5.6.3 The approved outlay for implementation of the scheme during the 8th plan amount to Rs. 10.00 crore.
5.6.4 A summary of achievements during 1987-88 to 1995-96 is presented in the table below:-
7th 1990-91 1992-93 1993-94 94-95 95-96 Total
Plan &
1991-92
Amount spent 3.57 3.81 1.80 1.12 1.79 2.30 14.39
(rs. in crores)
No. of States 20 13 17 5 18 10 32
UTs covered
No. ofprojects 32 15 2 11 28 10 98
sanctioned to
States/UTs
No. of voluntary 10 9 4 9 11 10 30
bodies directly
assisted by the Ministry
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International Mathematical Olympiad 5.7.1 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 regularly participating in IMO since 1989. Each participating country is required to send a team consisting of not more than 6 secondary school students a team leader and a deputy leader.
5.7.2 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 international travel cost is borne by the participating countries. The Indian team in the last 7 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 of International travel was paid by the Department of Education; while all other expenses on selection of students, internal travel, incidental expenses on selection of students, internal travel, incidental expenses etc. were borne by the NBHM.
5.7.3 The Indian contingent to IMO-95 held in Toronto (Canada) during July, 1995 won 3 Silver and 3 Bronze medals. India ranked 14th out of 76 participating countries.
5.7.4 IMO 96 will be held at new Delhi in India. This Ministry will sponsor the event as also provide requisite financial support; while the responsibility for organisational matters rests with the National Board for Higher Mathematics.
Educational Technology 5.8.1 This is a Centrally Sponsored Scheme combining certain elements of a Central Plan Scheme. This Scheme seeks to provide the entire cost of Radio-cum-Cassette Player in Primary Schools and 75% cost of colour TV in upper Primary Schools to provide access to quality education. To enable production of suitable programmes for these schools, six autonomous State Institutes of Educational Technology in U.P, Bihar, Orissa, Maharashtra, Gujarat and Andhra Pradesh, have also been funded under the scheme.
5.8.2 The scheme also extends financial support to the Central Institute of Educational Technology (CIET) for producing programmes for the schools sector for telecast/broadcasting through Doordarshan and Akashvani.
5.8.3 At present all the programmes for the schools sector are produced by CIET and SIET system, and are funded under the scheme.
Achievements 5.8.4 So far 3,56,088 Radio-cum-Cassette players and 61,914 colour TVs have been sanctioned to States and UTs., for installation in Primary/Upper Primary Schools respectively, so far CIET and SIETs have together produced 8239 Audio and 6706 Video Programmes.
5.8.5 Central Institute of Indian Languages, Mysore has been funded for production of cassettes for learning certain Indian Languages at the school level.
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Computer Literacy and Studies in Schools (CLASS) 5.9.1 The pilot project on Computer Literacy and Studies in Schools (CLASS) was initiated in 1984-85 in consultation with Department of Electronics, which continued upto 1992-93 on ad-hoe basis and funds to the tune of Rs. 4.5 crore were provided each year. 2598 schools were covered upto 1992-93.
5.9.2 The CLASS Project has been evaluated by a number of agencies including C&AG which identified multiplicity of agencies, diffused responsibility, inadequate monitoring etc. Keeping these drawbacks in view, a modified scheme has been prepared and is being implemented as a Centrally Sponsored Scheme from 1993-94.
5.9.3 To be eligible for assistance under the modified scheme, the following conditions are to be satisfied by the State/UTs:
a) The coverage of the Scheme for new schools will be restricted to Senior Secondary Schools:
b) In selected schools, instruction in Computer Literacy will be compulsory for all Students of Classes XI and XII.
5.9.4 The National Steering Committee under the Chairmanship of Education Secretary is responsible for monitoring and supervision of the project. At State/UTs levels, cells set up for this purpose will discharge the dual responsibility of monitoring and actual implementing of the scheme.
5.9.5 Rs. 146.00 crores has been provided for implementing the scheme during the Eighth plan. This amount is for maintaining 2598 schools already covered under the old scheme as well as for including 1320 additional schools during 8th plan. In 1993-94 218 schools and 1994-95, 449 schools were covered.
National Award for Teachers 5.10.1 The Scheme of National Award for Teachers was started in the year 1958-59 with the object of raising the prestige of teachers and giving public recognition to the meritorious teachers working in Primary, Middle and Higher Secondary Schools. In 1967-68 the scope of the scheme was enlarged to cover the teachers of sanskrit Pathashalas, Tolls etc. run on traditional lines. In 1976 the scheme was further enlarged to cover Arabic/Persian teachers of Madrasas run on traditional lines. From the Award Year 1993, the scheme has further been enlarged to cover teachers from Sainik Schools, Navodaya Vidyalayas and schools run by the Atomic Energy Education Society.
5.10.2 Each award carries a certificate of merit cash payment of Rs. 10,000/- and a silver medal.
5.10.3 The number of awards given has been increased from 296 to 302 from the year 1993.
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5.10.4 Two hundred and Seventy Seven teachers were, selected for the National Award for 1994. For the National Award 1995 selection process is in progress.
Scheme for Strengthening of Boarding/Hostel Facilities for Girl
Students of Secondary/Higher Secondary Schools-Financial Assistance to
Voluntary Agencies 5.11.1 One of the main factors responsible for slow pace of growth of enrolment of adolescent girls of rural, tribal and other remote areas is the traditional societal inhibitions against their movement outside the family precincts. Since the High/Higher Secondary schools in such places are sparsely located, the girls remain particularly disadvantaged.
5.11.2 In order to actualise the recommendations in POA-1992 for formulating a special enabling plan to ensure increase in enrollment of girls in secondary education and the NPE directive for encouraging NGO participation in education, it was decided to launch the above mentioned scheme during the WIT plan period with the objective of providing the following types of assistance to the existing hostels run by the NGOs:-
i) Non-recurring assistance as one time grant for provision of essential furniture, utensils and meeting basic recreational needs @ Rs.5000/- per annum per boarder.
ii) Recurring assistance for food, emoluments of Cook and Bearer Rs.5000/- per annum per boarder.
National Population Education Project (NPEP) 5.12.1 Eleven research studies were sponsored, out of which six have been completed. A study on Cost- Effectiveness of Training Programmes was conducted at the national level and at the States' level. The States have conducted content analysis of their textbooks from the standpoint of population education. The Population Education Documentation Centre collected materials from international, national and State agencies and disseminated population related materials and information.
5.12.2 Project Progress Review (PPR) and Tripartite Progress Review (TPR) study by the Society for Applied Research in Education and Development was conducted.
5.12.3 The following Programmes have been planned under the NPEP.
i) Development of Basic Materials on Adolescence Education.
ii) Integration of Population Education elements in the State textbooks and NFE materials.
iii) Development of Readings and other Materials in Population Education.
iv) Development of Training Materials for NFE Instructors.
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v) Orientation of five lakh teachers and NFE functioanaries through independent and integrated training strategies.
vi) Organisation of Regional Seminars on Adolescence Education.
vii) Observance of World Population Day and Population Education Week and Organisation of other co-curricular activities.
viii) Sponsoring research studies in population education.
ix) Collection and Dissemination of Materials by the Documentation Centre in Population Education.
(x) Monitoring the implementation of the Project both and state levels.
Educational Concessions to the Children of Armed Forces Personnel
Killed/Disabled During Hostilities 5.13.1 The Government of India and most of the States/UTs offer educational concessions by way of reimbursement of tuition fees, boarding lodging expenses, expenditure incurred on uniforms, textbooks, transport charges etc. to the school students who are the wards of Armed Forces personnel killed or permanently disabled during Indo-China hostilities of 1962 and Indo-Pak hostilities of 1965 and 1971. During 1989, these concessions were also extended to the children of IPKF/CRPF personnel, who were killed/disabled during action in Sri Lanka and to the children of Armed Forces personnel killed/disabled in action in Operation Meghdoot in Siachen Area.
5.13.2 At present this Department is providing these concessions to such students of two Lawrence Schools (at Sanawar and Lovedale) only.
Cultural Exchange Programme in the Field of School Education 5.14.0 Under this scheme Financial Assistance is provided to meet the expenses for foreign travel/stay of non-official members of foreign delegation coming to India, in pursuance of India's Cultural Exchange Programme with foreign countries.
Scheme of Assistance for Strengthening Culture & Values in
Education 5.15.1 Education about India's cultural heritage has been identified in National Policy on Education as one of the core areas under the National System of Education. While spelling out the Cultural perspective in education, the policy has stressed on the need to bridge the schism between the formal system of education and India's rich and varied cultural traditions.
5.15.2 The revised scheme has two broad components which are: -
i) Strengthening Cultural and Value Education inputs in the school and nonformal education system;
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ii) Strengthening the in-service training of art, craft, music and dance teachers.
5.15.3 A statement showing names and addresses of the voluntary agencies/institutions, the amount of grant-in-aid given to them during the Year 1994-95, etc. is annexed.
National Council of Educational Research and Training 5.16.1 The National Council of Educational Research and Training (NCERT) is an apex resource organisation to assist and advise the Central and the State Governments on academic matters related to school education. The NCERT provides academic and technical support for improvement of school education through its constituents viz., (i) The National Institute of Education, New Delhi, (ii) The Central Institute of Educational Technology, New Delhi (iii) Four Regional Institutes of Education located at Ajmer, Bhopal, Bhubaneswar and Mysore, (iv) Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal and (v) Field Offices.
5.16.2 During 1995-96, the NCERT had a fresh look at its functioning and reprioritised some of the programmes to respond to national concerns in school education. Elementary education received special emphasis. The outreach of academic support and consultancy services was extended to State and district level agencies, particularly in those States implementing the District Primary Education Programmes special steps are being taken to attend to development of school education sector in the North region.
5.16.3 Programmes and activities in various areas conducted by the constituents of the NCERT are briefly reported below.
Universalising Elementary Education (UEE) 5.16.4 Within the broad framework of UEE, programmes were conducted in Early Childhood Education, Elementary Education, Non-Formal Education (NFE), Education of Children with special Needs, Integrated Education of the Disabled and Education of the Girl child.
Early Childhood Education (ECE) 5.16.5 Under the Early Childhood Education Project, the following activities were performed:
5.16.6 (i) Strengthening of the Pre-School Education Component of ICDS in 12 States, through training of personnel production and dissemination of region specific resource material (ii) adequacy of play based approach of ECE through use of media and development of communicating material like posters, (iii) study on Status of Pre- School Education Component of ICDS and its Perception and Extent of Utilisation by the Community.
Elementary Education Programme 5.16.7 The Minimum Levels of Learning (MLLs) for the co-curricular areas and curricular areas at the Primary stage have been revised. A manual for preparation of competency based textbooks, handbooks and workbooks have been developed. Good
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practices in teaching of Languages and Mathematics, and multi-grade teaching have been documented. Guidelines for preparation of material for enhancing reading and comprehension skills have been developed.
District Primary Education Programme (DPEP) 5.16.8 The NCERT's faculty completed the following studies under DPEP research programme:
(i) Achievement difference and school effectiveness.
(ii) Effect of school variables on achievement gap between boys and girls.
(iii) Effect of pupil and school level variables on the achievement of Scheduled Caste/Scheduled Tribe students.
(iv) Effect of State interventions on pupils achievement
(v) Readability assessment of primary level textbooks.
(vi) A study of the effect of household, community and school factors on the enrolement, retention and achievement of Scheduled Tribe Children of primary level.
(vii) Effectiveness of various interventions for improving tribal Education.
(viii) Educational problems of tribal children.
(ix) Inputs in primary schools with different levels of concentration of Scheduled Tribe students.
(x) Gender Issues in Primary Education
(xi) Teachers Policy, training needs and perceived status of teachers.
(xii) Designing production and distribution of instructional materials.
5.16.9 Research papers based on these studies were published in a special number of the NCERT's research journal, the 'Indian Educational Review.'
5.16.10 An International Seminar on 'School Effectiveness and Learning Achievement at Primary Stage was organised in July 1995. About eighty scholars from UK, USA, Netherlands, Bangladesh and India participated in the Seminar and shared their experience related to approaches and methodologies for tackling problems related to Primary Education.
5.16.11 The NCERT has entered into contract with EDCIL for the implementation of the national component of the DPEP for curriculum, training and pedagogy, and research. Resource groups from the NCERT faculty in its constituents have
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been constituted to carry out the contracted activities in task team mode. The contracted obligations are planned to be executed through sequential activities by December 1996.
Area Intensive Education Project (AIEP) 5.16.12 In 1995 the thrust of activities of the Area Intensive Education Project (AIEP) concentrated in making the existing programme effective at micro level by introducing innovations that could inter alia be relevant to the District Primary Education Programme (DPEP). Experiments on joyful learning approach and child-to-child approach were undertaken. A document entitled "People on the move" based on AIEP approach was published and is being widely disseminated.
Special Orientation Programme for Primary Teachers (SOPT) 5.16.13 In order to strengthen the professional competencies of Primary School Teachers, an MHRD's sponsored scheme called the special Orientation Programme for Primary Teachers (SOPT) is being conducted in all the States and UTs. The NCERT has been entrusted with the responsibility for planning and monitoring of the programme besides providing academic inputs. Four and a half lakh teachers were to be oriented every year during the last four years of the Eighth Five Year Plan. A training package consisting of two volumes of print materials (English, Hindi) supplemented by an ETV package consisting of 40 video programme has been developed and printed. A "Key Person's Training Manual and a User's Guide" for effective use of ETV programmes in transaction of print materials have also been developed and printed. These training packages are to be adopted/adapted by the States. Under this scheme, as of now, 779 Key Persons were trained by the NCERT. In next level programme, 8,574 Resource Persons and 1,63,873 Primary School Teachers were trained by 30 September 1995.
Training of Primary School Teachers Using Interactive Video
Technology 5.16.14 The NCERT has been given by the MHRD a special project to train Primary School Teachers using interactive video technology through the transponder on the INSAT. In the pilot phase of this programme, teachers' training of primary school teachers in Mathematics and for the SOPT scheme will be experimented in Karnataka, Madhya Pradesh and Assam. The programme aims at training about 4400 teachers and about 200 members of the DIETs' faculty. Planning and designing of Teacher's Training Programme through interactive mode involving one way video and two way audio for Primary School Teacher's and DIET's faculty has been completed. These training programmes have been planned to be held after the installation of the required hardware and preparations of software in the last quarter of 1995-96.
Non-Formal Education (NFE) 5.16.15 Training programmes for upgrading the competencies of the NFE functionaries were held. NFE teaching learning materials based on MLLs are being developed. NFE books for Semester-III in Language, Mathematics and Environmental Studies were brought out. Six books in Hindi on local specific materials were finalised. Academics support was provided to the States of Karnataka,' Andhra Pradesh and Kerala for development of local specific materials.
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5.16.16 Inventions for Education of Street and working children have been identified. Studies for identifying strategies for alternative schooling for children in the age group 6-14 are in progress.
Education of Groups with Special Needs
Education of the Disabled 5.16.17 State level conferences under the Project Integrated Education of the Disabled (PIED) were organised in Madhya Pradesh and Gujarat. The report of the case study of participating institutions in the Multi-Site Action Research is being finalised.
5.16.18 Handbooks on Educational Toys and Learning Disablilities were developed. A Framework of Management Information System pertaining to the integrated education of the disabled is being finalised.
Education of SCs and STs 5.16.19 An analyst study of teaching-learning materials in Non- Formal Education (NFE) from the standpoint of Scheduled Castes (SCs) and Scheduled Tribes (STs) is in progress. The materials from the North Eastern States and Orissa are being analysed. Supplementary reading materials in Gond dialect speaking children of Bastar District are being prepared. A Report of tracer study of NFE passed out SC students was finalised and disseminated. A study to determine the efficacy of Ashram Schools is being taken up. A Study on review of present interventions for tribal students was completed. A programme of orientation of teacher leaders and state level functionaries in tribal education will be organised.
Education of Minorities 5.16.20 A study of analysis of curriculum at the Primary School stage of Madrasas and Maktabs has been planned for suggesting suitable modifications in terms of Minimum Levels of Learning (MLLs). Existing curricula in the Maktabs of West Bengal, Bihar and Uttar Pradesh will be analysed.
Education of Girls 5.16.21 A Multi-State on 'Problems of Recruitment and Posting of Women Teachers in Rural Areas' is in progress. Reports of Gender Studies in DPEP States and a National Overview were prepared. Studies on 'Causes of Low Enrolment of Scheduled Castes Girls at Elementary School level' and 'Education for out-of-school Girls: Role of NGO's Coordinators' are in progress. Indicators for monitoring of girls' education are being prepared. A study of Declining Sex Ratio in seven Districts of Punjab and Haryana is being conducted.
National Competition for Children's Literature 5.16.22 The XXVIII National Prize Competition for Chidlrens' Literature was organised. The authors and illustrators of selected Children's books were given award for their books and manuscripts.
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Education in Social Sciences and Humanities
5.16.23 Some of the school textbooks were revised to bring them in conformity with significant developments that took place in India and in certain other countries. Status studies in Social Sciences and Languages are in progress. The textbooks of History of Karnataka, Maharashtra, Punjab and Bihar were evaluated from the standpoint of national integration. As a follow-up of the discussions with the National Human Rights Commissions (NHRC), the NCERT prepared the draft of a Source Book on Human Rights and sought the comments and suggestions of the Commission. A Framework for strengthening Human Rights Education is being prepared.
Education in Science and Mathematics 5.16.24 A textbook in Computer Literacy, three books in Hindi under the Reading to Learn Series, and some supplementary reading to Learn Series, and some supplementary reading materials in Chemistry on topics of human concern were developed. An interactive computer software on 'Sound' for Secondary level was developed and field tested in the context of Computer Assisted Instruction (CAI). Innovative activity oriented teaching aids, particularly in Chemistry -- +2 level, have been developed and are being field tested. Special instructional materials for nurturance of talent are being prepared. A handbook on science activities for Integrated Science Kit (ISK), and a Teacher's manual for explaining Difficult Concepts in Physical Science at Secondary Level are being developed. A special training programme for the secondary school teachers of Leh and Kargil Districts of Ladakh region was organised. Assistance for organising District and State level Science exhibitions in all the States and UTs was provided. The 22nd Jawaharlal Nehru National Science Exhibition for children is being organised at Delhi in which about 250 prize winning exhibits at the State level on the themes " Science and Health for All" and "Science and Conservation of Natural Resources" will be displayed.
Educational Measurement and Evaluation
Examination Reform 5.16.25 The draft of a national Framework for Examination Reform was prepared and subsequently was considered in a meeting of experts from the Board of Secondary/School Education. Studies on (i) Feasibility of Comprehensive and Continuous Evaluation (CCE) in Schools, (ii) Qualitative Analysis of Pupils' Errors in Board's Examination of Class XII (Chemistry, Physics and Biology), and (iii) Qualitative Analysis of Question Papers in social Studies for Class X are in progress.
National Talent Search 5.16.26 The test and interviews were organised and 750 Scholarships were awarded.
Admission Tests for Navodaya Vidyalayas 5.16.27 Jawahar Navodaya Vidyalayas Admission Tests were designed and administered and results were declared.
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Pre-Service and In-Service Teacher Education
Regional Institutes of Education (RIES) 5.16.28 The Four Regional colleges of Education (RCEs) have been restructured as Regional Institutes of Education (RIEs) to function as support system to States in their regions and advising them on policies and programmes in school education. During the academic year 1995-96, all the four RIEs (Ajmer, Bhopal, Bhubaneswar, and Mysore) have offered the four year integrated B.Sc., B.Ed., course and an M.Ed.(Elementary Education) course. In order to meet the special educational needs of the North Eastern Region, steps are being taken to set up a new RIE for the North East at Shillong.
5.16.29 The Extension Departments in the RIEs have been strengthened to provide need based programme support to the States/UTs under their jurisdiction. In addition, the faculty at the RIEs and that of the attached Demonstration schools are associated with the implementation of the tasks of the national Component of curriculum, pedagogy, training and research of the DPEP.
5.16.30 The primary school teachers of the Demonstration Schools of the RIEs are now using their Schools as laboratories to field test the MLLs (Minimum Levels of Learning) based approach to teaching and learning. A conference of the primary school teachers of the Demonstration Schools will be held for exchange of their experiences and for preparing additional instructional materials.
Other Teachers Training Programmes 5.16.31 In-service training programmes for the faculty of DIETs, IASEs and SCERTs have been planned, which aim at capacity building of teacher educators working at State and District Levels. The training designs have been developed and training modules are being developed for conducting the programmes during 1995-96 and 1996-97.
5.16.32 To encourage innovations and experiments in school education and teacher education, national level competitions are organised every year in the form of Seminar Readings programmes. Papers for the 1995- 96 contest have been invited. Some of the innovations shall be tested to ascertain their replicability.
5.16.33 In-service education practices, followed in different parts of the country are being documented. Studies have also been initiated to evaluate training methodologies followed in in-service education as well as pre-service teacher education.
5.16.34 Drafts of modules for building personal and career consciousness in girls have been finalised. Resource books on "Occupational Information in Guidance"; Principles and practices", and Career Development for Counsellors" are being finalised. Multi media packages for fostering creativity and enhancing personnel-social skills of students are being developed.
5.16.35 Research Projects (i) A study of Vocational Behaviour of Creative Girls, and (ii) A Survey of Guidelines 'Needs of School Going Children' were completed. The study "Role of Acculturation in the Development of Values among Children: Maternal Views" is in progress.
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5.16.36 The 34th Post-Graduate Diploma Course in Guidance and Counselling was completed and 35th course commenced in August 1995. A 4-day orientation programme in guidance and counselling for the Principals of the Central Tibetan School Administration was organised.
Vocational Education 5.16.37 Instructional materials in Textile Designing, Auto Engineering Technology, Poultry Production, Commercial Garment Designing and making, Maintenance and Repair of Radio and T.V. Receivers, Horticulture and Dairying are being developed. Short term training programmes in the fields of Auto Engineering Technology, Dairying, Textile Designing, Bee Keeping, Maintenance and Repair of Radio and T.V. Food Preservation and Processing and GEC were conducted. Seven orientation programmes were organised for key functionaries of Assam, Rajasthan, Madhya Pradesh, Maharashtra, Karnataka, Delhi and Tamil Nadu. A national meet on the Status and Prospects of Home Science Vocational Education Programme in India was organised. A national Seminar on Apprenticeship Training, Placement and Self Employment Support of Vocational students will also be organised.
Educational Technology 5.16.38 The broad objective of ETV programmes is to use Educational Technology to support the needs of the school education. Sixty six ETV programmes, including 26 weekly continuities and linkages, were produced. An ETV Programme based on the activities of "Shiksha Samakhya" of Madhya Pradesh has been completed. Nineteen audio programmes have been produced and the planning and designing of programmes titled (i) Pracheen Bharat ka Itihas (Ancient India), (ii) Madhya Ugin Bharat (Medieval India), (iii) Bhasha Anand (Teaching Hindi as first language for class-(IV), and (iv) Environment has been completed. Ten programmes on Value Education for Middle School Children under the title (Bachpan) were revised. Four 16 mm Educational films under the series of "Land and People" and. a film "Princess and the Moon" are nearing completion. Educational film on Solar Eclipse was produced as a part of building scientific temper through the celestial event of the total solar eclipse of the 24th October 1995. This programme was transmitted by Doordarshan on its national channel on 23rd October 1995. The NCERT ETV Programmes are being telecast for 45 minutes each week from Monday to Saturday in the entire Hindi speaking belt including the UTs of Chandigarh and Andman and Nicobar Islands. The NCERT entered into an agreement with the AIR for broadcasting of its programmes. Under this agreement, Educational audio programmes are being broadcast once a week by 10 stations of AIR. Work on monitoring of telecast of ETV programmes and their content analysis for providing feed back to media personnel continued. Planning and designing of the innovative teacher training programme in interactive mode, on INSAT for primary school teachers and DIETs faculties have been completed.
Educational Research 5.16.39 The NCERT's Educational Research and Innovation Committee (ERIC) provides financial assistance to outside institutions/ organisations for research in priority areas. Its operational mechan- isms were reviewed to broaden its scope and for
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streamline its functioning. The "Trend Reports" for the document "Fifth Survey of Educational Research (1988-92)" are being finalised. Simultaneously, the Manuscript of the 'Abstract Volume' of the Fifth Survey of Educational Research is being prepared.
Educational Surveys 5.16.40 The Sixth All-India Educational Survey (AIES) is in progress. As apart of this survey an Educational Statistics Flash (ESF) has been completed for release. In this survey for the first time information technology in communication (NICNET FACILITY) has been used for compilation and processing of data. This inter alia will help in developing MIS systems and in updating database for future surveys.
Extension and Field Service 5.16.41 The NCERT Field Offices liaised with the States on their educational needs and implementation of the Centrally Sponsored Schemes.
Publications 5.16.42 From April 1995 to October 1995, NCERT has brought out 131 books and textbooks including issues of six educational journals. In terms of a number of copies printed, it accounts for 5.3 million copies of books and textbooks. In addition a large number of Unpriced publications and information materials have also been brought out. One of the significant achievements was publication of 50 Urdu textbooks for Class I to X. 220 books and textbooks will be brought out in the coming months. About 300 titles and 60-70 general publications will be brought out during 1996-97.
5.16.43 Owing to better distribution and marketing network, there are proven indications of ready availability of books and textbooks in the country. As a result the demand for books and textbooks are likely to show improvement, thus placing a demand on additional requirement of Council's textbooks, in particular,, and other publications, in general. Owing to a significant market strategy adopted by the NCERT, by linking sale of general publications together with the sale of textbooks as a commitment, even the demand on the general publications are likely to further show significant improvement as have already registered during 1994-95 and during the current year.
Central Board of Secondary Education 5.17.1 Central Board of Secondary Education (CBSE) is a self financing institution which meets its recurring and non-recurring expenditure without any assistance from Central Government. The Board functions tinder the overall supervision of the controlling authority vested with the Secretary (Education), Ministry of Human Resource Development', Govt. of India.
5.17.2 The CBSE deals in multiple activities relating to affiliation, academics and examination that fall in its ambit.
5.17.3 The Board has been a precursor in introducing innovations and reforms at the Secondary and Senior Secondary level so as to bring education at par with International Standards.
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Affiliation 5.17.4 At present there are 4308 schools affiliated to the Board which include Kendriya Vidyalayas, Govt. Schools, Independent schools and Jawahar Navodaya Vidhyalayas spread all over the country and abroad. System of inspection has been stream-lined and the schools are graded according to their comparative merits.
Examination 5.17.5 The Board conducts the following examinations
i) Senior School Certificate Examinations
ii) Secondary School Examination
iii) First chance Comptt. Examinations (Sr. Sec. and Sec.School)
iv) Pre-medical/Pre Dental Examinations
Examination Reforms i) Examination reforms towards improving the quality of question papers and testing procedures.
ii) Detailed designs in Question Papers and marking Scheme for Papers setters, moderators to ensure balance in question paper and uniformity in evaluation.
iii) Pre-testing of the marking Scheme.
iv) Additional supervision at evaluation centres.
v) Sample Question papers and marking Scheme based on 1995 examinations.
Seminars on Post-Examination Reforms: 5.17.6 There has been persistent demand for return of answer books to the examinees and to introduce re-evaluation of answer books. In order to debate upon these issues and obtain a feed back, a Seminar was organised by the Board on Evaluation Management, Marking Scheme, Re-checking- issues and implications.
5.17.7 The annual exams. (X/XII) were conducted smoothly during the Year 1995. 1,95,026 candidates appeared in the Senior School Certificate Examinations (Class XII) and the over all pass percentage was 75.56. In the Secondary School Examination there were 3,18,235 candidates this year. As far as the number of examinees is concerned, there has been an increase of 5.48% in Class X and 6.4% in Class XII over 1994.
All India Pre-Medical/Pre-Dental Examinations 5.17.8 For the first time the Board introduced OMR (Optical mark Reader) system for evaluation of answer scripts of the Pre-Medical/ Pre-Dental Entrance Examination held in
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May 1995. In all 1,40,378 candidates appeared during 1995 from 310 centres in all the state capitals and union territories.
Academic: Activities and National Programmes
Curriculum Renewal for 1997 Exams 5.17.9 Curriculum in all the Subjects at the Secondary and Senior Secondary Stages has been reviewed, updated and rationalised for implementation from the academic session 1995-96.
Vocationalisation 5.17. 10 As a part of the national commitment and in consonance with the objectives of NPE, the Board has revamped 37 courses in different trades Such as Commerce, Engineering, Agriculture, Health and Para Medical etc. to provide greater opportunities for self- employment. The input of General Foundation Course and on the job training has been strengthened to link these courses with job opportunities.
Pre- Vocational Course 5.17.11 The Board has introduced Pre-Vocational Courses from the session 1995-96 in class IX in some selected schools of Directorate of Education Delhi and Chandigarh. These Courses have been provided in place of work experience and will be subjects of internal assessment at the school level.
5.17.12 Much on the lines of Yashpal Committee report on 'Learning without Burden' home assignments and above all without carrying school bag. This programme provides greater scope for self-learning and continuous comprehensive evaluation (CCE).
Public Relations and Public Grievances Redressal 5.17.13 Continuous and timely interaction with the public is being maintained through the Public Relations Unit of the Board, Important information, decisions of the Board are disseminated through print and live media to ensure transparency. The Public Grievances are dealt with expeditiously. Regular monitoring enables in keeping a check, avoid recurrence and keep public grievances at a low ebb.
National Open School (NOS) 5.18.1 The National Open School established in 1989 is an autonomous organisation set up in pursuance of National Policy on Education, 1986. The erstwhile open school of CBSE created in 1978 was subsumed in NOS. This national institute of open schooling occupies an important place in national system of education with its distinct character, oriented towards achieving the goals of 'Universalisation of Education' and 'Education for All'. Its objective is to provide opportunities for continuing open education upto pre-degree level. It also serves as consultancy agency to States in open schooling with a mission of enhancing social equality, Justice and creating a learning society, especially with a focus on prioritised target groups. The learners choose courses according to their needs, interest ant] abilities out of academic and vocational combinations offered.
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5.18.2 During the period under report, NOS continued to offer 25 academic and 42 vocational subjects of various disciplines at elementary, secondary, senior secondary, vocational and life enrichment/continuing education level. It has a network of 432 study centres located almost in all the States with an enrolment of approximately 72,800. The medium of instruction is Hindi, English and Bengali while Urdu and Telugu have been introduced recently. Senior Secondary curriculum is under review and psychology, computer science, etc. are being introduced. Networking with States resulted in setting up of three state open schools. The students support service was strengthened by appointing 120 Academic Facilitators till date. About 660 titles (40 lakh books) were printed and provided to students as self-instructional printed material supplemented with some audio/video support. Regional Centres at Calcutta, Hyderabad, Guwahati, Pune and Agra have been set up. National Consortium of Open Schools in India (NCOS) has also been set up by NOS.
Kendriya Vidyalaya Sangathan (KVS) 5.19.1 Kendriya Vidyalaya Sangathan was set up in 1965 as an autonomous organisation, primarily for catering to the educational needs of the children of transferable Central Government Employees including Defence Personnel.
5.19.2 During 1995-1996, 21 new Kendriya Vidyalayas were opened.
5.19.3 At present there are 838 Kendriya Vidyalayas in the country. The enrolment of students in all Kendriya Vidyalayas is more than seven lakhs and the staff employed is around 43,000.
Navodaya Vidyalayas (NVs) 5.20.0 Navodaya Vidyalayas are residential co-educational institutions providing education upto Senior Secondary stage. Education in Navodaya Vidyalayas is free Incentives are also provided. 377 Navodaya Vidyalayas have been sanctioned so far.
Central Tibetan School Administration (CTSA) 5.21.1 Central Tibetan School Administration was set up in 1961 with the objective to preserve and promote Tibetian culture, traditions and heritage and to establish., manage and assist schools in India for the education of Tibetan Children.
5.21.2 In the year under report, 11642 students are receiving education in 81 schools spread all over India.
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