Navodaya Vidyalaya Samiti has commenced the application process for admission to class six at various Jawahar Navodya Vidyalaya at navodaya.gov.in.

The last date for registration and submission of application for admission to Navodaya Vidyalayas is November 30, 2018. The entrance exam for admission in class 6 will be held on April 6, 2019.

Candidates will be able to fill the application forms online only. In the online application form, applicants have to fill in the details like state, block, date of birth, mobile number etc. After getting registered online, the candidate will get the registration number and the password for the same which they need to keep it safe till the time of result declaration.

During the online application process, candidates will also be required to upload the scanned copy of photograph and documents. Admit card for the entrance exam of Navodaya Vidyalayas are likely to be available from March 2019.

JNVST 2019: Important dates

• Registration for JNVST begins: November 1, 2018
• Last date of registration: November 30, 2018
• Admit cards releasing date: March 2019
• Date of examination: April 6, 2019
• Time of examination: 11:15 am

On the basis of the marks scored, the students will be shortlisted and their documents will be cross-checked. The results will be announced in the last week of May 2019. The result will be declared on the official website only.

Over 20 lakh of students applied for JNVST last year and the number is increasing every year. There are 626 Jawahar Navodaya Vidyalaya across the country.

The Delhi cabinet has approved to engage Quality Council of India (QCI) as system integrator by the Delhi Commission for Protection of Child Rights (DCPCR) to assist in the project management of comprehensive school evaluation exercise in National Capital.

QCI in association with DCPCR will evaluate all schools in Delhi including government, municipal, aided and unaided, on nomination basis.

In a Right to Education(RTE) State Advisory Council meeting earlier, it was decided that the DCPCR, will conduct comprehensive evaluation of school on academic levels of students, meeting of RTE norms with respect to infrastructure, teachers and security measures for students.

DCPCR also constituted a working group comprising representatives from Directorate of Education, Government of NCT of Delhi (GNCTD), East Delhi Municipal Corporation, North Delhi Municipal Corporation, South Delhi Municipal Corporation, New Delhi Municipal Council, SCERT/DIETs, Delhi Cantonment Board, private schools and civil society organizations.

The Working Group after deliberations of nearly three months submitted its report outlining the evaluation framework, process and use-cases.

QCI is a quasi-governmental organisation housed within the Department of Industrial Policy and Promotion (DIPP). It is mainly responsible for certification and accreditation of quality across various sectors including education and healthcare. Gradually, QCI is now taking on roles in Quality Promotion across the nation through various national level initiatives, ensuring quality across all spheres.

Friendly relationships between students, teachers and parents lead to improved learning capacity among school students rather than financial support, suggests a new study.

According to the study, better social capital affects reading and math scores of primary school children three- to five-times more than financial capital. Social capital is the name given to the network of relationships between school officials, teachers, parents and the community that builds trust and norms promoting academic achievement.

“We found that money is certainly important. But this study also shows that social capital deserves a larger role in our thinking about cost-effective ways to support students, especially the most vulnerable,” said Roger Goddard, professor at the Ohio State University in the US.

The study was published in the Journal of Education for Students Placed at Risk. It involved 5,003 students and teachers of 78 public elementary schools in Michigan.

In the survey, teachers have to complete a questionnaire that measured the levels of social capital in their schools. The questionnaire also included the statements like “Parent involvement supports learning here“, “Teachers in this school trust their students” and “Community involvement facilitates learning here”. Ratings given by teachers on above statements also helped in estimation of social capital level in the school.

The team used state-mandated methods of reading and mathematics tests to measure learning among fourth-grade students. The results showed that, students of the schools spending more money performed better than those that spent less. However, the effect of social capital was three times larger than financial capital on math scores and five times larger on reading scores.

“Social capital was not only more important to learning than instructional expenditures, but also more important than the schools’ poverty, ethnic makeup or prior achievement,” Goddard said.

“More than half of the social capital that schools have access to has nothing to do with the level of poverty in the communities they serve,” he added.