 CENTRAL SECTOR

1. During the year (1986-87) the National Policy on Education was finalised after an intensive national debate. The Policy adopted by Parliament in May 1986 was followed up by an elaboration through the Programme of Action which was placed before Parliament and adopted in August 1986. The Policy and the Programme of Action give shape to the Address of the Prime Minister in 1985 when he declared that our educational system needed to be reconstructed as a dynamic force for national growth and integration and a national consensus of reform had to be built.

2. A major start has been made with some of the programmes such as the National Open University which has already initiated courses in Management and Open Learning systems. The Scheme of Navodaya Schools has been implemented and 205 schools have been opened. The Scheme of free education for girls upto the Higher Secondary stage has been implemented and the amounts State Governments/U.T. Administrations have had to forego on account of free education of girls have been reimbursed to them. An outline of the national core curriculum is at the stage of finalisation. NCERT has evolved national curricular framework in consultation with State Governments. Pending the launching of a Mass Movement for Functional Literacy, a beginning was made during the last summer vacation to involve 2 lakh college students, in functional literacy programmes on voluntary basis. A massive Teacher Orientation Programme was organised to cover 5 lakh teachers each year, during the summer vacation of 1986 and 1987. Schemes in regard to other important areas such as Operation Blackboard, Vocationalisation, District Institutes of Education and Training, Science Education and Non-Formal Education have been

formulated after intensive discussion with various agencies. Other major areas of implementation include removal of obsolescence and modernisation in Technical Education, establishment of Autonomous Colleges, consolidation and quality improvement in Higher Education, etc.

Central Advisory Board of Education

3.1 Conferences of State Education Secretaries and Education Ministers were convened on 13-14 February and 25-26 April, 1987. While the Conference in February discussed details relating to universalisation of elementary education, operation blackboard, non- formal education and teacher training, the April Conference discussed vocationalisation of education. A meeting of the Central Advisory Board of Education was convened on 2526 June to review the implementation of the NPE. Since a major responsibility in implementation of the NPE rests on the CABE, which is to review the progress of education from time to time and to appraise the extent and manner in which the Education Policy has been implemented by the Central and State Governments and other concerned agencies, and to advise regarding coordination between the Central and State Governments, as well as non-governmental agencies, seven Committees have been constituted to lay down guidelines for formulation of programmes and schemes as well as to monitor and evaluate the implementation of programmes envisaged in the NPE. These Committees relate to the following areas:

1. Elementary Education (including Operation Black- board and NFE).

2. Content and Processes of Education, particularly at the school stage.

3. Housing Facilities for Women Teachers.

4. Transfer of Teachers.

5. Vocationalisation of Education.

6. Scheduled Castes/Scheduled Tribes and other educa- tionally deprived groups.

7. Management of Education.

4. Some of the programmes taken up as a part of implementation of NPE are briefly being given below.

School Education

5.1 Restructuring and Reorganization of Teacher Education The scheme has the following 5 components:

(a) Orientation of 5,00,000 teachers every year till 1990 to increase their motivation for implementation of the new Policy and Policy better equip them to play their role in the process of educational reform.

(b) Setting up of 400 District Institutes of Education and Training (DIETs) as the pivotal -institutions for quality improvement at the elementary stage.

(c) Strengthening 250 secondary teacher training colleges for reorganisation of training of secondary level teachers and development of about 50 of them as institutions of advanced study in education.

(d) Reorganization of State Councils of Educational Research and Training to serve as the catalytic resource agency primarily for restructuring of elementary education; and

(e) Establishment and strengthening of Departments of Education in universities in order to encourage research, educational study and to prepare manpower needed for the reorganization of teacher education.

The mass orientation of teachers was taken up during the summer vacations of 1987. The deficiencies in the programme of the preceding year were remedied. The report received from the States show that this programme would come close' to achievement of the target of training of 5.00 lakh teachers and its quality has also been considerably improved. Task Forces have been set up by practically all States and UTs for preparation of detailed programmes under (b), (c) and (d) above. Carefully formulated guidelines have been provided for preparation of projects for establishment of DIETs and improvement of Secondary Teacher Training Colleges.

Non-Formal Education

5.2 The scheme of non-formal education (NFE) introduced during the Sixth Five Year Plan as a Centrally assisted scheme in 9 educationally backward States, namely, Assam, Andhra Pradesh, Uttar Pradesh, Madhya Pradesh, Rajasthan, Jammu & Kashmir,

West Bengal, Bihar and Orissa, to which now would be added Arunachal Pradesh has since been reorganised and expanded. Under the revised scheme, assistance will continue to be given to these 10 States for running NFE centres in the ratio of 50:50 and 90:10 for general NFE centres and NFE centres for girls respectively. in addition, assistance will now also be given to States, other than the educationally backward States for NFE programmes for children in urban slums, hilly, desert and tribal areas and projects for education of working children.

5.3 It is proposed to take positive measures to involve in NFE as many voluntary agencies and panchayati raj institutions as possible, which can suitably take up this programme. it is also proposed to improve the existing administrative arrangements for support to voluntary agencies. Assistance to voluntary agencies for setting up and running non-formal education centres will continue to be given on 100% basis. The experience in the earlier scheme for non- formal education has shown that the scheme has not been able to encourage and motivate voluntary agencies in the country even though 100% assistance was assured to them under the scheme. One of the reasons for this has been a somewhat restrictive nature of the programme available for them and the long procedures which apply under the scheme. Consequently, the scheme for assistance to VAs has been revised in January 1987. In the revised scheme the desired flexibility has been provided to the VAs in the design of the programme and in conducting it. Also the procedures for sanction and disbursement of grants to them have also been streamlined so that there is much less delay in processing of their cases and in disbursement of grants to them.

5.4 The essential features of the scheme of NFE are organisational flexibility, relevance of curriculum, diversity in learning activities to relate them to the learners' needs, and decentralisation of management. It is proposed to implement the programme on a project basis with a project being generally co- terminus with a CD block. Each project would have about 100 non- formal centres.

5.5 Revised guidelines have been formulated and sent to the State Governments on 15.5.87 for making proposals in project form. A number of discussion meetings have been organized with representatives of State Governments to expedite

implementation of the modified NFE programme.

Operation Blackboard

5.6 The National Policy on Education 1986 envisages a Centrally financed programme to ensure provision of essential facilities in primary schools. Operation Blackboard evisages (i) two reasonably large rooms that are usable in all weather; (ii) necessary toys and games material, blackboards, maps, charts, and other learning materials; and (iii) a second teacher preferably a woman, in all single teacher schools. It is proposed to cover 20% of community development blocks/municipal areas in 1987-88 30% in 1988-89 and 50% in 1989-90.

5.7 This scheme has been approved by the Government after detailed consultations with the States and a note indicating salient features of the scheme has been sent to all States/UTs on 26th May, 1987. The States have been advised to see that no district is left out and preference is given in selection of blocks to educationally disadvantaged blocks having concentration of SCs and educationally disadvantaged STs and minorities. As regards municipal areas the States have been advised to adopt their own selection criteria.

5.8 Survey of the selected blocks in practically all the States has been completed. NCERT has developed a survey proforma to ascertain availability of each of these items in every primary school in the identified blocks. The deficiencies ascertained in this survey would form the basis of block level projects which will form the basis for sanction of the programme in that block. For the years 1988-89 and 1989-90, the NCERT has been requested to take up the survey in continuation of and along with the Fifth Educational Survey. The Indian Bureau of Standards (earlier known as ISI) has developed specifications, in consultation with NCERT, in respect of the items to be supplied. State Governments are revising the procedures for purchase of good quality equipment and to facilitate their utilisation.

Vocationalisation of Education

5.9 The National Policy on Education 1986 gives high priority to the programme of vocationalisation of education. it has laid down the target of 10% diversification of students at the higher

secondary stage to the vocational stream by 1990. The Programme of Action has suggested formulation of vocational programmes for various target groups, strengthening of infrastructure at various levels, apprenticeship training for the students of vocational courses, revision of recruitment rules/employment policy, evaluation and monitoring of the programme, etc. A detailed scheme has been drawn up in consultation with the State Governments. The scheme will be finalised and its implementation started by the end of September 1987.

Environmental Orientation to School Education

5.10 NCERT has already been engaged in developing curricula, syllabi, textbooks, supplementary readers etc. with a view to inculcating environmental awareness in students. in order to develop a specific programme for promotion of environment education, a meeting was organised under the Chairmanship of Secretary, Department of Environment, Wildlife and Forests on 21.1.1987. The meeting recognised the need for review and revision of curriculum to make it locale- specific, preparation of curricular and extra-curricular materials, conducting environmentally oriented teacher training programmes and undertaking various environment related activities. A detailed scheme has been prepared under which it is proposed to assist the State Governments/UT Administrations for taking up projects on environment related activities, setting up of school nurseries, review of curriculum and preparation of instructional materials, etc. It is also proposed to involve voluntary organisations for experimental and innovative programmes in the field of environment education.

Improvement of Science Education in Schools

5.11 For the implementation of this programme NCERT set up a Committee under the Chairmanship of Prof. Yash Pal, Chairman, UGC which has recommended that implementation of programmes for the improvement of science education as envisaged in the New Policy would be possible only when the teachers are properly motivated. in order to enable the teachers to effectively play their role, they must be provided suitable

training. A scheme has been prepared under which it is proposed to provide science kits developed by NCERT and other agencies to upper primary schools, upgrade the science laboratories in secondary and higher secondary schools which do not have properly equipped laboratories, strengthen libraries, start an intensive programme of training of science teachers, setting up of District Science Resource Centre, etc. It is also proposed to assist voluntary and non- governmental agencies for experimental and innovative programmes for promotion of science education in schools.

Integrated Education for the Disabled Children

5.12 The National Policy on Education 1986 has recommended that the education of children with mild handicaps be common with that of other normal children in common schools, A Centrally Sponsored Scheme of integrated Education has been in operation since 1974-75. As recommended in the Programme of Action, the scheme has been reviewed in consultation with technical experts and the revised scheme, which has now been cleared at all levels, will be implemented with immediate effect.

Core Curriculum and Instructional Material

5.13 The National Policy on Education 1986 envisages a National System of Education based on a national curricular framework which contains a common core alongwith other components that are flexible. it will be centred around certain essential learning outcomes, more or less, common for all learners and will provide comparability in the expected attainments of learners and standards of education throughout the country. An important aspect of core curriculum is its emphasis on instilling a nationally shared perception and values and creation of an ethos and value system in which a common Indian identity could be strengthened. NCERT has initiated action for evolving curriculum guidelines and syllabi for different stages of school education. The draft curriculum guidelines and the syllabi prepared by NCERT were discussed with the representatives of some of the Boards of Secondary Education and State Departments of Education in States/UTs. These guidelines indicate details of the various aspects of the

core curriculum. The Council has also prepared exampler materials on some of the Core Curricular areas such as struggle for freedom, natural resources and their conservation, environment, women's role in India's struggle for independence, removal of sexist bias, value- oriented education, observance of small family norm etc.

5.14 NCERT has also initiated on a large scale the process of developing instructional packages, including textbooks for Class, 1, III and VI for introducing them into the school system from the academic session 1987-88 itself. The new instructional packages, including textbooks, based on the new core curriculum for Class 11, IV, VII, IX and Xi are proposed to be introduced during the academic session 1988-89 and the revised instructional packages including textbooks for Class V, VII, X & XII during the academic session 1989- 90. It is proposed that Kendriya Vidyalayas and the Navodaya Vidyalayas, which use NCERT textbooks, will start introduction of the new instructional packages during the year 1987-88. The States/UTs which would adapt or develop their own instructional packages based on the NCERT textbooks would commence introduction of new instructional packages for the academic session 1988-89 and complete the cycle of introduction of revised instructional packages during the academic session 1990-91.

Educational Technology

5.15 Education technology is seen in the NPE as a powerful tool for improving the education in schools all over the country. The Policy envisages that the benefits of technology reach far flung areas simultaneously with the better connected areas. On the basis of the provisions of NPE/POA and in the light of consultation held with State Governments a revised scheme has been worked out by the Ministry. It envisages supply of radio-cum-cassette players to all elementary schools in the country and supply of TV sets to 1,00,000 schools in the country. A major effort will be made in software generation by improving the production systems in the SIETs/CIETs, by setting up a foundation for ETV, and by involving expert groups in non-Government sectors. The scheme is under consideration of the Government for approval.

Computer Literacy and Studies in Schools (CLASS)

5.16 CLASS started as a pilot project in 250 schools in 1984-85. It was extended to 500 more schools in 1985-86 and another 500 schools in 1986-87. It was subjected to evaluation through the Space Application Centre, Ahmedabad in 1985-86. In the light of the evaluation a review has been undertaken to work Out the hardware and software choices and appropriate management system. The details of the revised scheme have been worked out in consultation with the Department of Electronics. This matter has been discussed on a number of occasions with DOE, CMC and SCL. It has been decided that under the revised, scheme the responsibility for hardware will rest with DOE and of the rest of the components of the project with the Department of Education. Some of the salient features of the revised scheme, which is expected to be finalized very soon, are:

(a) Coverage of 13,000 higher secondary schools by 1990;

(b) Supply of at least 5 systems in each school;