School Leaving certificate -LC all rules in Primary school Gujarati Read Here.
Here are a few samples of Application for School Leaving Certificate and Application for College Leaving Certificate. It is to state with immense modesty and due honor that I am a father of two daughters, studying in your prestigious institution.
School standards
(1) Rules regarding school admission.
To enroll the student in the school, the guardian has to apply on the prescribed application form to the principal of the school.
A copy of the following certificates should be attached with the application form.
School Leaving Certificate (2 copies)
Copy of result sheet of last annual examination (2 copies)
Certificate of caste (if any)
All the above mentioned original certificates have to be submitted after getting the admission. Admission will not be valid without it.
The amount of fee payable after admission has to be deposited on the same day. Fees will not be refunded after payment.
(2) Rules regarding school fees.
The standard of monthly fee in the school will be as follows.
Standard 9 10 11 Science / General Flow 12 Science / General Flow
Maintenance Fee 20 ૪૫ 50 50
Computer fee 20 20 20 20
At the time of admission the student has to pay the prescribed fee of the school
The student will have to pay all the fees regularly during the year.
If any amount of fee of the student is due then any action will be taken only after collecting the prescribed amount.
(3) Rules regarding uniforms. School uniform, checks blue shirt, blue pants, tie, belt, white gloves, black lace-up shoes. Uniforms are mandatory in schools. Incomplete uniforms will not be allowed.
The student should come to the school in clean, neat and tidy uniform.
Important Link :-
● School Leaving certificate -LC all rules in Primary school Gujarati Read Here.
👉LC Gujarati Mahiti PDF Click Here
👉LC Gujarati Mahiti PDF Click Here
(4) Rules regarding school attendance.
Adequate student attendance at school is essential. If the attendance is insufficient during the year, he will not be allowed to sit in the annual examination.
Absence from school must be reported in advance. Absence for 3 consecutive days without notice will result in his name being dropped from the school roll.
The permission of the principal has to be obtained with the necessary support regarding the long term absence of the student for medical or any other reason. Otherwise his absence will be counted.
The name of the student will be reduced due to irregular attendance or persistent absence.
The student will not be able to leave the school without the permission of the principal after coming to the school. In case of unavoidable circumstances, the guardian should come in person and get consent.
School Leaving certificate -LC all rules in Primary school Gujarati Read Here.
Education Department, Government of Gujarat by its GR dated 31-3-2010 (Annex-A)
constituted a Committee to re draft the Gujarat ( Bombay )Primary Education Act, 1947 and Gujarat
Compulsory Primary Education Act, 1961 in the context of, and in consonance with The Right of
Children to Free and Compulsory Education Act, 2009 (RtE Act) enacted by Government of India. The
GR also mandated the Committee to draft rules and suggest procedure to give effect to provisions of
admission of disadvantaged children and recognition of unaided schools in the RtE Act.
The Committee co-opted a few members and held several meetings. It constituted three sub
groups to work on
(i) admission of disadvantaged children to unaided schools
(ii) recognition of unaided schools
(iii) Gujarat (Bombay ) Primary Education Rules 1949
The Committee held meetings with teachers, school managements and association
representatives in Ahmedabad, Surat, Vadodara and Rajkot and greatly benefited from their views.
The Committee submitted draft of Gujarat Elementary Education Act to State Government in
August 2010. As requested by the Education Department, the Committee submitted draft rules on the
admission of disadvantaged children and recognition of unaided schools in July 2010. Draft of revised
Gujarat Elementary Education Rules was submitted in January 2011.
The Committee examined many complex and controversial issues associated with RtE Act. The
thinking of the Committee on some of these issues is summarized in the following paragraphs as this
will explain the reasons for some of its recommendations:]
1
The most contentious provision in the RtE Act is regarding admission of at least 25%
disadvantaged children in unaided schools. During its visits and discussions the Committee discovered
that most of the unaided schools have a high percentage of disadvantaged children on their rolls. These
children today pay fees which are generally modest and well below the estimated per student cost for
Government schools. The Committee fears that to take unintended benefit under the RtE Act school
managements will raise the fees upto reimbursement level and claim it from Government. It is for this
reason that the Committee has recommended School Card system so that the benefit of admission to
disadvantaged children is extended to the most deserving. The Committee also felt that the elite schools
are reluctant to admit such children on their own initiative and the School Card system will ensure that
they admit them.
2
The RtE Act lays down norms and standards which a new unaided school must fulfill for
recognition. These norms prescribe minimum level of academic and physical infrastructure. If an existing school does not have the necessary infrastructure, it must provide it in three years to retain its recognition. The Committee was informed that there a large number of existing schools which will not be able to fulfill these norms due to physical and financial constraints. The Committee was of the view that closure of these schools will seriously disrupt education of hundreds of children. The Committee has therefore recommended that if such schools are able to show that they provide good quality education then they should be allowed to continue. The Committee has drawn up minimum educational outcomes which such schools should continuously achieve and recommended that the academic evaluation should be done by independent educationists.
The Committee felt that the norms and standards prescribed by RtE Act will make establishment
and running of unaided schools more expensive and the burden of higher fees will badly affect the
middle and lower middle income families who aspire for good education for their children.
3
The focus of RtE Act is to make available free and compulsory elementary education to every
child of the age of 6 to 14. The Gujarat Elementary Education Rules provide for admission on
completion of 5 years and schools have been admitting children to Class I accordingly. If the age of
admission is now made 6 years then there will be virtually no admissions to Class I in the first year as all six year olds would have progressed to Class II having been admitted to Class I the previous year. The Committee was therefore faced with a serious dilemma and finally decided to adhere to national norm of 6 years as age of admission, but recommended that if some parents desire their child should be admitted on completion of 5 years, schools should allow them admission. The Committee hopes that with greater spread of pre primary education, this problem will get resolved during the next few years.
4
The RtE Act prescribes that in order to prepare children above the age of 3 years for elementary
education, and to provide early childhood care and education to all children up to six tears of age, State
Governments may make necessary arrangements for free pre school education. Pre primary education in Gujarat is unregulated by any law. Guidelines were issued in 1998 but there has been no serious effort to regulate pre primary education. Schools run by local bodies do not have pre primary education which is expected to be provided under Integrated Child Development Scheme (ICDS). The Committee had very heated discussion on the need or desirability of regulating pre primary education. The Committee has recommended a set of basic regulations, based on the Guidelines of 1998 but feels that this subject needs a more detailed study and debate before any regulations are prescribed. The Committee feels that an Expert Committee should go into these issues immediately.
5
The RtE Act increases Government control in elementary education and this could result in
administrative malpractices. The Committee felt that there should be adequate checks and balances to
reduce the opportunities for misuse of authority, particularly in the context of requirement of all unaided
schools to obtain recognition. The Committee has recommended that all applications for recognition
should be examined not by Education Department but by committees consisting of retired teachers and
Government officials, and educationists; and grant of recognition or otherwise should be based on the
report of these independent committees.
6
The Committee has also recommended that the existing practice of annual inspections by
Education Inspectors should discontinue as it no longer serves any useful purpose. The Committee has
recommended that academic committees consisting of educationists should be given responsibility of
academic supervision and guidance of elementary schools. The Committee has also recommended that
reputed schools and other education institutions should also be associated in academic supervision.
Every elementary school should have the benefit of such supervision at least twice a year and the report
of such supervision should be forwarded to CRCs and DIETS for providing suitable training and other
academic assistance to teachers.
7
The RtE Act puts enormous responsibility on local bodies for successful implementation of free
and compulsory elementary education to all children within their jurisdiction. While District and Taluks
Panchayats, and Municipal Corporations in Gujarat are well equipped for this, most of the municipalities are not. The Committee was informed that out of 165 Municipalities and Municipal Corporations only 19 are providing elementary education and such municipalities, are called ‘authorized municipalities’. The remaining 146 have resolved that they are not in a position to take this responsibility and the State Government has therefore entrusted this responsibility to the concerned District Panchayat. The Committee was informed that the main reason for the refusal of unauthorized municipalities to manage elementary education was that State Government provided only 95% of expenditure and the remaining 5% was to be borne by the local body. Since these municipalities did not have financial resources, they opted not to provide this service. The Committee was firmly of the view that ULBs cannot avoid this responsibility and recommended that as in the case of District Panchayats, State Government should fully reimburse to ULBs the expenditure on elementary education. The Committee has also recommended that even though the financial position of Municipal Corporations is stronger, this is not their core function and they should also be provided full grants and not 85% as per the present practice. The Committee was of the view that primary education is not covered under 74 the Amendment and that local bodies discharge this responsibility as an agent of State Government and are therefore entitled to full reimbursement of expenditure.
8
The Committee studied the Bombay Primary Education Act 1947 and Rules made there under in
1949, and found that most of the provisions of the Act and Rules are no longer relevant. The Committee
also found that while the Gujarat Panchayts Act 1961 provided for constitution of Education
Committees, the Bombay Municipalities Act did not have such provision. The Committee has faithfully
retained all the provisions of RtE Act in so far as they pertain to State Governments, and also adopted
with very minor modifications the draft model rules framed by Government of India. An important
feature of the rules drafted by the Committee is that it entrusts responsibility on GCERT to lay down
guidelines for training of teachers, procedures for continuous and comprehensive evaluation and
benchmarks for learning outcomes. The Committee has also recommended periodic external evaluation
of pre and in service teacher training programs and institutions, and quality of education.
In conclusion, I will like to thank all members of the Committee who contributed by their
knowledge, experience and wisdom; and all officers of State Education Department who provided logistic and administrative support in this long and laborious exercise. The Committee members hope that Government will find the report useful in creating a legal framework not merely for providing free, but also quality education for all.