SECONDARY EDUCATION
Vocationalisation of Secondary Education 5.1.0 Various Committees and Commissions that have considered the question of educational reform have underlined the need for diversifying secondary education by introducing knowledge and skills that may prepare the students for remunerative work without necessarily having to go for higher education. The VII plan document has also identified vocational and skill training programmes at different levels of education as one of the major thrust areas. NPE, 1986 has accorded very high priority to the vocational education programme. The Policy has laid down the target of 10% diversion to the vocational stream at the higher secondary stage by 1990 and 25% by 1995.
5.2.1. The Centrally sponsored scheme of Vocationalisation of Secondary Education was started with effect from February 1988. Under this Scheme, financial assistance has been provided to the State Governments/Union Territory Administrations for introduction of vocational courses in schools at the plus 2 stage. The Scheme has many components which include conduct of area vocational surveys so that the vocational courses to be introduced in selected institutions are need-based, preparing curricula and course material, organising training of teachers, providing apprenticeship training to the
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extent possible and modification of recruitment rules so that some of the students passing our from the vocational stream can find employment in the organised sector. During the year under report, emphasis has been laid on the area vocational surveys and the establishment of a Joint Council for Vocational Education at the National level and counterpart bodies at the State and the District levels. The importance of creating a management suture at various levels for effective implementation and monitoring of the programme was also underlined.
5.2.2 state Councils for Vocational Education have been set up in Bihar, Delhi, Haryana, Himachal Pradesh, Mizoram, Panjab, Tamil Nadu, Uttar Pradesh and West Bengal. District Vocational Education Committees have been set up in Haryana, Punjab and Tamil Nadu. In other States/ Union Territories they are in the process of being set up.
5.2.3 The States have been somewhat slow in creation and filling up of the posts sanctioned for management of the programme at the Directorate, SCERT and District levels. A few posts have been created /fillied up in Bihar, Goa, Harayana, Himachal Pradesh, Kerala, Madhaya Pradesh, Orissa and Uttar Pradesh. In the State of Andhra Pradesh, Bihar, Goa, Gujarat, Haryana. Himachal Pradesh, Kerala, Maharashtra, Madhya Pradesh, Orissa, Tamil Nadu and Uttar Pradesh a large number of teaching posts have been filled up whether on full-time or part-time basis. Several vocational areas have been covered through the vocational courses and curricula for most of them have been prepared. A few States/Union Territories have already developed instructional material for differnt vocational courses and kin the remaining States/ Union Territories work is still going on.
5.2.4 Teacher training programmes of varying duration have been conducted in the States of Andhra Pradesh, Goa, Himachal Pradesh, Kerala, Karnataka, Madhya Pradesh, Maharashtra and Orissa. In other State States/Union Terriotories the surveys are in progress.
5.2.5 The Scheme also seeks to promote experimentation and innovation in vocational education through non-governmental organisations. The Society for Rural Industrialisation, Ranchi is engaged in developing technology for rural application and training tribals in use of such technology. The Society has trained 448 tribals in 6 trades including Land and Water Management, Building Block Production, Maintenance of Diesal Engine Pumpsets, Repair of Cycles and Mopeds, etc. The Vigyan Ashram, pune, seeks to develop an integrated course in Rural Technology to provide technical services to the community through students for jobs like water-prospecting, bore-well repair, electrical repairs and pest control, etc. The project activities have been started in 3 schools and equipment and trained instructors have been provided to a large extent. links with Rural Development Agencies (DRDA) have been established, and Community service in the various targetted areas are being provided.
5.2.6 Efforts are also being made to start vocational courses specific to the needs of the users which will ensure ready employment to the vocational students provided they fulfill the minimum standards laid down. The Central Board of Secondary Education (CBSE) has started a vocational course in General Insurance in 19 schools during 1988-89 in collaboration with General Insurance Company. A course in Life Insurance has been started in 1989-90 about 25 schools in collaboration with LIC. The course content of the vocational courses has been decided by GIC/LIC and approved by CBSE. The two organisations have committed to absorb continuously, year after year, the students coming out of the minimum prescribed level. A similar sponsored course is also proposed to be started in Railway Commercial Staff. While the details have been worked out to start the course from 1990-91, the formal approval of the Railway Board is awaited. Discussions have also been initiated with the Ministries/Departments of Health and Family Welfare, Information and Broadcasting, Telecommunications, Tourism, Handlooms and Handicrafts for starting vocational courses geared to their needs.
5.2.7 A summary of achievement under the programme since 1987-88 is furnished in Table 7 presented below :
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TABLE 7
Vocationalization of Education achievements
1987-88 188-89 1989-90 Total for
antici- 1987-88,
pated by 1988-89 &
31.3.90 1989-90
Amount spent
(Rupees in crores) 31.90 49.73 44.30 125.93
Number of States Union
Territories covered 18 6 1 25
Number of schools
covered 1080 1505 163 2748
Number of
Vocational Courses
approved 3167 4169 473 7809
TABLE 8
Science Education :achievements
1987-88 1988-89 1989-90 Total for
anticipa- 1987-88,
ted by 1988-89 &
31.3.90 1989-90
Amount spent 28.30 29.44 20.60 78.64
(Rupees in crores)
Number of States
Union Territories
covered 19 15 20 30
Number of schools covered :
1) Upper primary
Schools
( science kits ) 20.719 14.037 3.550 38.306
2) Secondary higher
secondary
schools laboratory
assistance 8.899 5.784 1.699 16.382
3) Secondary higher
secondary
schools laboratory
assistance) 6.920 5.392 2.761 15.073
Number of Voluntary
Organisations
covered (for innova-
tive programmes)
cumulative 8 57 13
Number of Institu-
tions assisted for
setting up of District
Resourse Centres 80 13 22 115
Improvement of Science Education In Schools 5.3.1 In order to improve the quality of science education and promote scientific temper, as envisaged in NPE, 1986, a Centrally Sponsored Scheme of Improvement of Science Education in Schools was started during the last quarter of 1987-88. Under this Scheme, financial assistance is provided to States/Union Territories for provision of science kits to upper primary schools; upgradation and strengthening of science laboratories in secondary and higher secondary schools upto a desired standard; upgradation of libraries in secondary and higher secondary schools; setting up of District Resource Centres for science education, development of instructional materials and training of Science and Mathematics Teachers. The Scheme also provides for assistance to voluntary organizations active in the field of science education for undertaking innovative projects and resource Support activities in science education. The Scheme is intended to cover all Government and Government aided upper primary, secondary and higher secondary schools in a phased manner by the end of the 8th Plan.
5.3.2 Data on achievements under the Scheme since 1987-88 are furnished in Table 8.
5.3.3 The eight voluntary organisations from which encouraging response has been received in implementing the Scheme are : Akalavya, Bhopal; Pondicherry Science Forum, Pondicherry; Kerala Shastra Sahitya Parishad, Trivandrum; Tamil Nadu Science Forum, Madras; PPST, Madras; Jana Vigyana Vedika, Andhra Pradesh; National Council for Science Museum, Calcutta and Bal Bhavan Society, New Delhi. These institutions were provided assistance for organizing various activities such as preparation of models and charts, organization of exhibitions, plays, essay and quiz competitions, children's festivals, etc.
5.3.4 Homi Bhabha Centre for Science Education, the other institution which has been involved too. Tata Institute of Fundamental Research, Bombay is They helped in the organization of an international workshop on Mathematics Education at Goa from October 30-November 9, 1989. For the first time, a team of six students was sponsored for participation in the International mathematical Olympiad held in Frankfurt, West Germany in July 1989.
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Environmental Orientation to School Education 5.4.1 In pursuance of NPE 1986, a Centrally Sponsored Scheme of Environmental Orientation to School Education was brought under implementation from 1988-89. Under the Scheme, 100% financial assistance is provided to States/Union Territories and Voluntary Organisations working in the field of Environment Education. The project activities include review of curricular and extra curricular materials, preparation of general informative books/brochures/ posters/audio-visual materials, adoption of monuments by Schools for study and upkeep and study of ecological problems in, the neighbourhood. One of the preferred activities under the project is setting up of school nurseries. Voluntary Organisations are also involved in innovative projects relating to Environment Education.
5.4.2 Presented in the Table below is a summary of achievements under the Scheme :
TABLE 9
Environmental Orientation to School Educa-
tion : Achievements
1987-88 1988-89 1989-90 Total for
(anticipa- 1987-88,
ted by 88-89 &
31.3.90) 1989-90
Amount spent Nil 1.93 1.57 3.50
( Rs. crores )
No. of States/ Nil 15 5 20
UTs covered
No. of projects Nil 25 7 32
sanctioned
No. of schools Nil 7298 4612 11910
covered
No. of voluntary Nil 6 7 13
bodies assisted
5.4.3 Prominent among the projects of Voluntary Organisations for environment education are :-
- That of Uttarakhand Seva Nidhi, Almora, for environmental orientation to elementary education in Kumaon and Garhwal regions of Uttar Pradesh.
- That of Guru Ghasidas University, Bilaspur, Madhya Pradesh for setting up of school nurseries, study of ecological problems, workshop of tribal teachers and SC/ST farmers.
- That of Centre of Environment Education (CEE), Ahmedabad, to act as a nodal agency for involving NGOs working in the area of environment education to take up local specific activities in the cluster of schools around them.
Educational Technology (ET) Programme 5.5.1 As a measure of widening access to education and towards bringing about a qualitative improvement in education, an Educational Technology Programme was started as a Central Sector Scheme in 1972 and has been continuing as such till 1987-88 when, it became a Centrally Sponsored Scheme. However, the Government of India continues to bear 100% expenditure on most of the components of the scheme.
5.5.2 NPE, 1986, says that in order to avoid structural dualism, modem Educational Technology must reach out to the most distant areas and most deprived sections of society simultaneously with areas of comparative affluence and easy accessibility. This approach favours the use of broadcast methods. Keeping this in view, a revised scheme was formulated by the Department of Education to consolidate efforts under the INSAT utilisation programme. The objective was to achieve larger programme production capabilities within the education sector and to extend radio and TV coverage to five lakh Secondary and one lakh Elementary Schools respectively by providing receiving sets.
5.5.3 A Group with Dr. Kiran Karnik as convenor was set up in August 1987 to study and make recommendations on the use of Satellite services for education and the media time requirement of various sectors of education. The main recommendations of this Group are:
- that there is a definite need for full-fledged educational channels taking into account the various requirements of target audiences.
- that the educational broadcast needs be met through one national and 13 regional language networks for TV, and a similar number for radio.
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- that a system should be expeditiously set up, in order to become a full-fledged radio/ETV system allowing for a ten- year phased growth, beginning immediately.
- that a start be made immediately, using the existing TV & radio channels and satellites.
- that action to set up adequate software production and training facilities be immediately taken, since these have long lead-times and are required urgently.
- that a suitable organisational structure should be created to operate successfully the components of the ETV system, namely, Training, Programme Production, Transmission, Distribution, Reception.
- Research, Utilisation and Overall Management.
5.5.4 Programme production commenced in the Central Institute of Educational Technology (CIET) and State Insitutes of Educational Technology (SIETs) from the academic year 1988. Responsibility for programme production which was hitherto being shared on 50: 50 basis between CIET and Doordarshan has devolved entirely on the CIET and SIETs.
5.5.5 The ETV Programmes are telecast daily in the morning for 3 hours 45 minutes on about 220 school days covering 5 regional languages viz. Hindi, Gujarati, Marathi, Oriya and Telugu on a time sharing basis (45 minutes each language). Programmes are produced and telecast for children in the age-groups of 6-8 and 9-11 years from Monday to Friday. Programmes for the primary level teachers are telecast every Saturday. The ETV Programmes are relayed by all HPTs and LPTs in the 6 INSAT States and other Hindi-speaking States.
5.5.6 The CIET has produced 442 ETV Programmes upto September 1989 and 700 language versions. It has also produced 459 capsules for Massive Orientation of teachers during summer of 1986, 1987, 1988 and 1989. The SIETs have started programme production too and the number of programmes produced by them upto September 1989 are furnished below:-
SIET, Andhra Pradesh 246
SIET, Bihar 60
SIET, Uttar Pradesh 296
SIET, Gujarat 505
SIET, Maharashtra 455
SIET, Orissa 38
5.5.7 The SIETs have been a bit slow in achieving adequate production capability of the required standard. They have been faced with management and technical manpower problems which however, are likely to become less with the registration of each SIET as a society. The Working Group set up to suggest measures to improve the functioning of SIETs was of the opinion that they would function more efficiently as autonomous organisations, under the aegis of the State Governments. Draft bye laws have been circulated to State Governments for adoption and the SIET, Orissa, has already been registered as an autonomous society. The other SIETs are expected to follow suit shortly. Efforts are also on to involve private producers in production of ETV programmes. The NCERT has set up a Committee to
Education Technology : Achievements
1987-88 1988-89 1989-90 Total for
(antici 1987-88,
pated by 1988-89 &
31.3.90) 1989-90
Amount spent 14.14 16.20 16.50 46.84
(Rs. crores) (16.50)*
Number of States 13 29 31 32
covered
Number of Tv 10049 12049 2799 24897
sets distributed
Number of radio 37562 67735 49963 1,55,260
cum-Cassette
players distributed
Continuing Schemes @
1. Amount released 5.28 3.10 3.146 11.526
to CIETs(Rs crores)
2 Amount released 1.40 1.53 2.20 5.13
to SIETs
(6 INSAT States
A.P. Gujarat, Bihar,
Maharashtra
Orissa, and U.P.
(Rs. crores)
3 Amount released 0.22 0.26 0.54 1.02
to ET Cells
(Rs crores)
4 Amount released 7.15 11.19 10.60 28.94
to States/UTs for
TVs/RCCPs
(Rs crores)
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evolve modalities for involving outside producers to produce video/films for CIET.
5.5.8 Under the ET Scheme, colour TV sets and Radio-cum-Cassette Players are being distributed in a large scale in elementary schools.
5.5.9 An implementation profile of the Scheme is presented in Table 10.
Computer Education in Schools 5.6.1 A Pilot Project on Computer Literacy and Studies in Schools (CLASS) was initiated in 1984-85 in 248 selected Secondary/Higher Secondary Schools jointly by the Department of Electronics and the Department of Education to acquaint students and teachers with the range of computer applications and its potential as a learning medium. By the end of 1988-89, 2080 additional schools had been covered including 380 schools covered during 1988-89. Sixty resource centres have been set Lip to train school teachers and provide logistic support to the participating schools. Of these, 7 resource centres were selected during 1989-90. Maintenance of hardware and its installation continued to be the responsibility of Computer Maintenance Corporation Ltd. with the NCERT continuing as the nodal agency to implement the project. Till 1986-87, the project had been entirely funded by the Department of Electronics. The Project has been evaluated by the Space Application Centre, Ahmedabad, in whose report it was indicated that the 'demystification' objective of the project had only been partially achieved.
5.6.2 Efforts were made to start generation of indigenous software through NCERT. They succeeded in developing 25 packages which were supplied to schools alongwith other packages in 1988-89. The CMC has developed key boards and ROMs in eleven languages so far, viz., Assamese,. Bengali Gujarati, Hindi, Kannada, Malayalam, Marathi, Oriya, Punjabi, Tamil and Telugu.
5.6.3 To implement the programme on a larger scale and on regular basis during the last two years of the Seventh Plan, a draft note for the Cabinet was prepared jointly by the Department of Electronics and the Department of Education aiming to cover 13,000 higher secondary schools all over the country. Due to paucity of funds and other administrative reasons, the proposal for coverage of 13,000 schools has not been finalised during the 7th Plan period. This proposal is again being taken up in the 8th Plan period.
5.6.4 Meanwhile in order to keep continuity of the Project 350 schools are proposed to be covered during 1989-90. The process of selection of schools has been initiated and the list is likely to be finalised shortly.
5.6.5 in the following Table, a summary of achievements under CLASS Project is presented:-
TABLE 11
1987-88 1988-89 1989-90 Total for
(antici 1987-88,
pated by 1988-89, &
1989-90
Amouni spent 5.36 5.98 6.00 17.34
(Rs.crores) (6.00) @
Number of States 30 31
assisted
Number of schools 1950 2330
covered (cumula (cumula
cumulative tive ) tive)
@ The figure in brackets is BE for 1989-90.