SECONDARY EDUCATION
 

3.1. Analytical Review

3.1.1 Secondary Education occupies a unique place in the education continuance, coming as it does, after the stage of elementary education and before the higher education stage. Secondary education has three principal objectives which are determined by the specific place that it occupies:

- consolidating the basic knowledge acquired in elementary School,

- providing a preparation for higher and professional education,

- providing a preparation for working life and employment. The world is becoming ever more complex, scientifically and technologically advanced, inter-dependent and subject to rapid tansformation. Secondary education should prepare students to meet these challenges. The success of the secondary education system, therefore, depends on how it meets the above functions.

3.1.2 While the enrolment at secondary level has been increasing over the years and access to secondary education has been widened to cover areas hitherto unserved, the main emphasis during the VII Plan was on consolidation. However, even the achievements in qualitative improvement have riot been fully satisfactory. It is essential, therefore, that during the VIII Plan, efforts are made both on the quantitative and on the qualitative fronts.

3.1.3 According to the Selected Education Statistics 1988-89, there is approximately one high school for 3 upper primary

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schools. According to the Fifth All India Education Survey conducted by NCERT (Reference date 30.9.1986), out of 31 students who passed Class VIII, 26 joined Class IX. This means that there should be approximately the same number of higher schools as there are upper primary schools.

3.2 Situation at the Commencement of the VIII Plan

3.2.1 According to the Fifth All India Educational Survey (reference date 30.9.1986), the enrolment at the secondary and higher secondary stages has increased significantly - by 63 percent between 1978 (Fourth Survey) and 1986 (Fifth Survey) at the secondary level and by 87 per cent at the higher secondary stage during the same period. According to the most recent statistics available, in classes IX to XII, the enrolment has increased from 18.5 millions to 20 millions; between 1988-89 and 1989-90. Consequent on the increase in enrolment, the demand for more secondary and higher secondary schools has increased and this trend is expected to continue as the country makes progress in achieving Universal Elementary Education. The social demand will now be increasingly for Universal Secondary Education.

3.3 VIII Plan strategy

3.3.1 Human development is to be the, main focus of the VIII Plan, with the provision of basic elements which help development of human capital remaining the primary responsibility of the Government. Education is one of the basic strategies for development of human capital. At the second stage

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the strategy envisages a good broad-based general education upto class X and diversification of education at the higher secondary stage. However, in order to promote the work ethic, qualitative improvement of Work Experience at the Elementary stage and introduction of a core Vocational Course for all in classes IX-XII in a phased manner will be attempted. it is expected that with the qualitative improvement of vocational courses at the higher secondary stage, a number of students will be in a position to find employment/be self-employed thereafter. For those who wish to study further, the linkages with the tertiary stage will be strengthened and facilitated. Through vocational education, students will be trained for the employment opportunities proposed to be generated during the VIII Plan.

3.3.2 There will be concentration on improvement of Science and Mathematics education at the secondary and higher secondary levels. A massive thrust is proposed to be given to Computer Literacy for all children at the higher secondary stage so that the electronics revolution does not bypass the present generation. In a world where education for all is becoming a universal tenet, it is proposed during the VIII Plan to improve and expand the programme of Integrated Education for the disabled children. In view of the beneficial effects of Yoga on the integrated development of body and mind, this Scheme will receive special attention during the VIII Plan.

3.3.3 The specific targets, goals and role of the Central Government for the various Central Sector and Centrally Sponsored Schemes of secondary education during the VIII Plan are dealt with separately. Due to the financial constraints, the strategy

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for secondary education during the Eighth Plan has to necessarily be a fine balance between quantitative expansion and qualitative improvement.

On-going Central Sector Schemes

3.4 National Council of Education Research and Training (NCERT)

3.4.1 Since its establishment in 1961, the NCERT has been working as the premier resource centre for the Government in the area of Secondary Education.

3.4.2 The NCERT will take up during the VIII Plan period, programmes for laying dowm minimum levels of learning and Examination Reform, both in Secondary/Higher Secondary stages. The Council would be needing at least Rs. 2 crores for construction of new staff quarters and Rs. 2 cores for conducting the 6th All India Educational Survey. 3.4.3 NCERT's VIII Plan expenditure for continuing activities would be Rs. 21 crores (17.50 + 3.50). For new activities, the Council's requirement would be Rs. 4 crores and therefore, the total Plan requirement of NCERT during 1992-97 is estimated to be Rs. 25 crores.

Monitoring and Evaluation

3.4.4 NCERT's textbooks and other instructional materials are evaluated on a continuous basis, especially from the point of view of national integration. There is a Programme Advisory Committee under the Chairmanship of Director, NCERT which regularly monitors and evaluates the programmes. In order to

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improve the efficiency of its departments and strengthen the functioning of the RCEs, the Council has prepared a Systems Analysis report which is under consideration of the Ministry.

3.5 National_Open_School

3.5.1 This national institutions established on 23.11.89 has been offering Senior Secondary, Secondary and Bridge Courses on the basis of its own syllabi for housewives, working adults and rural/urban poor who cannot attend whole day schools.

3.5.2 The NOS is stil functioning from rented buildings. It has, however, been able to get a one-acre plot in NOIDA for construction of its own complex. It would be needing at least Rs. 2.00 crores urgently for construction of building. NOS is in the process of acquiring another acre from NOIDA adjacent to the present plot. If this comes through, additional funds for building will be required.

3.5.3 During 1992-97, the NOS would be requiring Rs. 50-75 lakhs per year for procurement of essential. equipments, computers and for training and pay and allowances for its newly recruited staff. It would be revising its Secondary/Senior Secondary Course materials, introducing 7 Vocational Courses and 2 Community Education Courses, health education and courses specially structured for women.

3.5.4 The constitution of the NOS envisages many roles and tasks to this institution, somewhat similar to IGNOU. The roles of standard setting, supervision and coordination are particularly delicate and also necessary, if the Open Channel, at the School level, has to maintain its distinctness and credibility. Easy

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sharing of materials and approaches among NOS and State Level Open Schools, common strategies and workshops to develop materials are needed. Increased use of audio and video media as small group media and as mass media are envisaged.

3.5.5 The NOS will actively support the opening of state level Open Schools in Uttar Pradesh, Rajasthan, Maharashtra, Madhya Pradesh, Andhra Pradesh and Bihar. Though there will be no Central funds available for meeting capital expenditure in the establishment of these, NOS would be the agency to provide programme and training support to such State level institutions and other agencies collaborating with it.

3.5.6 A total registered student population of 1.0 lakhs (combined enrolment of both the NOS and of State institutions) may be envisaged, for purposes of planning, by the end of the VIII Plan.

Monitoring and Evaluation

3.5.7 NOS has introduced the practice of setting monthly performance targets for/each department. Achievements of targets and shortfalls are reported and circulated to the whole institution, for information, feed-back and review. NOS holds its Executive Board's meetings at least 3-4 times a year. Performance of NOS is evaluated rigorously in these meetings. In addition to the representatives from the Ministry, eminent educationists having specialisation in distance education & officers from the State Governments and representatives from industry are also the members of the Executive Board. A general over-view is taken in the General Body meetings of NOS.

3.5.8 The requirement of funds for NOS for its plan projects, and

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providing external services to States would be in the order of Rs.15.00 crores during the VIII Plan period.

3.6 National Population Education Project (School and NonFormal Education)

3.6.1 Population control will be one of the priorities of the VIII Plan. It is proposed to direct substantially and systematically the NPEP activities towards the non-formal sector.

3.6.2 The process of interviewing POPED elements into the syllabi, textbooks and other instructional materials will. be continued in the VIII Plan. It is also planned to evolve core package for prototupe materials in the area of syllabi, textbooks and instructional materials and to translate such packages in regional languages. Teacher's Training, development of audiovisual material and co- curricular programmes for awareness generation will be organised more intensively. Moreover, a Documentation Centre would be set up in NCERT which would also perform 'clearing house' functions.

Monitoring and Evaluation

3.6.3 The activities conducted under the Scheme have just been evaluated by the International Institute of Population Sciences, Bombay and many of their recommendations have been accepted for implementation during the VIII Plan. The programme is also evaluated regularly by the National Steering Committee Population Education. The Ministry holds the annual Tripartite Progress Review (TPR) meetings with UNFPA, Ministry of Health and Family Welfare (the nodal Ministry for the project) and this ministry of Human Resource-Development.

3.6.4 Keeping in view the proposed activities to be undertaken

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during the VIII Plan period. It is estimated that an investment of Rs. 6.25 crores would be needed.

3.7 Scheme for Assistance to Agencies for Strengthening Culture/Art/ Values in Education and for Assistance to Educational Institutions Implementing Innovative Programme.

3.7.1 During the VIII Plan period, project-activities under this scheme will be directed towards creating awareness in the minds of students about India's rich and composite cultural tradition and history, foster orientation towards unity and integration of our people and to eleminate the negative social forces of obscurantism, religious fanaticism, superstition, fatalism and anti-feminism from the psyche of school students. The project-activities will be in the nature of performing arts, competitions in debating, painting, declamation and quiz, direct involvement of students through camp-life approach in rural development work and production of audiovisual cassettes and literature on these activities. An outlay of Rs. 4 crores for the scheme during VIII Plan is proposed.

3.8 Vocationalisation of Secondary Education

3.8.1 Secondary Education is an important stage of school Education which prepares students for higher and professional education and also provides learning facilities for those who wish to join the word of work.

3.8.2 Guided by the recommendations made by earlier commissions and Working Group, such as the Kothari Commission (1964-66) and the National Working Group headed by Dr. V.C. Kulandaiswamy (1985), the National Policy on Education 1986 recommended that

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the introduction of a systematic, well planned and vigorously implemented programme of vocational, education was crucial to the proposed educational organisation. Vocational education was meant to enhance individual employability, to reduce the mismatch between demand and supply of skilled manpower and to provide an alternative for those pursuing higher education without particular interest or purpose. The policy envisages that vocational education would be a distinct stream intended to prepare students for identified occupations spanning several areas of activity. The courses would generally be provided after the secondary stage, but keeping the scheme flexible they could also be made available after class VIII. An emphasis in vocational education would be on development of attitudes, knowledge and skills for entrepreneurship and self employment. The National Policy set a target to cover 10 per cent of Higher Secondary students by 1990 and 25 per cent by 1995.

3.8.3 In addition to vocational courses at the +2 level the Policy also recommended that Government would take steps to cater to the needs of women, rural areas and the deprived sections of society. Appropriate programmes would be started for the handicapped. Besides, non-formal, flexible and need-based vocational programmes would be made available to neo-literates, youth who have completed primary education, school drop outs, persons engaged in work and unemployed or partially employed persons.

3.8.4 A substantially funded Centrally Sponsored Scheme for Vocationalisation of Secondary Education was started with effect

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from February, 1988. It has been confined to 2 year courses at the +2 stage so far, though the scheme does not mention that vocational courses of flexible duration ranging from one, to three years could be made available. Till 1991-92 it has not been possible to ground non- formal vocational education programmes.

3.8.5 Upto the end of the Seventh Plan 7888 vocational sections had been approved. During 1990-91 and additional 2428 sections were approved. In 1991-92 after taking care of the committed liability and recurring expenditure, it would be possible to sanction another 1400 vocational sections within the budget available viz. Rs. 89.00 crores. Thus, by the end of 1991-92 facilities would exist for 5.25 lakh students in the vocational stream. The estimated enrolment during 1991-92 at +2 level is 66.05 lakhs. This would mean a diversion of about 8.7% to the vocational stream. The actual enrolment is however likely to be less as optimum utilisation of facilities created may not be achieved.

3.8.6 The programme of vocationalisation of education at the higher secondary stage has been accepted by 27 States/UTs. In some States the progress and coverage are good, while others are lagging behind. Some of the North Eastern States have proposed programmes only during 1990-91. The programme could not be started in Arunachal Pradesh and Tripura to date. So far about 170 vocational courses are being offered in different parts of the country. These includes more than 80 courses for which competency-based curricula have been developed by the NCERT. The NCERT, through its Department of Vocationallisation of Education, provides academic support to the programme in collaboration with

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several Union Ministries/State Departments/Union Territory-level agencies and other specialised agencies in various fields.

3.8.7 The acceptability and credibility of the Scheme is to a large extent determined by linkages with employment opportunities. Towards this end efforts were made to forge linkages with a number of Govt. Departments, Public Sector Undertakings and Private industrial houses. Some efforts have met with success. These include the General, Insurance Corporation, the Life Insurance Corporation, the Ministry of Railways, Ministry of Health & Family Welfare, Development Commissioner Handicrafts and Department of Electronics. A major breakthrough in facilitating the employment of vocational passouts in the organised sector is the circular issued by the Department of Personnel and Training to all Govt. Departments recruitment rules. The Staff Selection Commission has agreed to invite the attention of the concerned Ministries/Departments to this circular as and when requests for filling up vacancies are received by them. Several State Governments have reported considerable progress in respect of modification of their recruitment rules in favour of vocational passouts.

3.8.8 Keeping in mind that many vocational passouts may not be able to or may riot wish to obtain employment in the organised sector, several facilitating decisions have been taken by some of the concerned Departments and financial institutions to promote self- employment opportunities.

3.8.9 While it is expected that as the programme improve and is

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Accepted more widely most students would be able to fund wage employment or to get self-employed after the +2 vocational courses, it has to be accepted that some students may stil like to study further. Towards this end vertical, mobility opportunities have been opened up in consultation with the UGC. in addition a Committee has recently been set up by the UGC to consider the restructuring of courses at the degree level to meet the requirements of certain important vocational courses.

3.8.10 The successes achieved are no cause for complancy. Rather they serve to highlight the immense amount of work that remains to be done in the implementation of the programme at the +2 stage alone. The experience in the implementation of the scheme so far has shown that several steps need to be taken on top priority basis for the programme to be success. These include the establishment of the credibility of the programme through its quality, relevance and acceptability; establishing education-employment linkages on a firm basis; arranging massive in-service and pre-service training of teachers; ;creation of effective management structures at all levels; modification of recruitment rules; and establishing some criteria of equivalence among the vocational, technical and academic courses.