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BYE-LAWS of AEES

ANNUAL REPORT 2003-2004

ANNUAL REPORT 2004-2005



History of AEES

Atomic Energy Education Society

The Atomic Energy Education Society was setup to provide quality education to the children of the employees of the Department of Atomic Energy and its constituent units. From a modest beginning in the year 1969 with one school in Anushaktinagar, Mumbai, the AEES has grown steadily, and presently administers 30 schools and junior colleges at 16 locations all over the country. It has grown into a dynamic organization managed by 1781 staff members, of which about 1547 are teachers, entrusted with the responsibility of nurturing 27889 students.

Objective of AEES :

The primary objective of education is founded on one of the basic principles of Indian philosophy, as stated in the “Eshavasya Upanishad”

A part of this Sanskrit verse:

(Thath thvam Pushan Apavrinu)

‘ Let education help us see truth and virtue’

is inscribed on the emblem of the AEES to become the guiding principle of our institution

The watchword of the AEES is excellence – a quality that has become all pervasive and central to each of its activities and strategies, both academic and managerial.

Vast changes were brought about in the system of education not only to make it more responsive to the needs of the children of today but also realize the institution’s dream of providing holistic schooling.

The AEES has the unique distinction of having developed its own textbooks that are sympathetic to the mixed abilities of its heterogeneous student community. A team of teachers has successfully launched mathematics textbooks for Classes I to V, English textbooks for Classes I- IV, textbooks to teach environmental science to Classes I and II and a Hindi Pravesika for the Prep. Class. The English Reader for Class V, the Hindi textbook for Class I and textbooks on environmental science for Classes III and IV and textbooks for computer science for classes IV to X are currently under preparation.

To make the efforts of the AEES more enduring, it was decided to educate the bright children from socially, educationally and economically poor backgrounds, residing in the rural or tribal belts around the vicinity of the AEC schools throughout the country. The Talent Nurture Programme (TNP), which started in 1999, presently benefits 427 children, of whom 203 are girls. Apart from free education up to Class XII, the children selected for the TNP receive a monthly scholarship, uniforms and books as well as medical benefits. The TNP is currently active in ten AEES centres and is to be extended to a few more centres this year.

Through a common comprehensive system of testing and evaluation, the AEES seeks to encourage application of learning as well as foster reasoning and analytical thinking in the children. Enrichment programmes for Class XI and Jr. Maths and Science Olympiad training programmes for Class IX (held in collaboration with the HBCSE), motivational lectures on science and other topics, diagnostic testing, and summer coaching camps are organized to assist both the gifted and the less able students. Physical education, computer education, art and science exhibitions, visits to the AEES botanical garden and a classroom library system are other important features of a broad-based curriculum. Apart from this, early childhood education has received an extraordinary fillip with the introduction of pre-preparatory and preparatory classes in eight centres of the AEES.

Professional growth of teachers is promoted through induction or orientation programmes for new recruits as well as refresher courses and workshops for teachers teaching English, mathematics and science. Tests are also conducted for teachers to help them update and improve their teaching skills.

At the administrative level, the AEES has a network of principals, vice-principals and headmasters/headmistresses who are responsible for the smooth functioning of all the schools. To coordinate their activities, integrate their ideas and plan ahead, conferences of the principals and HMs are organized every year.

The complementary skills of every employee and multi-faceted talents of every student of the AEES will go a long way in realizing its dreams of excellence. As the saying goes, excellence is a moving target; and the AEES is constantly raising the bar. At the same time, it pledges to build its success on a strong foundation of values.

THE DEVELOPMENT PATTERN OF AEES

Centre School / Jr.College New Construction
Mumbai
AECS-1
Building in 1969
AECS-2
Building in 1972
Primary wing and the science wing in 1978
AECS-3
Building in 1974
Construction of third floor - 1982-83
AECS-4
New building in 1990
AECS-5
New building in 1996
AEJC
Building in 1978
Electrical maintenance lab, Biology lab,
Open air auditorium in 1980
construction of 12 class rooms, 3 labs,
Computer lab, two conference halls in 1985
and new library in 1997.
Hyderabad
AECS-2
Building in 1982
Addition of 20 rooms in 1990
AECS-3
Building in 1985
Addition of 10 rooms in 1987
Tarapur
AECS-1
Building in 1971
Extension of 7 wings with 62 rooms
AECS-II in BARC colony with 22 rooms in 1990
Jadguda
AECS
Building in 1973
Two new buildings for primary and secondary
sections - 1976
Narora
AECS
Building in 1976
Primary school building in 1980 and extension of
building in 1988
Kakrapar
AECS
Building in 1983
Construction of 10 rooms in 1985 and extension by
31 rooms in 1991
Manuguru
AECS
Building in 1984
First floor in 1988 and
second floor in 1998
Indore
AECS
Building in 1985
New building in 1989
Kalpakkam
AECS
Building in 1987
New building in 1991
Junior college building in 1997
Kaiga
AECS
New building with 26 class rooms in 1993
Rawatbhata
AECS-3
Building in 1989-90
New building in 1990 (canadian style of architecture)
AECS-4
Expansion of the building with 32 rooms
Narwapahar
AECS
Building in 1993
New building in 1998
Oscom
AECS
Building in 1984
Building for secondary sections in 1997
Mysore
AECS
New building in 1997