M.S.UNIVERSITY CCC EXAMINATION SCHEDUAL AVAILABLE 25-01-2019 To 31-01- 2019

M.S.UNIVERSITY CCC EXAMINATION SCHEDUAL AVAILABLE 25-01-2019 To 31-01- 2019
The Language of the Question Paper of Theory Examination shall be English and Gujarati.
2. Theory Exam time is 1 hour and Practical Exam time is 1.5 Hours.
3. Passing Marks of Theory and Practical Examination is 50%. No negative marking in Theory and Practical




Examination.
4. At the time of appearing for Examination, the Candidate shall have to produce Hall Ticket and Identity
proof i.e. Identity Card issued by the Election Commission of India / PAN Card / valid Driving Licence /
Passport / Aadhaar Card / Identity Card issued by a recognized Institution, in Original & one photocopy,
along with the Hall Ticket.
5. Exam Center are under constant CCTV Surveillance.
6. Late Entry in Examination Hall is not permitted. Exam Batch can’t be changed.
7. A Candidate who is not available in the exam time will be consider as “Absent” and they have to register
again for CCC Examination.
8. The candidates shall have to appear at their own expense (to-and-fro) for the Examination, at the place
and time.




9. Candidates should have his/her own Registered Mobile Number and the same should be kept active during
the entire examination process, not in examination hall. All the communication related to examination will
be informed in registered mobile number.
10. Mobile/Cell Phones, Tablets, Laptops, Calculators, Blue Tooth Devices, other Electronic Gadgets or any
other material, are strictly prohibited not only in the 'Examination Hall', but please note that entry in the
'Examination Centre' itself, shall not be permitted to those Candidates, found in possession of such
'electronic gadgets' / material. No arrangement for safe keeping, will be arranged, which may kindly be
noted.
11. A candidate who is found indulging in unfair practices, viz. copying or misconduct during the course of
examination, using electronic gadgets or Mobile Phones etc., tampering with Question Paper /
Examination Material, influencing any Official, concerned with the Examination Process, will be debarred
from appearing, for that Examination or for any number of years, as may be decided by the Authority.
12. The decision of the GUJARAT TECHNOLOGICAL UNIVERSITY in respect of all matters pertaining to this
examination would be final and binding on all Candidates

SR NO.       EXAM DATE
1                  25/01/2019
2                  29/01/2019
3                  31/01/2019


Click Here to Download Hall Ticket

Varsh 2017 Na Baki Jilla Ferbadli Camp Yojava Babat

Varsh 2017 Na Baki Jilla Ferbadli Camp Yojava Babat
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Maths-Science Kitno Abhipray Mokalva Babat

Maths-Science Kitno Abhipray Mokalva Babat
The purpose of this circular is to set out a new approach to the arrangements that are
made for religious instruction and worship in the schools covered by this circular in
order to ensure that the rights of children to attend the school without having to
attend religious instruction will be conducted in a manner that takes account of the
likelihood, given changing demographics, of an increasing number of families wanting
to exercise their constitutional right to  withdraw.
Community Post Primary Schools where in addition to an Education and
Training Board (ETB) the patronage is exercised by one or more catholic
religious orders and/or a catholic diocese.
ii. All Education and Training Board (ETB) post primary schools ( other than those
where there is an agreement between the Education and Training Board and
Educate Together whereby the school operates as a non-denominational
school that is not required to provide for religious instruction).
 The existing Multi-denominational Basis for Religious Instruction or Worship
In establishing Community and VEC schools (now ETB schools) the State set a multidenominational
basis for religious worship and instruction that expresses
requirements that are common in the relevant governance documents of Community
Schools and the ETB schools concerned as follows:










BISAG Dwara Prasarit Thanar Karyakram Nihalva Babat

BISAG Dwara Prasarit Thanar Karyakram Nihalva Babat
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Ayushman Bharat Karyakram Antargat Yojanar Shala Arogya Karyakram Mateni Shixakoni Talim Babat

Ayushman Bharat Karyakram Antargat Yojanar Shala Arogya Karyakram Mateni Shixakoni Talim Babat
Education today is a complex, vast, and urgent task. This complexity today risks making us lose what is essential, that is, the formation of the human person in its totality, particularly as regards the religious and spiritual dimension.
- Although the work of educating is accomplished by different agents, it is parents who are primarily responsible for education.
- This responsibility is exercised also in the right to choose the school that guarantees an education in accordance with one’s own religious and moral principles.
II. Nature and identity of the Catholic school: the right to a Catholic education for families and pupils. Subsidiarity and educational collaboration
5. The Catholic school plays a particular role in education and formation. Many communities and religious congregations have distinguished themselves, and commendably continue to devote themselves to the service of primary and secondary education. Yet the whole Christian community, and particularly the diocesan Ordinary, bear the responsibility “of arranging everything so that all the faithful have a Catholic education” (c. 794 §2 CIC) and, more precisely, of having “schools which offer an education imbued with a Christian spirit” (c. 802 CIC; cfr c. 635 CCEO).
6. Catholic schools are characterised by the institutional link they keep with the Church hierarchy, which guarantees that the instruction and education be grounded in the principles of the Catholic faith and imparted by teachers of right doctrine and probity of life  (cf. c. 803 CIC; cc. 632 e 639 CCEO). In these educational centres – which are open to all who share and respect their educational goals – the atmosphere must be permeated by the evangelical spirit of freedom and charity, which fosters the harmonious development of each one’s personality. In this setting, human culture as a whole is harmonised with the message of salvation, so that the pupils gradually acquire a knowledge of the world, life and humanity that is be enlightened by the Gospel (cf. GE 8; c. 634 §1 CCEO).
7. In this way, the right of families and pupils to an authentic Catholic education is ensured and, at the same time, the cultural aims – as well as those of human and academic formation of young people – that are characteristic of any school, are fulfilled (cf. c. 634 §3 CCEO; c. 806 §2 CIC).
8. Aware of how difficult this is today, it is to be hoped that the school and the family will be in harmony as regards the process of education and as regards the individual’s formation. This will avoid tensions or rifts in the goals of education. Hence, close and active collaboration among parents, teachers and school authorities is needed. In this regards, it is appropriate to encourage means of parents’ participation in school life: associations, meetings, etc. (cf. c. 796 §2 CIC; c. 639 CCEO).
9. The freedom of parents, associations, and intermediate institutions – as well as the Church hierarchy itself – to promote schools of Catholic identity, constitutes an exercise of the principle of subsidiarity. This principle excludes any “kind of school monopoly, for this is opposed to the native rights of the human person, to the development and spread of culture, to the peaceful association of citizens and to the pluralism that exists today in ever so many societies” (GE 6).












Samagra Shiksha Portal Setcom Babat

Samagra Shiksha Portal Setcom Babat
The nature and role of religious education in schools has become the object of debate. In some cases, it is now the object of new civil regulations, which tend to replace religious education with teaching about the religious phenomenon in a multi-denominational sense, or about religious ethics and culture – even in a way that contrasts with the choices and educational aims that parents and the Church intend for the formation of young people.
Therefore, by means of this Circular Letter addressed to the Presidents of Bishops’ Conferences, this Congregation for Catholic Education deems it necessary to recall some principles that are rooted in Church teaching, as clarification and instruction about the role of schools in the Catholic formation of young people, about the nature and identity of the Catholic school, about religious education in schools, and about the freedom of choice of school and confessional religious education.
Education today is a complex task, which is made more difficult by rapid social, economic, and cultural changes. Its specific mission remains the integral formation of the human person. Children and young people must be guaranteed the possibility of developing harmoniously their own physical, moral, intellectual and spiritual gifts, and they must also be helped to develop their sense of responsibility, learn the correct use of freedom, and participate actively in social life (cf. c. 795 Code of Canon Law [CIC]; c. 629 Code of Canons for the Eastern Churches [CCEO]). A form of education that ignores or marginalises the moral and religious dimension of the person is a hindrance to full education, because “children and young people have a right to be motivated to appraise moral values with a right conscience, to embrace them with a personal adherence, together with a deeper knowledge and love of God.” That is why the Second Vatican Council asked and recommended “all those who hold a position of public authority or who are in charge of education to see to it that youth is never deprived of this sacred right” (Declaration Gravissimum educationis [GE ],1).
2. Such education requires the contribution of many agents of education. Parents, having given life to their children, are their primary and principal educators (cf. GE 3; John Paul II, Apostolic Exhortation Familiaris consortio [FC], 22 November 1981, 36; c. 793 CIC; c. 627 CCEO). For that reason, it is the responsibility of Catholic parents to look after the Christian education of their children (c. 226 CIC; c. 627 CCEO). In this primary task, parents need the subsidiary help of civil society and other institutions. Indeed, “the family is the primary, but not the only and exclusive educating community” (FC 40; cfr GE 3).
3. “Among all educational instruments the school has a special importance” (GE 5), as it is “the principal assistance to parents in fulfilling the function of education” (c. 796 §1 CIC), particularly in order to favour the transmission of culture and education for co-existence. In this educational setting – and in conformity with international legislation and  human rights – “the right of parents to choose an education in conformity with their religious faith must be absolutely guaranteed” (FC 40). Catholic parents “are to entrust their children to those schools which provide a Catholic education” (c. 798 CIC) and, when this is not possible, they must provide for their Catholic education in other ways (cf. ibidem).
4. The Second Vatican Council “reminds parents of the duty that is theirs to arrange and even demand” for their children to be able to receive a moral and religious education “and advance in their Christian formation to a degree that is abreast of their development in secular subjects. Therefore the Church esteems highly those civil authorities and societies which, bearing in mind the pluralism of contemporary society and respecting religious freedom, assist families so that the education of their children can be imparted in all schools according to the individual moral and religious principles of the families” (GE 7).