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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 for classes I-XII by the
NCERT. NCERT propose to set up a separate cell for this purpose so
that they act as the academic wing for introduction 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
material for institutions. 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.
Population The National Population Education Programme launched by the Gov-
Education ernment of India with effect from April 1, 1980 has been continued in the
Programme Seventh Five Year Plan. The Programme which is designed to introduce
population education in the formal system of education with a view to creat-
ing in the younger generation an adequate awareness of the population
problems and realisation in this regard of its responsibilities towards the
nation is now being implemented in almost all the States/Union Territories.
The Government of India have set up a National Steering Committee
with overall authority for coordination as well as implementation of the
programme. Eight meetings of this Committee have been held so far.
At the National level, audio-visual materials including 264 slides and
taped commentary in Hindi and English languages were prepared and
distributed among the States.
A survey for development of curriculum on population education was
conducted at the National level, the study of which could identify the status
of population related materials in the school syllabus and textbooks both in
school and teacher education areas. NCERT also published a document
entitled "Plug Points for Population Education in School Curricula" and
the same was placed before the States and Union Territories as models, on
the basis of which the States/Union Territories, initiated the activities of
curriculum development. Lessons on the themes of population education
were also incorporated in NCERT textbooks at different school stages.
Some sample lessons in population education were also developed at four
National Workshops and they were circulated among States for their use
in the development of such lessons for their textbooks. A publication
entitled "Population Education" for Teachers was also brought out at the
National level which contained the draft syllabus in population education
for B.Ed./B.T. i.e. a pre-service teacher training course. A curriculum
for Elementary Teacher- Training Institute was also developed. In addition,
guidelines and curriculum outlines for B.Ed./M.Ed. courses were also
developed at national level.
At the State level 25 States and Union Territories have developed
comprehensive curriculum in population education for primary middle and
secondary stages and 21 of them have been able to integrate population
education elements into their on-going syllabus. Seventeen States have
developed textbook lessons on population education either by revising the
existing lessons or by preparing new lessons. Another audio-visual pro-
gramme entitled "India My Children, My Future" was also produced in
collaboration with UNFPA. Taking into consideration the classes in which
the textbooks with population education lessons are being used. about
77.01 million are being exposed to population ideas. which is 66.09% of
total student population. Nearly 18 titles at National level and 300 at state
level of instructional materials for different target groups have been printed
and mimeographed and are being used. States have oriented nearly'
5.63,261 key/resource persons and teachers of elementary and secondary
schemes. In the non-formal education also they have developed consider-
able amount of material.
Review of The programme of evaluation of textbooks from the standpoint of
School national integration was initiated in 1981, to ensure that the textbooks
Textbooks promote national integration and do not militate against the national unity.
To begin with, the review of textbooks was confined to textbooks in history
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and languages. The review is being undertaken on a decentralised basis
by the State Governments on the guidelines prepared by the NCERT. The
review is being undertaken with a view to identifying and eliminating
materials and approaches which may directly or indirectly perpetuate un-
touchability, casteism, communalism, religious intolerance, linguism, racialism
regionalism etc.
The programme has been completed in almost all the States/Union
Territories, except Manipur and West Bengal where the evaluation work
from class VI onwards is in progress.
The States/Union Territories have now been requested to extend the
programme of evaluation of textbooks in other subjects also. They have
been requested to have a built-in system for continuous evaluation of text-
books as a part of the system of textbook preparation and development.
Grant of The scheme for grant of financial assistance to voluntary organisations
Financial working in the field of school education, which was started in the First Five
Assistance to Year Plan, remained in operation till 31st March, 1972. Since 1972 no
Voluntady fresh grants are being given to voluntary organisations. Only old commit-
Organisations ments are being honoured.
Working in the
Field of schools Under the above scheme, grants to such organisations which are doing
Education prime work in the field of education, are also sanctioned on the basis of
recommendations made by the Special Review Committee appointed for the
specific purposes.
Central Scheme Government of India have laid great emphasis on building up of character
of Assistance to of students through all curricular and extra-curricular activities. Various
Voluntary steps have been taken for inculcation of moral education both through Gov-
Organisation ernment and non-Government organisations. Keeping this in view, Gov-
Working in the ernment have formulated a scheme for grant of financial assistance to volun-
Field of Moral tary organisations engaged in the field of moral education. Under this
Education scheme, the financial assistance is given to voluntary organisations not
exceeding 50 per cent of the non-recurring expenditure, subject to a ceiling
of Rs. 2.5 lakhs per approved project. For recurring expenditure, the
assistance from the Central Government will be limited to 50% of the total
estimated expenditure subject to a ceiling of Rs. 5.00 lakhs per annum.
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH & TRAINING
National Council of Educational Research and Training (NCERT),
established on September 1, 1961, is registered under the Societies Registra-
tion Act XXI (1860). The major objectives of the Council are to assist
and advise the Ministry of Human Resource Development in formulating
and implementing policies and programmes in the field of school education.
NCERT undertakes and supports research, development, training and ex-
tension in the areas, such as, curriculum, examination reforms, talent search,
non-formal education. textbooks, vocationalisation, value orientation, inte-
grated- education of disabled etc.
Unicef-assisted A new Master Plan of Operations (1985-89) has been launched from
Projects January, 1985 onwards. During the year, the following six projects have
been implemented in the participating States and Union Territories with
the help of SCERTs, SIEs, SISEs and some of the University departments.
Nutrition, Health In seven States and one Union Territory, about 400 teachers were train-
Education and ed in the use of specially prepared instructional material. Sixteen different
Environmental titles were prepared and community contact programmes were conducted
Sanitation in order to disseminate messages relevant to nutrition health and sanitation.
(NHEES) Action has been initiated to integrate the curriculum and textual material
developed into the existing primary curriculum/primary teacher education
curriculum.
Primary Education The project was continued in 18 States and 5 Union Territories. About
Curriculum 3000 teachers and teacher educators were trained, and one hundred and
Renewal (PECR) eighty eight publications covering textbooks, workbooks and teacher's guides
have been brought out during the year. A national study has been under-
taken to assess the impact of the project on enrolment, retention stagnation
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and pupil achievement in the experimental schools in 24 participating States/
Union Territories. The data collected is being analysed.
Developmental Activities related to the development and testing of educational pro-
Activities in grammes to meet the minimum educational needs of learners in the age
Community group 3-6, 6-14 and 15-35 were continued in 18 States and 2 Union Terri-
Education and tories. As a result, 980 teacher educators, block-level officers and commu-
Participation nity workers were oriented, and 50 publications for use of learners in com-
(DACEP) munity centres were brought out. The evaluation report of the project
carried out by the A. N. Sinha Institute of Social Studies of Patna has been
received.
Children's Media The development of inexpensive material of educational and entertain-
Laboratory ment value at the pre-school stage was continued. Some more picture
(CML) books, graphic materials, song books, audio and slide tape programmes on
a variety of new themes were developed. Some of these materials have
been tried out in tribal, rural and urban areas, and steps are being taken to
disseminate these to ICDS centres in the selected States. National and State
level toy making competitions were conducted during 1985.
Early Eight States were helped to organise training courses of pre-school
Childhood teachers, orientation of headmasters and supervisors, and refresher courses
Education (ECE) of teachers for preparing the low cost learning materials. In addition,
NCERT conducted several training programmes for supervisors, teachers
and helpers for Municipal Corporation of Delhi in early childhood educa-
tion and supplied play material to 10 experimental centres.
Comprehensive Activities relating to the development of relevance based and problem
Access to centred curricula and learning episodes were continued in 16 States and 2
Primary Union Territories. About 50 modules have been developed by the States/
Education Union Territories, while 11 modules for learning Hindi as the mother tongue
(CAPE) in the self-learning format have been developed by DPSEE, NCERT.
In Bihar, Orissa and Tamil Nadu, 235 learning centres were establish-
ed. The facilitators of these centres were oriented to the different aspects
of running the centres, including content and teaching-learning process. The
first phase of the project (1981-84) is being evaluated by Centre of Advanc-
ed Study in Education, M. S. University, Baroda.
Integrated Activities under this project were initiated at NCERT during the second
Education for quarter of 1985. A National Conference of Coordinators/Officers-in-Charge
the Disabled of the IED scheme in the States/Union Territories was organised, in which
(IED) 13 States/Union Territories participated. Some training modules have been
prepared. A framework for the analysis of the content for the adaptation of
instruction for visual and hearing impairment by teachers was developed.
In addition, a three month inservice training course for the key personnel
in IED has been organised.
Teacher A number of training programmes were organised for teacher educators
Education and other personnel. About 266 teacher educators both at the elementary
and secondary level were trained/oriented during the year. Several meetings
were organised to develop textual/resource materials in respect of content-
cum-methodology, value-oriented teacher education, SUPW and college
teaching.
Education of Five orientation programmes were organised in which 71 elementary
Scheduled Castes and secondary teacher educators were exposed to the tribal life, socio-cultural
and Scheduled life, problems and tribals and tribal education and also the organisation of
Tribes NFE programmes in the tribal areas.
Developmental Special Projects on Reading to Learn in English and Hindi, National
and Extension prize competition for children's literature, Seminar Reading competition for
Work in teachers and Evaluation of School textbooks from the view point of national
Social Science integration were carried out. Status surveys of various school subjects,
and instructional materials and methods of teaching in the States/Union Terri-
Humanities tories were taken up. The development of the National Curriculum Frame-
work was taken up during the year on a priority basis. One National
seminar and four regional seminars were organised in this connection and a
draft curriculum framework has been finalised. Steps have also been taken