SECONDARY EDUCATION
Vocationalisation of Secondary Education 5.1.1 In accordance with the priority accorded to vocationalisation of education in the National Policy on Education, a Centrally Sponsored Scheme of Vocationalisation of Secondary Education was introduced in February, 1988. The main objectives of the scheme are to enhance individual employability, reduce the mismatch between demand and supply of skilled manpower and provide an alternative for those pursuing higher education without particular interest or purpose. A Centrally Sponsored Scheme of Pre-Vocational Education at Lower Secondary Stage has also been introduced from the year 1993-94 primarily to impart training in simple marketable skills to the students of classes IX and X, to develop vocational interests and to facilitate students in making a choice of vocational courses at the higher secondary level. The target laid down in the revised policy is to divert 10% of higher secondary students to the vocational stream by 1995 and 25% by 2000 A.D.
5.1.2 In order to provide expert inputs in policy formulation and implementation on a continuing basis, a Joint Council of Vocational Education (JCVE) has been set up at the national level under the Chairmanship of Minister of Human Resource Development, with counterpart organisations at the State level. To ensure that the tasks laid down by JCVE are performed effectively, a Standing Committee of JCVE has been constituted under the Chairmanship of Education Secretary. While the JCVE is to meet at least once a year, the Standing Committee meets more frequently. So far three meetings of JCVE and five meetings of the Standing Committee have been organised.
5.1.3 A Central Institute of Vocational Education, named as "Pt. Sunderlal Sharma Central Institute of Vocational Education" (PSSCIVE) was set up at Bhopal on July 1st, 1993 under the overall umbrella of NCERT. The Institute acts as an apex level research and development organisation in the field of vocational education and provides technical and academic Support to the programme. PSSCIVE has developed 82 competency based curricula in 6 major areas which can be adopted by States/UTs with modifications based on the need and relevance of those Courses in that particular area.The CIVE has now been entrusted with the task of standardising the Curricula/textbooks/instructional material for vocational courses. The CIVE is also inter-alia engaged In conducting programmes for training of teachers and orientation of key functionaries.
5.1.4 The Scheme at +2 stage is implemented through the State Govts./UTs Administration. So far all the States/UTs, except Lakshadweep, have joined the programme. Upto the end of 1995-96, 18709 vocational sections had been approved in 6476 schools, creating capacity for diversion of 9.35 lakhs students to the
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vocational stream at the +2 stage. This is 11% of the enrolment at +2 level. The actual enrolment is, however, likely to be less as optimum utilisation of facilities created may not be achieved. During 1996-97 main emphasis is, therefore, on consolidation and qualitative improvement of the programme.
5.1.5 So far assistance has been provided to 9 States/UTs for introduction of pre-vocational courses in 527 schools. These are the States/UTs of Assam, Chandigarh, Delhi, Karnataka, Manipur, Madhya Pradesh, Punjab, Rajasthan and Uttar Pradesh.
5.1.6 The courses are selected by the State Government on the basis of assessment of man power requirement through district vocational surveys. About 150 vocational courses have been introduced at the +2 stage in six major areas, viz., Agriculture, Business and Commerce, Engineering and Technology, Health and ParaMedical services, Home Science Services and others. It has been recommended that 70% of the total instructional time be devoted to vocational theory and practice, and the remaining to the study of general foundation courses and language course. On-the-job training forms an integral part of the curricula.
5.1.7 The Scheme at the +2 stage envisages setting up of administrative structure at the Centre, State, District and School levels. The Bureau of Vocational Education is operating at the Central level to oversee the implementation of the programme. In the major States/`UTs separate structures at the State level have been created. However, all States/UTs have not created these structures particularly at the district level for various reasons. To facilitate exchange of experiences amongst States so that successful models could be replicated, inter-State field visits were organised.
5.1.8 The Scheme lays considerable emphasis on practical training of students both during the course of study as well as after completion of the course. 60 Vocational subject fields have so far been covered under the Apprenticeship Act to enable the vocational graduates at the +2 level to avail of the benefit of Apprenticeship Scheme.
5.1.9 The main weaknesses witnessed in implementation of the programme have been a general preference in society for formal education and a corresponding disparagement of vocational education, low priority accorded by States/UTs, lack of micro level attention, non-availability of trained teachers and text books, inadequate linkages with industries and limited avenues for vertical mobility. During the last eight years of implementation of the Vocational Education Programme, several review meetings with State Governments/UTs have been conducted. Recently, in April, 1997, a review meeting was conducted with Education Secretaries of all States/UTs to bring to their notice the above weaknesses and discuss strategies for the implementation of Vocational Education Programme during the 9th Plan.
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5.1.10 The success of the vocational education programme would depend upon the placement of vocational students in wage or self- employment. With this in view, the Department of Personnel and Training has impressed upon the Ministries the need to amend Recruitment Rules to enable vocational pass-outs to be eligible for Government jobs. States/UTs Administration have been suitably advised in this direction. The Department of Education has also set up an inter-Ministerial Committee to review the position department-wise about the posts available in various departments and organisations under them, in respect of which preference can be given to persons with relevant vocational training.
95.1.11 Efforts have been made to introduce need-based courses to ensure ready employment for vocational students. Collaborative arrangements have been worked out with the Ministry of Railways, Ministry of Health, Handicraft Board etc. A large number of industrial enterprises, in both public and private sectors, were also addressed by the Ministry with a view to involving them in the vocational education programme. Based on the responses received, some collaborative arrangements are being worked out.
5.1.12 The policy also emphasises the need for making available non-formal, flexible and need-based vocational programmes to school drop-outs, neo-literates, etc. The Scheme, therefore, provides for funding of innovative programmes in the field of vocational education undertaken by voluntary organisations. So far 56 voluntary organisations have been assisted under the Scheme.
5.1.13 A computerised Management Information System (MIS) has been developed for vocational education to obtain necessary information on different aspects of programme implementation. The National Informatics Centre (NIC in collaboration with this Department and NCERT has prepared two guidelines one for filling up the format and the other for feeding the data through Computer Software prepared for the purpose.
5.1.14 With a view to evaluating the performance of the Vocational Education Programme, 4 external agencies/institutions were awarded the work of conducting a region-wise evaluation. The final report has been submitted by Operations Research Group (ORG). Follow up meetings in four regions with States/UTs have been planned for dissemination of the findings.
Integrated Education for the Disabled Children (IEDC) 5.2.1 The Kothari Commission (1964-66) had recommended the education of disabled children in regular schools. In 1974 the then Department of Social Welfare launched the Centrally Sponsored Scheme of Integrated Education for the Disabled Children (IEDC). The implementation of this Scheme was transferred to the Department of Education in 1982.
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5.2.2 The National Policy on Education, 1986 focusses special attention on the education of disabled children for achieving the goal of Education for All. It advocates the approach of providing integrated education for the mildly handicapped and of special education for the severely handicapped children.
5.2.3 The Centrally Sponsored Scheme of Integrated Education for the Disabled Children purports to provide educational opportunities for the disabled children in common schools, to facilitate their retention in the school system and ultimately their integration in the general school system.
5.2.4 The Scheme is implemented through the Education Department of the State Governments/UT Administrations. Voluntary Organisations also assist the State Governments in implementing the Scheme. An Administrative Cell is to be set up by the State Education Department to implement, monitor and evaluate the programmes in the State. The salary component of this Cell is fully met under this Scheme.
5.2.5 Under the Scheme, 100% financial assistance is admissible for the education of disabled children studying in common schools by way of supply of aids/equipments, allowances for books, uniforms, transport, readers in respect of blind children, escorts in respect of the severely orthopaedically handicapped and employment of helpers/attendants. The Scheme also provides for meeting the cost of salary of special teachers, setting up of resource rooms, carrying out assessment of disabled children, training of special teachers, removal of architectural barriers in schools and production of instructional material.
5.2.6 The Scheme was revised in 1987 to rationalise several existing provisions and to incorporate some new ones considered necessary for proper implementation of the Scheme. The Scheme was again revised in 1992 mainly with a view to increasing the financial ceilings in respect of certain provisions, prescribing qualifications of special teachers and to enlarge the scope of the scheme so as to extend special teacher support to all categories of handicapped children except those orthopaedically handicapped.
5.2.7 In 1987, the N.C.E. R.T. with UNICEF assistance, launched the Project Integrated Education for the Disabled (PIED) for strengthening the implementation of the IEDC Scheme. Here the Composite Area Approach was adopted, where a cluster, Usually a block, was taken as the project area All schools in the area were expected to enroll disabled children. Since 1987, this project has been implemented in one administrative block each in Madhya Pradesh, Maharashtra, Nagaland, Orissa, Rajasthan, Tamil Nadu, Haryana, Mizoram, Delhi Municipal Corporation and Baroda Municipal Corporation.
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Promotion of Yoga in Schools 5.3.1 The National Policy on Education (NPE) 1986 lays down special attention on Yoga, as a system to promote integrated development of body and mind. Efforts are in progress to introduce Yoga in all schools and in teacher training courses.
5.3.2 Based on the evaluation of the experimental programme of Introduction of Yoga in Kendriya Vidyalayas in consultation with Yoga experts and keeping in view the NPE 1986, provisions of a Centrally Sponsored Scheme for Promotion of Yoga in Schools was launched in 1989-90.
5.3.3 This Scheme is implemented through the education Departments in the States/UTs as well as Yoga Institutions of repute. Under the Scheme financial assistance is provided for training of teachers in Yoga and for building of infrastructure necessary for the purpose. In addition, Institutions of all India character are given assistance for maintenance as well as developmental expenditure for promotion of basic research and/or for teacher training programmes in various aspects of Yoga other than the therapeutical aspects. Financial assistance to Yoga Institutions for promotion of therapeutical aspects is being extended by the Ministry of Health and Family Welfare.
5.3.4 Based on the experience in implementation of the Scheme, the Scheme was revised in 1992 to enhance assistance for training courses of Yoga teachers. A provision was also made to meet the travel costs of teachers as the States were finding it difficult to bear this expenditure and were therefore unable to depute teachers for training.
5.3.5 Assistance under the Scheme has so far been provided to a number of organisations/institutions in 12 States/UTs. The Kaivalyadhama Shreeman Madhava Yoga Mandir (K.S.M.Y.M.) Samiti, Lonavla, Pune continues to be assisted under the scheme both for maintenance and developmental expenditure on research and for teacher training programmes.
Science Education 5.4.1 To improve the quality of science education and promote scientific temper, as envisaged in the National Policy on Education, 1996, a Centrally Sponsored Scheme, "Improvement of Science Education in Schools", was initiated during 1987-88, Under the Scheme, financial assistance is provided to State Government/ Union Territory Administrations and voluntary agencies.While Voluntary agencies are provided assistance for conduct of experimental and innovative programmes, States/UTs are assisted for provision of Science Kits to upper Primary Schools, upgradation and strengthening of science laboratories in secondary and senior secondary schools; supply of books on science related subjects to secondary and senior secondary schools, and training of science and mathematics teachers.
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5.4.2 All the State Governments/Union Territory Administrations have received assistance under the Scheme during the period 1987-88 to 1995-96. Voluntary agencies have also availed of assistance for conduct of various innovative programmes during 1995-96.
5.4.3 The achievements during 1987-88 to 1995-96 are tabulated below:-
7th 1990-91 1992-93 1993-94 1994-95 1995-96 Total
Plan 1991-92
Amount spent 80.03 39.57 24.94 22.08 22.70 23.91 213-23
(Rs. in crores)
No. of States/ 30 26 14 15 9 15 32
UTs covered
No. of schools
covered
i) Upper Primary 42398 13671 11099 5756 6852 5833 84776
(Science Kits)
ii) Sec./Higher 16382 7514 4906 3874 2969 2985 39245
Sec.(Library
assistance)
iii) Sec./Higher 15073 7764 5576 3914 3163 3122 38790
Sec.(laboratory
assistance)
No. of institutions assisted
for setting up of District
Resource Centres** 115 82 - - - - 197
No. of Voluntary
Organisation
assisted 13 16 7 12 11 14 32
(for innovative programmes
cumulative)
** This component does not qualify for assistance during the 8th plan
5.4.4 An outlay of Rs. 120.00 crores has been approved for continuance of the scheme during the 8th plan.
Environmental Orientation to School Education 5.5.1 The National Policy on Education (NPE), 1986, provides that the protection of Environment is a value which, along with certain other values, must form
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an integral part of curricula at all stages of Education. Operationalization of this objective requires that the mind and intellect of the students must be sensitised about the hazards inherent in insulting and over exploiting the bounties of Nature, and to inculcate awareness and respect among them for the basic concepts relating to conservation of environment.
5.5.2 To this end, a Centrally Sponsored Scheme, "Environmental Orientation to School Education" was initiated in 1988-89. The Scheme envisages assistance to State Governments/UT Administrations and voluntary agencies. The voluntary agencies are assisted for conduct of experimental and innovative programmes aimed at promoting integration of educational programmes in schools with local environmental conditions, while the States/UTs are assisted for various activities including review and development of curricula of various disciplines at primary, upper primary, secondary and senior secondary levels with a view to infusing environmental concepts therein; review and development of text books of 'Environmental Studies' at primary and upper Primary level; review of strategy for imparting environmental education at upper primary level; development of teaching- learning material: Organisation of suitable assistance to NCERT during the 8th plan for Organisation of regional workshops for development of instructional material in regional languages for training of primary and upper primary teachers. The approved outlay for implementation of the scheme during the 8th plan amount to Rs. 10. 00 crores.
5.5.3 A summary of achievements during 1987-88 to 1995-96 is presented in the table below:-
7th 1990-91 92-93 93-94 94-95 95-96 Total
Plan &1991-92
Amount spent 3.57 3.81 1.80 1.12 1.79 1.12 13.21
(Rs. in crores)
No. of States/ 20 13 17 5 28 5 32
UTs covered
No. of projects 32 15 2 11 28 - 88
sanctioned to States/UTs
No.of Voluntary 10 9 4 9 11 10 30
bodies directly assisted by the
Ministry
International Mathematical Olympiad
5.6.1 With a view to identifying and nurturing talent in mathematics at school level, the International Mathematical Olympiad (IMO) is held every year. India has been regularly participating in IMO since 1989. Each participating country is required
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to send a team consisting of not more than 6 secondary schools student contestants, a team leader and a deputy team leader.
5.6.2 The Indian team in the last 8 Olympiads was jointly sponsored by the Department of Education, Ministry of Human Resource Development and the National Board for Higher Mathematics (NBHM), Department of Atomic Energy. The cost of international travel was paid by the Department of Education, while all other expenses on selection of students, internal travel, incidental expenses etc. were borne by he NBHM.