 CHAPTER II
SCHOOL EDUCATION AND NCERT

2.01. School education is the responsibility of State Govern- ments. The programmes undertaken by the Union Government in this field relate broadly to a few important aspects which have a national significance.

A. EXPANSION OF FACILITIES

2.02. Classes I-VIII:

During the Fourth Plan period, in classes. I-V, the total enrolment will increase by 123.1 lakh, from 559.6 lakh (or 7.9 per cent of the age-group 6-1 1) to 682.7 lakh (or 84.9 per cent of the corresponding age-group). In classes VI-VIII, the enrolment will increase by 57.3 lakh, from 127.2 lakh (or 3.4 per cent of the corresponding age-group 11-14) to 184.5 lakh (or 42.1 per cent of the corresponding age-group). A faster tempo of expansion is obviously needed; and intensification of such efforts is specially needed in the States of Bihar, Madhya Pradesh, Orissa, Rajasthan and U.P.

2.03. Classes IX-XI:

In classes IX-XI, the enrolment will increase by 38.1 lakh, from 65.5 lakh (or 19.3 per cent of the age- group 14-17) to 103.7 lakh (or 25.9 per cent of the corresponding age- group).

2.04. Free School Education :

All education is free in Jammu & Kashmir and Nagaland. The entire school education is free in Tamil Nadu, Andhra Pradesh and Mysore. Primary education (classes I- VII or I-VIII as the case may be) is free in all States except Assam (boys only in classes VI-VIII), Bihar (boys only in classes V-VIII), U.P. (for boys only in classes VII and VIII) and West Bengal (in some urban areas in classes I-V and generally in classes VI-VIII).

B. IMPROVEMENT OF SCHOOL EDUCATION

2.05. School Meals Programme:

The School Meals Programme, which is assisted by CARE, continued to be in opera-

tion in all States except Jammu & Kashmir, Assam and Nagaland, the total number of children receiving school meals now being about 130 lakh. To help the Government of Bihar to continue the programme undertaken during the drought period, an ad hoc grant of Rs. 50 lakh was sanctioned during the year. Bal-Ahar, a highly nutritive food, is proposed to be introduced as a substitute for the existing components of food given as mid-day meals for school children.

2.06. Textbooks:

Almost all the State Government have nationalised the production of textbooks, although in varying degrees. To coordinate and guide the activities of national and State organisations, a National Board of School Textbooks has been established. The Board will advise the Union and State Governments on. all matters relating to the production, prescription and improvement of school textbooks and recommend measures to promote national integration through them.

2.07. Work on the setting up of textbooks printing presses, gifted by West Germany, at Mysore, Bhubaneswar and Chandigarh has been making steady progress. Architectural drawings of the press buildings at Mysore and Bhubaneswar and the preliminary estimates of their cost of construction have been prepared, and administrative approval and expenditure sanction have been issued. The Chandigarh Administration has offered a ready-made building for the third press. A provision of Rs. 30 lakh has been made for this programme in 1969-70.

2.08. Starting from 1962-63, the Swedish Government have in all supplied 45,000 tons of printing paper. During the year, the sixth and the last instalment of Swedish gift paper comprising 3,000 tons was received. The paper is distributed among the Governments of States and Union Territories for printing nationalised school textbooks for free distribution among poor and needy children.

2.09. To improve the quality of science education in schools, a four-phase scheme has been chalked out. The first phase included the preparation of syllabi, textbooks and other instructional materials in the National Council of Educational Research

and Training in collaboration with the State institutes of education, the State institutes of science; the directorates of education, selected university departments and boards of secondary education. In the second phase short orientation courses will be organised for the staff of the State institutes of science, State institutes of education and teacher training colleges. The third phase will consist of supplying equipment to all these institutions as well as teacher training schools and selected lower primary, higher primary and secondary schools. The last phase is to launch the, programme in the field by introducing new courses and new materials at all stages of school education. Assisted by Unesco experts, work on the first phase has been well under way in the NCERT and a good deal of instructional material for the primary school is expected to be ready by the end of 1968-69.

2.10. In April, 1967, the Union Government signed with' UNICEF a plan of operations that includes the supply of specilised equipment. Following this agreement, necessary steps are being taken to get the needed equipment through UNICEF.

02.11. Centrally Sponsored Schemes:

Initiated in the middle of the third Plan period, a few important Centrally sponsored schemes, as given below, for the improvement of school education continued to be in operation during the year with 100 per cent Central assistance to participating State Governments for developmental and additional activities:

                                          
                                                                 Provision
        S. NO                         Scheme                        for
                                                                  1968-69
                                                               (Rs. in lakh)
                                          
        
        1. Strengthening science laboratories in secondary 
        schools by raising the laboratory equipment up to a 
        prescribed norm                                             50.00
        
        2. Special, training of science teachers by organising 
        long-term condensed courses and short-term refresher 
        courses  including  setting up of State  Units/Institutes  
        of Science Education                                        20.00
        
        3. State Institutes of Education                            35.00
        
        4. State Units of Evaluation and Examination Reform.         3.75
        
        5. Bureaux of Educational and Vocational Guidance            4.00

In pursuance of a recent decision of the National Development Council, these schemes have been transferred to the State sector in the Fourth Plan.

C.NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

2.12. The National Council of Educational Research and Training (NCERT) was set up as an autonomous Organisation in September, 1961. It is registered under the Societies Registration Act of 1860. Its principal objective is to promote the qualitative improvement of school education. Its budget provisions (grant-in-aid) are given below:

                                          
                                           1968-69                1969-70
        
                                                     (Rs. in lakhs)
                                            -----------------------------
                                           Original     Revised     Budget
                                           Provision   Estimates   Estimates
        
             Non-Plan                      156.00         155.28     183.78
        
             Plan                          227.15         177.00     142.60

2.13. Activities and Programmes

A zrief account of the activities for the year 1968-69 is given below.

2.14. Research :

(a) In collaboration with other institutions, the Council is conducting two major research projects, viz., (i) a basic study in the developmental norms for pre-school children between the ages of 2 1/2-5 years, and (ii) construction of tests.

(b) Of the several research projects on hand during the year in the different departments of the National Institute of Education which functions under the aegis of NCERT, mention way be made of the following: (1) mathematics achievement survey project; (2) programmed learning project; (3) socio-metric studies; (4) developmental needs of tribal people; (5) enrolment of tribal students in primary and secondary schools; (6) a study

of the administrative organisation of the educational system in different States; (7) comparative study of the salient features of the State Compulsory Primary Education Acts; (8) determining the optimum size of secondary school; (9) educational planning in India-quality versus quantity in school education; (10) study of administrative organisation of educational planning in different States of the Indian Union; (11) construction of a model for district development plans; (12) experimental project on teaching of science and mathematics at the middle, stage; (13) development of interest inventory; (14) identification of talent in primary and higher secondary schools; (15) 'adolescents' attitudes towards authority; (16) developing the educational programme for the academically talented; and (17) study of the teaching occupation. Three investigations relating to surveys of high, higher secondary and multipurpose schools, offering agriculture and technical (engineering) subjects and of institutions for the physically handicapped, have been completed.

(c) The Council continued to assist other agencies by granting financial assistance for the publication of outstanding pieces of educational literature and for conducting research. A sum of Rs. 73,900 has been sanctioned for 12 projects during the year.

2.15. (a) Pre-service Training:

Pre-service training pro- grammes of the Council are carried out by the Central Institute of Education and the four Regional Colleges of Education. The former continued to carry on programmes of B. Ed. (full-time), B. Ed. (correspondence), M. Ed. (full-time), M. Ed. (evening) and Ph. D. courses. The latter continued teacher training 'courses of one year's duration after the first degree and the four-year integrated courses in education. 860 students were enrolled in the session 1968-69. Besides the full-time courses, the colleges have been conducting summer school-cum-correspondence courses leading to B. Ed. degree for clearing the backlog of untrained teachers in the respective regions. In all, 1075 teachers were enrolled for such courses during 1968-69. On account of inadequate response and other reasons, a few courses, namely,

one-year course in agriculture (in two colleges), one-year course in home science and four-year course in technology and commerce (in two colleges) have been discontinued from the academic session 1968-69.

(b) In-service Training:

The Central Institute of Education and the Regional Colleges of Education organised a good number of seminars, workshops and short-term courses to provide in- service training to teachers. The departments of the National Institute of Education have also organised a number of training programmes. In addition, the National Institute of Education continued to conduct an integrated one-year postgraduate course known as NIE Associateship Course.

(c) Summer Institutes:

The Council 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 under the direction of the university and college teachers. 64 such summer institutes were organised during 1968. Besides, the National Institute of Education organised 9 summer institutes-four in geography for school teachers, one in linguistics and language teaching, one in research methodology and experimental design, one in learning motivation and group process, one on problems of Indian education for training college lecturers and one in social education. A few more summer institutes for the teachers of Central Schools in chemistry, physics, mathematics, English and Hindi were also organised.

2.16. Extension:

(a) The scheme of providing in-service training for secondary and primary teachers through extension services centres, attached to selected training colleges and training institutions, continued during the year. The centres organise short- term workshops and special programmes and courses, to improve teachers' competence both in content and methodology and help in the preparation of instructional materials.

Besides, the classroom problems of teachers are discussed and tackled.

(b) Three Field Units in Rajasthan (Bikaner), Andhra Praresh (Hyderabad) and Assam (Shillong) have been set up for better co- ordination of work, a closer liaison and wider dissemination of information at the State level.

(c) The various constituent departments/institutions of the National Institute of Education also carry out extension work independently and some significant activities of the year are: (1) zonal conferences of coordinators of extension services centres at the secondary and primary levels; (2) conferences of principals of training colleges of the southern region; (3) seminar of the staff of State institutes of science and other State representatives in the field of science education; (4) workshops of teacher educators of science; (5) fifth annual conference of the officers of the State evaluation units and the Department of Curriculum and Evaluation; (6) workshop on the improvement of teaching of guidance in training colleges; and (7) working group of State-level officers in connection with the functional literacy and farmers' education project.

(d) To promote the dissemination of good practices in schools, a bulletin 'New Trends in School Practices' is being published. Schools are also encouraged to take up experimental projects and 344 projects were approved for the grant of financial assistance during 1968-69.

(e) A programme entitled, 'Seminar Readings' is organised by the National Institute of Education in which teachers are encouraged to write articles on various educational issues concerning the classroom situation from their own experience. Prizes are awarded under this programme to authors of the best 30 papers.

2.17. Educational Literature:

So far during the year, 45 publications have been released and 42 publications are in

press. They include textbooks, teacher guides and supplementary educational material. The Council also brings out journals entitled, 'N.I.E. Journal', 'Indian Educational Review' and 'School Science'.

2.18. Development of Curriculum:

(a) The programme of social studies and Hindi textbooks made satisfactory headway during the year. The following books were completed, reviewed and finalised for publishing:

Social Studies

(i) Textbooks for classes II and IV.

(ii) Hindi translation of history textbooks for classes VI and VII.

(iii) Geography textbooks for class VI (both English and Hindi).

(iv) Social studies textbooks for higher secondary stage Vol. I (Hindi) for class VI.

(v) Civics textbooks for class VI.

Language

(vi) Readers for classes IV and V.

(vii) Adaptation of textbooks for classes IV and V.

(viii) Work book for class IV.

(ix) Work book for class V.

(x) Teacher manual for readers for classes IV and V

(xi) Hindi reader for class VII.

Besides the above, Sanskrit textbooks for classes IX, X and XI have been printed. Under the Language Project, the target of preparing a complete series of Hindi readers for the entire lower primary stage has also been achieved.

(b) With regard to the instructional materials programme, 14 teaching units covering the whole of the, primary school syllabus in mathematics and a few teaching units in civics and economics

were prepared. About 200 books as supplementary reading materials were also reviewed. Among other activities, mention may be made of the preparation of the Bibliography of Children's Books (Vol III) and the finalisation of a detailed syllabus for the handbook for social studies for teacher-educators of primary training institutions.

2.19. Science Education:

(a) Intensive action is in pro- gress, since 1964-65, on a pilot project for teaching science and mathematics as individual disciplines from the beginning of the higher primary stage duly taking into account the latest developments and teaching techniques. New syllabi have been framed and textbooks, teachers' 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 higher primary stage. The prepared materials have been tried out, revised and introduced in a few selected schools, and schools under the Delhi Directorate of Education and in other States have already introduced or are expected to introduce them progressively. Materials are both in Hindi and English and are being made available to State Governments.

(b) The Council has 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 for all children. The curriculum materials will be tried out and revised before they are introduced.

(c) For the lower 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.

(d) The Council continued to operate the scheme for locating and nurturing science talent by awarding scholarships and providing special incentives to young students. The scheme

extends from the 1st year of B.Sc., class to the Ph.D. level. 346 candidates were selected for the award of such scholarships.

(e) The Central Science Workshop completed a project for the production, with indigenous materials, of a physical science study kit consisting of 21 items. Under another project known as "Unesco Secondary Science Teaching Project", science apparatus in the area of physics, chemistry, biology and mathematics for classes V-VIII are being developed. The demonstration kit for class VI has already been developed, while progress has been made in other items as well.

2.20. Examination Reform:

Our examination system is highly information-centred at present and does not seek to evaluate the understanding of subject fields. It has to be so reformed that it becomes objective and helps the student to develop his basic understanding rather than his power to memorise. To this end, the Council has been continuing a comprehensive programme of examination reform. Training courses and workshops are held in educational evaluation for examiners, paper-setters and others concerned with developing new techniques for setting better papers and better scoring procedures.

2.21. Review Committee:

In January 1968, the Government of India appointed a committee under the chairmanship of Dr. B. D. Nag Chaudhuri, Member (Science), Planning Commission, to review the work of the Council. The Committee has submitted its report to the Ministry and steps for its implementation are being taken.

2.22. Fourth Five-Year Plan:

During the fourth Plan, emphasis will be laid on the qualitative improvement of school education. This over-all approach has been kept in view while formulating the proposals for the fourth Plan of the Council. It has been proposed to give an emphasis on the deepening of the existing programmes, on working closely with the State-level agencies, improvement of primary education, science edu-

cation and training of key personnel at the State level so that the desired multiplier effect is achieved.

D. WELFARE OF SCHOOL TEACHERS

2.23. Ameliorative Measures:

For ameliorating the condi- tion of school teachers at primary and secondary levels, the Ministry of Education continued to impress upon the State Governments the necessity of improving the emoluments, service conditions and qualifications of teachers. Besides, the Ministry has been stressing the need for the adoption of the triple benefit scheme (pension, provident fund and insurance) by the State Governments for teachers in aided institutions. Eight State Governments have since implemented this scheme while some are considering it. The children of teachers are provided free education in varying degrees in various States/Union Territories.

2.24. National Foundation for Teachers Welfare:

The National Foundation for Teachers Welfare was set up in 1962 with the object of promoting the welfare of the teachers generally and in particular to alleviate distress among them and their dependents. Voluntary contributions were collected on the Teachers' Day which, as usual. was celebrated on the 5th September, 1968, throughout the country. The State Governments have been permitted to spend up to 80 per cent of their collections for teachers' welfare in their areas and the balance of 20 per cent of these collections, and the annual contributions made by the State/Union Territory Governments, are credited to the corpus of the Foundation, the target of which has been fixed at Rs. 5 crore. The Funds as on September 1, 1968, amounted to Rs. 93.50 lakh in fixed deposits and Rs. 29.50 lakh in defence bonds in addition to Rs. 5.97 lakh available in current account.

2.25. National Awards for Teachers:

Instituted in 1958 with the object of granting recognition to the teachers of outstanding merit, the scheme of giving National Awards covers teachers of primary and secondary schools as well as Sanskrit

pathshalas/tols. Ninety-nine teachers received the award in the year 1968, which were announced on the Teachers' Day. Each award consists of a certificate of merit and rupees five hundred in cash.

E. OTHER PROGRAMMES

2.26. National Council for Women's Education:

The National Council for Women's Education continued to advise the Government on various matters relating to the education of girls and women and to maintain contacts between the Government and its various organisations working in the field. Among various other recommendations, the Council urged that a system of attendance allowance should be introduced for rural primary school teachers under which graded remuneration is required to be paid to teachers in the school on the basis of girls enrolled and their average attendance.

2.27. Kendriya Vidyalaya Sangathan:

An autonomous body registered under the Societies Registration Act of 1860, the Kendriya Vidyalaya Sangathan has been set up for the sole purpose of administering the Kendriya Vidyalayas established all over the country to facilitate the education of the children and wards of transferable Central Government employees including defence personnel.

At present 118 schools located in all the States and Union Territories except Nagaland and Goa are functioning under the Sangathan. These schools had 64,668 students on their rolls on August 1, 1968, registering an increase of 13 per cent over the enrolment in the previous year. The schools are affiliated to the Central Board of Secondary Education, New Delhi and prepare students for the All India Higher Secondary Examination. The pass percentage of students in the All India Higher Secondary Examination was about 70 per cent in 1968. Out of 12 students in the merit list five were from the Kendriya Vidyalayas. The medium of instruction in these schools is Hindi/English.

With effect from December 21, 1967 the pay scales of teachers of Kendriya Vidyalayas have been revised so as to bring them on par with those of the teachers of Delhi schools.

2.28. Tibetan Education:

An autonomous organisation registered under the Societies Registration Act of 1860, the Tibetan Schools Society was set up in 1961 for the sole purpose of looking after the education of Tibetan refugee children. It is running seven residential schools, one educational-cum-vocational institute and five day schools. The schools have about 5,500 students on their rolls. The Society also gives grants to the institutions engaged in the education of Tibetan children.

2.29. Central Institute of English, Hyderabad:

The Central Institute of English was established in November 1958 as a society, registered under the Hyderabad Societies Registration Act. Its main object is to improve the teaching of English in India through research and training of teachers in suitable techniques.

The Institute continued to train teacher educators who, in their turn, trained teachers of English in their respective areas in short courses organised by extension centres, universities and State departments of education. It also continued to broadcast radio lessons for schools in Andhra Pradesh in collaboration with the Department of Education, Andhra Pradesh and All-India Radio, Hyderabad, and to publish a bulletin incorporating research findings and other suggestions on various aspects of the teaching of English. The Research Section of the Institute continued its work on contrastive studies in English. vis-a-vis a number of modern languages.

2.30. Bal Bhavan and National Children's Museum, Delhi:

Established in June, 1956, the Bal Bhavan and National Children's Museum is managed by an autonomous body. The organisation strives to afford opportunities to children for education through recreation and physical activities; to promote social and cultural contact amongst children of all classes and

communities; to operate a suitable programme of training and research in order to promote education of children through visual aids and to provide them with opportunities for the expression of their creative talents. The entire expenditure on this institution is borne by the Government of India. It is proposed to set up a committee to review the working of Bal Bhavan with a view to encouraging such steps as will make its programme a national activity.

2.31. Central Board of Secondary Education:

The Board was reconstituted in 1962 to enable it to play a more useful role in the field of secondary education and, among other objectives, to meet the educational needs of those students who have to move from State to State. The all-India character of the Board is now more evident with the ever-increasing number of institutions from all over the country seeking affiliation to it. During the year under report, 15 Sainik schools located in various States were affiliated to the Board, thus raising the total number of institutions recognised by the Board to 660.

There are mainly three types of higher secondary schemes for which examinations are conducted by the Board. The first is higher secondary scheme (three-year course) popularly known as Delhi scheme, the second, all-India higher secondary scheme and the third higher secondary technical scheme. Most of the schools in the Union Territory of Delhi prepare candidates for the Board's higher secondary (three-year course) examination. Three technical schools in Delhi follow higher secondary technical scheme. Besides, four demonstration multipurpose schools attached to the Regional Colleges of Education under the NCERT, which are affiliated to the Board follow the scheme of studies specially drawn up by the NCERT on an experimental basis.

The Board has been making efforts to improve the examination system in close cooperation with the Department of Curriculum and Evaluation of the NCERT. It has also published a few text books in English and Sanskrit to improve the teaching in these subjects.

2.32. Assistance to Voluntary Educational Organisations:

There are three schemes for assistance to voluntary educational organisations working in the field of school education. They are:

(a) Assistance to voluntary educational organisations working in the field of pre-primary, primary and secondary education as well as teachers' training schools and intermediate colleges.

(b) Assistance to voluntary educational organisations working in the field of women's education.

Grants are sanctioned on the recommendations of the State Governments concerned. During the year 1968-69 and 1969-70, the total budget provisions made for these schemes are Rs. 5 lakh and Rs. 6 lakh respectively.

2.33. National Prize Competition of Children's Literature:

The National Prize Competition of Children's Literature is organised every year and the 14th such competition is due in the current year. Competitions in Hindi, Sindhi and Urdu are organised by the Ministry centrally, while those in regional languages are organised by the State Governments on behalf of the Ministry with 100 per cent assistance. Apart from a cash award of Rs. 1,000 for each prize- winning book, the scheme provides for the bulk purchase of copies for free distribution among school libraries.

2.34. Nehru Library on Children's Books:

A scheme for the mass production of supplementary reading books for children to promote national integration has been initiated during the year. The production of books under the series will be undertaken by the National Book Trust in all regional languages. The Governments of States and Union Territories have been invited to participate in this programme of national importance. The books will be uniformally priced at Re. 1 each in all languages. An outlay of Rs. 1 crore has been proposed in the new Fourth Plan.

2.35. Eighth National Seminar on Primary Education:

Seminar which was held at Gauhati (Assam) from 13th to 16th May, 1968, made a number of recommendations for the early achievement of the goal of universal education and the improvement of primary education.

2.36. National Seminar on Wastage and Stagnation:

A national seminar was organised at New Delhi on September 23-26, 1968, in collaboration with the NCERT to sugest an action programme to be initiated in the Fourth Plan to reduce wastage and stagnation. The Seminar made practical recommendations for tackling this problem and recommended two types of action programmes : (i) a minimum programme to be adopted in all States, and (ii) the organisation of intensive pilot projects in each Stage.

F. FINANCIAL ALLOCATIONS

2.37 The financial provisions for School Education during 1968-69 and 1969-70 are given below:

                                                                (Rs. in lakh)
                                                    
        
                                                  Provision for      Budget
                                                    1968-69         Estimates
        S.             Scheme                                           for
        No.                                        Original Revised   1969-70
        
        1              2                            3            4        5
        
        1 German Printing Press                                         30.00
        
        2 Strengthening of Secondary Educa-
        tion on Science Laboratories              50.00        50.00
        
        3 Strengthening of State Units/Institu-
        tes of Science Education                  20.00        14.00
        
        4 State institutes of Education           35.00        15.00
        
        5 State Evaluation Units and Examina-
        tion Reform                                3.75         2.50
        
        6 State Bureaux of Educational and Voca-
        tional Guidance                             4.00        3.00
        
        7 Grants to Kendriya Vidyalaya Sanga-
             than                                   290.91      303.27  371.00
        
        8 Grants to Tibetan School Society          58.00      43.00   59.84
        
        9 Central Institute of English, Hydera-
          bad                                          4.00       3.36    2.36
        
        10 Bal Bhavan                                   6.50       6.05   6.05
        
        11 Assistance to Voluntary Organisa-
           tions                                       10.00     5.00   6.00
        
        12 Nehru Library on Children's Litera-
           ture (Nehru Bal Pustakalaya)                 5.00     5.00   5.00

CHAPTER II SCHOOL EDUCATION AND NCERT