ/SA – RTE Report/22/01/2014
************************
Press Information Bureau
Government of India
Ministry of Social Justice & Empowerment
11-December-2014 17:11 IST
Education Level of Handicapped Children

As per Census 2001, 49 percent of persons with disabilities are literate, out of which graduate and above constitute 3%.

The Rights of Children to Free & Compulsory Education (RTE) Act, 2009 provides for free and compulsory education to children including children with disabilities, as mentioned in PwD Act, 1995, and the National Trust for the Welfare of Persons with Autism Cerebral Palsy, Mental Retardation and Multiple Retardation and Multiple Disabilities Act, 1999, in the age group of 6-14 years at elementary level in a neighborhood school. The Government has since aligned the Sarva Shiksha Abhiyan (SSA) norms with the provisions of Right of Children to Free and Compulsory Education Act, 2009. SSA ensures that every child with special needs, irrespective of the kind, category and degree of disability, is provided meaningful and quality education. Hence, SSA has adopted a zero rejection policy. This means that no child having special needs should be deprived of the right to education and taught in an environment, which is best, suited to his/her learning needs. The Scheme of Inclusive Education for Disabled at Secondary State (IEDSS) provides assistance for the inclusive education of the disabled children in classes IX-XII. The aim of the Scheme is to enable all students with disabilities, after completing eight years of elementary schooling, to pursue further four years of secondary schooling (classes IX to XII) in an inclusive and enabling environment. The scheme covers all children with disabilities, passing out of elementary school and studying at secondary and higher secondary stage, as defined under the PwD Act, 1995 and National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act, 1999. Further, under the Deendayal Disabled Rehabilitation Scheme (DDRS), financial assistance is provided to Non-Governmental Organizations (NGOs) for (i) pre-school and early intervention and training to prepare disabled infants and children upto 6 years of age, for their schooling and integration at the appropriate stage in regular schools, (ii) imparting education, (iii) life skills to children with disabilities in special schools and also for vocational training.

This information was given by the Minister of State for Social Justice and Empowerment, Shri Krishan Pal Gujar in a written reply to a question in Rajya Sabha here today.


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