6.5.4 Voluntary agencies are provided assistance for conduct of experimental and innovative programmes aimed at promoting integration of educational programmes in schools with local environmental conditions. The Scheme also envisages assistance to NCERT during the 8th Plan for Organisation of regional workshops for development of instructional material for training of primary and upper primary teachers and translation thereof in regional languages.
6.5.5 An outlay of Rs. 10,00 crore has been approved for continuance of the scheme during the 8th plan.
6.5.6 A summary of achievements during 1987-88 to 1993-94 is presented in the table below:-
Environmental orientation to School Education Achievements
7th plan 1990-91 1991-92 1992-93 1993-94* Total
Amount spent 3.57 2.00 1.81 1.80 1.24 10.42
(Rs.in crore)
No. of States/UTs 20 8 9 17 10 25
covered
No. of projects 32 6 9 1 5
53 sanctioned
No. of voluntary 10 7 5 4 8 20
bodies assisted
* Estimated
Class Project 6.6.1 Department of Electronics, in collaboration with the Ministry of Human Resource Development initiated a pilot project, Computer Literacy and Studies in Schools with the acronym, Class
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from the year 1984-85. The broad objectives of the pilot project included, demystification of computers, familiarization of students with the range of computers, applications, and to provide "Hands on" experience.
6.6.2 2598 schools have so far been covered under the project upto 1986-87, the schools were provided two BBC micros which were increased to five from 1987-88. An expenditure of Rs. 44.30 crore has so far been incurred on the project.
6.6.3 Under the existing arrangements, CMC Ltd. is responsible for procurement, installation and maintenance of the hardware in schools, while NCERT is responsible for academic inputs including teacher training and monitoring through 61 Resource Centres Engineering College and universities throughout the country. The schools are selected by the government in consultation with the concerned State Government.
6.6.4 In a review undertaken by the Ministry of Human Resource Development, a number of shortcomings, in its implementation were noticed. Chief of these shortcomings were:
- multiplicity of agencies involved;
- instructions outside school hours;
- inadequate training of teachers and inadequacy of instructional material;
- no set curriculum
6.6.5 A modified scheme has, therefore, been prepared and is proposed for adoption during the 8th Plan with a view to rectifying the deficiencies mentioned above.
6.6.6 The salient features of the modified strategy are as under:-
- Implementation through and integrated input delivery system through a single agency (private or public sector being responsible for provision of hardware, software, fulltime instructor and teaching material. The agencies are to be chosen on the basis of their relevant experience, proven track record and adequate infrastructure and resource by a Committee of Experts. Provision of 5 PCs instead of BBC Micros in new schools to be covered.
- Training of students within school hours with a set curriculum which could include familiarity with additional languages and basic programming skills Evaluation Test.
- The instructor provided under the scheme to train 4 teachers and one staff members so as to enable them to take over the responsibility of training after the
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initial four year contractual period with the agency is over.
- Over-all coordination by the Project Implementation Unit (PIU) with the State Governments running a Project Cell.
- The modified strategy is still pending for approval of the EFC and Cabinet. At present the project is implemented in 2598 schools included till 1989-90.
6.6.7 The 8th Plan outlay for the scheme is Rs. 146 crore.
National Population Education Programme (School and Non-Formal
Education) 6.7.1 This project in the school sector was conceived with the main objective of institutionalising population education in all the education processes from educational policies and objectives to evaluation., covering in between all the vitally related areas such as curriculum framing, development of materials both print and non-print, and teacher training. A specific institutional arrangement has emerged both at the national and the state levels for effective implementation of the project. Now 29 States/UTs are under the fold of this project.
6.7.2 After joining the project, the states took some time to initiate their activities. Subsequently, the consolidation process started taking shape only in the VII Plan. However, even in this cycle further expansion of the project's network continued in order to cover the senior secondary stage and also the non-formal education sector. Efforts are made to increase the coverage of students, teachers and other educational functionaries of primary, upper primary and secondary stages of the project's multi-dimensional activities. The states have developed various kinds of instructional materials. Since 1980 over 400 titles have been brought out in 17 languages of India. These materials include handbooks and guidebooks, lesson plans and teaching units, training manuals, exemplar textual materials, supplementary readers, etc. The states have developed seven types of print visual materials, i.e. charts, posters, calenders, picture books, paintings, albums, wall newspapers and flash cards. They have also developed audio-visual materials for electronic media.
6.7.3 With a view to ensuring effective integration of population education, the NCERT developed a curricular document entitled Minimum Essential Contents of Population Education and based on it, a compendium of lessons on Population Education.
6.7.4 With the initiation of the process of revamping of teacher education courses and the newly emerging infrastructure like DIETs and CTEs since 1986, the project activities both at the national and state level have been directed towards the integration of population education into their courses and
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activities. The specific efforts made by States have helped the integration of population education in the courses particularly at the elementary teacher education level. The training activities both at the National and the State level have been conducted under the project by adopting two broad types of modalities; (a) independent and (b) integrated Independent training and orientation programmes exclusively for population education have been organised at the national and state level. The integrated training modality has been adopted more regularly during the second cycle i.e. 1986-90 of the project. 11,73,426 Key Resource Persons, teacher educators and teachers (Elementary, Secondary) have been trained.
6.7.5 Under the co-curricular activities, innovative, programme such as Village Adoption Programmes and Population Education Laboratory Programmes were organised to sustain general interest and to maintain a high level of motivation specially among students and teachers. our experience indicates that co-curricular activities in population education have great potential to ensure larger involvement of students and teachers and promote community participation.
6.7.6 The Project activities conducted in States in the area of Non-formal Education have remained confined to curriculum and materials development and training. In the majority of the States, Population Education Cells collaborate with the administering departments of NFE in the development of teaching learning materials. The baseline Survey revealed that existing NFE materials incorporate some elements of population education Moreover, 14 States have developed a separate curriculum in Poped (Non-formal education) and a number of teaching learning materials.
6.7.7 During the third cycle, special attention has been paid to girls and SCs/STs through various curricular activities with and emphasis on community participation. The process of interweaving population education elements into the syllabi, textbooks and other instructional and training materials will continue. Teachers training, development of audio-visual materials and co-curricular programmes for awareness generation will be organised more intensively.
6.7.8 During the last year a sum of Rs. 67.96 lakh was released for this project. During the current year i.e. 1993-94, there is a budget provision of Rs. 98. 00 lakh and a sum of Rs. 40.00 lakh has already been released.
Integrated Education for the Disabled Children 6.8.1 It has been established that children with mild handicaps make better progress academically and psychologically if they study in common schools alongside "normal" children. The scheme of Integrated Education for the Disabled Children provides 100% financial assistance to State Governments/UT Administration/ Voluntary Organisations for creating necessary facilities in
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schools. Admissible items of expenditure are books and stationery allowance, transport allowance, uniform allowance, readers allowance (for blind children), escort allowance (for orthopaedically handicapped children with lower extremity disabilities), equipment allowance and wherever necessary, hostel charges. Besides, the scheme also provides for meeting the cost of salary and incentives for teachers, setting up of resource rooms, carrying out assessment of disabled children, training of teachers, removal of architectural barriers in schools, development and production of special instructional materials for disabled children, etc. Assistance is also given, through UGC, to selected Universities/Institutions for running training courses in special education for teachers of the handicapped children. Training facilities are also provided by NCERT in the four Regional Colleges of Education. 2". A UNICEF assisted project Integrated Education for Disabled (PIED) is also being implemented which envisages development of context specific strategies for education of children with disabilities in general schools one block each in the States of Haryana, Madhya Pradesh, Maharashtra, Mizoram, Nagaland, Orissa, Rajasthan, and Tamil Nadu and the Municipal Corporation of Delhi and Baroda are covered under this project.
6.8.2 The scheme has been reviewed and the financial ceilings in respect of training of teachers and educational administrators, construction of resource rooms, and strengthening of the administrative machinery at block level etc. have been increased.
6.8.3 The POA, 1992 relating to "Education of the Handicapped" emphasises the need to integrate the handicapped with normal children and for this purpose all educational and vocational programmes for normal children must provide for the special needs of the handicapped. It has recommended the strengthening of the inter Ministerial Coordination Committee so that it becomes an effective mechanism for review and monitoring of the programmes being implemented for the welfare of the handicapped by various Ministries/Departments. The need for sensitizing educational administrators, teachers, children and the public at large has been emphasised and towards this end the POA recommends training of educational administrators on a regular basis, inservice and pre-service training of teachers and use of mass media for the purpose.
6.8.4 About 35,000 children spread over 9,000 schools are presently receiving benefits under the scheme. A much larger number are receiving indirect benefit through special teachers and other learning material. During 1993-94 against a budget provision of Rs. 450 lakh. The actual reLease to the various States, Union Territories and Voluntary Organisation is of the order of Rs. 402.86 lakh (as on 15.02.1993).
55
Education Concessions to the Children of Armed Forces Personnel
Killed/Disabled During Hostilities 6.9.1 The Government of India and most of the States/UTs offer educational concessions by way of reimbursement of tuition fees, boarding lodging expenses, expenditure incurred on uniforms, textbooks transport charges etc. to the school students who are the wards of' Armed Forces personnel killed or permanently disabled during Indo- China hostilities of 1962 and Indo-Pak hostilities of 1965 and 1971. During 1988 these concessions were extended to the children of IPKF/CRPF personnel who were killed/disabled during action in Sri Lanka and to the children of Armed Forces personnel killed/disabled in action in operation Meghdoot in Siachen Area.
6.9.2 At present this Department is providing these concessions to such students of two Lawrence Schools (at Sanawar and Lovedale) only.
Scheme for Introduction of Yoga in schools 6.10.1 The place of Yoga in Physical education has been established. The Ministry of Human Resource Development has been implementing a scheme for promotion of Yoga as a part of its overall programme for development of physical education in the country taking into consideration the potential usefulness of Yoga in promoting physical fitness. Under the scheme financial assistance is given to yoga institutions of all India character towards maintenance and developmental expenditure on basic research, teacher training and programmes in other aspects of yoga except therapeutic. Financial assistance to yoga institutions for promotion of therapeutical aspects is being extended by the Ministry of Health and Family Welfare.
6.10.2 The Kaivalyadhama Shriman Madhava Yoga Mandira Samiti, Lonavla (Pune), continues to be assisted under the scheme, both for its maintenance and developmental expenditure for research and teacher training programmes. During 1993-94 the KSMYM Samiti has been given a grant of Rs.19.08 lakh under Non-Plan (as on 15.02.1993).
6.10.3 In the light of the NPE, 1986 it was proposed to introduce Yoga in schools on a fairly large scale. Accordingly, a new Centrally Sponsored Scheme was started in 1989-90 under which States/UTs/Yoga Institutions are assisted for training Yoga teachers and for building infrastructural facilities for the purpose. The scheme is being continued during the 8th plan.
6.10.4 A national level conference of yoga experts was organised in Feb. 1992 to consider steps for the promotion of yoga in schools and effective implementation of the scheme. The recommendations related to the :
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: modalities of implementation of the Scheme
: training of teachers
: syllabus on Yoga
These were taken into account while reformulating the scheme. The syllabus on Yoga developed by NCERT was considered by an expert group and the suggestions made have been incorporated therein. The printed version of the finalised syllabus has recently been circulated to all State Governments/UT Administrations for suitable adoption and adaptation.
6.10.5 The scheme has been revised to enhance assistance for the training cost of yoga teachers. It is also proposed to meet the travel cost of teachers, as the States were finding it difficult to bear this expenditure and were therefore not able to depute the teachers for training. It is expected that the scheme will now pick up and gain momentum during the 8th plan.
Scheme of Assistance for Strengthening culture and Values in
Education 6.11.1 Education about India's common cultural heritage has been identified in National Policy on Education as one of the core areas under the National System 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.
6.11.2 Within these overall objectives, a Central Sector-Scheme of Assistance to Agencies for strengthening Culture/Art/Values in Education and for Assistance to Educational Institutions Implementing Innovative Programmes was formulated in 1987-88 and its implementation started from 1988-89 providing for financial assistance on 100% basis to the project-proposals screened by a duly constituted Grant-in-Aid Committee of the Ministry.
6.11.3 In 1990, a decision was taken to review the earlier scheme to make it more purposeful. Accordingly, a Working Group was constituted in the Ministry and a reformulated scheme of Assistance for Strengthening Culture and Values in Education has been designed.
6.11.4 The revised scheme has two broad components which are:
i) Strengthening cultural and value education inputs in the school and non-formal education system.
ii) Strengthening the in-service training of art, craft, music and dance teachers.
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6.11.5 The new scheme was approved in the meeting of Standing Finance Committee of the Ministry held on 1.10.92 when an outlay of Rs. 4.75 crore for the VIII Plan period was also approved as per year- wise break up given below:
(Rs. in Crore)
Item 1992-93 93-94 94-95 95-96 96-97
1. Strengthening 0.50 0.75 0.75 0.90 0.90
Cultural and Value
Education inputs
in the school and
NFE System.
2. Strengthening the - 0.20 0.20 0.25 0.30
in-service training
of art, craft, music
and dance teachers.
Total 0.50 0.95 0.95 1.15 1.20
During 1992-93, a total grant of Rs. 0.38 crore against the grant of Rs. 0.50 crore was given to 15 voluntary organisations.
6.11.6 The printed revised scheme was circulated among all education departments of the State/UT Governments during May, 1993. The scheme was also advertised through the DAVP in English, Hindi and regional language newspapers in the month of August, 1993. Out of 8 project-proposals received so far, 5 have been approved by the Grant- in-Aid Committee in its meeting held on 26.10.93. Another meeting of the GIAC will be held shortly. Project proposals from fully-funded autonomous bodies have also been received. It is expected that the budget provision of Rs. 75.00 lakh under the first component of this Scheme would be utilised fully by 31.3.94. The guidelines for the second component are being formulated.
National Awards to Teachers 6.12.1 The scheme of National Awards to Teachers was started in 1958 with the object of raising the prestige of teachers and giving public recognition to teachers of outstanding merit. Initially, the scheme covered teachers of schools catering to General Education. From 1967, its scope was enlarged to cover teachers of Sanskrit Pathshalas; and from 1976, it was further extended to cover Persian/Arabic teachers of Madrasas run on traditional lines. Two awards each are also earmarked for teachers of Kendriya Vidyalayas.
6.12.2 The number of awards allotted to a State depends upon the number of teachers, with each State/Union Territory being
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entitled at least to one award each for the categories of primary and secondary school teachers. The number of awards was increased from 186 to 300 in 1988. The total number of awards of at present are 296; of these, 272 for school teachers of States/Union Territories, four awards for teachers of Kendriya Vidyalaya Sangathan, 15 are for teachers of Sanskrit Pathshalas and five are for Arabic/Persian teachers of Madrasas run on traditional lines. Each award consists of certificate of merit, a silver medal and a cash prize of Rs. 5,000/-.
6.12.3 Two hundred and seventy five teachers were selected for the National Award for 1992. For the National Award 1993 names of 51 teachers have so far been finalised. Selection of teachers from some States/UTs, Arabic/Persian teachers and Sanskrit teachers is yet to be finalised.
Cultural Exchange Programme in the Field of School Education 6.13.1 This is a small scheme under which Financial Assistance is provided to bear the expenses for foreign travel/stay of nonofficial members of Indian delegation going abroad and expenses for travel/stay in India and in respect of the members of foreign delegation coming to India, in pursuance of India's Cultural Exchange Programme with foreign countries. However, funds from these schemes are not spent in case where such exchange visits are undertaken by the NCERT or in cases of reciprocal visits of foreign experts arising out of visit of NCERT experts in pursuance of Cultural Exchange Programme.
6.13.2 The scheme of Cultural Exchange Programme will continue in 1994-95.
National Open School 6.14.1 An Open School, New Delhi, the first of its kind in the country, was started by the Central Board of Secondary Education (CBSE), New Delhi in 1979 as a project. Keeping in view the emerging need for substantial expansion of the activities of Open School to provide school education opportunities to disadvantaged sections of the society through open learning system and distance education, the Government of India decided to establish the National Open School (NOS), as an autonomous Registered Society of the Department of Education, Ministry of Human Resource Development, in November, 1989 and amalgamated the Open School with it. In October, 1990, through a Resolution of Government of India, the NOS have been Vested with authority to examine and certify students registered with it, upto pre-degree level course. The NOS are offering an alternative and complementary system of education to the rural people, the urban poor, women, SCs/STs, working adults and school dropouts. It takes education to the doorsteps of the motivated learners and allows them to study at their own pace at a place and time convenient to them. The Association of Indian Universities vide their notification dated 25.7.91 circulated to all the Universities have accepted the Senior Secondary Examination of
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the NOS as equivalent to higher secondary/pre-university examinations for the purpose of admissions to institutions for higher learning.
Accredited Institutions 6.14.2 In the NOS endeavour to provide " education for all", the established institutions are the partners known as Accredited Institutions (AIs). The current number of such institutions is 341 i.e. 302 for general education and 39 for Vocational Education.
Vocational Education 6.14.3 Vocational Education received great impetus during the year and as many as seventeen Vocational courses were introduced during the year. 39 Institutions were identified as Accredited Vocational Institutions and as many as 7 of them received financial assistance to provide necessary equipment to the students. There is a proposal to introduce a number of Agricultural & Technical courses during the Year 1994-95.
Student Strength 6.14.4 In a short span of time, the NOS have been able to bring education to the door steps of the learners and it has created a cumulative strength of 2.5 lakh at present. During the year 1993-94 a target of 60,000 students (Secondary and Sr. Secondary) was kept. The total number of students admitted till Sept 93 has been 63,000. There is a proposal for second spell of admission in January, 1994 for which 20,000 enrolment has been kept as the target. For the first time, the system of depositing the fees by the students through the State Bank of India branches spread all over the country was introduced which was found to be quite satisfactory. Looking into the overwhelming response from the public the target for 1994-95 has been kept as 1,00,000 students.
Examinations 6.14.5 During the year 1993-94 about 56,000 students were examined in May 93 and about 32,000 students have registered for appearing in the Dec. 93 examination. Besides the two external examinations the NOS Conducted Computer Marked Assessment test in June '93 'in which 34513 students were examined and the expected number of 70,000 students is likely to be examined in Dec 93.
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Introduction of Regional Languages 6.14.6 At present, the candidates are supplied the study material in English and Hindi medium. During year 1993-94 the task for translation of the study material of secondary course into three languages viz. Telugu, Bangla and Marathi was assigned to various experts. There is a proposal to introduce these languages in the year 1993-94 and the students so admitted will be provided study material in these languages and they will also be examined in the respective languages. More Regional Languages will be added in 1994-95.
Media Support 6.14.7 NOS will procure Video Camera and Recorder with other accessories during the year and it plans to produce Video Films on variety of academic subjects and supply them to AIs for the benefit of the students. In 1993-94 5 Video films were prepared by the Media Unit of NOS and 15 were purchased from other institutions. These films are being distributed to the AIs. There is a plan to produce or procure 25 such Video films in different subjects in 1994-95. NOS have undertaken a programme for development of Audio Cassettes for distribution to the AIs for the benefit of students from 1994-95 onwards.
Publications 6.14.8 The NOS have revamped its publication programme. The study material has been given a new dimension both in shape and content. Books were printed during the year and were distributed to the students throughout the country. 25 lakh Books of 500 Titles are being published in 1993-94.
Open Learning Magazine 6.14.9 The NOS would be launching a new magazine entitled "Open Learning" which would be made available to all the students of NOS and to the public on demand. It will be a bimonthly magazine and will cover wide spectrum of subjects on Open Learning and Life Enrichment. Initially it will be published in English and Hindi and gradually in Telugu, Bangla and Marathi.
Other Projects 6.14.10 A new project on "Learning Skills" is expected to be launched during the year 1993-94. Another project on "Development of Question Bank" has been initiated.
Land and Building 6.14.11 The NOS took possession of two acres of land from Noida during 1992-93 and awarded the contract for construction of boundary wall, development of land and construction of guard room to NBCC which is almost on the verge of completion. The first phase of construction of NOS building is expected to be completed
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in 1994-95.
National Council of Educational Research and Training (NCERT) 6.15.1 The National Council of Educational Research and Training (NCERT), an autonomous Organisation, was established in September, 1961 to bring about qualitative improvement in school education and teacher education. It functions as an academic adviser to the Government for implementing policies and major programmes in the field of school education and teacher education. For realising its objectives, the NCERT undertakes programmes related to research, development, training extension and dissemination of educational innovations, etc., through various constituents including the Department of the National Institute of Education (NIE) and the Central Institute of Educational Technology (CIET) at the headquarter in New Delhi, Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE) at Bhopal, the Regional College of Education (RCEs) at Ajmer, Bhopal, Bhubneswar and Mysore and 17 Field Offices all over the country, mostly in State capitals.
6.15.2 During 1993-94, sustained and concerted efforts were made to implement programmes related to Universalisation of Elementary Education; enriching Secondary and Higher Secondary Education; improving quality of teacher education; promoting educational research/innovations and their dissemination, utilisation of education at technology; production of science equipments, and implementation of centrally sponsored schemes for improvement of school education in the States.
6.15.3 A resume of the main activities of the NCERT during 1993-94 is given in following paragraphs:
Universalising Elementary Education
Early Childhood Care and Education (ECCE) 6.15.4 The NCERT continued its activities related to improvement and strengthening of the Early Childhood Care and Education (ECCE) programme. A "Book of Activities" in Language, Mathematics and Environmental Studies in the context of play-way approach in early Primary Classes and a Teachers Handbook on "Early Childhood Education" were developed. A training Programme for ICDS Programme officers and Child Development Project officers was organised to train and orient them for Children's Entertainment Experiment through Radio (CHEER) Programme. A Publication titled" Teaching Science through Folk-Toys" was finalised two publications titled "Phool Bagia Part-III" and "Kilkari Part VII" for Aganwadi workers were brought out under the CHEER project.
Elementary Education 6.15.5 The manuscripts of the textbook on Health and Physical Education for Elementary teachers was developed. Guidelines for
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analysis of English and Hindi textbooks at the Primary stage from the standpoint of core components were developed and sent to the concerned agencies. A meeting of the Consultative Group was organised for development of intervention programme to improve adjustment in elementary school pupils. Under the Community singing programme for National Integration, three audio programmes based on community songs were produced. A symposium-cum-prize Distribution function was organised under the XXVII National Prize Competition for Childrens' literature.
6.15.6 Under the Minimum Levels of Learning (MLL) Programme, Teacher Guides for classes IV and V and a report of the National study on Meeting Basic Learning Needs were brought out. The achievement test for learners attainment in classes I-V in the areas of Language, Mathematics and Environmental Studies was administered and data were analysed under the UNESCO (APEID) Joint Innovative Project for improvement of Teaching in Multilevel and Multi Grade Primary Schools". A Study of Children, Teachers and Teaching Situations of selected Two Teacher's Schools with a view of developing Teachers Competence was organised. Based on the Study, a scheme of' Training of Teachers in Multi-grade Teaching Situation was prepared.
6.15.7 A Programme for orientation of Key Persons engaged in the Education of Scheduled Castes was organised to acquaint them about Barriers and problems of Education of the SCs.
6.15.8 Under the programme of preparation of supplementary reading materials for tribal students, a supplementary reader on "Life and Culture of the Bhil Tribe" was developed.
District Primary Education Programme (DPEP) 6.15.9 The NCERT provided academic advice and assistance to the State selected for the DPEP project. The senior faculty served on the National Core Team constituted by the MHRD to provide academic guidance to the states in preparation of District Plans to achieve the objective Education For All in the selected District. The NCERT faculty also participated in activities related to the preparatory mission of the World Bank to assess the State of preparedness in the planning process for project formulation in six states. A Pre- appraisal District Plans prepared by 19 Districts of the MP was conducted. Representatives of the World Bank, European Community, UNICEF UNESCO and ODA were also associated with this preappraisal mission. Studies were also undertaken on (i) Textbook designing, Production and Distribution, (ii) Baseline Beneficiary Assessment, (iii) Teacher Incentives and Teacher Training, (iv) Gender Issues, and (v) Tribal Education as a part of District Plan formulation, findings of these studies would be incorporated in the District Plans under the DPEP. The studies are to be completed by December, 1993.
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Non-Formal Education 6.15.10 A Workshop for finalisation of booklets on local specific materials was organised under the programme "Development of Enrichment Materials for NFE Programme". Tools for collection of data about tribal population were developed. A Workshop was organised for development of NFE teaching materials in Language and Mathematics. A process based training of NFE Coordinators was organised.
6.15.11 A workshop was conducted to finalise tools for collection of data under the project "Development of Profile of NFE Programmes in various states". A Programme of try-out of two books in NFE in Language and Mathematics was undertaken. Under the study "Design, Materials and Methodologies of Railway Platform Schools and Pavement Schools for Education of Street and Working Children". a planning meeting was organised to develop design of the study, procedure and tools. A planning meeting was also organised to design the plan for the tribal study under the District Primary Education Programme (DPEP).
Integrated Education of the Disabled 6.15.12 Data collection for the "Case study on primary Education for All including children with special needs" has been completed. A "Directory on Study and Documentation of different Training Programmes in Special Education" was developed. A report on the "Status of Teaching of science in Integrated Special setting Schools" was brought out.
Education for Womens' Equality 6.15.13 Work on development of (i) Handbooks for teachers at elementary and secondary levels and (ii) Training manual of Methodology of Womens' Education and Development continued. Under the innovative pilot project "Promotion of Primary Education of Girls and Disadvantaged Groups", and orientation programme of Key educational personnel was organised. Report of the study on DropOuts and Non- Enrolment of Girls in Rural Haryana was brought out.
Reorientation of Content and Process of Education 6.15.14 Under "A Status Study of Curriculum in social sciences at all Stages of School Education", a workshop was organised to review findings related to existing position of Social Sciences curriculum. Workshops were organised for development/finalisation of instructional materials accompanying Bal Bharati series for primary stage; Hindi Kosh; Student's Sanskrit Dictionary; Book of readings in sociology for Higher Secondary Stage; Syllabus in Physical Education and Computer Science; and Instructional materials in Environmental Biology and Mathematics. Under the programme of "Evaluation of Textbooks from the Standpoint of National Integration" the Steering Committee considered the Evaluation Reports in respect of the textbooks of Tamil Nadu, Assam and Rajasthan. A meeting of the National Advisory Committee
64
on contemporary History of India" was organised.
6.15.15 A study was undertaken on " Identification of Needs and Problems of Teachers Teaching large Classes". Programmes were also organised for identification of training needs of teachers teaching Chemistry and Mathematics. Status studies of Secondary Teacher Education Curriculum and Work Experience at Elementary Teacher Education stage were initiated. A panel meet of evaluators was organised to evaluate the papers written by school teachers under the project on "Innovative Experiments and Practices in School Education". 58 papers were selected for national awards.
6.15.16 The work on designing and development of Primary Science Kits (PSKs), Integrated Science Kits (ISKs) and Mini Tools Kits (MTKs) and certain other kits continued. For strengthening of teaching of Science and Mathematics, emphasis was given on training of resource persons from DIETs and SCERTs in use of kits at the primary and Upper Primary stages.
Talent Search 6.15.17 After conducting second level National Talent Search (NTS) examination, interviews were held for selection of students. Results of selection tests for admission to the Jawahar Novodaya Vidhyalayas were also declared.
Improving Quality of Teacher Education 6.15.18 The result of the 32nd Diploma Course in Educational and Vocational Guidance was declared and the 33rd Diploma course commenced in August 1993. NCERT continued work on development of (i) Behavioral Intervention Programmes to modify Elementary Students' Problem Behaviour, (ii) Resource Book titled" Guidance: Principles and Practices, (iii) Package for councillors and Teachers for development of personal-social skills of students, (iv) Resource Book on Information Service in Guidance (v) India Mental Measurement Handbook, (vi) Multi. media Package on Development land career Guidance, (vii) Package for Teachers to foster creativity and (viii) Manual of learning and Development for Elementary Teacher Educators. The survey of learning problems of Primary School Children in Urban Slums continued.
6.15.19 Besides conducting pre-service and in-service teacher education programmes, the Regional Colleges of Education (RCEs) remained involved in studies related to development of instructional materials for teachers educators, teachers and teacher trainees and extension activities for qualitative improvement of school education and teacher education.
Special Orientation Programmes for Primary School Teachers (SOPT)
6.15.20 Action was initiated to implement the SOPT programme in the country to train 4.5. lakh Primary School teachers during 1993-94 to improve their teaching competency in the language,
65
Mathematics and Environmental Studies. Training Modules in print mode, audio and video programmes and other support materials have been prepared. A two day orientation was organised for the nodal officers of all the States/UTs to be involved in the implementation of the SOPT.
Vocationalisation of Education 6.15.21 Realising the importance of vocationalisation of Education, the MHRD has set up the Central Institute of Vocational Education (CIVE) at Bhopal by upgrading the erstwhile Department of Vocationalisation of Education of the National Institute of Education (NIE), NCERT. The work on revision and reorganisation of the commerce based vocational curricula continued. A workshop was organised for development of teachers guide in Accounting. An orientation programme for state officials, Principals, Education Officers and other personnel was organised which inter alia provided a forum for discussion on problems and issues pertaining to vocationalisation of Education. orientation programme for key persons of North Eastern States was also organised to acquaint them with concept, philosophy and other aspects of vocationalisation of education.
Educational Technology 6.15.22 The project under Indo-US sub-commission on Education on the "Demonstration of Interactive Technology for Distance Learning at Higher Secondary Level under the Classroom 2000+" was conducted and an interim project report was brought out. Monitoring the telecast of the ETV service continued. 70 ETV programmes in Hindi were Scheduled and sent to Doordarshan for telecast via INSAT. 26 programme capsules in Hindi and Gujarati were Prepared. 70 ETV programmes in Gujarati were sent to Doordarshan for telecast. Since 15.8.93, the ETV Programmes are being telecast daily on the new Enrichment Channel of the Doordarshan. A meeting was organised for identification of topics in Mathematics for production of audio and video programmes at the primary school stage. 18 new ETV Programmes were produced. ETV Programmes on Health and Hygiene were taken up for content analysis and the Report was prepared. Four audio scripts were developed under the series on tribal stories and folk songs on environment. A workshop was organised for development of video films on demonstration 'Lessons in Chemistry for senior secondary classes.
Promoting Educational Research and Innovations 6.15.23 The Educational Research and Innovations Committee (ERIC) continued sponsoring research projects on different aspects of school education and teacher education. Under the project "Fifth All India Survey of Educational Research and Innovations" covering the period of 5 years from January 1987 to December 1992, abstracts of researches/innovations were content edited. The ERIC is also collecting and analysing information on innovations tried out in the field of school education with a
66
view to study the effects of such innovations for promoting those features that have promise and merit attention for wider diffusion to achieve goals of national development.
Field Service and Extension Coordination 6.15.24 The 17 field officers set up by the NCERT raised with the states and Union Territories and took steps for identification of their educational needs requiring assistance from the constituents of the NCERT.
Monitoring of Implementation of the Programmes
6.15.25 The implementation of the Programmes of the constituents of the NCERT is being monitored in periodic review meetings undertaken by a committee under the chairmanship of the Director, NCERT. The monitoring work is coordinated by the Planning Programming Monitoring and Evaluation Division (PPMED) NCERT. The PPMED has also started conducting certain studies related to utilization of NCERT's inputs into the school education system in the States and the UTs. The Division is finalising a framework for Formulation of Educational Programmes, their implementation, Monitoring and Evaluation at the NCERT and in the States.'
Publication and Dissemination 6.15.26 Besides publication of textbooks, workbooks, teachers' guides, supplementary readers, research monographs etc. in the field of school education and teacher education, the NCERT continued publication of six journals viz., Indian Education Review (Quarterly), Primary Teacher (Quarterly), Journal of Indian Education (Bi-monthly), school science (Quarterly), Primary Shikshak (quarterly in Hindi), and Bhartiya Adhunik Shiksha (quarterly in Hindi).
Sixth All India Educational Survey 6.15.27 It has been decided to conduct the 6th AIES during this financial year with 30th Sept, 1993 as the reference date. This Survey shall be a joint responsibility of the NCERT and NIC. Extensive utilisation of computer network will be adopted to build up a database at the district and state levels to facilitate annual updating by the State/UTs. Another distinctive feature of the new methodology adopted in the 6th AIES is the mix of census technique and sampling technique. The total estimated expenditure on the 6th AIES would be Rs. 666.60 lakh. The MHRD will provide financial and administrative support in creating necessary infrastructure at different levels and meet the expenditure on the survey on 100% basis. At the National Level, the NCERT will be responsible for all academic matters of the survey like development of tools, training of survey officers for collection, scrutiny and reconciliation of data, development of guidelines and analysis plans and writing of the report. The concise report is likely to be brought out by NCERT by 30.11.94
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and the main report by 30.6.95.
During 1994-95 also similar programmes and activities will continue
6.15.28 During 1992, a sum of Rs. 362.22 lakh released from plan and Rs. 1370.00 lakh from Non-Plan. During the current financial year i.e. 1993-94, there is a budget provision of Rs.587 lakh under the plan and Rs. 2200.00 lakh under Non-Plan.
Scheme for Strengthening of Boarding/Hostel Facilities for Girl
Students of Secondary/Higher Secondary Schools Financial Assistance
to Voluntary Agencies 6.15.29 One of the main factors responsible for slow pace of growth of enrolment of adolescent girls of rural, tribal and other remote areas is the traditional societal inhabitations against their movement outside the family precincts. Since the High/Hr. Secondary Schools in such places are sparsely located, the girls remain particularly disadvantaged by not being able to cover considerable distance between their home and High/Hr. Secondary Schools.
6.15.30 In order to actualise the recommendation in para 8.4.1 of POA 1992 for formulating a special enabling plan to ensure increased enrolment of girls in secondary education and NPE directive for encouraging NGO participation, it has been decided to launch the above mentioned scheme during the VIII Plan period with the objective of providing the following types of assistance to the existing hostels run by the NGOs :-
i) Non recurring assistance as one-time grant for provision of essential furniture, utensils and meeting basic recreational needs @ Rs. 1500 per boarder.
ii) Recurring assistance for food, emoluments of Cook and Bearer @ Rs. 5000/-p.a. per boarder.
6.15.31 The grant will be given on the basis of number of girl students of classes IX-XII who are the boarders of the assisted hostels. An outlay of Rs. 2 crore has been earmarked for the scheme to cover 3580 girls during VIII Plan period.
6.15.32 Release of funds under the Scheme is expected to start from the last quarter of 1993-94.
National Foundation for Teachers' Welfare 6.16.1 National Foundation for Teachers' Welfare (NFTW) was set up in 1962 under the Charitable endowments Act, 1890. The main objective of the Foundation is to-promote the Welfare of the school teachers (more than four million) and, to alleviate distress among them and their dependents in indigent circumstances through financial assistance.
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6. 16.2 The affairs of the organisation are managed through a General Committee under the Chairmanship of Minister of Human Resource Development with Ministers in-charge of school education in the States as its member. State Level Committees of the Foundation exist under the chairmanship of the Education Ministers of States and Lt. Governor's of Union Territories respectively.
6.16.3 Annual contributions from Member States and ten percent of the collections of Donations on Teachers' Day constitute the corpus of the Foundation. The States retain Ninety percent of the proceeds of Donations. Funds of the Foundation at the Central level are invested in five year time deposits through the Treasurer of Charitable Endowments for India (TCE). The total amount thus invested through the TCE is Rs.18.50 crores.
6.16.4 Financial assistance is extended, centrally, through the following schemes:
a) construction of Shikshak Sadans;
b) subsidy for academic activities of teachers;
c) paid holiday to the awardee teachers;
d) support for professional education of children of school teachers;
e) gratuitous relief in cases of serious accidents; and
f) grant of financial assistance to teachers for serious ailments.
6.16.5 During the year i.e. from 1.4.93 to 31.12.93, financial assistance amounting to Rs. 27,54,737/- has been released as per details given below:-
Sl. No. Name of the Scheme Amount of Financial
Assistance
1. Construction of Shikshak Sadan Rs. 14,00,000/-
2. Medical Treatment for Teachers/ 25,500/-
dependents suffering from serious
ailments.
For Cancer Hospital (Madhya Pradesh) 5,00,000/-
Bhopal
(Jawaharlal Nehru Cancer Hospital and
Research Centre. Bhopal).
3. Financial assistance to teachers for 5,000/-
academic activity.
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4. Prof. D.C. Sharma Memorial Award 1991. 7,500/-
(For 3 teachers @ 2,500/- each).
5. Grant of financial assistance for 7,92,503/-
Professional education of children of
school Teachers.
6. Paid holiday to eminent Teachers. 24,234/-
Grand Total : Rs. 27,54,737/-
Central Board of Secondary Education 6.17.1 The Central Board of Secondary Education deals in multiple activities like Affiliation, Academics that fall in its ambit besides examination.
Affiliation 6.17.2 During the period under report, the Board added 342 new schools to its already existing family. The affiliations, however, subjected to rigorous detailed inspection which the Board undertakes at regular intervals in order to keep a strict vigil on the standard of education and other infrastructural facilities provided to the students and the teachers.
Academics 6.17.3 The major thrust is towards improving the quality of education in schools affiliated to it.
Curriculum Renewal 6.17.4 The main strength of the curriculum devised by the Board is its flexibility to meet the diverse demand of student's population located in different parts of the country and abroad. As a result of this the syllabus is updated on a regular basis with the involvement of practicing teachers, the Committees of Courses in different subjects; for secondary and senior secondary levels. These committees critically scrutinise the respective syllabus from the point of view of:
i) Deletions without disturbing the logic and essentiality of the discipline.
ii) Spelling out in greater detail the depth of the existing contents in a manner that the syllabus is interpreted in the same manner by all concerned.
iii) Additions if essential in order to maintain coherence and logic of the subject matter.
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iv) Re-arrangement of contents if required so as to make the syllabus more logical in presentation during the learning process.
6.17.5 As per practice, the curriculum are brought out two years in advance so that the teachers and students get sufficient time to gear themselves for these changes. The following publications were brought out by the Board during this period:
i) Secondary School Curriculum 1995
Volume I- for Main Subjects
ii) Secondary School Curriculum 1995
Volume II - for Languages
iii) senior School Curriculum 1995
Volume I - for Main Subjects
iv) Senior School Curriculum 1995
Volume II - for Languages
6.17.6 One of the important aspects of the Senior school curriculum 1995 is the inclusion of guidelines for practical papers in Science subjects viz. Physics, Chemistry and Biology. Necessary guidance for designing practical question paper, developing marking scheme' and suggested marks distribution for each part of different categories of experiments has been appropriately discussed under this.
Vocational Courses 6.17.7 In the current session; single paper subject of Commerce based and agriculture-based vocational groups have been converted into self-contained packages to make these more skill oriented. To meet the demands for self-employment in all vocational courses the general foundation course has been revised and updated. The new course includes the elements of the environmental Education and Commercial Mathematics to provide adequate base besides the required entrepreneural skill. This has been undertaken to explore new possibilities of selfemployment.
Futurology 6.17.8 Futurology or Future Studies has been introduced as an Elective activity under Work Experience during 1992-93, a comprehensive brochure titled 'Futurology an Elective Activity under work Experience' has been developed by the Board in order to facilitate further understanding into the future studies.
In-service Orientation Programme for Teachers 6.17.9 The Board initiated various orientation programmes for the teachers during this year. An intensive programme on 'Science Education and Creativity' was held in June. similarly,
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other programmes for social Science and futurology were also organised by the Board for the teachers.
In-depth Analysis of Question Papers 6.17.10 The Board had developed 'design' for setting question paper in each subject. These designs are based within the broad parameters of evaluation i.e uniformity and objectivity in assessment comprehensive testing and objective based assessment.
CBSE ELT Project 6.17.11 The experimental and student's edition of new text book for Class IX and X under the series 'Interact in English' were published by the Board. Audio Cassettes for Class IX have also been developed under the same series. The Board has also organised 42 courses all over the country where around 1200 teachers of English were trained by the members of ELT Project team in India, Dubai and Bahrain. During the course, the teachers were familiarized with new textual. and test materials, communication oriented learning and teaching, class room strategies, the new test design and objectives. The monitoring of all these different courses was undertaken by the CBSE, British Council and Experts from the College of St. Mark and St. John Foundation, Plymouth. Further in collaboration with CIEFL, Hyderabad, the Board has initiated the monitoring and evaluation of the implementation of the New Curriculum in schools. This is a two- year project which will involve the teacher monitors and evaluators.
Examination
Administration of Multiple Sets 6.17.12 The multiple sets of question papers were used for the second time in 1993. This year they were administered in all the regions and foreign countries uniformly. only three sets of question papers were used this year in order to streamline the equivalence between the sets and about '70% of the questions were common though in a jumbled order in all the sets. The multiple sets scheme has proved beneficial in many respects besides acting as a bulwark against the meanance of mass copying alone. The multiple sets have proved their merit in eradicating the evil of mass copying, in improving the teaching-learning processes where the emphasis has now shifted from selective teaching and learning to the whole course and concomitantly an increase in the over all pass percentage.
Smooth and Fair Examination 6.17.13 Due to continued improvisation, the Board examination held in march were conducted smoothly and no incidence of mass copying was reported. It is also to the credit of the Board that there has not been any leakage of question papers during the last one decade.
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Timely Declaration of Results 6.17.14 The results were declared in time and the Board had taken additional steps to ensure error free result to the extent humanly possible. Co-ordination, tabulation, formulation of Marks Statement etc. were given extra check to eliminate any undetected or lurking errors. Improvement, however, is on going process and continues to be the guiding philosophy of the Board. With the objective of mitigating the hardships of the students the Board had decided to permit change of subject to the failures of Class XII from this year onward. However, this facility is restricted to change from Science subject to Humanities or Commerce only.
Focus on Public Relations and Public Redressel 6.17.15 With a view to improve its public redressel system Board has taken stringent step to mitigate public grievances. Even the Regional Officers have been instructed to attend all the public complaints with urgency and promptness.
Navodaya Vidyalaya Samiti (NVS) 6.18.1 It is universally accepted that children with special talent should be provided opportunity to proceed at a faster pace, by making good quality education available to them irrespective of their capacity to pay for it. The National Policy on Education 1986 envisaged establishment of pace setting schools intended to serve this purpose in the country on a given pattern, with full scope for innovation and experimentation. In pursuance of this objective to provide good quality modern education to the talented children pre- dominantly from the rural areas, the Govt. of India have launched in 1985-86 a scheme to establish a Navodaya Vidyalayas in each Distt. throughout the country which are being managed by an autonomous organisation called Navodaya Vidyalaya samiti. The broad aims of the Samiti are to serve the objectives of excellence coupled with equity and social justice, to promote national integration by providing opportunity to children from different parts of the country to live and learn together, to develop their full potential and most importantly, to become catalysts to the national development.
6.18.2 The admission to Navodaya Vidyalayas is at the level of class VIth based on an admission test conducted by NCERT. The medium of test is the mother tongue or regional language of the children. The test is largely in the non-verbal nature, class neutral and so designed as to ensure that the talented children from the rural areas are able to compete without suffering a disadvantage. The students so admitted get their education through the medium of their mother tongue or regional language upto class VIII, during the time of which intensive teaching of Hindi/English as language subject and co-media is undertaken. Thereafter the common medium maintained from class TX onwards is
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Hindi/English.
6.18.3 At this stage there is a migration of 30% of students from each vidyalaya to another located in different linguistic regions. The migration is mainly between Hindi and non-Hindi speaking Distts. The parents of the students have willingly accepted the scheme of migration. The NVs. follow 3-language formula.
6.18.4 The Vidyalayas are co-educational. in which admission to the children from urban areas is generally restricted to 25% of the seats. Efforts are made to ensure that atleast 1/3rd of the students in the each vidyalaya are girls. Reservation of seats in the favour of children belonging to SCs and STs is provided in proportion of their population in the concerned Distt. provided that in no Distt. Such reservation is less than the national level.
6.18.5 The vidyalayas provide education in the streams of humanities, commerce, science and vocational upto +2 level and are affiliated to CBSE. There are at present 339 sanctioned vidyalayas in the country operating in 30 States/UTs. The state of Tamil Nadu and West Bengal have not yet opted for implementation of the Navodaya Vidyalayas Scheme. Govt. have decided to open 50 vidyalayas each year during the current plan period. The strength of students in the current year is about 1,20,000. Since the schools are residential and located in remote areas special the following incentives have been provided to attract good teachers/principals they are:
i) Rent free partly furnished accommodation as available at site
ii) Children education allowance as per rules.
iii) Free boarding facilities to House Masters and teachers staying with the students.
iv) Free lunch to all teachers.
v) Facility for 5 the appointment of spouse as per Samiti's rule.
vi) Admission without test in the vidyalayas for the children of the teachers.
6.18.6 In order to facilitate the teachers and Principals coming from varying backgrounds to work in the residential school system, sufficient orientation training is provided to them. Inservice courses are also organised regularly in order to enable each teacher and Principal to undergo training atleast one in 3 years. Besides, in-service courses for teachers of Music, Yoga, SUPW and Art are alos being organised.
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6.18.7 The Samiti with its headquarters in Delhi has 7 Regional Offices at Pune, Bhopal, Chandigarh, Hyderabad, Jaipur, Shillong and Lucknow. During the current year the Samiti has taken a decision to establish one more Regional Office at Patna. Each of these Regional Offices monitor the academic, financial and administrative functioning of the Vidyalayas under its jurisdication. The construction activities in the vidyalayas are also monitored by the Regional Offices with the help of an Executive engineer.
6.18.8 In so far as the construction work of the vidyalayas is concerned, administrative approval for construction of 236 vidyalaya buildings have already been given. The construction work has been started in about 229 vidyalayas. About 187 vidyalayas are functioning in their own buildings though some of them are partially in-complete. Fifteen more vidyalayas are likely to be shifted to their own buildings during 1993-94. Upto 1992-93 the Samiti has spent a sum of Rs.314 crores for construction of vidyalaya buildings. During the current year a sum of Rs.75 crores are likely to be spent for this purpose.
Central Tibetans Schools Administration (CTSA) 6.19.1 Central Tibetans Schools Administration (CTSA) was established in 1961 as an autonomous body with the objective to set up, monitor and assist the educational institution in India for the children of Tibetan refugees. Since then the schools have been established to keep the Tibetan community abreast themselves of all aspects of modern education while retaining the essentials of their traditional system and culture. Upto the current year, the Administration is running 94 schools including 13 grant in aid and 51 pre-primary schools spread all over India, having an enrolment of about 12,800. The schools are affiliated to CBSE. They are mostly located at places which have sizeable concentration of Tibetans and are mostly in the hilly areas. The Administration is also running 5 residential schools. Free education is provided to Tibetan students right upto class XII. The medium of instruction in these schools is English. However, Hindi and Tibetans are taught as compulsory subjects from class I onwards. on experimental basis Tibetan has also been introduced as a medium of instruction in 2 schools during 1993- 94. All India annual examinations are conducted for class 5,8,9 and 11 to ensure uniformity of educational standards. Tibetan music and dance are compulsory co-curricular activities for all the students from class I to X. Mid day meals are provided to children of the schools.
6.19.2 Under the vocational stream, typing and stenography, audit and accountancy and store keeping have been introduced for the Tibetan schools under Centrally Sponsored Schemes.
6.19.3 The pass percentage of the students in the Board examinations conducted in 1993 for Class X and XII has been 72.13% and 80.62% respectively.
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6.19.4 A pilot Project on Computer Literacy was started in 1985-86 in 7 schools of CTSA with the objective to provide the students with a broad understanding of computer and their applications. Government lay emphasis on manipulated skills rather on teaching Principals of computer science. In keeping with the tradition Every year CTSA held zonal meetings on the Foundation Day. The venue of the zones is rotated among the various CTSA Schools. The students of the schools of each zone display their feats in games athletics, cultural activities including Tibetan dance, play etc. The activities are first held at zonal level and the winner students are selected to compete in the central meet.
6.19.5 The Administration also provide some facilities of post school education. Fifteen scholarships are awarded to meritorious Tibetan students who pass out from various CTSA schools. The students who secure a minimum of 60% marks at +2 level and are in the age group of 17-22 years are eligible for scholarship for pursuing studies in Arts, Science, Engineering, etc. About 1.6 lakh rupees were spent during 1992-93. In another scheme 5 scholarships have also been provided for students securing a minimum of 55% marks in the board examination for pursuing various diploma courses. During the year 1992-93 Government of India have allowed 7 seats to meritorious Tibetan students to study in various Technical Institutions in the filed of Medicine, Engineering, Pharmacy, etc. NCERT also alloted 8 seats to students to study in their regional colleges of education.
6.19.6 In order to maintain proper liaison between local Tibetan community and the authorities of the State Governments a Local Advisory Committee has been constituted for each school. The Committee also monitors the progress of the schools besides sorting out day to day problems.
6.19.7 To keep pace with the latest developments and techniques in pedagogy the Administration has been making continuous efforts to equip the teachers and Principals through various professional training. In-service training courses, which play strong role in the development and competence have been designed by the administration and a calendar has been prepared fixing a suitable period for various courses. It has established an independent training centre at Mussoorie to facilitate in the conduct of various training courses. The Administration has introduced several incentive schemes for its various staff. The Governing Body of the Administration has approved a scheme of incentive awards to the meritorious teachers in the various categories such as Principal/Headmaster/PGT/TGT/PST/ others. Awardees are also eligible for extension of 2 years of service beyond their date of superannuation. The selection of awadees is done by the Chairman of the Administration on the recommendation of the Selection Committee constituted for the purpose.
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6.19.8 With a view to providing sound foundation to the education of Tibetan children and also for qualitative improvemenmt of education at the school level the Administration was running 51 schools during 1992-93. It has decided to raise this number to 60 during 1993-94, as these schools have earned popularity among the Tibetan community. These schools have proved to be very affective in developing interest of Tibetan children towards the formal education. In order to improve the quality of pre-primary education CTSA has programmed with regard to learning experience of the children, teaching aids, play equipments and materials and training programmes in pre-primary education have been arranged through NCERT experts.
6.19.9 CTSA has been making all efforts to progressively increase the use of Hindi in the official work. All the employees are encouraged to learn and make use of Hindi as official language. During the current year the Raj Bhasha Implementation Committee was constituted to promote the use of Raj Bhasha at the Headquarters.
Kendriya Vidyalaya Sangathan (KVS) 6.20.1 Kendriya Vidyalaya Sangathan (KVS), an autonomous body was started in 1963-64 with a necleus of 20 schools by taking over the then Regimental schools functioning at various Defence establishments. The number of Vidyalayas has since risen to 795. The total number of enrolment of these vidyalayas is about 7,00,000. The sanctioned strength of the staff including the Principals is about 42,000 in 1993-94.
6.20.2 KVS came into existence as pace setter in school education. Their origin endowed them with some inescapable obligations. The well chosen teaching staff and their periodical orinetation in content and methodological areas has been the foremost factor for bringing high quality education. A carefully concived curriculum, a uniformally split-up syllabus, text books and the teachers' guides prepared by the NCERT and the CBSE, updated teaching methods, well-planned co- curricular activities, games and sports coupled with expanding scout and guide movement, adventure activites, a consistant home work supplementing the class work, library service, projects ranging from collection to investigatory types exposure of students to competitions like USO, general knowledge test, mathematics olympaid, science quiz competitions, Commonwealth essay competitions, etc., use of audio- visual side including computers are some of the integral factors that has helped to pursue for academic excellence and all around development of the students.
6.20.3 KVS has been making determined efforts to better the quality of teaching and learning, the indication of which can be seen in the students performance at the CBSE examinations. The performance of the students at class X exam of 1993 was 87.74% and that of the class XII exam of 1993 the result was 82.12 percent.
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6.20.4 The education upto class VIII is free in all vidyalayas and tuition fee for class IX to XII is charged on varying rates from boys students only depending upon their parental incomes. Girl students, wards of the KVS employees, SC/ST students and children of the officers and men of the armed forces killed or disabled during 1962, 1965 and 1971 wars are exempted from paying fee upto class XII.
6.20.5 With a view to providing help, guidance and adequate opportunities to first learners a programme of accelarated learning for bright children has been introduced. The activities undertaken in this programme are observation of the environment, preparation of magazine, preparation of question papers of various subjects, quiz programmes, dramatisation of stories, poems, etc. The programme has also undertaken to indetify aconomically backward children, disgnose their weaknesses and enable them to make up their defficiences through individual guidance and remedial teaching. Besides teachers, students also assist these children in learning various subjects. Programme concerning value education have also been undertaken in the vidyalayas with the object to promote national values such as respect for each others view points, courtesy in speaking, appreciation for reflective thinking, devotion to duty, dignity of work, team spirit, concern for all etc. All these values are generally reflected in the morning assembly of the vidyalayas. A Pilot project on computer literacy which was started in 1984-85 has been operating in number of vidyalays with a view to create computer awareness amongst the students.
6.20.6 National Integration and International understanding have been taken up as projects on all India level by the KVS. Under these every year a Social Sciences Exhibition is organised with a view to promote students interest in social sciences, develop appreciation and understanding of the rich culture of various States. Along with this an exhibition under the Associated Schools Project is organised every year in order to develop international understanding. During 1993-94 this exhibition was scheduled to be held in Bombay from 10th to 13th January, 1994. In order to pursue excellence in science education, all vidyalayas arrange a science exhibition locally. The best of these exhibits are sent for the participation by the regional science exhibition and likewise the best of the exhibits at regional exhibition are sent to the All India KVS Science Exhibition. During this year the KVS Science Exhibition is proposed to be held at Madras in July, 1994.
6.20.7 The scheme of youth Parliament has been popularised among the vidyalayas with the objective to understand and strengthen the democratic fabric of the country and to inculcate a healthy habits of discipline, in the minds of the students. Tolerance of the view of the knowledge of parliamenty procedures and working are some of the activities of this scheme. The competition is organised at various levels throughout the country.
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6.20.8 KVS makes vigorous and sustained efforts in the field of games and sports with a view to identify nurture skills and talents amongst the students. To achieve these objectives KVS has under-taken a number of programmes. Coaching camps are organised every year in Football, Athletics, Table Tennis, Badminton, Hockey, Swimming & Diving etc. In these games about 700 students participated. A year long plan is drawn up and implemented for organising games and sports from vidyalaya to national level. During 1993 all the 18 regions of the KVS organised these meets. KVS national sports meeting was held in Hyderabad region for boys and in Madras region for girls in which about 8000 students participated in the various competitions. KVS has an affiliated status of the School Game Federation of India (SGFI) and participates in all meets organised by it. The SGFI meets, are at present going on in various parts of the country. The students of KVS have so far particpated in the Volley Ball, Swimming, Athelete, Table Tennis, Football, Kabadi, Kho-Kho, Basket Ball, Badminton, Cricket Meets and has won 6 Gold and 2 Silver medals.
6.20.9 KVS organises trekking and other, programmes on a mass scale every year. The various programmes such as mountain trek at Riwalsarlake, trek to Jim Carbett trek along with Indira Gandhi Canal, Cycle Safari from Dwarika to Somnath temple are undertaken by about 40 students.
6.20.10 Scout-Guide movement has got momentum in the KVS activities over the years. There are about 60,000 Scouts and guides and 5000 trained scout maters and guide captains to plan and organise activities. Scout and guide activities are held at the vidyalayas and then at regional level culminating at the KVS State Rally which is held alternative year. During the year, the State Rally is proposed at Palghat (Kerala).
6.20.11 To keep pace with the latest developments, techniques and pedagogy KVS makes continuous efforts to equip its teachers and Principals for their professional growth. This also allows them to keep abreast of the latest innovations in the field of teaching. To achive this goal KVS has been organising a number of in-service courses, orientation courses and induction courses, conference for various types of its employees. The following inservice courses are being conducted during 1993-94.
No. of courses No. of teachers
1. Primary Teachers 29 1750
2. Misc. Categories. 07 450
(Music, Drawing,
SUPW & Physical
Edu. Teachers)
79
3. Trained Graduate 17 1200
Teachers
(Eng.Hindi,Science,
Social Science &
Sanskrit)
4. Post Graduate Teachers 13 800
(Eng.Hindi,Phy.,
Chem.,Bio.,History,
Geog.,Eco. & Commerce)
5. Headmaster/Headmistress 02 120
6. Programme for Directors 03 180
and Resource Persons
for PRTs
7. Programme for Directors 05 70
and Resource Persons
for TGTs
80