`PAPER EDN-03 – SCHOOL MANAGEMENT AND ISSUES IN EDUCATION

B.Ed. 2013-14

UNIT 1- INTRODUCTION TO EDUCATIONAL MANAGEMENT

1.1Management, administration and organization – meaning, definition and

interrelationship

According to Krishnamacharyulu “ Educational Management is defined as the process

of planning, organizing, directing and controlling the activities of an institution utilizing
human and material resources so as to effectively and efficiently accomplish the function
of teaching, extension work and research”.

Aims of Education Management meaning

* To define the functions of the school.

* To plan for the future and arrange the plan of operation.

* To organise/build up the material and human resources required for proper

running of the school.

* To command the staff both teaching and non-teaching to do their work efficiently.

* To co-ordinate the functions of various human elements and correlate all the
activities.

* To control and to ensure everything is done in accordance with the rules which
have been laid down and the instructions which have been given.

* To create environment and facilities for educational research etc.

There have been several attempts over the past few years to redefine objectives,
such as

* Creating proper environment for effective utilization of facilities

* Assembling resources required for organisation and management.

* Supervision to ensure proper direction, co-ordination and control.

* Motivation to create proper work-atmosphere.

* Evaluation which includes performance, assessment and management process.

1.2Administration Structure of education in Andhra Pradesh The school education

in Andhra Pradesh is administered by the director of school education. He is the chief
executive at the state level to implement the government orders. He is concerned with
providing education facilities to the children who are in the age group of 5-15 years. He
is also the ex-officio commissioner for government examinations.

The directorate of school education was formed an 30-6-75 and is situated at

Hyderabad. The director of school education is incharge of primary education, secondary
education and teacher education. He is assisted by four joint directors of school
education. Viz, joint Director (Services), Joint Director senior formal (NFE), Joint
Director elementary (Ely), Joint Director (Vocational), Four Deputy Directors, Viz.,
Deputy Director (Planning) Deputy Director (Training), Deputy Director (Oriental
Studies), Deputy Directors (Minorities), One Special Officer (Tex books) and one Chief
Account Officer.

One Chief Accounting Officer at the regional and there are regional joint directors
and at the district level there are district educational officer who looks after school
education. And at the mandal level, school and. Is looked after by the mandal education.
Officer thus in our state for level authorization and education. Of schools as seen 1).
State, region and mandal levels.

Staff Council

Student’s Council

Staff Meetings

Special Committee of Pupils

1.3 Educational Management and Educational Administration

Educational Administration Educational Management

1. It is an old traditional concept It is a modern concept and lays more
and autocratic in nature stress on democratic decentralization and
participation

2. It lays more stress on rigidity of It is mostly democratic and innovative in

rules and regulation, aims and nature. It gives more importance to
objectives, plans and human relations and operation.
programmes of an educational
institution
It is mostly professional and is supported
3. It is subjective and mostly by a
guided by the rules of thumb
quantum and precepts,
theories and expertise.
It is result-oriented and accountability is
4. It is also result oriented and emphasized.
more accountability is
 emphasized.
It is democratic, participative in nature. It
5. It is mostly office oriented with encourages involvement of all
little or no participative culture. functionaries.

Management is mainly deterministic in

6. Administration means nature and lays down broad policies,
implementing the broad programmes.
policies laid down by the
management.

1.4 Types of Educational Management

The various types of Educational Management are:

Type ‘A’

i) Decentralization of Management and

ii) Centralization

type ‘B’

i) Autocratic Education Management

ii) Democratic Educational Management

iii) Laissez faire Educational Management

Types of school management. .

A : The different managements of Schools.

Schools under Different Management

Central State Local Private Private Schools

Government Government Body Aided unaided run by

Schools Schools Schools Schools autonomus

organisations
Navodaya Sainik Central National

Schools Schools Schools Open

(KVS) Schools

z.p Mandal Municipal

Missionary Linguistic Other religious

Schools Schools Schools

Atomic Industrial Residential Residential A.P

Energy Schools Schools Schools open

Comission Run by Run by run by A.P

Schools O.S.S

GENERAL PRINCIPLES OF EDUCATIONAL MANAGEMENT

a) Principle of Sharing Responsibility:

b) Principle of Equality:
c) Principle of Leadership
d) Principle of Justice:
e) Principle of Recognition:
f) Principle of co-operation:
g) Principle of Flexibility:
h) Principle of professional growth of Staff:
i) Principle of freedom

UNIT 2 – SCHOOL AS AN ORGANISATION

1. MEANING, DEFINITION AND OBJECTIVES OF A SCHOOL

A : Introduction : - A school is a miniature society and mirrors of the social
aspirations and requirements. Different educationalists have expressed different
views about the school.

Definition : According to W. M. Ryburn : “ School is a co – operative society or

a society where co – operation is sought ”.

Objectives of School : Today, the informal agencies of education such as family

( home ) and church have practically failed to discharge their educational functions
due to obvious reasons. So, the functions of the family ( home ) and society has
fallen on the school. Now the school has to discharge not only its function as a
formal agency of education but also provide in the past. In the light of their changed
role the objectives of school are expanding constantly and continuously. However,
some of the objectives are :

 To conserve the social life by handing down culture, tradition values and
customs of the society from one generation to the other.
 To plan for all round development of personality of the children.
 To promote social efficiency of children.
 To care for post – school adjustability of the children.
 To inculcate higher values of life.
The school cannot achieve its objectives without the active co – operation of parents and
community.
2.2 RESOURCE REQUIREMENT OF A SCHOOL

physical resources
A, Good location and surroundings : -

The school location should be accessible to children and must be free from
unhealthy surroundings, market yards, bus stands, grave yards, factories, cattle and
other unhealthy localities. As a result healthy education atmosphere is maintained. In
the city it should be located away from the congested areas but in rural areas it should
be near the village.

B, Level of the school : -

The level of the site selected should be little raised so that water logging does not
take place in the monsoon season. The land should remain dry with no scope for
stagnation of water. Land level must be sloping in the direction of drainage canal so
that water flows freely.

C, Direction : -

The direction of sun is very important in selecting the site. The school building
should be constructed in south east so that in the winter season sunlight enters all the
rooms directly and during summer season sunlight does not enter the windows
directly.

D, Scope for landscaping : -

The should permit gardening and landscaping.

E, Scope for expansion of the site should be sufficient space for the further
expansions.

F, Area : - Greater area is needed for school to provide all the needed facilities. For
such reason school should be constructed on an open space.

It involves organization of building, campus, ground, furniture, fittings, library,

laboratories, workshops. It implies arrangement of each physical facility in such a
way that each item can be most efficiently used and no wastage takes place

Human Resources : Management system during the last decade has been
characterized by a growing concern with the nature and needs of human beings in the
educational organization. The assumption that human beings in the organization have
their own goals, values, feeling, emotions and needs which affect their need to behave
in certain ways and that the organization expects members to behave in certain ways.
The organization needs and human needs are necessarily congruent is a dominant
factor in the theory and practice of educational management.

Steps to Strengthen Human Resources :

 1. Management system must try to create an environment conducive to the release
of human potential, involved in educational management process.
2. The supervisors who happen to be an important part of human resource in a
position to create proper environment.
3. The management system has to utilize human potential for development through
motivation and learning.
4. People are born with different capabilities, the management system should try
different efforts to utilize their capacities through different activities.
Even in the most limited person, there is a ceiling that is higher than he will ever reach.

Education and financial resources are inter connected. It is said “ There is little
progress without education and there is little education with poverty “. Management
of human resources cannot be possible with out management of financial resources.

Principle of proper utilization of financial resources :

1. All allocation of funds to education should be determined by the educational

budget and priorities to various sectors should be made within the sphere of
education itself.
2. Improvement of education should be made within the
financial and human resources available in the country.

3. Through careful analysis of trends in economy, allocations

should be made to important educational sectors in accordance with the projected
manpower requirements.

4. Attempts should be made to provide education free or at much lower cost than
the real one to help the young and immature members of the society to develop.
5. Financing is not only the initial expense on building and educational equipments,
but in addition to it, teaching staff have to be paid regularly.
6. School plant is to repaired, equipments have to be replaced.
7. Facilities have to be expanded both in teaching staff according to the growing
social needs.
8. Facilities have to be expanded both in teaching staff according to the growing
social needs.
Conclusion : - By providing comfortable environment to the students. The overall
development can be done through Education.

UNIT --- III - HEAD OF THE ORGANIZATION- DIFFERENT ROLES

Describe the role of head of the school on discipline management?

Headmaster is the fountain head of all good discipline and character formation. He should adopt
certain measure to inculcate good discipline in the school. For this he should take the following
measures:-
 TEACHING METHODS:-
 Classroom methods should be directed towards producing well-adjusted and self disciplined
individuals and towards building of high attitudes.
 The teachers should adopt modern methods of teaching in which pupil’s activity is brought into play
and harnessed for educational purposes eliminating the possibility of any type of indiscipline.
 CO-CURRICULAR ACTIVITIES:-
Co-curricular activities also appeal to the tastes and temperament of students of disruptive behavior
and help them in releasing their superfluous energies in sports, scouting, and NCC, social service
and community activities and develop in pupils a sense of self control and self confidence.

 SELF-GOVERNMENTS IN SCHOOLS:-
 All the civic activities like self government, cooperative bank, celebrating various functions and
festivals in the school will provide pupils rich exposure to civic life and democratic society.
 Sharing of authority and responsibility with peer group members and teachers will provide the right
opportunities for observances of rules and regulation and training on citizenship.
 BUILDING UP TRADITIONS:-
School discipline is closely connected with school traditions. The higher and noble, the traditions
built up by a school, the greater the effects on the effects in the part of pupils and teachers maintain
these traditions.

 TEACHING OF MORAL EDUCATION:-

 True educations must promoted and encourage noble objectives of man making, nation building and
patriotism, love, freedom, justice of equability and fraternity.
 Classroom is the test –tube in which morals and values are to be incubated.
 The students should be encouraged to discover for themselves the moral values by practicing them
through appropriate ‘learning situations’ and 'teachable moments’ provided inside and outside the
classroom.
 HUMAN VALUES:-
 Researchers have discovered the factors, which have great value, on the human values of highest
order on the pupils.
 Random sampling of boys or girls studying in difficult schools under different managements both
religious and non – religious – secular schools reveal that in all the cases, one of the three elements
was invariably present.
  Personal example of the teacher
 Sound training received in schools
 Inspiration derived from the classics and biographic of great persons.
In all these three, the teacher role in the schools is regarded as the most significant, especially in the
formative year of the child.

5. As a head of the school, how do you maintain the standards of education?

 The progress of any school depends upon the educational standards.

 Development of educational standards mainly depends on the personality of the headmaster.
 Rising of educational standards mainly depends upon the hard work, modern scientific
knowledge, pulling up the financial resources of the head master.
 To achieve the above all the head master has to provide proper guidance and direction and
should also act as a good democratic leader.
 To raise the educational standards the head master has to do the following work in time.
 He should complete the admission in the specified time.
 Before commencement of academic year, he should prepare the institutional plan keeping in view
the resources and should also seek the advice of the PTA.
 He should check the teaching work and student’s behavior. Before commencement the academic
year, he should check the vacancy positions of the school teachers and should make necessary
arrangements to fill the vacancies.
 He should conduct all the school examinations in time and should know the progress of his students.
 He should provide opportunities for teachers to participate in various in – service programmes.
 He should also provide latest information in educational research to his teachers.
 The headmaster should provide library facilities to develop critical awareness bith for teachers and
students.
 He should various activities to bring into light the inheritance talents of students.
 He should give proper encouragement to teachers in utilizing modern methods, techniques and
audio-visual aids in their teaching.
 He should also make arrangements for educationally backward students of his school.
What do you mean by subject clubs? How do they contribute in developing the knowledge of the
students?

 SUBJECT CLUB:-
 In the classroom the teacher uses to teach according to the rules and regulations only the efficient
teacher can able to make his lesson an interesting one to his students.
 Students learn more through some co-curricular activities. In this, they use to participate with
interest.
 They will also feel to express their opinion through subject clubs. It provides some opportunity to
the students.
 OBJECTIVES:-

 To create interest in the subject.

 It expands the knowledge of the students.
 It provides extra the information for the students which they learnt in the classroom.
 Opportunities should be provided to the students to improve their knowledge by listening the
lectures of the subject experts.
 ORGANISATION:-
 Subject club should organize in all school subjects like Maths, Science, History, Telugu, Hindi;
English etc.
 It should also organize clubs in co-curricular activities like photography.
 Before establishing the club the permission of the headmaster should be taken by the teachers.
 Teacher should show the importance of subject clubs to the students. Student should be the
membership fee any student from any class may join in the subject club.
 In the subject club the head master is the honorary president, the teacher should act as advisor and
convenor for the other post like president, vice president, secretary and treasure etc.
 The students should elect among themselves the formation of the club should in democratic way.
 The term of the club should one year the convenor of the club should explain the duties and
responsibilities if student representatives.
 ACTIVTIES IF THE CLUB:-
 Organizing lectures of eminent people in the subject.

 Conducting Quiz.

 Conducting fairs in the concerned subjects.

 Collection of relevant newspaper cutting in the related subjects.

 Utilization of bulletin board properly.

Good organization of subject club depends mainly on the efficiency of the concern subject teacher.

 ADVANTAGES:-

 On conducting various activities the parents another dignitary of the society are able to know
various activities of the school and this lead a good relation between the school and community.
 Students should utilize his time properly.
 Students are motivated to learn more in the subject.
 Organization ability will be improved.
 The educational needs of the gifted children will be satisfied through various activities of the club.
 Inherent abilities of the students will be exposed.
7. What is the role of institutional planning in maintaining the academic standard of the school?

 INSTITUTIONAL PLANNING:-

 Planning is essential in all work of life and planning is systematic way of doing the work of thinking
about something before the hand fixing up of aims and objectives.
 A plan which is prepared by institution on the basis of its felt needs for its own development and
improvement is called the institutional plan.
 CHARACTERISTIC OF INSTITUTIONAL PLANNING:-

o It is need base.

o It should be goal oriented.

o Its basic principle is maximum use of resources both human and non-human.

o It should be reform based.

o It should be flexible type

o It should be problem oriented.

o It should be democratic type.

o It is a co-operative venture of all concerned like controlling authority community students and
staff.
o It should take care of future needs of institutions.

 AIMS OF INSTITUTIONAL PLANNING:-

o To develop creative ability of the teachers.

o To recognize the initiative of the teachers.

o To use the resources for the progress of school.

o To develop co-operation of working among teachers, student and community.

 IMPORTANCE OF INSTITUTIONAL PLANNING:-

o It is proper direction to educational plan to all over the country.

o It leads to maximum use of resources.

o It democratizes the process of planning.

o It encourages initiative freedom and creativity.

o We need plan at institutional level because a central plan is not suitable for all institutional planning.

 PREPARATION OF AN INSTITUTIONAL PLANNING:-

The following steps are suggested to formulate an institutional plan:-

o Take stock of the available physical facilities, instructional programmes, supervision, etc.and
identify the deficiencies in each of these areas.
o Project future enrolment.
o Estimate physical facilities and staff requirements.
o Assess financial resources likely to be available from government and non-government sources over
a period of time.
o Determine priorities and work out alternative choices in the light of assessed resources and future
needs.
o Work out detailed programmes and projects to meet assessed needs.
o Estimate costs of expansion programmes and improvement after making due allowance for better
utilization of available resources and the likely escalation of costs.
o Phase out programmes and outlays according to priorities.
o Throw open the plan for wider discussion of its priorities and programmes by the local community.
o Finalize the plan in the light of public comments.
8. What is institutional evaluation?

 Head master occupies the key role in the school administration. Schools are established for the
development of community.
 Though education have to bring mental, physical and social development among children.
Achievement of all rounds development is the main aim of education now.
 To achieve this school has to maintain relationship with society.
 Through various activities the head master should work for the development of the society.
 The head master should evaluate his work, and plan for future action. While doing institutional
evaluation, the head master should keep the following things in his mind.
 The headmaster should evaluate that all the activities and educational plans are prepared according
to the educational aims or not, if not he has to plan according to the educational aims.
 While preparing the examination papers the head master should check up whether they are prepared
keeping in view the standard of the student.
 He should look after the development of educational standards.
 He should also see about the classification the students are done in a proper way or not.
 The head master should recognize the efficiency of the teacher and allot suitable work to them for
the development of the institution.
 He should see for the proper implementation of the time table and human and material resources of
the school be utilized properly.
9. What are the main records maintained in a school?

 Every institution has to maintain certain records which shows it origin growth and development its
present and past condition its efficient and usefulness its aims aspiration and achievement.
 The school is social institution answerable to number of authority school involves many thing they
all need to be recorded.
 SOME IMPORTANT RECORDS:-

 ATTENDANCE REGISTER OF THE STUDENT:-

 It is kept by the in charge of the class names of the student daily attendance of the student is marked
by the teachers incase of leave ’L’ is marked.
 Attendance is taken twice a day if student remain absent for six days without seeking leave, the
name will be strike off from the register.
 Summary of the whole page is prepared at the place provided.
 ATTENDANCE REGISTER OF THE STAFF:-

 One of the important duties of head master is to see the regularity of the staff.
 He keeps the register which is generally placed in office.
 In this record name of staff members are written. Each one has to sign and time and at the time of
learning the school he should sign and leave.

 STOCK REGISTER:-

 The whole stock is entered in different stock of register like different labs, library, furniture and
other requirement.
 In the stick register each page has number of columns the date on which you received rate, quantity
received, total amount, issued balance and signature.
 One item is entered in one page. At the top names of the item with specification is written all the
columns are filled up accordingly.
 Stock register should be physical verification of stock. It shows which article is missing and which
needs immediate repair.

 ADMISSION AND WITHDRAWL REGISTER:-

 It contains the particular of every student who is admitted in school whenever any school, entry of
leaving is made in the register. Proper maintenance of the register is very important.
 Department mental rules and regulation are to be followed carefully maintaining it serial no,
admission number, name of the student, mother tongue, religion, nationality, marks of identification,
father name, occupation, address, date of birth, date of admission class while admitted, class while
leaving such admission register is to be preserved permanently.
 It should be specially bound and kept in safe custody.

 LOG BOOK:-

 It is very confidential record under the lock and key of head master, whenever the inspecting
authority visiting the schools, they may be writing remarks in positive or negative way.
 The first part of this meant for recording facts and figures about the school. While the second part
contain remarks or observation made by inspecting authority.
 SCHOOL CALENDAR:-

School calendar is the mirror of all the events that are to go on in the school to the whole academic
year. It shows clearly the dates of exam celebration, functions and different activities that are to be
conducted in the school for whole academic year.

 SERVICE BOOK:-

Service book is maintain incase of each member showing the details like name, address, date of
birth, qualification, date of joining, marks of identification, increment, suspension, agreement, leave
account and pay scale. It is kept under the head master.

 CASH BOOK:-

 It is another important record to be carefully maintained in a school.

 This should contain all the financial transactions of the school.
 Financial dealings occurring day to day should enter in this book. Cash book has two sections
namely credit and debit.
 Income of the school from all the sources is noted in credit side. Cash book should balance every
day.

 CUMULATIVE RECORD:-

 It is maintain by the school for every pupil indicating the work done by him in various aspects of
child life and his attainments in different purses through out the successive stages of his education.
 It gives a comprehensive picture of all rounds development of pupil personality keeping view the
growing importance of cumulative record.
10. What are the main objectives of school supervision?

Supervision is a democratic term used to see the functioning of school. According to “Adams and
Dicky” – Supervision is a plan program for the improvement of institution. Supervision means
essentially a “Superior Vision.

 OBJECTIVES OF SUPERVISION:-

 Improvement of class room teaching.

 Ensuring the correct and adequate performance.

 Satisfactory implementation of curriculum.

 Stimulating coordinating guiding the efforts of teachers.

 Evaluating the scholastic (academic) performance of the students.

 Assessing the work and personality of the teachers.

 Knowing the difficulties of teachers in teaching and organizing various activities activities
suggesting ways and means for overcoming them.

 Promoting professional growth of teachers.

 Discovering whether the school is related to community if it not suggesting the ways and means to
do so.

 Ensuring that there is balance of intellectual physical, social and moral activities.

 Demonstrating instructional administrative supervisory techniques which are effective.

 Preventing mis- understanding of resources and energies.

 Helping administrators and teachers to deal successfully with the complex responsibilities of the
school.
11. Distinguish between school supervision and inspection?

 Inspection and supervision is no anger considers being fault finding and criticizing.
 In Reality, it is for improvement in teaching learning process and situation. It is providing leadership
in the field of education.
 Its main aim is to provide democratic leadership to teaches to put them on right times and to see before
them goals with in reaction.

S.NO INSPECTION SUPERVISION

1. It is bureaucratic model It is a democratic model.

2. It is more administrative in nature with lot of It is more related to improvement of education

 Officialdom Learning and teaching.

3. It helps in improving the teaching process It helps in improving the learning process.

Of teachers.

4. In this orders will be given Guidance is provided

5. It is to check in efficiency in teaching process It is for providing guidance and counseling

 The inspection and supervision is to check inefficiency in schools and find out gaps in the proper
functioning of school and ensure they are bridged.

12. Describe the role of head master as a facilitator of human relations?

 The head master is a major component of school administration on whose ability and skill,
personality and professional competence will largely depends the tone and efficiency of the school.
 He occupies the central place in the entire structure of education. “Head master is the monarch of
the school”, students constitute his army, the school – building corresponds to state and school
management is state administration.
 “The character of the school reflects and proclaims the character of the headmaster” – P.C.WERN

 ROLE OF HEAD MASTER AS facilitator HUMAN RELATION:-

 The head master is at the strategic center of a web of human relationships.

 He has to maintain relationship between school – community, school – management, school –
department, teacher – inspector, teacher – pupils, teacher and teacher and teacher – parents, etc.
 He should be a good expert in human psychology and human relationship.
 He has to create atmosphere of cordial life, good – will, fellow feeling, helpfulness, and collective
responsibility.
 He should able to differentiate the sincere from insincere.
 He must act like a captain of a well – knit compact team filled with enthusiasm.
 Optimism and appreciation of all. Being human he must be patient and never lose his temper even
under most trying circumstances.
 In the entire school population every body should have the benefit his personal concern and
attachment.
 He should occupy the central position in the real sense in phenomena of human relations in the
school.
 He should be viewed by all as an intimate friend, helper and well wisher.

 GENERAL QUALITIES:-

o He should be democratic, cooperative and should possess humanitarian attitude.

o He should be a good resourceful person.
o He should be good at office correspondence and communications.
o He should recognize the good and hard work done by his colleagues and himself a good hard
working person.
o He should recognize the needs of teacher, students and community.
o He should be a dedicated.
13. What is School Budget? Explain the various steps in the School Budget?
SCHOOL BUDGET:-

o Budget, it has defined as financial report containing estimate of income and expenditure.
o School budget define as school program express in fiscal term as administered of the school is
require to prepare budget and get it approach by the proper authority it contains expenses such as
staff salaries, benefit wages as repairs maintain book and stationery and other material and other
matters.
o Budget is essential ingredient of institutional plan it has to be clearly written out
as to what will be expenditure and how they will meet with it.
o This is done in the form of budget is prepared. Annually beginning from 1 st
April and ending up 31st March of next year.
o Budget shows the following things it describe educational plan approved by higher authorities, it
shows estimate of income and expenditure.

 STEPS/PROCESS OF BUDGET:-

 PREPARATION OF THE BUDGET:-

 Here it consists of formulation of 2 plan expenditure plan and financial plan.
 The educational plan is a comprehensive term containing various activities and programs of
education along with objectives and justification mentioning whether the quality and quantity of
education will be ensured by it or not.
 The expenditure plan part of the budget keeps an analysis of the cost of the educational programme
an activity is formed on the basis of educational planning.
 This plan is based on the expenditure of the preceding year it should be comprehensive including
expenses to take care on all kinds of items.

 FORM OF THE BUDGET:-

This includes three things

1. Preamble

2. Data

3. Estimate of the receipts and expenditure.

o PREAMBLE:-
The preamble is introduction of the budget and also forms policy background it consist of brief
justification statement of objective and guiding principles of budget formulation.

o DATA:-
The data contains the budget includes 2 kinds of statement, the expenditure of the proceeding year
and budget for current year.

o ESTIMATE OF RECEIPTS AND EXPENDITURE:-

The estimate for the fiscal year it includes assessment, valuation, tax requirements etc.

 PRESENTATION AND ADOPTION OF BUDGET:-

 Here the budget prepared in subjected to the higher authority for its approval much before the
opening of the proceeding fiscal year.
 After the discussion the budget is passed either in modification or as it is.
 The modified budget is finally accepted and adopted by the higher authority then it becomes a legal
document.
 ADMINISTRATION OF THE BUDGET:-
 This involves controlling of fund; work plan for each activity implementation of work plan before
sending money approval from the controlling authority should be taken.
 There will be financial officer controller of finance / finance manager and it has to be ensured that
the funds are adopted and followed the expenditure does not exceed the income.
14. What is staff council? Explain?

 Every school should have a staff council. All teachers are the members of the staff council.
 The head master should be its president and a teacher nominated by other teachers should be its
secretary.
 Unless teacher work in a team spirit the school will fail to achieve its objectives.
 The staff council aims at developing and strengthening cooperation among teacher and between
head master and the teacher between the management and the teacher.
 The head master and the teacher should meet at regular intervals in the staff meeting to discuss
about the following matters.
 Progress of the school in relation to its objectives.

 Difficulties faced in achieving the objectives of the school.

 Measures to be taken to overcome the difficulties.

Generally matters relating to curricular and co-curricular activities, time table, distribution of
subjects among teachers, admission, examination results of examination etc.

Staff meeting are to be conducted as per the following guidelines.

 The secretary of the staff council should convene the meeting after consultation with the head
master.
 Staff meeting should preferably be held on the dates fixed earlier.

 All teachers should be informed about the date and the time of the meeting sufficiently before the
fixed date. Through official circular. The circular signed by the secretary should be countersigned by
the president of the council.
 If the situation demands representative of the managing committee or the governing body may be
invited to attend the meeting.
 All teachers should attend the meeting without fail.

 An agenda for the meeting should be prepared by the secretary well in advance.
 The meeting should be held at such a time that the regular time table is not disturbed.

 Staff meeting should be held before the session starts and then at regular intervals and before the
session ends.
 In every meeting the secretary should first present the proceeding/resolution of the previous meeting
and this must be passed by the members.
 The secretary should record the minutes of the meeting.

 The headmaster first initiates the discussion, the things he wants to emphasize and decide.

 Every teacher should be requested to participate in the discussion making process.

What are the main principles of constructing timetable for a secondary school?
 The school time table is a methodical and pre-arranged scheme of students and activities. It is a
mirror that reflects the entire educational program followed in the schools.
 A time table is the second clock of the school which shows the school hours, the kind of activity for
each class, the number and length of periods, time for games, recreation, library and teacher wise
work allotment etc.

 MAIN PRINCIPLES OF TIME TABLE CONSTRUCTION:-

The time table aims at achieving economy, convenience and uniformity. Preparation of time table is
a very complex task. The following principle should be kept in mind while preparing timetable.

 VARIOUS TYPES OF SCHOOLS:-

 There are various types of schools like elementary, secondary, rural, urban models, ordinary in
which the facilities and activities differ.
 Time table will be framed in order to meet the typical need and circumstances of the school
concerned.
 The same time table cannot be suitable to all types of schools.

 DEPARTMENTAL RULES AND REGULATIONS:-

Departmental rules prepared by the state government regarding the length of the academic year and
terms, duration of the school day, the total number of periods per day, number of periods per week
for each subject.
 AMOUNT OF TIME:-

 In the time table we have to allot time for different subjects and activities basing on the total
available time.
 Duration of each period can be determined with the help of department rules and regulations.

 DUE IMPORTANCE AND DIFFICULTY OF SUBJECTS:-

Each subject has to be provided timetable according to its importance difficult subjects must get
more time and better portion of time i.e., when the students are fresh.

 FATIGUE:-

Fatigue is a physical matter which creates weakness of attention and perception which creates a loss
of self control and a diminishing of work rate. Certain subjects like mathematics English, science
and practical are fatiguing than others.

 VAREITY:-

Time table should introduce variety in the day’s work to break the effect of fatigue and monotony.

 STAFF EQUIPMENT AND BUILDING:-

The time table should ensure best utilization of resources of the school i.e., staff, equipment and
building.

 FLEXIBILITY:-

Flexibility of time table is very important. Time table should be changed according to the changing
circumstances.

Suggest ways for conducting Staff meeting effectively?

 For democratic administration of school it is necessary that the members of the staff occasionally
meet for sharing their responsibilities as well as experience.
 While preparing various plans regarding the development of the institution, the head master should
seek the co-operation from his staff.
 The development of the institution should be done only with proper co-ordination and co-operation
between head master and the staff members.
 The head master in the staff meeting should invite the suggestions and advice from the staff
members for better administration and maintenance of discipline in the school campus. Staff’s
meetings are of two types.

 General Meeting

 Special Meeting

 GENERAL MEETING:-

There are general meetings which may be conducted once or twice in a month. The following
issues are discussed in the meeting

 Curriculum construction

 Organization of co-curricular activities

 Preparation of timetable

 Classification of students

 Distribution of work load

 Organizing subject clubs

 Conducting School Examinations

 Problems with in the school campus.

 Celebration of school functions.

 SPECIAL MEETING:-

These meetings should be arranged on special occasions like

 Sudden visit of D.E.O

 Happening of unexpected incidents.

 Celebration of festivals not planned before

 For taking important decisions to maintain disciplinary actions on

students.
 For a successful organization of staff meeting the head master has to remember the following points
while organizing the meeting.

 Preparation of agenda of the meeting.

 Proper seating arrangement should be made.
 Staff should have freedom to express their ideas freely.
 All the members of the staff should be provided opportunity
to express their views freely.
 Unnecessary discussions, criticism should be avoided.
 Pleasant atmosphere should be created in the meeting.
 Information should be gathered about the discussion issues.
 The issues approved in the meeting should be implemented
compulsorily.
 Sitting arrangement must be in a semicircular form.
 Arrangement for light refreshment is needed.

 START OF THE MEETING:-

 Reading out of the minutes of the last meeting by the Secretary of there is no objection.
 While discussing the meeting all the members should take part.
 Proper discussion must be taken.
 Chairman must not allow to monopolies on another.
3. What is the importance of administrative management?

 Administration is usually connected with preparation of institutional plan, providing material,

facilities, budgeting, financing procuring of books and other equipment, providing special services
schedules, maintaining discipline, supervision, organization of staff meeting and maintenance of
different register and records all concerned with improving the total teaching learning process.
 INSTITUTIONAL PLAN:-
Planning is essential in all work of life and planning is a systematic way of doing the work of
thinking about something before the hand fixing up of aims and objectives.

 MATERIALS/SCHOOL EQUIPMENT:-
 FURNITURE:-
For the successful functioning of the school suitable furniture and equipment is necessary. Furniture
plays an important part in physical mental moral welfare of the student.
 CHALKBOARDS:-
Chalkboards are of many types and very useful teaching aid in the class. Some of them are
Wallboard, Framed wall board, Board resting on pully, etc.

 CUPBOARD:-
Cupboard is meant for keeping classroom requirement such as duster, chalks, pieces, registers, map,
globes charts, models, pictures. Cupboard is used to be protected from the insect and wild ant and
clean regularly.

 SCHOOL PLANT:-
School plant is a comprehension term it includes building, grounds, furniture’s, and other necessary
equipment and Analysis.

 FINANCING:-
Educational finance is closely related to each other. Educational finance involves consideration of
resources. Financing is expenses on staff, school building, equipment etc. All this required money.
This we called financing education.

 SUPERVISION:-
Supervision is a democratic term used to see the functioning of school. According to “Adams and
Dicky” – Supervision is a plan program for the improvement of institution. Supervision means
essentially a “Superior Vision”.

 BUDGETING:-
School budget means showing the income and expenditure of the school covering all items of
incomes and all items of expenditure.

 REGISTER AND RECORD:-

Every institution has to maintain certain records which shows it origin growth and development its
present and past condition its efficient and usefulness its aims aspiration and achievement. The
school is social institution answerable to number of authority school involves many thing they all
need to be recorded.

The above points help the head master in running the administration and to develop the institution.

. Explain the importance and types of the co-curricular activities?

 Co-curricular activities are now considered to be an integral part of the school program.
 In olden days these co-curricular activities are known as extra-curricular so as there is a slight
difference regarding the importance of these activities?
 But now the aim of education being completely changed as the all round development.
 This all-round development of the child is only possible through the combination of curricular and
extra curricular activities.
 Both curricular and co-curricular activities are to be carried outside by side.
 New education lays special emphasis on the need of co-curricular activities.
 In the absence of these activities the education of the child will suffer from many gaps and
handicaps, productive and creative activities help in the harmonious development of 4 H’s – Head,
Heart, Hand and Height.
 These activities provide opportunity to the child for the expression of the child’s manifold talents.
 Their sharpen and develop their talents after their exploration.
According to Secondary education commission- “We would like the school to see if it can provide a
richly varied pattern of activities to cater to the development of children entire personality.”

 TYPES OF CO-CURRICULAR ACTIVITIES:-

 ACADEMIC DEVELOPMENT ACTIVITIES:-
Subject clubs, survey clubs such as historical society.

 LITERARY ACTIVITIES:-
Debates, practical recitation public speaking and library work, school magazines etc.

 PHYSICAL DEVELOPMENT ACTIVITIES:-

Mass Drill, Athletics, N.C.C indoor and outdoor games, yoga, sports, etc.

 ACTIVITIES OF LEISURE:-
Photography, stamp collection, album making, coin collection, decoration, etc.

 CITIZENSHIP TRAINING ACTIVITIES:-

Mock parliament cooperative stores, student councils, visit to places of social importance.

 CULTURAL DEVELOPMENT ACTIVITIES:-

 Celebration of religious functions and festivals, conducting school day, celebrating national festivals
and international important days etc.

 MORAL DEVELOPMENT ACTIVITIES:-

Morning assembly, celebrating birthday of great men, social service activities.

 PRODUCTIVE ACTIVITIES:-
Gardening, toy making, tailoring, knitting, clay models, etc.

 SCIENTIFIC ACTIVITIES:-
Science clubs, science fairs, science quiz, etc.

 SOCIAL WELFARE ACTIVITIES:-

Scouting, girl guiding, red cross, N.S.S, etc.

16. List out the values developed by co – curricular activities?

SCHOOL ASSEMBLY:-

 This activity exists in every school. It is the opening period of the school in which the entire school
population assembles together.
 School assembly promotes cooperative life among the students. It is an opportunity to control and
guide the students as a whole.
 All the students and teachers are supposed to present in it.
According to W.R.SMITH “School assembly can serve as a focusing center of all forms of extra
curricular life”.

 ACTIVITIES OF THE SCHOOL ASSEMBLY:-

 Checking the cleanliness and dress

 School prayer

 Singing devotional songs and national anthem

 News in brief

 Short moral speech by a student a teacher or head master

 Notices and instruction extension lecture announcement and commendation and mass drill.

 ADVANTAGES:-

 It develops the habit of doing prayer, meditation and some spiritual values among school children.

 It develops a sense of belongingness among the school children

 Controlling and directing the efforts of the pupil as a whole

 Its helps in inculcating good audience habits like good listening to others respecting other ideas
courtesy towards speakers appreciate attitude among pupils.
 ATHLETS AND GAMES:-

o Games are said to be man’s common heritage along with hunger and thirst. Physical exercise
provides a healthy outlet for surplus energy.
o Physical activities also help in developing proper muscular system among the students.

o It also provides opportunity for securing mental and moral discipline – alertness determination, self
control, team work, loyalty, leadership, sportsman spirit etc.
o The play ground is said to be the cradle of democracy.

o They represent healthy diversion from school routine. Physical activities have great social
recreational and educational values.
o The athletes and games should be a well coordination part of secondary school curriculum.

o Equal opportunities should be provided to all the students to participate.

o The programmes should include a well balanced programme of intra annual sports.

o Proper facilities for girl students should be provided.

 COMMUNICATION SKILLS:-
o Debate, discussion, seminar and other activities topics for discussion and debate should announce
earlier.
o Number of speaker names place date and time of a holding debate should be announce early.

o The topic selected for discussion should be current important and thought provoking.

 DRAMA:-

o It’s a playful activity in which creative expression and artistic imitation are combined through this
act he expresses himself and fined.
o It provides opportunity for improving speech and other quality of elocution and helps to important
their literacy ability with various subject debates of many types.
 SCOUTS AND GUIDES:-
Literacy activities i.e. essay, poem writing, games and sports.

UNIT 4 – TEACHER QUALITIES AND COMPETENCIES

Enumerate the characteristics of an effective teacher?

A) IMPORTANCE OF TEACHER
: Teacher occupied a very important role in the society from the ancient period up to the present
period. Teacher is the person who moulds the personality of the child. Any nation’s development
mainly depends upon the efficiency of the teacher. Teacher may be compared to a gardener. As
the gardener works hard taking so much points to develop a beautiful garden with colorful
flowers and tasteful fruits. The teacher tries to prepare good and responsible members for the
development of society.

Teacher is the educational parent of the child. Parents give birth to the
child where as the teacher imports knowledge, manners, morals, inspiration to the students.

DEFINITIONS:

 Teacher is the real maker of history__ H.G.WELLS

 Teacher is the maker of man ___SIR JOHN ADAMS

CHARACTERISTICS OF AN EFFECTIVE TEACHER:-

1. APPEARANCE:
Teacher occupies a very important role in the society. He is the public person and this will help him in
getting respect from the students and public so that it will give gentle look to the teacher. He must avoid
shabby dress and should not go against social norms.

2. PHYSICAL HEALTH

: Teacher should be strong physically, then only he is able to pay proper attention towards his profession.

3. INTELLIGENT:

He must possess depth in the subject, originality, memory, tactfulness with his intelligence he should
inspire his students. If he is not a lighted candle himself he will never be able to light up the flames in
others.

4. EXPRESSION:

Fluency in expression is a very important quality of a teacher. His voice should be audible to the whole
class, must be clear, pleasant, moderately pitched. His pronunciation must be clear. He should use simple
language and should adjust his voice according to the classroom size.

5. SOCIABILITY:

Teacher should not be an isolated person. He must have great sense of humour, must mix with students,
and love them like a parent. He must have good cordial relation with his colleagues.

6. MENTAL HEALTH AND EMOTIONAL STABILITY:

The teacher must maintain tranquility must avoid pessimism, frustrations, prejudices should be happy,
patient, good tempered and not sensitive.

7. CHARACTER AND MORAL QUALITIES:

Dr Rajendra prasad said teacher’s own character should be such that there should be no difference
between what they said. What they do. Teaching profession demands high character, perfect morality. He
should follow ethical principle, self control, speak truth, self discipline, he should command respect
through purity of character.

8. THIRST FOR KNOWLEDGE

Rabindranath Tagore said “A teacher can never teach unless he is still learning himself”. The teacher
should cultivate a thirst for knowledge and a literacy bent of mind. He must be curious to know more
and more. This attitude should be like that of Newton “I am only a child, playing in the sand by the
seashore, picking up a pebble here and there with a vast ocean of truth lying undiscovered before me”.

9. DEVOTION TO PROFESSION
: Teaching is not profession but a mission. Teacher must consider teaching as a noble and challenging
profession and should not treated as a business. The moto should be once a teacher always a teacher. He
must work with missionary and must shun all the materialistic game.

10. FRIEND; PHILOSOPHER AND GUIDE:

He should mingle with the children and should be a close friend in their need. The teacher should be
a good philosopher. He must be a broad minded person. He should inspire his students through his
philosophy of life, values and principles. He should guide and lead the pupil whenever need comes.

What are the qualities of an ideal teacher?

A) QUALITIES OF AN IDEAL TEACHER:-

1. He tries to create interest among children alive in the learning process.

2. He tries to meet the needs and capacities of the children while teaching.

3. He has to select proper teaching learning material, aids and methods.

4. He tries to develop study, reference skills and habits for higher better learning.

5. He makes suitable plans for his success in his teaching.

6. He takes various steps to improve the teaching learning process.

7. He informs the parents through the progress cards of children about their progress in learning.

8. He should show sympathy to students.

9. His conversation with the students should create in their subjects encourage the student talents
and develop enthusiasm.

10. He tries to give live examples.

11. He has to create interest among the students by doing new experiments.

Q9) what is the role of teacher’s competency in classroom management?

CLASSROOM MANAGEMENT:

 It is an approach as well as a process that includes motivating student involvement in a teaching

learning process, explaining concept interacting with student, assigning and checking homework
etc.
 Classroom management involves more than these skills such as establishing effective discipline
and desired learning out comes from the student.

 The ultimate objective is to help student acquire maximum knowledge, favorable attitude and
needed skills.
 The skill full teachers keep his class attentive to what is being taught and involves the student in
productive activities.

 Shaping the environment takes place gradually in response to the teacher behavior
.

 ROLE OF TEACHER:
 The main objective of managing instruction is to create a conducive classroom environment so that
students learn and grow in more productive ways.
 A teacher has to know how to create conditions in classroom where in the student find it desirable
to learn or maximize students instructional opportunities.

 UNDERSTANDING STUDENT’S NEED:

 Every student attains a class with certain expectation in mind. If they are not cared for by the
teacher’s then the student turn in attentive, disturb other student or misbehave with the teacher.
 An effective teacher pays personal attention to each student.
 The non-participative student is to be encouraged to participate by making her ask or answer.
 The students are not to be discriminated on the basis of cast, creed, color, sex and economic status.
 The teacher has to know their ability levels and assign work accordingly.
 A teacher can establish non-threatening and supportive classroom climate to satisfy the students
need.

UNIT 5- TEACHER EDUCATION

5.1 Status and development of teacher education in India

Teacher education is learn to teach and teach to learn.

 First teacher training school was established in “Sri Rampur” near Calcutta in
Bengal . In this school the teachers used to select intelligent and active students
in the higher classes. Teacher used to train the students in teaching skills along
with general skills after school hours.
 From beginning of 19th Centuary almost teacher training is developed as a
separate department the history of teacher relation development in 3 Phases. They
are –
 First Phase – The first phase between (1800-1850) during this period normal
school were established in Madras, Bombay & Calcutta. The best school was
Calcutta normal school under “Alexandar Duff”. He introduced Western teaching
techniques in our country. A model school was attached to it.
  Second Phase – The Second Phase between (1850-1900) “Woods
Dispatched” – of 1854 a boost to teach a regulation. It recommended that talented
students, teachers should be selected for training and teacher should be trained to
get permanent job. Basing on this recommendation number of normal schools
were increased in 1892 “Hunter Commission” came into existence this
commission suggested that the Government should conduct the examination for
the teacher training both in Principal of teaching and teaching practice. Teaching
job should be given for a candidate who has passed the examination. At this
period most of schools were established by Private bodies. There was no control
of the Government on these schools. So there was no demand for trained
teachers. However in this period the quality of teacher education improved.
 Third Phase – This period between (1900-1950) was crucial period in the
development of teacher education in our country. The Government of India
passed the resolution in 1904 the features of resolution are for the improvement of
quality of teaching in secondary school all the teachers should be trained. The
standard of teachers education should be improved. The period of training for the
elementary school teachers should be atleast 2 years and for graduates it should be
for 1 year to prepare them to teach in secondary schools. The training for
secondary school teachers should be given for status of university course.
Colleges training course should be provided good libraries and Museum. There
should be good relationship between the trained colleges & schools.
 1917 Sadler Commission suggested to include educational administration in the
curriculum of teachers education. So that the training we have some theoretical
knowledge regarding school administration, psychology was also introduced in the
curriculum from the British period itself education department is the biggest
department. There is difference in teacher training period and service condition of the
teacher in the different states of our country. In 1947 there were a few only training
colleges in India, Government insisted to appoint only trained teachers in school.
School were not admitted into grand-in-aid because of appointment of un-trained
teachers so it became necessary to increase the number of training colleges.
 Mudaliar Commission (1952-53) gave some important recommendation to
improve the quality of teacher education in India.
 Research in education is needed for teacher education in the areas of
methodology evaluation and counseling.
 2 years training for higher secondary passed students & one year for
graduates.
 In service training should be provided for me teacher to have professional
growth.
 The student’s teachers should also be trained in co-curricular activities.
 Provision should be made for part time for training courses.
 Teaching techniques & organization of teacher education should be
suitable to Indian Classrooms.
 They should be free exchange of staff of training institution schools and
administration.
  There should be co-ordination b/w trained colleges & other institutional
agency like department of education schools and board of education etc.
 The commission also recommended to establish national and state level of
educational research organization.
 Based all these recommendation Government of India set up department
of extension services “NCERT’ and ‘SCERT’ establish.
 NCERT is now playing a major role in reforming teacher education
curriculum and providing in services training to teachers and teacher
educators.
Kothari Commission – (1964-66) : -

There were no departments of education in most of the Indian Universities so

research in education has been neglected. Our teacher education institution has
been functioning in 3 fold isolation.

1. Firstly they are isolated from the university and general educational colleges.
2. Secondly the teacher training colleges or living in the isolation from the active
life of the school for which they are training the teachers.
 Practice teaching for the teacher training should be organize in active
collaboration with selected schools. And there schools should receives
grounds for equipments.
 Arrangement of Periodic exchange of staff of the co-operative schools and
the teacher education institution should be made by me Government.
3. Thirdly a training colleges are isolated from one another. To remove this
isolation all cadres for institutions must be upgraded and brought under the
control of the universities. Comprehensive colleges of education should be
started in each states. State board of teacher education establish in each states
to take the entire responsibility of T.E seminars and workshop be organized
periodically were staff of different colleges of education can be exchange
experiments. The commission further gave recommendation to improve the
quality of T.E.

i. Practice teaching should be improved.

ii. Professional students should be based on Indian conditions.
iii. Integrated course of professional and general education should
be introduce at university level.
iv. The qualification of teacher educator should be raised.
v. The staff of training colleges should be double post graduate.
vi. Summer institutions should be organized as in service training.
vii. No student should be allowed to specialize the teaching subject
which have not study in the first degree.
 viii. Attempts should be made to admit 1st & 2nd class student in
teacher training institutions by providing adequate scholarship.
ix. UGC should provide grant to improve T.E. institutions.
x. UGC should set up a standard committee for teacher education
and it should provide in service programmes.
xi. Number of refiner courses are the organize at me state district
and colleges to trained teachers in preparing unit plan test,
institutional planning etc.
xii. Under the state wide academic programme (SWAP) from 1973-
74.

5.2 Teacher training programmes

The real teacher is a student all over his life. The teacher should learn throughout his life. Being
education is a dynamic one the teacher improves his knowledge throughout his career and professional
competence. For this he need some opportunity to improve his knowledge in teaching techniques
,operation of new technical teaching aids. For all these activities in-service education helps the teacher a
lot.
INSERVICE PROGRAMMES:

1. SEMINARS: It is a group discussion and research oriented. Seminars can be held on different
educational matters. Usually a report is prepared on the topic and given to the audience in
advance then it is held for discussion and changes.
2. WORKSHOP: There are work oriented, the activities relating to classroom teaching are
undertaking here.
3. REFRESHER COURSES: These are useful to enrich the teachers about the latest
development in education.
4. CONFERENCES: This can be held at district level, state and national level. Here again the
topic like selection of text books, measures taken for educationally backward children are
discussed.
5. GROUP DISCUSSION: Science exhibition, club meeting, faculty meeting etc.
NEED OR IMPORTANCE OF INSERVICE PROGRAMMES:

1. Through in-service programmes there is big chance of continuous improvement. In the words of
Rabindranath Tagore “ A lamp can never light another lamp unless it continues to burn its own
flame”. He should be able to collect latest information about his subject and through the in-
service programme.
2. In-service teacher education provides opportunity for teacher to discuss their problems with
other teachers and experts in their subjects. So their doubts are removed and exchange their
opinion on important topics.
3. In-service training is of key importance for the maintenance of standards in the schools.
4. It promotes friendship and belongingness mutual understanding among teaching community. It
develops a sense of security and team spirit.
5. It act as guidance for new teachers to learn various things from experienced teacher during the
process.
AGENCIES FOR conducting INSERVICE PROGRAMMES:
1. Department of education
2. D.I.E.T
3. College of education
4. Regional institution of education
5. SCERT(state council for educational research and training)
6. NCERT(national council for educational research and training)
7. Teacher associations
8. Voluntary societies.

The Regional Institute of Education (RIE, formerly known as Regional College of

Education), is a constituent unit of National Council of Educational Research and
Training (NCERT), New Delhi. The RIEs are set up in 1963 by Government of India in
different parts covering various regions. The Regional Institutes were started with the
objective of qualitative improvement of school education through innovative pre-service
and in-service teacher education programmes and relevant research, development and
extension activities. The Regional Institutes of Education have established themselves as
institutes of repute in the area of school and teacher education. The institutes have
endeavored to shoulder the responsibilities and challenges generated by changes in the
educational scenario of the country.

The RIEs are located at:

Name Indian State Covered

Chandigarh, Haryana, Himachal Pradesh, Jammu and Kashmir, National

RIE Ajmer
Capital Territory of Delhi, Punjab, Rajasthan, Uttar Pradesh, Uttarakhand

Chhattisgarh, Dadra and Nagar Haveli, Daman and Diu, Goa, Gujarat,
RIE Bhopal
Madhya Pradesh, Maharashtra

Andaman and Nicobar Islands, Bihar, Jharkhand, Odisha, West Bengal,

RIE
Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland,
Bhubaneswar
Sikkim, Tripura

Andhra Pradesh, Karnataka, Kerala, Lakshadweep, Puducherry, Tamil

RIE Mysore
Nadu

NE-RIE Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland,

Shillong Sikkim, Tripura

The Regional Institutes of Education (RIEs) located at Ajmer, Bhopal, Bhubaneswar and
Mysore cater to the educational needs (pre-service and inservice education) of
teachers/teacher educators in the States and UTs under their jurisdiction. Pre-service
professional training programmes are offered to prepare school teachers for teaching of
different school subjects. These are Regional Resource Institutions for school and teacher
education and they extend assistance in implementing the policies of the States/UTs and
help in monitoring and evaluation of the Centrally Sponsored Schemes.

The North-East Regional Institute of Education (NERIE), Shillong caters to the inservice
educational needs of North-Eastern States as indicated earlier. However, the pre-service
teacher preparation programmes for the North-East Region are still being taken care by
RIE, Bhubaneswar.

A Demonstration Multipurpose School (DMS) is attached to each RIE at Ajmer, Bhopal,

Bhubaneswar and Mysore as a laboratory for preparation of teachers and for trying out
innovative practices in school education and teacher education. These are also used as
model schools in their respective regions. There is facility of teaching-learning from pre-
school to senior secondary level in these schools.

Courses Offered

The following courses are offered at RIE Bhubneswar:

1. Four year Integrated B.Sc., B.Ed

2. Four year Integrated B.A., B.Ed
3. M.Ed
4. Two Year B.Ed. (Secondary)
5. M.Phil in Education
6. M.Sc.Ed (Life Science, Mathematics, Chemistry, Physics)
7. One Year IDGC (International Diploma in Guidance & Counseling)- certification
is done by NCERT
8. Pre-Ph.D course in Education- one semester

(RIE, Bhubneswar is declared as a nodal centre for Education as a discipline under Utkal
University, Bhubneswar).

The other RIEs offered some of the courses from the above mentioned list the MSc.Ed. in
Mathematics, Chemistry and Physics are offered by RIE, Mysore. All these RIEs are
affiliated to near by university for running the courses for the requirement of certification
of the graduates come out of different courses. Each RIE has a managing committee
where in the corresponding Vice-Chancellor of the university acts as Chairman.
University monitors academic affairs of the Institutes in collaboration with RIE faculty.
NCERT being the supreme authority of all regional institutes, controls administrative
affairs of each of its unit located in aforesaid parts of the country.

 RIE Ajmer
 RIE Bhopal
 RIE Bhubaneswar
  RIE Mysore
 NE-RIE Shillong
 NCERT

1. http://www.riemysore.ac.in/index.php/about-us/rie-mysore
2. http://www.ncert.nic.in/departments/rie.html

Institute of Advanced Studies in Education

The National policy on Education, 1986 has stressed on the need for the restructuring
and reorganized of teacher Education as a part of educational reconstructing in the
country. Accordingly the Department of Education Ministry of Human Resources
Development , New Delhi, selected about 250 existing secondary Teacher Education
institutions of an adequate standard and good reputation during VII plan period and
provided financial assistance by upgrading these institutions in order to strengthen the
teacher education programme in the country. Out of these, 50 specially selected
institutions have been upgraded as the institutions of Advanced Study in Education. The
Ministry of Human Resources Development has approved the up gradation of six
universities Departments of Education into Institutions of Advanced study in Education
in the state and the I.A.S.E. Andhra University is one among them. The National Council
for Teacher Education (NCTE-SRC), Banglore has accorded permission to run B.Ed.
course from the year 1998 and M.Ed. Course from the year 2000 in the IASE Andhra
University.

The I.A.S.E. Andhra University started functioning from the academic year 1998-
1999. The Institute has been offering pre-service and in-service training programmes for
secondary school teachers. The institute is offering B.Ed. and M.Ed., courses with an
intake of 100 and 30 students respectively. The Candidates are being admitted into the
B.Ed. programmes on the basis of the rank obtained by their rank in the order of merit at
the state level Education Common Entrance Test (EdCET) and into then M.Ed.,
programme on the basis of the merit rank obtained at the entrance test conducted by the
Andhra University (AUCET).

A part from the pre-service training programmes the Institute has also been offering
in-service education programmes on the basis of the felt-needs of the teachers, teacher
educators and educational managers.

The Institute is located in a three-stored building with all necessary Infrastructural

facilities.

Objectives:

 To organize pre-service teacher education courses for preparation of secondary

teachers.
  To conduct programmes in Elementary Teacher Education so as to train
Elementary Teacher Educators.

 To organize subject-oriented and theme-specific in-service teachers education

programmes for secondary teachers in order to keep them abreast of new
development and innovations in educational practices.

 To Provide extension and resource support services to secondary schools, schools

complexes and individual teachers.

 To conduct experimentation and innovation in school education

 To provide training and resources support for the new areas of educational
concern viz. value - orientation , work experience environmental educational,
population, education, population education , educational technology, computer
literacy etc

 To conduct M.Ed., M.Phil., and Ph.D., programmes in education so as to prepare

Elementary and secondary Teacher Educators and research workers in Education.

 To conduct in service courses for i) Elementary and Secondary teacher educators,

ii) Principals and Teachers of secondary schools and iii) Persons involved in the
supervision of secondary schools

 To conduct advanced level fundamental and applied research and experimentation

in education especially , education and economic development, educational
psychology etc.,

 To conduct training programmes for preparation of software and use of

educational technology.

 To conduct academic guidance to DIETS and resources support to colleges of

Teacher Education.

 To develop instructional material and instructional packages for use by the teacher
educational institutions.

Role & Responsibilities

 Organize pre-service Teacher Education Courses;

 Organize subject-oriented & theme-specific in-service programmes;
 Provide extension & resource support to schools, school complexes and
individual teachers;
 Organize pre-service Teacher Education Courses;
 Organize subject-oriented & theme-specific in-service programmes;
 Provide extension & resource support to schools, school complexes and
individual teachers;
 Conduct experimentation and innovation in school education ;
  Provide training and resource support for the new areas of educational concern;
 Provide support to professional bodies;
 Encourage community participation in teacher preparation programmes;
 Conduct programmes in elementary teacher-education;
 Conduct regular M.Ed., M.Phil. and Ph.D. programmes;
 Conduct in-service courses for teacher-educators, principals, etc;
 Conduct advanced level fundamental & applied research;
 Conduct training programmes for preparation of non-print software and use of
ICT;
 Provide academic guidance to DIETs & resource support to CTEs;
 Monitor & provide academic support to Schools for Excellence;

The Osmania University, established in 1918, is the seventh oldest in the country, third
oldest in South India and the first to be established in the princely state of Hyderabad.
Though the need for the university for the Hyderabad state was felt, both by the
intelligentia and the people for a long time, the initiative came from a civil servant, Sir
Akbar Hydari, who was then the home Secretary to the State Government. Sir Hydari, in
a memorandum to the education minister in early 1917, emphasized the need to establish
a university of Hyderabad, with Urdu as the medium of instruction as it is the language of
the widest currency in India, official language of the state, and it is a language which is
understood by a vast majority of the population of the state. He believed that higher
education must have its foundations deep in national consciousness.

The propitious moment, however, came a few months later on 26th April 1917 when a
Firman was issued for the establishment of the university.
The Firman also detailed the mission and objectives of the university to be that:

1. The ancient and modern, the oriental and occidental arts and sciences are
synthesized in such a manner that the defects of the present system of education
are rectified.
2. The ancient as well as modern methods of physical, intellectual and spiritual
education are to be fully utilized along worth an effort for the propagation of
knowledge, the moral improvement of the students is regulated on the one hand,
and research work of a higher order in all branches of knowledge is conducted on
the other.

Though the medium of instruction of the University was ‘Urdu’ an Aryan language, that
has direct kinship with other languages of the country, instruction of English, as a
language, was made compulsory for each student.
On the basic ideas of Osmania University is to achieve an intellectual synthesis of
oriental and occidental learning of the best that has been thought of and said, both in the
East and in the West. Further, it aims at a cultural synthesis (as reflected in its
architectural variety), the development of a national ethos, and the creation of an
academic and social environment in which ‘National Integration’ is not a nebulous idea
but a tangible reality.

The Osmania University Training College came into existence and started functioning
with effect from 31.8.1928. At that time B.T. Degree was awarded after successful
completion of the programme. In 1947, the college was shifted to the University campus
and was renamed as University College of Education. Under the centrally sponsored
scheme, to strengthen and reorganize teacher education, a number of teacher education
institutions were upgraded to CTE, and a few into IASE centers of excellence, research
and innovations. Accordingly the University college of Education, Osmania University
was upgraded to the status of I.A.S.E. during the year 1996-97. According to the norms
of M.H.R.D., Govt. of India, this Department is renamed as Institute of Advanced Study
in Education (I A S E). A new beautiful, well-equipped building has come up with grants
sanctioned by MHRD.

As per the norms of I.A.S.E., Departmental Committee, Governing Body and Academic
Council meetings are convened regularly and many innovative programmes both in-
service and pre-service are organized for the benefit of teachers at all levels.

The articulated goals of the institute are:

• Organizing pre-service teacher training programmes.

• Conducting in-service teacher training programmes.

• Undertaking, aiding, promoting and coordinating research in education

• Providing academic and professional guidance.

• Providing consultancy service to state government and educational institutions

• Organizing training, conferences, workshops, meetings, seminars for school

teachers and teacher educators

• Working with teacher education institutions for promoting quality education.

• Preparing and publishing papers, and books in teacher education

• Collaborating with other agencies, institutions and organizations in India and

Abroad
• Undertaking outreach and extension activities
• Monitoring and regulating for quality of colleges of education affiliated to the
university

College of Teacher Education (CTE)

VISION:
Not only expand the quantity and quality of secondary school teachers but also reinvent
themselves to proactively integrate with the larger state teacher education system.

Achieving the vision through

•Training and academic support to the teachers of secondary and senior secondary
classes in the districts under the CTEs;

•Continuous engagement with the schools and teachers to ensure effective training
programs and to capture feedback to strengthen the training further;

•Reinventing itself with latest knowledge: Professional development of its own cadres
and seek professional help while planning and execution.

Achieving the vision through

 Other CTE’s and IASE’s
 Other colleges that have secondary teacher preparation.
 University for curricular reform in pre-service teacher preparation;
 Supporting the RMSA in preparing orientation programs and preparing resource
persons.
 Developing materials for secondary classes in vernacular languages [handbook,
Work-sheets, supplementary readings for teachers etc.]

CTE activities proposed under CSS

Pre-service and in-service training programs for secondary school teachers.

Need analysis and baseline surveys for teacher needs in trainings and material.

Impact studies to study effect of training in classrooms processes and learning

outcomes.

Prepare implementation guidelines for plan activities including training and projects.

Provide extension and support to schools and other bodies.

Activities under RMSA

The CTEs have to closely plan with the District Education Officer of each of the districts
on the long-term and short-term requirements of secondary school teachers, especially in
the context of RMSA. Careful analysis also has to be done on subject-wise teacher
requirement.
CTEs have to plan meticulously on the training needs of the in-service teachers.

Observing in the State

1. Number of CTEs – Are they enough? Are they appropriately located?
2. availability in CTE’s of :
 faculty (number and quality)
 technical and support staff
 Infrastructure for trainings (including residential facilities, library,
computers etc.).

Nature of courses carried out:

i) Pre-service:
ii) In-service

Observing in each CTE

 Own Faculty development plan;

 Nature of programs envisaged for schools

(The perspective, content, extent, alignment with the NCF 05 and NCFTE 09);

 Time-table, transaction plan and the materials suggested. (Numbers and subjects);

 Budget and expenditure plans

 Plans for infrastructure development.

Observing patterns in the State

Role in RMSA trainings, research studies, material development

Empowerment status to co-ordinate institutions

Observing in each CTE

Own Faculty development plan;

Nature of programs envisaged for schools

(The perspective, content, extent, alignment with the NCF 05 and NCFTE 09);

Time-table, transaction plan and the materials suggested. (Numbers and subjects);

Budgets and expenditure plans;

Plans for infrastructure development;

Autonomy and empowerment

 Is there a schedule of powerfor the principal?

 Is there autonomy with responsibility or there is over-centralization?
 How does the CTE develop its annual plan?
 Is there a cadre of teacher educator?
 Are there section heads appointed in the CTE with clear responsibility and
authority
 Does the CTE develop its own module and calendar?

The Teacher Education Policy in India has evolved over time and is based on
recommendations contained in various Reports of Committees/Commissions on
Education, the important ones being the Kothari Commission (1966), the Chattopadyay
Committee (1985), the National Policy on Education (NPE 1986/92), Acharya
Ramamurthi Committee (1990), Yashpal Committee (1993), and the National Curriculum
Framework (NCF, 2005). The Right of Children to Free and Compulsory Education
(RTE) Act, 2009, which became operational from 1st April, 2010, has important
implications for teacher education in the country.

Legal and Institutional Framework

Within the federal structure of the country, while broad policy and legal framework on
teacher education is provided by the Central Government, implementation of various
programmes and schemes are undertaken largely by state governments. Within the broad
objective of improving the learning achievements of school children, the twin strategy is
to (a) prepare teachers for the school system (pre-service training); and (b) improve
capacity of existing school teachers (in-service training).
For pre-service training, the National Council of Teacher Education (NCTE), a statutory
body of the Central Government, is responsible for planned and coordinated development
of teacher education in the country. The NCTE lays down norms and standards for
various teacher education courses, minimum qualifications for teacher educators, course
and content and duration and minimum qualification for entry of student-teachers for the
various courses. It also grants recognition to institutions (government, government-aided
and self-financing) interested in undertaking such courses and has in-built mechanism to
regulate and monitor their standards and quality.

DIET

District Institute of Educational Training: An Introduction

While all the inputs listed in the preceding paragraph are crucial, the last two are
especially so. About teachers, the Education Commission (1964-66) had observed, “of
all the factors that influence the quality of education… the quality, competence and
character of teachers are undoubtedly the most significant”. But these in turn depend
substantially on the quality of training and other support provided to them. The
importance of the last input mentioned in the preceding para viz. academic and resource
support-can therefore hardly be over-emphasized. Until the adoption of the NPE, this
support in the area of elementary education was being provided largely at the national
and State levels only by institutions like NCERT, NIEPA and SCERTs. Likewise in the
area of adult education, this support was being provided by the Central Directorate of
Adult Education at the national level, and by State Resource Centres (SRCs) at the State
level. Below the State level, there were elementary teacher education institutions but
their activities were confined mostly to pre-service teacher education. The physical,
human and academic resources of most of the institutions were inadequate even for this
limited role. They also tended to adopt teaching practices, which were not in consonance
with the ones they prescribed to prospective teachers. There were certain larger problems
as well e.g. courses of study being out-dated.

By the time of adoption of the NPE, elementary and adult education systems were
already too vast to be adequately supported by national and State level agencies alone.
The NPE implied their further expansion as also considerable qualitative improvement.
Provision of support to them in a decentralized manner had therefore become imperative.
The NPE and POA accordingly envisaged addition of a third-district level-tier to the
support system in the shape of District institutes of Education and Training (DIETs).
With this, expectation would be of wider quantitative coverage as well as qualitatively
better support as these Institutes would be closer to the field, and therefore more alive to
its problems and needs.
 Pursuant to the provisions of NPE on teacher education, a Centrally sponsored
Scheme of Restructuring and Reorganization of Teacher Education was approved in
October 1987. One of the five components of the Scheme was establishment of DIETs.
Draft guidelines for implementing the DIET component were circulated to States in
October 1987 and have, together with certain subsequent circulars, formed the basis for
its implementation so far. Till October 1989, Central assistance had been sanctioned
under the Scheme for setting up a total of 216 DIETs in the country.

The present document purports to consolidate, amplify and revise the existing
guidelines in regard to DIETs. With this, all earlier guidelines on the subject would stand
superseded.

DIETs: Mission and Role

With the background given in the preceding sections, a DIETs Mission could be briefly
stated in the following terms: -

“To provide academic and resource support (vide para 1.5) at the grass-roots level for the
success of the various strategies and programmes being undertaken in the areas of
elementary and adult education, with special reference to the following objectives: -

A DIET will have functions, viz.

Functions of a DIET

The context, mission and role of the DIETs have been discussed in the preceding Chapter.
Their functions, as spelt out in the POA, have been quoted in Annex 2. These could be
re-stated as follows:-

Training and orientation of the following target groups:-

Elementary school teachers (both pre-service and in-service education).

(i) Head Master, Heads of School Complexes and officers of

Education Department up to Block level.
(ii) Instructors and supervisors of Non-formal and Adult Education
(induction level and continuing education)
(iii) Members of DBE and Village Education Committee (VECs)
Community leaders, youth and other volunteers who wish to work
as educational activities.
(iv) Resource persons who will conduct suitable programmes for the
target groups mentioned at (I) and (iii) above, at centers other than
the DIET .

Functions
The institute has three main functions via:
1. Training (two year diploma) in Elementary Teacher Education under Pre-service
as well as in-service training of elementary school teachers, Headmasters, head of
school complexes and officers of education deptt., Teachers of learning centers,
instructors and supervisors of non-formal & adult education, members of DBE
and Village Education Committees (VEC), community leaders, CRC / ZRC heads
and resource persons engaged in conducting above mentioned programmes.
2. Academic and Resource support to the elementary and adult Education system in
the district in other ways e.g. by

a. extension activities and interaction with the fields,

b. provision of services of a resource and learning centre for teachers and
instructors
c. development of locally relevant materials teaching aids. Evaluation tools
etc, and
d. serving as an evaluation centre for Elementary schools and programmes of
NFE / AE.

Policies and practices in teacher education

The National Curriculum Framework (NCFTE) places different

demands and expectations on the teacher, which need to be addressed
both by initial and continuing teacher education. The importance of
competent teachers to the nation’s school system can in no way be
overemphasized. It is well known that the quality and extent of learner
achievement are determined primarily by teacher competence,
sensitivity and teacher motivation. It is common knowledge too that
the academic and professional standards of
teachers constitute a critical component of the essential learning
conditions for achieving the educational goals.
The NCFTE has described the current concerns of teacher education as
follows:
􀁺Experiences in the practice of teacher education indicate that
knowledge is treated as ‘given’, embedded in the curriculum and
accepted without question; there is no engagement with the
curriculum.
Curriculum, syllabi and textbooks are never critically examined by the
student teacher or the regular teacher.
􀁺Language proficiency of the teacher needs to be enhanced, but
existing programmes do not recognize the centrality of language in the
curriculum.
􀁺Teacher education programmes provide little scope for student
teachers to reflect on their experiences.

UNIT VI. UNIVERSALIZATION OF SECONDARY EDUCATION

6.1 constitutional provisions, policies and programmes of secondary education

India's education system is divided into different levels such as pre-primary level,
primary level, elementary education, secondary education, undergraduate level and
postgraduate level. TheNational Council of Educational Research and Training (NCERT)
is the apex body for curriculum related matters for school education in India. The NCERT
provides support and technical assistance to a number of schools in India and oversees
many aspects of enforcement of education policies. In India, the various curriculum
bodies governing school education system are:

 The state government boards, in which the majority of Indian children are
enrolled.
 The Central Board of Secondary Education (CBSE). CBSE conducts two
examinations, namely, the All India Secondary School Examination, AISSE
(Class/Grade 10) and the All India Senior School Certificate Examination,
AISSCE (Class/Grade 12).
 The Council for the Indian School Certificate Examinations (CISCE). CISCE
conducts three examinations, namely, the Indian Certificate of Secondary
Education (ICSE - Class/ Grade 10); The Indian School Certificate (ISC - Class/
Grade 12) and the Certificate in Vocational Education (CVE - Class/Grade 12).
 The National Institute of Open Schooling (NIOS) conducts two examinations,
namely, Secondary Examination and Senior Secondary Examination (All India)
and also some courses in Vocational Education.
 International schools affiliated to the International Baccalaureate Programme
and/or the Cambridge International Examinations.
 Islamic Madrasah schools, whose boards are controlled by local state
governments, or autonomous, or affiliated with Darul Uloom Deoband.
 Autonomous schools like Woodstock School, The Sri Aurobindo International
Centre of Education Pondicherry, Auroville, Patha Bhavan and Ananda Marga
Gurukula.

In addition, NUEPA (National University of Educational Planning and Administration)

and NCTE (National Council for Teacher Education) are responsible for the management
of the education system and teacher accreditation.

10+2+3 pattern

The central and most state boards uniformly follow the "10+2+3" pattern of education. In
this pattern, 10 years of primary and secondary education is followed by 2 years of higher
secondary (usually in schools having the higher secondary facility, or in colleges), and
then 3 years of college education for bachelor's degree. The 10 years is further divided
into 5 years of primary education and 3 years of upper primary, followed by 2 years of
high school. This pattern originated from the recommendation the Education Commission
of 1964–66.

The National Policy on Education (NPE), 1986, has provided for environment awareness,
science and technology education, and introduction of traditional elements such as Yoga
into the Indian secondary school system. Secondary education covers children 14–18
which covers 88.5 million children according to the Census, 2001.

A significant feature of India's secondary school system is the emphasis on inclusion of

the disadvantaged sections of the society. Professionals from established institutes are
often called to support in vocational training. Another feature of India's secondary school
system is its emphasis on profession based vocational training to help students attain
skills for finding a vocation of his/her choosing. A significant new feature has been the
extension of SSA to secondary education in the form of the Madhyamik Shiksha Abhiyan

A special Integrated Education for Disabled Children (IEDC) programme was started in
1974 with a focus on primary education. But which was converted into Inclusive
Education at Secondary Stage. Another notable special programme, the Kendriya
Vidyalaya project, was started for the employees of the central government of India, who
are distributed throughout the country. The government started the Kendriya Vidyalaya
project in 1965 to provide uniform education in institutions following the same syllabus
at the same pace regardless of the location to which the employee's family has been
transferred.

6.2 current status and problems of secondary education with reference to

1. girl child education

2. inclusive education

3. vocational education

Since 1947 the Indian government has tried to provide incentives for girls’ school
attendance through programmes for midday meals, free books, and uniforms. This
welfare thrust raised primary enrollment between 1951 and 1981. In 1986 the National
Policy on Education decided to restructure education in tune with the social framework of
each state, and with larger national goals. It emphasized that education was necessary for
democracy, and central to the improvement of women’s condition. The new policy aimed
at social change through revised texts, curricula, increased funding for schools, expansion
in the numbers of schools, and policy improvements. Emphasis was placed on expanding
girls’ occupational centres and primary education; secondary and higher education; and
rural and urban institutions. The report tried to connect problems like low school
attendance with poverty, and the dependence on girls for housework and sibling day care.
The National Literacy Mission also worked through female tutors in villages. Although
the minimum marriage age is now eighteen for girls, many continue to be married much
earlier. Therefore, at the secondary level, female dropout rates are high

Women have a much lower literacy rate than men. Far fewer girls are enrolled in the
schools, and many of them drop out. In the patriarchal setting of the Indian family, girls
have lower status and fewer privileges than boy children. Conservative cultural attitudes
prevent some girls from attending school.

The number of literate women among the female population of India was between 2–6%
from the British Raj onwards to the formation of the Republic of India in 1947.
Concerted efforts led to improvement from 15.3% in 1961 to 28.5% in 1981. By 2001
literacy for women had exceeded 50% of the overall female population, though these
statistics were still very low compared to world standards and even male literacy within
India. Recently the Indian government has launched Saakshar Bharat Mission for
Female Literacy. This mission aims to bring down female illiteracy by half of its present
level.

The government of India is taking many positive steps to turn the education vocational
and job oriented. Recently the duration of Graduation in Delhi University has been turned
off 4 years from 3 years. Moreover government is taking lots of steps to promote small
vocational institutes which provides job oriented courses like aviation related or travel &
tourism related courses to name few examples.

The Economist reports that half of 10-year-old rural children could not read at a basic
level, over 60% were unable to do division, and half dropped out by the age 14.

An optimistic estimate is that only one in five job-seekers in India have ever had any sort
of vocational training. However, this figure is likely to be much higher in 2013.

Government Initiatives

National Vocational Qualification Framework: To stimulate and support reforms in

skills development and to facilitate nationally standardized and acceptable, international
comparability of qualifications, a “National Vocational Qualifications Framework” is
being established by the Central Government. Central Advisory Board of Education
(CABE) has resolved to set up an inter-ministerial group which would also include
representatives of State Governments to develop guidelines for such a National
Framework.

The unified system of national qualification will cover schools, vocational education and
training institutions and higher education sector. NVQF will be based on nationally
recognized occupational standards which details listing of all major activities that a
worker must perform in the occupation or competency standards – a detailed listing of the
knowledge, skills and attitude that a worker should possess to perform a task written by
the particular employment-led sector skills council.

The National Skill Development Policy 2009 has proposed the following features for the
framework:-

a) Competency based qualifications and certification on the basis of nationally agreed

standards and criteria;

b) Certification for learning achievement and qualification;

c) A range of national qualification levels – based on criteria with respect to

responsibility, complexity of activities, and transferability of competencies;

d) The avoidance of duplication and overlapping of qualifications while assuring the

inclusion of all training needs;

e) Modular character where achievement can be made in small steps and accumulated for
gaining recognizable qualification;

f) Quality Assurance regime that would promote the portability of skills and labour
market mobility;

g) Lifelong learning through an improved skill recognition system; recognition of prior

learning whether in formal, non-formal or informal arrangements;

h) Open and flexible system which will permit competent individuals to accumulate their
knowledge and skill through testing & certification into higher diploma and degree;

i) Different learning pathways – academic and vocational – that integrate formal and non-
formal learning, notably learning in the workplace, and that offer vertical mobility from
vocational to academic learning;

j) Guidance for individuals in their choice of training and career planning;

k) Comparability of general educational and vocational qualifications at appropriate

levels;

l) Nationally agreed framework of affiliation and accreditation of institutions;

m) Multiple certification agencies/institutions will be encouraged within NVQF.

Inclusion in education is an approach to educating students with special educational

needs. Under the inclusion model, students with special needs spend most or all of their
time with non-disabled students. Implementation of these practices varies. Schools most
frequently use them for selected students with mild to severe special needs.

Inclusive education differs from previously held notions

of integration and mainstreaming, which tended to be concerned principally with
disability and ‘special educational needs’ and implied learners changing or becoming
‘ready for’ or deserving of accommodation by the mainstream. By contrast, inclusion is
about the child’s right to participate and the school’s duty to accept the child. Inclusion
rejects the use of special schools or classrooms to separate students with disabilities from
students without disabilities. A premium is placed upon full participation by students with
disabilities and upon respect for their social, civil, and educational rights. Inclusion gives
students with disabilities skills they can use in and out of the classroom.[2]
Fully inclusive schools, which are rare, no longer distinguish between "general
education" and "special education" programs; instead, the school is restructured so that
all students learn together.[3]
a student with severe attention difficulties or extreme sensory processing disorders might
be highly distracted or distressed by the presence of other students working at their desks.
Inclusion needs to be appropriate to the child's unique needs.

Most students with special needs do not fall into these extreme categories, as most
students do attend school, are not violent, do not have severe sensory processing
disorders, etc.
The students that are most commonly included are those with physical disabilities that
have no or little effect on their academic work (diabetes mellitus, epilepsy, food
allergies, paralysis), students with all types of mild disabilities, and students whose
disabilities require relatively few specialized services.
Bowe says that regular inclusion, but not full inclusion, is a reasonable approach for a
significant majority of students with special needs.[5] He also says that for some students,
notably those with severe autism spectrum disorders or mental retardation, as well as
many who are deaf or have multiple disabilities, even regular inclusion may not offer an
appropriate education.[5] Teachers of students with autism spectrum disorders sometimes
use antecedent procedures, delayed contingencies, self-management strategies, peer-
mediated interventions, training and naturalistic teaching strategies.[20
A combination of inclusion and pull-out (partial inclusion) services has been shown to be
beneficial to students with learning disabilities in the area of reading comprehension, and
preferential for the special education teachers delivering the services.[24]
Inclusive education can be beneficial to all students in a class, not just students with
special needs. Some research shows that inclusion helps students understand the
importance of working together, and fosters a sense of tolerance and empathy among the
student body

6.3. RTE and universalization of secondary education

The Right of Children to Free and Compulsory Education Act or Right to Education
Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which
describes the modalities of the importance of free and compulsory education for children
between 6 and 14 in India under Article 21a of the Indian Constitution. India became one
of 135 countries to make education a fundamental right of every child when the act came
into force on 1 April 2010.

The passing of the Right of Children to Free and Compulsory Education (RTE) Act 2009
marks a historic moment for the children of India.
This Act serves as a building block to ensure that every child has his or her right (as an
entitlement) to get a quality elementary education, and that the State, with the help of
families and communities, fulfils this obligation.

Few countries in the world have such a national provision to ensure both free and child-
centred, child-friendly education.

All children between the ages of 6 and 14 shall have the right to free and compulsory
elementary education at a neighborhood school.

There is no direct (school fees) or indirect cost (uniforms, textbooks, mid-day meals,
transportation) to be borne by the child or the parents to obtain elementary education. The
government will provide schooling free-of-cost until a child’s elementary education is
completed.

The landmark passing of the Right of Children to Free and Compulsory Education (RTE)
Act 2009 marks a historic moment for the children of India. For the first time in India’s
history, children will be guaranteed their right to quality elementary education by the
state with the help of families and communities.

The Right of Children to Free and Compulsory Education (RTE) Act 2009 stipulates that
private schools reserve 25 per cent of seats at the entry level for children belonging to
‘disadvantaged groups’ and ‘weaker sections’.

The Central Act originally defined a ‘child belonging to a disadvantaged group’ as one
belonging to a Scheduled Caste, Scheduled Tribe, socially and educationally backward
class or such other group facing disadvantage owing to social, cultural, economic,
geographical, linguistic, gender or other similar factors.

Mentally and physically challenged children, entitled to free education in special schools,
were included in the definition through an amendment last year

UNIT VII EQUITY AND EQUALITY IN EDUCATION

Gender equity and issues concerned

Education for All: national and international initiatives

Educational Initiatives in India

(Based on – “Education for All: National Plan of Action, INDIA” by the Department of
Elementary Education and Literacy, Ministry of Human Resource Development,
Government of India, New Delhi)
1. Andhra Pradesh – Enduring Initiatives for Achieving “Education For All (EFA)”
MAABADI (Our School):
The MAABADI scheme was formulated in order to give access to all children in the age
group of 6-11 years, even in small habitations with a population of 100-200. Government
provides assistance to local communities to engage community instructors wherever there
are at least ten learners. Assistance is also provided for training the community
instructors. So far 1200 MAABADIs have been set up.
Akshara Sankranthi Program:
In Andhra Pradesh, the most significant change is the strengthening of the self-help group
(SHG) movement, and common interest groups have been formed around a variety of
activities, ranging from thrift to management of forest resources. Keeping in view these
developments, it was decided to take up a program of revitalizing Continuing Education
Centers, focusing on SHGs.
2. Madhya Pradesh – Head Start
The Rajiv Gandhi State Mission in Madhya Pradesh has introduced a project on a pilot
basis for using computers to improve the quality of teaching in rural elementary schools
through indigenous customized educational software. A total of 2,358 teachers have been
given training in computer-enabled education.
3. Himachal Pradesh – Gyankalash
The District Primary Education Program in Himachal Pradesh, in collaboration with All
India Radio, Shimla, has started a 15-minute bi-weekly program called Gyankalash to
provide academic support to primary teachers. The program helps in improving the
teachers’ access to knowledge, especially those in remote areas, as it is impossible to
reach them through conventional means.
4. Karnataka – Nali Kali
The Nali Kali program in Karnataka was introduced in privately managed schools in
1999. Under the program, learning takes place in an interactive situation in accordance
with age-wise competency. Children are divided into groups and they master one level of
competency, then move to another group to learn the next level of competency. Children
learn at their own pace and the move from one level of competency to another is not
dependent on the whole group’s learning achievement. All teaching-learning processes
involve songs, games, survey, story-telling and use of educational toys. This method
effectively eliminates the formal system of roll calls, examinations, promotions, ranking
– all these now deemed unhealthy – at least between the ages of 5 and 14.
5. Uttaranchal – Balwadis: An Innovative Approach for Early Childhood Care and
Education (ECCE) Community Empowerment
Supported by the Department of Education, Ministry of Human Resource Development,
Government of India, the balwadis of Uttarakhand Seva Nidhi Paryavaran Shiksha
Sansthan, Almora aim at providing a quality ECCE program to 3-6 years old children in
remote, economically poor Himalayan villages in Uttaranchal.
6. Tamil Nadu – Mid-day Meal Scheme
The state achieved another milestone in 1982 with the launch of the Nutritious Meal
Program for schoolchildren in classes I to X. This program is being implemented through
Nutritious Meal Centers located in schools, and all children who are willing to enroll are
fed. During 2001-02, 5.80 million children were enrolled for the Mid-day Meal Scheme.
7. Uttar Pradesh – Shiksha Mitra Yojana: Calling Women Teachers
In order to meet the increasing demand for primary school teachers, especially female
teachers, the Government of Uttar Pradesh has started the Shiksha Mitra Yojana, whereby
local persons are recruited as teachers for primary schools by the village education
committees. These teachers are called Shiksha Mitras.
9. PRATHAM: “Every child in school and learning well”
Pratham was first established in Mumbai in 1994 as a public charitable trust by the
Commissioner of the Municipal Corporation of Greater Mumbai, UNICEF and several
prominent citizens. Since then the Pratham initiative has spread to 26 cities and five rural
districts in 9 states around the country. On a daily basis, Pratham programs reach over
200,000 children. The Pratham concept is simple. The objective is to bring every child to
school and help them to learn well. Based on an understanding of the local context,
community- as well as school-based programs run by young women from the local
community work towards achieving these goals. The organization is based on a triangular
partnership: corporate sector and other funding sources, government and citizens.
10. Shree Ramakrishna Ashram, Kalahandi, Orissa
Shree Ramakrishna Ashram is a non-political, non-profit making voluntary organization
engaged in the upliftment and welfare of the downtrodden, under the guidance of senior
monks of the Shree Ramakrishna discipline.

PRIORITY ACTION AT WORLD LEVEL

The world community has a well - established record of coop e rat ion in education and
development. However, international funding f or e ducat i on stagnated during the early
1980s; at the same time, many countries have been handicapped by growing debt burdens
and economic relations hips t hat channel their financial and human resources to
wealthier countries. Because concern about the issues in basic education is shared by
industrialized and developing countries alike, intern a t ional co-operation can provide
valuable support for national effort s and regional act ions to implement t he expanded vi
s ion of basic Education
for Al l. Ti m e , energy, and funding directed to basic education a re per haps the most pr
o found investment in people and i n t he f u t u re of a country which can be made; the re
is a clear need and strong moral and economic argument for international solidarity
Increased international funding is needed to help the less developed countries implement
their own autonomous plans of action in line with the expanded vision of basic Education
for All. Genuine partnerships characterized by co-operation and joint long-term
commitments will accomplish more and provide the basis for a substantial increase in
overall funding for this important sub-sector of education. Upon government s '
re q u e s t , multilateral and bilateral agencies should focus on support i n g
priority actions, particularly at the country level (see section I), in are a s
such as the following :
a . The design or updating of national and sub national multi sectoral plans of action
which will need to be elaborated very early in the 1990s. Both financial and technical
assistance are needed by many developing countries , particularly in collecting and
analyzing dat a , as well as in organizing domestic consultation s .

b. National efforts and related inter- c o u n try co-operation to attain a sat i s factory level
of quality and relevance in primary education. Experiences involving the part i c i p ation
of families , local communities , and nongovernmental organizations in increasing the re l
evance and i m p roving the quality of education could profitably be shared among
countries .

c. The provision of universal primary education in the economically poorer countries.

International funding age n c i e s should consider negotiating arrangements to provide
long term support , on a case-by-case basis, to help countries move toward universal
primary education according to their timetable. The external agencies should examine
current assistance practices in order to find ways of effectively assisting basic education
programmes.

7.1 Census 2011: Trends in population and literacy rates

• Census 2011 is the 15th Census of India since 1872

• Census 2011 was held in two phases:

• House listing & Housing Census (April to September 2010)

• Population Enumeration (9th to 28th February 2011)

• Reference Date: 0:00 Hours of 1st March 2011

• In Snow Bound areas the Population Enumeration was conducted from 11th to 30th
September 2010

• Reference Date: 0:00 Hours of 1st October 2010

Agenda

• Release of Provisional Population Totals - Rural Urban Distribution

• Launch of Census 2011 Dashboard

Population (in Crore)

2001 2011 Difference

India 102.9 121.0 18.1

Rural 74.3 83.3 9.0

Urban 28.6 37.7 9.1

For the first time since Independence, the absolute increase in population is more in
urban areas that in rural areas

• Rural – Urban distribution: 68.84% & 31.16%

• Level of urbanization increased from 27.81% in 2001 Census to 31.16% in 2011 Census

• The proportion of rural population declined from 72.19% to 68.84%.

Growth Rate of Population (in %)

1991-2001 2001-2011 Difference

India 21.5 17.6 -3.9

Rural 18.1 12.2 -5.9

Urban 31.5 31.8 +0.3

The slowing down of the overall growth rate of population is due to the sharp decline in
the growth rate in rural areas, while the growth rate in urban areas remains almost the
same.

Sex Ratio

2001 2011 Difference

Overall

India 933 940 +7

Rural 946 947 +1

Urban 900 926 +26

2001 2011 Difference

0-6 years

India 927 914 -13

Rural 934 919 -15

Urban 906 902 -4

Literacy Rates (in %)

2001 2011 Difference

Overall

India 64.8 74.0 +9.2

Rural 58.7 68.9 +10.2

Urban 79.9 85.0 +5.1

 The improvement in literacy rate in rural area is two times that in urban areas.
 The rural urban literacy gap which was 21.2 percentage points in 2001, has come
down to 16.1 percentage points in 2011.
Literacy Rate (in %)

2001 2011 Difference

Males

India 75.3 82.1 +6.8

Rural 70.7 78.6 +7.9

Urban 86.3 89.7 +3.4

Females

India 53.7 65.5 +11.8

Rural 46.1 58.8 +12.7

Urban 72.9 79.9 +7.0

Population Highlights

• Out of the total of 1210.2 million population in India, the size of Rural population is
833.1 million (or 68.84% of the Total Population)

• Urban population 377.1 million (or 31.16%)

• During 2001 – 2011 the population of the country increased by 181.4 million

• Increase in Rural areas: 90.4 million

• Increase in Urban areas: 91.0 million.

Sex Ratio

• Visibility of women has increased both in Rural and Urban areas.

• The Sex Ratio in the country has risen from 933 in 2001 to 940 in 2011

• For Rural Areas in the country as a whole there has been an increase by only 1 point
from 946 in 2001 to 947 in 2011

• In Urban areas there has been an appreciable gain of 26 points from 900 in 2001 to 926
in 2011

• In 10 States & UTs Urban Sex Ratio is higher than the Rural Sex Ratio in Census 2011.
This includes Tamil Nadu, Kerala and NCT Delhi.

Literacy Rate - Census 2011

Residence Sex 2001 2011 Change

Rural Persons 58.74 68.91 + 10.17

Males 70.70 78.57 + 7.87

 Females 46.13 58.75 + 12.62

Urban Persons 79.92 84.98 + 5.06

Males 86.27 89.67 + 3.4

Females 72.86 79.92 + 7.06

Gender disparities: reasons and remedial measures

Female education is still much lower than men in most developing countries and many
women and girls do not receive the type and level of education that will allow them to
develop or to utilize their skills fully.

Reasons:

 Family economic conditions

 Community socio cultural considerations

 Low level family education

 Girls attitude towards education

 Physical environment of school

 Shortage of female teachers

 Curriculum

 Teaching methods and materials

 Irregular school supervision

Remedial measures

 Gender equity and education for all

 Girls bridging the gap

7.2 EQUALITY IN EDUCATION

MEANING OF EQUALITY OF EDUCATIONAL OPPORTUNITY

The idea of equalization of educational opportunities has always inspired
educational thinkers and educational advisors at various stages of educational
development. Art 26(1) of the Universal Declaration of Human Rights endows every-
body of the World with the right to education. Education is the fundamental right of man
irrespective of caste, creed, colour, race, location and socio-economic status. The
Sergeant Report (1945) suggested that equality of opportunity could be provided at the
primary stage through free schooling with additional facilities of mid-day meals, supply
of books, scholarships, medical aid etc. The era, of planning which began with the first
five year plan in 1951, proposed the goal of equality of opportunity in education and
employment. This had to be accompanied by social equality. All this lies at the core of
any socialistic, democratic society IV
NEED FOR EQUALITY OF EDUCATIONAL OPPORTUNITY
--The need for equality of educational opportunity was realized immediately after
Primary Education was made compulsory in England in 1870 through-compulsory
Primary Education Act. It was expected that the Indian child would also be covered by
this act. But, unfortunately, the facility of compulsory primary education was not
extended to India. It works Gopal Krishan Gokhle who raised his first voice of protest
against the existing inequality. But, his voice,' too, was silenced. However, a certain
degree of awakening was felt afterwards. Its positive result was witnessed first, in
Mahatma Gandhi’s scheme of Basic Education and later on in Sargent Report of 1945.
After independence, the framers of free India’s Constitution were seized "with this need
of the hour. In Article 45, it was clearly stated that endeavour to provide, within ten years
of the /commencement of this Constitution, for free and compulsory education" for all
children until they attain the-age of 14 years. This was a big step forward in the direction;
to equality in primary education, the foundation of all educational activity. The Indian
Education Commission (1964-66), stated in its Report.
In the True Spirit of Democracy - Providing equality of educational opportunity is
in the true spirit of democracy. Under democracy, every child, irrespective of his caste,
creed, sex, social and economic status, has the right to education in the True Spirit of
Soda? Justice Social Justice demands that an under privileged child should not suffer at
the cost of the privileged one. A democratic society makes every effort to improve
Is equality of opportunity the same as identical opportunity? No, not at all
Opportunity for all to get education does not mean opportunity to get identical education.
Everybody cannot be thought to fit in with the same or identical role in society. Education
does train people to perform roles according to their individual capacities and talents
Individual differences shall have to be kept in view. Equality of educational opportunity
does mean that everyone must be given his or her own chance to develop, depending
upon his or her Steps Suggested under. National Policy on Education (1986)
Constitutional provisions on equality of education opportunities in India
The National Policy on Education, 1986 (modified in 1992) lays special emphasis
on the removal of disparities, between different categories of people. The Policy gives a
clarion call for attending to the specific needs of those who have been denied equality so
far.

 Education of the Scheduled Castes

 Education for all areas arid them all the four dimensions—rural-' male, rural
female; urban male and urban female.
The various measures are

 Incentives to indigent families to send their children to school regularly till they
reach the age of l4.
 Pre-matric Scholarship scheme for children of families engaged in occupations
such as scavenging, flaying and tanning to be made applicable from Class I
onwards: All children of such families, regardless of incomes, will be covered by
this scheme and time-bound programmes targeted on them will be undertaken;
.
 Constant micro-planning and verification to ensure that the enrolment, retention
and successful completion of courses by SC students do not fall at any stage, and
provision of remedial courses to improve their prospects for further education and
employment; *
 Recruitment of teachers from Scheduled Castes;
 Provision of facilities for SC students in students’ hostels at district headquarters,
according to a phased programme;
 Location of school buildings, Balwadis and Adult Education Centres in such a
way as to facilitate full participation of the Scheduled Castes;
 The utilization of N.R.E.P. and R.L.E.G.P. resources so as to make substantial
educational facilities available to the Scheduled Castes; and
 Constant innovation in finding new methods to increase the participation of the
Scheduled Castes in the educational
 The Education of Scheduled Tribes
 Priority will be accorded to opening primary schools in tribal areas. The
construction of school buildings will be undertaken in these areas on a priority
basis under the normal
 Funds for education
 The socio-Cultural milieu of the STs has its distinctive characteristics including,
in many cases, their own spoken languages. This underlines: the need to develop
the curricula and devise instructional materials in tribal languages at the
 Educated and promising Scheduled Tribe youths will be encouraged and trained
to take up teaching in tribal areas.
 Residential schools, including Ashram Schools, will be established on a large-
scale.
 Incentive schemes will be formulated for the Scheduled Tribes, keeping in view
their special needs and life styles. Scholarships for higher education will
emphasize technical, professional and Para-professional courses. Special remedial
courses and other programmes to remove the psycho-social impediments will be
provided to improve their performance in various courses.
 Anganwadis, Non-formal and Adult Education Centres will be opened on a
priority basis in areas predominantly inhabited by the Scheduled Tribes.
  The curriculum at all stages of education will be designed to create an awareness
of the rich cultural identity of the tribal people, as also of their enormous creative
talent.
Another category of population which needs special attention is the disabled
children. To equalize educational opportunity for this category of children, special
arrangements shall have to be made. Their education shall have to be organised not only
on humanitarian grounds but also on grounds of utility as well as social justice. Such
children will have to be .saved from earning the stigma of ‘social parasites’. They will
have to be made self-sufficient and self-reliant. A good education having by and large,
vocational bias will go a long way in enabling a handicapped child to overcome his or her
handicap or disability, li will make him a useful citizen.
Providing educational facilities to women has been one of the main educational thrusts
ever since the attainment of independence. Article 15(3) of the Constitution reads:
‘‘Nothing in this articles shall prevent the State from making any special provision for
women”. Since then, a nationwide obligation has been realized to give adequate attention
to the education of girls at all stages and in all sectors. . In the words of a teacher, “For
full development and proper utilization of our human resources, the improvement of
homes, and for molding the character of children during the most impressionable years of
infancy, the education of women is of even greater importance than of men.

WAYS AND MEANS TO ACHIEVE EQUALITY OF EDUCATIONAL

OPPORTUNITY

The following steps have so far been taken to achieve the objective of equality of
educational opportunity:

 Article 45 and Primary Education for All Children the ideal of equality of
educational opportunity is clearly reflected in the constitution of free India. Art.
45 of the Directive Principles of State Policy clearly demands that every, state
shall endeavour to provide for compulsory primary educationiory until they attain
the age “of fourteen years. Since then the states have been working hard to fulfill
this direction,

 Education for Socially Backward Classes The constitution of India made it

obligatory for the government to take adequate steps for the education of socially
backward castes, scheduled tribe or other backward clashes. In order to bring
children belonging to these classes into the national stream the state as well as
central governments Have Been launching -

 Navodya Schools. The launching of the scheme of Navodya School is another

innovative-and progressive steps in the direction of equality of educational
opportunity

 Common School System neighbourhood school system has been another

important step in this direction.
  Eradication of Adult Illiteracy The government has launched a number of
programs for eradicating illiteracy from amongst the adults. The launching of
National Adult Education Programme

 “Was one such ambitious programme to achieve equality of educational

opportunity?

 Educational Opportunities for the Handicapped Integrating, the physically and

mentally handicapped children with genera’ community is also enunciated in the
policies framed by the government from time to time. The government has been
giving incentives to open institutions.

UNIT VIIIQUALITY IN EDUCATION

8.1 Quality: meaning and definition

WHAT IS QUALITY?

Quality is the result of a carefully constructed culture; it has to be the fabric of the
organization-not part of the fabric, but the actual fabric. It is not hard for a modern
management team to produce quality if they are willing how to change and implement

Philip R. Crosby

Despite the importance of quality, it seems to be an enigmatic concept. A literature survey

indicates that the majority of authors define quality as continuously meeting and
exceeding the needs of customers,however, add another focus that has met with general
agreement.

• "Quality" means those features of products and services which continuously meet or
exceed customer needs and thereby provide satisfaction. Customer satisfaction is a vital
goal and is considered as the absolute test of an organisation's effectiveness (Daugherty
1996:85; Oakland & Oakland1998:188).

• "Quality" means freedom from deficiencies – freedom from errors that

require rework, customer dissatisfaction, customer claims, and so on.

What does quality mean in the context of education?

Many definitions of quality in education exist, testifying to the complexity and

multifaceted nature of the concept. The terms efficiency, effectiveness, equity and quality
have often been used synonymously (Adams, 1993). Considerable consensus exists
around the basic dimensions of quality education today, however,

Quality education includes:

  Learners who are healthy, well-nourished and ready to participate and learn,
and supported in learning by their families and communities;
 Environments that are healthy, safe, protective and gender-sensitive, and
provide adequate resources and facilities;
 Content that is reflected in relevant curricula and materials for the acquisition
of basic skills, especially in the areas of literacy, numeracy and skills for life,
and knowledge in such areas as gender, health, nutrition, HIV/AIDS
prevention and peace;
 Processes through which trained teachers use child-centred teaching
approaches in well-managed classrooms and schools and skilful assessment to
facilitate learning and reduce disparities;
 Outcomes that encompass knowledge, skills and attitudes, and are linked to
national goals for education and positive participation in society.
This definition allows for an understanding of education as a complex system embedded
in a political, cultural and economic context. It is important to keep in mind education’s
systemic nature, however; these dimensions are interdependent, influencing each other in
ways that are sometimes unforeseeable.

This definition also takes into account the global and international influences that propel

the discussion of educational quality (Motala, 2000; Pipho, 2000), while ensuring that

national and local educational contexts contribute to definitions of quality in varying

countries (Adams, 1993). Establishing a contextualized understanding of quality means

including relevant stakeholders. Key stakeholders often hold different views and
meanings of educational quality (Motala, 2000; Benoliel, O’Gara & Miske, 1999).
Indeed, each of us judges the school system in terms of the final goals we set for our
children our community, our country and ourselves (Beeby, 1966).

Definitions of quality must be open to change and evolution based on information,

changing contexts, and new understandings of the nature of education’s challenges. New

research — ranging from multinational research to action research at the classroom level

— contributes to this redefinition.

Systems that embrace change through data generation, use and self-assessment are more

likely to offer quality education to students (Glasser, 1990). Continuous assessment and

improvement can focus on any or all dimensions of system quality: learners, learning

environments, content, process and outcomes.

tools and techniques

There are several tools and techniques recommended by ISO 9000 standards to support
decisions based on analysis of data.

Data should be identified and presented using affinity diagrams, benchmarks,

brainstorming, cause and effect diagrams, flowcharts or tree diagrams, control
charts, histograms, Pareto diagrams, scatter diagrams.
Proper statistical interpretation of data should be used if applicable

Affinity diagram
Affinity diagrams are used to organise large number of ideas, opinions or concerns
(about a particular topic) into groups.
The following procedure is described in ISO 9000 standards:
 state the topic to be studied in broad terms - prevent giving any suggestions
 record all individual opinions on separate cards
 mix the cards and spread them randomly on a large table
 group related cards together as follows
- sort cards that seem related into groups (maximum 10 cards in group)
- locate or create a header (title) card that captures the meaning of each group
 transfer the sorted information from card onto paper

The described procedure works well for small groups (not more than 8 members).

Benchmarking
Benchmarking is used to compare a process against recognised processes/techniques to
identify opportunities for quality improvement. It helps to identify targets and priorities
for preparation of plans.

Brainstorming
Brainstorming is used to identify possible solutions to problems and potential
opportunities for improvements. This technique is used for tapping creative thinking of a
team to generate and clarify a list of ideas problems and issues.
There are two phrases in the brainstorming procedure:
 during the generation phase
- the purpose (target) of the brainstorming session is clearly stated
- each team member takes a turn in a sequence, stating a single idea
- where possible, new ideas are build on others’ ideas
- all ideas are recorded and should be seen by all the participants (using whiteboard or
overhead is recommended)
- at this stage, ideas are neither criticised nor discussed
- the process continues until no more ideas are generated
 the clarification phase
- list of ideas should be reviewed to make sure that each person understands all the ideas
- evaluation of ideas will occur after the brainstorm session is completed.
Cause and effect diagram A cause and effect diagram is used to analyse relationships
between a given effect and potential cause. The many potential causes are organised into
major categories and subcategories. The final diagram looks like a skeleton of a fish, also
known as fishbone diagram. The procedure for preparing the diagram is:
 define the effect clearly and concisely
 identify major categories of possible causes, including people, methods and
procedures, measurements, materials, equipment, environment, data and information
system
 begin to construct the diagram: effect is in a box on the right-hand side of the fish
bone and major categories as ‘feeders’ to the effect.
 continue to obtain hierarchical skeleton diagram, as described in ISO 9004-4 standard.

Flowchart and tree diagram

A flowchart is a pictorial representation of the steps in a process. It helps to understand
how a process actually works (or how it should work). A tree diagram is used to show
relationships between a topic and its component elements. Ideas generated by
brainstorming or presented with affinity diagrams can be converted into tree diagrams to
show logical and sequential links.

Control chart
A control chart is used to determine when a process needs to be adjusted or may be left as
is. It is also used to confirm an improvement to a process. The control chart methodology
is based on statistics and to guarantee reliable results, ISO 7870 and ISO 8258 standards
should be consulted.

Histogram and
A histogram is used to display the pattern of variation of a process. This may help to
make decisions on where to focus improvement efforts.

Pareto diagram
A Pareto diagram is used to display the contribution of each item to the total effect in
order of importance. It helps to rank improvement opportunities.

Scatter diagram
A scatter diagram is a graphical technique for studying the relationship between two
associated sets of data (e.g. (x,y)). Each point (x,y) is plotted as a point on an x-y plane
and the set of points will form two-dimensional cloud of points. The relationship between
the associated sets of data are inferred from the shape of the cloud.

Apart from the above certain specific tools are also used like:
 Anecdotal Record: It is used to assess the past behaviour of the students.
 Rating scale : It is used to classify opinions and judgements regarding
situations, objects etc
 Aptitude: They are used to measure the potential performance and special
ability of students.
 Inventories: They are used to assess expression of individuals through
questionnaires, etc.
 Teacher Made and Standardized Tests: these are used to measure in numerical
terms the attainment of students in various school subjects.

Quality Assurance in Education- SSA

Definition of Quality assurance

Quality assurance is an organisation's guarantee that the product or service it

offers meets the accepted quality standards. It is achieved by identifying
what "quality" means in context; specifying methods by which its
presence can be ensured; and specifying ways in which it can be measured
to ensure conformance.
Quality assurance relates to the achievement of educational program standards
established by institutions, professional organizations, government, and/or
standard-setting bodies established by government. Quality assurance
mechanisms are the processes by which the achievement of these
standards is measured.

SARVA SHIKSHA ABHIYAN

Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for

achievement of Universalization of Elementary Education (UEE) in a time bound
manner, as mandated by 86th amendment to the Constitution of India making free and
compulsory Education to the Children of 6-14 years age group, a Fundamental Right.

SSA is being implemented in partnership with State Governments to cover the entire
country and address the needs of 192 million children in 1.1 million habitations.

The programme seeks to open new schools in those habitations which do not have
schooling facilities and strengthen existing school infrastructure through provision of
additional class rooms, toilets, drinking water, maintenance grant and school
improvement grants.

Existing schools with inadequate teacher strength are provided with additional teachers,
while the capacity of existing teachers is being strengthened by extensive training, grants
for developing teaching-learning materials and strengthening of the academic support
structure at a cluster, block and district level.

SSA seeks to provide quality elementary education including life skills. SSA has a special
focus on girl's education and children with special needs. SSA also seeks to provide
computer education to bridge the digital divide.

Sarva Shiksha Abhiyan was introduced in 2001-02, with an aim to provide useful and
relevant Elementary Education for all children in the 6 to 14 age group.

This is a centrally sponsored scheme being implemented in the state since 2001-02 to
attain Universal Elementary Education. Rajiv Vidya Mission, Andhra Pradesh is the
implementing society for Sarva Shiksha Abhiyan., SSA has been identified as the main
vehicle to implement provisions of the RTE Act after the passage of Act.

Objectives
• All children should be enrolled in regular schools.

• All children complete eight years of elementary schooling.

• Focus on elementary education of satisfactory quality with emphasis on education for

life.

• Bridge all gender and social category gaps at elementary education level.

Education is a fundamental right, which leads to achieve the goal of “Education for All”.
Over the years, efforts have been made at the state and national level to achieve this goal.
As per Article 45 of the Constitution of India, Universalisation of Elementary Education
is a Directive Principle of State Policy that undelines the need to provide free and
compulsory education for all children up to the age of 14 years. As per Article, 21A and
93rd Constitutional Amendments 2009, Education has become a fundamental right. This
article spells out the responsibility of the state for providing free and compulsory
education to all children from the age of 6 to 14 years. This article has stated the
constitutional position of right to education in our country.
To make effective and meaningful implementation of this obligation, elementary
education was brought under “Sarva Siksha Abhiyaan” (SSA) to universalize elementary
education. Similarly secondary education has been brought under the flagship “Rashtriya
Madhyamik Siksha Abhiyaan” Programme (RMSA). These two schemes aim to
strengthen school education in terms of access, enrolment, retention and quality.
The Government is committed to achieve total literacy by 2015 and for this several
schemes have been initiated for bringing about both quantitative and qualitative
improvement. The department provides schooling facility to school aged population of
1.33 crore children.

Rashtriya Madhyamik Shiksha Abhiyan

“Rashtriya Madhayamik Shiksha Abhiyan” is a new Centrally Sponsored Scheme. This
project is being implemented from the academic year 2009-10 onwards in our State. The
main objective of this scheme is to provide access to Quality Secondary Education for
children in the 14 to 18 years age group.

School Annual Grants

All Secondary Schools are providing annual grants to schools to meet school
maintenance expenditures like lab consumables Science and Maths Kits, Electric charges,
purchase of Library periodicals and other items to achieve objectives of RMSA.

Civil Works
Infrastructure strengthening facilities such as provision of two additional class rooms, one
Science Laboratory, one Library, one computer room, one Art/craft room and Girls toilet
blocks and Drinking water facilities each were sanctioned to 487 Secondary Schools. 195
school works out of 487 schools were completed and the remaining 292 civil works are
under progress.
In-service Teacher Training
Quality improvement has a significant impact on enrolment and retention of children in
schools. Secondary Schools Teachers are given in-service Training (Residential) for 5
days to improve the level of their teaching methods and improve the overall quality of
teaching. 57,103 teachers were trained during 2011-12.
About 9569 School Assistants posts were sanctioned during the year 2011-12 to achieve
the targets of the RMSA, improve the quality of education and to maintain the Teacher –
Pupil ratio in Secondary Schools.

Quality Improvement

SSA has been able to strengthen a range of inputs that impact on quality, especially at the
primary stage. 19 States have undertaken curriculum renewal and textbook development
work in the past 5years. About 6 lakh teachers have been recruited with SSA financial
support. Each year 20-25 lakh teachers receive 10-20 days in-service training. This is a
significant achievement. Free textbooks are being provided to about 5.5 cr. girls, SC and
ST students from classes I to VIII. The academic support arrangements at block and
cluster level are in place throughout the country. A variety of students assessments
systems are being implemented across the country. About 10000 schools are
implementing ‘computer aided learning’ strategies. A wide range of innovative learning
enhancement programmes are being tried out in several States and UTs. A National
Resource Group and two Sub- Missions on quality issues are guiding the quality agenda
at the national level.

As mentioned in the introduction, the thrust of SSA implementation in the 11th Plan has
to be on

quality improvement within an overall framework of equity. This changed role must be
reflected in the work of the SSA society and structures down the line from the State to the
cluster level and has to be internalized at the earliest. A major thrust on quality
improvement can be implemented if key SSA personnel are able to devote most of their
time on quality issues.

The National Curriculum Framework, 2005 and the syllabi prepared by NCERT have
provided a

sense of direction to the quality improvement agenda by stressing the dimensions of

construction of knowledge by children, the importance of the local context in classroom
instruction, valuing plurality and diversity in the classrooms and the importance of a well
organized syllabus. The NCF 2005 and the syllabus prepared by NCERT should become
the guiding documents for States and UTs to work on revising their curricula and syllabi.
NAAC - The NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL
(NAAC) is an AUTONOMOUS BODY

1) It is established by the UNIVERSITY GRANTS COMMISSION (UGC) of

India to assess and accredit institutions of Higher Education in the country.

2) It is an outcome of the recommendations of THE NATIONAL POLICY IN

EDUCATION (1986) which laid special emphasis on upholding the quality of
higher education in India, To address the issues of quality.

3) THE NATIONAL POLICY ON EDUCATION (1986) and THE PLAN OF

ACTION (POA-1992) advocated the establishment of an independent national
accreditation body.

4) Consequently, the NAAC was established in 1994 with its headquarters at

BANGALORE.

NAAC SEVEN STEPS TO QUALITY

Quest for excellence

Understanding the concept

Action-Orientation

Learner-Centric Approach

Innovation for change

Training to build competencies

Year-round activity

VISION AND MISSION

VISION
To make quality the defining element of higher education in India through a combination
of self and external quality evaluation, promotion and sustenance initiatives.

MISSION
1) To arrange for periodic assessment and accreditation of institutions of higher
education or units thereof, or specific academic programmes or projects;

2) To stimulate the academic environment for promotion of quality of teaching-

learning and research in higher education institutions;
 3) To encourage self-evaluation, accountability, autonomy and innovations in higher
education;

4) To undertake quality-related research studies, consultancy and training

programmes, and

5) To collaborate with other stakeholders of higher education for quality evaluation,

promotion and sustenance.

1. Guided by its vision and striving to achieve its mission, the NAAC primarily
assesses the quality of institutions of higher education that volunteer for the

FUNCTIONS OF NAAC

1) Classifying the Universities/colleges based on the assessment of functioning &

the curricula taught.

2) Creating an academic atmosphere in these institutions & thereby promoting

Qualitative research & teaching.

3) Rendering of guidance to these institutions as regards their educational

objectives in relation to the changing global educational situation.

4) Promotes the concepts of better administrative/management & the daily

functioning of these colleges/universities.

5) To provide proper coordination between the administrative, principal,

teachers etc & intimate a cordial & healthy relationships.

Education plays a vital role in the development of any nation. Therefore, there is a
premium on both quantity (increased access) and quality (relevance and excellence of
academic programmes offered) of higher education. The NAAC has been set up to
facilitate the volunteering institutions to assess their performance via set parameters
through introspection and a process that provides space for participation of the institution.

The QUALITY of higher education should encompass 4 components i.e., FOUR E’s

1) Existence of Infrastructure, Human & Learning Resources.

2) Extent of Use.

3) Effectiveness of the Management process &

4) Effect of the Inputs & processes.

STEPS OF ACCREDIATION

NAAC’s instrument is developed to assess and grade institutions of higher education

through a THREE-STEP-PROCESS for accreditation and make the outcome as objective
as possible.

1) Preparation of THE SELF-APPRAISAL REPORT by the teacher education

institutions for submission to NAAC.

2) Validation of THE SELF-APPRAISAL REPORT by the PEERS visiting the

institutions.

3) The final decision of NAAC based on THE SELF-APPRAISAL REPORT & the
recommendations of the team of peers.

The accreditation status is valid for FIVE YEARS from the date of approval by the
Executive Committee of the NAAC

NCTE – (National Council for training education).

It is an advisory body for central and state government of all matters for training
to education Kothari Commission has recommended to establish NCTE to improve the
quality of teacher education.

CABE – (Central advisory board of education) approved this proposal in 1972. In

1973 NCTE was formed by the Government of India in 1993 NCTE became autonomous.

Aims of NCTE –

1. Improvement of quality and curriculum of teacher education based on modern

methods and techniques.
2. Looking for proper implementation of modernized curriculum of teacher
education.
3. Prescribed the norms for teacher training institution and ensuring their
implementation by assuring the authority for their reorganization or acceleration.
4. The main objective of NCTE is to achieve planned and coordinated development
of the teacher education system through out the country.
5. NCTE covers whole teacher education programme including research and training
at primary, secondary and senior secondary stages in schools and non formal,
adult education and distance education course.
Organization Structure: NCTE has head quarters at New Delhi and four regional
committees at Bangalore, Bhopal, Bhubaneswar and Jaipur. NCTE head quarter is
headed by me Chair person by the Chair person by the each regional committee is headed
by a regional director.

Functions of NCTE:-

1. Preparation of model curriculum based on the needs of national education system.

2. Preparation of rules and regulation regarding the faculties of teacher training colleges.
3. Appoint of supervisory teams.
4. NCTE also having authority of sanctioning permissioning to the teacher training
colleges.
5. Advising the Government on ensuring the adequate standards in the teachers
education.
6. Removing the progress of plans schemes both central and state concerned teacher
education.
7. Advisory to State Government on any matter.
8. Conducting conferences discussion on teacher education.
9. Publishing books on problems of teacher education.

Quality council

 QCI was set up in 1997.

 It is registered as non-profit society with its own memorandum of association .

 It is governed by a council of 38 members with equal representations of

government, industry and consumers.

 Chairman of QCI is appointed by the prime minister on recommendation of

the industry to the government.

 The council is playing a pivotal role at the national level in propagating,

adoption and adherence to quality standards in all important spheres of
activities including education, healthcare, environmental protection,
governance, social sectors infrastructure sectors and such other areas of
organized activities that have significant bearing in improving the quality life
and well being of citizens of India.

UNIT IX- POPULATION EDUCATION

9.1 meaning, nature , scope and significance of Population Education?

A. Population Education-meaning
“There will be two aspects in Population Education- 1. Implementation of
various methods to limit the population and 2. Providing information to people
 about the merits and demerits of limited and unlimited family” – Taylor and
Daniel.

It deals with various demographic aspects such as composition and

structure of people, population dynamics and social, political and economic
implications of population trends. It aims at making students aware of the
relationship between the population situation and various aspects of national
development. Population education enables the students to be aware of the
process and consequences of the population growth on the quality of our lives and
the environment. The child also knows the causes and consequences of population
increase at local, national and global level. It is now realized that population
education is the only panacea for all our population and educational ills. To save
ourselves from starvation and extinction, to make our lives worth living. NCERT
has organized a workshop as population education. The workshop has identified
the following topics for inclusion in the population education.

1) The population growth.

2) Population and economic development.
3) Health, nutrition and population.
4) Biological factors, family life and population.
Population education is a continuous process. Hence it should begin at the
primary stage and there should be scope for this education at the secondary and
university stage. Attempts should be made for out of-school programmes as
population education is meant for all and at every stage of life.

Scope of population education

It is concerned with the aspects of family, society, their lifestyle, and the social
and individual responsibilities in developing the standards of life of the individual
and social members. N.P.E. 1986 suggested the following aspects to include so
that we may understand the importance of population education.

1) Constitutional provisions and functions.

2) Protection of environment.

3) Eradication of social inequalities.

4) Not taking into consideration about the gender of the child.

5) The size of the small family.

6) Development of scientific attitude and students.

The scope of population education should be decided according to the age

of the people for whom it is taught, and the stage of education. It is also to be
 decided depending on whether it is taught as a whole course or subject in a
course.

9.2 approaches to population education

There are many approaches to population education. But we will discuss four major
Approaches being widely followed.

1. Sub-unit Approach
In this Approach a unit of population education is selected and divided
into sub-units. All the sub-units will be appended to other school subjects to enable
the teacher to take the sub-unit along with the content of the subject.

2. Integrated Approach

In this method concepts are identified in school subjects, which have a

relation with the population education concepts. While teaching these concepts
population education concepts also will be taught by giving examples in a suitable
content. In other words the teachers are to integrate subject concepts with the
concepts of population education highlighting the importance of population education
enabling the students understand the concepts of population education.

3. Total integrated Approach

In this approach some topics of school studies are identified for

integration with the topics of population education. For example in biology reproduction
in plants and animals. We may take the reproduction in plants and animals with a special
emphasis on population control. Population explosion. We may also teach disadvantages
of over population and steps to be taken to control hereditary diseases, population size,
etc.

4. Specialized approach

Teaching population education as an independent subject is called

specialized approach. It may be taught as a subject just as other school subjects or a paper
in a course. This approach is suitable for higher education.

9.3 Causes and consequences

Causes of Population Growth

Factors responsible for high population explosion is large proportion of young and
dependent population.

1. Increase of difference between birth and death rates

 Due to the scientific development, medical facilities are improved. The
deaths caused by tuberculosis, malaria etc. are decreased.

2. Child marriages

India is unique in its marriage system. Child marriage is one of the customs. After
independence, the government declared 18 years as the marriage for girls and prohibited
child marriages.

3. Agriculture and traditional lifestyle

In our country we found people having agriculture and other vocational people in
rural areas and labour families in urban areas who prefer more children. Children become
the sources of income to these families.

4. Belief of people

Some people have old beliefs that god will look after the children because he has
sown the seeds. Some religions believe that it is a sin to stop the growth of children.

5. Illiteracy

In India the illiteracy is 52.11% i.e. more than half of the population is
uneducated. Uneducated people do not have proper understanding about the problem of
population, and methods of family planning.

6. Climatic conditions

Climatic conditions of Asian countries like India and china boys and girls get
fertility power at their young age.

7. Low status of women in the society

In our country percentage of illiteracy I in women is more. We are finding 39

educated ones and 61 uneducated women for every 100 women.

8. Women not having freedom regarding their children

In our country even now we are finding male domination. Women are not having
freedom regarding giving birth to the children.

9. Desire of women about children

Every married woman must have a desire of becoming mother. Society criticizes
the women who are not having children. So with this reason every married woman
desires to have children.

10. Poverty
 Due to poverty the backward classes and labour class people desires to have more
children to help in their work. These children become the sources of income to their
parents by working in the small scale industries.

11. Migration

In rural areas we are not finding more employment facilities. So, they are
migrating to urban industrial areas and developed districts.

Consequences of Population Growth

1. Socio – economic problems

The more important socio – economic problems created by population explosion are
uncontrolled growth of population may result in social conflicts, tensions and disturb the
fabric of social order.

2. Population & economic effects

The consequences of population growth on the development process of the

developing countries are different. Their economies are poor, capital scare, and
labour- abundant.

3. Population and employment

A rapidly increasing population plunges the economy into mass

unemployment and under-employment. As population increases there is depletion
of natural resources leading to unemployment. The result is increase in labour
force, unemployment and underemployment.

4. Population And Social Infrastructure

Rapidly growing population necessitates large investment in social

infrastructure and diverts resources from directly productive assets. The rapid increase in
school-age population and the expanding number of labour force put ever-greater
pressure on education and retard improvement in the quality of education.

5. Population Growth And Environment

Increased population, leading to migration to cities, unplanned

urbanization, conversion of cultivable land into houses, loss of vegetation, heavy
vehicular traffic of buses, other transport exhausts and wastes, noise and sound pollution
etc can be cited as innumerable examples of distributed environment pressure on the
planet earth.

6. Human Welfare And Environment Quality

 It is exceedingly difficult, if not impossible for those countries with the
highest rates of population growth to meet the requirements of their people for food,
housing, jobs and physical amenities of life and it is virtually impossible for them to
maintain adequate services in education, medicine, public health and social welfare.

9.4 Sustainable development and population growth

Ans: Definition: Sustainable Development means improving the living standards

and the quality of people’s lives, both now and for the future Generations.
Or

Sustainable Development is Development that meets the needs of the present

without compromising the ability of future generation to meet their own needs.
(Brundtland Report)

Aims of Sustainable Developments:

Sustainable Development Aims at improving the living standards and the quality
of people’s lives, both now and for the future generations and ensure that citizens
both in Urban & Rural Areas have clean Air to breath, Safe drinking Water and
adequate supplies of clean renewable Energy.

Concept of Sustainable Development:

The concept of Sustainable Development had its Origins in the World

Conservation Strategy (WCS) Report, published in 1980. Its says, “Conservation is
the Management of Human use of the Biosphere so that its may yield the greatest
Sustainable benefits to present generations, while maintaining its potential to meet
the needs and aspirations of future generations.’’

According to the definition published in Brundtland Report (1987) the following is

implied:
 The concept of ‘Needs’, in particular the essential needs of the
world’s poor, which should be given overriding priority, (Poverty
focus) and
 The idea of limitations imposed by the State of Technology and
Social Organizations on the ability of the environment to meet
present and future needs (Future focus)

Sustainable Development Aims at creating chains of mutual social, Economic and

Environmental benefits by local, Intermediate and global levels. Benefits of
Sustainable development at the local level should include the provision of basic
need such as food, water, shelter and health.
 Sustainable Development suggests that meeting the needs of future depends on
how well we balance the social, economic and environmental objectives or needs,
when decisions are made.

Measures to be adopted:
If Sustainable Development is to be given priority that it deserves, the following
measures should be adopted to sensitize or educate the decision makers.

1. Specialized public or private institutions should provide Govt decision-

makers with primary sources of information on social, economic and
environmental issues, which they need for policy formulation.
2. Public interaction, Debate or consultations are to be planned to generate
excellent source of Information and treatment of Economic, Cultural and
Environmental issues.
3. Separate departments are to be established for formulating policies and train
people in Environmental safe guards, Pollution prevention procedures, and
health and safety protocols.
4. Information or technological possibilities (combination of physical and human
capital, use of resources, opportunities to reduce waste and environmental
impact) should be collected with a view to gain efficiency and competitiveness.

Agenda 21, adopted at the Rio Summit in 1992, Advocates the following
measures to achieve sustainable development.

1. Make environment and development education available to people of all ages.

2. Incorporate the concepts of environment and development into all educational
programmes with analysis of the causes of major issues.
3. Special emphasis should be laid on the training of decision makers.
4. Involve school children in local and regional studies on environmental health,
including safe drinking water, sanitation, food and the environmental and
economic impacts of resource use.

According to agenda 21, the world needs a flexible and adaptable work
force, equipped to meet growing environment and development problems and
changes during the transition to a sustainable society. The countries should

a) Setup training programmes for school and university graduates to help them
achieve sustainable livelihoods.
b) Encourage all sectors of the society including industry, Universities,
Governments, Non- Governmental organizations and community organizations
to train people in Environmental management.
c) Work with the media, Theatre groups, and Entertainment and Advertising
agencies to promote a more active public debate on the environment.
d) Bring indigenous people’s experience and understanding of Sustainable
development into education and training.
 9.5 Policies and Programmes of Government of India

In 1951, India became the first country in the developing world to initiate state
sponsored family planning programme.

1. In all the five-year plans population policy was given due recognition.
2. In the fourth and fifth plans the shift is on integration of family planning
with the minimum needs programme.
3. In the seventh plan immunization was given importance along with oral
re-hydration therapy and safe motherhood programmes as the components
of the family welfare.
4. In the eight plan focus was on HIV/AIDS, immunization schedules,
reproductive and child health, empowerment of women. Ninth plan
witnessed the population policy 2000.
i.) Swaminathan Committee Report, 1994
The Swaminathan Committee prepared the draft population policy,
1994 which is considered to be “pronature, pro- women, pro- poor and pro
democracy”. The goal is

 Reduction in the incidence of marriage of girls below the age of 18 years to zero.
 Universal immunization of children.
ii.) National Population Policy 2000
The immediate objective of the NPP is to address the unmet needs
of contraception, health infrastructure, and health personnel and to provide
integrated service delivery for basic reproductive and child health care
which includes.

 Containing the spread of Aids and HIV.

 Controlling communicable diseases.

Policies and Programmes of Government of India

In 1951, India became the first country in the developing world to initiate state
sponsored family planning programme. The Indian government saw the programme not
only as a way to lower the country’s fertility level and population growth rate, but also as
part of a broader socio-economic development plan.

1. In all the five-year plans population policy was given due recognition. For example
in the first five-year plan family planning programme was adopted on a modest scale
with clinical approach; in the second and third plan emphasis shifted from clinical
approach to extension approach where family planning education was considered a
way to improve the quality of life.
 2. In the fourth and fifth plans the shift is on integration of family planning with the
minimum needs programme. The goal was to provide minimum public health
facilities with family planning and nutrition of children, pregnant women and
lactating mothers. During sixth plan the targets were fixed for reducing infant
mortality rate and increase the percentage of eligible couple protection rate from 27 in
1978 to 60 in 1984-85.

3. In the seventh plan immunization was given importance along with oral re-
hydration therapy and safe motherhood programmes as the components of the family
welfare.

4. In the eight plan focus was on HIV/AIDS, immunization schedules, reproductive

and child health, empowerment of women. Ninth plan witnessed the population
policy 2000. The reduction in the population growth rate continues. Lastly in the tenth
plan the emphasis was laid on health care, family welfare and disease control totally
free of cost with reduction of decadal growth rate of population between 2001-2011
to 16.2.

iii.) Swaminathan Committee Report, 1994

The Swaminathan Committee prepared the draft population policy, 1994 which is
considered to be “pronature, pro- women, pro- poor and pro democracy”. The goal is

 Reduction in the incidence of marriage of girls below the age of 18 years to zero.
 Universal immunization of children.
iv.) National Population Policy 2000
The National Population Policy, 2000 recognizes that the most effective development
policies are those, which are socially just and focuses the well being of all people.

The immediate objective of the NPP is to address the unmet needs of contraception,
health infrastructure, and health personnel and to provide integrated service delivery
for basic reproductive and child health care which includes.

 Containing the spread of Aids and HIV.

 Controlling communicable diseases.

UNIT-X-ENVIRONMENTAL EDUCATION

Meaning, definition, importance and objectives of environmental Education

Definition:
According to the 1996 reports assessing environmental education in United States define
environmental education as follows:
“It is a learning process that increases people’s knowledge and awareness about the
environment and associated challenges develop the necessary skills and expertise to
address these challenges and fosters attitudes, motivation and commitments to make
informed decisions and take responsible action”.

According to UNESCO seminar at Jammi 1976 Environmental Education is defined as

follows: “It is a way of implementing the goals of Environmental Protection. It is not a
separate branch of science or field of study. It should be carried out according to the
principles of life long integral Education.”
Meaning:- Enivironment education refers to the branch of experiential education that is
focus on teaching the student about the natural world and their relationship. It focuses on
the way human system impact the environment the way the environment in turn impact
human society.
Objectives of environment education

 1:- Participation

 2:_ Knowledge

 3:- Value

 4:- Skills

 5:- Awareness

The objectives of Environmental Education in India are as follows:

 To enable the child to use his own Environment as a source of stimulus for
learning, by developing awareness in the child about the various
features of his immediate Environment.
 To help social groups and individuals developed knowledge and gain a
variety of experiences besides acquiring a basic understanding of the
environment and problems associated with it.
 To enables the children and other social groups acquire a set of values and
feelings of concern for the environment by developing a scientific
attitude in them.
 To acquire skills for identifying and solving Environmental problems.
 To help children assimilate process skills. Eg:( observing, classifying,
communication etc.,)
 To create an atmosphere in the school and classroom so that the student
can participate in problem – solving and decision –making plans and procedure.
 To develop the capabilities to evaluate the effectiveness and work ability
of developmental programmes.

10.2 CONSERVATION OF ENVIRONMENT AND SUSTAINABLE DEVELOPMENT.

Ans: Definition: Sustainable Development means improving the living standards

and the quality of people’s lives, both now and for the future Generations.
Or
 Sustainable Development is Development that meets the needs of the present
without compromising the ability of future generation to meet their own needs.
(Brundtland Report)

Aims of Sustainable Developments:

Sustainable Development Aims at improving the living standards and the quality
of people’s lives, both now and for the future generations and ensure that citizens
both in Urban & Rural Areas have clean Air to breath, Safe drinking Water and
adequate supplies of clean renewable Energy.

Concept of Sustainable Development:

The concept of Sustainable Development had its Origins in the World

Conservation Strategy (WCS) Report, published in 1980. Its says, “Conservation is
the Management of Human use of the Biosphere so that its may yield the greatest
Sustainable benefits to present generations, while maintaining its potential to meet
the needs and aspirations of future generations.’’

According to the definition published in Brundtland Report (1987) the following is

implied:
 The concept of ‘Needs’, in particular the essential needs of the
world’s poor, which should be given overriding priority, (Poverty
focus) and
 The idea of limitations imposed by the State of Technology and
Social Organizations on the ability of the environment to meet
present and future needs (Future focus)

Sustainable Development Aims at creating chains of mutual social, Economic and

Environmental benefits by local, Intermediate and global levels. Benefits of
Sustainable development at the local level should include the provision of basic
need such as food, water, shelter and health.

Sustainable Development suggests that meeting the needs of future depends on

how well we balance the social, economic and environmental objectives or needs,
when decisions are made.

Measures to be adopted:
If Sustainable Development is to be given priority that it deserves, the following
measures should be adopted to sensitize or educate the decision makers.

5. Specialized public or private institutions should provide Govt decision-

makers with primary sources of information on social, economic and
environmental issues, which they need for policy formulation.
 6. Public interaction, Debate or consultations are to be planned to generate
excellent source of Information and treatment of Economic, Cultural and
Environmental issues.
7. Separate departments are to be established for formulating policies and train
people in Environmental safe guards, Pollution prevention procedures, and
health and safety protocols.
8. Information or technological possibilities (combination of physical and human
capital, use of resources, opportunities to reduce waste and environmental
impact) should be collected with a view to gain efficiency and competitiveness.

Agenda 21, adopted at the Rio Summit in 1992, Advocates the following
measures to achieve sustainable development.

5. Make environment and development education available to people of all ages.

6. Incorporate the concepts of environment and development into all educational
programmes with analysis of the causes of major issues.
7. Special emphasis should be laid on the training of decision makers.
8. Involve school children in local and regional studies on environmental health,
including safe drinking water, sanitation, food and the environmental and
economic impacts of resource use.

According to agenda 21, the world needs a flexible and adaptable work
force, equipped to meet growing environment and development
problems and changes during the transition to a sustainable
society. The countries should

e) Setup training programmes for school and university graduates to help them
achieve sustainable livelihoods.
f) Encourage all sectors of the society including industry, Universities,
Governments, Non- Governmental organizations and community organizations
to train people in Environmental management.
g) Work with the media, Theatre groups, and Entertainment and Advertising
agencies to promote a more active public debate on the environment.
h) Bring indigenous people’s experience and understanding of Sustainable
development into education and training.

10.3 POLICIES AND PROGRAMMES FOR CONSERVATION OF

ENVIRONMENT

10.4 APPROACHES OF ENVIRONMENTAL EDUCATION

10.5 ROLE OF NGO’S, GOVERNMENTAL AND NON-GOVERNMENTAL
AGENCIES IN THE PROMOTION AND PROTECTION OF ENVIRONMENT.

The Role of Government in the Promotion and Protection of Environment:

1. The National Conservation Strategy and Policy Statement on Environment

and Development, adopted by the Government of India in June
1992,laysdown strategies and actions for integration of environment .
2. According to the Preamble of this Policy Statement:
3. The survival and well being of a nation depend upon sustainable
development. It’s a process of social and economic betterment that satisfies
the needs and values of all interest groups without foreclosing future options.
4. The Indian Constitution has laid a new important trail in the Section on
Directive Principles of State Policy by assigning the duties for the State and
all citizens through Article 48 A and Article 51 A (g) which states that “State
shall Endeavour to protect and improve the Environment and to safe guard
the Forests and Wild Life in the Country” and “To protect and improve the
Natural Environment including Forests, Lakes and Rivers and Wild Life, and
to have compassion for the living creatures.”
5. The National Conservation Strategy and Policy Statement on Environment
and Development are in response to the need for laying down the guidelines
that will help to weave Environmental considerations into the Fabric of our
Nation’s Life and of our Development process.

Apart from expressing its commitment to Sustainable Development to the

above Policy Statement, the Indian Government has also enacted certain
Laws for Environmental Protection. They are:

 The Wild Life (Protection) Act, 1972 Amended in 1983, 1986 & 1991
 The Water (Prevention & Control of Pollution) Act, 1974, Amended in
1988.
 The Water (Prevention & Control of Pollution) Cess Act, 1977, Amended
in 1991.
 The Forest (Conservation) Act, 1980 Amended in 1988.
 The Air (Prevention &Control of Pollution) Act, 1981, Amended in 1988.
 The Environmental (Protection) Act, 1986.
 The Motor Vehicle Act, 1938, Amended in 1988.
 The Public Liability Insurance Act, 1991.
 A Notification on Coastal Regulation Zone, 1991.

Besides enacting the above Laws, the Indian Government has also
established the following Institutions which are involved in some way or
the other in Sustainable Development in the Country.
 o Ministry of Environment and Forest.
o Department of Science and Technology.
o Department of Agriculture and Co operation.
o Department of Bio technology.
o Department of Space.
o Department of Ocean Development.
o Department of Non Conventional Energy Sources.
o Energy Management centre.
o Central Forestry Board.
o Botanical Survey of India. Etc.

The Role of Non-Government Agencies in the Promotion and Protection of

Environment:

 Non-Governmental Organization (NGO) have for a long time debated and

questioned the direction of Industrial Development i.e., Resulting in
Unsustainable Development
 They are inspired by Mahatma Gandhi’s Assertion.” Nature has enough for
everybody’s need, but not for everybody’s greed.”
 Greenpeace India, In April 2003, succeeded in forcing a Multinational
Company to take back 1416 Drums filled with 290 Tones of Hazardous
Mercury waste from its Thermometer Factory in Tamil Nadu to the United
States.
 An Environmental group, Eco Greens, focuses its efforts primarily on
protecting the Natural World from Toxic wastes, radiation Air Pollution
and other Hazards as well as promoting Eco Development
 The Greens in Germany are another dominant group taking up
environmental concerns.
 Greenpeace, the largest International Environmental group, aims at
educating the people on the connection between militarism and Ecological
damage.

The Environmental Activities taken up by the NGO’s are as follows:

 Study, Research and Survey work.

 Seminars, Workshops and Symposia.
 Documentation, Publication and Clearing House facilities.
 Formation of groups.
 Training and Awareness Creation.
 Protest actions.
 Protection and Conservation activities.
 Legal Aid Counseling.
 Monitoring.

A large No of the NGO’s working in the field of Environment and

Sustainable Development are involved in Education, Awareness Creation,
Training and Research.
Role of Teacher and School in the promotion and Protection of Environment:

 Teachers have a dominant role to play in Environment Education.

 They have to develop a high level of Specialized Knowledge and
pedagogical skill to impart information regarding new facts,
relationships, threats, and conflicts in the environment.
 They play a crucial role in forming, changing, and establishing attitude
and values that are important for environmentally responsible behavior.

For imparting effective environmental education, the Teacher’s should

be familiar with the following aspects:

 Historical development of Environmental Education, including the

Ancient and the recent concepts and trends in Environmental Education.
 Concept of Education including the meaning, objectives, content, status,
and inter disciplinary approach to education.
 Components of Environmental Education including Ecology, Eco system,
Pollution, Environmental degradation and sustainable development.
 Encompassing physical, psychological, social and cultural Environment
and Education.
 Agencies of environmental protection and information including the
government and non government agencies that are involved in
environment protection.

The Role of an Environmental Education Teacher includes the following:

 Planner:
 Organizer
 Guide:
Explorer:
Recorder:
1) Coordinator:
2) Evaluation: