SCHOOL EDUCATION AND PHYSICAL EDUCATION
Universalisation of Keeping in view the constitutional goal enshrined in the Constitution, the
Elementary Education programme of Universalisation of Elementary Education has been accorded
a very high priority under the Sixth Plan to ensure essential Minimum educa-
tion to all children upto the age of 14 years within the next 10 years. An out
lay of Rs. 905 crores was earmarked for Elementary Education out of the
total outlay of Rs. 2,524 crores for Education as a whole under the Sixth Plan
(or 36% of the total), and Elementary Education is an essential component of
the Minimum Needs Programme (MNP) of the plan. The present target date
for realising the constitutional goal, according to the policy frame of the Sixth
Five Year Plan is 1990 i.e. the end of the next plan period. According to the
available reports, the total enrolment in classes I-VIII by the end of 1984-85 is
likely to reach upto 1109.14 lakhs. Over and above this, about 35 lakhs are
expected to be covered through Non-Formal Education.
To review the progress of Point No. 16 of the Twenty Point Programme, a
few significant steps have been taken to gear up the programme of universa-
lisation in the country. The programme was reviewed at Six Regional Confe-
rences of Education Secretaries of States/Union Territories and one confer-
ence of Education Secretaries and Education Ministers held in New Delhi on
May 23-24, 1984. The objective of such conferences is to take stock of the
present position, to identify problems and to decide on the steps needed for
fulfilling the targets. As in previous years, a National campaign on Universali-
sation of Elementary Education was launched in the current year also to
highlight the need for community participation in achieving the objective.
The campaign designed to create a climate for nation-wide enrolment was
related to increasing enrolment, monitoring attendance, filling up the vacan-
cies of teachers, recruitment of women teachers on a large scale and popula-
rising non-formal education. Special emphasis in this year's campaign was
laid on reducing the rates of drop-outs. Responses received so far from the
State Governments are quite encouraging. The State Governments are
hopeful of achieving the targets of additional enrolment fixed for 1984-85.
Free Education Following the constitutional directive in Article 45, education in all
schools-government, local bodies and aided at the primary stage (classes 1-5)
and at the middle stage (classes 6-8) - is now free in all States and Union Ter-
ritories except for boys in classes 7-8 in Uttar Pradesh.
Compulsory Education Acts Legislation for compulsory education, as per constitutional directive,
exists in 16 States and 3 Union Territories, namely, Andhra Pradesh, Assam,
Gujarat, Haryana, Himachal Pradesh, Jammu & Kashmir, Karnataka,
Kerala, Madhya Pradesh, Maharashtra, Orissa, Punjab, Rajasthan, Tamil
Nadu, Uttar Pradesh, West Bengal, Andaman and Nicobar Islands,
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Chandigarh and Delhi. In Himachal Pradesh, the Act covers the entire
elementary stage (classes I-VIII), while in the remaining States/Union Territo-
ries it covers only the primary stage (classes I-V).
Enrolment Targets In the base year of the Sixth Plan, i.e. 1979-80, the enrolment at the prim-
and Achievements ary stage stood at 710.2 lakhs or 83.72% of 6-11 age-group population and
194.01 lakhs at the middle stage or 40.16% of 11-14 age group population.
The targets of additional enrolment during the Sixth Plan are 180 lakhs of 6-
14 age group population - 117 lakhs at the primary stage and 63 lakhs at
the middle stage. If these targets are achieved, enrolment at the end of 1984-
85 would rise to 95% and 50% respectively at the primary and middle stages,
based on the age-group population projections according to 1971 census
figures. Available reports indicate the steady and sure progress towards
achieving the enrolment targets under the Sixth Plan. As the following table
would show, the likely additional enrolment by 1984-85 would be 205.11
lakhs against the target of 120 lakhs through formal system:-
(Figures in Lakhs)
(Figures within brackets indicate - enrolment ratio)
1979-80 1980-81 1981-82 1982-83 1983-84 1984-85
(Actuals) (Achieve- (Achieve- (Achieve- (Achieve- Likely
ments ments ments ments (Achieve-
ments
Age-Group 6-11
Enrolment: Classes
I-V 710.02 727.16 753.25 775.93 805.97 836.77
Enrolment as percent-
age of age-group
population (83.72) (85.33) (87.76) (89.87) (93.3) (95.73)
Age-Group 11-14
Enrolment: Classes
VI-VIII 194.01 204.31 218.13 235.81 254.78 272.37
Enrolment as percent-
age of age-group
population (40.16) (41.72) (43.96) (46.90) (50.7) (53.23)
Age-Group 6-14
Enrolment: Classes
I-VIII 904.03 931.47 971.38 1011.74 1060.75 1109.14
Enrolment as percent-
age of age-group
population (67.91) (69.36) (71.71) (74.05) (78.01) (80.04)
As per indications, additional enrolment target of 180 lakhs of children at the elementary stage is likely to be exceeded by the end of current plan period. The enrolment ratios in primary, middle and elementary stages will exceed what were orginally targetted for under the Sixth Plan.
Non-formal Part-time All the States and 5 Union Territories have non-formal education pro-
Education for Elementary grammes for out-of-school children including non-starters and drop-outs.
Age-Group Children Non-formal Education is being developed as a massive alternate supportive
system of formal schooling. The main thrust and maximum extent of cover-
age is in the 9 educationally backward States viz. Andhra Pradesh, Assam,
Bihar, Jammu & Kashmir, Madhya Pradesh, Orissa, Rajasthan, Uttar
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Pradesh and West Bengal, who were receiving special central assistance
under a Centrally Sponsored Scheme of Non-Formal Education for elemen-
tary age-group children. This scheme basically aims at providing the instituti-
onal infrastructure necessary both for coverage of non-enrolled and non-
attending children, and for strengthening the academic inputs of the
entire programmes of non-formal education both under Central and
under States' initiatives. The cost of the scheme is being shared equally by
the Central and State Governments. During the year,, a total grant of Rs.
9.27 crores has been sanctioned to these States. The total assistance
received by these States since 1980-81 is of the order of Rs. 25.41 crores,
which exceeds the Sixth Plan outlay of Rs. 25 crores.
Voluntary organisations in the 9 educationally backward States running
non-formal education centres on the State Government pattern and academ-
ic institutions, Government or private in any State/Union Territory taking up
innovative and experimental non-formal education projects are given Cen-
tral assistance on the recommendation of State Governments. So far 43
voluntary organisations and 4 academic institutions have been sanctioned
grants totalling Rs. 26.07 lakhs out of which the grants given during the cur-
rent year amount to Rs. 6.95 lakhs.
Non-formal education programme has gained a good momentum particu-
larly in the 9 educationally backward States. During 1984-85, the total non-
formal coverage in the entire country would be of the order of 35 lakhs
through a total number of 1,73,700 non-formal centres. The 9 educationally
backward States had during the year a total coverage of 29.12 lakhs through
1,62,117 centres including 20,700 centres exclusively for girls. Besides, the
number of non-formal centres being run by the voluntary organisations with
Central grant is 1,663, with an estimated coverage of 43,300.
Non-formal Education The non-satisfactory position about girls' enrolment has affected/conti-
Centres Exclusively for Girls nues to affect/the targets of coverage to be realised by the end of 1989-90. In
order to increase girls' enrolment, the on-going scheme of non-formal educa-
tion was liberalized from 1983-84 under which financial assistance is given
to the 9 educationally backward States on 90:10 Centre State sharing basis
for establishment of Non-Formal Education centres exclusively for girls. Dur-
ing 1984-85, an amount of Rs. 2.69 crores has been released to the States for
establishment of 20,700 such centres.
Appointment of Women Teachers A Centrally Sponsored Scheme of assistance on 80:20 Centre State
sharing basis for appointment of women teachers in primary schools in the 9
educationally backward States particularly in rural/backward/hill/tribal
areas, was put into operation during 1983-84. During 1984-85, a sum of
Rs. 4.01 crores was released to the States for appointment of 8,000 such
teachers.
Scheme of Awards for To give a further boost to the programme of universalisation of elemen-
Elementary Education tary education and to give recognition for excellence in performance for the
spread of girls' education, a scheme of awards/incentives was launched dur-
ing 1983-84, for giving awards at `different administrative levels viz.
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panchayats, CD blocks, tribal development blocks, districts and States/
Union Territories. An amount of Rs. 6.21 crores was distributed to 16 States
and 5 Union Territories. Best among forward States were Kerala, Punjab,
and Maharashtra. Best among educationally backward States (non-formal
system) were Madhya Pradesh, Rajasthan and Uttar Pradesh. Other States/
Union Territories who received grants are Andhra Pradesh, Assam, Gujarat,
Haryana, Himachal Pradesh, Orissa, Tamil Nadu, Tripura, West Bengal,
Andaman & Nicobar islands, Chandigarh, Dadra & Nagar Haveli, Mizoram
and Pondicherry.
The award money at the panchayat, block, tribal development block
and district level under the formal system is to be utilised for improving
school facilities like buildings, provision of safe drinking water, construction
of toilet room for girls, provision of lighting facilities, purchase of teaching
aids etc. The award money given under the non-formal education system is to
be utilised for increasing the coverage of girls, particularly those belonging to
economically weaker sections and Scheduled Castes/Scheduled Tribes
through Non-formal Education centres. During 1984-85, an amount of Rs. 7
crores is available for the purpose.
Central Paper Assistance Under the Swedish aid programme, 12,650 mts. of three varieties of pap-
For Non-Formal Education er have been procured and supplied to all the States/Union Territories inc-
luding Andaman & Nicobar Islands, Dadra & Nagar Haveli, Lakshadweep
and Pondicherry for production of teaching-learning materials, guide books
etc. for the non-formal education programme for elementary age-group
children. Since almost all the States/Union Territories have now informed
that the paper supplied to them will meet their requirements for the remain-
ing years of the Sixth Five Year Plan, it was decided in consultation with the
members of the Swedish Review Mission which visited India in October-
November, 1983 that the remaining grant of Rs. 5.5 crores (out of Rs. 14
crores) may be utilised for opening non-formal education centres exclusively
for girls and procurement of paper for Project 'Comprehensive Access to
Primary Education' (CAPE).
The Government of United Kingdom has agreed to provide assistance to
the tune of one million pounds sterling to finance the construction of primary
school buildings in 4 clusters of 11 districts in Andhra Pradesh. Fifteen out of
eighteen personnel sponsored by Andhra Pradesh Government for training
in United. Kingdom in connection with the project have left for United King-
dom to attend the course.
The Government of Federal Republic of Germany has agreed to assist in
the establishment of science workshops for the production of science kits for
elementary schools. Three candidates - one each from Madhya Pradesh,
Uttar Pradesh and NCERT have been approved for training in Germany
under the project by German authorities.
Central Grant for Early Early Childhood (pre-school) education in rural and backward areas
Childhood Education Centres specially for first generation learners was suggested under the Sixth Plan as
distinct strategy for reducing drop-out rate and improving retention. Early
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Childhood Education for children is designed towards improving their
communication (language) and cognitive (social, emotional, intellectual and
personality development) skills as a preparation for entry into primary
schooling. A scheme for giving Central assistance to voluntary organisations
for running such Early Childhood Education centres in rural and backward
areas was framed with a total Sixth plan outlay of Rs. 1 crore. Under the
revised scheme, assistance is available to the voluntary organisations in nine
educationally backward States. An amount of Rs. 8,79,880 was sanctioned
during 1984-85 to the 9 educationally backward States.
Curricular Reform Projects with The National Council of Educational Research and Training (NCERT)
UNICEF Assistance with the assistance of UNICEF and in collaboration of State Councils of Edu-
cational Research and Training (SCERTs)/State Institutes of Education
(SIEs), State Institutes of Science Education (SISEs) and some of the Univer-
sity Departments/Colleges of Home Sciences in the States and Union Terri-
tories, has been implementing certain innovative projects aimed at qualita-
tive improvement of education at the pre-primary and elementary stage. Dur-
ing 1984-85, the activities under these projects were centred around deve-
lopment of innovative early childhood education programmes, development
of non-formal systems of learning for providing access to education to out-of-
school children, development of approaches to community education and
renewal of curricula and instructional materials to improve the quality and
relevance of education in general and for achieving universalisation of ele-
mentary education in particular. Development of instructional materials in
Nutrition, Health Education and Environmental Sanitation for primary
school children, teachers and for out-of-school girls and women constituted
another important area of work.
Children's Media Laboratory (CML) Under the project Children's Media Laboratory (CML), attempts have
been made to develop inexpensive media of educational and entertainment
value for children of pre-primary and early primary stages and to build a nati-
onal resource centre for disseminating ideas, materials, research findings
and training methods on early childhood education. Under the project, play
materials, picture books, graphic materials, audio-programmes, slide-tape
programmes and video programmes have been developed.
CML has been involved in monitoring and evaluation of radio pro-
grammes broadcast for young children by some of the stations of All India
Radio. Another major activity carried out under CML include surveys of indi-
genous and locally available toys and educational games and preparation of
manuals of toys and games. During 1983-84, surveys of locally available
toys and educational games have been initiated in the Union Territory of
Andaman & Nicobar islands.
Early Childhood Education Under the Early Childhood Education project, assistance has been provid-
ed to the States in setting up or strengthening early childhood education
units, training teacher educators, orientation of supervisors and administra-
tors to the different aspects of early childhood education and developing bas-
ic learning and play materials for the use of pre-school children. The project is
being implemented in five teacher training institutions and 65 ECE centres in
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eight States - Bihar, Karnataka, Madhya Pradesh, Maharashtra, Orissa,
Rajasthan, Tamil Nadu and Uttar Pradesh. During 1984-85, about 110 pre-
school teachers were trained on the concepts and techniques related to early
childhood education. Besides, referesher courses on the principles and
methodology of early childhood education were conducted for 142 pre-
school teachers from the States participating in the project. Four hundred
and thirty Headmasters of Early Childhood Education centres and 136
supervisors were oriented to the different aspects of early childhood educa-
tion. Ten books have been developed for the use of pre-school teachers and
about 80 booklets have been developed for use of preschool children. In
addition to this, meetings of parents to develop awareness and need for early
childhood education were convened at the State level. One hundred and
twenty eight meetings involving 384 parent-, were held during the year.
Comprehensive Access to Primary It has been realized that it would be possible to reach out-of-school child-
Education (CAPE) ren only through suitably designed non-formal system of learning. This
implies development of target group oriented and decentralised pro-
grammes in regard to curriculum, instructional/learning materials, methodo-
logy of instruction and evaluation. The UNICEF assisted project "Compre-
hensive Access to Primary Education (CAPE)" being implemented by
NCERT is an attempt in this direction.
Under project CAPE, activities related to first phase of the project involv-
ing development. of flexible, relevance-based, problem-centred and work-
based curricula and learning materials (learning episodes) relevant to the
needs and life situations for diverse groups of learners in the age group 9 to
14 were carried out. The major activities carried out during the year 1984-85
include among others, screening and selection of learning episodes deve-
loped by teacher trainees and teacher educators, processing and refining of
learning episodes selected for publication and production. During the year,
about 300 Modules were processed and refined and about 200 learning epi-
sodes in the form of capsules have been published. Three Modules related
to learning of Hindi language by learners having low or no reading ability
have also been developed.
Developmental Activities in An attempt to develop community based non-formal education pro-
Community Education and gramme has been made under the UNICEF assisted project "Developmental
Participation (DACEP) Activities in Community Education and Participation (DACEP)". Under this
project, efforts are made to develop and test new types of educational activi-
ties for meeting the minimum educational needs of pre-school and out of-
school children, young children and women in selected communities,which
are currently deprived, partially or totally, of access to any form of education
During the year 1984-85. 109 community centres were in operation
under the project. Instructional materials for use of learners in the age-group
3 to 6, 6 to 14 and 15 to 35 were developed to meet the Educational needs of
the community around which the community education centres are located.
Some of the instructional materials developed under the project have been
accepted by some of the States for wider use in the non-formal education
centres established by the State Governments, Six orientation courses for
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project coordinators and community workers and three courses for block
development officers and Headmasters have been organised to orient them
to the future strategies of implementation of the project. An internal evalua-
tion of the Project was carried out during the year and appropriate action has
been initiated for external evaluation of the project.
Primary Education Curriculum Renewal of primary education curricula and instructional materials to
Renewal (PECR) relate them to the needs of different groups of children from disadvantaged
sections were carried out under the UNICEF assisted project "Primary
Education Curriculum Renewal (PECR)" implemented in all the States/
Union Territories except the Union Territory of Arunachal Pradesh. One
hundred and eighty elementary teacher training institutes (TTIs), 2,480 prim-
ary schools, 11,000 teachers and 4,00,000 pupils were involved in the
implementation of the project. Under the project, several orientation/train-
ing programmes were conducted for training staff of the SIEs/SCERTs,
TTIs/project schools on different aspects and components of the project.
Strategies for wider adoption of the concepts evolved and techniques
developed under project PECR into the education system of the States/
Union Territories were drawn up.
In order to collect comprehensive data about the impact of the project
PECR in terms of quality of pupils' learning and its impact on enrolment and
retention capacity, a study of enrolment, retention, stagnation and pupil
achievement has been undertaken tinder the project. The study covers
4,00,000 students in 2,480 schools in 30 States and Union Territories.
During the year 1984-85, the study would be completed in States and Union
Territories where the school session starts in June/July. The study will be
expanded in 1985 to cover other States where the school academic session
commences in January/February.
Nutrition. Health Education and Under the project, "Nutrition, Health Education and Environmental
Environmental Sanitation (NHEES) Sanitation (NHEES)", packages of instructional materials on nutrition, health
education and environmental sanitation for primary school children, for
teachers and for out-of-school girls and women were developed. During
1984-85, the project was implemented in Andhra Pradesh, Assam, Bihar,
Haryana, Maharashtra. Orissa, Punjab, Rajasthan, Tamil Nadu, Uttar Pra-
desh and Mizoram. The major activities carried out include development of
instructional packages for primary schools, orientation of teachers and tea-
cher educators to different aspects of nutrition/health education and envi-
ronmental sanitation and introduction of materials into 100 experimental
schools in each State/Union Territory participating in the project.
National Awards to Teachers The scheme of National Awards to Teachers was started in 1958-59 with
the object of raising the prestige of teachers and giving public recognition to
the meritorious services of outstanding teachers, working in Primary, Midd-
le/High/Higher Secondary Schools. The scope of the scheme was later
enlarged to cover the teachers of Sanskrit Pathshalas, Tols etc. (1967-68)
and Madarasas (1976) run on traditional lines. Each award carries with it a
certificate of merit, a silver medal and a cash payment of Rs. 1500/-. For the
1983 National Awards, 156 teachers were selected out of which 81 were
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primary teachers, 70 secondary teachers, 5 Sanskrit teachers and 3 Arabic
teachers of traditional Pathshalas/Madarasas. Out of 186 National Awards
for Teachers, 1984 so far the names of 135 teachers - 74 Primary and 61
Secondary have been finalised and announced.
All India Mathematics Education Twenty-three awards are available under this project. Twenty-three
Project Mathematics teachers have been selected from Bihar, Himachal Pradesh,
Karnataka, Madhya Pradesh, Orissa, Andaman & Nicobar Islands, Dadra &
Nagar Haveli, Delhi, Mizoram, Kendriya Vidyalayas and Regional Colleges
of Education, NCERT and sent for training at CAMET from October 1984,
for about 9 months.
All India Science Education Project Twenty awards are available under this project. Nine teachers each from
Andhra Pradesh and Rajasthan and 2 from RCE have been selected and sent
for training at Chelsea College, London in October, 1984 for about 9
months. In addition, 3 short term fellowships of 3 months are available for the
staff associated with the workshops in India. One person from Andhra
Pradesh and 2 from NCERT have been selected and they are likely to leave
for U.K. in January-February, 1985.
Under this project, 15 awards are available for training in different areas
of educational technology. Out of 15 awards, 14 have been utilised. Fifteen
additional awards have been provided by the British Council, as a very spe-
cial case. Selection of candidates education for these 15 awards is under
progress.
N.C.C. Junior Division Troops in The Ministry shares the expenditure on this activity with the Ministry of
Central, Public and Residential Defence on 60: 40 basis. An amount of Rs. 5.60 lakhs has been released to
Schools the Directorate General, NCC for the purpose.
Educational Technology The Educational Technology Programme, launched in 1972-73 as a
Programme Centrally sponsored scheme, is continuing in the Sixth plan. The objective of
the scheme is to bring about a qualitative improvement in education and
widen access to education through an integrated use of instructional techno-
logy, including radio and television. The scheme is implemented through
Educational Technology Cells in the States/Union Territories and the
Central Institute of Educational Technology in NCERT.
Experience with the Satellite Instructional Television Experiment in
1975-76 established the potential of Satellite broadcast television by show-
ing that it is possible to reach effectively and at a low cost a very large number
of school children, adults, teachers and extension workers in remote areas
where communication facilities were inadequate.
In order to carry further the achievements of the programme and to con-
solidate its impact, the ET Cells are being considerably strengthened under
an expanded educational technology scheme which was offered in Novem-
ber, 1982 to the States. The scheme provides for the setting up of repro-
graphic and still photographic facilities and some sound and video recording
equipment for experimentation in production of programmes and for train-
ing purposes at the State level. Central assistance is to be provided for five
years under this scheme. Under the expanded ET Scheme, assistance has
10
been given to Manipur, Maghalaya, Nagaland, Tamil Nadu, Mizoram and
Delhi during the course of this year.
INSAT In the context of INSAT utilisation, State Institutes of Educational Techno-
logy (SIET) are being set up in the six INSAT States, namely Andhra Pradesh,
Bihar, Orissa, Gujarat, Maharashtra and Uttar Pradesh, to enable them to
take over the responsibility for the production of educational television pro-
grammes relevant to their specific needs. A Central Institute of Educational
Technology has been set up for the production of programmes, training of
personnel from the States, as well as providing the necessary guidance to the
States for setting up the production of facilities. The CIET is sharing the
responsibility of producing ETV programmes for telecast via INSAT with
Doordarshan on 50:50 basis. The temporary studios in three States viz.
Bihar, Maharashtra and Gujarat are ready and ENG equipment is being pro-
vided so that some field based programmes could be produced by them.
They will also assist CIET in dubbing the ETV programmes in their regional
languages. The permanent studios in the six States are expected to be ready
between March and May, 1985 after which installation of equipment will
start. One hundred and twenty posts for each production centre have been
sanctioned and State Governments are taking necessary steps to create and
fill them up.
A five-day National workshop was organised by CIET in March-April,
1984 for identifying/selecting themes appropriate for the ETV programmes.
They also organised orientation courses in ETV utilisation for the State level
resource persons from Gujarat, Uttar Pradesh and Bihar in July, 1984.
About 110 resource persons were trained in effective utilisation of TV in the
classroom. A five-week training course in ETV production for various catego-
ries of personnel of SIETs and CIET was organised, in collaboration with the
Asia Pacific Institute for Broadcasting Development, Kuala Lumpur and
UNICEF in September-October, 1984. In all, 54 trainees participated. A four
week on-the-job training in dubbing and capsuling of ETV programmes was
organised in September-October, 1984. Two officers from Gujarat partici-
pated in this training in capsuling of the ETV programme.
Computer Education The Ministry of Education and Culture, in collaboration with the Depart-
in Schools ment of Electronics, has lanuched a Pilot Project for introducing computer
literacy and studies in 250 Higher Secondary Schools in all States/Union
Territories (except Andaman and Nicobar Islands, Dadra and Nagar Haveli
and Lakshadweep) during 1984-85.
The objectives of the Pilot Project are:-
- to provide students with a broad understanding of computer and their
use;
- to provide hands-on experience;
- to familiarise the students with the range of computer applications in
all walks of human activity and computer's potential as controlling
and information processing tool;
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- to demystify computers and to develop a degree of ease and familiar-
ity with computers which would be conducive to developing indivi-
dual creativity in identifying and developing applications relevant to
their immediate environment.
Forty-two Resource Centres have been identified all over India from
amongst the various Engineering Colleges, I.I.T.s and Teacher Training Insti-
tutes in order to organise training of teachers and to provide logistic Ad
back-up support to the schools selected for participation in the pilot project.
The Computer Systems (both hardware and software) for use in the Pilot Pro-
ject have been received as a gift from the Government of United Kingdom.
The Department of Electronics has made available the funds required for the
pilot project and is looking after the procurement of hardware and software.
The responsibility for installation and maintenance of the computer systems
has been entrusted to the CMO. The academic and management aspects of
the' project are being looked after by the Ministry of Education through
NCERT which has been nominated as the nodel agency at the National level
to provide academic input and supervision.
An orientation course for persons from the Resource Centres was orga-
nised in May-June, 1984. A three-week teachers' training programme was
arranged from June 18, 1984 in 17 selected Resource Centres. For teachers
who failed to attend the training programme in June, another training was
organised at five selected Resource Centres from August 27 to September
15, 1984. About three teachers from each of the 250 schools have been
trained. The Space Application Centre, Ahmedabad has been given the
responsibility of evaluating the Pilot Project.
Value Orientation In the context of the erosion of values that-has taken place, the need for
in Education value orientation in education at all levels has been urged. The Ministry of
Education and Culture had appointed two Working Groups, one to review
the teacher training programme particularly with a view to inculcating moral
and social values in the students and the other to consider setting up model
schools for imparting moral education, as a part of general education on a
totally restructured basis.
The reports of the Working Groups have been received. The general
approach while dealing with value orientation in education is the following
(a) preparation of new instructional materials; (b) special preparation of
teachers for introducing value orientation in education; (c) setting up of
special institutions to give practical shape to this effort.
The NCERT has been working on preparation of a model scheme on
moral education. A guide for the development of curriculum of moral educa-
tion for schools has already been prepared. NCERT proposes to set up a
separate cell for this purpose, so that they act as the academic wing for intro-
duction of moral education in the country. Pending the establishment of this
cell, the Indian Council of Philosophical Research have taken over the task of
organising seminars/workshops in the field of value orientation in education
so as to prepare materials for institutions. For this purpose, a sum of Rs. 2.25
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lakhs has been released to Indian Council of Philosophical Research. NCERT
is also bringing out supplementary books on moral education. Steps have
been initiated for developing instructional materials in the form of charts,
films etc.
10+2+3 Pattern of The 10+2 pattern of school education has so far been adopted by 29 Sta-
School Education tes/Union Territories and also by the schools affiliated to the Central Board
of Secondary Education. The States of Haryana and Himachal Pradesh will
introduce 10+2 system from the academic session 1985-86. Meghalaya,
Nagaland and Mizoram have pre-university stage of two years after Class X.
The States/Union Territories which have adopted 10+2 system so far are:-
1. Andhra Pradesh 16. Uttar Pradesh
2. Assam 17. West Bengal
3. Bihar 18. Andaman & Nicobar Islands
4. Gujarat 19. Arunachal Pradesh
5. Jammu & Kashmir 20. Chandigarh
6. Karnataka 21. Dadra & Nagar Haveli
7. Kerala 22. Delhi
8. Maharashtra 23. Goa, Daman & Diu
9. Manipur 24. Lakshadweep
10. Meghalaya 25. Mizoram
11. Nagaland 26. Pondicherry
12. Orissa 27. Madhya Pradesh
13. Sikkim 28. Punjab
14. Tamil Nadu 29. Rajasthan
15. Tripura
Vocationalisation Vocationalisation of higher secondary education is a major step in the re-
of Higher Secondary construction of the present educational system. Under the 10+2 pattern of
Education school education, the following 12 States/Union Territories have adopted
vocationalisation at the +2 stage: Andhra Pradesh, Assam, Gujarat,
Haryana, Karnataka, Kerala, Maharashtra, Tamil Nadu, West Bengal, Anda-
man & Nicobar Islands, Delhi and Pondicherry.
An inter-ministerial Steering Committee under the Chairmanship of Edu-
cation Secretary has been set up by the Ministry of Education & Culture to
oversee the implementation of the programme of vocationalisation. All
States and Union Territories are being continuously urged to earmark ade-
quate funds in their annual plans for vocationalisation of education which
constitutes a major segment of school education. The current intake during
the academic year is of the order of 50,000 students in more than 15,000 ins-
titutions.
13
The Ministry of Education & Culture continues to provide technical sup-
port to the States/Union Territories through the National Council of Educa-
tional Research & Training. The Council provides services, such as guide-
lines and training to personnel for vocational services, development of curric-
ula and instructional materials, training of teachers for vocational courses,
orientation programmes for teachers and officials, organisation of national
seminars and workshops.
3 Population Education Programme The national population education programme launched by the Gover-
nment of India w.e.f. April 1, 1980 is now in the fifth year. The programme
which is designed to introduce population education in the formal system of
education with a view to creating in the younger generation an a equate
awareness of the population programme and realisation in this regard of its
responsibilities towards the nation is now being implemented in all the Sta-
tes/Union Territories except the Union Territories of Lakshadweep and
Arunachal Pradesh. Jammu & Kashmir is likely to join this programme in the
Seventh Five Year Plan.
The Government of India have set up a national steering committee with
overall authority for coordination as well as implementation of the pro-
gramme. Seven meetings of this Committee have been held so far.
The programme to cover Secondary Teacher Training colleges in the
country under this project was launched through the four regional colleges of
education of NCERT. The Population Education Unit had developed various
tools, guidelines and modalities to monitor the progress of the State projects
and also evaluate strategies and components of population education pro-
gramme as adopted by them.
At the national level, audio-visual materials including 100 sets of slides-
cum-tape kit in Hindi & English were prepared and distributed among the
States. At the State level, twenty-one States and Union Territories have pre-
pared curricula and fifteen States have developed textbook lessons on popu-
lation education for the three school stages, i.e. primary, middle & secondary.
Taking into consideration the classes in which the textbooks with population
education lessons are being used, about 44 million, out of the total of about
96.6 million students, are being exposed to population education ideas.
Nearly 300 titles on various types of instructional materials for different tar-
get groups have been printed or mimeographed and are being used. States
have oriented nearly 4,00,000 key/resource persons and teachers of ele-
mentary and secondary schools. in the area of non-formal education also,
they have developed considerable amount of materials.
The current year being the last year of the project more emphasis has
been laid on evaluation. A systematic study of curriculum and textual mate-
rials has been taken up and a comprehensive report is under preparation. A
programme to finalise selected instructional materials for non-formal sector
and sample Radio/TV scripts (English) in population education is expected to
be undertaken shortly.
Review of School Textbooks The programme of evaluation of textbooks from the stand point of
14
national integration was initiated in 1981, to ensure that the textbooks pro-
mote national integration and do not militate against the national unity. The
review of textbooks is being confined to textbooks in history and languages
and is being undertaken on a decentralised basis by the State Governments
on the guidelines prepared by NCERT. The review is being undertaken with a
view to identify and eliminate materials and approaches which may directly
or indirectly perpetuate untouchability, casteism, communalism, religious
intolerance, linguism, racialism, regionalism etc.
The programme is at various stages of implementation. Seventeen States
and 3 Union Territories have completed the work. The Union Territories of
Arunachal Pradesh, Chandigarh, Dadra & Nagar Haveli, Lakshadweep,
Andaman & Nicobar islands, and Pondicherry are using the textbooks of
neighbouring States or those of NCERT. As regards West Bengal, the evalua-
tion work has been completed at the primary level. The revised textbooks are
likely to be introduced in the schools from the next academic session. The
evaluation work at the secondary stage in West Bengal is in progress.
The NCERT had also undertaken the programme of evaluation of text-
books used in Christian Schools in Delhi from the stand point of national
integration.
The scheme for grant of financial assistance to voluntary organisations
Grant of Financial Assistance to engaged in the field of school education remained in operation upto March
Voluntary Organisations Working in 31, 1972. No fresh grants have been given after April, 1, 1972, except in the
the Field of School Education case of old commitments.
A provision of Rs. 17.00 lakhs under Plan and Rs. 13,000/- under Non-
Plan has been made during 1984-85.
Government of India have laid great emphasis on building up a character
Central Scheme of Assistance of students through all curricular and extra-curricular activities. Various
to Voluntary Organisations Working steps have been taken for inculcation of moral education both through
in the Field of Moral Education Government and non-government organisations. Keeping this in view,
Government have formulated a scheme for grant of financial assistance to
voluntary organisations engaged in the field of moral education. Under this
scheme, the financial assistance to voluntary institutions shall not ordinarily
exceed 50 per cent of the non-recurring expenditure, subject to a ceiling of
Rs. 2.5 lakhs per approved project. For recurring expenditure also, the assis-
tance from the Central Government will be limited to 50% of the total esti-
mated expenditure, subject to a ceiling of Rs. 5.0 lakhs per annum. The
remaining expenditure will be borne by the Institution/Organisation/State
Government concerned.
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH
& TRAINING
National Council of Educational Research & Training (NCERT), estab-
lished on September 1, 1961, is registered under the Societies Registration
Act (1860). The main objectives of the NCERT are to assist and advise the
Ministry of Education and Culture in implementing policies and major pro-
grammes in the field of education, particularly school education.
Early Childhood Education (ECE) Under the Early Childhood Education Project, assistance was provided to
15
the States in setting up or strengthening early childhood education units,
training teacher educators, orienting supervisors and administrators and
developing basic learning and play materials for pre-school children. Train-
ing courses were organised for teachers.
Primary Education Curriculum The project PECR aims at renewal of primary education curriculum and
Renewal (PECR) development of instructional materials related to the needs and environ-
ments of different groups of children specially those from the disadvantaged
sections of the society.
Comprehensive Access to Under the first phase of the project 'Comprehensive Access to Primary
Primary Education Education (CAPE)', curricula and learning episodes (materials) relevant to
the needs and life situations of diverse groups of learners in the age-group 9
to 14 were developed.
Reading to Learn A major programme titled 'Reading to Learn' has been launched in order
to bring out graded reading materials in interesting style with very attractive
illustrations, layout and design in a wide area of reading interest of Indian
children. A National Committee has been set-up to suggest how to promote
reading habits in children.
Non-Formal Syllabus and instructional materials for use of learners enrolled in middle
Learning Systems level (classes VI to VIII) non-formal education centres were developed. The
materials have been developed following the integrated approach covering
areas of health, hygiene, home science, agriculture, physics, chemistry, bio-
logy, history, geography and civics.
Developmental Activities in One hundred-nine community centres are functioning under this project.
Community Education and Different patterns of non-formal education programme for different target
Participation (DACEP) groups, covered under the project, have been developed in the States/Union
Territories participating in the project.
Nutrition/Health The project attempts to provide a more intensive focus and a more purpo-
Education and Environmental seful direction to nutrition, health education and environmental sanitation
Sanitation (NHEES) components in the primary education system. It is being implemented in 14
States. Orientation programmes were organised for teachers and teacher
educators.
Education of Scheduled Castes In view of the priority needs about education of Scheduled Caste/Sche-
& Scheduled Tribes duled Tribe groups and its implications for teacher education, programmes
were undertaken for teacher educators. An orientation course in 'Tribal Life
and Culture and Problems of Tribal Education' was organised for the staff of
elementary teacher training institutes in tribal areas. Also, a course was orga-
nised for key-personnel of non-formal education programme for tribal areas.
Curriculum Restructuring A survey was conducted in Delhi in connection with the study of Curricu-
lum Load. Four regional seminars were held in order to evaluate the existing
curriculum in some States from the point of view of its load. A report based
on the findings of the study conducted in Delhi, Karnataka, Orissa, Madhya
Pradesh and Rajasthan was discussed in a National seminar which made a
number of recommendations.
16
The Steering Committees for Curriculum Revision set up by the Council
held a series of meetings in May and June, 1984. A draft approach paper in
respect of elementary stage of education has been prepared. The Steering
Committee is deliberating on curriculum at secondary school stage. It is pro-
posed to bring out a separate approach paper in respect of curriculum at the
secondary stage.
Instructional Material's in The programme of developing instructional materials in different areas of
Social Sciences & Humanities social sciences is benig continued. A handbook of practical work in geo-
graphy for teachers of plus two stage was brought out in April, 1984. A
module has been prepared for UNESCO for the pre-service training of teach-
ers and supervisors in environmental education.
Supplementary materials for Class I and II for Hindi as the Mother Ton-
gue are under preparation. Two books in English for Class Xi, core course,
were revised on the basis of the feedback received, and twelve booklets on
Bridge Courses in English are under preparation.
Instructional Materials in The Council organised orientation courses in the teaching for physics,
Science and Mathematics chemistry, biology and mathematics. The Council also participated in the
programmes conducted by the various State Governments. The Council has
also taken up revision of secondary level syllabi and textbooks under a colla-
borative arrangement with the Central Board of Secondary Education. The
Council is also planning to undertake analysis of +2 syllabus in mathematics
and prepare supplementary materials in the light of requirements of professi-
onal courses in mathematics and also prepare application modules for senior
secondary mathematics.
Integrated Workshop Department is developing 500 Integrated Science Kits and
Science Kits 500 Science Club Kits on the requests of the Governments of Jammu &
Kashmir, Arunachal Pradesh, Goa and Lakshadweep.
Evaluation of Textbooks from the Most of the States have already completed evaluation of textbooks from
Stand point of National instegration the standpoint of national integration and have also revised the textbooks.
Efforts are being made to expedite the work in a few States where the pro-
gress has been slow.
It is proposed to organise in January/February, 1985, a national confer-
ence on school textbooks to discuss the problems. and issues relating to pre-
paration, production and distribution of textbooks.
Vocationalisation A national-level seminar on vocationalisation of education was organised
of Education at New Delhi to review and discuss the problems, progress and future course
of action in vocationalisation of education and to suggest measures for its
speedy implementation expansion in the Seventh Five Year Plan. The semi-
nar recommended, inter-alia, that a continuing Task Force on vocationalisa-
tion of education may be set up. The programme of vocationalisation should
be a centrally sponsored scheme, and a Central Institute of Vocational Edu-
cation may be set. up at NCERT.
It is also proposed to develop minimum competency based curricula in
17
twelve more vocations, as also instructional-cum-practical manuals, supple-
mentary readers and teachers' guides in some subjects.
Socially Useful The Council organised two orientation programmes in socially useful pro-
Productive Work ductive work.
Teacher The Council organises, every five years, national surveys of teacher edu-
Education cation both at secondary and elementary levels. Work has been initiated on
the Third National Survey of Elementary Teacher Education and Fourth
National Survey of Teacher Education at the secondary level. A research
project entitled 'A comparative study of teachers' profiles in their rural and
urban settings in elementary school system' has been completed. A report on
'Developing tools for admission to secondary teacher training institutions'
has been completed. Twelve new centres of continuing education have been
established during the year. A syllabus for M.Ed. course on Teacher Educa-
tion was developed and recommended to all universities for adoption as an
optional area of specialisation. A panel of 15 authors has been commis-
sioned to contribute chapters for a resource book on Teacher Education for
M.Ed. students.
Orientation Courses/Workshops for teacher educators were organised in
various areas, including socially useful productive work, community work,
micro teaching, problems of tribal children, non-formal education, status of
women through curricula, and revision of B.Ed. syllabus.
Regional Colleges The Regional Colleges of Education, Ajmer, Bhubaneswar, Bhopal and
of Education Mysore continued to organise various preservice and inservice courses. The
summer school-cum-correspondence courses that have been introduced to
clear the backlog of untrained graduate teachers also continued to be orga-
nised. The colleges have undertaken a number of research studies. They also
offer facilities for research leading to doctoral and post-doctoral degree in
education, science and humanities. A Computer Education Centre has been
established at Regional College of Education, Mysore, and it is being deve-
loped further. This college has also been assigned by UNESCO a project
entitled 'Technology in General Education'. The Regional College of Educa-
tion, Bhubaneswar organised programme in the area of vocationalization of
education.
Special Education A National Seminar on Integrated Education for Hearing impaired Child-
ren was organised. A modular instructional material has been prepared for a
training course for resource teachers in integrated education of the disabled.
A Survey of research in special education in India has been undertaken and
100 abstracts have been collected for review.
Educational Psychology The Council has undertaken some research studies including, inter-alia,
Counselling & Guidance A study of the psychological characteristics vis-a-vis educational and vocati-
onal planning for scheduled caste high school boys' and 'A study of self-con-
cept of boys with superior scholastic ability'. The manuscript of 'A Book of
Readings for Career Teachers' has been finalised. Work on preparation of
model syllabus for psychology for senior secondary classes is being conti-
nued. The project titled 'Application of micro-counselling technique to
18
develop communication skills in counseller trainees' has been completed.
Improving Evaluation The Council organised a workshop for prospective paper setters in
Procedures and Mathematics, Chemistry, Physics, Biology and Home Science and Lan-
Examination Reform guages at Srinagar in June and July 1984.
Educational Research Thirty-nine project proposals were received from inside and outside the
and Innovations Council, of which thirteen projects have been approved or conditionally
approved. A research Bulletin containing abstracts of research projects
under ERIC has been brought out. A workshop was organised to decide the
curriculum for the research methodology course proposed to be conducted
under ERIC. It is proposed to take up a progrmme to identify individuals and
to develop centres of research outside NCERT.
National Talent Under the decentralized scheme of National Talent Search Examination,
Search Scheme the Council organised a series of sixteen orientation programmes for item
writers in which the participants were trained in the techniques of setting
multiple choice questions in school subjects. An orientation programme of
item writers for general mental ability test for N.T.S. examination was also
organised.
Field Offices The various offices of the Field Advisers of NCERT in the States have
been maintaining liaison with the States in the programmes of the Council
and the Ministry of Education. They have also been helping the State Educa-
tion Departments in their programmes. Most of the Field Advisers are serv-
ing on important committees of Education departments in the States. They
are also participating in the programmes of the various departments of the
Council, especially NTS and Toy Competition of elementary school teachers.
International Relations A four-member delegation from the USSR visited the NCERT under the
Indo-USSR Cultural Exchange Programme. The Council has also exchanged
textbooks, publications and audio-visual materials, etc. with countries with
which the Government of India has entered into bilateral cultural exchange
agreements. The NCERT also received 15 delegates from different countries,
viz., Sri Lanka, Afghanistan, U.S.A., Japan, DPR Korea, Pakistan and
Vietnam. The Council deputed six officers to Bangkok, Thailand, Phillipines,
Malaysia and Mexico.
The NCERT acts as a secretariat of the National Development Group
(NDG) for Educational Innovations under the auspices of APEID. A couple of
meetings of NDG were held. Eleven more institutions were approved as asso-
ciated centres of APEID in India.
The NCERT has proposed setting-up of an International Educational
Resources Centre in order to have an over-view of the educational system of
the various countries, especially those with whom the Government of India
has entered into cultural exchange agreements.
Publications Continuing with its function of publishing instructional materials and
research studies/monographs, the Council brought out 113 titles, including
new materials and reprints of earlier publications. The Council's publications
19
were put on display in the exhibitions in Singapore, Ankara, Port of Spain,
Sofia, Frankfurt, Zimbabwe, Malaysia, Belgrade and Mauritius, besides their
display at book exhibitions/fairs in the country.
Educational Journals In order to cater to educational needs of various categories of persons-
teachers, teacher-educators, educational administrators and research work-
ers, the Council published six journals. i.e. Indian Educational Review, Jour-
nal of Indian Education, School Science, Bhartiya Adhunik Shiksha, Primary
Teacher and Primary Shikshak. Twenty issues of these journals have been
published during April-October 1984.
School Libraries Realising that the quality of education is dependent on the quality of
library services, the Council has launched programmes of inservice courses
for the librarians in schools and teacher training institutes. Programme
packages for different kinds of libraries have been developed to promote uti-
lisation of existing resources at the optimum level without additional
resources.
National Prize Competition Some procedural changes have been introduced in the twenty-third Nati-
for Children's Literature onal Competition organised in 1984-85. The number of awards has been
increased from 18 to 36 and the amount of prize money has been uniformly
fixed at Rs. 5,000/- each.
National Science It is proposed to set-up a National Science Centre in WERT with the
Centre objective to highlight the thrust of Council's activities for qualitative improve-
ment of school education in general and science education in particular.
Computer Literacy and One of the major areas of educational innovations taken by NCERT is the
Studies in Schools (CLASS) introduction of micro-computers in the field of school education under a pro-
ject titled 'Computer Literacy and Studies in Schools (CLASS)'. The NCERT
has been nominated as the nodal agency to work out details of teacher train-
ing programmes and curriculum in consultation with the other related agen-
cies. The Project aims at introducing computer education at senior secon-
dary level (to be gradually introduced further at lower levels) to make it a part
of the school curriculum so as to familiarise students with the computer as a
versatile tool with immense application potential in aspects of human deve-
lopment. A complex of 250 schools has been identified. Two training courses
for teachers were organised by the Council. Software packages are being
developed.
Educational Technology The NCERT established in April, 1984 the Central Institute of Educational
Technology by the merger of erstwhile Centre for Educational Technology
and the Department of Teaching Aids. The major functions of the Institute
are designing of effective alternative learning systems to deal with problems
in education, orientation and training in specialized areas such as radio, tele-
vision, films, filmstrips, tapeslide programmes, low cost teaching aids, pro-
duction of educational materials-mostly prototypes, research, experimenta-
tion and extension in educational technology.
As part of the ETV-INSAT service programmes for development and pro-
duction of software, training of personnel, research and evaluation of ETV
20
services are being continued. Two workshops were organised for identifica-
tion/selection of themes and for preparation of detailed programmes/briefs
for ETV. An orientation course in ETV utilisation and a training course in
ETV production were organised. A four-week on-the-job training in dubbing
and capsuling of ETV programmes was also organised. Programme capsules
in Marathi, Telugu and oriya were despatched to Upagrah Doordarshan
Kendra, Delhi for transmission via satellite and to Doordarshan Kendra, Nag-
pur for transmission through terrestrial transmitter. Also, 60 programmes in
Gujarati were dubbed. Two research studies on ETV utilistion were complet-
ed.
A video programme entitled 'Education for All' highlithing the problems,
achievements and prospects in universalisation of education has been pre-
pared. Three video-tapes on computer literacy have been prepared.
An orientation programme for ILO-INTC workers' education project was
organised in October 1984. The participants were introduced to the skills in
preparation of inexpensive teaching aids, operation of AV equipment and
silk screen printing process.
Under the project to develop teaching aids in mathematics at middle and
high school levels, printing of the manual on mathematics-teaching-aids for
difficult concepts has been taken up.
Adult Education In the field of Adult Education, the Council has been experimenting with
different methods and materials for introducing reading and writing skills as
part of functional literacy programme catering to well defined target groups.
Assistance is also being given to the States of Madhya Pradesh and
Haryana in developing teaching materials for tribal women and neo-literates.
Community Singing The Government of India has launched a scheme for propagating com-
munity singing as a national movement. The NCERT has been entrusted with
the task of imparting training in community singing to the music teachers
throughout the country. Under the scheme, 12 camps were organised and
nine more are expected to be organised this year. The NCERT has also start-
ed organising teacher-training camps in which highly talented teachers are
trained to work as resource persons for the camps being organised in the
States. About 100 such teachers of different States have so far been identi-
fied and trained. Pre-recorded cassettes of selected community songs have
been distributed among schools. Many States have started organising State
level camps on community singing with the financial aid of NCERT.
The NCERT is making all efforts to make the community singing pro-
gramme an integral part of the school activities.
India's Struggle for The Council has taken up an ambitious project of preparing an album of
Independence Visuals and 85 panels consisting of visuals and documents collected from the contempor-
Documents ary sources. These panels in the form of enrichment material would help the
students to understand the changing situations of those times more vividly
than what they could do by reading textbooks only.
21
Anthology Series With a view to help the younger generation of India to familiarise them-
selvs with the writings in original of eminent thinkers, scientists, national
leaders, etc., the Council has embarked upon publications of Anthology
Series.
National Foundation The National Foundation for Teachers Welfare was set up in 1962 under
for Teachers' Welfare the Charitable Endowment Act, 1890, with the main object of providing
financial assistance to teachers and their dependents in indigent circums-
tances and to promote the welfare of teachers. A decision was taken to build
a Corpus of Rupees five crores with the intention to provide a source of funds
for financing teachers' welfare schemes. The target of Rupees five crores has
since been achieved and the funds of the Foundation have now exceeded
Rupees eight crores.
The Corpus of the Foundation is comprised of the contributions made by
the Union and States/Union Territories as also 20% of the collections made
by the States/Union Territories who retain the remaining 80% for financial
assistance to teachers and their dependents in indigent circumstances in
their State/Union Territory. A campaign for the collection of funds is orga-
nised by the Education Ministry and the States/Union Territories on the Tea-
chers' Day, which is celebrated on 5th September each year throughout the
country. As usual, collection drive was launched by the Education Ministry
and the State/Union Territory Governments on 5th September, 1984.
The Foundation also gives awards every year to three teachers who have
rendered meritorious service of not less than 30 years. The award was insti-
tuted in memory of late Prof. D.C. Sharma, an eminent educationist and one
of the founder-members of the Foundation. Six teachers have been selected
for the prof. D.C. Sharma Memorial Award for the year 1982 and 1983 (3 for
each year). Their names were announced on 5th September, 1984.
According to available information from 19 States/Union Territories, a
sum of Rs. 18,61,657/- was disbursed during 1983-84 to about 2700 tea-
chers/dependents etc. as financial assistance by the Working Committees of
National Foundation for Teachers' Welfare in the States/Union Territories. A
sum of Rs. 52,53,181/- was collected during 1983-84 by these States/Union
Territories.
Cultural Exchange Programme in The programme is being implemented by the Ministry in consultation
the Field of School Education with NCERT/State Governments etc.
A four-member delegation from the USSR visited NCERT under the Indo-
USSR Cultural Exchange Programme. The Council has also exchanged text-
books, publications and audio-visual materials etc. with countries with which
the Government of India has entered into bilateral cultural exchange agree-
ments.
In 1984-85, two or three Indian delegations are to visit foreign countries.
Scheme of Integrated Education The Scheme of Integrated Education for Disabled children provides eduction
for Disabled Children for handicapped children in schools meant for the normal children. The
22
Scheme which was originally started in the year 1974-75, was liberalised in
the year 1981-82, and was transferred from the Ministry of Social Welfare to
the Ministry of Education in October, 1982. The budgetary control of the
Scheme till the end of the Sixth Five Year Plan is with the Ministry of Social
Welfare and from the Seventh Plan onward the budgetary control will be
with this Ministry.
Under the Scheme 100% financial assistance is available to the States/
Union Territories. The assistance is mainly in terms of salary of teachers, set-
ting up of resource rooms and assessment rooms for the schools/institutes
and equipment allowance, stationery allowance, readers' allowance (for
blind students), transport allowance, escort allowance (for severely handi-
capped students) and hostel facilities for the disabled children. In order to
provide a regular cadre of trained teachers in Special Education to meet the
growing needs of schools meant for Integrated System of Education, grant is
given through U.G.C. to the selected universities/institutes/colleges for run-
ning courses in Special Education for the teachers of the handicapped child-
ren. Facilities for training in Special Education are also available in NCERT
and its Regional Colleges.
Grants under the Scheme have so far been given from time to time to the
Union Territories of Andaman & Nicobar Islands, Delhi and Mizoram as well
as to all the State Governments except Jammu & Kashmir, Meghalaya and
Punjab.
Educational Concessions to the The Central Government and most State Governments and Union Territo-
Children of Officers and Men of ries continue to offer educational concessions to the children of Defence per-
Armed Forces Killed or Disabled sonnel and para military forces killed or permanently disabled during Indo-
during Hostilities China hostilities in 1962 and indo-Pakistan hostilities in 1965 and 1971.
The concessions are given by the Central Government to entitled children
studying in institutions functioning under the Central Government and in
some cases to students studying in public schools.
The concessions by the Central Government are also given to entitled
children studying in schools under the control of a State Government which
have not so far announced such concessions. During this year, 34 students
received such concessions.
Community Singing Community Singing not only provides an opportunity for expression of
Movement one's artistic talent but promotes, simultaneously feeling of togetherness,
harmony and national integration. A plan scheme for developing community
singing as mass movement among school children was launched in 1983-84
with the objectives (i) to make the children sing, in unison, songs in different
Indian languages, thus strengthening the spirit of national integration; (ii) to
inculcate national perspective in children; (iii) to make them appreciate unity
in diversity and imbibe in them love for country's cultural heritage; and (iv) to
forge school children into a musical community.
The scheme is being implemented through NCERT. Under this scheme,
camps are organised to train teachers of Kendriya Vidyalayas as well as of
23
schools run by various States/Union Territories, in community singing. Each trained teacher has, in turn, to train at least 1,000 children of his/her school and neighbouring schools.
During the camps, recorded cassettes replete with 15 selected community songs in different Indian languages and also the tape recorders are distribut- ed to all the teachers who receive training in community singing.
During the year 1984-85,16 camps have been organised and 8 more are expected to be organised before March 1985. More than 2,000 teachers are expected to be trained during the year.
A Song Book entitled 'Let us Sing Together' with all the 15 songs with their original script, Hindi translation, meaning in Hindi and English and the notations is being brought out for free distribution to the teachers participant- ing in the camps.
CENTRAL BOARD OF SECONDARY EDUCATION The Board of High School and intermediate Education, Rajputana includ- ing Ajmer, Mewar, Central India and Gwalior was established in 1929 by a Resolution of the Government India. In 1952, the Board was given its pres- ent name 'The Central Board of Secondary Education'. From time to time, its constitution was changed and jurisdiction extended so that the Board could play a useful role in the field of secondary education, to make its services available to various educational institutions in the country and to meet the educational needs of the students who have moved from State to State. It was reconstituted in July 1962.
The schools affiliated to the Board, are located in all parts of the country and even abroad, giving the Board a place of pride in the field of school edu- cation. The schools affiliated to CBSE are expected to provide uniform school education cutting across State borders and linguistic areas. The underlying idea is to promote national integration through inter-state mobil- ity of students. This arrangement also helps children of transferable persons who pursue un-interrupted studies.
The Board operates under the overall supervision of the controlling authority which is vested in the Education Secretary. to the Government of India, Ministry of Education. The Board functions through a number of committees.
The Central Board is not merely an examining body. It is an educational Board. Its jurisdiction extends to the whole of the country. Some of the main roles and functions of the Board are to affiliate institutions from all over the country for the purpose of examination, arrange inspection of schools for granting affiliation, conduct examinations, prescribe courses and syllabi, organise orientation-programmes, undertake development and publication of text books when found necessary and submit to the Government of India its views on educational matters and policies. One of the important functions of the Board is to develop curricula for the secondary and senior secondary stages.
24
In 1984 CBSE examinations, 2,11,106 candidates appeared. In order to ensure foolproof security of question papers in Delhi, question paper packets were stored in 38 bank branches and distributed on the day of the examination. For All India Examination 1984, question papers for examina- tion were stored with nationalised banks/treasuries, or the places where proper security arrangements were available. In case of foreign centres, question paper packets were stored either with the Ambassador/High Corn- missioner/First Secretary or High Officials of the Embassy concerned. The practice of surprise inspection of examination centres was intensified during 1984 examination. This practice is to be continued in 1985 examinations. With effect from 1985 examinations, syllabi of 9th and 10th classes have been bifurcated in order to reduce the burden on students.
For 1985 examinations, computerised admission cards are being issued to the students which will minimise the mistakes and ensure accuracy. The Board has also purchased 3 Micro Computers and proposed to have its own inhouse computer system in course of time. The Board has also taken up the task of development of curricula and syllabi improvement in collaboration with NCERT. A new subject 'Insurance' has been introduced at senior secon- dary stage. Some vocational courses like Banking, Pharmacy, Horticulture, Structural and Fabrication Technology have been introduced on experimen- tal basis. The Board has also brought out a number of publications- on text. books and support materials. It has also undertaken training programme in the field of science education, teaching of mathematics and evaluation proce- dures, and organising workshops in different subjects at various centres.
Open School Open School was set up by the Central Board of Secondary Education in
1979 for propagation of Distance Education in the country. It imparts secon-
dary stage education through the use of Distance teaching techniques which
include education through print material, personal contact programmes and
other supportive services. From the current financial year, this Ministry has
decided to finance it fully. This project is a non formal alternative to formal
schooling catering to the needs of the school dropouts, housewives, service-
men and other academically weaker sections.
The Open School has been conducting examination for its students since 1982-83 leading to Secondary School Certificate of CBSE. The number of students enrolled with the Open School has reached 8000 In 1984-85. Dur- ing 1984-85, Open School has further rationalised its scheme of study both from academic and operational points of view. Entire study material in the subjects of English, Hindi, Science, Mathematics, Social Science, Home Sci- ence, Commerce and Typewriting was reviewed from the point of view of' updating and reorganising the lessons in the light of feedback. In addition to study materials, Open School has also been supplying from time to time other support materials like Sample Question papers.
Two exhaustive brochures namely (i) 'How to study'(ii) 'Science Practical in the Laboratory' have also been brought out. Other publications brought-' out this year are: "Procedures and Operations!', "Resource-cum-Study Cen- tre- a Scheme", "Resource-cum-study Centre-Operational Guidelines "Resource-cum-study Centres-Guidelines for Coordinators and Teachers,
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"Guidelines for Evaluators" and "Students Sponsorship Scheme". This year publicity of the Open School Scheme has given greater thrust.
Open School is also seeking the cooperation of established educational institutions and Shramik Vidyapeeths. The personal contact programme has also been considerably improved by fixing Resource-cum-study Centres in selected institutions for providing teaching to the students on a more regular basis on Sundays and other gazetted holidays spread over a period of 4-5 months. Twelve such centres have been set up so far to cater to a population of about 6000 students.
KENDRIYA VIDYALAYA SANGATHAN With the idea of encouraging the growth of secondary schools having a common syllabi and media of instruction for providing the facility of uniform education throughout the country for the children of transferable Central Government employees, including defence personnel, the scheme of Central Schools was approved by the Government of India in November, 1962. To start with, 20 Regimental Schools were taken over as 'Central Schools' or Kendriya Vidyalayas' during the academic year 1963-64. Subsequently, Kendriya Vidyalaya Sangathan was set up as an autonomous organisation to establish and run the Kendriya Vidyalayas.
With the opening of 49 new schools during 1984-85, at present the total number of Kendriya Vidyalayas is 499. The total number of students on roll in all Kendriya Vidyalayas was 3,57,727 (as on 1.8.1984).
The Sangathan is at present divided into 15 regions located at different parts of the country. Each region is under the charge of an Assistant Commis- sioner who is assisted by an Education Officer and other appropriate admi- nistrative staff.
Education up to class 8th is free in Kendriya Vidyalayas. The amount of tuition fee for higher classes is linked to the pay of the parents in case they are employed in Central Government or Central Public Sector Undertakings/ Autonomous Bodies. In other cases, tuition fee at flat rate is charged. How- ever, students belonging to Scheduled Castes and Scheduled Tribes and children of teaching and non-teaching staff of Kendriya Vidyalayas are not charged any tuition fee.
Although Kendriya Vidyalayas are not residential schools, hostel accom- modation is available in 13 schools.
Kendriya Vidyalayas have been making concerted efforts to improve the professional competence of all categories of non-teaching, teaching and supervisory staff by organising in-service courses and workshops. In 1984- 85, 65 in-service courses and conferences were conducted for Principals, Assistant Commissioners, Education Officers, Teachers etc. Besides, about 150 teachers from different Kendriya Vidyalayas attended Orientation Courses organised by the Centre for Cultural Resources and Training, New Delhi. Two teachers of Kendriya Vidyalayas were included in the national awards for teachers during the year. Besides, Kendriya Vidyalayas also give seven Incentive Awards every year to its teachers of various categories.
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The results of the Kendriya Vidyalayas in All India Secondary School Examination of CBSE in 1984 was 88.82% as against non-KV's result of 78.82%. Kendriya Vidyalayas students obtained good positions in merit lists in all the examinations. They secured highest marks in 3 subjects, namely, English Course - A, Hindi Course - A and Social Sciences.
Besides academic excellence, Kendriya Vidyalaya Sangathan empha- sises on games and other activities for all-round growth of personalities of students. Various games and sports events at school, regional and national levels were organsied. Coaching camps in various games and sports were also organised. Physical Education Teachers were also trained in various dis- ciplines both in India and abroad.
Cash scholarships of Rs. 50/- per head were given to 125 students. Three Cash Awards of Rs. 600/-, Rs. 150/- and Rs. 100/- were awarded to 3 stu- dents who secured first three positions in School Games Federation of India meet, in one or the other event.
Troops of scouts, guides, cubs and bulbuls have been opened in most of the Vidyalayas. Preliminary training camps for the teachers were organised at regional level. Camp for advance training was organised by the Sangathan at Pachmari in collboration with Bharat Scouts and Guides. In September, 1984 and December 1984, Trekking programmes for scouts and guides were organised to Jamdar Glacier in which 36 scouts and 25 guides partici- pated. Besides, in summer of 1984, 8 teams comprising 145 boys and 136 girls were sent to Pindari Glacier. More than 10,000 students underwent rock climbing training. 189 Adventure Clubs are functioning in different Kendriya Vidyalayas at present.
The Sangathan has set up a separate Hindi Cell for the propagation of Hindi.
CENTRAL TIBETAN SCHOOLS ADMINISTRATION Central Tibetan Schools Administration (CTSA) was set up in 1961 under the Societies Registration Act (XXI) of 1860. The objectives of CTSA are to run, manage and assist institutions for the education of children of Tibetan refugees in India. The work of the administration is managed by the Governing Body. Joint Secretary in the Ministry of Education, in-charge of the work of CTSA is its Chairman. Secretary of the administration is the Member-Secretary of the Governing Body.
The Administration runs 4 Residential Schools at Dalhousi, Darjeeling, Mussoorie and Simla and 31 Day Schools (including 13 branch schools) in different parts of the country. The Administration also gives assistance in the form of grant-in-aid to few institutions being run for the benefit of Tibetan Refugee children.
The total number of students studying in the schools run by CTSA is 10,174, out of which 1739 are boarders and 8,435 day scholars. In residen- tial schools, apart from boarding and lodging, daily necessities and medical
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facilities are also provided free. Mid-day meals, free textbooks, stationery etc. are also provided to all students, including those studying in day schools. The Administration also awards 15 scholarships to Tibetan students for prosecut- ing higher studies. The results of the CTSA Schools in Secondary School Examination and All India Senior School Certificate Examination for the year 1984 was 64.4% and 84% respectively. For the benefit of teachers, ref- resher courses, seminars and symposia are also organised from time to time.
These schools impart education through common media, syllabi and text- books. Schools having Class IX and above are affiliated to the Central Board of Secondary Education, and prepare students for All India Secondary School Examination and All India Senior School Certificate Examination, The curricula, courses and textbooks up to class VIII are those prepared by the National Council of Educational Research and Training. In addition to English, students are taught Hindi and Tibetan languages.
BAL BHAVAN SOCIETY The Bal Bhavan Society (India) is an autonomous organisation registered in 1956 under the Societies Registration Act 1860, and is fully financed by the Government of India. it affords opportunities to children for education through creative, recreational and physical activities that inculcate in them such values as would help them to develop a modern Indian personality with scientific temper. Amongst its various objectives, it aims to act as National Training Resource Centre for Creative Education and to make available to the nation a prototype comprehensive children's institution through Art and Science experience and help children to grow towards national aspirations.
At present, about 40 Bal Bhavan Kendras are functioning in Delhi. The total number of children enrolled for various activities of the Bal Bhavan and Bal Kendras during the year is about 26,000.
Fourth Directors' Conference was organised in April 1984 to bring into focus various organisational aspects and operational mechanism that are needed to fortify the Bal Bhavan Movement. The other objective of this Con- ference was to provide platform for Directors from various States and Dis- trict Bal Bhavans to discuss and inter-act freely and assess and evaluate the work and problems of Bal Bhavans working in various parts of the country. During the year 1984, more than 30 workshops in creative arts were con- ducted by the National Training and Resource Centre. The areas touched during these workshops were: painting, collage, construction, mask making, doll making, music, dance and drama, batik, paper machie and paper work, etc. About 3,000 teachers are expected to be trained during the year in vari- ous activities to transmit this knowlege to the school children under their care.
With its objective to supplement school education and help a child to be rational, creative and constructive and above all to have a scientific temper, National Children's Museum organised 12 exhibitions entitled "Communica- tion through creativity", "Creativity through colours (Basant)", "Chacha Nehru and Children", "National Art Exhibition", "Freedom Fighters (Let us
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remember them)", "Environment and Ecology", "Mahatma Gandhi ki Yad Mein", "Indira Gandhi ki Smriti Mein", "United Nations Organisation", "Toys of India", "We need your Cooperation" etc. These exhibitions were visited by about 29,000 children and 10,000 adults and 45 schools.
A children Film Festival was also organised with the collaboration of Children's Film Society. Nearly 150 films were screened. The Bal Bhavan also organised nearly 10 integration camps for children to give them an opportunity to know each other and reveal their creative potential. Peace March from Bal Bhavan to Shanti Vana in which about 6000 children took part was organised as part of Kaumi Ekta Shivir.
A 3-day Literary Activity programme was organised in collaboration with local Hindi Magazine 'PARAG'. The activities included on-the-spot 'story writing'.
PHYSICAL EDUCATION
Physical Education Policy Physical education and sports are today accepted as an integral part of
and Programmes education all over the world. A new National Sports Policy covering inter-alia
physical education and Yoga has recently been adopted by Government
The new Policy Resolution makes it the duty of the Central and State
Governments to accord a very high priority to the promotion of sports and
physical education in the process of all round development. The Policy also
recognises the need of every citizen, irrespective of age and sex, to particip-
ate in and enjoy games, sports and recreational activities. It, therefore,
enjoins upon the Central and State Governments to provide necessary
sports facilities and infrastructure on a large scale to fulfil the need of every
citizen for participation in these activities.
Besides the above, the following two important developments of recent
origin have also to be taken note of as having a decisive bearing on our pro-
grammes for promotion of physical education:
i) Education coming over to the Concurrent List of subjects.
ii) Generation of a favourable climate for promotion of physical
education and sports consequent upon successful hosting of the IX
Asian Games by India.
Salient features of the programmes of physical education and Yoga, as
implemented during the year, are as under:
Lakshmibai National College The primary object of the College, which is one of the two National Insti-
of Physical Education, Gwalior tutes established by the Government of India in the field of physical educa-
tion and sports, is to provide facilities for training of higher calibre leadership
in physical education for educational institutions and other organisations.
During the year, the College continued to discharge its primary responsibility
of providing teacher training facilities at the graduate and post-graduate
level and also to provide leadership to the Physical Education Teacher Train-
ing Institutions in the country.
During the academic session 1984-85, the total student strength of the
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College was 369 including 93 women. The College had also on its rolls 8 foreign students. Since its inception in 1957 and up to the academic year 1983-84, it has produced 2366 graduate and post-graduate teachers includ- ing 433 women. The College alumni now includes 25 M. Phil. and 3 Ph.Ds. in Physical Education.
Besides its regular teacher training programme, the College continued to provide extension services and refresher courses for the in- service personnel in physical education and sports. The full-fledged Research Division which was set up at the College recently to give due emphasis on research pro- grammes, continued to render useful service and took up a number of research projects. Further, the College continues to implement on agency basis the Central Programmes like National Physical Fitness Programme, National Prize Competition for Published Literature in physical education and sports on behalf of the Central Government.
The National Resource and Documentation Centre in Physical Education, established in the previous year, continued to serve as the clearing house for professional information in physical education and sports for the general public. Besides disseminating professional information on physical educa- tion, the Centre also took up a number of studies and/or compilation of up-to- date information about Physical Education Training Institutions, pay scales of physical education personnel in schools, colleges/universities.
Strengthening of Physical This scheme is a continuing scheme from the Second Five-Year Plan and
Education Teacher Training provides for financial assistance to physical education teacher training insti-
Institutions tutions, both Government and Non-Government, to cover expenditure from
50 to 75 per cent on specified projects for improvement of physical facilities
and other developmental expenditure, like construction of the gymnasium
hall, hostel buildings, administrative block, research laboratory, develop-
ment of play-grounds, purchase of sports/laboratory/research equipment
and the library books, subject to specified ceilings of Central Government
contributions for each project.
Keeping in view the rise in cost of construction and to ensure that the
deserving institutions are effectively assisted for development of their physi-
cal facilities, revised ceilings of Central Government grants are proposed to
be adopted from next year.
Promotion of Yoga Taking cognizance of potentialities of Yoga in promotion of physical fit-
ness, the Ministry of Education and Culture has been implementing since the
Second Five-Year Plan a Scheme for Promotion of Yoga as a part of Minis-
try's overall programme of development of physical education in the country.
It provides for financial assistance to Yoga institutions of all-India character
for maintenance as well as developmental expenditure on promotion of basic
research and/or for teacher training programmes in the various aspects of
Yoga other than the therapeutical aspect. Financial assistance to Yoga Insti-
tutions for promotion of Yoga is being extended by the Ministry of Health
and Family Welfare.
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The Kaivalayadham Shreeman Madhava Yoga Mandi Samiti, Lonavla (Pune) continued to be assisted under the scheme both for its maintenance and developmental expenditure for research and teacher training pro- gramme. The Samiti played host to an International Conference on Yoga and Research during the year, as a part of the Centenary Celebrations of its founder Late Swami Kuvalayananda.
Society for the National The Society for the National Institutes of Physical Education and Sports
Institutes of Physical (SNIPES) was set up in 1965 as an autonomous body to look after the main-
Education and Sports (SNIPES) tenance and administration of the two National Institutes of Physical Educa-
tion and Sports, namely, Lakshmibai National College of Physical Education,
Gwalior and Netaji Subhas National Institute of Sports, Patiala. The Board of
Governors of the SNIPES held during the year three regular and two special
meetings, in addition to the Annual General Body meeting. The Standing
Committee of the SNIPES as well as the other Committees set up by it also
met from time to time to attend to their assignments. The SNIPES has also
set up a Review Committee each for the two national institutes to assess their
working and make recommendations for their development in the coming
years.
The SNIPES continues to function as the national level advisory body to Government on physical education and yoga.
Shri Vidyacharan Shukla, M.P. and present Chairman of SNIPES has been given the rank of a Union Cabinet Minister which is personal to him.
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