A Study on

Implementation of NPE (1986) in

respect of with reference to
recommendations for elementary level.

A project report submitted to School of Education, Gangadhar Meher University

Amruta Vihar, Sambalpur for the partial fulfilment of the requirement of the
Under Graduate Semester- IV

Guided By- Submitted By-

Mr. Sadhujan Bankira Shubhashree Sarangi

Assistant Professor Roll No. – BA21EDN-010

School of Education UG SEMESTER – IV

School of Education
Gangadhar Meher University,
Amruta Vihar, Sambalpur, Odisha, 76800
 Acknowledgement
It wants to express my deep sense of gratitude to my esteem guide
Mr.Sadhujan Bankira, assistant professor in Education, GM University, Sambalpur for
his scholarly guidance on judicious suggestions. It hasn’t been possible on my part to
complete assignment on time without his help and co-ordination.

Department of Education Tested By,

Gangadhar Meher University, Shubhashree Sarangi
Sambalpur Roll No. – BA21EDN-010
 Declaration

I Shubhashree Sarangi do here by solemnly declare that the project entitled

“A STUDY ON IMPLEMENTATION OF NPE (1986) WITH REFERENCE TO
RECOMMENTATIONS FOR ELEMENTARY LEVEL” is an original piece of work which is
submitted by me to the Under Graduate Department of Education, G.M. University,
Sambalpur in partial fulfilment of requirements for the Degree of Bachelors of Arts
in Education.

Shubhashree Sarangi
Investigator
 SUPERVISOR’S CERTIFICATE

IT is certified that the project “A STUDY ON IMPLEMENTATION OF NPE

(1986) WITH REFERENCE TO RECOMMENTATIONS FOR ELEMENTARY LEVEL” is
completed by Shubhashree Sarangi, student of UG 2st year, Semester – IV
2022-2023 under my guidance and supervision. I’m pleased with this project
work.

Mr. Sadhujan Bankira

Assistant Professor in Education
G.M. University Sambalpur
 CONTENTS
i. Introduction
✓ Education in Ancient Period
✓ Education in Medieval Period
✓ Pre-Independence Period of Education
✓ Post-Independence Period of Education
ii. Major recommendations by NPE (1986)
iii. Objectives
iv. Implementation of NPE (1986) at Elementary
Level of a School
v. Major Findings
vi. Conclusion
 Introduction

✓ Ancient Indian Education

Ancient Indian Education had been evolved strictly on the
foundations of Indian epistemological and philosophical traditions. The idea
of the ephemerality of life and the world, the concept of ultimate death and
the futility of mundane pleasures had provided them with a special angle of
vision. The entire educational tradition originated in these principles. Thus,
the Indian sages devoted themselves to the study of Supra sensible world
and spiritual powers which moulded their lives accordingly. The ultimate
aim of education emerged as the Chittri-Vittrinirodha (The control of
mental activities connected with the so-called concrete world). The ancient
period of education consists two major philosophies – Vedanta philosophy
and Buddhist philosophy.
When the entire world was in darkness, the knowledge of Sun has
risen in the horizon to the Aryavarta, the rays illumined the entire land and
the world. In the history of Indian system of education is the beginning of
culture, literature and science during the Vedic period. The period from
1500BC to 1000BC is mostly considered the Vedic period when most of the
Vedic literature were composed. The basis of Indian culture lies in the
Vedas, which are four in number – Rigveda, Samaveda, Yajurveda, and
Atharvaveda. Vedas symbolise the chief objective of human life, which has
been deliverance from this world of births and deaths.
In India during the time of Buddha, there was a racial discrimination
in the society. This discrimination was according to the profession of man,
also according to their birth. The category enjoyed the rights for religious
training and education but other categories were deprived of their religious
and educational rights. A religious revolution started in ancient India in
600BC. And a new doctrine developed called the Buddhist philosophy.
Buddhism made a tremendous movement which played a valuable role in
development of education system in ancient India. There was progress in all
aspects of Indian civilisation under the impact of Buddhism. Buddhist
education can rightly regard as a phase of ancient Hindu system of
 education. Buddhism itself, especially in its original and ancient form, is,
and has been admitted on all hands, rooted deeply in the pre-existence of
Hindu systems of thought and life.

• Medieval Period of Education

Medieval period witnessed a radical transformation in the Indian sub-
continent. The Mughal rulers came to India and established their rule. In
the eleventh century the Muslims established elementary and secondary
schools. They founded primary schools Maktabs in which students learnt
reading, writing and basic Islamic prayers. Secondary schools Madrasas to
teach advanced language skills in India. The main objective of these
Madrasas was to train and educate scholars who would become eligible for
the civil service, as well as performing duties as judge. Islamic education
was deliberate to make the teachings of Koran more accessible to the
Islamic community, taught the faithful in what came to be known as the
Kuttab. The historians are uncertain as to when the katatib were
established but with the wide spread desire of the faithful to study Koran,
Katitab could be found in virtually every part of the Islamic Empire.

• Pre-Independence Period of
Education
The Charter of 1813 A.D. was published due to the efforts of Charles
Grant. Wilber-force helped Grant immensely in getting his ideas accepted.
This Charter gave a new direction to education. Hence some people regard
Charles Grant as the father of modern education in India.
During the period of 1813 to 1833 education was expanded, but some
practical difficulties were also experienced in the way. The responsibilities
for expanding education on the company.
Thomas Babington Macaulay who is generally regarded as the
architect of the system of education in India, wrote his famous minute on
Feb. 2, 1835 in which he vehemently criticised almost everything Indian.
Wood’s Despatch is a very important document and holds a unique place in
the history of Indian education. Sir Charles Wood was the president of
board control in 1854, it was probably written in the instance of Charles
 Wood and came to be known as Wood’s Education Despatch. Wood’s
despatch is along document of 100 paragraphs and deals with the various
aspects of great educational importance.
Lord Ripon appointed the first Indian Education Commission on 3rd
Feb 1882. Sir William Hunter [a member of viceroy’s executive council] was
appointed as the chairman of the commission. The commission was
popularly known as Hunter Commission after the name of its chairman.
After establishing three universities namely University of Calcutta,
University of Bombay and University of Madras in 1857, it was Lord Curzon
who first tried to introduce some administrative reform of university
education by instituting a University Education Commission in 1902. Hartog
Committee was formed on 1929 in the name of Sir Phillip Hartog in the
name of its chairman to emphasise the vital role of vocation education in
regards of work ethics and work experience in education.

Major Recommendations by NPE

1986:
[A] Recommendation of Education for Equality:

• Women Education: Education will be used as an agent of basic change

in the status of women. In order to neutralize the accumulated distortions
of the past, there will be a well-conceived in the favour of women. The
removal of women illiteracy and obstacles inhabiting their access to all-
round development education will play a vital role.

• Education of The Scheduled Cast: This includes the incentives to

indigent families to send their children to school regularly till they reach the
age of 14. Recruitment of teachers of schedule castes is required. Provision
of SC students in hostels, district headquarters, according to a phased
programme.

• Education for Minorities: Some minority groups are deprived of

education. Greater attention should be paid to the education of these
groups for equality and social justice. Simultaneously objectivity will be
reflected in the preparation of the text books and in all school activities.
 Possible measures will be taken to promote integration based on
appreciation of common national goals.

• Education for Handicapped: Wherever it is feasible, the education

of the children with motor handicaps and other minor handicaps will be
common with that of others. Special schools with hostels will be provided,
as far as possible at district headquarters, for the severely handicapped
children. Adequate arrangements will be made to give vocational training to
the disabled.

• Adult Education: The whole nation has pledged itself, through the
National Literacy Mission, to the irradiation illiteracy, particularly in the 15-
35 age group through various means, with special emphasis on total literacy
campaigns. These programmes would include:
1. Establishment of continuing education centres of diverse kind of
enable adults to continue their education of their choice.
2. Workers education through the employers, trade unions and
government.
3. Wider promotions of books, libraries and reading rooms.
4. Use of radio, T.V. and films as mass as well as group learning media.
5. Creation of learners’ groups and organizations.
6. Programmes of distance learning.
[B] Reorganization of Education at Different
Stages:
• Early Childhood Care and Education: ECCE will receive high
priority suitably integrated with the Child Development services
programme, wherever possible. Day care centres will be provided as a
support service for universalisation of primary education, to enable girls
support service for working women belonging from poorer sections.
• Elementary Education:
1. Universal access and enrolment till the age of 14
2. Universal retention of the student upto14 years of age
 3. A substantial improvement in the quality of Education to enable all
children to achieve essential levels of learning.
4. A child-cantered and activity-based learning should be adopted at
primary stage.
5. Corporal punishment should be firmly excluded from the
educational system and school timings as well as vacations adjusted
to the convenience of the children.
6. The scope of operation blackboard will be enlarged to provide three
reasonably large rooms that are usable in all weather, and
blackboards, maps, charts, toys, other necessary learning aids and
school library.
• Non-formal Education: The non-formal education is meant for
school dropouts, for children from habitations without schools,
working children and girls who cannot attend whole day school, will
be strengthened and enlarged. Modern technological centres and
aids will be used to improve the learning environment of NFE centres.
• Secondary Education: Access to secondary education will be
widened with emphasis on enrolment of girls, SCs and STs,
particularly in science, commerce and vocational streams. Boards of
secondary education will be reorganized and vested with autonomy
so that their ability to improve the quality of secondary education is
enhanced. Effort will be made to provide computer literacy as many
secondary level institutions as possible so that the children are
equipped with necessary computer skills to be effective in emerging
the technological world.
• Vocationalisation: The introduction of systematic, well planned
and rigorously implemented programmes of vocational educational
crucial in the proposed educational recognition. Efforts will be made
to provide children at the higher level with generic vocational courses
which cut across several occupational fields and which are not
occupation specific. Efforts will be laid on similar vocational courses
based on agriculture, marketing, social services etc. Non formal,
flexible and need based programmes will also be available for neo-
literate.
 • Higher Education: Higher education provides people with an
opportunity to reflect on the critical social, economic, cultural, moral
and spiritual issues facing humanity. It contributes to national
development through dissemination of specialised knowledge and
skills. In the context of unprecedented explosion of knowledge higher
education has to become dynamic as never before. There are around
150 universities and ab out 5000 collages in India today. In view of
the need to affect an all-round improvement in the institutions it is
proposed that in the near future the main emphasis will be on the
consolidation of the existing institutions.
• Open University and Distance Education: The open
learning system has been initiated in order to augment opportunities
for higher education, as an instrument of democratising education to
make it a lifelong process. The Indira Gandhi National Open
University, established in 1985 in fulfilment of these objectives, will
be strengthened. The national open school will be strengthened and
open learning facilities will extended in a phased manner at the
secondary levels in all parts of the country.

[C] Reorienting the Content and Process of

Education:
• The Cultural Perspective: The curriculum and the processes of
education will be enriched by cultural content as many manifestations as
possible. Children will be enabled to develop sensitivity to beauty, harmony
and refinement. Resource persons in the community, irrespective of their
formal educational qualification, will be invited to contribute to the cultural
enrichment of education, employing both the literate and oral traditions of
the community.
• Development of Languages: The educational policy of 1968 had
examined the question of language development in detail. Its essential
provision can hardly be improved upon and are as relevant today as before.
The implementation of this part of 1968 policy has however been uneven.
• Availability of Books and Libraries: The availability of books at low
prices, is indispensable for people’s education. Effort will be made to secure
 easy accessibility to books for all segments of the population. Measures will
be taken to improve the quality of books, promote the reading habit and
encourage creative writing. Authors’ interest will be protected.
• Media and Educational Technology: Educational technology will
be employed in the spread of useful information, the training and retraining
of teachers, to improve quality, to sharpen awareness of art and culture,
inculcate abiding values etc., both in the formal and non- formal sector.
Maximum use will be made of the available infrastructure. In villages
without electricity, batteries or solar packs will be used to run the
programme.
• Mathematics and Science Education: Mathematics should be
visualised as the vehicle to train a child to think reason, analyse and to
articulate logically. Apart from being a specific subject, it should be viewed
as concomitant to any subject involving analysis and reasoning. to acquire
problem solving and decision-making skills and to discover the aspects of
daily life.
• Sports and Physical Education: Sports and physical education
are an integral part of the learning process, and will be included in the
evaluation of performance. The infrastructure will consist of playfields,
equipment, coaches and teachers of physical education as part of the
school improvement programme.
• Yoga: As a system which promotes the integrated development of body
and mind, yoga will receive special attention. Efforts will be made to
introduce yoga in all schools. To this end, it will also be introduced in
teacher training courses.
• The Role of Youth: Opportunities will be provided for the youth to
involve themselves in the national and social development through
educational institutions and outside them. Students will be required to
participate in one or the other of existing schemes, namely, the National
Service scheme, National cadet corps etc. Outside the institutions the youth
will be encouraged to take up programmes of development, reform and
extension.
➢ Objectives
✓ To find out the major recommendations given by
NPE 1986.
✓ To find out the implementations of elementary
level recommendations.
✓ To find out if child centric education is being
inculcated or not in elementary level.
✓ To find out if infrastructural facilities are being
effectively used and being taken advantage of.
✓ To find out if the cultural education is given proper
importance or not.
✓ To observe if equalised and impartial education is
being inculcated or not.
✓ To observe the prioritisation of physical and mental
fitness.
✓ To find out if programmes and campaigns regarding
sex-education are being executed or not.
✓ To observe the execution of “Operation
Blackboard”.
✓ To analyse and find out if smart classes are being
properly utilised and promoted.
✓ To observe if population education is being
prioritised or not.
✓ To observe the evaluation process and examination
reform.
 ➢ Implementation of NPE 1986 at
elementary level school.
I do hereby take the Lady Lewis Girls’ High School of Sambalpur
as my specimen of observation towards the implementation of NPE
1986 at elementary level of the school.

➢ Infrastructural Findings: -
There are several specially dedicated sections of classrooms for
elementary level students. The classrooms are adequately big and
have enough benches and desks for up to 70 students.
 There is also a dedicated
sections of toilets for
elementary level students
specifically. There is a total
number of 15 toilets
specifically for class 6-8.
There are also four
generators each for four
different buildings,
centrally connected and
which can be started
during power cuts.

There are a total number of three science laboratories, one of

which is dedicated for elementary level students.
 Out of the two computer laboratories present (with each of
them containing 10 computers), one is specifically dedicated to
elementary level students. Though according to the teachers, the 20
computers and two computer laboratories are insufficient for a
seamless educational experience for the students. Because of which
the school committee demands a sanction of at least 20 new
computers from the government.

There are also two smart class, each having two overhead
projectors for better viewership, out of which one is for secondary
level students and the other one is for elementary students.
 ➢ Teaching Learning Material (TLM)
While teaching History, Geography and Political Science the
teachers use maps, charts, globes and atlas. Sometimes they might
also use sample rocks in order to demonstrate and teach about
certain types of soils and minerals.

During science classes teachers use models of human

anatomies, litmus papers, convex and concave lenses, microscopes,
etc…...
 ➢ Cultural Education
They also host
cultural events such as
Sambalpuri Day,
Women’s’ Day, Kargil
Vijay Diwas, etc… and
on such occasions they
also host seminars and
cultural programmers.

They also conduct

seminars on mental
health, teenage
depression, decision
making, leadership
qualities and so on.
They also host social
events such as
National Yoga Day,
National Youth Day.
They also do High School level counselling sessions, in which they
provide guidance on goal formation and study environment.
 ➢ Excursion
They also
go to places
such as the
Science Park
and Planetarium
of Burla in order
to maximise the
students’ ability
to deal with realistic circumstances and stark realities of life.

They also sometimes hold rallies to protest against smoking,

pollution, and wastage of water and soil.
 ➢ Physical Education
Physical education is not only a priority for the students but
also for the teachers. During the school hours, the last period of
everyday is game period. During which they play all sorts of games,
such as Kabaddi, Khokho, Badminton, Frisbee, and so on, which is not
only entertaining for the students but also works towards the
betterment of their physical health. They also occasionally organise
yoga classes, and an hourly drill class on every Saturday each week.
They also organise a four day long annual sports event every year in
the month of December. Which consists of 100metre and 200metre
sprints, long jump and high jump competitions, badminton, shot foot
throw and so on.

❑ Major Findings: -
• The school has good infrastructural facilities regarding
“Operation Blackboard”.
• All the teachers use all possible TLMs while teaching Social
Science and General Science.
• The school follows a specific action plan for the elementary
level students.
• The average percentage of attendance of the students in
elementary level is 80%.
• The school provides mid-day meals considering all the
nutritional requirements.
• The school does not have a library.
• The school tries to provide cultural education through
seminars, webinars, conferences and excursions.
• The school organises yoga and meditation classes to tackle the
day-to-day anxiety and stress of the students.
 • There are sufficient number of toilets for both elementary and
secondary level of students.
• The teachers do not follow the child centric education, though
they claim to be using activity-based learning methods.
• The school does not follow the inclusive education.
• There are several scholarships given by the school for SCs and
STs and other socially backward and deprived students.
• The school organises special classes to spread awareness about
good touch and bad touch.

❑ Conclusion: -
This school visit to the Lady Lewis Girls’ High School was very
informative for me as I got to know a lot about the system and
facility provided to a government school. Through this visit I realised
that there are lots of things in our education system that needs to be
altered. As John Dewy said, “Our future lies in the hands of our
teachers.” We should work towards the teacher training
programmes. The government is always trying to provide
infrastructural and materialistic facilities but they should rather work
on teaching learning process, the study environment, methods of
teaching and the curriculum. Through this report I want to make it
crystal clear that all kinds of facilities are invalid without the
development of student teacher relationship and character of the
student. This visit has increased my curiosity to explore more about
the Indian education system regarding Secondary and Higher
Secondary levels.
I request my esteemed professors and faculties to give me such
exciting opportunities and projects as I can get even more educative
experiences. With regards,
Shubhashree Sarangi
Roll No. – BA21EDN-010
Dept. of Education,
UG Semester – IV, G.M. University