– Covers Gujarati and English Medium for GSEB APP .

– Covers Previous Year Board Paper in All 10,11,12 Sci & Commerce in PDF format for download in your mobile.

– Covers All Subjects in GSEB Std. 10 i.e. Maths,Science,Social Study,English(FL & SL),Gujarati(FL & SL),Sanskrit,Hindi,Computer

– Covers GSEB Std 11,12 Science, i.e. Maths,Physics,Chemistry,Biology

– Covers All Subject in Std 12 Commerde i.e. Account,Commerce and Management,Economics,S.P.,Statistics,Computer etc.

– Having questionbank of morethan 25000 questions for both eng & gujarati medium.

– It covers both Texbook MCQ as well as Pervious Year Question Paper MCQ, Very Short Answer (VSA), Long Answer (LA) and MCQs by Experts.


– It has two modes , i.e. Learning Modes and Exam Modes

– At End Result will be displayed along with Right and Wrong Answer.

The Gujarat Smart Education App helps the students to secure more marks who are studying in SSC and 11 & 12 Science & Commerce Stream in GSEB. This gseb app covers both English and Gujarati Medium GSEB Students along with GSEB Results. In this App we have tried to give students to improve their educational knowledge. By using this App, Students can improve their educational knowledge and secure more marks in their final examinations.
Currently this App provides MCQs of textbook, MCQs of previous year question paper and MCQs of extra practice and all the subject details of Standard 10 i.e. Maths, Science,Social Science,English,Gujarati,Sanskrit As well as in Standard 11,12 Physics, chemistry , Biology and Maths.
In this gseb app, for more practice for students, we are adding questions on regular basis. So the student can study maximum questions answers. 
The increase in the number of lower level private teacher training institutes and the status of the current teacher training courses are both serious obstacles to the implementation of the Right to Free and Compulsory Education Act and to fulfilling the objectives of the curriculum structure at the national level.
These courses have been criticized for their inability to meet the needs of current Indian schools and provide quality education. The design and implementation of these courses hinders the personal and professional development and ideological progress of the teacher.
They teach the teacher to adapt to the current system as the only person who provides information. They see the school curriculum and textbooks as something that can be ‘given to others’, and teach the teacher the basic planning of lessons in a certain format in the current school system Is.
In order to nurture future citizens who promote fair and sustainable development for all sections of society, it is necessary to develop a vision of gender equality, an understanding of the value of peace, a sense of equality for all and a spirit of appreciation for valued work due to over-commercialization and competitive lifestyles.
In the current environmental crisis that has arisen, children and teachers should be educated in such a way that they change their consumption patterns and their attitude towards natural resources.
Violence and polarization among children is on the rise as tensions in society increase. Education can play a vital role in nurturing the value of peace, including self-respect and respect for others. And then there are specific guidelines in this regard in the curriculum and study materials developed. For this, it is necessary. Teachers need to understand the importance of these issues and weave them into teaching. These issues need to be included in the new teacher-training curriculum.
For the practical use of school knowledge and the development of various concepts and values about it, it is important that formal school knowledge is related to the knowledge of the society as this will enhance the practical presentation of education and improve the quality of the learning process. Inspires inclusion in the teaching task and curriculum content.
This places an additional responsibility on teachers to choose and organize the content and to present social life experiences in the classroom. Teachers should be empowered to address the issues in the curriculum and textbooks.
These issues need to be part of the context-building and proper teaching-learning sequence and parts based on fixed local issues. These local issues include technical knowledge of the society, local occupations (farming and non-farming), elements of local folk culture such as songs, festivals, fairs, sports, etc.

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