SECONDARY EDUCATION
Vocationalisation of Secondary Education 6.1.1 The National Policy on Education 1992, envisages well- planned programmes of Vocational Education for developing a healthy attitude amongst students towards the world of work, enhancing individual employability, reducing the mismatch between the demand and supply of skilled manpower and providing an alternative for those intending to pursue higher education without particular interest or purpose. The target laid down in the revised policy is to divert 10% of higher secondary students to the Vocational stream by 1995 and 25% by 2000 AD.
6.1.2 A joint Council for Vocational Education has been set up at the national level with counterpart organisations at the State levels for laying down policy guidelines, planning and coordination of vocational programmes conducting by different agencies. To perform the functions of JCVE, a Standing Committee of JCVE has been constituted to ensure that the tasks laid down by JCVE are effectively performed. Normally JCVE is to meet at least once a year and the Standing Committee more frequently. So far three meetings of JCVE and four meetings of the Standing Committee have been organised.
6.1.3 The programme for setting up of administrative structure at the Centre, State, District and School levels have also been taken up. In the major States/UTs separate structure at State level has been created. The district level structures, have not been created. Appointment of teachers have however been made in majority of schools/institutions.
6.1.4 NCERT has developed 82 competency based curricula in six major areas which can be adopted by States/UTs with modifications based on the need and relevance of these courses in that particular area. While 70% of the total instructional time is allotted to the Vocational theory and practice the remaining time to the study of general foundation and language courses. on-the-job training is an integral part of the curricula.
6.1.5 The Scheme which has completed over five years is presently being implemented in all the States/UTs except Lakshadweep. Till the end of the 7th plan, 7888 Vocational sections were approved in 2742 schools with an enrolment of 3.91 lakh students in Classes XI and XII. In addition, 6378 Vocational sections were approved till the end of the year 1992-93 after taking care of committed liability. Thus, till the end of the year 1992-93, facilities have been created for 7.13 lakh students in the Vocational Stream. 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. 1993-94, the main emphasis is on the qualitative improvement rather than expansion of the programme.
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6.1.6 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 14 voluntary organisations have been assisted under the scheme.
6.1.7 Considerable emphasis of practical training of students both during the course of study as well as after completion of the course has been laid under the Scheme. The Apprenticeship Act, 1961 was amended in 1986 to include pass-outs of Vocational Courses at plus two level. Subsequently, the Apprenticeship Rules were modified in September, 1987 and later in April, 1988. Sixty Vocational subject fields have so far been covered under the Apprentices Act to enable the Vocational pass-outs to avail of the benefit of the Apprentices scheme.
6.1.8 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. State and UT Governments have been suitably advised in this regard. The Department of Education has also set up an Inter-ministerial Committee to review department-wise position 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.
6.1.9 Vocational courses at plus two level are, by and large, expected to be terminal in nature. However, keeping in view the fact that further opportunities for professional growth and Career advancement to vocational pass-outs should not be denied, UGC has constituted a Core Committee to identify subject areas for which vocational oriented degree/diploma courses can be developed in the universities and colleges. The Committee has approved 35 vocational courses at the undergraduate level and submitted its report to the Chairman, UGC.
6.1.10 The department of Education has taken up the question of introducing special vocational courses specific to the needs of the employers to ensure ready employment for the vocational students. Efforts in this direction have been quite successful with General Insurance Corporation, Life Insurance Corporation, Ministry of Railways, Ministry of Health, Handicrafts Board, Development Commissioner, etc. The CBSE, in collaboration with General insurance Corporation and Life Insurance Corporation has started two-year job oriented vocational courses in Insurance in 18 schools and 20 schools respectively throughout the country. Ministry of Railways has introduced special vocational courses for Railway Commercial Staff in 9 schools located at the headquarters of the nine Railway Zones. Ministry of Health and Family Welfare has started 4 health related courses, viz. Medical Laboratory Technician, X-Ray Technician, Ophthalmic Technician and Auxiliary Nursing Midwifery in 5 schools in Delhi. Delhi Administration has proposed to start these courses in other
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schools also during the current year. NCERT has prepared curriculum for 8 health related courses and developed textbooks for medical laboratory technician and multi-purpose basic health worker (male) which can be made use of by the States/UTs.
6.1.11 In consultation with private Industrial enterprise the following areas of linkages with Industry have been identified.
- provision of training facilities to vocational students.
- Training of teachers for vocational courses.
- provision of Apprenticeship Training after completion of the course.
- Help in developing curricula and learning material.
6.1.12 The Department of Vocational Education of NCERT (now renamed PSSCIVE) has undertaken quick appraisal studies in seven major states. The action points to be implemented by State Governments have been communicated to them.
6.1.13 A Computerised Management Information System has been developed in collaboration with the National Informatics Centre (NIC) and NCERT for vocational education to obtain relevant information of different aspects of the programme implementation.
6.1.14 A Central Institute of Vocational Education named as "Pt. Sunderlal Sharma Central Institute of 'Vocational Education" was set up at Bhopal on July 1, 1993, under the overall umbrella of NCERT. The Institute will act as an apex level research and development organisation in the field of vocational education.
6.1.15 As envisaged in the National Policy on Education, the scheme of pre-vocational education at lower secondary stage has been introduced from the current year i.e., 1993-94. The objective of this scheme is to impart training in simple marketable skills to students in Classes IX and X; to develop vocational interests; to allow for self-exploration of vocational preferences to prepare students for participation in work and to inculcate the desired values related to work culture. During the 8th Five Year Plan, it is proposed to introduce pre-vocational courses in about 1,000 schools in the country. An amount of Rs.19.62 crore has been allocated for this scheme. Annual outlay for the year 1993-94 is Rs.2.32 crore. An amount of Rs.0.89 crores has been sanctioned for seven states namely Assam, Karnataka, Manipur, Punjab, Rajasthan, U.P. and Delhi.
Educational Technology 6.2.1 This is Centrally Sponsored Scheme with certain elements of a Central Plan Scheme built in it. In the Centrally Sponsored format the Scheme seeks to provide the entire cost of Radio-cum-Cassette Player in Primary schools and 75% cost of
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Colour TV in Upper Primary Schools. This distribution is undertaken to enable school children and teachers to have access to quality education. To enable production of suitable programmes for these schools, six autonomous State Institute of Education Technology in U.P. Bihar, Orissa, Maharashtra, Gujarat and Andhra Pradesh have also been funded under the Scheme.
6.2.2 In the Central Plan Sector, the Scheme extends financial support to the Central Institute of Educational Technology (CIET) - a constituent unit of National of Educational Research is funded for producing programmes for the school sector for broadcast through Doordarshan and Akashvani.
6.2.3 At present all the Programmes for the school sector for broadcast 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.
6.2.4 By way of reporting progress under the scheme, it may be stated that so far 281616 Radio-cum-Cassette Players and 40729 colour TVs have been distributed. CIETs and SIETs have together produced 3921 T.V. and 1100 Audio Programmes for the school sector. Central Institute of Educational Technology 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 2000AD" was launched in May 1993. This involved 'life' teaching through a central facility to schools located in different places in the country. The students in the schools covered able to interact 'life' with the teacher and were also able to solve multiple choice objective type questions through computer key pads. The evaluation of this project has shown its success. Its multiplication in a larger number of schools will depend on availability of resources.
6.2.6 An outlay of Rs. 108.00 crore has been approved for the VIII 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 on the qualitative improvement of education.
EDUCATIONAL TECHNOLOGY : ACHIEVEMENTS
1987-88 1990-91 1991-92 1992-93 1993-94 Total
to
1989-90
Amount spent 46.84 14.57 14.00 14.00 - 89.41
(Rs. in crore)
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No. of States covered 31 32 32 32 - 32
(cumulative)
No. of TV sets 24897 6232 6000 3600 - 40729
distributed
No. of Radio cum 155222 72883 28453 25058 - 281616
Cassettes players
distributed
Continuing Scheme
1. Amount released to 11.52 2.37 2.00 1.18 - 17.07
CIET (Rs.in crore)
2. Amount released to 5.13 0.44 2.34 3.73 1.23 12.87
SIETs (Rs. in crore) (plan) (plan)
6 INSAT States: (A.P, 0.45 0.45
Bihar, Gujarat, Maha- (non-plan) (non-plan)
rashtra, Orissa, and
Uttar Pradesh)
3. Amount released to 1.02 - - - - 1.02
ET Cells (Rs.in crore)
4. Amount released to 28.94 11.66 9.46 * 9.07 - 59.13
States/UTs for TVs/RCCPs
(Rs. in crore)
5. Development of software - 0.10 0.19 0.02 - 0.31
for RCCPs (Rs.in crore)
* Difference of rates.
Science Education 6.3.1 To improve the quality of science education and promote scientific temper, as envisaged in the National Policy on Education, 1986, a Centrally sponsored Scheme, "Improvement of Science Education in Schools", was initiated during the last quarter of 1987-88. The scheme aims at using the resources and agencies of the State Governments and the non-Governmental organisations to achieve these objectives mainly by strengthening laboratory and library facilities in schools, improving teacher motivation and competencies and mobilising vigorous campaigns for science education through voluntary organisations and in-service training of science and mathematics teachers. Accordingly, under the scheme, financial assistance is provided to the States/Union Territories and Voluntary Agencies.
6.3.2 While voluntary agencies are assisted for conduct of experimental and innovative programmes, States/UTs are provided assistance for provision of science kits to upper primary schools; upgradation and strengthening of science laboratories in
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secondary and senior secondary schools; supply of science books to secondary and senior secondary schools; and training of science and mathematics teachers.
6.3.3 All the State Government/UT Administrations have received assistance under the scheme during the period, 1987-88 to 1992-93. 21 voluntary agencies have also availed of assistance for conduct of various innovative programmes. An Evaluation Committee constituted under the convenorship of Head, Department of Education in Science and Mathematics, NCERT is currently undertaking an evaluation of implementation of the Scheme.
6.3.4 The achievement during 1987-88 to 1993-94 are tabulated below:
SCIENCE EDUCATION: ACHIEVEMENTS
7th Plan 1990-91 1991-92 1992-93 1993-94* Total
Amount spent 80.03 20.59 18.98 24.94 22.11 166.65
(Rs. in crore)
No. of States/UTs 30 24 12 14 15 32
covered
No. of Schools
covered
i) Upper Primary 42,398 5,791 7,880 11,678 5,000 72,747
(Science kits)
ii) Sec./Higher 16,382 3,843 3,671 5,179 2,350 31,425
sec.(library
assistance)
iii)Sec./Higher 15,073 3,981 3,783 5,849 2,950 31,636
sec.(Laboratory
assistance)
No. of institutions 115 57 26 - - 198
assisted for
setting up of
District resources
Centres*
No. of Vol. Orgns. 13 7 14 7 8 25
covered (for
innovative programmes)
cumulative
* Anticipated
** This component does not qualify for assistance during the 8th Plan.
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6.3.6 A sum of Rs. 120.00 crore has been allocated for the Scheme during the 8th Plan. Necessary approval of the component authority for continuance of the Scheme has since been obtained.
International Mathematical Olympiads 6.4.1 With a view to identifying and nurturing talent in Mathematics at school level, the International Mathematical Olympiad (IMO) is held every year. India has been participating in the Olympiad since 1989. Each participating country is required to send a team Comprising not more than 6 secondary school student contestants, a team leader and a deputy team leader.
6.4.2 As per the existing financing pattern, the host country pays for the food, accommodation and transportation of the participating teams during their stay in the host country; while the expenses on international travel is borne by the participating countries. The Indian team in the last five olympiads was jointly sponsored by the Department of Education, Ministry of Human Resource Development, and the National Board for Higher Mathematics (NBHM), Department of Atomic Energy. The cost on international travel was paid by the Department of Education; while all other expenses on selection of students, internal travel, incidental expenses, etc., were borne by the NBHM.
6.4.3 An 8 member delegation comprising 6 student contestants, a team leader and a deputy team leader participated in IMO-1993 held in Istanbul during July 1993. India ranked 15th out of 73 participating countries. The Indian team won 4 Silver and 1 bronze medals. The proposal regarding India's participation in IMO-1994 scheduled to be held in July, 94 in Hong Kong is under consideration of the Ministry of Finance. IMO-1996 will be held in India. Necessary confirmation has been conveyed to the IMO Site Committee.
Environmental orientation to School Education 6.5.1 The National Policy on Education (NPE), 1986, interalia, states that the protection of Environment is a value which, along with certain other values, must form an integral part of curricula at all stages of Education. Operationalization of this noble objective requires that the mind and intellect of the students must be sensitised about the hazards inherent in insulting and over exploiting the bounties of Nature, and to inculcate awareness and respect among them for the basic concepts relating to conservation of Environment.
6.5.2 To this end, the Centrally Sponsored Scheme, "Environmental Orientation to School Education" was initiated in 1988-89. The Scheme is being implemented through the Education Departments of States and by way of assistance to States/UTs and NGOs having expertise and interest in imparting environmental
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education through innovative schemes.
6.5.3 States/UTs are provided assistance under the Scheme for undertaking various activities on project basis. An "Agro-climatic Zone" in States/UTs constitutes a project area. The project activities include review and development of curricula of various disciplines at primary, upper primary, secondary and senior secondary levels with a view to infusing environmental concepts therein, review and development of text-books of "Environmental Studies" at primary and upper primary levels; review of strategy for imparting environmental education at upper primary level; development of teaching- learning materials; Organisation of suitable innovative work experience activities etc.