SECONDARY EDUCATION
Vocationalisation of Secondary Education 6.1.1 The National Policy on Education 1992 stresses the need for introduction of well planned programmes of vocational education with a view to developing a healthy attitude amongst students towards work and life, enhancing individual employability, reducing the mismatch between demand and supply of skilled manpower and providing an alternative for those intending to pursue higher education without particular interest or purpose. The policy states that vocational education will be a distinct stream intended to prepare students for identified occupations and will ordinarily be provided after the secondary stage; and also emphasises the need for making available non-formal, flexible and need-based vocational programmes to school dropouts, neo-literates, etc. The targets laid down in the revised policy are to divert 10% of higher secondary students to vocational stream by 1995.
6.1.2 The vocational courses are selected on the basis of vocational surveys, registration in the Employment Exchanges, and a general assessment of manpower needs made under District Developmental Plans. This ensures, to some extent, that students are trained in those occupational areas wherein self or wageemployment opportunities are available. In order to ensure that the curricula for the vocational courses are need-based and socially relevant, the responsibility for development of curricula and instructional material has been left to the States/UTs in collaboration with the local experts/organisations. It has been recommended that the vocational theory and practice should be given nearly 70% of the total instructional time. The remaining time is allocated to the study of languages and general foundation course. On-the-job training is an integral part of the curricula.
6.1.3 A Joint Council of Vocational Education (JCVE) has been set up at the national level, with counterpart bodies at the State level, viz., the State Councils for Vocational Education (SCVEs), for laying down policy guidelines, planning and coordination of vocational programmes conducted by different agencies/organisations. The JCVE memberships consists of Members of Parliament, representatives of various Ministries/ Departments, State Governments, Voluntary Organisations, experts in vocational and All-India professional bodies with the Union Education Minister as its chairman. A Standing Committee of the JCVE has also been set up under the Chairmanship of the Union Education Secretary to ensure that the tasks laid down by JCVE are effectively performed.
6.1.4 The Scheme is presently being implemented in 29 States/UTs. Upto the end of the Seventh Plan, 7888 vocational sections had been approved with an enrolment capacity of 3.94 lakh students in Classes XI and XII together. An additional
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2428 sections were approved during 1990-91 and 2227 sections in 1991- 92 after taking care of the committed liability. Thus, by the end of 1991-92 facilities have been created for 6.27 lakh students in the vocational stream. This would mean, diversion of about 9.49% students at plus two level to the vocational stream. The actual enrolment is, however, likely to be less as optimum utilisation of facilities created may not be achieved.
6.1.5 The Scheme for vocationalisation of Secondary Education provides for funding of innovative programmes in the field of vocational education undertaken by voluntary organisations.
6.1.6 The Scheme of Vocationalisation of Secondary Education lays considerable emphasis on practical training of students, both during the course of study as well as after completion of the course. The Apprentices Act 1961 was amended in 1986 to include Apprenticeship Training for the pass-outs of the vocational courses at the +2 level. Subsequently, Apprenticeship Rules were modified in September, 1987 and later in April, 1988 by which 20 subject fields were notified for coverage of vocational students under the Apprenticeship Scheme. Forty more vocational subjects are being covered under the Act.
6.1.7 Action is in progress to start vocational courses specific to the needs of the users to ensure ready employment to the vocational students provided they fulfil the minimum standard laid down. Such vocational courses have already been introduced by CBSE in General Insurance and Life Insurance in collaboration with the General Insur- ance Corporation and Life Insurance Corporation respectively. A vocational course for Railway Commercial staff has been worked out in collaboration with the Railway Board and was started in 5 schools during 1991-92. More schools are expected to take up the course in 1992-93. Similarly, health related courses have been started in collaboration with the Ministry of Health. Three different courses, viz., Medical Laboratory Technician, X-Ray Technician and Opthalmic Technician were started in 3 schools of Delhi from 1991-92. More schools are expected to be covered during 1992-93. The Auxiliary Nurse/Midwife course being run in two training institutions under the Ministry of Health has been upgraded to a 2-year vocational course and affiliated to CBSE for purposes of examination. Several States have also started similar health related courses. In eight schools of UP, vocational courses in the handicrafts sector have been started in collaboration with the Development Commissioner for Handicrafts. Efforts are being made to involve the Public Sector Undertakings and private industrial houses in the vocational education programmes.
6.1.8 The success of the vocational education programme would depend upon the placement of vocational passouts in wage and self- employment. For purposes of wage employment in the organised sector, it is necessary that the recruitment rules are modified to make the vocational students eligible for employment and to give them preference because' of the skills acquired by them. The State Governments/UT Administrations have been advised
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to take urgent action in this regard.
6.1.9 The Committee of Secretaries, had, on 17th March, 1992, considered the need for adequate employment avenues for the vocational students. The recommendations of the Committee have been circulated to the State Governments for immediate implementation. A Committee has been constituted under the Chairmanship of the Joint Secretary concerned with the vocational education in the Department of Education with a representative each from the Ministry of Labour and Department of Personnel and Training to review the Department-wise posts in respect of which preference may be given to people with relevant vocational training.
6.1.10 It has been agreed that the Ministry of Labour, DGET would issue instructions to the concerned authorities in States/UTs to consider giving preference to vocational passouts for engagement as fresher trade apprentices in appropriate trades under the Act, provided they fulfil the minimum qualifications as laid down under the Act.
6.1.11 In pursuance of the emphasis laid down in the Programme of Action 1992 it has been decided to establish a central Institute of Vocational Education (CIVE) as an apex R&D institution under the NCERT. The foundation stone for the building has been laid by Hon'ble Shri Arjun Singh, Minister for Human Resource Development at Bhopal on 12th August, 1992. The existing Department of Vocationalisation of Education in NCERT will be a part of CIVE which will have autonomy in planning and implementation of its programmes. With the setting up of the CIVE, it will be possible to provide to the States/UTs, necessary academic and technical resource support for taking up a variety of vocational education programmes. It is proposed to make the Institute fully operational by the end of the Eighth Plan period.
6.1.12 A Comprehensive programme for Computerised Management Information System for vocational education has been developed. Training of State level functionaries has been completed by the NCERT and State Governments have been requested to complete the training of district level officers and principals.
6.1.13 NIC has organised training programmes for State level functionaries for operationalising computerised MIS software. Five such training programmes have been organised from Septemeber/October 1992 at New Delhi, Hyderabad, Bombay, Bhubaneshwar and Guwahati.
Educational Technology Programme 6.2.1 An Educational Technology Programme was started in 1972. Its objectives were widening access to and bringing about qualitative improvement in education. A centre for Educational Technology was set up in the NCERT and 100% assistance was provided to twenty one States for setting up of Educational Technology(ET) Cells to prepare for implementation of Scheme at
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the level of the States.
6.2.2 With the advent of INSAT and consequent need for educational TV programmes, it was decided that the responsibility for their production be taken by organisations under this Department. A scheme was accordingly prepared by the then Ministry of Education for creating Educational. Television (ETV) programme production facilities within the educational sector on a decentralised basis. This was achieved by setting up Central Institute of Educational Technology (CIET) in the NCERT and State Institute of Educational Technology (SIETs) in six States, viz., Andhra Pradesh, Bihar, Gujarat, Maharashtra, Orissa and Uttar Pradesh. Besides, assistance was provided to ET Cells in States to upgrade the facilities there to be able to respond to the demands of Electronic Media.
6.2.3 Keeping in view the policy formulations in the National Policy on Education, 1986, the programme underwent certain changes in 1987. It was decided to provide five lakhs Radio-cum-Cassette Players (RCCPs) to Primary Schools by the Central Government. Similarly, 1 lakh Colour TVs were to the provided to similar schools during the same period with State Governments meeting 25% cost and the Centre bearing 75%. Despite fund constraints 256,566 RCCPs and 37129 Colour TVs have been provided.
6.2.4 The programme for distribution of colour TVs and RCCPs is currently under evaluation by National Institute of: Educational Planning and Administration. Programme production has commenced in CIET and all the Six STETs. From the academic year 1988-89, responsibility for programme production which was hitherto being shared between CIET and Doordarshan on 50:50 basis has been taken over by the CIET and SIETs. The satellite based ETV service presently provided telecast of educational programmes for the children and their teachers at the primary level in each of the 5 regional languages namely Gujarati., Hindi, Marathi, Oriya and Telugu. There are separate programmes for the children in the age groups of 5-8 and 9-11 years on each day.
6.2.5 The ETV programmes are relayed by all High and Low power transmitters in the 6 INSAT States. The programmes in Hindi are relayed to the other Hindi speaking States also namely Haryana, Himachal Pradesh, Madhya Pradesh, Punjab and Rajasthan and UT of Chandigarh.
6.2.6 With the availability of uplinking facilities from Bombay, Hyderabad and Cuttack the telecast timings have been made more flexible to suit each region.
6.2.7 The CIET has produced 715 ETV programmes upto Sept., 92 in 914 language versions. It has also produced 450 capsules for the programme for mass orientation of teachers 1989. The number of programmes produced by SIETs is given in the table below
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Number of Programmes Produced By SIETs
SIET NO. OF PROGRAMMES
1. Andhra Pradesh 607
2. Bihar 115
3. Gujarat 834
4. Maharashtra 1149
5. Orissa 213
6. Uttar Pradesh 754
6.2.8 The SIETs have been a bit slow in achieving adequate production capability of the required standard because of management and technical manpower problem faced by them. In accordance with the recommendations of a Working Group in this behalf four SIETs - Andhra Pradesh, Maharashtra, Orissa and Uttar Pradesh have already been converted into autonomous organisations, while similar Institutes for Bihar and Gujarat are likely to achieve autonomous status in the near future.
6.2.9 Efforts are also on to involve private producers in production of ETV programmes. The NCERT has set up a Committee to evolve modalities for involving outside producers to produce video/films for CIET. As many as 12 ETV video programmes commissioned to outside producers have been completed and another 10 programmes are nearing completion. In the Eighth Plan period there is likelihood of involving a larger number of producers in production of Audio, Video and TV programmes.
6.2.10 CIET has also produced more than 1100 audio programmes on various educational themes as availability of audio cassettes continues to be a wear area. It is now proposed to provide suitable funding to State Governments and SIETs to produce audio programmes to utilise the Cassette Players component of RCCPs.
6.2.11 CIET has also produced 42 video and audio programmes for providing inputs to Teachers Training Programmes in 35 DIETs.
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Educational Technology : Achievements
1987-88 1988-89 1989-90 1990-91 1991-92 1992-93 Total
Amount Spent 14.14 16.20 16.50 14.57 14.00 3.75 79.16
(Rs. in crores)
No. of States 13 29 31 32 32 32 32
Covered
(cumulative)
No. of TV sets 10049 12049 2799 6232 6000 -- 37129
distributed
No. of Radio
cum Cassette 37562 67735 49963 72883 28453 -- 256560
Players
distributed
Continuing Schemes
1. Amount rel- 5.28 3.10 3.146 2.37 2.00 0.22 16.11
eased to CIET
(Rs.in crores)
2. Amount relea- 1.40 1.53 2.20 0.44 2.34 1.52 9.88
sed to SIETs plan
(Rs. in crores)
6 INSAT States
A.P., Bihar, Guj-
arat, Maharashtra 0.45
ashtra, Orissa Non-plan
and U.P.)
3. Amount rel- 0.22 0.26 0.54 -- -- -- 1.02
eased ET Cells
(Rs. in crores)
4. Amount rel- 7.15 11.19 10.60 11.66 9.46 *2.01 52.07
eased to States/
UTs for TVs/RCCPs
(Rs. in crores)
5. Development of -- -- -- 0.10 0.19 -- 0.29
software for RCCPs
(Rs. in crores)
* Difference of rates.
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Science Education 6.3.1 In order to improve the quality of science education and promote scientific temper, as envisaged in the National Policy on Education, 1986, a Centrally-sponsored Scheme "Improvement of Science Education in Schools" was initiated during the last quarter of 1987- 88. The Scheme aims at using the resources and agency of the State Governments as also the nonGovernmental organisations to achieve these objectives mainly by strengthening laboratory and library facilities in schools, improving teacher motivation and competencies and mobilising a vigorous campaign for science education through voluntary organisations and in-service training of science and mathematics teachers. Accordingly, under the scheme, financial assistance is provided to the State Government/UT Administrations for provision of science kits to upper primary schools; upgradation and strengthening of science laboratories in secondary and senior secondary schools upto a desired standard; supply of library books to secondary and senior secondary schools; setting up of District Resource Centres for science education, development of instructional materials; and training of science and mathematics teachers.
6.3.2 While all the State Governments/UT Administrations have availed of assistance under the scheme during the period, 1987-88 to 1991-92; only about 38% upper primary and 30% secondary/senior secondary schools could be covered. An Evaluation Committee headed by Prof. K.V. Rao, Head, Department of Education in Science and Mathematics, NCERT has since been constituted to undertake a quantitative-cum-qualitative evaluation of implementation of the Scheme during 1987-88 to 1991-92.
6.3.3 The achievements during 1987-88 to 1992-93 are tabulated below :-
Science Education : Achievements
7th Plan 1990-91 1991-92 1992-93* Total
Amount spent 80.03 20.59 18.98 24.98 144.58
(Rs. in crores)
No. of States/UTs 30 24 12 15 32
covered
No. of schools covered
i) Upper Primary 43,219 5,791 7,880 6,000 62,890
(Science kits)
ii) Sec./Higher 16,382 3,843 3,671 3,500 27,396
Sec.(library
assistance)
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7th Plan 1990-91 1991-92 1992-93* Total
iii) Sec./Higher 15,073 3,981 3,783 4,200 27,037
Sec.(laboratory
assistance)
No. of institutions 115 60 34 - 209
assisted for setting
up of District
Resource Centres
No. of vol.orgns. 13 7 14 12 21
covered (for inno-
vative programmes)
cumulative
* Anticipated
6.3.4 A sum of Rs. 120.00 crore has been allocated for continuance of the Scheme during the Eighth Plan. The scheme is proposed to be continued during the Eighth Plan without any change in the pattern of assistance to the State Government or any major departure in the methodology of its implementation from the pattern that obtained during the Seventh Plan and the following two Annual Plans.
International Mathematical Olympiads 6.4.1 With a view to identifying and nurturing talent in Mathematics at school level, the International Mathematical Olympiad (IMO) is held every year. India has been participating in this Olympiad since 1989. Each participating country is required to send a team comprising not more than 6 secondary school student contestants, a team leader and a deputy team leader.
6.4.2 As per the existing financing pattern, the host country pays for the food, accommodation and transportation of the participating teams during their stay in the host country, while the expenses on international travel is borne by the participating countries. The Indian team in the last four Olympiads was jointly sponsored by the Department of Education, Ministry of Human Resource Development, and the National Board for Higher Mathematics(NBHM), Department of Atomic Energy. The cost on international travel was paid by the Department of Education and all other expenses on selection of students, internal travel, incidental expenses, etc., were borne by the NBHM.
6.4.3 An 8-member delegation comprising 6 student contestants, a team leader and and a deputy team leader participated in IMO-1992 held in Moscow during July 1992. India
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ranked 22nd out of 64 participating countries. The Indian team won 1 Silver and 4 bronze medals. The proposal regarding India's participation in IMO-1993 scheduled to be held in Turkey during July, 1993 is under consideration of the screening committee of Secretaries. IMO-1996 will be held in India. Necessary confirmation has been conveyed to the IMO Site Committee.
Environmental Orientation To School Education 6.5.1 It is a widely and commonly recognised fact now that, ultimately, the very survival of mankind is dependent on the conservation and protection of Environment. The National Policy on Education (NPE), 1986, inter alia, admitted this fact stating that protection of Environment is a value which along with certain other values must form an integral part of curricula at all stages of Education. The intention obviously was to expose at an impressionable and formative stage, the mind and intellect of the next generation to the hazards inherent in insulting and over-exploiting the bounties of Nature, and to inculcate awareness and respect among them for the basic concepts relating to conservation of Environment.
6.5.2 To this end, the Central Sector Project of Environmental Orientation to School Education was initiated during 1988-89. The Scheme is being implemented through the Education Departments by 100% assistance to States/UTs and NGOs having expertise and interest in imparting environmental education through innovative schemes. States/UTs are provided assistance under the existing Schemes for undertaking various environment related programmes on project basis. Each project covers an ecologically homogeneous area and project activities include review of school curriculum to make it locale specific, preparation of revised instructional materials, training of teachers and teacher educators to update their knowledge and general environmental consciousness, setting up of school nurseries, preparation of general informative books, posters, audiovisual materials, etc.
6.5.3 A sum of Rs. 10.00 crore has been allocated for implementation of the Scheme during the Eighth Plan. Keeping in view the past experience as well as the financial constraints, following major modifications are being carried out in the existing Scheme :-
- "Agro-climatic Zone" will be the unit of implementation of the Scheme by the State Govern- ments/UT Administrations.
-The State Governments/UT Administrations will be given liberty to decide either to have a distinct subject on environment education at upper primary level or to continue with the present strategy of infusion of environmental concepts in the existing subjects.
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-Provision of assistance to State Governments/UT Administrations for development of curriculum with suitable environmental orientation at secondary/senior secondary levels.
-Funding for setting up of State level Cells/Project Cells and Nurseries will be discontinued.
-Assistance will be provided to Uttara Khand Seva Nidhi, Almora for setting up of a Resource Centre for environmental education.
The Expenditure Finance Committee has since accorded necessary approval to these modifications.
6.5.4 A summary of achievements during 1987-88 to 1991-92 is presented in the table below :-
Environmental Orientation To School Education : Achievements
7th Plan 1990-91 1991-92 Total
Amount spent 3.57 2.0 1.81 7.38
(Rs. in crores)
No. of States/UTs 20 8 9 21
covered
No. of projects 32 6 9 47
sanctioned
No. of schools 11,810 4,876 2,662 19,348
covered
No. of voluntary 10 7 -- 13
bodies assisted