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Where Excellence is a
Tradition
The students in DAV schools are provided
the best facilities and infrastrucature for education.
Since profit making is not the aim, maximum funds are
utilized to create a learner friendly ambience and environement
in the school. There are excellent libraries in DAV schools.
These books help the students expand their mental horizons
and benefit the teachers as well.  Modern
infrastructure for science education and sports training
enable the all round development of the learners in all
the schools.
The Legacy
The vision of a powerful and enlightened
India had been conceived by Maharishi Dayanand Saraswati
(1824-1883). He devoted his whole life to awaken the ignorant,
illiterate masses of this country. He knew that it could
be possible only through education and literacy. The vision
and philosophy of the fearless reformer, Maharshi Dayanand,
was given a practical shape by Mahatma Hans Raj, who led
the educational renaissance in India.
As his most important legacy, the Mahatma
left behind a pragmatic and enlightened approach to education.
One aspect of his approach was his choice of English-
oriented Science-based education with a blend
of Vedic values. Another was the great emphasis he laid
on women education. Lastly, true to the
egalitarian basis of Arya Samaj philosophy (as conceived
by Maharishi Dayanand), Mahatmaji believed in equality
for all students irrespective of their caste,
colour or creed were welcome to join the DAV institution.
The first institution was established at Lahore in 1886
with Lala Hans Raj (Later Mahatma Hansraj) himself as
the dedicated Headmaster. Today, the movement is led by
DAV veterans like Padma Shri G.P. Chopra and his team
of dedicated Office Bearers, who have a progressive vision.
It is due to their dedication and farsightedners that
every year DAV CMC is opening new schools in various parts
of India.
Summary of Schools Opened
| Sr. No. |
Year |
Schools Added |
1
|
2004 – 2005 |
09 |
| 2 |
2005 – 2006 |
14 |
3 |
2006 – 2007 |
13 |
| 4 |
2007 – 2008 |
13 |
| 5 |
2008 – 2009 |
17 |
| 6 |
2009 - 2010 |
18 |
| Total : 152 |
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The Mission
The DAV vision of education telescopes
well with the National Policy on Education (1986) which
lays great emphasis on developing a national system of
education, with Education For All, keeping
in mind the elimination of disparities in the educational
system and provision of more facilities through qualitative
interventions, empowerment of women, access to education
to disadvantaged sections of the society, educationally
backward minorities and the disabled. It also calls for
greater rigour and discipline in academic pursuits, autonomy
and accountability, experimentation and innovation and
nurture excellence and modernization of processes at different
levels of education. In order to accomplish the mission,
the objectives laid down are as under:
- To provide a wide range of holistic education by homogenizing
the western knowledge while remaining anchored to the
Indian cultural moorings;
- To act as a catalyst of change by spreading education,
and by dismantling the cobwebs of ignorance and illiteracy;
- To develop individuals who are morally upright, intellectually
well-informed, socially concerned, emotionally balanced,
physically well-developed and culturally accomplished;
- To stimulate a scientific temper by crusading against
superstitions and out-dated customs like child marriage,
caste system, female foeticide, dowry, gender bias,
regionalism etc;
- To sensitize individuals towards social welfare and
- To nurture creative and resourceful minds who think
big, think fast and think ahead, who care for the nation
and the weaker sections of society, and are imbued with
humanistic passions and values.
The Vision
The DAV has a clear-cut vision:
- To continue expanding and exploring, locally and
globally and be a knowledge leader and content provider.
- To muster strategies to become a global epicenter
of knowledge, culture, skills, technology, research
and service.
- To empower women through education.
Academic Renaissance
Holistic Education
The DAV believes in a holistic approach to education for
the all round development of personality of the child. DAV
believes that every child should be given an opportunity
to bloom, a right to explore, to touch, learn and enjoy,
to experiment, to question, to think, to play and to shoulder
responsibility. So different aspects are to be published
for ‘Holistic Education’: Physical, academic,
intellectual, social, spiritual & emotional development
as well as creative expression and aesthetic appreciations.
All institutions lay stress on curricular
and co-curricular activities- personality development,
building confidence, as well as developing life skills,
communicative skills and scientific temper. Academic management
involves fostering creativity, questioning & inquiry
skills by improving the classroom climate, curriculum
design emphasizing project-based, problem-based, interdisciplinary,
integrated and thematic learning. A rainbow of creative
activities covers different aspects like literary, art,
music, dance, theatre etc.
Inclusive Education
DAV caters to the needs of urban as well
as rural students together with adivasi and tribal children.
In tune with the National Literacy Mission,
DAV Organization has carried education to the doorsteps
of the needy and the under-privileged. Even the remotest
areas of India have been provided with basic life skills.
DAV is involved in social welfare schemes,
education for the weaker sections and for students from
tribal areas, comprehensive plans for the upliftment of
tribal people in North East Regions, programmes for the
disadvantaged sections of the society and for the mentally
challenged children of society.
Equalisation of Educational Opportunities
True to DAV Values, schools have been
catering specially for the under-privileged. The DAV Public
Schools have provided fee concessions, free text books,
free uniforms, free transport, mid- day meals and have
also provided non- formal education for the needy. The
Organization has been targeting the jhuggi clusters as
part of its empowerment and rehabilitation programme.
The aim is to enable women and children of under-privileged
class to survive in society and provide them with skills
to find employment once they are out in the field. Residential
and Day schools have been opened in remote and inaccessible
areas.
Women's Education
and Development Programmes
DAV institutions are conscious about education of girls.
The DAV philosophy of education pays equal attention to
the personality development of both boys and girls. Providing
job opportunities to women is also a priority. Free vocational
training and literacy units are dedicated to hundreds
of women of slum areas and gadgets like sewing machines
are provided to them for their initial settlement.
Environmental Concerns
Environmental issues like the reduction
of pollution and sustenance of the environment have also
been taken up by DAV institutions. Several projects like
van-mahotsav, ‘’say no to poly-bags’
campaign, ‘say no to fire crackers’ campaign,
water-conservation and anti-pollution drives are regularly
carried out by the DAV Schools in order to create awareness
not only among the students but the whole community. The
students from DAV institutions have carried out sanitation
and cleanliness drives in the school neighbourhood also.
National Concerns
DAV has always been a pioneer for any
National cause specially- in the hour moments of National
Crisis. Whether it be the earthquake at Pauri or Gujarat,
the Kargil war, the Orissa tragedy or the Tsunami catastrophe
-the DAV has always risen to the occasion by donating
generously in the form of cash, kind and voluntary service
to alleviate suffering.
Futuristic Vision
he main thrust now is on a well- planned
expansion with global relevance keeping in view the revolution
in the full of electronics, computers and multi-media.
Global shifts towards increased deployment of IT has made
the DAV also look through the lens of good governance
and move towards E-administration and e-services. The
DAV has undertaken many initiatives to use ICT to modernize
the organizational system in its institutions. The use
of IT has led to greater transparency, accountability
and participation in the institutions. The focus has been
on monitoring, planning and deployment of ICT to manage
data intensive functions. The institutions primarily are
focusing on automation and computerization. The thrust
has now shifted from manual processes to IT-enabled processes
leading to increased efficiency in administration and
service delivery, focus on teaching learning in schools
with Internet access and computer labs and also by offering
info-tech courses.
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Events
