CONTENT AND PROCESS OF 
SCHOOL EDUCATION
 

11.1 The NPE has envisaged re-organization of content and process of the School Education and it has laid down the following parameters in this regard:

(a) access to education of a comparable quality for all irrespective of caste, creed, location or sex;

(b) introduction of the norms of Minimum Levels of Learning for each stage of education;

(c) provision of minimum essential facilities under the Operation Blackboard Scheme;

(d) articulation of a National System of Education with a common structure and a National Curricular Framework containing common core components;

(e) development of child-centred learning strategies and playway/activity-centred teaching methods;

(f) examination reform and introduction of continuous and comprehen- sive evaluation to improve the teaching-learning process.

Implementation of the Programme

11.2 The content and process of the School Education is determined on the one hand by the structure of education, availability of teachers, school facilities and on the other hand by the teaching programme in the school and its efficiency. The following notable measures can be listed in the former category:-

i) The States have been advised to ensure that all the School-less habitations having a population of 300 or more should be provided a primary school by 1990 (similarly habitations of 250 or more should be covered in tribal, hilly and desert areas).

ii) All the States have now switched over to 10+2 system as far as structure of school education is concerned. Some States have 5 years of primary schooling followed by 3 years of upper primary whereas some others have 4 years of primary schooling followed by 3 years of upper primary. The matter was considered in the Central Advisory Board of Education and on being pointed out by some of the affected States that switch over to 5 structure would require large inputs for additional class rooms and teachers, it was decided not to set a definite time target for it.

iii) The scheme Operation Blackboard has been approved by the Govern- ment and is under implementation. This scheme will ensure that all the primary schools have essential facility in terms of class rooms, toilets, two teachers and teaching aids by 1990.

iv) The scheme for re-organizing and restructuring Teacher Education in the country including setting up of 400 DIETs has been ap- proved by the Cabinet and is being implemented from the current year. The scheme is expected to substantially improve teacher competencies.

v) The mass orientation of 5 lakh school teachers annually is being done through the NCERT and the State Governments generally during the summer vacations since 1986. Educational materials to focus on the issues involved in the NPE were designed by the NCERT in 1986. They have been further improved in 1987. The participa- tion in the training was 87.8% in 1986 and 83% in 1987. A Com- mittee of the CABE has been appointed to review the progress in implementing the programme relating to context and process of implementation. The Committee has met once already on 29.8.1987.

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11.3 Recognizing that overall educational attainment is influenced by a number of factors, the N.C.E.R.T. is attempting to influence the content and process of the school education through a series of coor- dinated measures. Some of the steps taken by the N.C.E.R.T. are:

(a) The National Curriculum for Elementary and Secondary Education -- A Framework, which was developed in 1985 with the help of the concerned State institutes and agencies, has been revised in the light of the NPE and has been sent for publication.

(b) The model curricula with the minimum learning outcomes and common core components for all stages have been also revised and pub- lished.

(c) The textbooks and teacher's manuals for all areas of learning for classes I, III and VI have been produced and introduced in the Central Schools and some schools affiliated to CBSE. The text- books for classes II, IV, VII, IX and XI are being prepared. These instructional materials have been prepared keeping in view the major recommendations of the Policy. The layout, design, illustration and binding of the books have been so improved as to catch the attention and imagination of young children. The complexity and load of language has been reduced with the help of colourful and attractive illustrations which greatly help in simplifying the difficult concepts, specially in mathematics and science. These materials are brought out both in Hindi and English. Thirty seven teams have been constituted to tackle this complex task. The team comprise eminent scholars, child special- ists practicing teachers, teacher educators and curriculum ex- perts. It needs to be highlighted that the MSs of the books are not only reviewed meticulously but attempts are also made to obtain the feedback data from field try-outs, wherever and when- ever possible.

(d) These instructional materials have been circulated to the con- cerned State agencies for adaptation/adoption/ modification for introduction in 1988 in classes I, III and VI. Simultaneously, the orientation and training programmes for key functionaries in the States/ UTs have been organized.

(e) A special task-oriented programme was undertaken to train the teachers of the central schools for properly implementing the new set of instructional materials. In these training programmes, better child-centred teaching methods were demonstrated with the help of participating teachers. The teachers were taught to use a variety of playway materials and toys. They were familiarized with activity methods and integrated approaches to show how learning can be enjoyable experience for children.

(f) Developing and administering the admission tests for entry into the Navodaya Schools.

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