MAJOR ACTIVITIES AND PROGRAMMES
During 1996-97, the NCERT had a fresh look at its functioning and reprioritised some of the programmes to respond to the national concerns in school education. Elementry education received special emphasis. The implementation of the Programme of Action (POA) on the National Policy on Education (NPE) Was carried out at an accelerated pace.
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2 MAJOR ACTIVITIES AND PROGRAMES During 1996-97, the NCERT had a fresh look at its functioning and reprioritised some of the programmes to respond to the national concerns in school education. Elementary education received special emphasis. The implementation of the Programme of Action (POA) on the National Policy on Education (NPE) was carried out at an accelerated pace.
The outreach of academic support and consultancy services was extended to state and district level agencies involved in the implementation of District Primary Education Programme (DPEP) in the selected districts. Steps were initiated to attend to the development of school education sector in the NorthEast Region. A new Regional Institute of Education (RIE) was established at Shillong in December 1995. The Fifth Survey of Educational Research in the country and the Sixth All India Educational Survey were computerised to make them time effective. The programmes and activities in various areas conducted by the constituents/departments of the NCERT including regional level inputs through the RIEs are briefly reported in this section.
Early Childhood Education A study of Pre-School Education Component of ICDS and its Perception and Extent of' Utilisation by the Community was conducted. Drafts of three Activity Booklets on Reading. Writing and Number Readiness were prepared for pre-primary and primary school teachers. A training package comprising of five audio cassettes and a video film for sup- porting ECE training for key resource persons was produced. Under the intervention study to Improve Linkages between Pre-School and Primary School; the planned interventions were tried out. The Indian Association for Pre-School Education, the Indian Academy of Paediatrics and the OMEP (India) participated in a one-day consultation organised in the context of 'Pressures on the Pre-School Child: Role of Professional Organisations'. An agenda for advocacy with different stakeholders was presented and discussed. A training programme in Early Childhood Education for Key Functionaries of the Central Tibetan Schools Association was organised.
Primary Education Collection of information, its cataloguing and computer feeding is in process in the National Documentation Unit (NDU) for MLL and ECE. A quarterly newsletter Glimpses is being regularly brought out and widely disseminated. The Commonwealth-sponsored study on 'Documentation of Innovative Programmes in Mathematics Teaching was carried out. Under the programme of Evaluation of Primary Level Textbooks of NCERT, linguistic and thematic analysis of the textbooks in English and mathematics and environmental studies for Class III was completed. A programme on introduction of activity-based teaching in primary grades is being tried out in three local KVS schools. These schools located in the campuses of NCERT, JNU and IIT, are being
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developed as Demonstration and Experimental Schools for research and training activities and for providing on-site exposure to this methodology for trainees and delegates in the area of primary education.
A seminar organised to review priorities in primary education highlighted some current concerns in the area of primary education, particularly the need for the holistic and multilevel perspective. The seminar suggested preparation of a document on primary education which should dispel prevailing misconceptions regarding the MLL approach and. provide directions. Two workshops to identify and enlist common errors made by children in language and mathematics were conducted to ascertain problem areas in the curriculum. The feedback is being used for preparation of the proposed document on primary education. Case studies on multigrade and multilevel teaching were conducted to document salient characteristic features of some innovative programmes in multilevel and multi-grade teaching. The salient characteristics of the project along with perceptions of teachers and children have been documented in the form of a report. Under the project, 'A Critical Review of Researches in Elementary Education in the Context of UEE', data are being collected through correspondence and personal visits. The research design of an empirical study on grade placement of selected concepts/competencies at the primary level was finalised. Tools for monitoring of implementation of the recommendations of the Yashpal Committee (set up to suggest ways to reduce academic burden on school students) were developed and sent to the states. The studies are being updated from time to time.
The quarterly journals The Primary Teacher (in English) and Primary Shikshak (in Hindi) provide a forum to the practising teachers for sharing of information on school experiences/classroom activities and facilitate dissemination of new developments and research findings. An exhibition in the form of 28 visuals on Universalisation of Primary Education (UEE), called Ujala, was developed to mobilise individual and institutional initiatives. The visuals highlight issues related to drop-outs, girl child, role of teachers and joyful education.
Non-Formal Education and Alternative Schooling Efforts were made towards creating a strong resource base at the state level organisations as well as voluntary organisations through regional process-oriented programmes. Voluntary organisations in the states were assisted in training of NFE functionaries. A need-based training programme for the faculty members of SCERTs of Bihar, Orissa, Uttar Pradesh, Sikkim and Nagaland was organised. Three training programmes for the faculty of DRUs of Assam and two training programmes for the DRUs located with voluntary agencies in different states were organised. Three training workshops to help the voluntary organisations getting grants to implement the centrally sponsored NFE scheme were organised. Voluntary organisations were also assisted in the training programmes organised by them. Five instructional packages under the project. 'Development of Learner-specific Skill- based Materials for Street and Working Children' in: (i) agricultural activities, (ii) repair workshops, (iii) roadside dhabas, tea shops and restaurants, (iv) rag-pickers, and (v) girls working in several types of home crafts were developed.
A design was evolved for development of MLL-based 12 teaching-learning materials catering to four semesters of primary level NFE programme under the series Milker Seekhein. A book on environmental studies following the pictorial frame was finalised. Four more local-specific titles based on popular folk stories, children's games, riddles, songs, proverbs and jokes are under print. In the context of development of supplementary materials in mathematics at primary level for motivational and joyful learning, a regional workshop was organised. At the instance of MHRD, the NCERT undertook the responsi- bility of organising review meetings where the voluntary agencies engaged in innovative experiments in elementary education including NFE, came together and shared their views. A two-day workshop was organised for finalisation of tools for collection of field level data about innovative endeavors. A two-day peer group meeting was also organised for sharing experiences on innovative programmes, implementation strategies and replicability. An annual conference in NFE and alternative schooling was organised which concentrated on emerging issues such as: (i) concept of alternative school and NFE in the context of UEE, (ii) mechanism to ensuring comparability of alternative schooling, NFE and
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formal schooling, and (iii) the roles and functions of Panchayati Raj institution in the implementation of the programmes for NFE and alternative schooling.
Education of SCs, STs and Minorities Based on the life and culture of Kond and Saora tribes, supplementary reading materials are being developed through Oriya script. Textbooks for Class II in Santhali, Mundari, Kuruka, Kharia and Ho languages were developed in Devanagari script for Bihar State. Drafts of the two primers for Warli and Rathwa tribes of Gujarat were developed in Gujarati script. Analytical study of teaching-learning material of elementary stage, from the standpoint of material prejudicial for SCs/STs and minorities, continued. A study to determine the efficacy of Ashram Schools is in progress. A study on analysis of curriculum in Maktabs/ Madrasas has been undertaken. A blueprint of the training package for the teachers of minority institutions was developed.
Education of the Disabled Children A Workshop for personnel from seven states was organised to work out an action plan for strengthening, the IEDC in their respective states. In the context of teaching of Hindi language to hearing impaired children in integrated schools, a handbook for primary school teachers is being developed. A project to consider possible flexibility that can be introduced in the examination system for the children with special needs at the elementary and secondary levels is in progress. A training package for primary school teachers teaching disabled children is being developed. In order to promote integrated education for the disabled children, an orientation programme for NGOs in the southern region was. organised. In order to strengthen the IEDC implementation, a state level conference of educational administrators to develop plans for integrated education of the disabled, utilising the experience of Project Integrated Education of the disabled (PIED), was organised and plans for implementation of IEDC were developed.
District primary Education Programme (DPEP) The DPEP was started in 1994 in 42 districts in states. In the second phase, the programme has been expanded in 80 more districts in six new states. In the DPEP districts, the effort is to achieve universalisation of primary education through increasing access, retention and quality of learning as well as development of sufficient capacity to later sustain the inputs made during seven years' life of the project. One of the central concerns of the programme is that of improved quality of primary education. The focus has been on establishing a pedagogical vision of child centred, activity-based teaching-learning in classrooms. The DPEP Core Resource Group, NCERT extended support to the DPEP second phase in the context of (i) finalisation of classroom observation schedule, (ii) pedagogical renewal process in Gujarat and Orissa, (iii) monitoring of the Baseline Assessment Studies (BAS) in Bihar and Himachal Pradesh, and (iv) sharing workshop and finalisation of training strategy in Orissa.
The DPEP Curriculum Resource Group, NCERT compiled a comprehensive document on multi-grade teaching which includes in- formation on research articles and reports available in this area. Case studies of good practices in multi-grade teaching in four organisations, viz. Diganter, Bodh, Sidh and Rishi Valley Foundations were conducted. Another case study of a multi-grade teacher (who is without the support of any organisation and is finding solutions for related problems on his own) is being prepared. Researches and good practices in reading and mathematics were documented. A study on identification of readiness level of Class I entrants was completed. Exemplar materials in languages and mathematics was developed. Supplementary learning materials in mathematics for Classes I and II were developed. A Reading Skills and Comprehension Enhancement (RACE) package was developed. Evaluation of instructional materials devel- oped by the DPEP states in the first phase was carried out. The DPEP personnel were oriented in issues and priorities in Early Childhood Education (ECE).
The NCERT's DPEP Resource Group on Teacher Training documented in-service practices, A training design for primary school teachers and other functionaries was developed. Exemplar training materials were developed and training packages were translated into other languages. The training materials were field-tested, reviewed and finalised. Studies on Monitoring the Quality of Training, Application of Classroom Practices and Effect of Learning Achievement of Pupils were designed.
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International Research Seminars The DPEP Resource Group on Research Activities organised the second international seminar on 'School Effectiveness and Classroom Processes at Primary Stage' at NCERT, New Delhi on 24-26 July 1996. Sixty-five papers were presented and discussed in the seminar. Of these, 10 papers were contributed by foreign scholars representing Denmark, Hong Kong, Mexico, the Netherlands, the UK, and the USA. Representatives of European Commission, World Bank, UNDP, ODA, DPEP Bureau, NGOs, Indian Universities and Senior NCERT faculty also participated. Some significant recommendations of the seminar were: (i) the use of educa- tional management information system, (ii) decentralisation and microplanning, (iii) mobilising community participation, (iv) curriculum revision to suit expected learning outcomes, (v) improvised pre-service teacher education, (vi) revision of textbooks, (vii) use of multi-grade classroom, (viii) improving the system of national testing, and (ix) teacher incentives. Capacity-building workshops for DPEP functionaries of Tamil Nadu and Uttar Pradesh were organised. Twenty-five research studies pertaining to various aspects of primary education were undertaken and completed by the Regional Institutes of Education. Proceedings of the seminar were published under the title 'Understanding Classroom Processes at Primary Stage'. Action was initiated to organise four in-country regional seminars on the focal theme of 'Teacher Empowerment' as forerunners to the 1997 in- ternational research seminar on 'Teacher Empowerment and School Effectiveness at Primary Stage'.
Area-Intensive Education Project (AIEP) The Area-Intensive Education Project (AIEP) for Human Resource Development aims at developing a viable and replicable model of Education For All (EFA) focussing on improvement of pre-school, primary, non-formal and adult learning in selected geographic areas as well as establishment of complementarity among these programmes. The project adopted area- and community-specific community participation, flexibility, decentralisation in planning and management and promoting inter-sectoral coordination. The project was conducted in Maharashtra, Mizoram, Orissa, Tamil Nadu, Uttar Pradesh and Dadra and Nagar Haveli. Although the outcomes of the projects vary from state to state yet there are some commonalities such as:
1. Increase in enrolment and retention of children in primary schools.
2. Complimentarity among pre-school, primary, NFE and adult learning.
3. Inter-sectoral cooperation: Community Education and Development Centres as the nucleus for promoting educational activities.
4. Joyful learning in order to achieve MLLs.
The models of micro-planning, community mobilisation, etc. developed under the project are being adopted by the states for DPEP and other programmes. A vital innovation of the project was that it functioned within the existing state system. A document People on the Move was published and widely disseminated. The experiences of the AIEP, particularly micro-planning and programming, community participation, inter-sectoral cooperation, tribal education and joyful learning, etc. are relevant to the DPEP and the EFA programmes.
In view of the UNICEF's phasing out of assistance, the participating states were advised to consolidate the project activities and plan mainstreaming of these with their educational programmes. An appraisal of AIEP was undertaken to document its outcomes for wider dissemination in the context of Universalisation of Primary Education (UPE). It was also envisaged to recommend measures for mainstreaming the AIEP with the educational programmes of the Central and State Governments. The appraisal report gave positive feedback on the project activities. It has been recommended that AIEP experience may be expanded into a full-fledged Community Convergent Action (CCA) approach under Support to Primary Education Renewal (SU-. PER) Programme in selected tribal/northeastern states/belts.
Education of the Girl Child Eighteen female and 15 male participants underwent a six-week training programme on 'Methodology of Women Education and Empowerment'. Among other things, a training manual was developed for use in the training programme. A study on 'Identification of Factors Relating to Recruitment and Posting of
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Women Teachers in Rural Areas' in Madhya Pradesh, Uttar Pradesh, Bihar and Rajasthan has been completed.
The data of the Sixth All India Educational Survey was analysed from the gender point of view and a hand-out was prepared. The report of the situation of girls/women in Delhi was prepared in collaboration with TINNARI (the Centre for the Third World Women's Studies for Delhi State Commission). The textbooks for the upper primary stage were evaluated from the standpoint of gender bias and gender stereotyping.
A country paper on 'Situation of Girl Child in India' was prepared and presented in SAARC Workshop on Mid-Decade Review of the Girl Child. Papers were presented in the Ninth World Congress on Comparative Education held at the University of Sydney, Australia. Resource support was provided in gender training programmes organised by the SCERTs of Haryana and Rajasthan, and several other organisations.
Education in Science and Mathematics A draft of the revised science syllabus for theory and laboratory work at the secondary stage was developed. Draft syllabi in mathematics at the secondary and senior secondary stages were reviewed. A project on 'Identification of Minimum Levels of Learning and Development of Curriculum Guide at Upper Primary Level' is in progress. In the context of 'Mathematics Laboratory', a number of activities at upper primary, secondary and senior secondary levels were identified from the existing syllabi in mathematics. Several charts, three- dimensional models and about 100 worksheets with examples were devel- oped. Diagnostic tests and remedial materials on basic topics of Algebra for weaker students of the middle school stage have been developed. Materials on laboratory skill in chemistry at senior secondary stage was prepared. Thirty experiments in formal level top- ics of physical chemistry were developed and tried out to evaluate their effectiveness. A new physics practical curriculum based on the recent advances in the field of cognitive science was designed and developed which consists of an instructional approach, exemplar exercises for a laboratory course work and a new framework for assessment of practical work in physics. Under a model nurturance programme in ',physics for students of senior secondary stage,, outlines of model and several theoretical and experimental studies guides have been developed. Challenging problems in chemistry for Class XI were tried out on a few talented students and the difficulty level of the problems was assessed. Challenging problems for Class XII were also developed which will be tried out in schools. More than 100 challenging problems in mathematics for senior secondary stage have been developed.