CHAPTER III NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
1. Organisation, Functions and Administration: The National Council of Educational Research and Training (NCERT) was set up as an autonomous Organisation in September 1961 to develop programmes of high-level research and advanced training and extension in education. It has been registered under the Societies Registration Act of 1860.
2. The General Body of the Council includes in its membership the Education Ministers of States or their representatives. Management of all the affairs and funds of the Council vests in the Governing Body, the President of which is the Union Education Minister. The Council also has a Board of Educational Studies which advises it on all matters relating to research, training and extension and a Finance Committee to advise it on financial matters. The Council gets, more or less, the entire funds for its activities from the Government of India as grant-in-aid.
3. The Council conducts : (1) the National Institute of Education (NIE) which has nine Departments (with headquarters at New Delhi); (2) four Regional Colleges of Education at Ajmer, Bhopal, Bhubaneswar and Mysore; and (3) Central Institute of Education at Delhi. The departments functioning at present in the NIE are: (1) Department of Field Services, (2) Department of Adult Education, (3) Department of AudioVisual Education, (4) Department of Curriculum and Evaluation (including Basic Education), (5) Department of Science Education and Central Science Workshop, (6) Department of Psychological Foundations, (7) Department of Educational Administration, (8) Department of Foundations of Education, and (9) Department of Teacher Education.
4. Both administratively and academically the entire orga- nisation works under the direction, superintendence and control of a Director, and a Joint Director, assisted by a Secretary. A full-time Joint Director has also been appointed from this year. A campus for the National Institute of Education is under construction at Hauz Khas and most of the Departments have already been shifted there, or near about. Their administration is from this, year looked after by a Central Registrar's Office and the academic staff has been relieved of administrative and allied work.
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5. Budget : The budget provision for grants-in-aid to the Council as provided for in the Book of Demands is as follows:
1967-68 1968-69
Rs. Rs.
Plan 1,74,58,000 1,56,00,000
Non-Plan 1,50,49,000 2,07,35,000
6. Activities and Programmes The major activities of the Council can be classified under the following five broad categories : (1) Research, (2) Training both pre-service and in-service, (3) Extension Works, (4) Production of Educational Literature, and (5) Science Education. A brief account of the activities for the year 1967-68 under each head is given in the following paragraphs.
7. Research: The Council is having a three-tier research programme under implementation. It conducts research (a) in collaboration with other bodies, (b) on its own, and (c) by providing assistance to other bodies. These activities are briefly described below :
(a) Under the International Cooperative Research Programme of the US Department of Health Education and Welfare, the Council completed nine research projects by 1966-67. There are three additional cooperative research projects : Developmental Norms, Construction of Intelligence Tests, and Construction of Interest Tests.
(b) During 1967-68, 32 research projects were on hand in the different departments of the National Institute of Education. Some of the important among these are: (1) National Survey of Teacher Training Institutions at the secondary and primary levels; (2) Study of Wastage and Stagnation during and after Elementary Teacher Education course; (3) Administrative Organisation of Educational Systems in different States; (4) A comparative study of the salient features of State Compulsory Primary Education Acts; (5) Determination of the Optimum Size of a Secondary School; (6) Educational Planning in India Quality versus Quantity in School Education; (7) Administrative Organisation of Educational Planning in different States; (8) A comparative study of Administrative and Organisational Aspects of the Educational system of USSR, USA, UK, Nepal and India; (9) Historical Survey of the Language Controversy; (10) Development of a Differential Educational Programme for the Academically Superior Children; (11) Study on Student Unrest, and (12) Programmed Learning.
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(c) The Council also assisted other bodies to conduct research by granting financial assistance (1) for the publication of outstanding pieces of educational literature; and (2) for conducting research under a scheme, known as GARP Scheme. One of the most important research projects completed under this relates to sociology of education in two parts : thematic papers based on library research and field research in eight States.
8. Training Programmes : The Council is running the four Regional Colleges of Education at Ajmer, Bhopal, Bhubaneswar and Mysore and the Central Institute of Education. The total enrolment in these institutes during 1967-68 was approximately 1818. In addition, correspondence-cum-summer-school courses for untrained teachers have been started in all these institutes and the total enrolment under this programme during the current year was approximately 1134.
9. A number of workshops and other training programmes were also arranged by the different departments, some of the more important of which were as follows :
DEPARTMENT OF TEACHER EDUCATION (a) Three months' course for principals of elementary training institutions;
(b) 18 days' seminar-cum-workshop for secondary teacher educators, on student teaching and, evaluation;
(c) A project for an intensive teacher education programme (for improvement in teacher education in training colleges) was introduced this year.
DEPARTMENT OF AUDIO-VISUAL EDUCATION (a) One-week audiovisual orientation course.
(b) A course in projected aids.
(c) A course in audio-visual education is expected to be arranged in January/February, 1968 for Army medical officers.
DEPARTMENT OF ADULT EDUCATION (a) Work is in progress regarding the setting up of Shramik Vidyapeeths at Bombay and Delhi for the education of industrial workers.
(b) A two-week training course in adult education for teacher educators from Himachal Pradesh.
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CENTRAL INSTITUTE OF EDUCATION A two-month training course for the headmasters of middle schools in Delhi.
NATIONAL INSTITUTE OF EDUCATION An integrated one-year postgraduate course, known as National Institute of Education Associateship Course, was introduced this year to train specialists in research planning, development, administration, etc., for which master's degree with 3 years' experience is the admission requirement. It is a residential course and each candidate is awarded a stipend of Rs. 250. In it have been merged several academic courses that were being previously run by the National Institute of Education Departments. The integrated course offers a wide range of choices for selection by the candidates.
10. Extension: With the assistance of the US Technical Cooperation Mission and the Ford Foundation, a scheme was introduced by the old All Indian Council for Secondary Education in 1956-57 for providing in-service training for secondary school teachers, through extension services departments attached to selected training colleges. There were 54 such departments in 1961 when the Council was set up. Their number now is 97 including extension units. Through another scheme, the Council has set up 45 similar extension departments for primary school teachers.
11. Through these departments/units, in-service training is provided to the teachers. Short-term workshops and special programmes and courses are arranged for the teachers to improve their competence both in content and methodology. The departments also help in the, preparation of instructional materials. Besides, the classroom problems of teachers are discussed and tackled. Periodical conferences and workshops of the coordinators and directors of the extension centres are also held to enable them to pool their experience and find solution to their common problems.
12. For better coordination of work and to establish a close liaison and disseminate information at the State level, a programme of setting up Field Units has been undertaken. Two such units have already been set up.
13. Extension work is also done on ad hoc basis by different departments. Workshops were organised at Ajmer and Bhopal towards improving the teaching of Commerce. Workshops were organised at Ajmer for the preparation of instructional materials,
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on the United Nations and Indian Judiciary, and at Mysore regarding the teaching of English.
14(a) A training course in research techniques on wastage and stagnation was conducted in September, 1967.
(b) A seven-week course in educational evaluation was organised in May-July, 1967.
(c) A series of research seminars were organised to guide and develop research.
(d) A three-week orientation course was organised in educational and vocational guidance for career masters of Delhi schools.
(e) A number of workshops were held for paper-setters and examiners, for internal assessment, etc., under the programme for examination reform.
(f) To improve teacher competence, eight summer institutes in humanities were organised in 1967.
15. (a) An intensive school improvement programme has been taken up.
(b) In order to promote the dissemination of good practices in schools, a bulletin 'New Trends in School Practices' is being published. (c) A pilot project has been introduced for improving the practical use of school libraries.
(d) Schools are encouraged to take up experimental projects and 171 projects have been approved for grant of financial assistance by the Council in 1967-68.
16. A project (Reading Project) has been developed to teach reading and to improve the programme of reading at the primary level.
17. To stimulate the teacher to delve deep into educational problems and to apply his mind to their solution, a programme of 'Seminar Readings' is under implementation. Each year prizes are awarded under this programme to teacher-authors of the best 20 papers.
18. Educational Literature: In 1962, the Governing Body of the NCERT set up a Central Committee on Educational Literature under the chairmanship of Union Education Minister, to draw up programmes to prepare model textbooks and other instructional materials including teachers' guides and students' workbooks. The Central Committee has in turn set up panels and editorial boards to bring out model textbooks at the school level.
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The NCERT is to bring out these textbooks in English and Hindi while their regional language versions are to be produced by the State Governments.
19. During the year, the Council brought out 31 model textbooks which brings the total number of such textbooks brought out so far to 32. Besides, 25 model textbooks were at different stages of preparation and production.
20. The Council has also undertaken a programme for the production of supplementary educational materials for children in the age-group 14-17. Materials being produced on great national and other leaders include those on Gandhiji, Jawaharlal Nehru, Tagore, Raja Ram Mohan Roy, Akbar, Kabir and Ramakrishna. Other books which have already been brought out are: Romance of Teaching Faces of Courage, and A Constitution of India for the Young Readers. '[be books being produced are : (1) India: The Land and the People, (2) The School and the Community, (3) Legends of India, (4) The Freedom Movement in India, (5) Founders of Our Living Faiths, (6) Saint-Poets of India, (7) Modern Reformers, (8) Indian Painting through the Ages, and (9) Indian Sculpture through the Ages.
21. A programme has been undertaken for the production of Hindi textbooks for non-Hindi regions.
22. Department of Curriculum and Evaluation : The NCERT has developed a syllabus which follows a sound pattern of teaching social studies as 'the study of men in society'. The pattern is developed from the primary stage (classes I to V) to the middle (classes VI to VIII) and from the middle school stage to the higher secondary stage (classes IX to XI). The syllabus has been evolved as the result of four all-India workshops with school teachers as participants and with representatives of training colleges and universities from all over India. Textbooks incorporating the values and objectives emphasised in the new syllabus are being developed for each stage. Two series of textbooks for the primary stage in Hindi and English have already been prepared. A new feature of the series is the teacher's guide for each class providing the necessary help to the teachers to teach the subject effectively. The response from the States has been very favourable. In this programme, the NCERT may claim to have evolved an original educational project of great importance.
23. Another important activity of the Council was to initiate research projects on the teaching of languages, other than the mother tongue, as well as investigations into the teaching and
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learning of the mother tongue. A special Committee on Language Teaching and Learning was set up and among the several studies suggested by the Committee were 'research in reading', 'techniques and teaching the mother tongue for different groups of students', 'the teaching and learning of the second and third language', 'psychology of introducing the script', etc.
24. Mention should also be made of the Council's evaluation of work experience and craft education. The position of the latter in the teacher training institutions was studied with a view to offering suggestions on how to vitalize the teaching of crafts.
25. Motivation training and programmed learning continue to engage the attention of the Department of Psychological Foundations. The preparation of programmed material was followed by its being tried out in various educational centres. The materials were later revised and are now being tried out in schools.
26. Science Education : Improvement and expansion of the teaching of science and mathematics at the school stage is one of the major programmes of the NCERT. In January, 1963, a Department of Science Education and a Central Science Workshop were set up. The programme is being assisted by UNESCO/ UNICEF in the form of experts, fellowships, and stores.
27. Intensive action is in progress, since 1964-65, on a pilot project for teaching science and mathematics as individual disciplines from the beginning of the middle stage duly taking into account the latest developments and teaching techniques. New syllabi have been framed and textbooks, teacher guides and curriculum guides based thereon have been prepared for the first two years and work is in progress for the preparation of similar materials for the third year of the middle stage. The materials prepared have been tried out and revised and introduced from July, 1967 in Class VI of Central Schools (about 110 in number). Delhi Directorate will introduce them in 1968 and other States are also expected to introduce them progressively. Materials are both in Hindi and English and are being made available to State Governments. The Central Science Workshop is, concurrently, developing new equipment correlated to these materials.
28. The Council has, with assistance from other bodies, established twenty study groups of eminent university teachers of science, who are working on identification of basic concepts of various science subjects and are developing a total curriculum for secondary school stage for a course of compulsory science
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for all children. The curricular materials will be tried out and, revised before being introduced.
29. For the primary stage, a general science syllabus (for classes I to V) has been developed and based on this, a detailed "Handbook of Science for Primary Teachers" in three volumes has been prepared.
30. The Council continued to operate a scheme for locating and nurturing science talent in young boys and girls in the country by awarding scholarships and providing special attention to them through programmes of summer schools. The scheme extends from the 1st year of B.Sc. class to the Ph.D. level.
31. For producing better teachers, an integrated 4-year course of content and pedagogy is provided in science and mathematics in the Regional Colleges of Education. Inservice training is also provided in these colleges as well as in the summer institutes for science teachers. The teachers are taught about new curricular materials, and the new techniques of learning and teaching science, developed in advanced countries. In 1967, 61 summer institutes were arranged in different parts of the country,
32. To keep the teachers informed of the latest developments in science education, the Council publishes a quarterly journal, "School Science".
33. The Central Science Workshop is engaged in a project for the production, in India with indigenous materials, of Physical Science Study Kit (PSSC Kit of the USA). It consists of 29 experiments in physics. The workshop has prepared a curriculum guide for bamboo craft.
34. Summer Institutes: The NCERT in collaboration with the UGC and USAID has been organising summer institutes for science teachers in biology, chemistry, physics and mathematics for a number of years at various university centres, under the direction of university and college professors. The participants in these institutes are exposed to new curricular materials and new techniques of teaching. In the current year 56 summer institutes are being organised in various science subjects which will orient 2,800 teachers. It is hoped that on a long range basis over 30,000 teachers in science and mathematics will be trained in the course of the next five years.
35. Examination Reform : Our present examination system is highly information-centred and does not seek to evaluate the understanding of subject fields. The scoring procedures are defective and questions are not objective-based. The examination system has to be so reformed that it becomes objective and helps
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the student to develop his basic understanding rather than his power to memorise. To this end, the Council has undertaken a comprehensive programme of examination reform.
36. Training courses and workshops are held in educational evaluation for examiners, paper-setters and others concerned to develop new techniques for setting better papers and scoring procedures.
37. The examination reform is now in full operation in ten States and it is also being pursued in two other States. The pro- gramme has been completely implemented in Rajasthan.
38. Audio-Visual Education: To improve techniques of teaching, 1,500 low-cost filmstrip projectors have been imported from the USSR under Rupee payment. The projectors would be supplied to schools on a no-profit-no-loss basis and the cost is not likely to exceed Rs. 50 per piece. Steps are also being considered for mass production of the projectors indigenously. A variety of graphic aids, filmstrips, etc. was also produced.
39. All-India Educational Survey: To provide necessary data for a rational formulation of the fourth Plan, the Second All-India Educational Survey was carried out in cooperation with the State Governments. A report has been prepared. Further summary work in specialised fields is in progress, e.g., physical education, technical schools, technical streams in multipurpose schools, etc.
40. Foreign Aid: The NCERT has been receiving assistance from various foreign bodies for its various programmes and activities. Some of these are as follows:
41. Government of U.S.A. (AID Programme) : Assistance in the form of experts, training facilities for Council's officers in USA, and stores is being provided for the Regional Colleges of Education under a contract which provides for the services of 18 experts at any given time up to 30th June 1969 when the programme will come to an end. Stores worth about $250,000 have already been received and some stores are expected to be received shortly. A team of Council's officers is expected to proceed to the USA for training shortly. For National Institute of Education projects, the programme has come to an end on 30th June 1967.
42. Colombo Plan: Science films are being received from the UK for classroom teaching, etc.
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43. Unesco : The assistance is in the form of experts, fellow- ships and stores for improving the teaching of science.
44. Unicef : A sum of $ 270,000 has been earmarked for the supply of paper for the production of science textbooks etc. Out of this paper worth.$ 161,000 is expected to be supplied in 1967-68.
45. Ford Foundation: Some stores (spares and accessories) are being imported from the USA under the residual balance of an old ford Foundation grant.