SECONDARY EDUCATION
Vocationalisation of Secondary Education 6.1.1 In accordance with the priority accorded to vocationalisation of education in the National Policy on Education, a Centrally Sponsored Scheme of Vocationalisation of Higher Secondary Education was introduced in February, 1988. The main objectives of the scheme are to enhance individual employability, reduce the mismatch between the demand and supply of skilled manpower and provide an alternative for those pursuing higher education without particular interest or purpose. A Centrally Sponsored Scheme of Pre-Vocational Education at Lower Secondary Stage has also been introduced from the year 1993-94 primarily to impart training in simple marketable skills to the students of classes IX to X, to develop vocational interests and to facilitate students in making a choice of vocational courses at the higher secondary level. The target laid down in the revised policy is to divert 10 percent of higher secondary students to the vocational stream by 1995 and 25 percent by 2000 A.D.
6.1.2 In order to provide expert inputs in policy formulation and implementation on a continuing basis, a Joint Council of Vocational Education (JCVE) has been set up at the national level under the chairmanship of Minister of Human Resource Development, with counterpart organisations at the State levels. To ensure that the tasks laid down by JCVE are performed effectively, a Standing Committee of JCVE has been constituted under the chairmanship of Education Secretary. While the JCVE is to meet at least once a year, the Standing Committee meets more frequently. So far three meetings of JCVE and five meetings of the Standing Committee have been organised.
6.1.3 A Central Institute of Vocational Education, named as "Pt.Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) was set up at Bhopal on July 1st 1993 under the overall umbrella of NCERT. The Institute acts as an apex level research and development/organisation in the field of vocational education and provides technical and academic support to the programme. PSSCIVE has developed 82 competency based curricula in 6 major areas which can be adopted by States/UTs with modifications based on the need and relevance of those courses in that particular area. The CIVE has now been entrusted with the task of standardising the curricula/textbook/instructional material for vocational courses. The CIVE is also inter alia engaged in conducting programmes for training of teachers and orientation of key functionaries.
6.1.4 The scheme at +2 stage is implemented through the State Governments/UT Administrations. So far all the States/UTs, except Lakshadweep, have joined the programme. Up to the end of 1993-94, 16450 vocational sections have been approved in 570 schools, creating capacity for diversion of 8.22 lakh to the vocational stream at the +2 stage. The actual enrolment is, however, likely to be less as optimum utilisation of facilities created may not be achieved. During the current year, i.e., 1994-95, main emphasis is, therefore, on consolidation and qualitative improvement of the programme.
6.1.5 The courses are selected by the State Governments on the basis of assessment of manpower requirement through district vocational surveys. About 150 vocational courses have been introduced in six major areas, viz., agriculture, business and commerce, engineering and technology, health and paramedical services, home science, services and others. It has been recommended that 70 percent of the total
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instructional time be devoted to vocational theory and practice, and the remaining to the study of general foundation courses and language course. On-the-job training forms an integral part of the curricula.
6.1.6 The scheme at the +2 stage envisages setting up of an administrative structure at the Centre, State, district and school levels. The Bureau of Vocational Education is operating at the Central level to oversee the implementation of the programme. In the major States/UTs separate structures at the State level have been created. However, all States/UTs have not created these structures at the district level for various reasons. To facilitate exchange of experiences among States so that successful models could be replicated, two inter-State field visits were organised this year.
6.1.7 The policy emphasises the need for making available non- formal, flexible and need-based vocational programme to school drop- outs, neo literates, etc. The scheme, therefore, provides for funding of innovative programmes in the field of vocational education undertaken by voluntary organisations. So far 25 voluntary organisations have been assisted under the scheme.
6.1.8 The scheme lays considerable emphasis on practical training of students both during the course of study as well as after completion of the course. 60 vocational subject fields have so far been covered under the Apprentice Act to enable the vocational graduates at the +2 level to avail of the benefit of the Apprenticeship Scheme. Coverage of seven more subjects under the Act is in progress.
6.1.9 The success of the vocational education programme would depend upon the placement of vocational students in wage or self- employment. With this in view the Department of Personnel and Training has impressed upon the Ministries the need to amend Recruitment Rules to enable vocational pass-outs to be eligible for government jobs. States/UTs Administrations have been suitably advised in this direction. The Department of Education has also set up an inter-ministerial Committee to review the position department- wise about the posts available in various departments and organisations under them, in respect of which preference can be given to persons with relevant vocational training.
6.1.10 Efforts have been made to introduce need-based courses to ensure ready employment for the vocational students. Collaborative arrangements have been worked out with the Ministry of Railways, Ministry of Health, Handicraft Board., etc. A large number of industrial enterprises, in both public and private sectors, were also addressed by the Ministry with a view to involve them in the vocational education programme. From the responses received it was felt that some linkages could be forged for providing on the job training facilities to vocational students and in devising curricula and learning material. To pursue the matter further, a workshop was organised by the PSSCIVE in October, 1994.
6.1.11 A computerised Management Information System has been developed for vocational education to obtain necessary information on different aspects of programme implementation. The National Informatics Centre (NIC) in collaboration with this Department and NCERT has prepared two guidelines - one for filling up the format and the other for feeding the data through Computer software prepared for the purpose.
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6.1.12 A decision has been taken to conduct a National Evaluation by an external agency/institution. Accordingly, about 25 institutions of repute have been requested to send proposals for the purpose. The study is likely to be completed by mid of 1995.
Educational Technology 6.2.1 This is a Centrally Sponsored Scheme combining certain elements of a Central Plan Scheme. The Scheme seeks to provide the entire cost of Radio-cum-Cassette Player in Primary schools and 75% cost of colour TV in upper primary schools to provide access to quality education. To enable production of suitable programmes for these schools, six autonomous State Institute of Educational Technology in U.P., Bihar, Orissa, Maharashtra, Gujarat and Andhra Pradesh have also been funded under the scheme.
6.2.2 The scheme extends financial support to the Central Institute of Educational Technology (CIET) for producing programmes for the school sector for broadcasting through Doordarshan and Akashvani.
6.2.3 At present all the programmes for the school sector for broadcasting through Doordarshan are produced by CIET and SIET system, and are funded under the scheme. For the Akashvani also the programmes are produced by the schools sector.
Achievements 6.2.4 Radio-cum-Cassette Players and 51507 colour TVs have been distributed. CIETs and SIETs have together produced 3921 TV and 1100 Audio Programmes for the school sector. CIET has also produced cassettes for teaching Indian language to the school children.
6.2.5 Under the aegis of the Indo-US Sub-Commission on Education and Culture, an innovative and experimental project in Distance Education coupled with inter-active learning, "Classroom 2000 AD" was launched in May 1993. This involved live teaching through a central facility to schools located in different places in the country. The students in the schools covered were able to interact live with the teacher and were also able to solve multiple choice objective type questions through computer key pads. On evaluation this project was found to be successful.
6.2.6 An outlay of Rs. 108.00 crores has been approved for the VIIIth Plan period. It is proposed to implement the scheme as per present pattern. It is also proposed to undertake a study to assess the impact made by the scheme in areas where it has been implemented for the qualitative improvement of education.
Educational Concessions to the Children of Armed Forces Personnel
6.2.7 The Government of India and most of the States/UTs offer educational concessions to the school students who are the wards of armed forces personnel killed or permanently disabled during hostilities.
Culture and Values in Education 6.3.0 Education about India's common cultural heritage has been identified in National Policy on Education 1986 as one of the core areas under the National System
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of Education. While spelling out the cultural perspective in education, the policy has stressed on the need to bridge the schism between the formal system of education and India's rich and varied cultural traditions. The policy has called for enriching the curricula and processes of education in as many manifestations as possible and laid considerable emphasis on value education by highlighting the need to make education a forceful tool for cultivation of social and moral values.
National Open School 6.4.1 National Open School (NOS) was established in November, 1989 as an autonomous Organisation with the objectives to provide quality education, through distance education mode, upto secondary stage for the school drop-outs and children who cannot attend formal schools. This school is vested with the authority to examine and certify students registered with it upto pre-degree level courses. The certificates issued by this school are recognised for admissions for pursuing higher education and also for employment.
6.4.2 The students have the freedom to choose the set of subjects according to their needs, interests and abilities. The students are also encouraged to choose vocational subjects in combination with academic subjects.
Central Board of Secondary Education 6.5.1 The Central Board of Secondary Education deals with multiple activities relating to affiliation, academics and examination that fall in its ambit.
6.5.2 The demands for the affiliation of the schools with the Board is constantly going up. At the end of December, 1993, the Board had 3857 schools affiliated to it and about 500 cases under consideration. The major concern of the Board is for improving the quality of education in the schools affiliated to it. An All-India exercise of reviewing the courses in all subjects of teaching at the secondary and senior secondary levels was taken up. Action to review 41 vocational trades at +2 level and develop syllabi and courses in each trade was initiated. The revised vocational courses are to be converted into meaningful packages.
6.5.3 The design of question papers is being reviewed in all major subjects in order to make them more pragmatic and functional. Preparations are on for the development of Sample Question papers in Mathematics, Science, Social Science, English and some other courses. Inservice teachers training programme is also being undertaken where there is a major change in the curriculum.
6.5.4 Support material has been developed in a number of academic areas.
Examinations conducted by the Board in March, 1994 6.5.5 The multiple question paper scheme in the examinations was introduced in the year 1992 on an experimental basis in Delhi only. Keeping in view the success of the scheme both in improving the academic standards of the students and curbing mass copying at the examination centres, the Board is prepared to introduce the multiple question paper scheme throughout India.
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PMT Examinations, 1994 6.5.6 Pre-medical/Pre-Dental examination, 1994 was conducted at 311 centres in the state capitals all over the country in which more than 1,64,000 candidates were registered.
Boarding and Hostel Facilities for Girl Students 6.5.7 The scheme for strengthening Boarding and Hostel facilities for girl students in secondary and senior secondary schools was launched in 1993-94 to boost retention of girls in secondary and senior secondary schools particularly in rural areas where schools are scarcely located and the girls are not able to cover considerable distance between their homes and schools. Under this scheme, assistance is provided to the existing hostels run by Non-Governmental Organisations (NGOs).
Improvement of Science Education in Schools 6.6.1 This centrally sponsored scheme initiated during 1987-88 aims at improving the quality of science education and promoting scientific temper as envisaged in the National Policy on Education, 1986. Accordingly, 100% assistance is provided to the State/UTs for upgradation of science laboratories in Government and Government aided secondary/higher secondary schools, provision of science kits to upper primary schools, provision of library assistance to secondary/higher secondary schools and training of science and mathematics teachers. Another component of the scheme is to provide assistance to Voluntary Organisations for developing innovative teaching and learning methods.
6.6.2 The achievement during 1987-88 to 1994-95 are tabulated below:
SCIENCE EDUCATION: ACHIEVEMENTS
7th Plan 1990-91 1991-92 1992-93 1993-94 1994-95* TOTAL
Amount spent 80.03 20.59 18.98 24.94 22.08 22.70 189.32
(Rs. in crore)
No. of States/UTs 30 24 12 14 15 15 32
covered
No. of Schools covered
i) Upper Primary 42,398 5,791 7,880 11,678 5,756 5,000 78,503
(Science kits)
ii) Sec./Higher 16,382 3,843 3,671 5,179 3,874 3,250 36,199
sec.(library
assistance)
iii)Sec./Higher 15,073 3,981 3,783 5,849 3,914 3,250 35,850
sec. (Laboratory
assistance)
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7he Plan 1990-91 1991-92 1992-93 1993-94 1994-95* Total
No. of institutions 115 57 26 - - - 198
assisted for
setting up of
District resources
Centres*
No. of Vol. Orgns. 13 7 14 7 12 12 30
covered(for innovative
programmes) cumulative
* Anticipated ** This component does not qualify for assistance during the 8th Plan.
Environmental Orientation to School Education 6.7.1 The schemes started in 1988-89 aims at providing infusion of environmental information and concepts in the general syllabus and curriculum. The scheme initially catered to the requirement of the elementary sector. During the VIIIth Plan, however, it has been extended to the secondary and senior secondary levels. Assistance is given to State Governments for reviewing syllabus and textbooks for providing environmental orientation. A major thrust under the scheme is to fund NGOs for developing innovative teaching methods and reading material for school children in the field of environment.
6.7.2 Another salient feature of the scheme is the "Nodal Agency Approach" wherein larger voluntary organisations designated as nodal agencies guide and assist smaller voluntary organisations in formulating suitable proposals for Environmental Education. Funds are released in the first instance by the Government to the nodal agencies and are, in turn, passed on to the smaller voluntary agencies.
6.7.3 The States/UTs are provided assistance under this scheme on project basis which include review and development of curricula on various disciplines at primary, upper primary, secondary and senior secondary levels with a view to infusing environmental concepts therein; review and development of textbooks at primary and upper primary levels; review of strategy for imparting environmental education at upper primary level, development of teaching and learning material; Organisation of suitable innovative work experience activities, etc.
6.7.4 A summary of achievements during 1987-88 to 1994-95 is presented in the table below:
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ENVIRONMENTAL ORIENTATION TO SCHOOL EDUCATION ACHIEVEMENTS
7th Plan 1990-91 1991-92 1992-93 1993-94 1994-95* TOTAL
Amount spent 3.57 2.00 1.81 1.80 1.12 1.95 12.25
(Rs. in crore)
No. of States/UTs 20 8 9 17 5 10 25
covered
No. of projects 32 6 9 1 11 10 70
sanctioned
No. of voluntary 10 7 5 4 9 10 25
bodies assisted