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Mutual Transfer of Primary Teachers through UTSASHREE Portal

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 đŸĢ Mutual Transfer of Primary Teachers through UTSASHREE Portal Latest Update from West Bengal Board of Primary Education – July 2025 The West Bengal Board of Primary Education has announced a significant update regarding the mutual transfer of primary teachers through the UTSASHREE Portal. In reference to the School Education Department’s Memo No. 430-Sc/G dated 17.06.2025, a revised mechanism has been introduced to simplify the transfer process. 🔄 What’s New? As per a video conference held on 25th June 2025, attended by district-level education officials, the following steps have been implemented: ✅ All applications submitted earlier for mutual transfer have now been unlocked. ✅ These applications have been returned to the applicants for further action. ✅ Each applicant must now upload the Confirmation Order issued by their respective District Primary School Council. ✅ Additional steps, if required, should be completed by the concerned teachers and councils. đŸ“ĸ Action Required ...

Enhancing Autonomy and Administrative Strength of the Chief Electoral Officer, West Bengal

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 Strengthening the Office of the Chief Electoral Officer, West Bengal Date: July 17, 2025 Issued by: Secretariat of the Election Commission of India To: Chief Secretary, Government of West Bengal Subject: Functional Independence and Administrative Strengthening of the Office of Chief Electoral Officer, West Bengal The Election Commission of India has emphasized the need for enhancing the functional and administrative independence of the Chief Electoral Officer (CEO), West Bengal. The Commission refers to the notification dated March 28, 2025, under Section 13A of the Representation of the People Act, 1950, appointing Shri Manoj Kumar Agarwal, IAS, as the CEO of West Bengal. Subsequent government notifications have confirmed his appointment and designated him as ex-officio Additional Chief Secretary, Home and Hill Affairs (Election) Department, Government of West Bengal. However, the Commission has expressed concern over the current lack of financial and administrative autonomy avai...

BLO Duty āύা āĻ•āϰāϞে

 āϏāĻŽ্āĻĒ্āϰāϤি āύিāϰ্āĻŦাāϚāύ āĻ•āĻŽিāĻļāύেāϰ āύিāϰ্āĻĻেāĻļে āĻĒ্āϰāϤ্āϝেāĻ• āϜেāϞাāϰ āĻĒ্āϰাāĻĨāĻŽিāĻ• āĻŦিāĻĻ্āϝাāϞ⧟েāϰ āĻļিāĻ•্āώāĻ•āĻĻেāϰ BLO Duty āĻĻেāĻ“ā§Ÿাāϰ āύিāϰ্āĻĻেāĻļ āĻāϏেāĻ›ে। āĻāχ āύিāϰ্āĻĻেāĻļ āύা āĻŽাāύāϞে āφāχāύি āĻĒāĻĻāĻ•্āώেāĻĒ āύেāĻ“ā§Ÿাāϰ āĻ“ āĻ…āĻ­িāϝোāĻ— āĻāϏেāĻ›ে āĻļিāĻ•্āώāĻ•āĻĻেāϰ āĻŽāϧ্āϝ āĻĨেāĻ•ে। āύিāϰ্āĻŦাāϚāύ āĻ•āĻŽিāĻļāύেāϰ āĻ•াāϜ āĻ…āϰ্āĻĨাā§Ž āύ্āϝাāĻļāύাāϞ āĻĄিāωāϟি।  āĻ•িāύ্āϤু āĻāχāĻ­াāĻŦে āĻļিāĻ•্āώāĻ•āĻĻেāϰ āĻŦাāϧ্āϝāϤাāĻŽূāϞāĻ• āĻ­াāĻŦে āĻ•ি āĻ­োāϟেāϰ āĻĄিāωāϟিāϰ āĻŽāϤো BLO Duty āĻ“ āĻĻেāĻ“ā§Ÿা āϝা⧟? āĻĒ্āϰāĻļ্āύ āωāĻ āĻ›ে āĻ–োāĻĻ āĻļিāĻ•্āώāĻ• āĻŽāĻšāϞ āĻĨেāĻ•ে। āĻĒ্āϰāϚুāϰ āϏ্āĻ•ুāϞে āĻāĻ•āϜāύ āĻļিāĻ•্āώāĻ• āĻŦা ⧍ āϜāύ āĻ•āϰে āĻļিāĻ•্āώāĻ• āϰ⧟েāĻ›েāύ। āĻāχ āĻ­াāĻŦে āĻļিāĻ•্āώāĻ•āĻĻেāϰ BLO āĻāϰ āĻ•াāϜে āĻĻিāύেāϰ āĻĒāϰ āĻĻিāύ āύিāϝুāĻ•্āϤ āϰাāĻ–āϞে āĻĒāĻĄ়াāĻļোāύাāϰ āĻ•ি āĻšāĻŦে? āĻĒ্āϰāĻļ্āύ āωāĻ āĻ›ে। 🛑 BLO Duty āĻ•ি? āĻāύাāĻĻেāϰ āĻ•াāϜ āĻ•ি? BLO āĻāϰ āĻĢুāϞ āĻĢāϰ্āĻŽ Booth Level Officer. āύিāϰ্āĻŦাāϚāύ āĻ•āĻŽিāĻļāύেāϰ āύিāϰ্āĻĻেāĻļে āϝাāϰা āĻŦুāĻĨ āϏ্āϤāϰে āĻ­োāϟাāϰ āϤাāϞিāĻ•া āϏংāĻļোāϧāύ āĻ“ āĻ­োāϟাāϰ āϤাāϞিāĻ•া āϏংāĻ•্āϰাāύ্āϤ āĻŦিāĻ­িāύ্āύ āĻĒ্āϰāĻļাāϏāύিāĻ• āĻ•াāϜ āĻ•āϰে āĻĨাāĻ•েāύ āϤাāĻĻেāϰ āĻŦুāĻĨ āϞেāĻ­েāϞ āĻ…āĻĢিāϏাāϰ āĻŦāϞা āĻšā§Ÿ। āĻĒ্āϰāϤ্āϝেāĻ• āĻŦুāĻĨে āφāĻ—ে āĻĨেāĻ•েāχ BLO Officer āύি⧟োāĻ— āĻ•āϰা āĻĨাāĻ•ে। āϏাāϧাāϰāĻŖāϤ āĻ•োāύāĻ“ āĻŦুāĻĨেāϰ āĻ…āĻ™্āĻ—āύāĻ“ā§ŸাāĻĄ়ি āĻ•āϰ্āĻŽী, āĻĒাāϰ্āĻļ্āĻŦ āĻļিāĻ•্āώāĻ•, SSK MSK āĻ“ āϚুāĻ•্āϤিāĻ­িāϤ্āϤিāĻ• āĻļিāĻ•্āώāĻ•েāϰা āĻŦিāĻāϞāĻ“ āĻĄিāωāϟি āĻ•āϰে āĻĨাāĻ•েāύ। āĻ•িāύ্āϤু āύিāϰ্āĻŦাāϚāύেāϰ āφāĻ—ে āĻāχ āĻŽুāĻšূāϰ্āϤে āϏাāϰা āϰাāϜ্āϝেāϰ āĻ­োāϟাāϰ āϤাāϞিāĻ•া āϏংāĻļোāϧāύ āĻ“ āĻĒ্āϰāϚুāϰ āĻ­ু⧟ো āύাāĻŽ āĻŦাāĻĻ āĻĒāĻĄ়াāϰ āĻ•āĻĨা āĻļোāύা āϝাāϚ্āĻ›ে, āϤাāχ āĻāĻŦাāϰ ...

Action Taken Report (ATR) on MDM

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āĻĒāĻļ্āϚিāĻŽāĻŦāĻ™্āĻ— āϏāϰāĻ•াāϰ  āϏ্āĻ•ুāϞ āĻļিāĻ•্āώা āĻŦিāĻ­াāĻ—  āĻŽিāĻĄ-āĻĄে āĻŽিāϞ āĻĒ্āϰোāĻ—্āϰাāĻŽ  āĻĒ্āϰāĻ•āϞ্āĻĒ āĻĒāϰিāϚাāϞāĻ•েāϰ āĻ•াāϰ্āϝাāϞāϝ়, CMDMP āĻĒāϤ্āϰ āύং: 214 (24)-ES(CMDMP)/Estt-08/20  āϤাāϰিāĻ–: ā§Ļ⧝-ā§Ļā§­-⧍ā§Ļ⧍ā§Ģ āĻĒ্āϰাāĻĒāĻ•:  ā§§. āϜেāϞা āĻļাāϏāĻ•āĻ—āĻŖ (āϏāĻ•āϞেāϰ āωāĻĻ্āĻĻেāĻļ্āϝে)  ā§¨. āĻŽāĻšāĻ•ুāĻŽা āĻļাāϏāĻ•, āĻļিāϞিāĻ—ুāĻĄ়ি āĻŽāĻšāĻ•ুāĻŽা  ā§Š. āύিāϰ্āĻŦাāĻšী āĻ…āϧিāĻ•āϰ্āϤা, āĻļিāĻ•্āώা āĻŦিāĻ­াāĻ— (GTA), āĻĻাāϰ্āϜিāϞিং  ā§Ē. āϚেāϝ়াāϰāĻŽ্āϝাāύ, āĻ•āϞāĻ•াāϤা āĻĒ্āϰাāĻĨāĻŽিāĻ• āĻŦিāĻĻ্āϝাāϞāϝ় āĻĒāϰিāώāĻĻ āĻŦিāώāϝ়:  ā§¯āχ āĻāĻĒ্āϰিāϞ ⧍ā§Ļ⧍ā§Ģ āϤাāϰিāĻ–ে āϜāϞāĻĒাāχāĻ—ুāĻĄ়িāϰ āĻĢāϤাāĻĒুāĻ•ুāϰ āϜুāύিāϝ়āϰ āĻŦেāϏিāĻ• āϏ্āĻ•ুāϞ āĻĒāϰিāĻĻāϰ্āĻļāύāĻ•াāϞে āĻĒāĻļ্āϚিāĻŽāĻŦāĻ™্āĻ— āĻŽাāύāĻŦাāϧিāĻ•াāϰ āĻ•āĻŽিāĻļāύেāϰ (WBHRC) āϏুāĻĒাāϰিāĻļেāϰ āĻ­িāϤ্āϤিāϤে Action Taken Report (ATR) āϚাāĻ“āϝ়া āĻšāϝ়েāĻ›ে। āϏূāϤ্āϰ:  āĻĒāĻļ্āϚিāĻŽāĻŦāĻ™্āĻ— āĻŽাāύāĻŦাāϧিāĻ•াāϰ āĻ•āĻŽিāĻļāύেāϰ āϝুāĻ—্āĻŽ āϏāϚিāĻŦেāϰ āϚিāĻ ি āύং 880/WBHRC/1879/25/10/2025-VST, āϤাāϰিāĻ– ⧍⧧-ā§Ļā§Ģ-⧍ā§Ļ⧍ā§Ģ, āϝা āĻĒāĻļ্āϚিāĻŽāĻŦāĻ™্āĻ— āϏāϰāĻ•াāϰেāϰ āĻŽুāĻ–্āϝ āϏāϚিāĻŦেāϰ āωāĻĻ্āĻĻেāĻļ্āϝে āĻĒ্āϰেāϰিāϤ। āĻĒāϤ্āϰেāϰ āĻŽূāϞ āĻŦিāώāϝ়āĻŦāϏ্āϤু: WBHRC-āĻāϰ āĻāĻ•āϟি āĻĻāϞ ⧝āχ āĻāĻĒ্āϰিāϞ ⧍ā§Ļ⧍ā§Ģ āϤাāϰিāĻ–ে āĻĢāϤাāĻĒুāĻ•ুāϰ āϜুāύিāϝ়āϰ āĻŦেāϏিāĻ• āϏ্āĻ•ুāϞ, āϜāϞāĻĒাāχāĻ—ুāĻĄ়ি āĻĒāϰিāĻĻāϰ্āĻļāύ āĻ•āϰে āĻ•িāĻ›ু āϏুāĻĒাāϰিāĻļ āĻĒ্āϰāĻĻাāύ āĻ•āϰেāĻ›ে। āϤāĻĻāύ্āϤ āĻļেāώে āύিāϚেāϰ āϏুāĻĒাāϰিāĻļāĻ—ুāϞি āĻĒ্āϰāĻĻাāύ āĻ•āϰা āĻšāϝ়: āĻ•্āϰāĻŽিāĻ• āύং ⧍:  āĻŽিāĻĄ āĻĄে āĻŽিāϞ-āĻ āĻĄাāϞ āĻļুāϧু āĻļুāĻ•্āϰāĻŦাāϰে āĻĒāϰিāĻŦেāĻļāύ āĻ•āϰা āĻšāϝ়। āĻāϟি āϏুāĻĒাāϰিāĻļ āĻ•āϰা āĻšāϝ়ে...

CWSN Training certificate for Teacher

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 āϝে āϏāĻŽāϏ্āϤ āĻļিāĻ•্āώāĻ•/āĻļিāĻ•্āώিāĻ•া JBNSTS āĻĨেāĻ•ে "Teachers' Sensitization cum Orientation & Training Program on Inclusive Education for the Children with Special Needs (CwSN) " online āĻ participation āĻ•āϰেāĻ›িāϞেāύ, āϤাāĻĻেāϰ Certificate āĻĒ্āϰāĻĻাāύ āĻļুāϰু āĻšāϝ়েāĻ›ে। āĻ•িāĻ­াāĻŦে Certificate download āĻ•āϰāĻŦেāύ….. āϧাāĻĒāĻ—ুāϞো āĻ…āύুāϏāϰāĻŖ āĻ•āϰুāύ 👇  ā§§) JBNSTS āĻ“āϝ়েāĻŦāϏাāχāϟ: https://jbnsts.ac.in Open āĻ•āϰāϤে āĻšāĻŦে। ID(registration number) āĻŽāύে āύা āĻĨাāĻ•āϞে valid registration number āĻĻিāϝ়ে , ID(Registration number) āϜেāύে āύিāϤে āĻšāĻŦে। ⧍) FEEDBACK FORM (https://forms.gle/qd8HSiZAKyKsHSoa8) open āĻ•āϰে āϝāĻĨাāϝāĻĨ āĻ­াāĻŦে āĻĒূāϰāĻŖ āĻ•āϰে feedback Form āϏাāĻŦāĻŽিāϟ āĻ•āϰāϤে āĻšāĻŦে। ā§Š) ASSESSMENT FORM (https://forms.gle/PWZHG66hN7HFCFP36) submit āĻ•āϰāϤে āĻšāĻŦে। NB- āĻāχ ASSESSMENT FORMāϟি āϜāĻŽা āĻĻেāĻ“āϝ়াāϰ āφāĻ—ে āĻ…āύুāĻ—্āϰāĻš āĻ•āϰে āφāĻĒāύাāϰ FEEDBACK FORM Submit āĻ•āϰāϤে āĻšāĻŦে।FEEDBACK āĻĢāϰ্āĻŽ āĻ›াāĻĄ়া āφāĻĒāύাāϰ ASSESSMENT āĻŦিāĻŦেāϚāύা āĻ•āϰা āĻšāĻŦে āύা। āĻ…āύুāĻ—্āϰāĻš āĻ•āϰে āĻŽāύে āϰাāĻ–āĻŦেāύ: 🌎 āĻĢāϰ্āĻŽে āĻāĻ•āϟি āϏāĻ•্āϰিāϝ় āχ-āĻŽেāχāϞ āφāχāĻĄি āĻĒ্āϰāĻĻাāύ āĻ•āϰুāύ, āĻāĻŦং āϏাāϰ্āϟিāĻĢিāĻ•েāϟāϟি āĻļুāϧুāĻŽাāϤ্āϰ āφāĻĒāύাāϰ āχāĻŽেāϞ āφāχāĻĄিāϤে āĻĒাāĻ াāύো āĻšāĻŦে। 🌎 āύাāĻŽ, āϏ্āĻ•ুāϞেāϰ āύাāĻŽ, āϜেāϞা āĻāĻŦং āϰেāϜিāϏ্āϟ্āϰেāĻļāύ āύāĻŽ্āĻŦāϰ āϏāĻ ি...

Learning Perspective of Cognitive Domain

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  Learning Perspective of Cognitive Domain Holistic Report card āĻāϰ āĻāĻ•āϟি āĻ—ুāϰুāϤ্āĻŦāĻĒূāϰ্āĻŖ āĻŽāĻĄিāωāϞ āĻšāϞো Learning Perspective of Cognitive Domain । āĻāϰ 7āϟি āĻ…ংāĻļ - 1. Pattern of Intelligence 2. Area of Interest 3. Positive attitude 4. Exceptional ability 5. Features of anxiety 6. Learning Gap: Identified in academic content 7. Specific learning difficulties āĻĒ্āϰāϤিāϟি āĻ…ংāĻļে āĻĒ্āϰāϤি Formative phase āĻāϰ āϜāύ্āϝ āĻĒ্āϰāϤিāϟি āĻļিāĻ•্āώাāϰ্āĻĨীāϰ āϜāύ্āϝ āϝāĻĨাāϝāĻĨ āĻ“ āϝāĻĨাāϰ্āĻĨ āĻŽāύ্āϤāĻŦ্āϝ āωāĻĒāϏ্āĻĨাāĻĒāύ āĻ•āϰāϤে āĻšāĻŦে। āφāĻŽি draft of Holistic Report card, HPRC training, Chatgpt āĻāĻŦং āύিāϜেāϰ āĻ…āĻ­িāϜ্āĻžāϤাāĻ•ে āϏংāĻŽিāĻļ্āϰāĻŖ āĻ•āϰে, Learning Perspective of Cognitive Domain āĻĒূāϰāύেāϰ āĻāĻ•āϟি āĻŽāĻĄেāϞ āϤৈāϰি āĻ•āϰেāĻ›ি।……….. āĻāχāϟি āĻļিāĻ•্āώা āĻĻāĻĒ্āϤāϰ āĻĨেāĻ•ে āĻĒ্āϰāĻ•াāĻļিāϤ āĻ•োāύো draft āύāϝ়…. M.Haque Pattern of Intelligence Note Holistic Report card āĻ remarks  āĻŦ্āϝাāĻ–্āϝা  N.B- Gardner's Theory of Multiple Intelligences:  āĻšাāĻ“āϝ়াāϰ্āĻĄ āĻ—াāϰ্āĻĄāύাāϰ āĻāĻ•āϜāύ āωāύ্āύāϝ়āύāĻŽূāϞāĻ• āĻŽāύোāĻŦিāϜ্āĻžাāύী āϝিāύি āĻĒāϰাāĻŽāϰ্āĻļ āĻĻিāϝ়েāĻ›িāϞেāύ āϝে āĻŽাāύুāώ āĻāĻ•াāϧিāĻ• āωāĻĒাāϝ়ে āĻŦুāĻĻ্āϧিāĻŽাāύ āĻšāϤে āĻĒাāϰে।āĻ—াāϰ্āĻĄāύাāϰ āφāϟāϟি āĻŦুāĻĻ্āϧিāĻŽāϤ্āϤা āϚিāĻš্āύিāϤ āĻ•āϰেāĻ›েāύ। āĻšাāĻ“āϝ়াāϰ্āĻĄ āĻ—াāϰ্āĻĄāύাāϰেāϰ ...