Teaching of computer science mandatory from Class VI now: Director of Secondary Education, Assam
Teaching of computer science mandatory from Class VI now: Director of Secondary Education, Assam The Sentinel Assam
sdgtalks
Computer Science Made Compulsory in Assam Schools
Guwahati: The School Education Department in Assam has made Computer Science a compulsory subject from Class VI onwards in schools in the state.
Introduction
According to a letter issued by the Director of Secondary Education, Assam, to all inspectors of schools, the subject of computer will be imparted from Class VI to VIII, in addition to Class IX and X, from the new academic session 2024–25. Moreover, free textbooks on the computer subject will be provided to the students of Class VI to VIII in all government and provincialized secondary schools in Assam from the current academic session.
Implementation
In order to implement this new policy, all part-time Information and Communication Technology (ICT) teachers working under the Dr.BanikantaKakoty Computer Literacy Programme (BKCLP) and IT or retail trade teachers available in the schools are required to teach the computer subject in Classes VI to VIII, in addition to Classes IX and X. In schools where such teachers are not available, the science teachers have to take on the responsibility of teaching the computer subject in addition to their normal allotted classes.
Benefits
This new development allows students in Classes VI to VIII to gain a basic knowledge of computers. However, no marks will be awarded for the subject in these classes, as it is intended to impart knowledge on the subject only.
Instructions
The letter directs all inspectors of schools in the state to issue instructions to all heads of institutions under their respective jurisdictions to take necessary action for teaching the subject of computer in Class VI to VIII, in addition to Classes IX and X from the current academic session 2024-25, in the greater interest of the students.
Sustainable Development Goals (SDGs)
- Quality Education (SDG 4)
- Decent Work and Economic Growth (SDG 8)
- Industry, Innovation, and Infrastructure (SDG 9)
- Reduced Inequalities (SDG 10)
Conclusion
This new policy of making Computer Science compulsory from Class VI onwards aligns with several Sustainable Development Goals, including Quality Education, Decent Work and Economic Growth, Industry, Innovation, and Infrastructure, and Reduced Inequalities. It aims to provide students with essential computer knowledge and skills, contributing to their overall development and future opportunities.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship | – Number of students enrolled in computer science classes in Classes VI to VIII – Number of students who receive free textbooks on the computer subject |
| SDG 9: Industry, Innovation, and Infrastructure | 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development workers per 1 million people and public and private research and development spending | – Number of students enrolled in computer science classes in Classes VI to VIII – Number of part-time Information and Communication Technology (ICT) teachers – Number of IT or retail trade teachers available in schools |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 9: Industry, Innovation, and Infrastructure
The article discusses the introduction of computer science as a compulsory subject in schools in Assam. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Additionally, the article mentions the involvement of part-time Information and Communication Technology (ICT) teachers and IT or retail trade teachers, which relates to SDG 9’s focus on enhancing scientific research and upgrading technological capabilities.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship
- Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development workers per 1 million people and public and private research and development spending
The introduction of computer science as a compulsory subject aims to equip students with relevant technical skills for future employment opportunities, aligning with Target 4.4 of SDG 4. Additionally, the involvement of ICT teachers and IT or retail trade teachers in teaching computer science supports Target 9.5 of SDG 9, which focuses on enhancing technological capabilities and encouraging innovation.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Number of students enrolled in computer science classes in Classes VI to VIII
- Number of students who receive free textbooks on the computer subject
- Number of part-time Information and Communication Technology (ICT) teachers
- Number of IT or retail trade teachers available in schools
The article mentions that computer science will be taught to students in Classes VI to VIII, indicating that the number of students enrolled in these classes can be used as an indicator to measure progress towards Target 4.4 of SDG 4. Additionally, the provision of free textbooks on the computer subject can be measured to assess the accessibility of educational resources. The involvement of part-time ICT teachers and IT or retail trade teachers can also be tracked to monitor the availability of qualified educators, supporting Target 9.5 of SDG 9.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship | – Number of students enrolled in computer science classes in Classes VI to VIII – Number of students who receive free textbooks on the computer subject |
| SDG 9: Industry, Innovation, and Infrastructure | 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development workers per 1 million people and public and private research and development spending | – Number of students enrolled in computer science classes in Classes VI to VIII – Number of part-time Information and Communication Technology (ICT) teachers – Number of IT or retail trade teachers available in schools |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: sentinelassam.com
Join us, as fellow seekers of change, on a transformative journey at https://sdgtalks.ai/welcome, where you can become a member and actively contribute to shaping a brighter future.
