SECONDARY EDUCATION
5.1.0 National Policy on Education places special emphasis on qualitative improvement and development of national curriculum and to improve the teaching of Languages, Mathematics, Science, Social Sciences, Vocational Education and work experience, Art Education, Health and Physical Education alongwith Values in Education and Population Education. A number of Programmes have been formulated for enrolment of girls., SCs/STs and disabled children.
Vocationalisation of Secondary Education 5.2.1 With a view to make education work oriented, a Centrally Sponsored Scheme of vocationalisation of Secondary Education was introduced in February, 1988. The main objectives of the scheme are to enhance individual employability, reduce the mismatch between the demand and supply of skilled manpower and to provide an alternative for those pursuing higher education without particular interest or purpose. A Centrally Sponsored Scheme of Pre-Vocational Education at Lower Secondary Stage has also been introduced from the year 1993-94 primarily to impart training in simple marketable skills to the students of classes IX and X, to develop vocational interests and to facilitate students in making a choice of vocational courses at the higher secondary level. The target laid down in the revised National Policy on Education is to divert 10% of higher secondary students to the vocational stream by 1995 and 25% by 2000 A.D.
5.2.2 In order to provide expert inputs in policy formulation and implementation on a continuing basis, a Joint Council of Vocational Education (JCVE) has been set up at the national level under the chairmanship of Minister of Human Resource Development, with counterpart organisations at the State level. To ensure that the tasks laid down by JCVE are performed effectively, a Standing Committee of JCVE has been constituted under the chairmanship of Education Secretary. While the JCVE is to meet at least once a year, the Standing Committee meets more frequently.
5.2.3 A Central Institute of Vocational Education, named as "Pt. Sunderlal Sharma Central Institute of Vocational Education" (PSSCIVE) was' set up at Bhopal on July 1st, 1993 under the overall umbrella of NCERT. The Institute acts as an apex level research and development organisation in the field of vocational education and provides technical and academic input to the programme. PSSCIVE has developed 82 competency-based curricula in 6 major areas which can be adopted by States/UTs with modifications based on the need and relevance-of those courses in that particular area. The CIVE has now been entrusted with the task of standardising the curricula/textbook/instructionaI material for vocational courses. The CIVE is also inter alia engaged in conducting programmes for training of teachers and orientation of key functionaries.
5.2.4 The scheme at +2 stage is implemented through the State Governments/UT Administrations. So far all the States/UTs, except Lakshadweep, have joined the programme. Up to the end of 1994-95, 18055 vocational sections had been approved in 6280 schools, creating capacity for diversion of 9 lakh students to the vocational stream at the +2 stage. The actual enrolment is, however, likely to be less, as optimum utilisation of facilities created may not be achieved. During the current year, i.e 1995-96 main emphasis is, therefore, on consolidation and qualitative improvement of the programme.
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5.2.5 The courses are selected by the State Government on the basis of assessment of manpower requirement through district vocational surveys. About 150 vocational courses have been introduced in six major areas, viz., agriculture, business and commerce, engineering and technology, health and paramedical services, home science, services and others. It has been recommended that 70 % of the total instructional time be devoted to vocational theory and practice and the remaining to the study of general foundation courses and language course. On-the-Job training forms an integral part of the curricula.
5.2.6 The scheme at the +2 stage envisages setting up of administrative structure at the Centre, State, district and school levels. The Bureau of vocational Education is operating at the Central level to oversee the implementation of the programme. In the major States/UTs separate structures at the State level have been created. However, all States/UTs have not created these structures at the district level for various reasons. To facilitate exchange of experiences amongst States so that successful models could be replicated, inter-State field visits are organised.
5.2.7 The policy emphasises the need for making available non- formal, flexible and need-based vocational programme to school drop-outs, neo-literates, etc. The scheme, therefore, provides for funding of innovative programmes in the field of vocational education undertaken by voluntary organisations.
5.2.8 The scheme lays considerable emphasis on practical training of students both during the course of study as well as after completion of the course. 60 vocational subject fields have so far been covered under the Apprenticeship Act to enable the vocational graduates at the +2 level to avail of the benefits of the apprenticeship Scheme.
5.2.9 The success of the vocational education programme would depend upon the placement of vocational students in government jobs or self employment. With this in view, the Department of Personnel and Training has impressed upon the Ministries the need to amend Recruitment Rules to enable vocational pass-outs to be eligible for Government jobs. States/UT Administrations have been suitably advised in this direction. The Department of Education has also set up an Inter-Ministerial Committee to review the position department-wise about the posts available in various departments and organisations under them, in respect of which preference can be given to persons with relevant vocational training.
5.2.10 Efforts have been made to introduce need-based courses to ensure ready employment for the vocational students. Collaborative arrangements have been worked out with the Ministry of Railways, Ministry of Health, Handicraft Board etc. A large number of industrial enterprises, in both public and private sectors, were also addressed by the Ministry with a view to involve them in the vocational education programme. From the responses received, it was felt that some linkages could be forged for providing on-the-job training facilities to vocational students and in devising curricula and learning material. To pursue the matter further, a workshop was organised by the PSSCIVE in October, 1994.
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5.2.11 A computerised Management Information System has been developed for vocational education to obtain necessary information on different aspects of programme implementation. The National Informatics Centre (NIC) in collaboration with this Department and NCERT has prepared two guidelines-one for filling up the format and the other for feeding the data through computer software prepared for the purpose.
5.2.12 With a view to evaluate the performance of the vocational education programme, 4 external agencies/institutions have been awarded the work of conducting region-wise evaluation in August, 1995.
5.2.13 An initiative was also taken to set up a Synergy Group on Vocational Education involving representatives from Government Institutions/Industry/experts, to look into all aspects of implementation of the current vocational education programme including ways & means of involving the industry in a more meaningful manner. The Group has submitted its report in December, 1995.
5.2.14 An International workshop on "Organisational and Management Alternatives for Vocational Education within the Educational System" was organised at Bhopal in February 1995, by the Department of Education in collaboration with PSSCIVE under the UNESCO's participation programme. Experts from Australia, Bangladesh, China, Germany, Israel, Japan, Norway, Philippines, Sri Lanka, United kingdom and UNESCO - Bangkok were invited to participate in the workshop. In addition national experts, officers from Central and State Government and representatives from industry as well as NGOs attended the workshop.
Integrated Education for the Disabled Children (IEDC) 5.3.1 The Kothari Commission (1964-66) had recommended the education of disabled children in regular schools. In 1974, the then Department of Social Welfare launched the Centrally Sponsored Scheme of Integrated Education for the Disabled children (IEDC). The implementation of this scheme was transferred to the Department of Education in 1982.
5.3.2 The National Policy on education 1986 focusses special attention on the education of disabled children for achieving the goal of Education For All. It advocates the approach of providing integrated education for the mildly handicapped and of special education for the severely handicapped children.
5.3.3 The Centrally Sponsored Scheme of Integrated Education for the Disabled Children purports to provide educational opportunities for the disabled children in common schools, to facilitate their retention in the school system.
5.3.4 The scheme is implemented through the Education Department of the State Government/UT Administrations. Voluntary Organisations also assist the State Governments in implementing the Scheme. An Administrative Cell, consisting of a Deputy Director, Coordinator, Special educator, a stenographer and LDC is to be set up by the State Education Department to implement, monitor and evaluate the programme in the State. The salary component of this Cell is fully met under the scheme.
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5.3.5 Under the scheme, 100% financial assistance is admissible for the education of disabled children studying in common schools by way of supply of aids/equipments; allowances for books, uniforms, transport, readers in respect of blind children, escorts in respect of severely orthopaedically handicapped and employment of helpers/ attendants. The scheme also provides for meeting the cost of salary of special teachers, setting up of resource rooms, carrying out assessment of disabled children, training of special teachers, removal of architectural barriers in schools and production of instructional material.
5.3.6 The scheme was revised in 1987 to rationalise several existing provisions and to incorporate some new ones considered necessary for proper implementation of the scheme. The scheme was again revised in 1992 mainly with a view to increase the financial ceilings in respect of certain provisions, prescribe qualifications of special teachers and to enlarge the scope of the scheme so as to extend special teacher support to all categories of handicapped children except orthopaedically handicapped.
5.3.7 In 1987, the NCERT with UNICEF assistance launched the project Integrated Education for the Disabled (PIED) for strengthening the implementation of the IEDC scheme. Here the Composite Area Approach is adopted, where a cluster, usually a block is taken as the project area. All schools in the area are expected to enroll children with disability. Since 1987, this project has been implemented in one administrative block each in Madhya Pradesh, Maharashtra, Nagaland, Orissa, Rajasthan, Tamil Nadu, Haryana, Mizoram, Delhi Municipal Corporation and the Baroda Municipal Corporation.
5.3.8 At the time of transfer of the scheme to the Department of Education from the Ministry of Welfare in 1982-83, the scheme was being implemented in only 6 to 7 States. Presently it is being implemented in 25 States/UTs. The State of West Bengal has started implementing the scheme from the current year. Besides the State Government/UT Administrations a number of Voluntary Organisations are also implementing the scheme especially in Karnataka and Gujarat.
5.3.9 At the end of the Seventh Plan, 28,000 disabled children had been covered under the scheme. Presently about 45,000 disabled children are expected to have been covered in over 9000 schools.
Promotion of Yoga in Schools 5.4.1 The National Policy on Education (NPE) 1986 lays down that as a system which promotes integrated development of body and mind, Yoga will receive special attention. Efforts will be made to introduce Yoga in all schools. To this end, it will be introduced in teacher training courses.
5.4.2 Based on the evaluation of the experimental programme of Introduction of Yoga in Kendriya Vidyalayas, consultation with Yoga experts and keeping in view the above provisions of NPE, 1986, a Centrally Sponsored Scheme for Introduction of Yoga in Schools was launched in 1989-90.
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5.4.3 This Scheme is implemented through the education/concerned Departments in the States/UTs as well as Yoga Institutions of repute. Under the Scheme financial assistance is provided for training of teachers in Yoga and for building of infrastructure necessary for the purpose. In addition, Institutions of all India character are given assistance for maintenance as well as developmental expenditure for promotion of basic research and/or for teacher training programmes in various aspects other than the therapeutical aspects. Financial assistance to Yoga Institutions for promotion of therapeutical aspect is being extended by the Ministry of Health and Family welfare.
5.4.4 Based on the experience in implementation of the Scheme, the scheme was revised in 1992 to enhance assistance for training courses of Yoga teachers. A provision was also made to meet the travel costs of teachers as the States were finding it difficult to bear this expenditure and were therefore unable to depute teachers for training.
5.4.5 Assistance under the Scheme has so far been provided to a number of organisations/institutions in 14 States/UTs. The grant-in- aid Committee constituted under the scheme, met for the first time in March, 1995 to consider proposals of voluntary/non-Governmental Organisations for direct release of grant to these organisations. Based on the recommendation of the Committee grant was released to 9 Organisations in March, 1995. The Kaivalyadhama Shriman Madhava Yoga Mandira (KSMYM) Samiti, Lonavla, Pune continued to be assisted under the Scheme both for maintenance and developmental expenditure on research and for teacher training programmes.
Science Education 5.5.1 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 1987-88. Under the Scheme, financial assistance is provided to Sates Governments/ Union Territory Adminis- trations and voluntary agencies. While voluntary agencies are provided assistance for conduct of experimental and innovative programmes, States/UTs are assisted for provision of science kits to upper primary schools: upgradation and strengthening of science laboratories in secondary and senior secondary schools; supply of books on science related subjects to secondary and senior secondary schools: and training of science and mathematics teachers.
5.5.2 All the State Governments/ Union Territory Administrations have received assistance under the Scheme during the period, 1987-88 to 1994-95. 27 voluntary agencies have also availed of assistance for conduct of various innovative programmes. The National Council of Educational Research and Training has undertaken a research study to evaluate impact of the scheme on the development of scientific climate in schools and improvement of teaching-learning of science and mathematics in 2 States, namely, Rajasthan and Karnataka. The report submitted by NCERT is under examination in consultation with the concerned State Governments.
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5.5.3 The achievements during 1987-88 to 1995-96 are tabulated below:-
7th 1990-91 1992-93 1993-94 94-95 95-96 Total
Plan &
1991-92
(1) (2) (3) (4) (5) (6) (7) (8)
Amount 80.03 39.57 24.94 22.08 22.70 24.47 213.79
spent
(Rs. in Crores)
No. of States/ 30 36 14 15 9 15 32
UTs covered
No. of Schools
covered
i) Upper primary, 42298 13671 11099 5756 6852 5000 84776
(science Kits)
ii) Sec./Higher 16382 7514 4906 3874 2669 3600 39245
Sec.(library
assistance)
iii) Sec./ Higher
Sec. (labora- 15073 7764 5576 3914 3163 3300 38790
tory assistance)
No. of in 115 82 - - - - 197
tuion assisted
for setting up
of District
Resource Centres**
No of Voluntary 13 16 7 12 11 15 32
organisations
assisted (for
innovative progra-
mmes) cumulative)
* Anticipated
** This component does not qualify for assistance during the 8th Plan An outlay of Rs. 120.00 crores has been approved for continuance of the Scheme during the 8th Plan.
Environmental Orientation to School Education 52
5.6.1 The National Policy on Education (NPE), 1986, provides that the protection of Environment is a value which, alongwith certain other values, must form an integral part of curricula at all stages of Education. Operationalisation of this noble objective requires that the mind and intellect of the students must be sensitised to the hazards inherent in utter disregard and over exploitation of the bounties of Nature. This step intends to inculcate awareness and respect among the students for the basic concepts relating to conservation of environment.
5.6.2 To this end, a Centrally Sponsored Scheme, "Environmental Orientation to School Education", was initiated in 1988-89. The Scheme envisages assistance to State Governments/ UT Administrations and voluntary agencies. The voluntary agencies are assisted for conduct of experimental and innovative programmes aimed at promoting integration of educational programmes in schools with local environmental conditions; while the States/UTs are assisted for various activities, including review and development of curricula of various disciplines at primary, upper primary, secondary and senior secondary levels with a view to infusing environmental concepts therein; review and development of textbooks on 'Environmental Studies " at primary and upper primary levels; review of strategy for imparting environmental education at upper primary levels; development of teaching-learning material; and organisation of suitable innovative work experience activities. The Scheme also envisages assistance to NCERT during the 8th plan for organisation of regional workshops for development of instructional material in regional languages for training of primary and upper primary teachers.