NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
The National Council of Educational Research and Training which was established in 1961 to undertake integrated programmes of educa- tional research, advanced training for educational personnel and extension work at the national level, completed its third year during 1964-65. The main agencies through which the Council implements its programmes of training, research and extension are the National Institute of Education and the four Regional Colleges of Education which have been established during the last two years at Ajmer, Mysore, Bhopal and Bhubaneswar.
2. At the beginning of the current year, the National Institute of Education consisted of 9 Departments-Department of Psychological Foundations; Department of Curriculum, Methods and Textbooks; Depart- ment of Science Education; Directorate of Extension Programmes for Secondary Education; The National Institute of Basic Education; The National Institute of Audio-Visual Education; The National Fundamental Education Centre; Department of Educational Administration; and the Central Institute of Education.
3. The Teacher Education Unit which had been started during the previous year developed into a full-fledged Department of Teacher Education. A Central Adult Education Organisation is being set up in the National Fundamental Education Centre in association with Unesco. The organisation will establish "operational norms" of education for adults in relation to a net-work of "polyvalent centres". They are designed to serve the whole community in selected areas.
4. Construction of buildings commenced at the campus of the. National Institute of Education, a beginning being made with the Central Science Workshop. It is expected to be ready by March 1965, when the equipment will be moved in and work commenced.
5. The three main activities of the Council are research in education; pre-service and in-service training of education workers; and educational extension. Other ancillary functions relate to clearing house responsibilities, dissemination of information about important educational practices and techniques, undertaking, sponsoring or organising investigations, studies and surveys relating to educational matters, or evaluation of educational programmes. All the Departments engage themselves in all the three kinds of activities, but with varying accent according to their basic objective and pattern of work. Working groups of specialists from the Departments were set up during this year to develop the Plan and Programme of the Departments of the N.I.E. for the next three years. This Plan and Programme is in press and is expected to be released shortly. The major activities of the Council under these areas are reported in the subsequent paragraphs.
A. RESEARCH 6. The research activities fall under two parts-those that are carried out by the different Departments of the National Institute of Education;
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and those to which the Council extends financial assistance-in the universities, educational institutions and other organisations. The research activities are assisted in an advisory capacity by two Standing Sub-committees-one for research projects undertaken by the N.I.E. itself, and the other for those that are, assisted outside the N.I.E.
7. Major Research Projects of N.I.E.-Some of the major research projects carried out by the N.I.E. are those which have been undertaken of the U.S.A. They are : (i) A Survey of Secondary Schools in India; in collaboration with the Department of Health Education and Welfare (ii) Study of the Achievement Motive in High Schools and the training for it; (iii) Development of Scholastic Aptitude Tests in Hindi at two levels of School Education; (iv) Development of Evaluative Criteria for Inspection and Supervision of Secondary Schools in India; (v) A Study of the Problem of Wastage and Stagnation in Secondary Schools; (vi) A Survey of Achievement in Mathematics at three levels of School Education-primary, middle and high (vii) A Study in Costs of Education during the decade 1951 to 1961; (viii) Indentification of Talent in Elementary and Secondary Schools; and (ix) Curriculum and Teaching of Mathematics in Higher Secondary Schools. All these projects made steady progress during the year under report, and when completed will make sizeable contribution to educational practice.
8. Projects in Curriculum.-In the area of curriculum, two major projects have been the highlights of the year-a comprehensive developmental project in social studies, and the Reading Project. In social studies, a total curriculum was developed for classes I to XI based on carefully formulated objectives for each school stage. A beginning was, made in the preparation of instructional materials in the form of handbook for teachers of social studies. In-service programmes for these teachers are being planned. At every stage of the project, specialists from Universities, lecturers from training colleges and experienced teachers; of social studies have been actively associated and this has given the project vitality and a sense of earnestness.
8.1. Reading Project.-The Reading Project is designed to identify the problems. in reading with special reference to Hindi, from the primary to the secondary classes. A Reading Readiness Test for school beginners was developed after systematic collection of data. Other aspects of the project taken up were the compilation of children's spoken vocabulary, analysis of existing texts and other Hindi reading materials.
8.2. Hindi Readers and Kit.-The preparation of Hindi readers and teachers, manuals for primary classes made progress. A Reading. Readiness kit was prepared consisting of visual aids for school beginners. A comprehensive language curriculum in Hindi for primary grades was developed. A monograph on reading was also prepared as part of the project.
8.3. Other Projects.-Other projects carried out in the area of curriculum studies are on (i) Price trends of textbooks; (ii) Class- size and effective teaching; (iii) Development of Illustrated Children's Constitution of India; (iv) Preparation of a Young Reader's Guide to India; (v) Position of History in India; (vi) Handbook for Teachers of History; (vii), Position of Economics in India; (viii) Curriculum Development and (ix) Problems of Teaching English.
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9. Studies in Educational Psychology.-In the area of educational psychology, some of the studies undertaken have been (i) A survey of technical potential in delta class level; (ii) A study of the academically gifted children; (iii) A study of motivation for higher education; (iv) Developmental norms for pre-school children.
10. Studies and Investigations by Examination Unit.-The Examination Unit carried out studies and investigations related to the programmes of Examination Reform. Some of these investigations are (i) An investigation into the structural and operational analysis of the Boards of Secondary Education; (ii) A pilot study of the examination system of different Boards of Secondary Education; (iii) Analysis of B.Ed. and M.Ed. syllabi of different universities; (vi) Research design on the study of ambiguity in question and answers of class X students; (v) Compilation and analysis of Board result of high and higher secondary examinations 1962-63; and (vi) Research report on common errors in English.
11. Investigations in Basic Education.-In the area of Basic education some of the investigations in progress are (1) Development of Basic education; (2) Intensive study of elementary teacher training institutions, and (3) An investigation into the methods of teaching arithmetic in the first three grades of elementary schools in Delhi. Research studies have been initiated on (i) A study of agriculture and gardening as crafts in Basic Training Colleges in India; (ii) A study of the pattern of supervision and inspection of Basic schools and difficulties of supervisors; (iii) An analysis of the syllabii of Basic schools of different States, and (iv) Intensive development of Basic schools in Delhi.
12. Studies in Arts and Crafts.-Three studies in the teaching of arts and crafts have been completed during the year : (i) Art syllabus for classes I to VIII; (ii) A syllabus in clay modelling and pottery of classes I to VIII and (iii) Art Education in elementary schools.
13. Studies in Teacher Education.-A series of studies have been initiated in the area of Teacher Education. These. include a comprehensive survey of secondary and elementary teacher training institutions in
14. Project in Educational Administration.-A project on A study of the administrative organisation of the educational system in selected States of India' has been started in the Department of Educational Administration.
15. Projects in Social Education.-In the area of social education, two projects were completed (i) A Study of per capita cost of literacy in India; and (ii) a critical study of the Gram Shikshan Mohim (mass approach to literacy) in Maharashtra. Some of the programmes in progress are : (i) Evaluation of books for the neo- literates; (ii) A Study Delhi Territory; (iii) A Study of the growth of literacy in India; (iv) Preparation of Basic Hindi vocabulary in rural Delhi; (v) Determination of agricultural and educational needs of out-of-school youth in rural areas; and (vii) Evaluation of literacy kit.
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B. TRAINING 16. One of the important functions of the National Council is to organise pre-service and in-service training programmes for educational personnel at advanced levels. These programmes are conducted, by the different departments of the N.I.E. and the Regional Colleges of Education. Working Groups were set up during this year to develop programmes of courses of study in the various areas.
16.1. Within the N.I.E., the Central Institute of Education is the main agency for carrying out pre-service training at B.Ed., M.Ed., and Ph.D., levels. During the year under report, 91 candidates qualified for B.Ed. degree, 24 candidates for M.Ed. degree and 1 candidate for Ph.D. degree. Forty additional seats were added to B.Ed. course to train graduate teachers in Science and English for the Delhi Administration. The Faculty of Education of the Delhi University has approved two additional new courses being conducted at the Institute for M. Ed. degree, one in "Education of the Backward Child" and another in "Finance of Education and Educational Planning".
16.2. Special training courses were organised by the other departments in the N.I.E. such as (i) Training Course in Research Methodology; (ii) Diploma in Early Childhood Education; (iii) Diploma in Educational and Vocational Guidance; (iv) In-service Course in Statistics; (v) Training Course for Social Education Officer; and (vi) Training Course in Audio-Visual Education.
C. REGIONAL COLLEGES OF EDUCATION 17. Three of the Colleges which had already started during the previous year entered their second year during 1964-65. The college at Ajmer started all the courses as orginally planned with a total strength of 290; the college at Bhubaneswar with 203; and the college at Mysore with 175. The Regional College of Education at Bhopal started its enrolment.
17.1. The Programme.-The colleges undertook a comprehensive programme of internship in teaching in collaboration with selected schools in the region as cooperating schools. This programme is broad and many faceted and contributed considerably towards the professional competence of the trainees far beyond the usual teaching practice programmes. The Management Committees with the Vice-Chancellors of the affiliating universities as Chairmen were constituted for each college and met periodically to review and guide the programmes of the colleges. A programme of instructional material development was started in order to provide guide materials in the various subjects of the schools curriculum, particularly in technology, commerce and agriculture.
17.2. Demonstration Multipurpose Schools.-The demonstration multipurpose schools with two classes-VI and IX, attached to each college started on the campus except in the case of Bhopal where the school will be started next year. The courses for these schools have been drawn up by all-India committees of specialists and reviewed by special committees of the Central Board of Secondary Education to which the schools are affiliated. The elements of interest in the programme of these schools are its flexibility, the two levels of education, terminal and
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college preparatory-a sound foundation of science education for all students, a broad programme of exploratory experiences in industrial crafts in the middle school classes, which will enable pupils to find their aptitudes.
17.3. In-service Courses.-Each college also organises a variety of in-service courses for teachers and educational administrators through the various departments as well as the Extension Services Centre in the college.
D. EXTENSION SERVICES 18. In order to strengthen the research and training activities of the National Institute with reference to the immediate and practical problems of education, a programme of extension services has been organised in every Department of the Institute. Through these extension services, problems are located and studied in the field in each sector by the concerned Departments. The extension programmes also include in-service training courses at different levels, evaluation studies, organisation of clubs and fairs, seminars, workshops, etc.
19. Extension Centres.-In the field of secondary education, 74 Extension Centres and 23 Extension Units are being maintained. These Extension Centres and Units in turn maintain a close link with the field. During the year under report, an assessment was made of 45 Extension Service Centres and Units. Five new Extension Centres were started, four of which are located at the Regional Colleges of Education and one at DEPSE.
19.1. Each Extension Service Centre has undertaken intensive development of a few selected schools in its area. State level seminars of Headmasters were held on total school improvement and follow-up workshops were organised. State level conferences were also held in order to devise measures to improve and strengthen extension activities as also the work of the State Departments of Education. A programme for school libraries was formulated in co-operation with the Ministry of Education, including the training of trainers of librarians.
19.2. In the field of primary education, 30 Extension Centres were set up in primary teacher training institutes. Fifteen more such centres are proposed to be set up in the course of the current year at the State Institutes of Education. State-level conferences of the officers of the Extension Centres. were held to develop programmes of extension, service in primary education.
20. Seminars.-In the field of educational psychology, three seminars were held during the year under report, one on Modem View Points-in the use of Tests (for guidance workers), another on Practical Aspects in Nursery Schools and the third for Teachers of Statistics in Higher Secondary Schools. The Department of Psychological Foundations also assisted the Indian Institute of Technology, Kharagpur in the preparation of selection tests and the United States Educational Foundation in India in the selection of scholars for studies abroad.
20.1. The first Seminar Reading Contest of 1962-63 concluded with an all-India conference of the winners where the papers were discussed and cash awards of Rs. 500 each were made to 20 selected papers. Essays received for the 1963-64 Contest are being evaluated.
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20.0 Eight seminars and workshops were also held on different aspects of teacher education including remedial education for principals and teachers of secondary schools. In addition, seminars were held on research approaches to the schools and classroom, educational planning and the educational thought of Gandhiji.
21. Examination reform. -In the area of examination reforms, 400 paper-setters, 1,500 teachers and a number of State Evaluation Officers were oriented to the concept and techniques of evaluation. The Boards of Secondary Education, Rajasthan, Gujarat, Maharashtra, Mysore and Vidarbha as also the Panjab University have undertaken intensive programmes of examination reform with particular reference to question papers and marking. The National Institute extended assistance and technical advice to the authorities concerned in this work.
22. Literacy Pilot Project.-A National Study Group on adult literacy and adult education was organised under the Joint auspices of the Ministry of Education and Unesco. The Study Group Prepared outlines of literacy pilot projects to be organised under the World Literacy Programme sponsored by the Unesco. It is proposed to hold a seminar on Reading Materials and Library Services and a regional seminar on mass literacy campaign. A special unit was set up at the National Fundamental Education Centre to study the problems of education of scheduled tribes.
E. AUDIO-VISUAL EDUCATION 23. Workshops, seminars and orientation sessions on various aspects of audio-visual education were held both at the Institute of Audio-Visual Education and at a number of educational institutions. several schools in Delhi were assisted in the development and use of audio-visual aids.
24. Film-Strips and Other Aids.- Film-strips on a wide range of topics like `Indus Valley Civilization', `Chemistry in the Service of Man', `Properties of Light', `Family Planning', and `Scenic Beauty of India were prepared. The film-strip produced by the Institute on `Historical Monuments of Delhi' received a National Award. A series of slide books relating to social studies topics was also prepared. Graphic prototypes and experimental aids were prepared on a variety of topics.
25. The Nehru Legend.-An exhibition of photographs depiction Nehru's life entitled "The Nehru Legend" was organised by the Institute that drew appreciative crowds for over three weeks. The exhibition will be taken round to the different States.
F.SCIENCE EDUCATION 26. In view of the importance of science teaching at the school stage, a full-fledged department of Science Education was set up last year in the National Institute of Education to Develop the correct techniques and methods, curricula textbooks, apparatus experimental kits, training of teachers, etc. In association with the University Grants Commission and the united States Agency for International Development, 16 summer Institutes were held during the year under report for secondary school teachers in science. 625 secondary teachers who participated in the summer institutes were trained in the new methods of teaching science to
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