Professional Documents
Culture Documents
B.Ed. 2013-14
* 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.
There have been several attempts over the past few years to redefine objectives,
such as
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
Type ‘A’
ii) Centralization
type ‘B’
organisations
Navodaya Sainik Central National
(KVS) Schools
Schools O.S.S
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.
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.
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.
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.
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.
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.
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.
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:-
Conducting Quiz.
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 Its basic principle is maximum use of resources both human and non-human.
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.
o We need plan at institutional level because a central plan is not suitable for all institutional planning.
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:-
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.
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:-
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:-
Knowing the difficulties of teachers in teaching and organizing various activities activities
suggesting ways and means for overcoming them.
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.
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.
3. It helps in improving the teaching process It helps in improving the learning process.
Of teachers.
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.
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
GENERAL QUALITIES:-
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:-
1. Preamble
2. Data
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.
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.
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.
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.
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.
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 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.
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.
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.
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
Preparation of timetable
Classification of students
SPECIAL 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?
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.
The above points help the head master in running the administration and to develop the institution.
LITERARY ACTIVITIES:-
Debates, practical recitation public speaking and library work, school magazines etc.
ACTIVITIES OF LEISURE:-
Photography, stamp collection, album making, coin collection, decoration, etc.
PRODUCTIVE ACTIVITIES:-
Gardening, toy making, tailoring, knitting, clay models, etc.
SCIENTIFIC ACTIVITIES:-
Science clubs, science fairs, science quiz, etc.
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”.
News in brief
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.
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 The programmes should include a well balanced programme of intra annual sports.
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.
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:
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.
The teacher must maintain tranquility must avoid pessimism, frustrations, prejudices should be happy,
patient, good tempered and not sensitive.
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.
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.
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.
2. He tries to meet the needs and capacities of the children while teaching.
4. He tries to develop study, reference skills and habits for higher better learning.
7. He informs the parents through the progress cards of children about their progress in learning.
9. His conversation with the students should create in their subjects encourage the student talents
and develop enthusiasm.
11. He has to create interest among the students by doing new experiments.
CLASSROOM MANAGEMENT:
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.
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) : -
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.
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.
Chhattisgarh, Dadra and Nagar Haveli, Daman and Diu, Goa, Gujarat,
RIE Bhopal
Madhya Pradesh, Maharashtra
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.
Courses Offered
(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
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.
Objectives:
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 develop instructional material and instructional packages for use by the teacher
educational institutions.
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.
•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.
Need analysis and baseline surveys for teacher needs in trainings and material.
Prepare implementation guidelines for plan activities including training and projects.
i) Pre-service:
ii) In-service
(The perspective, content, extent, alignment with the NCF 05 and NCFTE 09);
Time-table, transaction plan and the materials suggested. (Numbers and subjects);
Time-table, transaction plan and the materials suggested. (Numbers and subjects);
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.
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
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.
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: -
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:-
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
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.
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 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.
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
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:-
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;
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;
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
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
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 .
• In Snow Bound areas the Population Enumeration was conducted from 11th to 30th
September 2010
Agenda
For the first time since Independence, the absolute increase in population is more in
urban areas that in rural areas
• Level of urbanization increased from 27.81% in 2001 Census to 31.16% in 2011 Census
Sex Ratio
Overall
0-6 years
Overall
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 %)
Males
Females
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)
• During 2001 – 2011 the population of the country increased by 181.4 million
Sex Ratio
• 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.
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:
Curriculum
Remedial measures
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.
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,
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
• "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).
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
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).
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
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
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.
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.
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.
• 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.
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
Action-Orientation
Learner-Centric Approach
Year-round activity
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;
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
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
2) Extent of Use.
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
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.
Aims of NCTE –
Functions of NCTE:-
Quality council
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.
2) Protection of environment.
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
4. Specialized approach
Factors responsible for high population explosion is large proportion of young and
dependent population.
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.
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.
In our country even now we are finding male domination. Women are not having
freedom regarding giving birth to the 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.
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.
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.
Agenda 21, adopted at the Rio Summit in 1992, Advocates the following
measures to achieve sustainable development.
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.
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.
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.
UNIT-X-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”.
1:- Participation
2:_ Knowledge
3:- Value
4:- Skills
5:- Awareness
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.
Agenda 21, adopted at the Rio Summit in 1992, Advocates the following
measures to achieve sustainable development.
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.
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.
Planner:
Organizer
Guide:
Explorer:
Recorder:
1) Coordinator:
2) Evaluation: