6
for instance in Rajasthan and Mizoram. On the basis of the proven
results through try-outs, a few States/Union Territories like Maharashtra,
Mizoram, Tamil Nadu and Orissa have decided to extend the curriculum,
or syllabus or Minimum Learning Continuum or textbooks for introduction
in schools other than the project schools.
Development Activities in Implemented along with primary education curriculum renewal pro-
Community Education and ject, the Developmental Activities in Community Education and Partici-
Participation pation was initiated in 1976. Till 1980, the experimental phase was in
operation in 15 States with each State running 2 centres. The, project
aims at developing non-formal educational programmes for various target
groups particularly for out-of-school children and adults. During the
current MPO period, the number of community centres is being increased
to 102. Its main emphasis is to involve the total community in the
project areas in educational activities.
Comprehensive Access to Primary The project, Comprehensive Access to Primary Education (CAPE),
Education has been taken up for implementation in 29 out of 31 States/Union Terri-
tories, with a view to decentralising the curriculum according to the
needs and life-situations of out-of-school children. Under this project,
relevance-based learning materials (episodes) are being developed through
the introduction of training-cum-production mode as a compulsory part
of the training programmes of elementary teacher training institutions,
like practice-teaching. The learning materials (episodes) so developed,
after refinement, will be utilised in the net-work of non-formal learning
centres. The project is being implemented in a chain of resource centres
linking NCERT at the Centre to the field-level learning centres through
SIE/SCERT at the State level and the teacher training institutions as
well as in-service teacher training centres at the district and block level.
Work done during the period on the project comprise training/orienta-
tion on the methodology of developing and processing learning episodes.
During the period 1068 team members, teacher-educators and in-service
teachers were covered. Besides, 900 education officers and 334 princi-
pals, TTIs, were oriented to planning, management and administrative
aspects. Other programmes include introduction of training-cum-
production mode in teacher training curricula in 14 States/Union Terri-
tories and the development of 1600 learning episodes out of which
300 were processed and refined for publication.
Early Childhood Education Early Childhood Education (ECE) project with UNICEF assistance dur-
ing the present MPO period has two components, namely, continuation of
the activities under the earlier project of Children's Media Laboratory,
at the NCERT, New Delhi and taking up of an experimental ECE project
in 11 States/Union Territories. Under the first component, play mater-
ials, picture books and graphics and radio and audio-visual materials for
pre-school age-group children are developed. The second component
aims at developing new capacity for the training of pre-school educators,
extension of research and developing activities and development of model
pre-school centres.
The activities of CML during the period comprised survey of low-
cost play materials and games in 4 States, publication of teacher manuals
of play materials of 2 States, development of 10 books on colour and
form, printing of two form books, a book on children's games, a set of
40 playing cards having five categories of objects and two board games
designed to enhance number skills and good habits of health and hygiene.
in addition, 38 prototypes of audio programmes, 10 in Hindi and 7 each
in Oriya, Bengali, Kannada and Punjabi were developed, a seminar for
educators and producers of audio-programmes was held and two slide-
cum-tape programmes on 'water play' and 'little fingers' were prepared.
Out of 11 States that were invited to participate in this experimental
project, agreements were received from five States, namely, Bihar,
Karnataka, Maharashtra, Orissa, and Rajasthan by January, 1982. Agree-
ments were awaited from the remaining States.
7
integrated Education of the IYDP 1981 has resulted in a new awareness about the need for
Disabled bringing disabled children into the education system. , The Working
Group on, the Education of the Disabled Child, constituted on the recom-
mendation of the National Committee on IYDP 1981, submitted its report
early January, 1981, suggesting action programme under the Sixth Plan.
Its main recommendation related to expansion and intensive implementa-
tion of the scheme of Integrated Education of the Disabled in regular.
schools for normal children. Following the report, it has been decided
that the Ministry of Education should take up the implementation of the
scheme on transfer from the Ministry of Social Welfare and implement
it from the beginning of 1982-83. This Centrally sponsored scheme is
implemented through the State Education, Departments which are con-
cerned with education in regular schools for normal children. It has
been decided that NCERT should set up special cells in its headquarters
at New Delhi and in each of its regional colleges of education for pro-
moting teacher education for integrated classes in the regular schools'
10 + 2 Pattern of School Education The new system of school education has already been adopted by
15 States and 8 Union Territories and also by the schools affiliated to
the Central Board of Secondary Education. The Government of Haryana
has decided to introduce the pattern from the academic session 1982-83.
The Government of Madhya Pradesh has decided to implement this new
system in a phased manner from the year 1982-83. The State of
Meghalaya is taking steps to revise the school curriculum and will introduce
the new system as soon as certain administrative and legal problems are
settled. Preparations are being made by the Government-of Uttar Pradesh
to introduce, the new curriculum with effect from 1983 in phases. All
primary schools in the Union Territory of Mizoram will adopt the new
curriculum front the academic session 1982. The States of Himachal
Pradesh, Punjab and Rajasthan have also accepted the new system in
principle, but have yet to determine the date of its adoption. The Con-
ference of Education Ministers held on June 2, 1981 has resolved that
the States/Union Territories which have not yet switched over to this
pattern should do so without any further loss of time'.
Vocationalisation of Higher The States of Andhra Pradesh, Gujarat, Karnataka, Maharashtra,
Secondary Education Tamil Nadu and West Bengal and the Union Territories of Delhi, Goa,
Daman and Diu and Pondicherry have introduced vocational courses so
far at the + 2 stage of the 10 + 2 system of school education. The Con-
ference of Education Ministers, held at New Delhi on June 2, 1981
noted that only a few of the States and Union Territories have introduc-
ed vocational courses at the +2 stage. Adoption of new pattern, in
the absence of vocationalisation of education at the + 2 stage, will not
be effective in bringing about the desired reform in education. All the
States/Union Territories shall, therefore, speedily introduce vocational
courses at the +2 stage. A time-bound programme shall be evolved for
the conduct of surveys, preparation of curricula, institution of courses,
opening of institutions, etc., so as to maximise the results in the minimum
possible time'.
Educational Technology Educational Technology Cells : The Educational Technology Pro-
Programme gramme, an on-going one in the Central Sector, has acquired significance
in the context of facilities to be made available under INSAT in, 1982.
The programme is implemented through a Centre for Educational Tech-
nology in the NCERT and Educational Technology Cells in the States.
So far ET Cells have been set up in 21 States, the only uncovered State
being Tripura. Ten Educational Technology Cells are entitled to receive
financial assistance during this year. The remaining are now functioning
with the support of the State Governments.
Teacher training programmes have been organised through radio and
television particularly in Andhra Pradesh, Assam, Gujarat, Maharashtra,
and Tamilnadu. A number of workshops for the training of, scriptwriters
for radio and TV broadcast programmes have been held by the ET Cells.
Television lessons have been telecast for primary and middle school
8
students. Nearly 4,00,000 students are taking advantage of these pro- grammes in Maharashtra State alone. 2500 radio sets and 4208 transis- tors have been. supplied to the Primary/Middle Schools in the States of Assam and Tamil Nadu respectively by UNICEF. Efforts are being made by the State Institutes of Educational Technology in Tamilnadu and Manipur to establish video facilities and sound studios for production of educational programmes.
INSAT : The availability of the first Indian National Satellite (INSAT) in early 1982 will bring about a tremendous expansion of broadcasting facilities, making it technically possible for radio and television communi- cation to reach all parts of the country. To begin with, however, INSAT facilities will be utilised in six States viz., Andhra Pradesh, Bihar, Gujarat, Maharashtra, Orissa and Uttar Pradesh. In this context the Ministry of Education has decided to take on the responsibility for the production of educational television programmes. For this purpose it is proposed to set up Production Centres in the six States in a phased manner and to strengthen the Centre for Educational Technology into a Central Institute of Educational Technology (CIET). The production centres will cater to the needs of all levels of education and also keep in view the major priorities of educational programming.
The Government of India attaches great importance to the INSAT project as these facilities will be used as an aid to economic and social development and benefit a large population, particularly in rural India. For the Sixth Plan period a sum of Rs. 11.59 crores has been approved.
Assistance has been sought under the UNDP Country Programme to implement the INSAT Project. UNDP assistance amounting to US $ 2 million is being made available for the project.
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND
TRAINING The National Council of Educational Research and Training (NCERT) undertook a variety of research, development, extension and training acti- vities for the qualitative improvement of school education in the country. The highlights of these programmes and activities are as under :
Universalisation of Elementary Education : Major efforts in this regard have been invested in developing strategies, which may help in accelerating the pace of progress in realisation of the Constitutional directive of univer- salisation of elementary education.
The ongoing projects of Comprehensive Access to Primary Education, Primary Education Curriculum Renewal, Community Education and Non- formal Education were further strengthened and streamlined on the basis of past experience. Under the programmes for non-formal education of out-of-school children, a multimedia package, guidelines for the writers and evaluators of instructional materials, and instructional material for tribal children have been developed. A status study of non-formal Edu- cation Centres run by field units and Regional Colleges of Education is in progress.
Environmental Education : Textual and other supplementary reading material has been developed by the various constituents of the Council to provide education through environment. School teachers and teacher- educators were oriented for the teaching of science through environment, particularly at the primary level.
National Integration: This year also a number of national integration camps and orientation meets for students and teachers were organised at different places in the country. An Inter-state Student-Teacher Camp was organised at Bal Bhavan, New Delhi.
9
Women's Education : A survey of the educational backwardness of girls has been taken up in the educationally backward states. Information Guide on Women Education in India is also being prepared. Remedial programmes for girls' education are being developed.
National Talent Search Scheme : About 84,000 candidates appeared in the National Talent Search Examination this year. 50 additional scholar- ships have been introduced for students coming from Scheduled Caste/ Scheduled Tribe communities. Thus, the total number of scholarships has been increased to 550.
Science Exhibition : The 11th National Science Exhibition for children wits held at Bangalore from November 18 to 25, 1981. About 200 prize winning exhibits from 22 States, Union Territories and Kendriya Vidyalaya Sangathan were displayed and more than 400 students and teachers participated.
Vocationalisation of Education and SUPW : Efforts for strengthening the programmes related to vocationalisation of education and socially useful productive work (SUPW) continued and a number of, States were offered assistance in this regard.
Toy-making competition : National and State-level competitions in toy- making with waste materials were organised for preschool and Primary School Teachers.
Educational and Vocational Guidance : Consultancy and orientation in guidance constitutes a major part of the programme for which the facilities available at the NCERT Guidance Laboratory were utilised. The Council continued the one-year course leading to Diploma in Educational and Vocational Guidance.
Examination Reforms : Activities undertaken under this programme consist of studies, investigations and extension programmes at State, national and international levels, development of conceptual literature and sample evaluation material and provision of consultancy services to various agencies and institutions.