SCHOOL EDUCATION AND PHYSICAL EDUCATION
SCHOOL EDUCATION
The main programmes in the field of School Education include:-
(i) Universal, free and compulsory elementary education;
(ii) Vocationalisation of higher secondary education;
(iii) Improvement of quality;
(iv) Intensification of the programme in educational technology in
the context of INSAT;
(v) Introduction of Population Education Programme; and
(vi) Programmes carried out through National Council of Educa-
tional Research and Training.
Other programmes concern the provision of schooling facilities to children
of transferable Central Government employees and of Tibetan refugees in
India; women's education; recognition of school teachers through National
Awards. Welfare of teachers in indigent circumstances; provision of extra-
curricular activities to children through Bal Bhavan Kendras; educational
concessions to children of defence personnel; and implementation of cultural
exchange programmes in the field of school education.
Universalisation of Elementary
Education One of the main objectives of educational development of the Sixth Plan
(1980-85) is to ensure essential minimum education to all children upto
the age of 14 years within the next 10 years. This is with a view to realising
the Constitutional goal of Universal Elementary Education as in Article 45.
Accordingly, elementary education was accorded a very high priority in the
Sixth Plan with a total Plan outlay of Rs. 905 crores (Rs. 851 crores in the
States sector and Rs. 54 crores in the Central sector) or 36% of the total
outlay of Rs. 2524 crores for education. Besides, elementary education as
a whole constitutes an essential component of the Minimum Needs Pro-
gramme (MNP) of the Plan. Since 1982 elementary education has also
been included in the New 20-Point Programme of the Government as Point
No. 16. The target year for realising the Constitutional goal under the New
20-Point Programme is also 1989-90, i.e. the end of the next Plan period.
On the basis of 1981 census estimations for universalisation the total enrol-
ment in 1989-90 would be 1630 lakhs. According to available reports, the
total enrolment in classes I-VIII by the end of 1983-84 is likely to reach
the figure of 1060-75 lakhs.
In the context of the Twenty-Point Programme, a few significant steps
have been taken to gear up the programme of universalisation in the country.
The programme was reviewed at five Regional Conferences (including 3
meetings scheduled to be held in January, 1984) of State Education Secre-
taries, two Conferences of all State Education Secretaries held in New Delhi
(one scheduled to be held in February, 1984); and one Conference of
Central Advisory Board of Education held in New Delhi in June, 1983. The
objective of these Conferences was to take stock of the present position, to
identify problems and to decide on the steps needed for fulfilling the targets.
The programme was also reviewed with particular reference to the nine
educationally backward States at two meetings of the National Committee
on Elementary Education (now designated as National Committee on Point
16 of the 20-Point Programme). Besides, the State Task Forces set up in
of the nine educationally backward States under the Chairmanship of
their respective Education Secretaries held their periodic meetings to review
the progress of the programme in their respective States.
A National Campaign on Universalisation of Elementary Education was
launched in the current year also to highlight the need for community parti-
cipation in achieving the objective. The campaign was extended
whole year to enable States/Union Territories to launch it, according to the
commencement of academic sessions in their respective jurisdictions. The
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campaign, designed to create a climate for nation-wide involvement was re-
lated to increasing enrolment, monitoring attendance, filling up vacancies of
teachers, recruitment of women-teachers on a large scale and popularising
non-formal education.
Free Education According to the Constitutional directive in Article 45, education in all
schools-Government, local bodies and aided-at the primary stage (classes
I-V) and at the middle stage (classes VI-VIII) is free in all States and
Union Territories except for boys in classes VII-VIII 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 & Nicobar Islands, Chandigarh
and Delhi. In Himachal Pradesh the Act covers the entire elementary stage
(classes I-VIII), while in the remaining States/Union Territories it covers
only the primary stage (classes I-V).
Enrolment-Targets and In the base year of the Sixth Plan, i.e. 1979-80, the enrolment at the
Achievements primary stage stood at 710.2 lakhs or 83.72 % of 6-1 1 age-group population
and 194.01 lakhs at the middle stage or 40.16% of 11-14 age-group popu-
lation. 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 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 :-
(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- (Likely (Targets)
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) (85.23) (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 25 lakh children of 6-14
age-group by the end of current Plan period. What is more, the enrolment
ratios in primary, middle and elementary stages will exceed what were
originally targeted for under the Sixth Plan.
Non-formal Coverage In addition to the enrolment position through the formal system indicated
above, it is estimated that, for the country as a whole, coverage under the
non-formal system is likely to be about 35 lakhs by the end of the current
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Plan period. Out of this nine educationally backward States would account
for a 31 lakh coverage. If achieved, the total additional coverage at the
elementary stage is likely to be of the order of 240 lakhs.
The enrolment targets-both in figures and percentages indicated earlier
are based on 1971 census population projections. To achieve the same
percentage of enrolment, i.e., 95 per cent at the primary stage and 50 per
cent at the middle stage, according to 1981 census estimations, the minimum
enrolment should be 264 lakhs.
Enrolment and Retention The elementary age-group out-of-school children, more particularly
Strategy primary age-group, belong to weaker sections including Scheduled Castes and
Scheduled Tribes. Such children are concentrated in the educationally back-
ward States and backward areas/pockets of each State. Further about 70
per cent of the out-of-school children are girls including Scheduled Caste
and Scheduled Tribe girls. The programme of Universalisation is, therefore,
target-group-oriented with concentrated efforts in the educationally backward
States and backward areas/pockets in a State. In this backdrop, the follow-
ing steps have been taken as part of the basic strategy :-
(i) In the country as a whole, nine States have been identified as
being educationally backward. They are : Andhra Pradesh,
Assam, Bihar, Jammu & Kashmir, Madhya Pradesh, Orissa,
Rajasthan, Uttar Pradesh and West Bengal.
(ii) Most of States/Union Territories have identified the backward
areas/pockets for concentrated attention and have quantified the
sizes of non-enrolled scheduled caste and scheduled tribe
children and fixed year-wise targets for enrolment.
(iii) Special efforts are being made by the States/Union Territories
for accelerated coverage of girls including Scheduled Caste, and
Scheduled Tribe girls.
(iv) Efforts are also being made by the States to increase the cover-
age under the incentive programmes like provision of free text-
books and stationery, free supply of uniforms, particularly for
girls attendance scholarships, particularly for girls and midday
meals programme for the benefit of children of the weaker
sections.
Comprehensive measures for reducing drop-out rates have been suggested
to States. These include ungraded school system including 'No detention'
up to class VIII, conversion of single teacher primary schools into two
teacher schools, provision of schooling facilities in all habitations with viable
populations, setting up of early childhood (pre-school) education centres in
rural areas as adjuncts of primary schools, promotion of girls' education
curricular reform, improving physical facilities. improving teacher compe-
tence, community participation and above all large non-formal part-time
education programmes for children who cannot Join and attend formal
schools due to socioeconomic reasons.
Non-formal Part-time Education All the States and five Union Territories are having non-formal educa-
for Elementary Age-group tion programmes for out-of-school children including non-starters and drop-
Children outs. Non-formal education is being developed as a massive alternate sup-
portive system to formal schooling. The main thrust and maximum extent
of coverage is in the nine-educationally backward States, who are receiving
special Central assistance under a centrally sponsored scheme of non-formal
education for elementary age-group children. Started in the last quarter
of 1979-80, the cost of the scheme is being equally shared by the Central
and State Governments. During the year, a total grant of Rs. 7.47 crores
(including grants yet to be released) has been so far sanctioned. A sum
of Rs. 2.71 crores will be released to them shortly as part of 2nd instal-
ment bringing total to Rs. 7.32 crores. The total assistance received by
the States since 1980-81 is of the order of Rs. 16.14 crores out of the
Sixth Plan outlay of Rs. 25 crores. In addition to this, an amount of
Rs. 2 crores was received by the States for this programme in the last
quarter of 1979-80.
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Voluntary organisations in the nine educationally backward States
running non-formal education centres on the State Government pattern and
academic institutions, Government or private in any State/Union Territory
taking up innovative and experimental non-formal education projects are
given central assistance on the recommendation of State Governments. So
far 31 voluntary organisations and 4 academic institutions have been sanc-
tioned grants totalling Rs. 19.12 lakhs out of which the grants given during
the current year amount to Rs. 8.09 lakhs.
Non-formal education programme has gained a good momentum, par-
ticularly in the nine educationally backward States. During 1983-84, the
total non-formal coverage in the entire country has been of the order of
26.64 lakhs through a total number of 1,13,000 non-formal centres. The
nine educationally backward States had during the year a total coverage
of 23.86 lakhs through 1,02,494 centres. Besides, the number of non-
formal centres being run by the voluntary organisations with central grant
is 1,240 with an estimated coverage of 31,000.
In order to increase enrolment of girls in the Non-formal Education
Centres, enhanced (90% ) Central assistance is being given for the estab-
lishment of NFE centres exclusively for girls in the nine educationally
backward States. About 10,000 such NFE Primary level centres are pro-
posed to be set up during the year 1983-84.
Central Paper Assistance for For production of teaching-learning materials, guide books etc. for
Non-formal Education massive non-formal education programme for elementary age-group child-
ren in all the States/Union Territories barring Andaman & Nicobar Islands.
Dadra and Nagar Haveli, Lakshadweep and Pondicherry, the Ministry has
been giving commodity assistance in the form of paper. Under an agree-
ment signed on 20th January, 1980 between India and Sweden for a five-
year period 1979-84, Sweden is giving cash assistance to the tune of
75 million Kronor or Rs. 14 crores. So far a total quantity of 12,650
metric tonnes of paper have been procured and supplied to the States/
Union Territories. State Trading Corporation of India had procured three
varieties of paper through global enquiries including India.
As a result of negotiations for securing external assistance for construc-
tion of school buildings, U.K. Government 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.
The Government of the Federal Republic of Germany has agreed to assist
in, the establishment of Science Workshops for the production of Science
kits for use in elementary schools.
To give a further boost to the programme of Universalisation of Ele-
mentary Education, and to give recognition for excellence in performance
for the spread of girls' education a scheme of incentives/awards is being
implemented. An amount of Rs. 7.00 crores is available for giving awards
at different administrative levels viz. Panchayats blocks/tribal development
blocks, districts and States/Union Territories.
With a view to increasing enrolment of girls, which is a critical target
group it has been decided that 80% of the expenditure on the employ-
ment of women teachers in nine educationally backward States, particularly
in rural/backward/hill/tribal areas, will be borne by the Central Govern-
ment, subject to the State Government providing the remaining 20% of
the expenditure. The scheme will cover appointment of 8000 teachers
in these States.
Central Grant for Early Early Childhood (pre-school) education in rural and backward areas
Childhood Education Centres specially for first generation learning families was suggested under the Sixth
Plan as a distinct strategy for reducing drop-out rate and improving reten-
tion. Early Childhood Education centres are accordingly being set up as
adjuncts of primary and middle schools. The drop-out rate in the case of
children of the weaker sections is highest in the first two classes of the
primary stage. Early Childhood Education for such children is designed to-
wards improving their communication (language) and cognitive (social,
emotional, intellectual and personality development) skills as a sure prepara-
tion for entry into primary schooling. Such centres as adjuncts of schools, will
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also enable their caretakers, usually girls join and attend schools leaving their
siblings in the care of the centres. Both these, objectives would contribute
greatly towards reduction in drop-out rates. A scheme for giving Central
assistance for voluntary organisations for running such Early Childhood Edu-
cation 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. In
the end of March 1983, grants amounting to Rs. 2,97,990 were sanctioned
to the voluntary organisations in the States of Andhra Pradesh, Assam,
Madhya Pradesh, Orissa, Rajasthan and West Bengal for running centres.
During 1983-84, grants amounting to Rs. 8,32,785 were sanctioned.
Curricular Reform Projects The primary education curriculum is mostly knowledge-oriented and,
with UNICEF assistance therefore, not interesting and relevant to the needs and life-situations of
children in diverse areas of the country. This constitutes another potent
reason for high drop-out rates. To make primary curricula decentralized
and relevant to local situations and life needs of children, five projects have
been undertaken with UNICEF assistance. These are : (1) Nutrition/
Health Education and Environmental Sanitation (NHEES) (formal), (2)
Primary Education Curriculum Renewal (PECR) (formal), (3) Develop-
mental Activities in Community Education and Participation (DACEP)
(non-formal), (4) Comprehensive Access to Primary Education (CAPE)
(non-formal) and (5) Early Childhood Education (ECE) (non-formal).
Curricular Reform is mainly academic work. The Central level implement-
ing agency is NCERT. Its counterpart organisations am SCERTs/SIEs.
All the projects are in their experimental phase of implementation. Steps
are being taken for their evaluation as well as wider infusion of concepts
involved and teachniques developed.
Nutrition/Health Education Started in 1975-76 with five regional centres the NHEES project under
and Environmental Sanitation the current MPO period was proposed to be taken up in 14 additional
States/Union Territories covering about 1400 primary schools for experi-
mentation. Under this project, curriculum package bearing on nutrition
and health education and environmental sanitation is developed for pupils
after survey of the area around an experimental school. The project also
involves orientation/training of teacher-educators and supervisors. The five
regional centres, together implemented it in 2295 primary schools covering
2.80 lakh children. During the current MPO period, the additional experi-
mental schools in the new States were to be 1400 primary schools. Out
of 14 additional States/Union Territories, agreements for implementing the
project were executed by 12 States/Union Territories.
Primary Education Curriculum Initiated in 1975-76, the pilot phase implementation of PECR project
Renewal covered thirteen States and two Union Territories till 1980, involving 450
experimental primary schools and 45 teacher training institutions. Present-
ly, it is being implemented by all States/Union Territories except one Union
Territory involving 180 teacher training institutions, 2470 primary schools,
11,000 teachers and 4 lakh pupils. Designed to produce decentralised and
relevant curricula for different areas in a State/Union Territory, curricula
and teaching materials prepared under the project are tried out in the
experimental primary schools, refined on the basis of try-out and feed back
and taken up for wider infusion in the entire State/Union Territory. The
project work also involves socioeconomic and educational survey of the
area, training of key and project personnel of various levels, development
of curriculum plans and books and guides, During the year 1983, 4500
participants were trained. After successful experimentation, the question
of wider infusion has been taken up in a few States/Union Territories like
Maharashtra, Nagaland, Orissa, Rajasthan, Tamil Nadu, Andaman & Nico-
ber Islands, Himachal Pradesh, Haryana, Gujarat, Sikkim and Mizoram.
Some of the States like Sikkim, Nagaland and Union Territories like Anda-
man & Nicober Islands, Pondicherry and Lakshadweep, have started deve-
loping their own need-based curricula and instructional materials for the
primary stage of education.
Developmental Activities in The DACEP project was also initiated in 1975-76 along with the PECR
Community Education and project in the same number of States and Union Territories. Presently, the
Participation project is under implementation in all the States/Union Territories except
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one Union Territory,as in the case of PECR project. The main objectives
of this project are to develop and test new types of educational activities
as reasible means of meeting the minimum educational needs of large
groups that are currently, partially or totally deprived of any form of
education and to test whether by removing the dichotomy between schools
and community, the former can extend its assistance to the latter so that
the school may become a catalyst for social change in other sections of
the community. Under the pilot phase (1976-80) two centres for each
participating State/Union Territory were set up. At present, 102 com-
munity centres have been established under the project. In terms of enrol-
ment, 80 of the 102 centres for which information is available and a total
enrolment of 8383. Curriculum materials for non-formal education of the
age-groups 3-4, 6-14 and 15-35 years and above are being developed
to meet the educational needs of the total community in the project area.
Some of the good materials prepared for the age-group 6-14 and 15-35
years have been accepted by the concerned States for a wider use in the
centres for non-formal education in the respective age-groups.
Early Childhood Education The forerunner of the ECE project in the Children's Media Laboratory
(CML), a central level activity started in 1977 in NCERT. Under the
present MPO period, ECE project has two components, namely, continua-
tion of activities under the CML and taking up the project in its experi-
mental phase in 11 States/Union Territories. Under the first component,
play materials, picture books, graphics and radio, and audio-visual materials
for pre-school age-group children are developed. Under the second com-
ponent, efforts are being made to develop new capacity for the training of
pre-school teachers, extension of research and developing activities and
development of model pre-school centres. While the CML activities have
been continued during the present MPO period, the project was offered to
11 States/Union Territories for participation. Out of these, nine States
have executed agreements. The project is being implemented in one
teachers' training institute and 65 ECE centres in each of these States. 113
pre-school teachers from the States of Bihar and Orissa were trained, 103
supervisors were trained in the orientation courses in the States of Bihar.
Orissa and Karnataka, 24 handbooks for use of pre-school teacher educators
have been developed in Karnataka, Maharashtra, Orissa and Tamil Nadu,
142 draft booklets for children were developed in the States of Karnataka,
Orissa and Tamilnadu, 7 booklets for pre-school children and 13 handbooks
for pre-school teachers have been published in Maharashtra.
Comprehensive Access to The project CAPE, taken up for implementation in 29 States/Union
Primary Education Territories is aimed at preparing relevance based learning materials (epi-
sodes) for use in the net work of non-formal learning centres around a TTI
Decentralised curricula according to the local situations and life-needs of
out-of-school children are developed through the introduction of training-
cum-production mode as a compulsory part of the training programmes
in the TTIs like practice teaching. The project is being carried out in three
phases. The first phase, covers activities relating to the development and
production of learning episodes in sufficient quantity and variety. The
second phase includes activities on the establishment/adoption and running
of non-formal learning centres. The third involves activities leading to the
establishment of evaluation centres and accreditation services. The progress
has not been uniform in all the States/Union Territories but substantial
work has been done. A series of orientation/training courses and work-
shops for the team members of the State-level implementing agencies,
principals of training institutions, teacher educators and education officers
have been conducted. 30 SIEs/SCRETs/SIERT/DSERT/SISE and 980 ele-
mentary teacher training institutes (TTIs) inservice teacher training centres
in the country are involved in the implementation of the project. Since the
commencement of the project 150 RDRC (SIE/SCERT) team members
have been trained on the methodology of developing and processing of learn-
ing episodes, 893 principals of TTIs/ITTCs have been oriented to the acade-
mic and administrative aspects of project CAPE and 5741 teacher educators
of TTIs and 1201 inservice teachers have been trained on the methodology
of developing learning episodes while 3,009 teacher educators of TTIs
ITTCs have been trained on the methodology of processing of learning
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episodes, 818 teacher educators of TTIs have been trained on the metho-
dology of developing learning materials for learners having low or no read-
ing ability, 1974 Education Officers at the district and block levels have
been oriented to the planning and management aspects, 337 art teachers,/
artists have been trained on the methodology of developing illustrations for
learning episodes. 13 States and 2 Union Territories have revised the
elementary teacher education curricula and 15 States and 2 Union Territories
have introduced the training-cum-production mode in TTIs for develop
ment and try-out of learning episodes. About 400 Modules developed by
teacher trainees of TTIs/ITTCs/in-service teachers have been processed for
publication and 209 learning episodes (in the form of capsules) have been
published by the States of Andhra Pradesh, Assam, Bihar, Haryana, Madhya
Pradesh, Orissa, Tamil Nadu and Uttar Pradesh.
National Awards to Teachers The scheme of National Awards to Teachers introduced in 1958-59,
was continued. The award consists of a silver medal, a certificate and a
cash amount of Rs. 1500/-.
The function for the distribution of the 1982 National Awards to
Teachers was held on Teachers' Day i.e. 5th September, 1983 when the
President gave away the, Awards. One hundred and five teachers were
selected for the National Awards from all over the country. Of these, 57
were primary teachers, 43 secondary teachers, 4 teachers of Sanskrit
Pathshalas and 1 Arabic/Persian Teacher.
From the year 1983, the number of awards have been increased from
124 to 186. So far 140 teachers have been selected for the 1983 National
Awards. Of these, 75 are primary school teachers, 60 secondary school
teachers and 5 Sanskrit/Arabic teachers.
Training Awards Under the Under the All India Mathematics Education Project, 23 fellowships were
British Technical Cooperation available this year for training teachers in Advanced Mathematics at the
Training Programme Centre for Advancement of Mathematical Education and Technology,
Loughborough, England. All the 23 awards have been utilised and the
persons selected are receiving training in the U.K. The persons were
selected from Punjab, Goa, Pondicherry, Arunachal Pradesh, Delhi,
Chandigarh, Kendriya Vidyalaya Sangathan and Regional Colleges of Edu-
cation at Ajmer, Bhopal, and Mysore. Twenty Awards are available under
the All India Science Education Project. Nine teachers each were selected
from Uttar Pradesh and Madhya Pradesh and 2 from the Regional Colleges
of NCERT. The teachers have already proceeded to the U.K. for the
training. In addition, three short-term fellowships have been offered for
the staff of NCERT/SCERTs to familiarise them with the programme for
the success of the follow-up activities.
In order to meet the training requirements for educational technology,
the British Council have provided 15 awards for the purpose. Seven per-
sons have undergone training in educational technology this year. Several
nominations are presently under consideration of the British Council which
are likely to be finalised shortly.
N.C.C. Junior Division Troops in The Ministry shares the expenditure on this activity with the Ministry
Central, Public and Residential of Defence on 60 : 40 basis. An amount of Rs. 5.60 lakhs has been
Schools released to the Directorate General, NCC for this purpose.
Education 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 all instruction tech-
nology, including radio and television. The Scheme is implemented through
Educational Technology Cells in the States and the Centre for Educational
Technology in NCERT.
ET Cells Under the old Educational Technology Programme, central assistance
was available to the State Governments for the programmes and establish-
ment of the ET Cells for a period of five years after which they became the
responsibility of the State Governments. In view of the achievements under
this scheme and in order to consolidate the impact of the programme, ET
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Cells are being considerably strengthened in all the States. ET Cells are
also being set up in the Union Territories. This is being done through a
revised Educational Technology Scheme under which limited production
facilities are being given to ET Cells along with the necessary academic and
technical staff. This will enable the ET Cells to experiment in the produc-
tion of radio/TV programmes and prepare them for ready participation in
the INSAT Project in the future. The revised scheme was circulated to
the States/Union Territories in November, 1982. Central Assistance
under the revised scheme is available for a period of five years. So far the
response from the States has been very limited and central assistance has
been availed of by only a few States/Union Territories.
INSAT Under the INSAT for Education project programme, production centres
are being set up in the six INSAT States, namely, Andhara Pradesh, Orissa
Gujarat, Maharashtra, Uttar Pradesh and Bihar in a phased manner. The
responsibility for construction of the permanent building of five SIETs and
also the CIET has been entrusted to the Department of Space. Since
the permanent building of the production centres will be ready only by the
end of 1985, it has been decided to set up a temporary studio in each of
the six States by converting a suitable, building for this purpose. These
temporary studios are likely to become operational by mid 1984. Orders
for the equipment required to make the temporary studios operational have
been placed by NCERT. Hundred per cent central assistance is being
provided to the INSAT States for setting up the production centres.
Central Institute of Educational A Central Institute of Educational Technology has also been set up in
Technology NCERT by merging the existing Centre for Educational Technology and
Department of 'reaching Aids and considerably strengthening it. The
INSAT TV service is presently operational in Andhra Pradesh, Orissa and
Maharashtra. Educational programmes for this service are being produced
jointly by CIET and Doordarshan i.e. 160 programmes by CIET and 240
by Doordarshan. The CIET will increasingly take the responsibility of
additional programmes. Once the State production centres become func-
tional, the programmes will be produced by the respective production
centres for their own States. In Gujarat, Uttar Pradesh and Bihar ETV
service is likely to start from August, 1984.
Radio Utilisation National Guidelines for educational broadcasting have been circulated
to all States/Union Territories for guidance. A Study Group on Radio
Utilisation for Education has been set up. It is likely to submit its report
before the end of 1983-84.
Value Orientation in Education In the context of the erosion of values that is taking place, the need for
value orientation in education at all levels has been urged. The Ministry
of Education had appointed two Working Groups, one to review the teacher
training programmes 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. During 1982-83
the Ministry of Education & Culture has sanctioned grants to the Rama-
krishna Institute of Moral and Spiritual Education, Mysore and to Bal Vikas
Education Trust, Bombay for maintenance and running of these Institutions
for teacher training. The Ministry has also prepared a scheme for giving
grant-in-aid to institutions working in the field of Value oriented education.
The NCERT has been working on preparation of a model scheme on
moral education. A guide for the development of curriculum of moral
education for schools has already been prepared. 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.
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A scheme for setting up a resource centre for promotion of value-
oriented education has also been prepared by the Ministry.
10+2+3 Pattern of School The 10+2 pattern of school education has so far been adopted by 26
Education States 'Union Territories and also by the schools affiliated to the Central
Board of Secondary Education. The States of Haryana, Himachal Pradesh,
Madhya Pradesh, Punjab and Rajasthan are still having 11 years school
system although the State Government of Punjab have decided in principle
to switch-over to the 10+2 system of education. 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
2. Assam
3. Bihar
4. Gujarat
5. Jammu & Kashmir
6. Karnataka
7. Kerala
8. Maharashtra
9. Manipur
10. Meghalaya
11. Nagaland
12. Orissa
13. Sikkim
14. Tamil Nadu
15. Tripura
16. Uttar Pradesh
17. West Bengal
18. Andaman & Nicobar Islands
19. Arunachal Pradesh
20. Chandigarh
21. Dadra and Nagar Haveli
22. Delhi
23. Goa, Daman & Diu
24. Lakshadweep
25. Mizoram
26. Pondicherry
Vocationalisation of Higher Vocationalisation of higher secondary education is a major step in the
Secondary Education re-construction of the present educational system. Under the 10+2 pattern
of 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,
Andaman & Nicobar Islands, Delhi and Pondicherry.
An inter-ministerial Steering Committee under the Chairmanship of
Education Secretary has been set up by the Ministry of Education to over-
see the implementation of the programme of vocationalisation. The Com-
mittee has urged upon all States and Union Territories to earmark adequate
funds in their annual plans for vocationalisation of education which cons-
titutes a major segment of school education. The Committee has also
made a number of recommendations for expeditions implementation of this
programme.
The Ministry of Education continues to provide technical support to
the States/Union Territories through the National Council of Educational
Research & Training. The Council provides services such as guidelines and
training to personnel for vocational services, development of curricula and
instructional materials, training of teachers for vocational courses, orienta-
tion programmes for teachers and officials, organisation of national seminars
11
and workshops. Every effort is being made to promote vocationalisation
to the maximum extent.
Population Education Programme The National Population Education Programme Education launched by the Gov-
ernment of India w.e.f., April 1,1980 has reached its fourth year. This
programme, which is designed to introduce Population Education in the
formal system of Education with a view to creating in the young generation,
an adequate awareness of the Population problems and realisation in this
regard of its responsibilities towards the nation, is now being implemented
in all the Union Territories except the Union Territories of Lakshadweep
and Arunachal Pradesh. Efforts are being made to bring these Union
Territories within the ambit of this programme.
Government of India have set up a National Steering Committee with
overall authority for coordination as well as implementation of the pro-
gramme. Six meetings of the Committee have been held so far.
Project Progress Review and Tripartite Progress Review meetings of
representatives of the Ministry of Education, NCERT and UNFRA officials,
have been held from time to time to assess the progress of the programme.
The total Plan outlay for this programme is Rs. 4.26 crores.
Review of School Textbooks It has been decided to undertake an immediate review of school text-
books in all States/Union Territories from the point of view of national
integration. To begin with, textbook,; in history and languages are to be
evaluated followed by a similar review in other subjects. The attempt is
to bring out revised textbooks from 1984-85 academic session.
In view of the enormity of work involved, the programme is being
implemented on a decentralised basis. The NCERT have prepared the
books and guidelines for the State (Governments/Union Territories. All
the State Governments/Union Territories have now undertaken the pro-
gramme of evaluation of school textbooks from national integration angle.
The work of evaluation is at various stages of progress in the States/Union
Territories. Six States/Union Territories have completed the work and
have revised the textbooks from 'national integration angle. The Union
Territories of Arunachal Pradesh, Chandigarh, Dadra & Nagar Haveli,
Lakshadweep, Pondicherry, Andaman & Nicobar Islands are using the text-
books of neighbouring States or those of NCERT.
The NCERT as well as Central Board of Secondary Education have
also revised their textbooks.
At the national level, the Government of India has set up a National
Steering Committee for evaluation of textbooks which will, among others,
consider the evaluation reports, from the State Evaluation Groups/NCERT,
review the progress of this programme and indicate policy guidelines for
future action.
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND
TRAINING
National Council of Educational Research and Training (NCERT),
established on September 1, 1961, is an autonomous organisation registered
under the Societies Registration Act (1860) and functions as an academic
adviser to the Ministry of Education and Culture. The Council is fully
financed by the Government. The objectives of the NCERT, as indicated
in its Memorandum of Association, are assist and advise the Ministry of
Education and Culture in implementing policies and major programmes in
the field of education, particularly school education.
During the year, NCERT activities related to the development of new
forms of pre-school education, completion of third survey of research in
education, curriculum research and evaluation, revision of school syllabi
and textbooks, development of textbooks for teacher education, preparation
of panels of the freedom movement and value orientation in education.
Also, programmes concerned Urdu textbooks preparation, Science club kit
12
development, integrated education of the disabled, teacher training in
science and mathematics education, prototype educational television pro-
grammes, etc.
New forms of Pre-School The Council organized, in collaboration with UNESCO Regional Office
Education for Education in Asia and the Pacific, Bangkok, a six-days study group
meeting on development of new forms, of pre-school education during April
25-30, 1983. Experts from Afghanistan, China, Maldives, Sri Lanka,
Nepal and India participated. Framework for the design of new forms of
pre-school education was developed with particular reference to children
from disadvantaged environments and for mass implementation. Alterna-
tive models, capable of teaching children on a mass scale were discussed.
Third Survey of In order to know the trend in educational research, education in differ-
Research in Education ent fields and to inform educational scholars and other concerned with edu-
cational programmes, NCERT has conducted the third survey of research
in education. The survey contains about 1500 abstracts of Ph.D. theses
on philosophy, History, sociology, economics, measurement, guidance,
counselling, curriculum, languages, technology, teacher management,
administration, and non-formal education. It contains a separate chapter
on India education abroad. The publication is likely to be released by the
middle of 1984.
Educational Surveys and Data A UNICEF financed research project on educational backwardness
Processing of girls was taken up in Andhra Pradesh, Bihar, Haryana, Jammu &
Kashmir, Madhya Pradesh, Orissa, Rajasthan, and Uttar Pradesh. During
April 19-23, 1983, NCERT, in collaboration with UNESCO, Pans organi-
sed a seminar on experimental application of sample surveys in collection
of educational statistics and control their quality. A study of the impact
of CARE-assisted midday meals programme on enrolment and retention
rates at primary stages was completed. A sample study of stagnation and
drop-out at primary stage was undertaken in nine educationally backward
states. Sample survey of educational facilities for Scheduled Castes/Schedul-
ed Tribes was also undertaken in Rajasthan.
Monitoring And Evaluation of In all 612 participants from Jammu and Kashmir, 311 participants from
Universalization of Elementary Orissa, and 557 participants from Rajasthan took part in 3 planning, 8
Education Programme orientation, 2 monthly review and a quarterly meetings held at State, district
and block levels in the three States where experimental application of the
tools for monitoring and evaluation of universalization of elementary educa-
tional programme has been taken up for both formal schools and non-formal
education centres. A joint meeting of the personnel from the States in-
volved in the project was held during October 12-13, 1983 at Delhi.
Comprehensive Access to Under the UNICEF aided project on Comprehensive Access to Primary
Primary Education Education, started in 1979, NCERT continued to produce with the involve-
ment of 30 SCERTs/SlEs and 980 TTIs/ITTCs, learning episodes and local
specific teaching content. These materials are based on critical competen-
cies and expected behavioural outcomes and for the age-group 9-14 cover-
ing a total learner engaged time of about 2400 hours each. Learning
material is relevance based, problem centred and work-oriented.
Community Education Under the UNICEF assisted project on Developmental Activities in
Participation Activities Community Education and Participation, launched in 1975-76 a package of
educational services, continued to be developed for four different age-groups
of learners, viz. 0-3 and mothers, age group 3-6; age-group 6-14 and age-
group 15-35. As a result of the activities under the project literacy war,
revised from 3O% to 60% in a Madhya Pradesh Community; and the level
of enrolment of children in the age-group 6-14 was revised to 100% in
another Madhya Pradesh community. In an Orissa community, the literacy
percentage is reported to have increased from 20% to 54% over a period of
three years.
Curriculum Research and A study has been recently completed with a view to obtaining feed-back
Evaluation from three States regarding implementation of curriculum under 10+2
pattern of school education. A preliminary research study has recently
been undertaken with a view to determining how far the curriculum in
13
vogue has in its various aspects, the potentiality of fulfilling the basic role
expected of it under the new pattern. Curriculum resource centre has col-
lected valuable relevant information and material to disseminate latest ideas
through brochures.
impact of Primary Education Maharashtra and Orissa have developed state curricula based on
Curriculum Renewal Project NCERT project on Primary Education Curriculum Renewal. Tamil Nadu
has adopted textbooks developed under this project in mathematics for
class I and II. Himachal Pradesh has, adopted textbooks in language,
mathematics and environmental studies. Sikkim has decided to introduce
the textbooks developed in English for class I. Haryana has, decided to
adopt teachers' guides developed under the project. Mizoram has pro-
gressively adopted language textbooks developed for grades I to IV and
textbooks in environmental studies for grades II to V. Andaman and Nico-
bar Islands, Lakshadweep and Pondicherry have started developing their
own curricula and instructional materials for primary stage on this project
pattern.
Revision of School Syllabi and The first year of the cycle for the revision of school syllabi and text-
Textbooks books has been initiated. The activities will be intensified in the next year
so that revised books become available in a phased manner from 1985 aca-
demic session. Committees for the purpose have been formed and work-
shops have been undertaken.
Textbooks in Teacher Education Textbooks on "Teacher and Education in the Emerging Indian Society",
were brought out. Textbooks on "Health and Physical Education, Recrea-
tion and Games" and on "Teaching of Science in Elementary Schools" are
being prepared. A handbook on "Core Teaching Skills-Microteaching
Approach" has been prepared, publications on "Curriculum, and Evalua-
tion". "Educational Psychology", and "Content-cum-Methodology of
Teaching Mathematics" are in Press
Freedom Movement Project
Panels NCERT has been developing an album on India's freedom struggle
The album comprises eighty panels of visual materials with brief write-ups
on cacti panel and documentation of different phases, aspects and events
of the freedom struggle from original sources. The visual part has over
1000 photographs and the documentation part 2,00,000 words. It will be
useful to the reaching of freedom movement and could be of interest to the
general readers.
Conducting, Youth Parliament The Council has developed the manuscript of a handbook entitled
Competitions "Conducting Youth Parliament" in collaboration with the Department of
Parliamentary Affairs, Government of India, to be used by students and
teachers for organizing youth parliament competitions in their respective
schools. The scheme to hold such competitions has been in operation for
the schools of Union Territory of Delhi since 1965 and has now been ex-
tended to other parts of the country as well.
Value Orientation in Education A meeting of the working group on value orientation in education was
held on August 11, 1983. It has been decided to constitute advisory commit-
tee on education and values under the chairmanship of Dr. D. S. Kothari,
to lay down guidelines for moral education. It has also been decided to
prepare graded curriculum in moral education for classes I to XII. Two
supplementary readers on moral education for school children of secondary
stage are under preparation.
Preparation of Urdu Textbooks Guidelines for writing model textbooks in Urdu have been prepared and
finalized. Three workshops have been organized for consideration and
finalization of the manuscripts of the textbooks for classes VI, VII and IX
in the months of May, July and September 1983. Consideration and finaliza-
tion of the manuscripts for classes I to III have been undertaken
Science Club Kit Development NCERT has developed a science club kit containing 58 items of hand
tools, instruments, consumables and first aid. The kit facilitates fabrication
of articles/models generally required by students and teachers for setting up
experiments and preparing science exhibits. The kit is being demonstrated to
school teachers.
14
14 A
National Science Exhibition for The 13th annual national exhibition for children was organised
Children in Lucknow during November 10-16, 1983. The theme for this year's
exhibition was "Science, and Technology of Productivity. Exhibits pertained
to energy saving devices; recycling of waste and control of pollution; food
production and preservation; natural and man-made, fibres; appropriate
technology for rural areas; and other innovations. NCERT had also brought
out a booklet entitled "Structure and Working of Science Models" on the
occasion.
Vocationalisation of Education NCERT organised three workshops to develop and revise, 20 syllabi in
vocational courses, identify minimum competencies, and to analyse syllabi
for skill components. Three orientation programmes were organized for key
officials of Haryana, Orissa, and Andhara Pradesh to finalize them with the
conceptual framework underlying vocationalization programme. Instructional
materials including teacher guides in vocational areas of agriculture, com-
merce, paramedical, and technology were finalized and made available to
selected schools for try-out.
Socially Useful Productive Work A National Seminar on socially useful productive work was organized in
April, 1983 at Delhi to take stock of the present situation in the States.
More than 40 key persons were oriented about SUPW and were trained in
several activities in an orientation programme in Ujjain (Madhya Pradesh)
in August 1983. Other programmes included curriculum development in
Punjab, regional seminar on SUPW at Ernakulum (Kerala) and evaluation
study programme of Madhya Pradesh.
National Population Education, A project progress review meeting was organized at the national level in
Programmes June, 1983 to consider revised work plan for population education. National
workshops were, organized during April and October, 1983 to develop
materials for radio and television. Another workshop was organized during
April 4-10, 1983 to develop curricular materials for the out-of-school child-
ren of the age-group 9-14. A battery of tests on population awareness was
developed.
Scheduled Castes and Scheduled A study of the methods, processes and practices of non-formal education
Tribes, Education programme in tribal areas was completed for Andhra Pradesh, Gujarat,
Madhya Pradesh, West Bengal and Rajasthan. Another study Of the nature
and extent of community participation and its effectiveness in educational
developments of Scheduled Tribes in Nagaland, was also completed. A study
of the interrelationship between education of the Scheduled Tribes and their
socio-economic mobility was undertaken
Measurement and Evaluation A three-week training course in educational evaluation for 21 senior
officers of the Indian Air Force was conducted in November, 1983 to deve-
lop objectives and sample question papers in science, mathematics, English,
war-studies and current problems. Two months attachment was provided
to a UNDP sponsored Fellow from Sri Lanka to develop expertise in paper
setting for vocational subjects. An expert from Thailand, Bangkok, was pro-
vided with internship in talent search. Other research, development, training,
consultancy and publication programmes in examination reforms, both
internal and external, continued as usual.
Textbooks Evaluation From NCERT has undertaken the evaluation of school textbooks from the
National Intergration View Point stand-point of national integration, in the subjects of History and Languages.
States and Union Territories have been asked to evaluate their textbooks
under guidelines drafted by NCERT. A suggested procedure for carrying
out the programme has also been finalized. State agencies undertaking
evaluation of textbooks have been identified. Tools and techniques for
evaluation have been identified. Evaluates criteria has been prescribed.
National Talent Search To identify talented students at the end of school classes X, XI and
Scholarship Examination XII and to give them financial assistance to continue education, the
National Talent Search Examination was conducted in May, 1983. The
number of students who took the annual written examination at 443 centres
15
and those who were selected for scholarship at various stages, are given
below
Class Stages Number General Number SC/ST Total Number
Appeared Selected Selected Selected
X 42964 340 35 375
XI 5744 136 14 150
XII 25389 204 21 225
TOTAL 74097 680 70 750
Educational And Vocational A study of psychological characteristics vis-a-vis educational and voca-
Guidance tional planning of Scheduled Caste boys enrolled in high schools has been
undertaken. The study of the, relationship between educational and voca-
tional planning, academic achievement and selected psychological and home,
background variables of tribal high school students, was continued. Thirty-
two trainees have joined the 23rd Diploma course in Educational and
Vocational Guidance.
Centres for Continuing Seventy-seven centres for Continuing education were functioning in
Education different States and Union Territories of the country. They provide
orientation courses to secondary school teachers and primary school teacher
educators. The annual budget is shared by the Central and the State
Government on 50-50 basis. NCERT share of the grant-in-aid to the
majority of the centres has been released.
Integrated Education of the In April, 1983, the course outline for a 6-month training course for key
Disabled persons in integrated education of the disabled was prepared. Syllabus for
one year course for the training of teachers on visual handicap was developed
in a working group during September 12-15, 1983. The draft syllabus for
B.Ed. (Special Education) has been prepared. A three-day behaviour
modification workshop on neuromuscular and Orthopaedic handicap was
organised during July 19-21, 1983. A 12-week ocurse for key persons in
the integrated education of the disabled was organised during May-July,
1983.
Regional Colleges of Education Regional Colleges of Education at Ajmer, Bhopal, Bhubaneswar and
Mysore conducted various pre-service and in-service courses. Summer
School-cum-Correspondence Courses for untrained graduate, teachers conti-
nued to be organised. Extension programmes were undertaken in SUPW
vocationalization, research methodology etc. Research publications were
taken up. Constituent Demonstration Schools functioned, as usual.
Field Units Extension Work Seventeen field units of the NCERT in Ahmedabad, Allahabad, Banga-
lore, Bhopal, Bhubaneswar, Calcutta, Chandigarh, Gauhati, Hyderabad,
Jaipur, Madras, Patna, Simla, Shillong, Srinagar and Trivandrum continued
extension programmes related to intensive improvement of classroom teach-
ing, good school practices, encouragement for innovations, exhibitions of
learning materials, seminars of Key personnel, conferences of state officers,
workshops for supervisors courses for teacher-educators, working groups
for career masters and meetings of the heads of educational institutions.
Teacher Training in Science and Selection of teachers for undergoing training in the U.K. in advanced
Mathematics Education methods of teaching science and mathematics was conducted. Twenty-
three teachers in mathematics and twenty teachers in physics, chemistry
and biology have been selected for nine months' training course in Lough-
borough University and Centre for Science and Mathematics Education,
Chelsea College, Chelsea. Newly developed selection tools involved exten-
sive and intensive evaluation of the candidates' merits in a five-day seminar
followed by an interview.
Prototype Education Television NCERT television programmes meant for primary school students and
Programmes teachers of rural areas in Andhra Pradesh and Orissa are of 20 minutes
16
16 A
duration each benefiting 600 villages in each of the States. These prog-
rammes are beamed through ground stations and INSAT-IB. These are
supported by research, development and training activities in film produc-
tion and audio-visual education.
Teaching Aids orientation programmes were organized for four WHO/UN/UNDP
Fellows from Nepal/Afghanistan during 1983 in the areas of silk screen
printing, photographic appreciation, filmstrip production, etc. A training
course in educational technology and its application in the production of
video programmes was conducted in September 14-27, 1983. Workshops
were conducted for the preparation of self-learning cards, charts, low cost
teaching aids, films for INSAT-IB, tape-slides, video-tapes, etc. Orienta-
tion training was provided in the operation and maintenance of audio-visual
equipment including operational part of 16mm film projector and other
audio-visual gadgets.
National Integration Camps National integration camps for school continued to bring children and
teacher together from different States to provide an opportunity to them to
live together, understand each other, and appreciate the diverse cultural
heritage of India. Community singing has been launched as a mass move-
ment. Apart from organizing training camps for teachers in community
singing, cassettes containing songs selected from regional languages have,
been distributed for use in schools.
NCERT Journals The "Primary Teacher" (English) and "Primary Shikshak" (Hindi)
continued informing practising teachers, about the innovative ideas and prac-
tices. "School Science" served as an open forum for the discussion of
various aspects of science education, its problems and prospects, "Indian
Education Review" provided a medium for dissemination of the findings
of educational research. The "Journal of Indian Education", a bimonthly
encouraged original and critical thinking in education through discussion of
current educational problems and views.
Publications The Council continued producing, distributing and supplying school
textbooks. instructional materials, supplementary readers, students' work-
books, teachers' guides/manuals, research studies/monographs, hand-
books, brochures, and reports. NCERT exhibited its publications at a
number of national and international book fairs/exhibitions. Copyright
permission to some State Governments and other agencies was given to
adopt/adapt and publish its textbooks and other publications.
International Contacts A number of NCERT officers were deputed to participate in Unesco's
activities during the year. Large-number of foreigners visited the Council
in different areas of specialization. NCERT continued to work as an asso-
ciated centre for the Asian Programme of Educational Innovations and
Development, and undertook a number of bilateral cultural exchange prog-
rammes with different countries of the world.
CENTRAL BOARD OF SECONDARY EDUCATION
The Board of High School and Intermediate Education, Rajputana
including Ajmer, Mewar, Central India and Gwalior was established in 1929
by a resolution of the Government of India. In 1952, the, Board was given
its present 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 students who have to move from
State to State. It was reconstituted in July, 1962.
The schools of 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 educa-
tion. The schools affiliated to CBSE are expected to provide uniform
schoold education cutting across state borders and linguistic areas. The
underlying idea is to promte natinal integration through inter-State
mobility of students. This arrangement also helps children of transferable
persons to pursue uninterrupted studies.
17
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 and Culture. The Board functions through
a number of committees. There are 7 major committees of the Board
which have different functions catering to the needs of the Board.
The Central Board is not merely an examining body. It is an educa-
tional 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 examinations, arrange inspection of
schools for granting affiliation, conduct examinations, prescribe courses
and syllabi, organise orientation programmes, undertake development and
publication of textbooks when found necessary and to submit to the
Government of India its views on educational matters and policies.
With the launching of Open School experiment in 1979, CBSE is also
directly involved in the course development and material preparation for
the adults enrolled under this scheme. This innovation is unique in the
sense that the dropouts, semi-literates, people in jobs, housewives etc. also
get an opportunity to pursue their studies at their own pace and without
any rigidities of the formal system of education.
Curriculum Development One of the important functions of CBSE is to develop curricula for
secondary and senior secondary stages. Examinations of the Board are held
on the basis of the curricula developed and prescribed in the schools affiliated
to it.
In the academic session 1982-83, secondary stage curricula have been
re-written in Hindi (Courses A & B), Science and Mathematics.
Publications The Board undertakes publication of a few textbooks and occasional re-
ports. During 1983, the Board brought out seven new textbooks in Hindi
for the secondary level-four in Course "A" and three in Course "B". For
science and mathematics, the Board has decided that there will be only one
course of studies; i.e., it will not be differentiated into "A" and "B" levels.
Textbooks for the revised curricula are under preparation in collaboration
with NCERT and are expected to be introduced from 1985 academic
session.
Support Material for Teachers With a view to help teachers, support material in the form of Curriculum
Guides, 'Learning Objectives' in Science Courses A & B; Research/Work-
shop reports such as 'Examiners Report', 'Improving Evaluation', 'Effective
School Management', were published and circulated.
Open School Formal strategies are inadequate to translate the Constitutional goal of
providing educational opportunities to all children in the 6-14 age group.
Also, if we want to make a breakthrough in industry and farming, it is essen-
tial that all adults in the productive age groups are offered literacy skills of
functional nature.
Accordingly, CBSE, in pursuance of its objectives to reach the disadvan-
taged sections of population such as school drop outs, working adults who
have little time to attend regular schooling and the backward sections of the
society who, because of traditional outlook, are not in a position to appre-
ciate power of the printed work in the modern age, started Open School
Project in July, 1979.
The Open School, apart from offering Certificate course, is also
organizing vocational need-based courses that could improve the perfor-
mance of adults on the job and increase their promotion prospects. The first
registration to the secondary level Certification began in 1981 and the first
examination was held in 1983. Over 70% enrolees in the Open School are
in the age group of 17-35 and about 48 per cent employed. Concerted efforts
are afoot to attract tribal and,backward population of Rajasthan, Assam,
Andhra Pradesh, M.P. etc. towards this non-formal method of schooling.
Workshops and Seminars etc. (i) This year, a 2-day seminar on SUPW was organised in collabo-
ration with convorsazione. An Intensive Workshop of 40 days-
26th March to 5th May, 1983 in Curriculum Preparation was
18 organised for 10 American Curriculum specialists selected by the U.S. Department of Education. This workshop offered opportunities to participants to update their information on specific project of curriculum development.
(ii) National Conference on Open Learning System : The Board also organised a three-day National Conference from May 27-29, 1983 at India International Centre in which the concepts, scope and approaches in the Open Learning System as well as curri- culum design, learning strategies and evaluation techniques were discussed. One of the main recommendations made at the Conference was that Open Learning must be accepted as an effective alternative channel of 'education, complementary to the formal system.
(iii) COBSE Conference The 13th COBSE Conference was hosted CBSE at India International Centre in New Delhi on December 13-15, 1983. In all, 22 delegates representing 19 Boards met and discussed matters of mutual interest. The inaugural speech was delivered by the Hon'ble Deputy Minister of Education & Culture, Government of India. Innovations in the Conduct of Examinations This year, question papers for examinations for the Centres in Delhi were stored in Bank Branches for ensuring secrecy as well as timely distribution. The experiment proved successful and is proposed to be continued and extended to other areas also during the ensuing examinations. The Board also introduced centralised evaluation on a limited scale. This way, the evaluation of answer scripts was possible with full care and secrecy under close supervision.
In pursuance of the recommendation of the study of the Indian Institute of Public Administration on the restructuring CBSE, the position of Director of Open School was upgraded and made equivalent to the Secretary. Similarly, two more posts-one of Controller of Examination and the other Director of Academics--of equivalent rank have been created. With the terminal responsibilities vested with the departmental heads, the Board, it is hoped, will become a better serving agency.
CENTRAL TIBETAN SCHOOLS ADMINISTRATION The Central Tibetan Schools Administration (CTSA) was set up as an autonomous organisation in 1961 under the Societies Registration Act (XXI of, 1960). The objectives of the Administration 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 a Governing Body. Joint Secretary in the Ministry of Education & Culture incharge of work of CTSA is the Chairman of CTSA. Secretary of the Administration is the Member- Secretary of the Governing Body.
The Administration runs residential schools at Dalhousie, Darjeeling, Mussoorie and Simla and day schools at Bylakuppe, Kollegal, Gothengaon, Mirik, Ghoom, Chowkur, Chandragiri, Miao, Gurupura, Kalimpong, kurseong, Mainpat, Mundgod, Sonada, Tenzingaon and Tezu. The Admi- nistration also gives assistance in the form of grant-in-aid to a few institutions being run for the benefit of Tibetan rufugees' children.
The total number of students studying in the schools run by the Adminis- tration is 11,500, out of which 1,765 are boarders and 9,735 day scholars. In residential schools, apart from board and lodging, daily necessities and medical facilities are also provided free. Mid-day-Meals, free textbooks and stationery etc., are also provided to all students including those studying in day schools. The Administration has 430 employees which include 330 teachers. The Administration also awards 15 scholarships to Tribetan students for prosecuting higher studies every year. These scholarships are tenable for 3 years.
These schools impart education through common media, syllabi and textbooks. Schools having Class IX and above are affiliated to the Central
19
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. The result of Tibetan schools in the Secondary School Examination held by Central Board of Secondary Education in 1983 was 87.5% and in the All India Senior School Certificate Examination, it was 65.8%.
KENDRIYA VIDYALAYA SANAGATHAN
With the idea of encouraging the growth of secondary schools having 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.
The number of Kendriya Vidyalayas has since multiplied very fast and was 449 during 1983-84, registering an increase of 46 from 1982-83. The total enrolment as on April 30, 1983 was 3,09,099. The total number of teaching and non-teaching staff in all Kendriya Vidyalayas was 21,841.
The Sangathan, at present, is divided into 12 regions located at Ahmedabad, Bhopal, Bombay, Calcutta, Chandigarh, Delhi, Gauhtati, Hyderabad, Lucknow, Madras, Patna and Roorkee. Each region is under the charge of an Assistant Commissioner who is assisted by an Education Officer and other appropriate administrative staff.
The Sangathan has continued making concerted efforts to improve the professional competence of all categories of teaching and supervisory staff in Kendriya Vidyalayas by organising in-service courses for them. The Sangathan conducted 64 in-service Education Course in May/June, 1983 as under :
Orientation Course for Directors and Resource Persons for TGTs & PRTs 220 4 PGTs 357 6 TGTs 877 20 PRTs 1190 34