CONTEXT AND ISSUES OF SECONDARY EDUCATION- M.Ed. -CALICUT UNIVERSITY
Course Code – MED 12.1
CONTEXT AND ISSUES OF SECONDARY EDUCATION
(Instructional Hours - 90)
MODULE 1. Introduction to Secondary and Senior
Secondary Education in India
1.1 Nature, Scope, function and systems of Secondary and Senior Secondary Education- Structure of Secondary and Senior Secondary Education in India - Status of
Secondary and Senior Secondary Education: Process of
teaching-learning of
adolescents, Exposure to integrated and subject
specific streams.
(15 Hours)
MODULE 2. Quality Concerns and Management System in Secondary and Senior
Secondary Education
3.1 Quality Education: Concept, Indicators of quality, Setting standards for performance - The present status of quality education in India: Status and
prospects- Delor’s Commission Report on quality-
Professional enrichment of
secondary School teachers- In-service programmes for
ensuring quality -
Agencies : NCERT, SCERT, CIET, NUEPA, IASE.
3.2 Critical appraisal of Secondary and Senior
Secondary Education in India.
3.3 Areas of research in Secondary Education:
Teacher, curriculum, Institution and
Learner. Innovations in secondary Education.
Competency Based Teaching – Learning
(CBTL). Integrated Learning.
(30 Hours)
MODULE 3. Status, Issues and Concerns of Secondary
and Senior Secondary
Education in India
4.1 Problems and issues of Secondary and Senior
Secondary Education in India:
Problems and challenges related to universalization
of Secondary Education -
Equalization of educational opportunity, and -
Nature and forms of inequality: Dominant
and minor groups, Gender inequality, Public –
private schools, Rural and urban schools
- tribal schools
4.2 Problems of education for girls, disadvantaged
and differently abled children Imparting gender sensitivity - Removing gender
bias in curriculum and text books -
Wastage and stagnation in secondary level-
Vocationalisation of Secondary and Senior
Secondary Education in India- Research in Secondary
and Senior Secondary Education
4.3 Professionalizing Secondary and Senior Secondary
Education – Pre-service and
in-service Secondary teacher education programmes-
Critical appraisal of the
Secondary and Senior Secondary teacher education
programme in Kerala.
(30 Hours)
MODULE 4. Secondary and Senior Secondary Education
Curriculum and Evaluation
5.1 Secondary and Senior Secondary School
curriculum: Features, principles, and
relevance - Critical appraisal of present Secondary
School curriculum in the state -
Assessment and evaluation in secondary level- New
trends in evaluation: Grading,
Internal assessment , Portfolio assessment, Semester
system, Need and importance of
CCE, ) - Critical appraisal of the present
evaluation system in Secondary level.
(15 Hours)
NATURE, SCOPE, FUNCTION AND SYSTEMS OF SECONDARY AND SENIOR SECONDARY EDUCATION
Secondary education is the stage of education following primary education. Secondary education is informally regarded as the education children receive during their teenage years, secondary education is considered to generally target eleven to fifteen year old children and upper secondary education to target fifteen to nineteen year old. Secondary education serves as a link between the elementary and higher education and plays a vital role in this respect. A child's future can depend a lot on the type of education she/he receives at the secondary level. Apart from grounding the roots of education of a child, secondary education can be instrumental in shaping and directing the child to a bright future. Secondary education covers children aged 14 to 18. The final 2 years of secondary is often called higher secondary. The objectivs is to identify key aspects of secondary education that may be essential contributors to national self sufficiency. Secondary education is the link between primary education and Higher education. Primary education is intended to provide minimum requirements for survival where as secondary education enables an individual to become a full members of the complicated society.
Definition of Secondary Education
Secondary education is in most countries the phase in the education has the continuous responsible for the development of the young during adolescence, the most rapid phase of their physical, mental and emotional growth. It is at this education level particularly in its first cycle, where values and attitudes formed at primary school are more firmly ingrained alongside the acquisition of knowledge and skills. Secondary education covers children upto 12 to 18. Secondary school education comprises of 2 years of lower secondary and 2 years of higher secondary. Every country aims to provide basic education, but the systems and terminology remain unique to them.
Nature of secondary education
~It is the second stage of formal school education, it comes after elementary stage.
~ The first phase beginning upto the age group of students 14 to 16, then the second phase, that is senior secondary upto the age group of 16 to 18.
~ Secondary education is also started after the first phase of formal education ie, elementary education.
~ It is the middle school stage.
~ Secondary education is informally regarded as the education of teenage group.
~ It is the high school education.
~ In secondary education, the students should learn 3 languages, that is mother tongue, secondary language English and third language Hindi.
~ Besides language subjects, the basic science, social science, mathematics are the compulsory subjects in secondary education.
~ Basic text is compulsory for all students.
~ The teachers in secondary section must gain degree, B. Ed and TET.
~ All the co-curricular and extra curricular activities are included in this stage.
~ In 10th std, there is board examination.
~ Secondary education develops faculties of critical thinking, abstraction, insight, skills and competence at a higher level.
~ The primary goal of secondary education is to make good quality available, accessible and affordable to all young person in the age of 14 to 18.
~ Secondary education provides requiremen for employment.
~ It can reduce poverty and provide equity.
~ Requirements for primary teachers.
~ Arises International competitiveness in children.
Scope of Secondary Education
~ Secondary education should provide the learner with opportunities : acquire necessary knowledge, skills and attitudes for the development of the self and the nation.
~ Promote love and loyalty of the nation.
~ Promote harmonious co-existence among the people.
~ Develop mentally, socially, morally, physically and spiritually good.
~ Enhance understanding and respect for own and other peoples cultures and their place in contemporary society.
~ Enhance understanding and appreciation of interrelationships among nations.
~ Promote positive environmental and health practices.
~ Build a firm foundation for further evaluation and training.
~ Develop ability for enquiry, critical thinking and rational judgement.
~ Develop into a responsible and socially well adjusted person.
~ Promote acceptance and respect for all persons.
~ Enhance enjoyment in learning.
~ Identify individuals talents and develop them.
~ Build a foundation for technological and industrial development.
~ Develop into a self-disciplined individual who appreciates work and manages time properly.
Functions of Secondary Education
~ To make the foundation of Higher education.
~ To ensure education of good quality for all students.
~ To provide integrated education for all students including disabled.
~ To provide the knowledge about various subjects followed by the secondary education.
~ To develop the various skills of the students through the curricular, co-curricular and extra curricular activities.
~ To enhance the students how to face the examination properly.
~ To open the door of life of students to the outer world.
~ To provide the certificate for higher studies through the board exam.
~ To provide ICT education.
~ To provide vocational skills through the arts and work subjects.
~ To provide physical and sex education.
Systems of Secondary Education
~ There are 2 levels in this section that is secondary and senior secondary.
~ In secondary education includes 9th and 10th standards and in senior secondary level includes 11th and 12th standards.
~ Secondary education also called junior secondary and senior secondary level also called Upper secondary.
~ In 10th standard the children should pass the board exam, SSLC for the admission of senior secondary level.
~ On the basis of that criteria the students will get the admission to the senior secondary level.
~ Language papers, basic science, social science, mathematics are the main subjects in this level and also compulsory subjects.
~ Each of the paper should have the minimum pass mark.
~ All the curricular and co-curricular and extra curricular activities are support in this section.
~ The subjects may learn in their own mother tongue and English.
~ State syllabus and central syllabus can choose by the students according to their willingness.
~ Examination system and valuation system are entirely different in state and central syllabus.
~ Weightage of each syllabus is different as a result the teaching learning method, strategies, techniques, items for teach and learn are entirely differ from one another.
~ Teachers in secondary level should gain degree, B. Ed, TET.
~Provision for say exam and re-evaluation.
10th (Matriculation or Secondary) Exam
Students taking the grade 10 examination usually take six subjects: English, Mathematics, Social Studies, Science, one language, and one optional subject depending on the availability of teachers at different schools. "Elective" or optional subjects often include Computer Applications, Economics, Physical Education, Commerce, and Environmental Science.
SENIOR SECONDARY EDUCATION
The senior secondary years are the years of later adolescence corresponding to the later part of secondary education. Although definitions vary, the senior secondary years are sometimes defined as being from approximately age 15 to age 18.The term generally includes eleventh grade and twelfth grade, and may sometimes also include tenth grade.
Senior Secondary Education is the higher level of Secondary Education. Kids in Senior Secondary are about 15 to 18 years of age and are in the phase of being young adults. The senior secondary years of a student involves the 11th & 12th grade of a student. Senior Secondary is also referred as High school in various places.
In the Senior Secondary years, the respective fields of study get divided into various streams like Science, Commerce and Arts. Students can choose any stream that they are interested in and would like to make a career out of it by studying further. Senior Secondary years of education are the two last years of secondary education. After this the students take up college for specific degrees like engineering, doctor, CA, CS, Accountancy, etc.
This course is designed for those who have passed the tenth standard or equivalent examination from a recognized board and would like to continue their education towards a senior secondary certification, equivalent to 12 standard.
Nature of Senior Secondary Education
~ It starts on the completion of basic education, which also is defined as completion of lower secondary education and its completion will provide the entry requirements to technical or vocational education.
~ More subjects may be dropped and increased specialisation occurs.
~ The educational focus is varied according to the future direction of the students and their interests.
~ Senior secondary education is the third phase of formal school education. This phase is for students aged between 16 to 18 years.
~ Senior secondary education is started after the completion of secondary education. It is higher secondary level education.
~ In higher secondary level, the students can opt science subjects, humanities subjects and commerce subjects.
~ But two languages are must in this level. English is the first language and any other subjects like malayalam, hindi, Arabic, Sanskrit etc as secondary language.
~ The senior secondary course is 2 year course as lower secondary (XI) and upper secondary (XII). Future oriented education.
~ In each class, the end of the year has a board exam.
~ Total marks of each year considered as the completion of senior secondary.
~ In the Kerala context, the students can approach the examination in English or in malayalam.
~ In senior secondary level, the vocational training is provides on the basis of profession.
~ In this type of school, the students should have to attain the regular classes.
~ In senior secondary level, the students should learn 4 or 5 subjects with two languages.
Scope of Senior Secondary Education
~ It is an entrance to higher education.
~ It provides the employment opportunities.
~ The students can apply for government job.
~ It provides vocational training which helps the students to select the future job.
~ Development of competitive skills.
~ National development through the means of production by vacational training.
~ After the completion of senior secondary education, one can apply to higher education ( engineering, medical, law, business) under UGC control and professional courses.
Functions of Senior Secondary Education
~ To make the foundation of senior secondary education.
~ Quality education provides.
~ It focuses on subject specialisation like science, humanities, commerce, etc.
~ To develop vocational skills of the students through VHSC.
~ It occupies two board examinations at the end of the each year under the secondary board.
~ It provides the certificate for higher education through the board exam.
~ It provides the ICT education through senio secondary.
Systems of Senior Secondary Education
~ Duration of the course is two years. It has two phases, lower secondary and upper secondary.
~ In this system of education exists the opportunities to select the subjects according to the students interest.
~ There are mainly three categories of subjects like science, commerce, humanities.
~ Under these categories about seven subjects such as home science, biology science, agriculture, technology, computer science, etc followed by the Kerala Higher secondary board.
~ In senior secondary education comprises the state and central board of education.
~ In senior secondary education students can approach the state or central syllabus.
~ State and central syllabus are entirely different from one another in the case of its execution.
~ In this system of education, a teacher should qualified with PG, B. Ed and SET.
~ In each phase, the students should clear the board exam with minimum passmark.
~ Provisions for say exam, improvement and re-evaluation.
UGC, NCERT, CBSE and ICSE directives state qualifying ages for candidates who wish to take board exams. Those at least 15 years old by 30 May for a given academic year are eligible to appear for Secondary board exams, and those 17 by the same date are eligible to appear for Higher Secondary certificate board exams. It further states that upon successful completion of Higher Secondary, one can apply to higher education under UGC control such as Engineering, Medical, and Business Administration.
Secondary education in India is examination-oriented and not course-based: students register for and take classes primarily to prepare for one of the centrally-administered examinations. Senior school or high school is split into 2 parts (grades 9-10 and grades 11-12) with a standardised nationwide examination at the end of grade 10 and grade 12 (usually informally referred to as "board exams"). Grade 10 examination results can be used for admission into grades 11–12 at a secondary school, pre-university program, or a vocational or technical school. Passing a grade 12 board examination leads to the granting of a secondary school completion diploma, which may be used for admission into vocational schools or universities in the country or the world. Most reputable universities in India require students to pass college-administered admissions tests in addition to passing a final secondary school examination for entry into a college or university. School grades are usually not sufficient for college admissions in India.
12th (Senior Secondary or Higher Secondary) Exam
Students taking the grade 12 examination usually take four or five subjects with English or the local language being compulsory. Students re-enrolling in most secondary schools after grade 10 have to make the choice of choosing a "core stream" in addition to English or the local language: Science (Mathematics/Biology, Chemistry, and Physics), Commerce (Accounts, Business Studies, and Economics), or Humanities (any three of History, Political Science, Sociology, Psychology, Geography depending on school). Students study Mathematics up to single-variable Calculus in grade 12
Academic Session
The academic sessions usually begins from July after a long summer vacation in most of the states but it is different in hilly states where the winter vacation is sufficient. The total number of working days is more than 200 daysin all states and Union territories.
Time
The time of the school day could be decided at each school level, in consultation with the Gram Panchayat, keeping in mind issues such as how far children need to travel to get to school. This flexibility is suggested only in order to facilitate children's participation in school. While saying this, we strongly maintain that the time spend in schools itself and on learning in the school cannot be in any way compromised or reduced below 6 hours a day.
Curriculum
~ Learner centric
~ Flexible process
~ Learner autonomy
~ Multiple and divergent exposure
~ Multidisciplinary
~ Education focus on active participation in learning.
Role of the Teacher
In this context, the teacher is a facilitator who encourages learners to reflect, analyse and interprets in the process of knowledge construction.
Examination
Learning without Burden notes that public examinations at the end of Xll. Computerisation.
Assessment and Evaluation
~ Formative evaluation
~ Paper pencil test.
~ Oral testing
~ Group work evaluation should be encouraged.
Structure of Secondary and Senior Secondary Education
Introduction
The recent
significant development viz., Universal Elementary Education (UEE) being
achieved through Sarva Shiksha Abhiyan (SSA) and also the impact of
globalisation and rapid growth of new technologies have led to reassessment of
India’s preparedness to generate required technical manpower, develop new
knowledge and skills, and remain competitive at global level. The secondary and
higher secondary education system has a key role to play in enabling the nation
to move towards these objectives.
Meaning of
Secondary Education System:
Secondary
education in India begins after eight years of elementary education and is
divided into two years of secondary education (classes IX and X) and two years
of senior secondary education (classes XI and XII).
At the end of
the secondary phase (class X), students take a set of externally administered
examinations from either a state or national (All-India) examination board.
Students who pass the secondary examinations earn a certificate usually called
the Secondary School Certificate or SSC. These students are eligible for senior
secondary school.
Secondary
education serves as a link between the elementary and higher education, and
plays a very important role in this respect. A child's future can depend a lot
on the type of education she/he receives at the secondary level. Apart from
grounding the roots of education of a child, secondary education can be
instrumental in shaping and directing the child to a bright future. This stage
of education serves to move on higher secondary stage as well as to provide
generic competencies that cut across various domains of knowledge as well as
skills. Primary education is intended to
provide minimum requirements for survival where as secondary education enables
an individual to become a full members of the complicated society.
After
independence our country achieved a great remarkable changes in the field of
secondary education. The Government of India, Soon after attainment of
independence appointed a number of committees and commissions to review the
system of secondary education.
The various
committees recommended certain suggestions for the improvement of secondary
education both quantitatively and qualitatively. Tara hand Committee in 1948
suggested the multipurpose type of secondary schools without discouraging the
unipurpose schools.
The university
education commission 1948-49 which was appointed under the chairmanship of Dr.
S. Radhakrishnan, remarked that “our secondary education remains the weakest
link in our educational machinery and needs urgent reform.” The landmark in the
reconstruction of India’s secondary education is the secondary education
commission report 1952-53.
The commission
was appointed by the Government of India, on September 23, 1952, under the
chairmanship of Dr. A. Lakshmanswami Mudaliar to review the existing defects in
the secondary education and made some suggestions regarding the improvement of
secondary education.
Nature and Scope
of Secondary Education - Education for the Holistic Development of the
Adolescents
Secondary
education spreads over the ages of 15 and 16, and then to 17 and 18 in the
senior secondary grades. These are the years of adolescence, and late
adolescence, years of transition; indeed, most crucial years of life. There are
steady and fast changes in the body structure transforming to adult. At this age, the bodily changes take final
shape. This is also the stage of
emotional transformation and maturity that swings between joy and trauma. So, seecondary education essentially has to
be the education of the adolescence. Experiences in schooling have to be
designed to the needs of transition and it must foster skills of transition.
Though both boys
and girls experience transition, there is a special case for girls and it needs
special attention. Because of prejudices, taboos and social stigma, phase of
transition for girls is more difficult. Also, it will be necessary to develop a
gender friendly curriculum.
Contemporary secondary education concentrates primarily on learning a
few subjects challenging the ‘cognitive intelligence’, that too largely the lower
order cognition. This very approach to secondary education is a disadvantage to
large number of students with differential abilities and potentialities. It does not contribute and nurture children's
native wisdom and imagination.
The future
secondary education must be designed to nurture multiple abilities like
linguistic or verbal ability, logical-mathematical ability, spatial ability,
bodily kinesthetic or sports ability, musical ability, inter-personal ability,
intra-personal ability and naturalist or environmental ability. The primary intention
of designing secondary education with a purpose of holistic development of the
adolescents. In absence of education
designed to facilitate holistic development, children with abilities other than
scientific and mathematical abilities are treated as weak and not fit for the
employment market. This not only makes them underachievers but also demolishes
their self-concept and self esteem. So, secondary education must offer adequate
opportunity for unfolding the full potential in each student.
Aims and
Objectives of Secondary Education:
Various
committees have given their valuable suggestions regarding the aim and
objectives of secondary education after independence.
They are as
follows:
Aims of
secondary education according to Secondary Education Commission (1952-53):
1. To bring all
round development among the learner.
2. To train the
young mass of the country to be good citizens who will be competent to play
their part effectively in the social and economic development of the country.
3. To promote
social virtues, intellectual development and practical skills of students.
4. To Train
character of students to enable them to participate creatively as citizens in
the emerging social order.
5. To improve
practical and vocational efficiency of the students.
6. To develop a
scientific attitude of mind to think objectively.
7. To inculcate
the qualities necessary for living harmoniously and efficiently with one’s
fellowmen.
8. To develop
artistic and cultural interests which are essential for self-expression and
development of all round personality of pupils.
9. To promote
national integration, progress, and the spread of values like national cultural
heritage, social equality, democracy, secularism, etc.
10. Removal of
social barriers and of family norms.
Objectives of
secondary education according to Indian Education Commission (1964-66):
1. The main
objective is “national reconstruction by raising the standard of living of our
people.”
2. The education
is to meet the needs of a modernizing democratic and socialistic society.
3. It would
promote productivity.
4. It would
strengthen social and national integration.
5. It would
consolidate democracy to adopt as a way of life.
6. It would
accelerate the pace of modernization.
7. It would
enable students to participate in productive work in school, home, workshop,
form and factory etc.
8. It would
develop social, moral and spiritual values among the students.
As per the
recommendations of Indian Education commission, education was reconstructed for
the economic and cultural development of the country. Importance was given on
qualitative development of secondary education by relating education with the
real life situations of the students.
The NPE, 1986
and the Revised NPE, 1992 have discussed about the aims and objectives of
education in general out of which some are relevant to secondary
education. They are as follows:
1. Secondary
education is meant essentially for all round development, material and
spiritual.
2. It develops
manpower for different levels of the economy, ultimately promoting
self-reliance.
3. It develops a
sense of good citizenship among the learners.
4. It would
inculcate democratic values, rights and duties in a democratic set up among the
students.
5. It would
strengthen the “whole world as one family” view and motivates, the younger
generations for international co-operation and peaceful co-existence.
6. It should
provide equality of educational opportunity for all not only in access, but
also in the conditions for success.
7. It would
inculcate in children scientific temper and independence of mind.
8. Minimum
Levels of Learning (MLL) would be laid down and steps need by taken for
fostering among students an understanding of a diverse cultural and social
systems of the people.
9. It enables to
develop physical health through physical education among the students.
Besides these,
the secondary education should be based on a national curricular frame work
which contains a common core along with other components that are
flexible. The common core would include
the history of India’s Freedom Movement the constitutional obligations and the
other content essential to nature and national identity. Promotion of
vocational efficiency should form an integral past of secondary education.
Curricular Structure and Course Offerings
The
recommendation of the Education Commission (1964-66) for a common curriculum
until class X within the 10+2+3 framework was accepted in NPE-1968. NPE- 1986 rated this pattern as the National
System of Education. The National
Curriculum Framework (1975) proposed a common curriculum for the ten year
school, to be followed by diversification beginning at class +1 or the +2
stage. This basic principle is now practiced nation-wide. The National
Curriculum Frameworks prepared successively in 1988, 2000 and 2005 have
continued to follow this imperative of NPE- 1986. The right to study and succeed in basic
mathematics, science, social science and languages, including English, and
other mainstream subjects is as much a fundamental right of a child as to have
access to and complete secondary/ senior secondary education.” (Report of the
CABE Committee on USE, pg. no. 13)
Keeping this in mind, the National Curriculum Framework – 2005 has made
several radical proposals to revisit the very character of knowledge, shift to
a new pedagogic approach and change the entire examination system. Such changes
are urgently required in order to make sure that the nation is freed of this
phenomenon of “mass scale failure” and “underachievement”. Without such a
paradigm shift, it would not be possible to universalize secondary education
either.
Structure of
secondary Education in India
• Secondary school education comprises
two years of lower secondary and two years of higher secondary education.
• The lower secondary level is 4
Students age 14 to 16 years.
• Admission requirement is the
completion of upper primary school education.
• Instruction is more organised along
specific subjects.
• The classes in clones in secondary
level is 9th and 10th for students age 14 to 16 years.
• This level is under the board of
secondary education.
Minimum Staff
Qualification
• At least a bachelor's degree from a
recognised University
• B.Ed from a recognised University
• Eligibility test certificate.
Principal
• Postgraduate academic in teaching
subjects from a recognised University.
• Recognised teacher education degree
from a recognised University and 5 years teaching experience.
Curriculum of
Secondary Education
1. Three
languages
• Mother tongue/ Regional language
• Hindi
• English
(Some school
offer offer as elective language such as Sanskrit, Chinese, Arabic, etc.)
2. Mathematics
3. Science and
Technology
4. Social
Science
5. Work
education
6. Art education
7. Physical and
health education
Exposure to integrated
and subject specific streams in secondary education
Integrated and
subject specific stream in secondary education is mainly focused on Academic
stream and Vocational stream.
Academic stream-
Objectives
• To expose learners to higher levels
of knowledge in different disciplines.
• To promote problem solving abilities
and creative thinking.
• To cope with the changing demands of
our society committed to use science technology and information.
• To
assist students to explore their interest and aptitude in order to
choose appropriate career for shaping their future.
Scheme of
studies in secondary level
There are two
scheme of studies: Foundation course and Elective course.
Foundation
course:
• Language and literature
• Work education
• Health and physical education
• Arts, games and sports
Elective courses
• Student would require to choose
elective courses for subjects prescribed by the board of studies.
• The list of subjects or courses may
include Indian languages, science subjects, technical subjects, environmental
courses, etc.
Instructional
strategy in secondary level
Self study
method, Technology based teaching, Problem solving methods, Seminar,
Assignments, Group discussions, Library works, Project work, Home study, etc.
Vocational
stream
• Professional stream of secondary
education was recommended by Kothari Commission and NPE 1986 and 1992.
• The major objective of vocational
stream was vocational education for all.
• In secondary level the provisions
exist for giving the students an opportunity under work education to do work.
• Vocational courses are designed as
self content modulus falsifying details of the theoretical aspects of basic
scientific principles and the practical operational details.
• School will assess the need relevance
and potential of the courses before offering them to students.
• Their duration may vary depending
upon their nature and requirements.
• This courses in the formal School
system would help in enhancing the employability of the students.
Scheme of
studies
1. Language
2. General foundation course
3. Health and physical education
4. Vocational Electives
1. Language
Choices of
language comprises:
• Regional language
• Second language
• Hindi Arabic
2. General
Foundation Course
• Environmental education
• Rural development
• Information and communication
technology
3. Health and
Physical Education
• Training in the regular vocational
courses
• Physical activities like yoga
meditation relaxation practices
4. Vocational
Electives
Wage employment
Self employment
Instructional
strategies
• Training come production centres
• Hindi creation of knowledge and skill
• Apprenticeship.
Senior Secondary
Education
Higher
secondary (also called ‘senior
secondary’, 'post secondary', 'upper secondary', etc.) education comprises two years of later
adolescence corresponding to the later part of secondary education. Although definitions vary, the senior
secondary years are sometimes defined as being from approximately age 15 to age
18. The term generally includes eleventh
grade and twelfth grade, and may sometimes also include tenth grade. The senior secondary years often involve a
difficult transition from the world of the child to that of the adult. In many countries, school attendance is no
longer compulsory in the senior secondary years.
There is
uniformity on this level of education in terms of duration and classes i.e. all
the States/UTs follow this 10+2 pattern.
The schools which provide education up till 12th class are commonly
known as Senior Secondary Schools or Higher Secondary Schools.
There is a
noticeable drop in the enrolment rate at this level (gross enrolment ratio of
51.3 per cent, compared to 79.3 per cent at lower secondary in 2017). 67 A
second high-stakes exam (the All India Senior School Certificate Examination,
AISSCE) is taken at the end of Grade 12 that determines entrance into
universities, colleges, or acceptance at job interview for a number of career
paths. Places at the top universities frequently demand results above 95 per
cent for students to be considered – an inevitable effect of the large numbers
of students competing each year for these elite institutions.
At the senior
secondary level, subject choices diversify greatly, and students can choose
particular subjects or vocations to pursue, depending on the desired career or
academic path. As such, they are better
placed to exercise a choice of course keeping in view their needs, interests,
capabilities and aptitude, which would enable them to cope with the challenges
of future. Streaming is common at this
level. They can pursue Arts, Commerce,
Science (medical & non medical).
For example
• With science streams (including
maths, physics, chemistry, biology and ICT)
• Humanities streams (including
history, politics and geography), etc.
However,
concerns about streaming remain, especially the issue of students being
pressured to take specific subjects based on their academic achievement, rather
than personal choice. The Draft NEP (2019) suggests that there will no longer
be a ‘hard separation’ between arts and sciences or between vocational and
academic streams.
General
Objectives for Upper Secondary Education
According to the
Education Act, general educational aims for upper secondary education are as
follows:
• To develop students’ capacity for
reasoning, reflection and scientific curiosity, as well as the expansion of the
basic elements of humanities, artistic, scientific and technical culture that
constitute an appropriate cognitive and methodological basis for further
studies and working life.
• To provide young people with the
essential knowledge to understand aesthetic and cultural expression and allow
them to improve their own artistic expression.
• To foster the acquisition and
application of increasingly in-depth knowledge based on study, critical
thinking, observation and experimentation.
• To educate young people interested in
solving national problems and making them aware of the problems affecting the
international community, on the basis of the regional and national context and
respect for the permanent values of society in general, and Portuguese culture
in particular.
• To provide contact with and
experience of the world of work, strengthening the ties between school, working
life and the community, and by stimulating the innovative and participative role
of the school.
• To foster the vocational guidance and
training of young people by means of technical and technological knowledge that
will help them find work.
• To create individual and group
working habits and to foster the development of methodical reflection,
open-mindedness, awareness and acceptance of others, and the capacity to adapt
to change.
• To promote social justice and equal
opportunities, offering quality and successful education for all students
throughout the 12 years of compulsory schooling.
• To achieve better learning that
promotes the development of higher level skills.
Course Structure
State
examinations vary considerably and generally require students to be examined in
four or five subjects with English or the local language being compulsory.
Students re-enrolling in most secondary schools after grade 10 have to make the
choice of choosing a "core stream" in addition to English or the
local language:
• Science (Mathematics/Biology,
Chemistry, and Physics)
• Commerce (Accounts, Business Studies,
and Economics),
• Humanities (any three of History,
Political Science, Sociology, Psychology, Geography depending on school).
o Students study Mathematics up to
single-variable Calculus in grade 12.
Career Guidance
and Counselling sessions are organized throughout the year for the students of
the Higher Secondary School.
In today’s world
of globalization marked by competitiveness and challenges, it is required more
than ever before that the school sets its own standards comparable to any
international standards. Thus the school has to its credit well thought out
courses of studies, detailed curricular outlines, identification of learning
outcomes, variety of instructional materials — audio and visual — and
multimedia packages and improved evaluation tools.
Scheme of
Studies
• Two-year program which comprises of
16 to 18 years age group of students.
• Admission requirements are after the
completion of SSLC.
• Five subjects with at least one
language or atmost two languages.
• Minimum of five subjects.
• Two additional subject can also be
taken.
• The learners are however advised to
select the subjects as per their future plan of study and work.
• UGC NCERT CBSE and ICSE directives
state qualifying ages for candidates who wish to take board exams.
• Those at least 17 years old by 30 May
for a given academic year are eligible to appear for higher secondary
certificate board exam.
• It further states that upon
successful completion of higher secondary one can apply to higher education
under UGC control such as engineering medical and business administration.
• Higher secondary stage should be
flagged as comprising two broad learning compounds which may be termed the
general education spectrum and the vacation allies spectrum with many crossover
points during and after this particular stage.
• Formative, summative and CCE evaluations are possible in this system.
CBSE
CBSE requires
students to take five subjects which are externally assessed in Year XII, plus
some internally assessed subjects (general studies, work experience and
physical and health education). Students must pass each subject to gain their
full qualification.
CBSE requires
students to take and pass examination in five subjects: two languages (to
include English or Hindi) plus three electives from: mathematics, physics,
chemistry, biology, biotechnology, engineering, graphics, economics, political
science, history, geography, business studies, accountancy, home science, fine
arts, agriculture, computer science / informatics practices, multimedia and web
technology, sociology, psychology, philosophy, physical education, music and
dance, entrepreneurship, fashion studies, creative writing and translation
studies. Students are also required to pass internally assessed subjects.
CISCE
CISCE award a
pass certificate to candidates who pass four (or five) subjects (which must
include English) at the same examination sitting and pass the internally
assessed socially useful and productive work (SUPW) / work experience and
community service. Students much pass each subject to gain their full
qualification.
CISCE requires
students to take and pass four (or five) subjects, which must include English,
at the same examination sitting and pass the internally assessed SUPW / work
experience and community service.
There are a
total of 31 state examination boards and three national boards. Secondary
schools are affiliated to either the state board relevant to their location or
one of the national boards:
• Central Board of Secondary Education
Board (CBSE)
• Council for the Indian School
Certificate Examination (CISCE)
• National Institute of Open Schooling
Board (NIOS)
• State Government Boards
Students who
pass the HSC examinations are eligible for university admissions.
Higher Secondary
Certificates may also be known as:
• Higher / Senior School Certificate /
Examination (most state boards)
• Pre-University Certificate (some
state boards)
• Intermediate Exam (some state boards)
• All India Senior School Certificate
(CBSE)
• Indian School Certificate (CISCE)
• Certificate of Vocational Education
(CISCE)
• Senior Secondary Examination
(All-India) (NIOS)
Assessment
• In Year XI subjects are assessed
internally.
• In Year XII subjects are assessed by
external examinations set by either state or national awarding organisations.
Conclusion
Secondary and
senior secondary education are the most
appreciated basic education level that every Indian individual is entitled
to. The purpose of secondary and senior
secondary education is to prepare the learners into the tertiary level of
education, Therefore it should be noted that these levels of education are the
roots of an individual career choice. Hence a lot of keenness is very necessary
in this regard.
Status of Secondary and senior secondary education system
in India: Process of teaching and learning, exposures to subject and integrated
stream
Secondary
education in India begins after eight years of elementary education and is
divided into two years of secondary education (classes IX and X) and two years
of senior secondary education (classes XI and XII).At the end of the secondary
phase (class X), students take a set of externally administered examinations
from either a state or national (All-India) examination board. Students who
pass the secondary examinations earn a certificate usually called the Secondary
School Certificate or SSC. These students are eligible for senior secondary
school. After two years of senior secondary school, students are again examined
by their school’s affiliated board and, if successful, awarded the Higher
Secondary (School) Certificate (HSC / HSSC). There are also examinations
administered internally by individual secondary schools at the end of class XI.
There are a
total of 31 state examination boards and three national boards. Secondary
schools are affiliated to either the state board relevant to their location or
one of the national boards:
• Central Board of Secondary Education
Board (CBSE)
• Council for the Indian School
Certificate Examination (CISCE)
• National Institute of Open Schooling
Board (NIOS)
• State Government Boards
Meaning of
Secondary Education System:
Secondary
education occupies a very strategic position in the educational pattern of the
country. It is the link between primary education and higher education. Primary
education is intended to provide minimum requirements for survival where as
secondary education enables an individual to become a full members of the
complicated society.After independence our country achieved a great remarkable
changes in the field of secondary education. The Government of India, Soon
after attainment of independence appointed a number of committees and
commissions to review the system of secondary education.
The various
committees recommended certain suggestions for the improvement of secondary
education both quantitatively and qualitatively. Tara hand Committee in 1948
suggested the multipurpose type of secondary schools without discouraging the
unipurpose schools.
The university
education commission 1948-49 which was appointed under the chairmanship of Dr.
S. Radhakrishnan, remarked that “our secondary education remains the weakest
link in our educational machinery and needs urgent reform.” The landmark in the
reconstruction of India’s secondary education is the secondary education
commission report 1952-53.The commission was appointed by the Government of
India, on September 23, 1952, under the chairmanship of Dr. A. Lakshmanswami
Mudaliar to review the existing defects in the secondary education and made
some suggestion
Various
committees have given their valuable suggestions regarding the aim and
objectives of secondary education after independence.
Aims of secondary education according to secondary education commission (1952-53):
1. To bring all
round development among the learner.
2. To train the
young mass of the country to be good citizens who will be competent to play
their part effectively in the social and economic development of the country.
3. To promote
social virtues, intellectual development and practical skills of students.
4. To Train
character of students to enable them to participate creatively as citizens in
the emerging social order.
5. To improve
practical and vocational efficiency of the students.
6. To develop a
scientific attitude of mind to think objectively.
7. To inculcate
the qualities necessary for living harmoniously and efficiently with one’s
fellowmen.
8. To develop
artistic and cultural interests which are essential for self-expression and
development of all round personality of pupils.
Aims and
Objectives of secondary education according to Indian Education Commission
(1964-66):
1. The main
objective is “national reconstruction by raising the standard of living of our
people.”
2. The education
is to meet the needs of a modernizing democratic and socialistic society.
3. It would
promote productivity.
4. It would
strengthen social and national integration.
5. It would
consolidate democracy to adopt as a way of life.
6. It would
accelerate the pace of modernization.
7. It would enable
students to participate in productive work in school, home, workshop, form and
factory etc.
8. It would
develop social, moral and spiritual values among the students.
As per the
recommendations of Indian Education commission, education was reconstructed for
the economic and cultural development of the country. Importance was given on
qualitative development of secondary education by relating education with the
real life situations of the students. The NPE, 1986 and the Revised NPE, 1992
have discussed about the aims and objectives of education in general out of
which some are relevant to secondary education. They are as follows:
1. Secondary
education is meant essentially for all round development, material and
spiritual.
2. It develops
manpower for different levels of the economy, ultimately promoting
self-reliance.
3. It develops a
sense of good citizenship among the learners.
4. It would
inculcate democratic values, rights and duties in a democratic set up among the
students.
5. It would
strengthen the “whole world as one family” view and motivates, the younger
generations for international co-operation and peaceful co-existence.
6. It should
provide equality of educational opportunity for all not only in access, but
also in the conditions for success.
7. It would
inculcate in children scientific temper and independence of mind.
8. Minimum
Levels of Learning (MLL) would be laid down and steps need by taken for
fostering among students an understanding of a diverse cultural and social
systems of the people.
9. It enables to
develop physical health through physical education among the students.
Besides these,
the secondary education should be based on a national curricular frame work
which contains a common core along with other components that are flexible.
The common core
would include the history of India’s Freedom Movement the constitutional
obligations and the other content essential to nature and national identity.
Promotion of vocational efficiency should form an integral part of secondary
education.
SENIOR SECONDARY
EDUCATION
The senior
secondary years are the years of later adolescence corresponding to the later
part of secondary education. Although definitions vary, the senior secondary
years are sometimes defined as being from approximately age 15 to age 18.The
term generally includes eleventh grade and twelfth grade, and may sometimes
also include tenth grade.
Senior Secondary
Education is the higher level of Secondary Education. Kids in Senior Secondary
are about 15 to 18 years of age and are in the phase of being young adults. The
senior secondary years of a student involves the 11th & 12th grade of a
student. Senior Secondary is also referred as High school in various places.
In the Senior
Secondary years, the respective fields of study get divided into various
streams like Science, Commerce and Arts. Students can choose any stream that
they are interested in and would like to make a career out of it by studying
further. Senior Secondary years of education are the two last years of secondary
education. After this the students take up college for specific degrees like
engineering, doctor, CA, CS, Accountancy, etc.
STATUS OF
SECONDARY/ SENIOR SECONDARY EDUCATION IN
INDIA
Ever since the
Constitution was adopted in 1950, the focus of educational programs was
concentrated on elementary education. Since the constitutional commitment is
free and compulsory education to all children up to the age fourteen, all
efforts were focused on achieving the goal of universal elementary education. But despite significant progress in every
sphere of elementary education, the goal to achieve universal elementary
enrolment is still a far distant dream.
Within the elementary education, primary education remained in the focus
all through since the independence.
Even, the coverage of District Primary Education Programme (DPEP) is
also limited to the primary level only.
However, it is the upper primary education, which is now getting attention
of the planners and policy makers. The
DPEP is now being extended to the upper primary level initially in the phase
one 52 districts. Sporadic attempts have been made in the past to consider both
the primary and upper primary education as one component. The Bihar Education
Project and the World Bank Uttar Pradesh Basic Education Project considered the
entire elementary education as one unit.
The new initiative, namely the Sarva Shiksha Abhiyan (SSA) also
envisages the entire elementary education as one component. Secondary education had never been in the
focus and all the activities were concentrated on elementary education. The
Government recently constituted a task force on secondary education. Even there
is now mention of Universalisation of Secondary Education. It is in this context, the present article
takes an overall view of the entire secondary.
Like other
levels of school education, a significant progress is made in all the spheres
of secondary education. More than 84 per cent habitations had secondary
school/section within a distance of 8 km as compared to 70 per cent within 5
km. The number of unserved habitations
declined from 21 per cent in 1986-87 to 15 per cent in 1993-94. During 1950-51 to 1999-2000, the number of
secondary and higher secondary schools increased from 7 thousand to 117
thousand. The increase (16 times) is
much more rapid than the corresponding increase in the primary (3 times) and
upper primary (14 times) schools. In
the latest decade (1990 to 99), more than 37 thousand secondary and higher
secondary schools were opened. The ratio of upper primary to secondary schools
also improved from 1.83 in 1950-51 to 1.69 in 1999-2000. The number of secondary/higher secondary
teachers increased from 127 thousand in 1950-51 to 1,720 thousand in 1999-2000. Despite the increase in number of teachers,
the pupil-teacher ratio increased from 21:1 in 1950-51 to 32:1 in 1999-2000;
thus indicating significant increase in enrolment at this level. From a low 1.5 million in 1950-51, it has now
been increased by more than 19 times to 28.2 million in 1999-2000. The percentage of girl’s enrolment increased
from 13 per cent in 1950-51 to about 38 per cent in 1999-2000. Enrolment in secondary/higher secondary level
increased by almost doubles the rate than the increase in the primary
enrolment. The GER, though low but
improved from 19.3 per cent in 1990-91 to 30.0 per cent in 1993-94 and further
to 41.2 per cent in 1998-99. Almost 50
per cent children of age group 14-17 year were attending schools in 1995-96. The retention rate (I to IX) is also improved
but still it is low at 27 per cent. The transition rate from upper primary to
secondary level is as high as 85 per cent.
Over time
facilities in secondary schools have improved impressively. The majority of secondary schools have got
school buildings (69 per cent). The average number of instructional rooms in a
secondary school is as high as 8. More
schools have now got drinking water (41 per cent), urinal (77 per cent) and lavatory (57 per cent)
facilities in schools than in 1986-87.
More than 63 per cent schools have furniture for teachers and almost the
same percentage of schools science laboratories. The plan allocation on secondary education
increased from Rs. 20 crore during the first plan to more than Rs. 2600 crore
in the ninth plan. However, expenditure on secondary education always remained
below one per cent of the GDP. Impressive progress has also been made at the
primary and upper primary levels of education.
But despite all these significant achievements, the goal to achieve
universal elementary enrolment still remains far out of the sight. The goal of
universal secondary education cannot be achieved unless the goal of universal
elementary enrolment is achieved.
TYPE OF
SECONDARY SCHOOLS
The majority of secondary schools in 1993-94
were integrated with the upper primary schools
(33.99 per cent) followed by the independent secondary schools (23.79
per cent). On the other hand, about 17.37 per cent secondary schools were the
integrated with either primary or upper primary schools. Only 5.44 per cent secondary schools in
1993-94 were integrated with the higher secondary schools. Upper primary integrated with secondary and
higher secondary (13.95 per cent); and primary integrated with upper primary,
secondary and higher secondary (5.46 per cent) were the other types of
schools. Further, it has also been
revealed that private managements (aided 29.12 and unaided 40.45 per cent) had
the majority of independent secondary schools.
More than 62 percent secondary schools under local body managements were
integrated with the upper primary schools. Schools under private managements
also had the highest percentage of integrated schools from primary to higher
secondary level. Future expansion of secondary education should be viewed in
the light of the existing arrangements of secondary schooling, as well as, the
management type. With the limited set of
data, it is not possible to know which arrangement is the most economic one. It
may also be recalled that Secondary Education Commission (1952) recommended a
national system of education covering 11 years of education and the Kothari
Commission 10+2 pattern. The states have accepted 10+2 pattern but still the
system is not uniform across the country.
School Buildings
The distribution
of schools according to buildings reveals that unlike the primary schools, the
majority of secondary schools have got the school buildings. Only 0.51 per cent
of the total 66 thousand schools were functioning either in the tents or in
open space (Table 4). The majority of such schools were the government run
schools. About 64 per cent schools in the rural areas had the pucca (permanent)
buildings compared to 82 per cent in the urban areas. About 65 per cent
government schools had pucca buildings compared to 26 per cent partially pucca
and another 7 and 2 per cent schools were functioning in the thatched huts and
tents. On the other hand about 72 per cent schools run under the local body
managements had pucca school buildings.
A little more than 70 per cent private aided and unaided schools had
pucca buildings and not a single school under this category was functioning in
the open space.
Further, it has
also been noticed that about 74 per cent schools owned buildings and rest of
the 26 per cent schools had either rented or they rent-free buildings (Table
5). Schools in the urban areas (63.71
per cent) had lower percentage of owned buildings than schools in the rural
areas (78.63 per cent). On the other
hand, it has been noticed that the majority of government and local body
schools had their own buildings but the same is not true in case of the schools
run by the private aided (59.49 per cent) and unaided (47.17 per cent)
managements. Most of the private schools
had rented buildings.
It has also been noticed that the majority of
secondary schools require additional
classrooms, which is true for all types of school managements (Table 5).
Comparatively, percentage of private schools that need additional classrooms is
a bit lower than the requirement in case of the government and local body
schools. Compared to the primary (2
rooms) and upper primary (5 rooms) level of education, the average number of
instructional rooms were quite high (8 rooms) in secondary schools. Government
run schools (2 rooms) had the lowest number of rooms than the rooms under other
managements. On an average secondary
schools under local body management had 2 instructional rooms. Schools under
the private managements (aided 4 and unaided 5 rooms) had much higher number of
rooms than the schools under the government and local body managements. Disparity in number of instructional rooms is
also noticed in case of the rural (2 rooms) and urban (4 rooms) areas. Both
within the rural and urban areas, schools under the private managements had
much higher number of rooms than the other managements. A close look at the number of rooms
distributed according to enrolment size reveals that higher is the size of
school, higher is the number of instructional rooms. Schools having more than 600 enrolment had an
average of 10 and 16 rooms respectively in the rural and urban areas.
s of secondary
and Senior secondary education.
Education in India is provided by the public sector as
well as the private sector with the control and funding coming from three
levels
Central
State
Local
Under various
article of Indian Constitution and compulsory education is provided as a
fundamental right to all children between age of 6 and 14.
Ratio of public
School to private school is 7 : 5.
according to
2013 GR higher education has increased steadily over the past decade reaching
GERof 24 %.
At first and
second level India has a large private school system complementing the
government schools with 29% students previewing education in the 6 to 14 age group
Certain post
secondary technical schools are also private.
The private
education market in India had relevance of 4.5 million in 2008.
Access to annual
status of education report (ASER) 2012, 95 % of all rural child between the age
of 6 to 14 were enrolled in school
another report
from the 2013 stated that they were 22.9
crore students enrolled in different accredited urban and rural school of India
from class 1- 12. this shows an increase of 23 lakh student over 2002.
while more than
95 % of children attend first school ,just 40 percentage of Indian adolescence
attend secondary schools
Some of the
reasons for poor quality is
Absence of
around 25% age of teachers every day
Poor
infrastructure facilities
due to the state
of India having reduced evaluation and education assessment system to identify
and improve system of schools
it is very
important to clarify that these are private schools in India they are highly
regulated in terms of what they can teach in what form they and operate and all
other aspects
Hence
differentiation of government schools and private school can be misleading
in India higher
education system a significant number of seats are reserved for SC, ST and
other backward classes
Maharashtra had
73 percentage revaluation in 2014 which is the highest percentage of
reservation in India
in short there
are 28 million students enrolled in
secondary and higher secondary education in the country representing a GER of
35 %.
The GER for
girls is 14 % lower than that of boys indicating the need for focusing on girls
enrollment.this is considerable variation across the states in terms of
GER and also in terms of difference in
gender equality
Three types of
schools provide Senior secondary and higher secondary in the country
Government funded
private unaided private aided
The following
statistics give an overview of the present status of Secondary and Higher
Secondary Education in the country .
(i) No. of
secondary Schools and students is 1,01,777 and 2.43 crore respectively.
(ii) No. of Hr.
Secondary schools and students is 50,272 and 1.27 crore respectively.
(iii) Girls’
enrolment increased from two lakh to 101 lakh.
(iv) Drop-out
rate at primary level slipped down from 65 per cent in 1960-61 to 39 per cent
in 1997-98 and at middle level, it reduced from 78 per cent to 54 per cent. At
secondary level the rate of drop-out was 69 per cent in 1997- 98.
(v) Enrolment
increased from 15 lakh to 272 lakh.
(vi) The number
of teachers increased from 12.7 lakh to 15.42 lakh.
(vii) The
teacher-pupil ratio increased from 1:21 to 1:32.
Exposures to
subject and integrated stream in secondary and senior secondary level
Secondary School
- subject area
• Agriculture
• Arts
• Design & Technology
• Business Studies
• Science
• Social Science
• Mathematics
• Languages
• Personal Development
Senior Secondary
School subject stream
• Accounting
• Applied Science
• Geology
• Natural Resource management
• History
• ICT
• Language & Literature
• Chemistry
• Physics
• Economics
• Personal Development
• Music
• Legal Studies
Secondary
education covers children aged 14 to 18, a group comprising 8.85 crore children
according to the 2001 Census of India. The final two years of secondary is
often called Higher Secondary (HS), Senior Secondary, or simply the
"+2" stage. The two halves of secondary education are each an
important stage for which a pass certificate is needed, and thus are affiliated
by central boards of education under HRD ministry, before one can pursue higher
education, including college or professional courses.
UGC, NCERT, CBSE
and ICSE directives state qualifying ages for candidates who wish to take board
exams. Those at least 15 years old by 30 May for a given academic year are
eligible to appear for Secondary board exams, and those 17 by the same date are
eligible to appear for Higher Secondary certificate board exams. It further
states that upon successful completion of Higher Secondary, one can apply to
higher education under UGC control such as Engineering, Medical, and Business
Administration.
Secondary
education in India is examination-oriented and not course-based: students
register for and take classes primarily to prepare for one of the
centrally-administered examinations. Senior school or high school is split into
2 parts (grades 9-10 and grades 11-12) with a standardised nationwide
examination at the end of grade 10 and grade 12 (usually informally referred to
as "board exams"). Grade 10 examination results can be used for
admission into grades 11–12 at a secondary school, pre-university program, or a
vocational or technical school. Passing a grade 12 board examination leads to
the granting of a
secondary school
completion diploma, which may be used for admission into vocational schools or
universities in the country or the world. Most reputable universities in India
require students to pass college-administered admissions tests in addition to
passing a final secondary school examination for entry into a college or
university. School grades are usually not sufficient for college admissions in
India.
10th
(Matriculation or Secondary) Exam
Students taking
the grade 10 examination usually take six subjects: English, Mathematics,
Social Studies, Science, one language, and one optional subject depending on
the availability of teachers at different schools. "Elective" or
optional subjects often include Computer Applications, Economics, Physical
Education, Commerce, and Environmental Science.
12th (Senior
Secondary or Higher Secondary) Exam
Students taking
the grade 12 examination usually take four or five subjects with English or the
local language being compulsory. Students re-enrolling in most secondary
schools after grade 10 have to make the choice of choosing a "core
stream" in addition to English or the local language: Science
(Mathematics/Biology, Chemistry, and Physics), Commerce (Accounts, Business
Studies, and Economics), or Humanities (any three of History, Political
Science, Sociology, Psychology, Geography depending on school). Students study
Mathematics up to single-variable Calculus in grade 12
Secondary Stage
grades 9 and 10 (2 years)
The curriculum
includes:
1. Three
Languages
a. mother
tongue/regional language
b. Hindi
c. English
(Some Schools
offer as electives other languages such as Sanskrit, Chinese, Japanese,
Russian, French, German, Arabic,Persian, Spanish)
2. Mathematics
3. Science and
Technology
4. Social
Sciences
5. Work
Education or Pre-Vocational Education
6. Art Education
(fine arts: Visual and Performing)
7.Physical and
Health Education
Upper Secondary
Education
The curriculum
includes: The majority of students exit school (approximately age 15)
Science (mathematics,
physics, and chemistry, Biology)
Commerce
Humanities
(arts) (history, geography, political science,
philosophy,
psychology, languages, arts, music.
Adolescence
"A period
between childhood and adulthood": Oxford dictionary
Adolescence is
that period of life of an individual when society no longer view him as a child
but does not as yet concede him either the roles or the functions inherent In
the status of adult.
Common problem
of adolescence
And adolescent
is a problem individual there are many problems around him and he needs help
and guidance for their solution at every step
Excessive
energy: intake of food is increase the general health is also improved the
result is excessive energy. our traditional schools do not provide such
physical activities consequently the adolescence is restless various activities
at as a sublimation for adolescence and they feel relieve.
• Tension of attending the class
examination and test
• Low IQ feeling
• Fear about failure in examination
• Fear about low score
• Worry about future career
• Misconception about teacher.
• Education for adolescence
• Adjustment with the school discipline
• School should assume responsibility
for vocational guidance
• school should not implant habits of
unquestioning obedience which inhibits the growth of young people towards this
dependence
• teacher need to be understanding good
counselors maintenance of emotional tolerance
• Training in the art of living
together
• Development of child entire
personality
• Recognise individual differences
• Freedom of self development
• Development of scientific attitude
• Value of independence
• Satisfaction of the urage of
practical activity
• Physical exercise and activities
Teaching
adolescence
Adolescence is a
distant stage that marks the transition between childhood and adulthood
adolescence are capable for abstract reasoning also we may still improve the
family in education adolescence themselves are major focus of teaching since
they have considerable Independence at our consequently in more control of
degree to which recommendation will be carried out
How adolescence
learn??????
when adolescents
are not in a situation that best fits their learning style they will have
trouble with their study habits as well
Four different
learning styles that affect students study habits
1. Visual
learning
2. actual learning
3. Auditory learning
4. Analytical learning
o Visual learnering
Adolescence work best with visual
representation of the information. This includes pictures symbols, chart
,diagrams and colours.
o Auditory learning
Learn best if they hear information for that type
of learners. better to read aloud because it help them to better learn material
when they hear themselves read it aloud.
• Analytic learner
This kind of
learners deal well with the details they prefer reading and re reading the
information while taking some time to reflect on what just read in mean time.
This kind of learner can deal well with list, pattern , homework and practice
exercise
• Actual learners
when it comes to
practical subject like maths and English these learners would rather do some trial and error rather
than actual reading and learning the rules first. Teacher should help them to
develop this study habits to this trial and error kind of learning style.
Adolescence
principle of learning
• Focusing
• Organisation
• Repeatetion
• Association
• Learner control
• Imitation
• Active participation
• Motivation
• Individual styles
• Spacing
Teaching process
of adolescence
Discussion
Between the
teacher and learner
Interaction
Between the
learner and some aspect of defined by the teacher
Adaptation
Of the world by
the teacher and action by the learner
Reflection
On the learners
performance by both the teacher and learner
Teaching and
learning process of adolescences
The classroom is
a dynamic environment, bringing together students from different backgrounds
with various abilities and personalities. Being an effective teacher therefore
requires the implementation of creative and innovative teaching strategies in
order to meet students’ individual needs.
1. Visualization
Bring dull
academic concepts to life with visual and practical learning experiences,
helping students to understand how their schooling applies in the real-world.
Examples include
using the interactive whiteboard to display photos, audio clips and videos, as
well as encouraging your students to get out of their seats with classroom
experiments and local field trips.
2. Cooperative
learning
Encourage
students of mixed abilities to work together by promoting small group or whole
class activities.
Through verbally
expressing their ideas and responding to others
students will develop their self-confidence, as well as enhance their
communication and critical thinking skills which are vital throughout life.
Solving
mathematical puzzles, conducting scientific experiments and acting out short
drama sketches are just a few examples of how cooperative learning can be
incorporated into classroom lessons.
3. Inquiry-based
instruction
Pose
thought-provoking questions which inspire
students to think for themselves and become more independent learners.
Encouraging
students to ask questions and investigate their own ideas helps improve their
problem-solving skills as well as gain a deeper understanding of academic
concepts. Both of which are important life skills.
Inquiries can be
science or math-based such as ‘why does my shadow change size?’ or ‘is the sum
of two odd numbers always an even number?’. However, they can also be
subjective and encourage students to express their unique views, e.g. ‘do poems
have to rhyme?’ or ‘should all students wear uniform?’.
4.
Differentiation
Differentiate teaching by allocating tasks based on
students’ abilities, to ensure no one gets left behind.
Assigning
classroom activities according to students’ unique learning needs means
individuals with higher academic capabilities are stretched and those who are
struggling get the appropriate support.
This can involve
handing out worksheets that vary in complexity to different groups of students,
or setting up a range of work stations around the classroom which contain an
assortment of tasks for students to choose from.
Moreover, using
an educational tool such as Quiz Alize can save you hours of time because it
automatically groups your students for you, so you can easily identify
individual and whole class learning gaps (click here to find out more).
5. Technology in
the classroom
Incorporating
technology into your teaching is a great way to actively engage students,
especially as digital media surrounds young people in the 21st century.
Interactive
whiteboards or mobile devices can be used to display images and videos, which
helps students visualize new academic concepts. Learning can become more
interactive when technology is used as students can physically engage during
lessons as well as instantly research their ideas, which develops autonomy.
Mobile devices,
such as iPads and/or tablets, can be used in the classroom for students to
record results, take photos/videos or
simply as a behavior management technique. Plus, incorporating educational
programmes such as Quiz Alize intension plans is also a great way to make
formative assessments fun and engaging.
6. Behavior
management
Implementing an
effective behavior management strategy is crucial to gain students respect and
ensure students have an equal chance of reaching their full potential.
Noisy,
disruptive classrooms do no encourage a productive learning environment,
therefore developing an atmosphere of mutual respect through a combination of
discipline and reward can be beneficial for both you and your students.
Examples include
fun and interactive reward charts for younger students, where individuals move
up or down based on behavior with the top student receiving a prize at the end
of the week. ‘Golden time’ can also work for students of all ages, with a
choice of various activities such as games or no homework in reward for their
hard work.
7. Professional
development
Engaging in
regular professional development programmes is a great way to enhance teaching
and learning in classroom.
Following are
the different steps of teaching process
1. Teacher was considered students
background needs and interest
2. Selection of appropriate materials
3. Determining the teaching strategies to
meet the needs and interest
4. Constant monitoring of process
5. Undertaking revisions/ alternatives
ever needed
6. Comprehensive evaluation including
quantitative and qualitative records
How does
teaching and learning process of adolescence reflect in the development of
better society
"when their
contribution we recognised, young people come to understand their place and
value in the world"
- Meghan Lynch
fonder
• Get proper knowledge about social
relations and importance of group living.
• Proper education leads to make a
right and rational attitude towards democracy. It develops in school atmosphere and would
enable the child to develop his on philosophy of life
• Social development is an important
reflection among adolescence
• social development refers to the
process of development by which a child acquires the necessary attitudes
,skills and values that make him an acceptable member of a group to which he
belongs.
• NCERT coordinates the program and
works through both curricular and non curricular formulates to contribute
towards holistic development offence people in pursuance of national curriculum
framework 2005
• teaching and learning process help
the adolescence to develop awareness and positive attitude towards population
and development leading to responsible behavior among students
• adolescents development includes
learning values, knowledge and skills that enable the children to relate to
others effectively and to contribute in a positive way to family, School and
society
• Learning help them to develop social
skills and make them enable to share converse and deal with other people in the
society.
• adolescence grow stronger and more
coordinated with Effective cognitive
abilities and their role as a family member
and as a better citizen can become more substantial
• meaningful contribution at school
will enable the students to have a substantial impact on not only on their
school but also to the entire environment of the society
• if high school or higher secondary
students are allowed in decision-making around coursework, classroom practices
and school policies will help them to contribute more fruitfully to the
society.
• Opportunity to choose seating, choose
projects, learning activities for grading practices are avenues for meaningful
contribution .it increase students motivation and connection to school and
community.
Above mentioned
are the impact of social development of adolescence through learning process.
THE PRESENT
STATUS OF QUALITY EDUCATION IN INDIA: STATUS AND PROSPECTS
Educated mass of
any country act as backbone of development. Education is considered as one of
the most powerful instruments for reducing poverty and inequality. Education
provides platform to enhance a country’s competitiveness in the global economy.
Thereby, ensuring access to quality education for all, in particular to the
underprivileged population, is key to the economic and social development
The meaning of a
Quality Education is one that is pedagogically and developmentally sound and
educates the student in becoming an active and productive member of society. A
Quality Education is not one that is measured purely by a test score or by how
many words per minute a 5-year-old can read. To hark back to these simplified
measurements is to do a disservice to both the student and the phrase Quality
Education itself.
“A quality education is one that focuses on the
whole child — the social, emotional, mental, physical, and cognitive
development of each student regardless of gender, race, ethnicity,
socioeconomic status, or geographic location. It prepares the child for life,
not just for testing”.
A quality
education is supported by three key pillars:
Ensuring access
to quality teachers
Providing use of
quality learning tools and Professional development
Establishment of
safe and supportive quality learning environments.
Secondary
education
Secondary
education is the stage of education following primary education. Except in
countries where only primary or basic education is compulsory, secondary
education includes the final stage of compulsory education, and in many
countries it is entirely compulsory. The next stage of education is usually
college or university. Secondary education is characterized by transition from
primary education for minors to tertiary, "post-secondary", or
"higher" education for adults. Depending on the system, schools for
this period or a part of it may be called secondary schools, high schools,
gymnasia, lyceums, middle schools, sixth-form, sixth-form colleges, vocational
schools and preparatory schools, and the exact meaning of any of these varies
between the systems.
Secondary
education should provide the learner with opportunities to:
acquire
necessary knowledge, skills and attitudes for the development of the self and
the nation
promote love for
and loyalty to the nation
promoter
harmonious co-existence among the peoples of Kenya
develop
mentally, socially, morally, physically and spiritually
enhance
understanding and respect for own and other people's cultures and their place
in contemporary society
enhance
understanding and appreciation of interrelationships among nations
promote positive
environmental and health practices
build a firm
foundation for further education and training
develop ability
for enquiry, critical thinking and rational judgment
develop into a
responsible and socially well-adjusted person
promote
acceptance and respect for all persons
enhance
enjoyment in learning
identify
individual talents and develop them
build a
foundation for technological and industrial development
develop into a
self-disciplined individual who appreciates work and manages time properly
Education in
India
Education in India means the process of teaching, learning, and training
of human capital in schools and colleges. This improves and increases knowledge
and results in skill development hence enhancing the quality of the human
capital. Our government has always valued the importance of education in India
and this is reflected in our economic policies.
Issues and
Challenges in Indian education
The following
are the main problems faced in the progress of education:
Lack of funds
Expensive higher
education
Neglect of Indian
languages
Mass illiteracy
Wastage of
resources
General
education oriented
Problems of
primary education
The challenge of
improving quality of teaching by training teachers and supporting them with
modern teaching aids, tools and methodologies -- like smart classrooms and
digital course content--needs to be taken up so that teachers take pride in
their classroom performances smoothly. The future of the country depends on a
quality education being provided in every school and it plays a major role in the
student education. Quality is at the heart of education, Alternatively
Performance in licensure examinations is not the only measure of quality
education. The quantity and quality of school inputs the effectiveness of the
curriculum and teaching methods and the quality of the school and home
environment.
Schooling and
education are two different things. Although India has made substantial
progress in getting children enrolled in schools, this has not led to children
getting a quality education. Despite implementing the Right to Education Act 2009,
which makes free and compulsory elementary education a fundamental of every
child, India accounts for around 21% of the world's achievement gap for the
Quality Education goal, according to the Sustainable Development Solutions
Network.
The United
Nations' Sustainable Development Goals (SDGs) 2015, adopted by 193
nations, recognise the role of good quality and accessible public education in
developing nations such as India. In its goal no. 4 (SDG 4: Quality Education)
it embeds the crucial tenets of human capital formation that needs to be
mainstreamed in national development frameworks.
The United
Nations highlights policy initiatives like the Sarva Shiksha Abhiyan for making progress towards
universalization of primary education in the country. During the years of its
implementation, the Gross Enrolment Ratio of students at primary level has
reached to 99.21%.
The importance
of public education is also depicted in the recent Draft National
Education Policy 2019 which favours 20% of total public expenditure to
be spent on education. Even the NITI Aayog suggests that the spending on
education should be increased from 3% of the GDP to at least 6% of GDP by 2022,
which is much higher than the world average expenditure on education at about
4.82% of GDP, in 2015.
The quality of education in today’s world
The problems in today's society with the education system are endless. So many students are deprived of the quality of the education they deserve today. Many elementary and high schools are improving but deserve more attention with school supplies, smaller classrooms, and need more highly qualified teachers. Schools today are in a bad need of change.
Students deserve
to have the education they need to prepare them for the future because they are
the future of our nation. Schools should help prepare students to succeed by
providing text books and supplies that are updated. Textbooks should be updated
every five years so that the new information will not be left out for the
student. It is important that we update any new information in textbooks so
that we can keep up with the current subjects. The more updated books, the more
knowledge we gain. Also, the supplies needed should be obtained earlier so that
assignments can be assigned in the textbooks rather than having hand outs of
massive papers.
Crowded classrooms are becoming more and more
of a problem as the student population continues to grow. In some regions,
classrooms are packed each day as students sit on the floor or stand up during
a full class period. It is very important to have a classroom that is
comfortable and spacious. The student ratio should decrease so students get
more attention from teachers.
Another issue is
the quality of education. 6 out of 10 children and adolescents are not
achieving a minimum level of proficiency in reading and math. Therefore,
achieving inclusive and quality education for all reaffirms the belief that
education is one of the most powerful and proven vehicles for sustainable
development.
A quality
education is the foundation of sustainable development, and therefore of the
Sustainable Development Goals.
As a policy
intervention, education is a force multiplier which enables self-reliance,
boosts economic growth by enhancing skills, and improves people’s lives by
opening up opportunities for better livelihoods.
Quality education is one of 17 Global Goals that
make up the 2030 Agenda for Sustainable Development. An integrated approach is
crucial for progress across the multiple goals. The Sustainable Development
targets for 2030 call for ensuring the completion of primary and secondary
education by all boys and girls, and guaranteeing equal access to opportunities
for access to quality technical and vocational education for everyone. Policy
interventions will require improving access and improving quality, as well
addressing relevant obstacles which include gender inequalities, food
insecurity, and armed conflict. It also aims to eliminate gender and wealth
disparities with the aim of achieving universal access to a quality higher
education.
Target of Goal 4
Goal 4 is
designed to ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all. Quality education and lifelong
learning opportunities for all are central to ensuring a full and productive
life to all individuals and to the realization of sustainable development.
Targets to be
achieved 4.1 By 2030, ensure that all girls and boys complete free, equitable
and quality primary and secondary education leading to relevant and Goal-4
effective learning outcomes
4.2 By 2030,
ensure that all girls and boys have access to quality early childhood
development, care and pre-primary education so that they are ready for primary
education
4.3 By 2030,
ensure equal access for all women and men to affordable and quality technical,
vocational and tertiary education, including university
4.4 By 2030,
substantially increase the number of youth and adults who have relevant skills,
including technical and vocational skills, for employment, decent jobs and
entrepreneurship
4.5 By 2030,
eliminate gender disparities in education and ensure equal access to all levels
of education and vocational training for the vulnerable, including persons with
disabilities, indigenous peoples and children in vulnerable situations
4.6 By 2030,
ensure that all youth and a substantial proportion of adults, both men and
women, achieve literacy and numeracy
4.7 By 2030, ensure that all learners acquire
the knowledge and skills needed to promote sustainable development, including,
among others, through education for sustainable development and sustainable
lifestyles, human rights, gender equality, promotion of a culture of peace and
non-violence, global citizenship and appreciation of cultural diversity and of
culture’s contribution to sustainable development
4.7a Build and
upgrade education facilities that are child, disability and gender sensitive
and provide safe, nonviolent, inclusive and effective learning environments for
all
4.7b By 2020,
substantially expand globally the number of scholarships available to
developing countries, in particular least developed countries, small island
developing States and African countries, for enrolment in higher education,
including vocational training and information and communications technology,
technical, engineering and scientific programmes, in developed countries and
other developing countries
4.7c By 2030,
substantially increase the supply of qualified teachers, including through
international cooperation for teacher training in developing countries,
especially least developed countries and small island developing states
Importance of Goal 4 in Indian
Prospective
With current
1.37 billion population, India is the second most populated country in the
world after China. With a median age of 27.9 years in 2018, India is a young
country. By 2020, youth will make up 34% (>360 million) of the country’s
population. However, by year 2015 only 74.8 % of Indian adults were literate, which
lower in comparison to global literacy rate (86.2%). Literacy rate is further
lower among the rural (68%) population and adults with disabilities (55%).
Whopping 39% of children with disabilities are out of school. Despite having
100% enrolment of girls in primary education, only 24.5% of them opt for higher
education. This is not surprising as gross enrolment in higher education in
India is only 25%.
Future Prospects
Indian
government considers education as a key area where drastic growth and development
is required. So various future prospects have been considered and policies are
drafted. The vision is to ensure that education in India is of the highest
quality and available to the whole population without discrimination. Let us
look at some projects the government wishes to implement successfully.
Education for
all
Though the
education level has increased for both youth as well as adults, still the
number of illiterates is as much as the population was at the time of
independence. The constituent assembly passed the Constitution of India in the
year 1950. Free and compulsory education for the children till 14 years of age
within 10 years from the commencement of constitution was noted as Directive
Principal of the constitution. Following are the factors which make education
for all a dream:
Gender bias
Low rural access
Increasing
number of illiterates
Privatization
Low expenditure
on education by government
Improving Gender
Equity
The differences
between male and female are reducing and the same can be seen in literacy rate,
showcasing a development in gender equity. Still, hard work left to promote the
education of women. There are various reasons, such as:
The social
status of women
Healthcare of
women and children
Improving
economic independence
Higher Education
People in India
face great difficulty to reach the higher levels in the current education
system. As per National Sample Survey Organization data, in the FY 2007-08, the
unemployment r
ate was 18.10%
for youth with education up to secondary level. Whereas unemployment rate for
youth with education up to primary level was only 11.60%. The government should
take emphasis on allocation of higher education and improve the students.
A quality education is the foundation of
sustainable development, and therefore of the Sustainable Development Goals. As
a policy intervention, education is a force multiplier which enables
self-reliance, boosts economic growth by enhancing skills, and improves
people’s lives by opening up opportunities for better livelihoods. The
Sustainable Development targets for 2030 call for ensuring the completion of
primary and secondary education by all boys and girls, and guaranteeing equal
access to opportunities for access to quality education for everyone. Policy interventions
will require improving access and improving quality, as well addressing
relevant obstacles which include gender inequalities, food insecurity, and
armed conflict.
Delor’s Commission Report on quality education
The Delor’s
report was a report created by the Delor’s Commission in 1996. It proposed an
integrated vision of education based on two key concepts, learning through life
and the four pillars of learning, to know, to do, to be and to live together.
Learning to
know- a broad general knowledge with the opportunity to work in depth on a
small number of subjects.
Learning to do-
to acquire not only occupational skill but also the competence to deal with
many situations and to work in teams.
Learning to be-
to develop one’s personality and to be able to act with growing autonomy,
judgment and personal responsibility.
Learning to live
together- by developing and understanding of other people and an appreciation
of interdependence.
The report
argued that choices about education were determined by choices about what kind
of society we wish to live in. Beyond education’s immediate functionality, it
considered the formation of the whole person should be an essential part of
education’s purpose. The Delors report was aligned closely with the moral and
intellectual principles that underpin UNESCO, and therefore its analysis and
recommendations were more humanistic and less instrumental and market-driven
than other education reform studies of the time.
The Delors
commission identified a number of tensions generated by technological, economic
and social change. They included:
Tension between
the global and local
The universal
and the particular
Tradition and
modernity
The spiritual
and the material
Long term and
short term consideration
The need for
competition and the ideal of equality of opportunity and
The expansion of knowledge and our capacity to assimilate it.
These seven
tensions remain useful perspectives from which the current dynamics of social
transformation. Some are taking on new meaning, with fresh tensions emerging.
These include patterns of economic growth characterized by rising
vulnerability, growing inequality, increased ecological stress, and rising
intolerance and violence. Finally, while there has been progress in human
rights, implementation of norms often remains a challenge.
Two observations which the Commission sees as
important are:
Basic education
should be provided worldwide and basic education is of course and issue in all
countries, including the industrial ones. The first thing this Commission
acknowledge is the existence of several types of Institutions Of Higher
Learning both private and public, and also vocational and non vocational the
increasingly stringent selection in order to cause the pressure on higher
education is unacceptable, therefore the first suggestion is for the
universities to diversify what they offer like
as scientific establishments and centers of
learning from where students go onto theoretical or applied researcher teaching
as establishments offering occupational
qualifications
as meeting places for learning throughout life
as a leading
partners in international corporations
For the
developing countries they must be provided the vocational and technological
training of future leaders the higher and Middle level education is
additionally required to save them from grinding poverty and underdevelopment.
Commission
stresses the great advantages of the product decentralization in helping to
increase responsibility and ability to innovate at the school level.
1) No reform can
succeed without the cooperative and active participation of teachers
2) Fully aware
of classroom practicalities today
3) The
permanence of values, the challenges of future demands, preparing the future,
and review of the duties of teachers and Society.
Recommendations of this Commission:
A policy of
strong encouragement for the education of girls and women following are the
recommendations of the Beijing conference held in September 1995
The allocation
of a minimum percentage of development aid a quarter of the total to fund
education this adjustment in favour of education should also apply to
International funding institutions first and foremost the World Bank which
already has an important role.
The further development
of Debt for education swaps to offset the adverse effects on state education
expenditure of adjustment policies and policies for reducing internal and
external deficits
The widespread
introduction of the new technologies of the information society in all
countries to prevent the growth of yet another gap between rich countries and
poor countries
Enlisting the
outstanding potential of Nongovernmental organisations naturally including
grass roots initiatives which can provide valuable support to cooperation in
education.
Professional Enrichment of Secondary School Teachers- Inservice Programs for Ensuring Quality
Professional
development is the enrichment training provided to teachers over a period their
development in all aspects of content and pedagogy. Professional development
for a teacher should be analogous to professional development of other
professionals. Secondary Education is a crucial stage for children as it
prepares them for higher education and also for the world of work. It is very
essential to provide good quality education available. accessible and
affordable to all our children in the age group of 14-16 years. To achieve this there is need to strengthen
the secondary school education by providing opportunities to teachers for
improving their professional capabilities/ capacity.
Aims of
Inservice Teachers Professional Development (ITPD)
The aims of
ITPD:
Enrich and
update Knowledge in their discipline, pedagogy and other areas of
School
curriculum continuously.
Develop a
culture of shared learning and accountability such that teachers are not mere
recipients of training conceptualized in atop down manner.
Evolve a
mechanism by which effective programs of teacher professional development can
be initiated for large number of teachers in vastly different aeras and to deal
with a range of diverse learners for inclusive education.
Research and
reflect on the gaps in student learning and their progress.
In Service
Training
For the purpose
of this paper Inservice training is defined as a workshop for employed
professionals, paraprofessionals and other PR actioners to acquire new
knowledge better methods etc. for improving their skills towards more effective
efficient and competent rendering of service in various fields and to diverse
group of people. Further such a work shop is a training designed to benefit a
specific group of teachers at a particular school. A good in- service training
should via workshop trainees and improve the quality of programming for the development
of teachers in service.
Professional
Development of Teacher
This refers to
skills and knowledge attained for both personal development and career ranging
from college degree to formal course work, conference and informal learning
opportunities, ranging from college degree to formal course work, conference
and informal learning opportunities situated in practice.
Principles for
professional Development
The principles
of Professional development are:
Ensure depth of
content knowledge
Provide a strong
foundation in the pedagogy of particular disciplines.
Reflect the best
available research.
Contribute to
measurable achievement in student learning.
Definition
“The development
of a teacher does not case when he leaves the training collage. He now begins
to learn from a different kind of experience”
OLIVER
“A program of
activates aiming at the continuing growth of teachers and educational personnel
in service”
M.B BUCH
Needs and
importance
The needs of
in-service education is most urgent in the teaching profession because of the
rapid advance in all fields of knowledge and continuing evolution of
pedagogical theory and practice.
Education a
lifelong process.
Need of
continuous training
Need of
professional growth
To bring dynamic
in teaching
To exchange
views
To develop
critical thinking
Objectives of
in- service Teacher Education
To equip the
teachers with the latest content or subject matter their specialized fields.
To initiate the
teachers in the habit of self-study with ultimate aim of keeping them be the
latest developments in their own and allied field.
To help the
teachers learn economical and effective methods of teaching.
To develop
suitable and varied programs to meet individual needs, school needs, needs of
the state with regard to educational extension.
To follow -up
the teachers who undergo in-service education to reinforce the objective
training.
Different Types
of in-service Teacher Education Programs
However, there
are mainly five types of teacher-education programs or institutions. They are:
Pre-primary
teacher education
Primary teacher
education
Secondary
teacher education
Higher education
programs
Vocational
teacher training
National
Council for Teacher Education
National Council
for Teacher Education (NCTE) is a statutory body of Indian government set up
under the National Council for Teacher Education Act, 1993 in 1995
is to formally oversee standards, procedures and processes in the Indian
education system.This council functions for the central as well as state
governments on all matter with regard to the Teacher Education and its
secretariat is located in the Department of Teacher Education and National
Council of Educational Research and Training (NCERT). Despite the successful
functioning in terms of educational field, it is facing difficulties in
ensuring the maintenance of the standards of teacher education and preventing
the increase in the number of substandard teacher education institutions in the
country.
History
Before 1995, the NCTE had existed since 1993 as a government
advisory body (and not as a separate institution) to look after development and
progress of "teacher education". The NCTE was then only a department
of the National Council of Educational Research and Training. As per the NCTE's
own admission, it failed in its objective of overlooking and, to an extent,
regularising norms and processes in teachers' education in India because of
lack of formal jurisdiction. To that effect, the National Policy on Education, 1986
allowed the setting up of a government authorised institution with formal
powers.
Objectives
To achieve planned and coordinated development of teacher education system
throughout the country.
To regulate and properly maintain the Norms and Standards in the teacher
education system and for matters connected therewith.
It aims at training individuals for equipping them to teach pre-primary,
primary, secondary and senior secondary stages in schools, non-formal and
part-time education, adult education (correspondence) and distance education
courses.
Functions
Undertake surveys and studies pertaining to all aspects of the teacher
education and publish the corresponding results.
For the preparation of suitable plans and programmes regarding the field of
teacher education, it makes recommendations to both the state and central
governments, universities, University Grants Commission (UGC), and other
recognised institutions.
It co-ordinates and monitors the teacher education system throughout the
country.
It lays down the guideline for the minimum qualifications need for an
individual to be a teacher in schools and recognised institutions.
It lays downs guidelines for the provision of physial and infrastructural
facilities, staffing pattern etc. for the compliance by recognised
institutions.
It lays down standards with respect to examinations, the major criteria for
such admission as well as schemes for courses or training.
It promotes and conducts research and innovation in schools and recognised
institutions and then disseminate the results thereof.
It examines its own laid-down guidelines, norms and standards for the
improvement.
It identifies the recognized institutions and set up new institutions for the
developmental programmes of teacher education system.
It takes up necessary steps for the prevention of the commercialisation of
teacher education
Functions of
the department
Awareness Generation On Gender
Sensitivity: sensitization
and orientation of key
educational personal including
teacher educators , educational
planners , administers on girls and women’s equality
Re designing curriculum and educational program : evaluation of text book for eliminating
gender bias from text book, development of guide lines ,hand books, exempler material for teaches
curriculum makers educational
planners for promotion of gender equality making the curriculum gender inclusive
Moblisation
of women and community
: mobilizing women and the
community at the village level
for greater participation in educational planning for improving enrollment retention and achievement of
girls
Interacting with media :
development of messages and themes
relevant for promotion of girls education and self image particularly amongst those among
deprived groups
Promotion of research and innovative reaction
project; preparation of innovative
projects research development
abstracts
Input into
teacher education :
formulation of
interventions strategies for
input into teacher education curriculum training of teacher educators pre service and in-service education of teachers :
Networking: working in close collaboration with the constituent units of
NCERT , MHRD planning
commission department of women and child development NUEPA
and voluntary organization working
in the area of girls education
Devoplopmental yextual and promotional materials : development and preparation of textual and promotional
material in curricula r
areas for different stages of school education for undoing gender stereo types
Orientation of curriculum
makers text book , writers,
and, educational planners
Enculcation of positive self image girl child
; school based programmes
with media support using interactive
process and working in
close liaison the the expert in
related areas
Data bank : to collect collate
compile and analyses gender statistics on education and allied
indicators at district state national
and international level
Yashpal Committee Report
In the year 2009, the
Ministry of Human
Resource Development (MHRD) had
set up a Committee
on Higher Education
known as the
Yashpal Committee. The
chairman of the committee
was Dr. Yash Pal, and
it was constituted
for examining reforms
to be brought about in higher education in
India.Yash Pal was a globally renowned physicist, academic, and higher
education reformer.In its report, the Yashpal Committee laid emphasis on the
idea of a university and advocated a
number of major
structural changes.
Important Recommendations of
The Yashpal Committee
Report:
In the Final Report submitted by the committee to the Ministry of Human
Resource Development (MHRD), it was recommended that the deemed university
status should be abandoned.
It was also
recommended that all the deserving deemed universities should be either
converted to full-fledged universities or would have to be scrapped.
The report also said that a GRE like test needs to be evolved for the purpose
of university education.
The committee recommended that bodies like the NCTE, AICTE, UGC and others must
be replaced by a Commission for Higher Education and Research (CHER) – a
seven-member body.
It was recommended that this new regulator must be free from political
pressures.
The position of the chairperson of CHER was recommended to be parallel to that
of the election commissioners.
It was recommended that the universities must take up all the academic responsibilities,
restricting the jurisdiction of the other regulators such as the Bar Council of
India, the Medical Council of India, etc. to administrative matters alone.
The report said that IITs and IIMs should be encouraged to diversify and expand
their scope to work as full-fledged universities.
A few major
recommendations of the Yash Pal Committee, 1993 are given below
1 The process of framing of the
curriculum and writing of textbooks should be decentralised and involve more
teachers.
2 Education committees should
be constituted at the village, block and district levels.
3 The jurisdiction of CBSE should be
restricted to KVs and the Navodaya Vidyalayas only, and all other schools should be
affiliated with the respective state boards.
4 Interview tests and interviews for
nursery admissions should be done away with.
5 The norms for giving private schools
recognition need to be more stringent, to avoid commercialisation.
6 There should be no compulsion for
school children to carry heavy books to school.
7 Primary school children should not
be given any homework. And even for the higher classes, it should be
non-textual.
8 The teacher – pupil ratio should be
reduced to at least 1:30.
9 Greater use of electronic media.
National
University of Educational Planning and Administration (NUEPA)
NUEPA is one of the forerunners in educational
planning,administration, educational research, training and consultancy.The
present Vice- Chancellor of this prestigious institution is Prof Ved Prakash.
About NUEPA
NUEPA is
established as a research focused university located in New Delhi, India and It
is an autonomous body in the field of educational planning and administration.
Earlier known as
NIEPA - (National Institute of Educational Planning and Administration) is
associated with the UNESCO's regional center for Educational Planners and
Administration started in 1960 - 61 for taking care of educational needs of
South Asia.
The organization was renamed as Asian
Institute of Educational Planning and Administration in 1965.
It was in 1970
that the institute was taken over by the govt. of India from UNESCO and was
renamed as National Staff College for Educational Planners and Administration.
The institute with the present name was
rechristened in 1979(NUEPA)
NUEPA as an autonomous organization emphasizes
on planning,management and capacity building in educational policy, through
research, training, consultancy and dissemination.
The NUEPA structure is based on nine academic
and one administrative unit.The Minister for Human Resource Development,
Government of India, is the chairman of the NUEPA Council.
Director of the institute as head of the
Executive Committee is responsible for policy making and implementation. The
Minister for Human Resource Development, Government of India, is the chairman
of the NUEPA Council.
Main Objectives
To organize
training programmes for educational functionaries for developing capacities of
educational planning and administration.
To strengthen
capacities for training and research in the field of educational planning and
administration.
To provide
consultancy services in the field of educational planning and administration
to to central as well as State
government , Universities and Board and other similar organisatios in India and
international organisations in abroad.
To disseminate
information in relation to innovative experiences and new advancement in the
area of educational planning and administration.
The NUPEA
organizes a large number of seminars, workshops and other training programmes
for various Indian personnel's in the field of education.
It conducts a
few diploma courses (Research programme is one of the major areas of activities
of NUEPA.
It publishes a
number of documents in the matter of educational planning and administration
(Books, Journals, Periodicals, Research reports, Studies ...etc)
It keeps close
relation with JNU, NCRT, Indian Statistical Institute, National institute of
Public Finance and Policy, National institute of Health and Family Welfare and
with institute of educational planning, Pares, UNESCO Regional office, Bangkok
Common Wealth Senetariale, London in abroad.
Functions of NUEPA
1. Organize training programme:
It organizes
pre-service and in-service training
programme in the area of educational planning and administration. 2. Co-ordinating research:
It promotes and
coordinate research in various aspects of educational planning and
administration and allied disciplines.3.
Providing Guidance:
It provides
academic and professional guidance to agencies and institutions regarding
planning and administration.4. Offering
Ph.D and M.Phil Programme:
It offers Ph.D
course and awards degrees in educational planning, finance, comparative
education, School education and higher education.
5. Act as a Clearinghouse:
It acts as a
clearinghouse of ideas and information on research, training and extension in
educational planning.6. Publishing
Journals and Periodicals:
It prepares,
prints and publishes papers, periodicals and books, especially brings out a
Journal on Educational Planning and administration.7. Organizing Workshops, Trainings and Seminars:
It organizes
meetings, workshops and seminars for educational personnel of the Central and
State government and Union territories.
8. Consultancy Services:
It provides
consultancy services in the sphere of education planning and administration for
Centre as well as State Government Universities.
9. Organizing Refresher Courses for Teacher
Educators:
NUPEA organizes
orientation and training programmes, and refresher courses for teachers,
educators and for college administration.10.
Discussion and Issues:
It Initiates and encourages discussion on
educational issues of National significance.
11. Contacts and Collaborations:
It establishes
contacts and advances academic collaboration with inter institutions in India
and abroad particularly in countries of third world. NUEPA has developed close
links with UGC, NCERT, CSIR, etc. NUEPA has entered into memorandum of
agreement with UNESCO’s International Institute of Educational Planning.
12. Offering Scholarship and Academic Awards:
It offers fellowship,
scholarships and awards.13. Conferring
Honorary Fellowship:
It Confers
honorary fellowships on eminent educationists for continuation in the field of
educational planning and administration.14.
Disseminating Information:
It disseminates
information relating to experience and new advances in the area of educational
Planning and administration.15. Symbolic
Links:
It builds
symbolic links between the imparting and generation of knowledge. It also
strengthens basic and applied research in sphere of educational planning and
administration.
Departments
National
Institute of Educational Planning and Administration has eight different
academic departments and two centres for the better governance and management;
Department of Educational Planning
It is one of the
fundamental divisions of NIEPA. The main function of the department is the
integration of inputs, processes and products of planning at all levels.
Department of Educational Finance
The function of this department is conduct and
promote research on economic and financial aspects of education at all levels.
(Research, teaching and training, around issues relating to public and private
financing of education)
Department School and Non-Formal Education
This department
focuses on critical issues of school education,non formal and adult literacy.
Department of Educational Management Information
System
To strengthen
the database and management system on education in India, the Department
undertakes research, capacity building activities and provides technical
advice. The Department has also taken the responsibility for strengthening the
management information system of secondary education. It has developed an
information system, called DISE, to collect and compile detailed information on
all schools in the country. District Information System for Education (DISE) is
covering unrecognised schools and recognised and unrecognised madrasas since
2010-11. The Department also conducts conferences, seminars, workshops and
research with regard to educational management information system.
Department of Educational Administration
This department
focuses on training and research on educational management and also planning
and management of resources in education.
Department of Educational Policy
The main
activity of the department is training, research and dissemination. The
Department stimulates discussion on policy issues. It also conducts short term
courses.
Department of Higher and Professional Education
This department
has constantly provided research support and policy advice to the Ministry of
Human Resource Development, Government Of India. It has provided academic
support to regional conferences of UNESCO leading up to the world conference on
Higher education and Planning Commission.
Department of Training and Capacity Building in
Education
Its mission is
to expand the scope and coverage of training programmes and capacity-building
initiatives of NIEPA. The aim is to create more stable and dedicated
institutional arrangement for trained teams to help improve the design,
implement, monitor and evaluate educational policies, plans and programmes.
Centres
Centre for Policy Research in Higher Education
National Centre for School Leadership
Conclusion
The NUEPA ,
which started as a regional centre of UNESCO in 1962 very soon became a
national university which has contributed in the field of educational planning
and administration.In recognition of the pioneering work done by the
organization in the field of educational planning and administration, the ministry
of Human Resource Development, Government of India has empowered it to award
degrees by conferring on it the status of 'Deemed to be University' in August
2006 .Like any central University, it is fully maintained by the Govt. Of
India. The national university is a premier organisation dealing with capacity
building and research in planning and management of education not only in India
but also in South Asia. Now it is actively engaged in teaching, research and
advisory services in the areas of educational policy, planning and
administration. Though it didn't launch programme in it's initial stage.But
later on it launched various new programme and courses in the field of
educational planning and administration, which earlier were not taught in India.
Recommendations of Mudhaliar Commission for
Secondary Education
Mudhaliar Commission
The Secondary Education Commission (Laxman Swamy
Mudaliar Commission) – 1952-53
The commission was appointed with
the aim of reorganising the secondary education system of the country. The
comment of Radakrishna commission that “Our secondary education remains the
weakest link in our educational machinery and needs urgent reform” was the
leading reason to constitute the committee. It was appointed in Sept 1952 under
the chairmanship of Laxman Swamy Mudaliar, the then VC of Madrass
University.
Aim of Appointment
To enquire into
the problems of Secondary Education
The aims,
organization & content of secondary education and
Its relationship
to Primary & Higher Education
Suggest measures
for its reorganization and with particular reference to:
Its relationship
to primary, basic and higher education.
The aims,
organization and content of education.
The
inter-relation of Secondary Schools and different types
Other allied
problem so that a sound and reasonably uniform system of Secondary Education
suited to our needs and resources may be provided for the whole country.
Major Recommendations
Recommended new
pattern of education as:
Secondary education
extended to 11 years
Integrated
elementary education
Three years
secondary education with a marked diversification of subjects
Three years
university education to get the first degree
Establishment of
multi purpose schools and conversion of selected schools into multi purpose
schools
Reform of
secondary level examination system to objective based continuous and
comprehensive valuation
Recommended
three language formula
Emphasis on
vocational guidance
Qualified
teachers should be appointed
Improvement in
teaching methods
Recommendations of Secondary Education
CommissionRecommendations regarding Aims of Secondary education1. Development
of democratic citizenshipIndia is a democratic country therefore the citizens
need to be trained to uphold and practice the values of the democratic social
order. This can be possible only when the qualities of discipline, tolerance,
patriotism, co-operation, equal opportunities for thought, speech and writing,
the essence of the world citizenship are inculcated and developed in the
students. Secondary education should develop all these qualities in the
students. Citizens with these qualities can grow into ideal citizens capable of
making Indian democracy a success. In short, the aim ofsecondary education
should be to develop ideal democratic citizens in the country.2. Improvement of Vocational EfficiencyOne
of the urgent needs of the country is to increase the productive efficiency of
its people and to increase the national income. For this, education must aim at
increasing the productivity or vocational efficiency of the young students. To
achieve this goal, the Secondary Education Commission recommended for fostering
the dignity of manual labour and for the promotion of technical skills through
secondary education. Emphasis is to be placed on agricultural, technical,
commercial and other practical courses at secondary level.3. Education for leadershipAccording to the commission an important
function should be train students for leadership qualities in different fields
- in social, political, industrial or cultural fields.
4. Development of PersonalityThe secondary
education must aim at the development of the personality of the students. It
should be so organised that the creative energy in the students should find
proper expression. They should also be trained to appreciate their cultural
heritage and acquire constructive and valuable interest. They should also be
trained to preserve and conserve their cultural heritage. An all-round
development of the personality of the student is an essential aim of secondary
education.
Recommendations regarding organizational pattern of
secondary education1. The duration of secondary education should be 7 years. It should cover
the age of group of 11-17 years.2. The
middle or senior basic or lower secondary stage should cover a period of 3
years.3. The higher secondary stage should cover 3 years.4. The commission also
suggested abolition of the present intermediate classes. The 12th class
should be attached to the university and the 11th class should be added to the
high school. Thus it requested for one year pre-university and 3 year degree
courses.5. The commission recommended
that technical schools should be started .6. Multi-purpose schools should be
established, which would provide terminal courses in technology, commerce,
agriculture, fine arts and home sciences
Recommendations regarding Curriculum at different
stages
The commission
gave recommendations at 2 levelsCurriculum
for middle schools
Curriculum for higher secondary schools1. Curriculum
for the Middle Schools will include following subjects
The Commission
has recommended the inclusion of the following subjects. English, Social Studies, General Science, Mathematics, Art and Music.
Craft, Physical Education.
2. The Curriculum for High and Higher Secondary
Schools-For
this stage of education, the commission has suggested that there should be a
diversified course.(a) Compulsory subjects or main subjects
The Compulsory
subjects shall include the following :
1. Mother tongue
or regional language or composite course of the mother tongue and a classical
languages.
2. One other
language to be chosen from among the following:i) Hindi for those whose mother
tongue is not Hindi.ii) Elementary English (for those who have not studied
English in the middle stage).iii) Advanced English (for those who have studied
English at the earlier stage).iv) A Modern Indian Language (other than
Hindi).v) A modern foreign language (other than English).vi) A classical
language.3. Social studies - General course (for the first two years only).4.
General science, Including Mathematics - General course (for the first two
years only).5. One Craft to be chosen out of the list they gave.(b)
Optional subjects.
7 groups of
Optional subjects were recommended as follows.There were many subjects under
each group
• Group - 1
(Humanities)
• Group -2
(Sciences)
• Group-3
(Technical Education)
• Group - 4
(Commercial)
• Group - 5
(Agriculture)
• Group - 6
(Fine Arts)
• Group - 7 (Home
Science)Multi Purpose Schools
Mudaliar commission recommenced
Multi purpose schools. Multi purpose
schools were introduced to overcome the too academician methods. The commission
recommended extension of one more year with the higher secondary schooling. The
higher secondary schools that provided one or more year practical course in
addition to the regular course were called multi-purpose schools. Multi purpose
schools included core subjects, regular academic course for secondary schools,
and one or more practical course like technology, agriculture, horticulture,
animal husbandry, cottage industry and so on. These schools served different
purposes a a time like regular school course plus an additional vocational
training.
The curriculum followed in multi
purpose schools were called diversified curriculum. Diversified curriculum
provided varied type of courses for students according to diverse of aims,
interests and abilities.
CRITICAL APPRAISAL OF SECONDARY AND SENIOR SECONDARY EDUCATION IN INDIA
Meaning of
Secondary Education System:
Secondary education occupies a very
strategic position in the educational pattern of the country. It is the link
between primary education and higher education. Primary education is intended
to provide minimum requirements for survival whereas secondary education
enables an individual to become full members of the complicated society.
After
independence, our country achieved great remarkable changes in the field of
secondary education. The Government of India, Soon after attainment of independence
appointed several committees and commissions to review the system of secondary
education.
The various
committees recommended certain suggestions for the improvement of secondary
education both quantitatively and qualitatively. Tara hand Committee in 1948
suggested the multipurpose type of secondary schools without discouraging the
uni purpose schools.
The university
education commission 1948-49 which was appointed under the chairmanship of Dr
S. Radhakrishnan, remarked that “our secondary education remains the weakest
link in our educational machinery and needs urgent reform.” The landmark in the
reconstruction of India’s secondary education is the secondary education
commission report 1952-53.
The commission
was appointed by the Government of India, on September 23, 1952, under the
chairmanship of Dr A. Lakshmanswami Mudaliar to review the existing defects in
the secondary education and made some suggestions regarding the improvement of
secondary education.
Aims of secondary education according to secondary
education commission (1952-53):
1. To bring
all-round development among the learner.
2. To train the
young mass of the country to be good citizens who will be competent to play
their part effectively in the social and economic development of the country.
3. To promote
social virtues, intellectual development and practical skills of students.
4. To Train
character of students to enable them to participate creatively as citizens in
the emerging social order.
5. To improve
the practical and vocational efficiency of the students.
6. To develop a
scientific attitude of mind to think objectively.
7. To inculcate
the qualities necessary for living harmoniously and efficiently with one’s
fellowmen.
Objectives of secondary education according to the Indian
Education Commission (1964-66):
1. The main
objective is “national reconstruction by raising the standard of living of our
people.”
2. The education
is to meet the needs of a modernizing democratic and socialistic society.
3. It would
promote productivity.
4. It would
strengthen social and national integration.
5. It would
consolidate democracy to adopt as a way of life.
6. It would
accelerate the pace of modernization.
7. It would
enable students to participate in productive work in school, home, workshop,
form and factory etc.
8. It would
develop social, moral and spiritual values among the students.
Senior Secondary Education
The final two years of secondary is often
called Higher secondary, senior secondary, or simply plus two-stage. The two
halves of secondary education are caught an important stage for which a pass
certificate is needed, and thus are affiliated by central boards of education
under HRD ministry, before one can pursue higher education, including college
or professional courses.
CURRICULUM SECONDARY STAGE
Three languages
Mother
tongue/Regional language
Hindi
English
Mathematics
Science and
technology
Social science
Work education
or Pre-vocational education
Art education
Physical and
health education
SENIOR SECONDARY
EDUCATION
The curriculum
includes:-
Science
Commerce
Humanities
EDUCATION BOARDS
IN INDIA
CBSE – Central
Board of Secondary Education
CISE – Council
for the Indian School Certificate Examination
NOS – National
Open School
SSC – State
School Board
MINIMUM STAFF QUALIFICATION
Secondary school
teacher
At least a
Bachelor degree from a recognized university.
B.Ed from a
recognized university,
Higher secondary
school teacher
Post-graduation
qualifications with specialization in a branch of the subject with graduation
in the subject concerned.
QUALITY CONCERN
IN EDUCATION
The aims of education reflect the current
needs and aspirations of society as well as its lasting values, and the
immediate concerns of a community as well as broad human ideals.
Locating the term
quality in educational discourse is now a universal concern today. “Quality is
somewhat problematic: like beauty, it lies in the eyes – or rather the mind of
the beholder” (Cliff. et al. (1987). Quality has been extensively defined by
Dewney et al. (1994) as, “meeting, exceeding and delighting customer’s needs
and expectations with the recognition that these needs and desires will change
over time.”
The belief that
quality goes with privilege is irreconcilable with the vision of participatory
democracy that
India upholds and practices in the political sphere. Its practice in the sphere
of
education
demands that the education available to all children in different regions and
sections of
society has
comparable quality. J.P. Naik describes equality, quality and quantity as the
elusive
triangle’ of
Indian education. Dealing with this metaphorical triangle requires are deeper
theoretical
understanding of quality in education than has been what available in schools
today.
United Nations
Educational, Scientific and Cultural Organization’s (UNESCO) recently published
global monitoring report which discusses systematic standards as the
appropriate context of the quality debate (see Global Monitoring Report 2006
– Literacy for Life, UNESCO, 2006). From this point of view, the child’s
performance needs to be treated as an indicator of systematic quality.
The quality
dimension also needs to be examined from the experiences
designed for the
child in terms of knowledge and skills. The assumption about the nature of
knowledge and
the child’s nature shapes the school ethos and the approaches used by
those who
prepare the syllabi and textbooks and by teachers as well. The representation
of
knowledge in
textbooks and other materials need to be viewed from the larger perspective of
the
challenges
facing humanity and the nation today. No subject in the school curriculum can
stay
aloof from these
larger concerns, and therefore the selection of knowledge proposed to be
included in each
subject area requires careful examination in terms of socio-economic and
cultural
conditions and goals. Quality in education includes a concern for the quality
of life in all its dimensions.
For the parents
and students, quality education means, “improving the quality of education
invariably means
raising the levels of academic performance usually measured in the test scores
in the various
subjects which form part of the school curriculum. Regarding education, quality
is a relative
term and hard to define and even more difficult to measure. That is why
educationists, scholars, educational policymakers and administrators do not
come to the same conclusion while discussing what makes good quality education
or a qualitative education. However, parental aspirations for education are
belied by endemic poverty and unequal social relations, and by lack of adequate
provision of schooling of equitable quality.
Merely providing
adequate infrastructure, teaching-learning material, adequate teaching and
non-teaching
staff, providing a conducive atmosphere in the learning school are not
sufficient
requirements
towards the quality education. Along with this, components of the curriculum,
viz.
syllabus,
pedagogy, examination, affiliation and accreditation standards are also
important factors which need to be addressed while dealing with quality issues
in education. These issues have been discussed separately in light of different
education boards. Some of the basic items covered under the study to understand
the quality concern in education.
Curriculum
The curriculum
is all the planned, guided and implemented learning that occurs in a school. A
school
curriculum plan gives details of the what, when and how of the
teaching-learning process
in a particular
school across the different years and phases of schooling. Informal education
or
schooling, a
curriculum is the set of courses, course work, and content offered at a school
or
university. A
curriculum may be partly or entirely determined by an external, authoritative
body
like the
National Curriculum Framework (NCF). Curriculum means two things: (i) the range
of
courses from
which students choose what subject matters to study, and (ii) a specific
learning
program. In the
latter case, the curriculum collectively describes the teaching, learning, and
assessment materials
available for a given course of study. In education, a core curriculum is a
curriculum, or
course of study, which is deemed central and usually made mandatory for all
students of a
school or school system. Core curricula are often instituted, at the primary
and
secondary
levels, by school boards, Departments of Education, or other administrative
agencies
charged with
overseeing education.
According to
Wikipedia, curriculum, as an idea, has its roots in the Latin word for the
racecourse, explaining the curriculum as the course of deeds and experiences
through which
children become
the adults they should be, for success in adult society. Furthermore, the
the curriculum
encompasses the entire scope of formative deed and experience occurring in and
out of school,
and not experiences occurring in school; unplanned experiences and
undirected, and
experiences intentionally directed for the purposeful formation of adult
members
of society.
The word
curriculum from its early Latin origin means literally to run a course. Oliva
(1997)
has analysed
curriculum as:
That
which is taught in schools
A set
of subjects
Content
A
programme of studies
A set
of materials
A
sequence of courses
A set
of performance objectives
Is
everything that goes on within the school, including extra-class activities,
guidance,
and
interpersonal relationships
Everything that is planned by school personnel
A
series of experiences undergone by learners in a school
That
which an individual learner experiences as a result of schooling
Extracurricular
activities
Extracurricular activities are activities
performed by students that fall outside the realm of the
the normal
curriculum of school or university education. Extracurricular activities exist
at all levels of education, from 4th-6th, junior high/middle school, high
school, college and university education. On average, in India, students are
advised to participate in a minimum of one extracurricular activity throughout
one school year. Such activities are generally voluntary as opposed to
mandatory, non-paying, tend to be athletics, social, and philanthropic as
opposed to scholastic, and involve others of the same age. Students often
organize and direct these activities under faculty sponsorship; although
student-led initiatives - such as independent
newspapers - are
common. The extra-curriculum made its first appearance in American colleges in
the nineteenth century. It complemented the curriculum as much as subverted it.
The students
found in it a
kind of laboratory for practical and vocational interests.
Pedagogy
Pedagogy is the
art of teaching. According to Wikipedia, pedagogy or paedagogy is the art or
science of being
a teacher. The term generally refers to strategies of instruction, or a style
of
instruction.
Pedagogy is also sometimes referred to as the correct use of teaching
strategies.
For example,
Paulo Freire referred to his method of teaching adults as "critical
pedagogy". In
correlation with
those teaching strategies the instructor's own philosophical beliefs of
teaching
are harboured
and governed by the pupil's background knowledge and experiences, personal
situations, and
environment, as well as learning goals set by the student and teacher.
Effective
teachers use an array of teaching strategies because there is no single,
universal
approach that
suits all situations. Different strategies used in different combinations with
different
groupings of students will improve learning outcomes. Some strategies are
better
suited to
teaching certain skills and fields of knowledge than are others. Some
strategies are
better suited to
certain student backgrounds, learning styles and abilities. Effective pedagogy,
incorporating an array of teaching strategies that support intellectual
engagement, connectedness to the wider world, supportive classroom
environments, and recognition of difference, should be implemented across all
key learning and subject areas. The effective pedagogical practice promotes the
wellbeing of students, teachers and the school community - it improves
students' and teachers' confidence and contributes to their sense of purpose
for being at school; it builds community confidence in the quality of learning
and teaching in the school.
Syllabi at
Different Stages
The National
Curriculum Framework (NCF) was approved by the Central Advisory Board of
Education (CABE)
in 2005. The Syllabus Committees set up for various stages of school
education
involving scholars, subject experts, teachers and the NCERT faculty held
several
meetings and deliberated
on the ideas reflected in the NCF and formulated the syllabi. The NCF
2005 recommends
that the multilingual character of our society should be treated as a resource
and school
teaching should focus on what the child understands. The syllabus aiming at
arousing
curiosities and interests in children to share their ideas and experiences, to
listen
patiently others
ideas and relate their own experiences with listened stories and poetry, and
able to express
themselves orally and through paintings. At the primary stage, it aims at
creating
interests in
reading books and developing gradually the required language skills. The focus
shifts to
preparing children to express their views clearly and confidently about any
language,
person, object,
place, and structure by analysing and explaining them at the upper primary
stage. At
the secondary
stage, the emphasis is placed on oral and written expressions. The syllabus at
the senior
secondary stage
is designed to nurture a sense of appreciation, enjoyment and critical vision
towards creative
literature and use of language for peace in adverse situations. The proposed
syllabus tends
to integrate the concerns related to the environment, gender, peace, health,
work
and arts.
Similarly, the syllabuses of other subjects are formulated according to the
need of the
children.
Affiliation
Affiliation is one possible way of getting
formally associated with an organisation or agency.
School
affiliation as such is a kind of partnership between the school and some other
educational
institution.
There are proper laws that regulate the nature and the terms of school
affiliation. The
most important
ones are those of affiliations of school with education and examination boards
such as CBSE,
ICSE and State Boards. Affiliation like the partnership is based upon some
specified support services and benefits rendered by the accredited institution
to the one that seeks the affiliation. In the Indian school system, the
affiliation with the popular examination board is a popular example. The
Examination Boards like CBSE and others conduct the examinations and provide
the certificates that have external validity. School affiliation also
determines the standard of education in India. This is because the schools that
are affiliated have to conform to the rules and regulations set forth by the
body that gives the affiliation. For instance, CBSE gives affiliation to those
schools only that meet the requirements given in the affiliation bye-laws.
Since these bylaws are related to the management and the administration of the
school, therefore particular norms have to be followed by the schools.
Accreditation
Standards
Accreditation
means to identify (an educational institution) as maintaining standards to
ensure
that their
certification practices are acceptable and qualify the graduates for admission
to higher
or more
specialized institutions or professional practice. This is a voluntary process
by
which
educational institutions meet standards established by an accrediting body.
This is the
validation of a
programme by an independent organisation, which has established standards for
judging quality.
Accreditation also deals with the evaluation of an institution by one of the
registered accrediting commissions. Accrediting agencies develop evaluation criteria
and evaluate to assess whether or not those criteria are met. Institutions
and/or programs that request an agency’s evaluation and that meet an agency's
criteria are then “accredited” by that agency. So far there were no
accreditation standards for primary and secondary education institutes in
India. Private schools and government-aided schools have set forth their
standards regarding school governance and therefore have remained away from a
universal accreditation system. However, the foremost accreditation agency of
India, Quality Council of India, has started approaching the schools. The
board, called National Accreditation board and Training, has developed the
procedures for schools that seek the accreditation. Schools have to apply for
the accreditation process, which is followed by the inspection and assessment
by a team of professional from the agency. Schools are supposed to be fully
prepared for the inspections team checks even minute details. In case the
school or governance is found as non-standard the school is given suggestions
to act upon. If the school succeeds in plugging the loopholes and provides the
best practices, the school is awarded accreditation.
Comparative
Assessment of Good Practices
During the field
visits, some of the good practices in the school education system have been
identified under
the 10 common parameters. These are School Safety/Vigilance Measures,
School
Governance and Hygiene, Co-Curricular Activities, Extra-Curricular Activities,
School
Teaching-learning
Processes, School Sanitation and Gardening Activities, Learners’ Performance
Monitoring Activities and School Hobby Development Programmes.
School Routine
Activities
The school
routine starts with the morning Assembly. It is an opportunity for displaying
the
inexhaustible
talent of the children. It fosters the spirit of group activity leadership and
value
building. It
also acknowledges the silent workers in the class who are equally participative
in
organizing the
class assembly. The Assembly is also an opportunity for the students to show
their
sensitivity and social responsibility towards the school. During the field
visits it was
found that in
all the schools affiliated with CBSE, ICSE and Delhi Government Schools, there
was a proper arrangement
for morning assembly, Each section has its special day to
conduct the
assembly with the help of their Class Teacher in the academic
year. Teachers
and children were found greeting each other, and discipline and punctuality
were also
playing an important role in the functioning of the schools. The school culture
of IB
schools was
found to be some more different from the schools under the Indian Education
Boards. In IB
schools, there was no hard and fast rule for morning assembly, but the schools
were found more
disciplined and the students were more punctual in comparison to other
schools.
School Safety
and Vigilance Measures:
CBSE and IB
schools were found to be paying more attention to the safety and vigilance in
comparison to
ICSE and Delhi Government schools. In both the schools of CBSE and all the
three schools of
IB, visitor registers and feedback forms were properly maintained and it was
also taken into consideration who comes to drop and take the students. In case
of the teaching of how to use Fire Extinguisher and how to remain safe from
other dangers all the schools associated with the concerned boards were doing
their best.
School
Governance and Morning Activities:
All the school's
taken understudy had a code of conduct for students and teachers. Students’
manuals were
available in the CBSE and IB schools. In all the schools except Swami
Hariharan and
School (ICSE), notice boards were well maintained with the daily information.
All
the schools were
keeping daily records of the school activities. The way records were maintained
in CBSE and IB
schools were better than other schools. Ragging was banned in all the
schools under
study. Uniforms were not compulsory in IB schools, while it was mandatory in
other schools.
All the schools were in favour of gender equality in education and case of
education for
all Delhi Government Schools and CBSE schools were found to be ready to
support
education to all in all the difficult situations.
School Health and Hygiene:
Sound Health
with a healthy brain is a prerequisite for acquiring education. The schools
have a very
crucial role to
play in this field but during the study, it was observed that all the schools
were not
doing so well as
is, required. The CBSE and IB schools and to some extent Konark Public School
(ICSE) were trying to do as good as they could. Though first-aid services were
available in all the schools, and health check-up facilities were also
provided, but all the schools were lagging in the context of health insurance
and accident insurance policies. Red Cross Society was active in IB schools
only.
Co-curricular
Activities (CCA):
It is the
responsibility of every educational institution to provide such education that
leads to
overall
personality development of every student. Such kind of education includes both
the academic
activities as well as Co-curricular activities. During the field visits, it was
found that
all the schools
encourage students’ participation in CCA. Though each school was conducting
study tour,
mela, science exhibition but the CBSE. ICSE and IB schools were found to be
very
regular and
systematic in organizing these events whereas Delhi government schools were
found
irregular in
organising about its timing and all. The CBSE, ICSE and IB schools also conduct
various competitive
programmes as essay, debate, painting, poems, creative writing and Quiz
very frequently.
But in Delhi Government Schools it was observed that there was a lack of
enthusiasm among
teachers for organizing these competitions as a habit. Further, though these
schools were
found performing well in daily news reading, NCC, SCOUT / GUIDE, RED CROSS and
SUPW, CBSE, CISCE and IB schools were lagging in NCC, SCOUT / GUIDE and RED
CROSS.
School
Teaching-Learning Processes:
The
teaching-learning process is an essential activity among other school
activities. Teaching without learning is of no use. During the field study, it
was found that in all the school's teachers were using indigenous knowledge
while imparting education. CBSE and IB schools emphasise on the use of the
practical and innovative method, of teaching whereas the CISCE and Delhi
Government Schools were found to be insisting upon the completion of given
syllabi in a given period. Community participation in school activities was
more common in CBSE and Delhi Government Schools. CBSE, ICSE and IB schools
were also found to be regular in conducting Parent-Teacher Meetings. Online
learning, use of Information Technology and Communication (ICT), and Multimedia
all these facilities were available in IB schools and to some extent in CBSE
and ICSE schools also. IB schools were technologically advanced in comparison
to other schools. Delhi Government Schools were lagging in the use of ICT. In
all the schools teaching aids, maps, charts, globe, measuring rods, geometric
and scientific instruments were available but the quality and number of theses
aids were of a high standard in IB and CBSE schools in comparison to ICSE and
Delhi Government Schools. In ICSE, CBSE and IB schools children
were found to be
interested in group learning and Group Discussion Method was very effective
while in Delhi
Government Schools though the students had a spirit of group learning, group
discussion
method was not in much use in the teaching-learning process.
Examination and Evaluation
Procedures
Conducting
examinations in education system work like a regulatory mechanism in improving
quality in
education. More specifically speaking, the quality of education also depends on
the
types of
examinations and frequency of examinations conducted in schools. It has been
found
that conducting
class / internal examination with regular intervals helps in improving the
quality in school education. In the school education system, the conduct of
examination and evaluation for the promotion to the next higher classes is an
important activity. Merely transacting curriculum in the classroom is not going
to help the students about their learning. The examination helps keep the
records of academic achievement and progress of the student. The terms
examination and assessment are closely linked. Examination means to conduct a
test, whereas assessment is how to measure the test or score or give a
numerical value to test giver.
Examination
For the general
understanding, examination or test means to examine somebody or something
i.e. to inspect
closely; hence, an examination is a detailed inspection or analysis of an
object or
person. In an
academic or professional context, examinations are tests which aim to determine
the ability of a
student or a prospective practitioner. Exams are usually written tests,
although
some may be
practical or have practical components, and vary greatly in structure, content
and
difficulty
depending on the subject, the age group of the tested persons and the profession.
A
person who
passes an examination receives a degree, certificate, diploma, driving or
professional
license, depending on the examination's objectives.
Evaluation and
Assessment
Evaluation is a
standard procedure to measure or scale the students’ performance. The
evaluation or
assessment procedure may vary as per the nature of the test and set standards
of
the subject.
Assessment is the process of documenting, usually in measurable terms,
knowledge, skills, attitudes and beliefs. Evaluation is an important aspect of
any education system. Student
learning can be
improved through well-planned procedures of evaluation that are inbuilt in the
teaching-learning
process. Many times teachers attempt to assess the progress of learning while
teaching in the
classroom – sometimes deliberate and at times spontaneous. Thus evaluation is
considered as an
integral part of the teaching-learning process. Evaluation is a process of
collecting,
analyzing and
interpretation of the evidence about students' progress in cognitive and
noncognitive areas. Based on this evidence teacher could take certain decisions
to improve classroom practices for enhancing the attainment levels among
students. Evidence is
collected,
analyzed and interpreted through some tools and techniques. Tests are the most
prominent tools
to collect evidence about the progress of learning among learners. Observation
is an important
technique used to collect evidence of development in specifically co-scholastic
areas. Tests
provide the marks or grades and observation gives an idea or impression.
Evaluation is a
decision-making process that intends to lead students towards better
performance and
consequently helps to bring about qualitative improvement in education. It is
both process and
product. When we talk about the evaluation process, it mainly focuses on
teachers as the
teacher have to decide why, what, when and how to evaluate and how to make
sense of it. The
thoughtful teacher uses information about students' results as a guide to
improve
his/her teaching
practices. The performance of learners in scholastic areas can either be
evaluated during
the process of instruction or after completion of instruction in a regular
temporal sequence. The former is formative evaluation and the latter is
summative evaluation. The evaluation in scholastic areas is mostly focused on
the attainment of instructional as well as
educational
objectives. Some of the important purposes of evaluation are:
• to know the
efficacy of instruction, to determine the rate of progress of learners,
• to predict the
success of learners in their future scholastic endeavours,
• to know the
attainment of instructional and educational objectives,
• to motivate
learners for better learning,
• to diagnose
the weaknesses,
• to provide a
continuous record of achievement,
• to place
students in rank order and
• to increase
self-confidence among students
The process of
evaluation involves the selection of suitable tools and techniques for
collecting
evidence to know
the progress of performance among learners.
The Concept of
Continuous and Comprehensive Evaluation (CCCE)
Evaluation is
now considered as an integral part of the teaching-learning process. It cannot
be
separated from
teaching as teaching includes evaluation. As child development is a continuous
process,
evaluation should be continuous. The progress of the learner will be evaluated
quite
often in
continuous evaluation. The learner is subjected to schooling for scholastic and
co-scholastic
gains. As such
evaluation should cover all the aspects of schooling and teacher should be able
to assess the
all-round development of the child. The comprehensive evaluation covers the
a whole range of
student's experiences in the context of total school activities. It includes
physical,
intellectual,
emotional and social growth comprising of social personal qualities, interest,
attitude
and values.
Varieties of techniques need to be executed to carry out the comprehensive
evaluation. The
main characteristics of continuous and comprehensive evaluation are:
• It is informal
and formative
• It is based on
the assumption that the teacher knows his pupils best and hence he/she
should only be
entrusted with the responsibility of evaluation
• It provides
opportunities for the use of multiple techniques of testing
• It is built
into the total teaching-learning programme rather than done at a specific point
of
time
• It provides an
opportunity for a teacher for regular diagnosis of learning difficulties
followed by
remedial
measures
• It involves
analysis and interpretation of the evidence of achievement to arrive at the
right
decision and
make a judgment
The examination
and evaluation process of different education Boards looks like similar
pattern but they
are objectively different in many ways in regards to weightage, time allotment,
question
pattern, etc.
MANAGEMENT OF
EDUCATIONAL SYSTEM IN INDIA
Management of
education is the process of planning, organizing, directing and controlling the
activities of an institution by utilizing human and material resources to effectively
and efficiently accomplish functions of teaching and extension work and
research. Educational management
is not similar to other management areas which are established and function for
profit. It is safe to think that education is publically managed and deliver
service.
CHARACTERISTICS
Management of
the public organization
administering
health service for management perspective
OBJECTIVES OF
EDUCATIONAL MANAGEMENT SYSTEM IN INDIA
Helps to develop
the education system in India
Directive and
provisions of the Indian constitution help to the educational management system
in India.
The role of
international bodies to the developed educational management system in India.
The role of
educational bodies of MHRD to the management of the education system in India.
The role of
state-level bodies in the educational management system in India.
And lastly we
known, how local level bodies help to the educational management system in
India.
The Management of Education at various
levels
Overhauling of the system of planning
and the management of education will receive high priority. The guiding
considerations are 1. Evolving a long-term planning and management perspective
of education and its integration with the country's developmental and manpower
needs. -. n. Decentralization and the creation of a spirit of autonomy for
educational institutions. iii. Giving pre-eminence to people's involvement,
including the association of non-governmental agencies and voluntary effort.
iv, Including more women in the planning and management of education. v.
Establishing the principle of accountability about given objectives and norms.
a. National Level The Central Advisory Board of Education will play a pivotal
role in reviewing educational development, determining the changes required to
improve the system and monitoring implementation. It will function through
appropriate committees and other mechanisms created to ensure contact with, and
coordination among, the various areas of Human Resource Development. The Departments
of Education at the Centre and in the States will be strengthened through the
involvement of professionals. A proper management structure in education will
entail the establishment of the Indian Education Service as an All-India
Service. It will bring a national perspective to this vital sector. The basic
principles, functions and procedures of recruitment to this service will be
decided in consultation with the State Governments. b. State Level The State
Governments may establish State Advisory Boards of Education on the lines of
CABE, Effective measures should be taken to integrate mechanisms in the various
State Departments concerned with Human Resource Development. Special attention
will be paid to the training of educational planners, administrators and heads
of institutions. Institutional arrangements for this purpose should be set up
in stages. C. District and Local Levels District Boards of Education will be
created to manage education up to the higher secondary level. Within a
multi-level framework of educational development, Central, State, District and
Local level agencies will participate in planning, coordination, monitoring and
evaluation. A very important role must be assigned to the head of an
educational institution. 7. Resource and Review The Education Commission of
1964-66, the National Education Policy of 1968 and practically a11 others
concerned with education have stressed that the egalitarian goals and the
practical development-oriented objectives of Indian society can be realised only
by making investments in the education of an order commensurate with the nature
and dimensions of the task. Resources, to the extent possible, will be raised
by mobilising donations, beneficiary contributions collecting fees for higher
education etc. The great consequence of non-investment or inadequate investment
in education is indeed very serious. So education will be treated as a crucial
area of investment for national development and survival. The National Policy
on Education 1968, had laid down that the investment in education is gradually
increased to reach a level of expenditure of 6 per cent of the National Income
as early as possible. It will be ensured from the VIII Five Year Plan onwards
it will uniformly exceed to 6 per cent of the National income. 8. TheFuture The
future shape of education in India is too complex to envision with precision.
Yet, given our tradition which has almost always put a high premium on
intellectual and spiritual attainment, we are bound to succeed in achieving our
objectives. The main task is to strengthen the base of the pyramid, which might
come close to a billion people at the turn of the century. Equally, it is
important to ensure that those at the top of the pyramid are among the best in
the world. It should now be possible to further intensify the nation-wide
effort in Human Resource Development, with education playing its multi-faceted
role. Financial Constraints contained in the NEP calls for finances, which will
be four to five times greater than what is allocated in the Seventh Plan. The
imaginative, innovative technical and administrative propositions incorporated
in the NEP will come alive only if finances are available for their
implementation. Here it is good to recall that inadequate financing has been the
graveyard of the reforms planned by the Kothari Commission and the
Cornmission~.~~ Institutions involved with research and the development of
technical manpower should also raise some funds by levying access charge on
user agencies including government departments and entrepreneurs. But all this
will amount to less than 30 per cent of the present Seventh Plan allocation.
The Union and the State governments will have to increase the educational
finances at least fourfold. At the CABE meeting held in August 1986, the member
of the Planning Commission stated quite bluntly that there would be no increase
in resources during the Seventh Plan. There might be some additional resources
during the Eighth Plan. The Prime Minister in an address stated that educational
finances would be increased from the current rate of less than 3 per cent of
the GDP to 6 per cent during the Eighth Plan, without mentioning from where the
resources were to come, and by cutting back which area. When all said and done,
the New Policy would materialise very slowly and might not be different from
other policies, unless there is a concerted effort made to revitalise the
education system. There should be concrete measures to reduce wastages in the
existing system. Economically non-viable institutions must be curbed or
stopped. The provision of a grant-in-aid system for all educational
institutions, especially schools and colleges, itself engenders proliferation.
Hence, the financial code must be changed. Further, unit costs at all levels of
education must be reduced, by making use of part-time and local personnel.
Thus, given the resource constraints which the education policy will face in
the Seventh, Eighth and Ninth Plan till the turn of the century, it is through
increased internal efficiency, improved effectiveness and new innovative models
which schools and colleges should be encouraged to develop and adopt, that the
New Policy can concerning its qualitative goals be given effect.63
Administration and Management of Educational Sector Discussed in the NEP, 1986
Another salient feature of the New Educational Policy of 1986 is its emphasis
on management of education, which was not stressed earlier by any committees or
commissions." The NEP had assigned top priority to plan and management of
education. To achieve this goal, the NEP had laid down the following
guidelines: 1. Evolving a long-term planning and management perspective of
education. ii. Decentralization and creation of a spirit of autonomy for
educational institutions. . . . I. Inducting more women in the planning and
management of education. iv. Establishing the principle of accountability
concerning given tasks. Further, the NEP has outlined an evaluation mechanism
for management of education, containing three stages: I. Input Evaluation: The
thrust will be on the optimization of resource use and institutional planning,
etc., ii. Process Evaluation: By considering education as a whole process,
efforts must be made to avoid wastage of resources, deadstock, the lapse of
funds etc. The supervisory system, staff development programmes, testing and
evaluation, staff welfare, student services, curriculum development, etc., will
be carefully administered and managed. iii. Output Evaluation: The total output
of education and the output of its supportive services will be obj lively
evaluated. Examination results, students' excellence, improvements in
curriculum, professional achievements of the teaching staff are some indicators
of the output evaluation. To improve educational management, several concrete
measurers has also been suggested in the New Policy. Revitalization of CABE at
the national level, strengthening of the Department of Education by involving
professionals both at the Centre and States, the establishment of State
Advisory Boards of Education on the lines of CABE etc. The reestablishment of
the Indian Education Service or an All-India Service has also been stressed to
provide a proper management structure for educators in the county. In addition
to these bodies, the establishment of State Councils of higher education has
also been recommended. The NEP proposes decentralization of the administration
of education through district boards. These boards will be responsible for the
implementation of all programmes up to the higher secondary level in the
district and will be vested with the power to do educational planning,
including area development, and institutional planning, and control
administration and finance.65 There will also be a Chief Education Officer
(CEO) for each district to look after all education up to the higher secondary
stage. He will be assisted by a District Education Officer (DEO) in respect of
establishment, budget, planning and educational data-base and by other
educational officials of appropriate rank in respect of other educational
programmes. It is also proposed to appoint district inspectors to look after
the academic aspects exclusively, for improving quality of education in the
institutions. Another important step to strengthen the implementation and
management of education in the district is to set up a District Institute of
Education and Training (DIET) under the District Board of Education. These
institutes are also required to work as an academic wing of the District Boards
of Education. To decentralize the administration at the grassroots level, a
village education committee has been visualized to look into the overall
management of all educational programmes at the village level.
INTERNATIONAL
BODIES TO EDUCATIONAL MANAGEMENT SYSTEM IN INDIA
UNITED NATIONS
EDUCATION, SCIENTIFIC AND CULTURAL ORGANIZATIONS (UNESCO).
UNITED NATIONS
INTERNATIONAL CHILDRENS EMERGENCY FUND (UNICEF).
UNITED NATIONS
DEVELOPMENT PROGRAMME (UNDP)
WORLD BANK
COMMONWEALTH OF
LEARNING (COL).
EDUCATIONAL
BODIES OF MHRD FOR EDUCATIONAL MANAGEMENT SYSTEM IN INDIA
CENTRAL ADVISORY
BOARD OF EDUCATION (CABE)
NATIONAL COUNCIL
OF EDUCATIONAL RESEARCH AND TRAINING(NCERT)
UNIVERSITY
GRANTS COMMISSION (UGC)
ALL INDIA
COUNCIL FOR TECHNICAL EDUCATION(AICTE)
DISTANCE
EDUCATION COUNCIL(DEC)
NATIONAL UNIVERSITY
OF EDUCATIONAL PLANNING AND ADMINISTRATION (NUEPA)
STATE LEVEL
BODIES FOR EDUCATIONAL MANAGEMENT SYSTEM IN INDIA
DEPARTMENT OF
EDUCATION
STATE COUNCIL OF
EDUCATIONAL RESEARCH AND COUNCIL(SCERT)
DISTRICT PRIMARY
EDUCATION PROGRAMME(DPEP)
DISTRICT LEVEL
BODIES
BLOCK LEVEL
BODIES
STATE HIGHER
EDUCATION COMMISSION
STATE INSTITUTE
OF EDUCATIONAL MANAGEMENT AND TRAINING (SIEMAT)
STATE INSTITUTE
OF EDUCATIONAL TECHNOLOGY(SIET)
quality education: concept, indicators of quality,
setting standards for performance
a good quality
education is one that provides for learners with a capability they required to
become economically productive develop suitable livelihood.Contribute to
peaceful and democratic societies and enhance individual will being.
Quality concern in education
The aim of
education reflect the current needs and aspirations of a society as well as its
lasting values and the immediate
concerns of a community as well as broad human ideals.locating the term quality in educational discourse is now a universal concern today.quality is
somewhat problematic like beauty,it lies
in the eye or rather than mind of the beholder. the quality dimension need to
examined from the point of view of the experience designee for the child in
terms of knowledge and skills.
Dimension of quality education
education leads
to empowerment a process of strengthening individuals organisation and
communities so they get more control over their own situations and
environments.quality education it is a crucial factor in combating poverty and
inequality in society. in quality education
WOB sixth dimension that all
interventions of the organisation need to meet.
equity
The VVOB definition refers to all learners
this term refers to no discrimination and
equity.in education means that personal and social circumstances such as
gender ethnic origin or family background are
not obstacles to achieving educational potential and that all
individuals reach at least a basic minimum level so skills VVOB in particular
focus on gender equity.
Contextualisation and relevance
quality
education cannot be based on a blue print that is applicable in all situation.solution and adaptation of
education system must be based on the real needs of country and community.
child friendly teaching and learning
quality education put the child in the centre
and helps it to reach his or her full potential.quality education
requires children active participation
sustainability
educational
changes process often need to need time to be released by enhancing the
capacities of local education authorities
Balanced approach
quality
education aims at developing a balanced
set of capabilities of children they require to become economically productive
develop suitable livelihoods contribute to peaceful and democratic societies
and enhance individual well-being.
Quality indicator
the quality indicators of school education
should be translated from the aims of education and that these indicators
should be useful tools for measuring and monitoring school performance and a
value added the improvement in student performance in major domains of
education broadly speaking they should be used for the following purposes.
Self evaluation
and development
information
comparison
the difficulty of formulating a set of
economically acceptable measurable and reliable indicator to assess in value
added performance of schools and individual students
a well developed
framework of quality indicator should consist of the following
school context
and profile
process
indicators and
output indicators
school conduct and profile
school conduct
and profile should provide an factual school data and vital Statistics to
reflect school characteristics(eg.school facilities)
teacher statistics (eg.number and professional
qualification of teacher)
student characteristics(eh. gender mix)
This will
provide information on the background and the progress of schools
process indicators
school culture
and ethos
effectiveness of
a principal leadership
school based
management
provision of
balanced curriculum
teaching and learning process
availability of
school based curriculum development and review
the use of different teaching and learning
methods
guidance and
counselling
moral and civic education
avalibilty
student organisation
personal growth
and development of students
the use of
different teaching and learning methods
availability of school based curriculum
development and review
development of formal procedures and resources
for staff appraisal and staff development according to teachers needs
application of
information technology to the teaching and learning processes
output indicators academic achievement
value-added improvement of output indicators ability to cope with pressure and
changes
output indicator
Output
indicators should measure the value-added improwment of students in both
academic and non academic domains as different learning stages as a result of
changes in factors affecting the student performance such as improvement in the
teaching and learning environment.
ablity to cope
with pressure and changes
academic
achievement
value-added improvement of output indicators
Quality
education enables people to develop all of their attributes and skills to
achieve their potential as human beings and members of society. In the words of
the Delors Commission (UNESCO, 1996): “Education is at the heart of both
personal and community development; its mission is to enable each of us,
without exception, to develop all our talents to the full and to realize our
creative potential, including responsibility for our own lives and achievement
of our personal aims.”
Quality
education is a human right and a public good.
Governments and
other public authorities should ensure that a quality education service is
available freely to all citizens from early childhood into adulthood.
Quality
education provides the foundation for equity in society.
Quality
education is one of the most basic public services. It not only enlightens but
also empowers citizens and enables them to contribute to the maximum extent
possible to the social and economic development of their communities.
UNESCO’s framework on the variables of education
quality has five dimensions:
Learner Characteristics:
including learner aptitude, perseverance, readiness for school, prior
knowledge, barriers to learning, and demographic variables.
Context:
including public resources for education, parental support, national standards,
labour market demands, socio-cultural and religious factors, peer effects, and
time available for schooling and homework.
Enabling Inputs:
including teaching and learning materials, physical infrastructure and
facilities, and human resources.
Teaching and
Learning: including learning time, teaching methods, assessment, and class
size.
Outcomes:
including skills in literacy and numeracy, values, and life skills.
THE USE OF INDICATORS
for educational
quality and learning outcomes to improve, planners need access to evidence-based
analyses of the current situation, trends over time, and information on the
strengths and weaknesses of a system, and their causes. A strong monitoring and
evaluation system that looks at relevant indicators can provide that evidence.
Indicators can help track the progress of strategies and programmes within an
education sector plan. Indicators of education quality can have meaningful
implications for policy by enabling comparisons to be made across time, within
different places or contexts, or against standards or global benchmarks such as
Sustainable Development Goal 4 (SDG 4).More specifically, indicators enable
educational planners and decision-makers to:Monitor changes in areas such as
teaching quality, the curriculum, and student performance, which can alert
policy-makers to impending problems.Measure the impact of educational reform
efforts.Encourage an education system to improve by comparing it, or parts of
it, with other countries or systems.Focus attention on educational subsystems
that may require improvement, such as particular districts or levels of
education.Focus attention on key equity indicators, such as the performance of
different subgroups such as girls, students living in poverty, or students with
disabilities. (Adapted from Kaagan and Smith, 1985:
Indicators for
Monitoring education quality
Education
systems are typically analysed in terms of context, specific inputs, social or
institutional processes, and outputs or outcomes. Indicators can be developed
to measure issues that fall under each of these categories.
Context
indicators: provide information on the contextual factors that affect learning,
e.g. student characteristics, socio- economic conditions, cultural aspects,
status of the teaching profession, and local community issues. Context
indicators are often challenging to develop and measure as they concern
qualitative issues. Common data-collection tools include surveys, classroom
observations, inspection reports, and self-evaluations.
Input
indicators: primarily measure the deployment and use of resources to facilitate
learning. They reveal whether the planned financial, material, and human
resources are being delivered in the planned quantities, at all levels of the
system. Information on input indicators is relatively easy to obtain since
inputs are often “countable” by nature, and management processes involve
keeping records of many inputs automatically. One challenge may be the
differences between producing inputs and ensuring that they are available at
the endpoint. For example, the textbook/pupil ratio may be measured in terms of
the number of textbooks that are delivered, or by the number of textbooks in
use in schools. In some cases, there may be a discrepancy between the two
figures.
Process
indicators: measure how educational programme activities were conducted –
whether they were carried out to the desired standard of quality. This includes
how specific educational processes are conducted in practice, e.g. the
application of standards, teaching quality, time on task, school climate, and
educational leadership. Like context indicators, process indicators also
concern qualitative issues and may be obtained through surveys and pedagogical
observations, inspection reports, and self-evaluations.
Output
indicators: measure the effects of the programme activities to see whether the
programme objectives were attained. They reveal how the education system is
performing in terms of subject knowledge, competencies, repetition, progression
and completion rates, and employer satisfaction. Output indicators may be
obtained through national examinations, international assessments, surveys, and
systematic field observations. Output indicators typically involve measurement
of learning outcomes based on national examinations or international
assessments. Output indicators provide the most important data for
understanding whether educational quality and learning outcomes are improving
as intended.
Indicators
should be based on context and on the specific learning goals of the education
system. They should be designed to allow for measurement of change over time
and be disaggregated by gender, geography, socio-economic situation, and other
equity issues.
RESEARCH IN
SECONDARY EDUCATION
Introduction
The term
secondary school refers to the levels of schooling that follow elementary
school and conclude with high school graduation. Researches play a very
important role in reform processes. As an academic activity research helps us
to discover, interpret or revise facts, events, behaviors or theories or to
make practical applications with the help of such facts, law or theories
through an active, diligent and systematic process. The findings of these
research studies will be communicated to all the concerned authorities for
corrective measures and further strengthening of the implementation of the
scheme. In the area of school education it is not enough to study macro
education policies as they are articulated by governments and operationalized
by centralized ministries of education. What is promised or envisioned on paper
is often quite different from what actually happens in school establishments.
It is important to understand, at the micro level, how schools are functioning
in practice as they implement educational policies for improving the quality of
education. At national and state level one must also concerned with learning
from schools toward a better understanding of the practical realities of
teaching children from the perspective of the school establishment, within its
community and its student population. Therefore, it may be suggested that
researches need to be undertaken not only at the state level but also at local
level i.e. block and district level. Unless community, teachers, students and
other stakeholders will be involved in exploring their own locale for
identifying lacuna and strengths they may not be able understand the need of
reform to carry it forward. Hence, a mechanism needs to be created for
conducting researches in the areas of classroom processes, curricular choices, learning
difficulties of the divers group of students, evaluation, and adolescents’
educational needs at the ground level, impact of teacher training, etc. This
will help policy makers and curriculum developers to understand the problems
and difficulties in curricular areas and teacher education. Teachers need to be
motivated by the school functionaries for undertaking action researchers as a
part of their teaching-learning activities for finding out the solution of
content, pedagogy or adjustment related problems in the classroom and school.
Areas of
secondary educational research
a. Teacher
b. Curriculum
c. Learner
d. Institution
e. Various levels of education
a. Teacher
In-depth studies
in this area may be conducted to analyze gaps in recruitment, deployment and
transfer policies concerning with teachers at secondary stage in different
states. Specific studies may also be conducted to find out reflections of
teachers’ assumptions about learner, learning, school and curriculum on her
field practices.
Teacher research
can change a teacher's practice, but it can also have a profound effect on the
development of priorities for school wide planning and assessment efforts as
well as contribute to the profession's body of knowledge about teaching and
learning.
Scope of
secondary educational research in the area of teacher
Teacher experiences: experience as a
teacher or effectiveness of a particular program by analyzing teacher
experience
Teacher preparation programs and
degrees: pre-service training programs for teachers to improve quality
ofteachers
Teacher certification: different
courses and criteria to enroll ateacher
Teacher course work: in-service
training programme and courses duringservice
Teaching methodology: valuation of
existing teaching methodology and application af new trends inteaching
Professional attitude of teacher:
attitude towards children with disability , co-curricular extra-curricular
activity social injustice, implementation of new technology, lawetc.
Teacher's behaviour , values, emotions:
teachers personal values, belief, personality characteretc.
Studies related
with Teachers in secondary education
I. Factors influencing secondary school
teachers’ adoption of teachingblogs
II. Stress, coping strategies, and psychological
distress among secondary school teachers in India
III. Task-based learning and teaching in
China: Secondary school teachers’ beliefs and practices
IV. Study on Teacher education curriculum of
secondary schoolteachers
V. Job satisfaction of secondary school
teachers: A comparative analysis of gender, urban and ruralschools
b. Curriculum
Research in the
area of curriculum is systematic way to get better understanding of all the
components of curriculum
Scope of
research on curriculum
Evaluation of secondary education
curriculum:
Evaluating an
existing curriculum and to identify the aspects such as
1. Objectives ofCurriculum
2. Structure of subject matter and
learningexperiences
3. Prescribed theory and practical hours
to fulfill learning objectives
4. Curricular and co-curricular activities
5. Curriculumproblems
Curriculum ReformProcess:
A Study of
curriculum reform process in states may be conducted with special focus on the
following aspects:
1. Paradigm shifts being introduced in the
system and system’s response towards thisshift
2. Study of textbooks developed by the
States as a follow-up of curriculum reformprocesses
3. Study of the pedagogical shifts which
teachers practice inclassroom.
4. Planning of new Assessmenttechniques
Studies related
with Curriculum in secondary education
I. Criterion-related validity of
curriculum-based measures in writing for secondary school students
II. Incorporating Nano scale science and
technology into secondary schoolcurriculum
c. Learner
educational
program or the difficulties faced by students in different aspects of schooling
Research about learner in secondary level help teachers as well as educational
planners to get ideas about current practice of an.
Scope of
research on learner
Action research: to understand the
problems of learner in a particular learning situation or a particular plan or
methodology. Every secondary teacher must be an action researcher and need to
be trained to identify problem and seek solution related to teaching-learning
processes, students’ adjustment, and learners’ pace of learning due to diverse
backgrounds, etc. conducting actionresearches.
Case study: to understand difficulties
faced by any student or psychological or social problems ofstudents
Impact studies: to check effectiveness
of a new plan structured for students.
In depth studies: Attitude, aptitude,
psychological problems or learning difficulties of students
Studies related
with Learner in secondary education
I. Effects of computer-based teaching on
secondary schoolstudents.
II. Peer victimization at school and the
health of secondary schoolstudents
III. Collective Responsibility for Learning
and Its Effects on Gains in Achievement for Early Secondary SchoolStudents
d .Institution
Institutional
research is a broad category of work done at schools, colleges and universities
to inform campus decision-making and planning in areas such as admissions,
financial aid, curriculum assessment, enrollment management, staffing, student
life, finance, facilities, athletics, and alumnirelations.
Scope of
research on Institution
School infrastructure and facilities:
research about infra-structure of school like library, availability of lab
equipment , ICT enabled classrooms computers physical structure of school
Academic facilities and teachers:
quality of teachers and academic improvements of teachers including in-service
training teaching methodologyetc.
Excellence of school:
excellence in academic or other field case studies aboutparticular achievement
in arts or sportsect.
Co-curricular activities: planning and
implementing various co-curricular activities in school and participation of
teachers and students in such activities.
School projects and government fund
utilization: effectiveness of different projects and utilization of
Governmentfund.
Government plans: implication and
effectiveness of various government plans to improve schoolingprocess.
PTA: involvement of PTA in school
activities and utilization of PTAfund.
Participation and role of school in
socialactivities
Studies related
with Institutions in secondary education
I. A study of classroom climate in
secondaryschool.
II. A study of the management of higher
secondary education system in the state ofTamil Nadu with respect to the
administrative behaviour of the heads of theinstitutions.
III. Effectiveness of school AIDS education
programme SAEP on developinghealth behaviour among secondary school students of
Calicut District inKerala
IV. A study of the cost structures of rural
secondary school and its relation to the S S C examinationresults
V. A case study on Keralakalamandalam
e.Various levels
of education.
• Pre pnmary education.
• Elementary and secondary level.
• Higher secondary level.
• Higher education.
Scope of
Research on levels of education
i. To find out the issues among this
level.
ii. For providing systematic instruction.
iii. To check the coverage of objectives
existing in education field.
iv. To implement the alternative model of
education.
v. To check out the maximum use of
resource utilization.
vi. Development of teachers.
vii. To provide proper feedback
viii. To implement the innovative pedagogical
methods.
ADVANTAGES OF
RESEARCH IN SECONDARY SCHOOL LEVEL
• Increased sharing and collaboration
across departments, disciplines, and gradelevels.
• Increased dialogue about
instructional issues and studentlearning.
• Enhanced communication between
teachers andstudents.
• Improved performance ofstudents.
• Revision of practice based on new
knowledge about teaching andlearning.
• Teacher-designed and
teacher-initiated staffdevelopment.
• Development of priorities for school
wide planning and assessmentefforts.
• Contributions to the profession's
body of knowledge about teaching andlearning.
• Selection of quality teachers for
specialprograms.
• Improved objectives and learning
practices incurriculum
• Inclusion of new topics according to
social changes and needs ofsociety
• Improvement and implication of new content
andmethodology
• Development in assessmentmethod
Competency-based
Teaching and Learning
Competency-based learning refers to
systems of instruction, assessment, grading, and academic reporting that are
based on students demonstrating that they have learned the knowledge and skills
they are expected to learn as they progress through their education.
Competence-based teaching and
learning has been recognized in many education systems in recent years. It is a
system which challenges the traditional practice of focusing on coverage of the
content without paying due attention to mastery of skills. There are many terms
used to refer to competence-based teaching and learning. Such terms include
competence-based education, competence-based curriculum, proficiency-based
education, outcome-based education, mastery-based education, standard-based
education and performance-based education. There are some key features which
make it unique. Such features include the following:
1. It is student-centered
The learner is the focus
of the learning process. Individual learners’ needs and learning styles are
given priority in determining the content to be covered, the teaching and
learning methods and the mode of assessment. Individual learners needs and
learning styles are given priority in determining the content to be covered,
the teaching and learning methods and the mode of assessment.
2. It is
outcome-based
Students must demonstrate
mastery of all required competencies to earn credit or graduate or advance to
the next level.
Involve multiple
measures of assessment to determine competency
Students earn credit
toward graduation in ways other than seat time and course taking (such as
apprenticeships, blended learning, dual enrollment.
Practice
oriented
Students must
demonstrate practical skills and tangible outcomes to determine competence and
not just the possession of theoretical knowledge.
Attributes of Competency-based Teaching
Understand how
learners learn
Match principles
of learning and teaching
Facilitate,
rather than control learning
Support
acquisition of knowledge, skills and professional behaviours in all learning
domains (cognitive, psycho motor, affective)
Promote and
expect learner accountability for Learning
Provide timely,
specific feedback on learner progress beginning with learner self-assessment
Individualize
learning experiences according to needs
Expect
increasing complexity of performance as the learner progresses throughout the
program
Role
of the teacher
To be aware of
the needs of the students
To make pupils
aware of the competences to be attained.
To direct the
students regarding the tasks to be done.
To facilitate
and ensure the students' progress.
Re evaluate
pupils performance
To provide
constructive feedback to help learners improve skills
Role
of the learner
To become aware
of the competencies they are going to deal with
To ensure
whether the competences stressed by the teacher are useful and relevant to
them.
To ensure their
active participation in the teaching learning process
To be able to
adapt and transfer knowledge from one setting to another
Merits
It develops
learners competencies.
It ensures
students participation in the teaching
It makes
continuous assessment.
It develops
confidence in pupils.
It is very
difficult to develop lists of competencies for every specific situations
It requires
competent teachers.
It ignores the
process of learning
Procedure
of teaching
The teacher
tests the students proficiency in the beginning He clarifies the competencies
to be focused. Then the students are grouped on the basis of their proficiency
level, learning capacity, needs etc. Tasks and required directions are given,
Teacher evaluates the outcome of learning and gives constructive feedback
Integrated
Learning
Definition of
Integrated Learning
The integrated
curriculum is about making significant connections between subjects or skills
that are usually addressing several different subject areas. Integrating the
curriculum can also improve learning experiences. An integrated approach to
learning is designed to focus on learning within the curriculum. It focuses on
making connections among concepts and experiences so that information and
skills can be applied to novel and complex issues or challenges.
Characteristics of Integrated Learning
It primarily
focuses on problem-solving.
It is a
compilation of assessment, curriculum development, and faculty development.
Integrated
learning explores and uses information effectively.
It enables
children to integrate ideas and experiences and apply them to formulate new
learning situations.
Creativity,
adaptability, critical reasoning, and collaboration are the key features of
integrated learning.
The method of
learning accommodates a variety of learning styles, theories, and multiple
intelligences.
Benefits of Integrated Learning
Integrated
learning pays particular attention to an increase in understanding, retention,
and application of general concepts.
It provides a
better understanding of the content.
Integrated
learning encourages active participation in relevant real-life experiences.
It serves as a
connection between various curricular disciplines.
It develops
higher-level thinking skills.
Ensures active
participation by triggering the point of interest of students.
Innovation
in Secondary Education
Need for
Innovation
Promoting
creativity and innovations through our educational institutions is a first step
towards broadening and deepening the impact of innovations in our society and
economy.
As in all
sectors, innovation will be essential to bring about qualitative changes in
education.
These changes
are needed to increase efficiency and improve the quality and equity of learning
opportunities.
Skills including
critical thinking, creativity and imagination, can be fostered through
appropriate teaching, and practices.
Technology-based
innovations in education reshape the environments in which schools operate.
To provide alternative
ways of learning for students with special needs.
Driving Digital
Change in India
With two-thirds
of its population under the age of 35, India will soon be the youngest country
in the world.
If well-trained
and well-skilled, it could be the workforce for the world.
The key to
reaching and teaching a vast population spread across a large and diverse
country is digital technology.
Thanks to the
universal presence of mobile devices, they can reach a much larger audience via
online courses and virtual classrooms.
Not only
organizations, but the government is also investing heavily on bettering the
education ecosystem, be it with revamping the National Education Policy,
launching Skills India initiative, SWAYAM roll out etc.
Technology
assists teachers in providing a more effective learning experience for the
students.
Schools must
therefore strike a balance between technology-enabled and nature-based teaching
to equip its students for a better tomorrow.
The important innovations are
Audio-visual (AV) supplements : Many educational institutions in India have
AV-equipped classrooms or venues to boost students’ learning and understanding.
Teachers explain difficult subject like Physics/Maths/Chemistry/History etc.
with the help of smart-boards.
Flip methodology or classroom : This technique, to put simply, is to roll the
responsibility of learning towards the students and make them active
participants of the learning process.Here, teachers relegate to the role of
resource or material providers via email or intranet, whereas students take the
centre stage of gathering concepts, constructing knowledge, and drawing
inferences.
However, the
other significant aspect is that teachers follow it up with a discussion
session on the given topic on a stipulated day to ensure students’
participation, seriousness, and overall learning. Besides discussions, there
are group presentations, debates, and essay writing competitions.Flip
methodology promotes greater student involvement in the learning process and
lays down the foundation of independent learning.
Role play : Role
play brings in the element of entertainment into the classroom. As much as it
is loved by students, this technique facilitates their understanding and
appreciation of the characters that they read about. From pre-schools to Senior
Secondary level, schools are implementing this method as it’s a great source to
instill in children values and ideals as they play the roles of historical
stalwarts like Mahatma Gandhi, Pandit Nehru, Nelson Mandela, and Martin Luther
King, or legendary characters like Caesar, Charlie Chaplin.
Peer teaching :
It is one of the most effective strategies to even up the learning curve of a
class. Usually, teachers pair students who are high performers with those
students who might be struggling in a subject area. Students are also
encouraged to volunteer, or are randomly chosen to take over as the subject
teacher. It offers a platform of knowledge sharing among students, besides
harbouring healthy competition. With regular peer teaching sessions, students
start to develop better grasp of the concepts, display maturity, tend to be
more disciplined, and also develop better communication skills.
Games : The
play-way lessons are quite popular among students of all grades, and a successful
strategy to keep them engaged.Teachers are experimenting with various kinds and
levels of word and mind games like quiz, puzzle-solving, Scrabble, Sudoku, etc.
Games help to seamlessly incorporate subject knowledge with application, and
are an answer to productive and smart learning.
Collaboration :
Collaboration is an essential life skill in a globalized environment. In an
educational institution, this skill can best be fostered in the classroom by
allowing students to work in groups. Teachers are designing their lessons to
allow time and resources for group activities, be it research or class
presentation.
Going beyond the
classroom : Education should make children aware of the world and themselves,
widen their perspective, and make them seek the truth. Schools are embracing
the trend of taking children outside the classroom. Whether on a nature trail,
or visiting cottage industry, students now directly interact with what they
read about in books. Children gain more knowledge when they see and experience
history in museums than being taught the same in the class. Field trips are now
an integral part of the curriculum.Students, teachers, and parents
enthusiastically come forth to make the attempt a holistic educational
experience.
Conclusion
Education needs
innovation to keep it fresh and relevant.It is not just the teachers and
educators who form it, but also the students who shape it. Empowered by
technology and tools, our education system can indeed scale up to empower our
citizens to help the country on its journey to becoming a digital and knowledge
economy.
CIET
Origin
Central
Institute of Educational Technology (CIET) is a constituent unit of the
National Council of Educational Research and Training (NCERT), an autonomous
organization under the Ministry of Human Resources Development, Government of
India. Established in 1984 with the merger of the Centre of Educational
Technology (1973) and Department of Teaching Aids (1959), its chief aim is to
promote Educational Technology especially mass media singly or in combinations
(multimedia packages) to extend educational opportunities and improve quality
of educational processes at the school level.\
As a premier
institute of Educational Technology at the National level, major functions of
the CIET-NCERT are based on Research and Development,
Major Functions
of CIET
• Designing alternative learning
systems to deal with problems of Education
• Orientation of Educational planners,
administrators to the concept of Educational technology.
• Training in specialised areas, radio
,audio, television and video production and low cost teaching aids
• Production of audio-visual
Educational materials and other low cost aids
• Promote Educational Technology
• Train Personnel in Educational
Technology
• Advise & Co-ordinate activities
of SIETs
• Provide Consultancy and media support
to other constituents of NCERT
Vision
Vision of our
institute is to be the national pioneer and leader in various aspects of the
professional improvement and advancement in educational communication and
technology, grounded in theory, in research, in practice and in code of ethics,
providing solutions by utilizing the innovations, research combined with
design, building and managing the resource centre of quality educational media
software and integration of technology and pedagogy.
Mission
The mission of
Central Institute of Educational Technology (CIET) is to:
• Act as a nodal resource centre for
school education media software acquired through national, regional and international
sources for reference and research.
• Achieve excellence in design,
research and production of educational software for children and teachers,
including parents.
• Contribute to teacher education
through the convergence of appropriate technologies.
• Build capacities of
teachers/educators for quality improvement roles in school education.
• Constructively inform educational
policy makers and to critically appraise educational technology (ICT related)
policy in India.
IASE(Institute
of Advanced Studies in Education)
The Institute of
Advanced Studies in Education (IASE) is a deemed university in India
VISION
o Leading institution(s) to actively
contribute to Empowerment of teacher educators,
o Developing more effective teacher
development programs
o State policy making and High quality
research and innovation,
o Preparation of teacher educators
capable of empathy for inclusion of teachers and children:
o Acting as Regional Resource Centers for
material development, documentation and sharing, including in vernacular
language Research:
o in education and other aspects that
influence policy- including equity, inclusion, hidden curriculum,
teaching-learning;
o Co-ordinating between institutions
like CTES, DIETS and other colleges
o Co-ordinating between universities and
making curricular reforms possible;
o Helping develop new courses for the
universities including integrated courses and Post Graduate programs aligned
with NCFTE/NCF
o Developing new programs and courses
for teacher educator preparation;
ROLE OF IASE (INSTITUTE OF ADVANCED STUDY IN
EDUCATION)
The IASE has to
perform the following specific functions
1.Organize
pre-service teacher education courses (B.Ed.) for preparation of teachers for
secondary schools.
2. Conduct
programmes in elementary teacher education so as to prepareelementary teacher
educators.
3. Conduct
M.Ed., M. Phil and Ph.D. programmes in education.
4. Organize subject-oriented and
theme-specific in-service teacher education programmes for secondary teachers.
Such programmes may be of one week duration to four weeks duration
5. Conduct
in-service courses for teacher educator, head masters of secondary schools and
inspecting officers.
6. Provide
extension and resource support to secondary schools,school complexes and
individual teachers.
7. Organize
longer duration and specialized course in appropriate areas.
8. Provide
academic guidance to DIETs and resource support to CTEs.
9.Conduct
experimentation, innovation and advanced level research
10. Encourage
community participation in teacher preparation
11. Conduct
training programmes on of educational technology.
12. Develop
instructional materials, teaching aids and kits.
13. Shoulder
academic responsibility in the following areas:
• Foundations of Education
• Pedagogy and Methodology Educational
Technology and Media
• Resources In-service Education and
Extension Programme Special programmes such as science Education
• Vocational Education
• Environmental Education
• Work Experience
• Population Education Language
Teaching
• Computer Education
• Social Education
• Planning and Management
• Adult Education and Non-formal
Education
• Elementary Education
14. Act as
centre of Excellence and Research.
One of the main
duties entrusted to IASE is the organization of various in-service courses for
the functionaries working at various educational sectors. So we used to conduct
courses in each academic year, the course details are following.
Areas
In-service
courses on :
• Various subjects for High school
teachers.
• Managerial issues and developments
for Heads of the schools. .
• Physical education.
• Information and communication
technology.
• Library and information science.
• Guidance and counselling practices.
Duration
In depth courses
- 10 days
Short term
courses -5 days
Course Period
The courses are
used to organize under various departments during the period October to March
in each academic year.
Various
pre-service Teacher Education programs by IASE
The B.Ed Course
is a professional programme meant for preparing teachers for Upper Primary or
Middle level (classes VI-VIII), Secondary level (classes IX-X) and Senior
Secondary level (classes XI-XII), The two year programme is designed to imbibe
in prospective teachers proper aspirations, knowledge base and a repertoire of
pedagogic capacities and appropriate attitudes. The Course consists of four
semesters of 100 days each. The B.Ed course in IASE is offered in eight
subjects: English, Hindi, Malayalam, Sanskrit, Mathematics, Natural science,
Physical science and Social Science,
Master of
Education (MED) -2 Year Course
MEd is a
professional and research oriented Post Graduate level Teacher Education
programme. The two-year- Course is designed to provide opportunities for
students to extend as well as deepen their knowledge and understanding of
Education, specialize in select areas, and also develop research capacities.
The Course consists of four semesters of 100 days each.
VISION
To develop world
class teachers and teacher educators who can guide the GENERATION for
transforming the
world to be a better place to live in, where people and nations live in peace
and harmony with Nature.
MISSION
* To make the
institution a centre of excellence.
* To impart
quality training in various areas and thereby enrich the teaching community.
*To make
academic link with similar institutions in India for sharing resources.
*To develop the
institution as a good centre of educational resources,
*To provide
space and human resource for setting up a teacher education university.
*To emerge as à
centre of experts on diverse educational areas.
*To extend
consultancy services to the field of education and social science research.
*To upgrade the
institution as an educational research centre.
VOCATIONALISATION
OF SECONDARY AND SENIOR SECONDARY EDUCATION IN INDIA – RESEARCH IN SECONDARY AND
SENIOR SECONDARY EDUCATION
VOCATIONALISATION
The term
vocationalisation refers to efforts by schools to include in their curriculum
those practical subjects which are likely to generate among students some basic
knowledge, skills and dispositions that might prepare them to think of becoming
skilled workers or to enter manual operations.
VOCATIONALISATION
OF SECONDARY AND SENIOR SECONDARY EDUCATION IN INDIA
“Vocational education is a program of
education below college grade organised to prepare the learner for entrance
into a particular chosen vocation or to upgrade employed workers”.
- Cater v good dictionary of
education 1973
“Vocational education is a comprehensive term
embracing those aspects of the educational process involving in addition to
general education, the study of Technologies and related Sciences and the
occupation of practical skills, attitudes understanding and knowledge relating
to occupation in the various sector of economic and social life.”
- UNESCO 1947
Internationally,
a major and persistent overall trend in education has been the massification of
both secondary schooling and higher education. This is also the case, albeit on
a more limited basis, in those developing countries that have achieved major
progress in the universalization of primary education, with more students going
on to secondary-level education.
In the past it
was widely accepted that secondary schooling and higher education were for a
relatively small number and proportion of students who were mainly concerned
with receiving an academic-type education and (in the case of universities)
obtaining entry to the higher-status professions. With an increasing proportion
of the relevant age groups wanting to complete a full cycle of secondary schooling,
before then going on to university, both schools and universities have had to
modify their curriculum and entrance procedures to become more comprehensive by
providing a more diverse range of courses in order to accommodate the more
diverse study interests and range of capabilities of students. These courses
are both academic and (increasingly) vocational in nature. There is now more
emphasis on economic productivity, with secondary schools and many universities
increasingly stressing skills development for employability, and so preparing
graduates more directly to meet labor force requirements. There are some, such
as Professor Steven Schwartz, vice-chancellor of Macquarie University in
Australia, who lament this trend, and argue that the programmes offered in
secondary schools and universities are ‘being reduced to vocational training’
(Schwartz, 2010). This is a view that is shared by Professor Martha Nussbaum at
the University of Chicago (Nussbaum, 2010). However, others (including
ourselves) disagree, and argue that it is both desirable and appropriate that
secondary schools and universities are more accountable to meeting the economic
and labor force needs of society through placing a greater emphasis on skills
development for employability (Fien, Maclean and Park, 2008; Maclean and
Wilson, 2009; Rauner and Maclean, 2008). These are matters that are examined in
greater detail in the main body of this paper.
• The Centrally Sponsored Scheme of
Vocationalisation of Secondary Education provides for diversification of
educational opportunities so as to enhance individual employability, reduce the
mismatch between demand and supply of skilled manpower and provides an
alternative for those pursuing higher education.
• The national policy planners have
considered higher secondary stage of school education as crucial since it is at
this stage that necessary skills and competencies are acquired which enable the
students to enter the world of work or to go for higher education.
• Vocational education has been accorded
high priority in the National Policy on Education, 1986. The NPE, 1986 inter
alia states “The introduction of systematic, well-planned and rigorously
implemented programme of vocational education is crucial in the proposed
educational re-organization…. Vocational education will be a distinct stream
intended to prepare students for identified vocations spanning several areas of
activity”
Aims and
objectives of vocationalisation of education in India
• Now our country is developing due to
the development of science and technology. This has been possible because of
the availability of material and human resources. Our country is too rich in
these two resources. What is needed is their proper utilization. This requires
expansion and development of vocational education. The need of the hour is to
impart vocational education in order to acquire expertness in the field of
“technical know-how”.
• Vocational education is concerned
with the training on vocation. It is related to productivity. Vocational
education prepares individuals for jobs. It has adequate employment
potentialities. It helps in broadening of horizon. It leads to dignity of
labor. It is helpful in the maximum utilisation of the material resources of
the country.
• When vocational educational education
is mixed with general education it is called vocationlisation of education.
Vocationalisation of education is designed to introduce manual skills in
general education. Vocationalisation of education means training in some
vocations at the secondary, Higher Secondary level with general education.
• According to the recommendation of
the Secondary Education Commission (1952-53), the aim of vocationalisation of
education is to improve the vocational efficiency of the students. Therefore,
the Commission emphasized on increasing the productive & vocational
efficiency of our students and it recommended for diversified courses in
multipurpose schools.
• The Indian Education Commission
(1966) pointed out that vocationalisation can bring education into closer
relationship with productivity. It also recommended to give a strong vocational
bias to secondary education and to increase the emphasis on agricultural and
technological education at university stage.
• The National policy on Educating
(1986) and its revised formulations gave stress on the introduction of
systematic, well planned and rigorously implemented programmes of vocational
education.
Need for
vocational education at the secondary stage
In India the ratio of enrollment in vocational
courses at a lower Secondary And Higher Secondary Schools is only 6 % it is a
reason for low productivity and unemployment the Education Commission pointed
out that another program which can bring education in to closer relationship
with the productivity is to give a strong vocational based to Secondary
Education and to increase the emphasis on agricultural and technological
education at the University stage.
The national policy on education point out the
following merits of vocationalization of education.
• Enhancement of employability
• Reduction him mismatch between
demand and supply of skilled manpower
• Provision of alternative courses
• Dignity of labor
• Self-employment
• Increase the productivity
• Maximum utilisation of resources
Causes of slow progress of vocationalization
in India
• The unfavorable wage of policies for
a middle level skilled workers and against white collar job operators
• The
failure to control the expansion of general Secondary Education
• The inability to create advocate job
opportunities
• Lack of adequate resources for
providing training
• Delinking degree from jobs
TARGETS AND
MEASURES FOR THE PROMOTION OF VOCATIONAL EDUCATION AT THE SECONDARY STAGE
EDUCATION COMMISSION 1964-66
1. Secondary Education should be
vocationalised in a large measure and environment in vocational courses riced
to 20 % of total enrollment at the lower secondary stage and 50% of total
enrollment at the higher secondary stage by 1986.
2. A variety of part-time facilities in
vocational education should be made valuable at the both these stages to meet
the need of boys and girls in urban and rural areas.
3. The central government should provide
special grant to state government in the centrally sponsored sector for the
vocationalisation of Secondary Education.
NATIONAL REVIEW COMMITTEE FOR ADISESHIAH
COMMITTEE 1978
-Recommendation
on vocationalisation of education
1. Two
broad learning components of the higher secondary stage;
i) General
education spectrum
ii) Vocational
spectrum
2. Vocational spectrum
• Special attention has to be given to
the self-employment factor
• Main trust should be on rural
agricultural and related vocations
• The duration of a vocational course
in the schools In the formal system should normally be two years
• The courses requiring lesser
duration than 2 years. May be pursued through formal system such as part time
and evening courses, correspondence courses etc..,
• Causes and allocation of time
a. Language (s) 15%
b. General foundation courses 15%
c. Elective subject 70%
d. 60% for practical work
3. Vocational
electives
Anyone
vocational course to be offered out of 64 courses divided into eight categories
1. agricultural and related vocations
2. business and office management
3. paramedical
4. educational services local body and
other services
5. Journalism
6. home science related vocations
7. other general services
4. Vocational
survey
The
committee recommended that with regard to the offering of Vocationalised
courses in rural or urban schools ,vocational survey of the area- Metropolitan,
Block, Taluk ,District or state undertaken such surveys been done even in cases
that the vocational courses have been in introduced.
5. Selection of
schools
The location of schools in the rural sector be
given priority
6. Use of
available facilities
Two economies the financial investment on
infrastructural Facilities the spare capacity in all the schools be used and
the environment increased through running double shifts whenever it is
possible.
7. Counselling
and placement
Counseling
and placement offers the appointed in cluster of 3or4 schools particularly in
rural areas.
8. Pre-service and in-service training of
teachers
The university
the teacher training college SCERT state Institute of Science education, NCERT
boards of Secondary Education agricultural Universities and all others should
be actively involved in the program of orientation of teachers.
9. Teachers of
Vocational courses
There should not be instance on post graduate
college applications in respect of teachers of Vocational courses. Service of
persons who have had actual experience may be fruitful utilise to teach
vocational courses. Part time teachers may also be appointed were necessary.
10. Textbooks
In
order to impart instruction in vocational courses in agricultural and related
subjects, books may be written on a priority basis to suit local conditions and
made available to schools.
11. Recruitment
on basis of job requirement
Recruitment
policy of the government as well as public sector organisations should be
revised and job requirements should be replace the university degrees as
essential qualifications. Occasionally qualified persons should be preferred to
graduates.
12. National Council of vocational education
This
body may be set up by the Ministry of Education and all the Agencies such as
the Indian Council of Agricultural Research are India Council for Technical
Education the nursing council that Dental Council and the National Council for
the training in vocational trades should be members of thus Apex body.
13. Financial resources
Any
expenditure on vocationalisation should be considered as a national investment
and an investment for the future.
14. Cultural preparations
Cultural
preparation may be made to ensure that many facets of the Reform of Higher
Secondary Education are thought through planned for and provided as the
country’s stakes in the educational stage are high.
MEASURES
SUGGESTED FOR PROMOTION OF VOCATIONAL EDUCATION BY THE NATIONAL SEMINAR ON
VOCATIONALISATION OF EDUCATION 1990
• Sharing pattern of expenditure on
vocationalisation it should be in the ratio of 80:20 between the Cent and
States.
• Allocation for construction of sheds
It should be enhanced by one and half times
that of the presenter rate
• Course structure
70%
of time should be utilised for vocational theory and practice
• Standardized and uniform norms
Steps
should be taken to setup standardized and uniform norms for steps to follow.
• Training of teachers
Each state
should identify one or two existing teacher training college having edited
infrastructural facilities which could be converted into vocational teacher
training colleges by Supplementing with additional facilities through Central
assistance.
• Orientation and training of
Vocational officers
Advocate
arguments should be made in this regard.
• Coverage under apprentice act
The
number of Vocational courses under the scheme should be increased
substantially
• Modification of recruitment rules
Speedy
and vigorous action is needed to enhance the chances of vocationally qualified
persons to get employment.
CENTRALLY
SPONSORED SCHEME OF PRE VOCATIONAL EDUCATION AT THE LOWER SECONDARY STAGE
• The scheme was introduced in 1993- 94
Objectives
1. To impart training in symbol marketable
skills to students of class IX and X
2. To develop vocational interest in
students
3. To facility student in making a choice
of Vocational courses at the higher secondary level.
Under the pre- vocational scheme, Assistance
has been provided to 11 States for or introducing pre vocational courses in 652
schools
Centrally
sponsored scheme of vocationalisation of Higher Secondary Education
-The scheme was
introduced in February 1998
Objectives
1.
To enhance individual
employability
2. To reduce the mismatch between demand
and supply of skilled manpower
3. To provide an alternative for those
pursuing higher education without particular interest or purpose.
-The Scheme is
introduced through the State government or UT administration
Steps taken to strengthen the vocational
education program
1. A joint Council for vocational
education (JCVE) was set up in April
1990 for policy formation and coordination at the national level
2. Central Institute of vocational
education (CIVE) was set up in July 1993 to provide technical and academic
support to the program in the country.
3. Of the 150 courses introduced under the scheme 60
locational courses have been notified under the Apprenticeship Act.
4. collaborative arguments have been made
with the Ministry of Railways etc.,
NATIONAL
CURRICULUM FRAMEWORK FOR SCHOOL EDUCATION NCERT2000
MANAGEMENT STRUCTURE FOR A WORK EDUCATION PRE
VOCATIONAL AND VOCATIONAL EDUCATION
Functional
levels Policy coordination RxD Evaluation monitory Administration & implementation Examination & certification
vocational Joint council of vocational education PSS central institute of vocational education ,
Bhopal Bureau of vocational / school education MHRD CBSE/ICSE
Regional
- Regional
institute of education Regional
board of Apprenticeship Training -
State State council of vocational education SCERT/ state institute of vocational education
/ state institute of education State
department of education State
board of examination / higher secondary council
District District vocational committee Vocational training in centers/ district
institute of education of training District
education / vocational education officer -
institute Institute advisory committee
- Principle / Head master of
institution -
RESEARCHES IN
VOCATIONAL EDUCATION
a. TEACHERS
A deep studies
in this area conducted to analyze changing policies concerning with teachers at
vocational level in different states. Specific studies may also be conducted to
find out reflections of teachers assumptions about learner, learning, school
and curriculum. The suggestions of researches in the teaching field will be an
investment for pre -service and in-service teacher education program.
Examples:
o Teaching competence of secondary
school Teachers in relation to their role conflict Vocational maturity and
attitude towards Teaching
o An analytical study of students and
teachers attitude towards vocational education at higher secondary stage in
khurda district
b. CURRICULUM
Research in the
area of curriculum is systematic way to get better understanding of all the
components of curriculum such as;
• Objectives of Curriculum
• Structure of subject matter and
learning experiences
• Curricular and co-curricular
activities
• Prescribed practical hours to fulfill
learning objectives
Examples:
o Applied Science in the English School
Curriculum: The Meaning and Significance of "Vocationalization"
o Vocational education as a strategy for
effective utilization of human resource
c. LEARNER
The researches
will help to know the difficulties faced by students in schools and also
different aspects of schooling help teachers as well as educational planners to
get ideas about students needs and satisfaction about their learning and
learning experiences.
Examples:
o Study of status and problems faced by
the schools under the directorate of education Delhi in implementing the
vocational Education at plus 2 Level
o Comparative study of vocational
interest of students of ix standard
o A sociological study of the vocational
education of girl students in Mumbai
o A study of vocational education for
girls at higher secondary school level in Karnataka
d. INSTITUTION
Institutional
research is a wide area in which it include schools, colleges and universities
to inform campus decision-making and planning in areas such as admissions,
financial aid, curriculum assessment, enrollment management, staffing, student
life, finance, facilities, athletics, and alumni relations.
Examples:
o Vocational Education System For Power
Distribution Sector In India And Development of National Vocational
Qualification Framework NVQF
o To Study the Role of Vocational
Education and Skill Development Program in Creating Entrepreneurship
Development in Western Maharashtra
ADVANTAGES OF
RESEARCH IN VOCATIONAL EDUCATION
• Enhanced communication between
teachers and students.
• Improved performance of students.
• Revision of practice based on new
knowledge about teaching and learning.
• Selection of quality teachers for
special programs.
• Improved objectives and learning
practices in curriculum
• Development in assessment method
PRE-SERVICEANDIN-SERVICE
SECONDARYTEACHEREDUCATION
PROGRAMMES
INTRODUCTION
AccordingtoKotharicommission,ateacherwhounlikeanordinaryworker,actsasamaster,
craftsman,anartist,astrategistandapowerfulmotivator.Theenvironsofaclassroom
are
enlivenedbytheinspiring,dynamic,enthusiastic,encouraging,skillfulanddedicatedteacher.It
ishewhoshapesthedestinyofstudentsandthatofthefuturecitizenswhoeventuallyshape
thedestinyofthecountry.Suchateacheronlycansuccessfullyincultureamongchildren
valuesthatstrengthentheidealsofsocialjustice,equity,secularism
andpluralism.
Byitsverydefinition,aprofessional,includingateacherisalifelonglearnerbecauseofhis
associationwithscientificknowledgewhichkeepsgrowingandsoopportunitieshavetobe
affordedtoensurethathekeepslearninganddevelopingthroughouthisprofessionallife.This
ispreciselytheresponsibilityofteachereducationsystem
whichismorethanamere
combinationoftwoofitsmajorcomponentsi.e.pre-serviceteacherpreparationandin-service
education.
Professionalpreparationandprofessionaldevelopmentofteachersisacontinuousprocess.It
beginswiththeselectionofanaspirantteacherandincludeshisinitialpreparationinduction
intotheprofessionandhiscontinuousdevelopmentthroughouthisteachingcarrier.The
formulationofpolicyanddesignofteacherpreparationandcontinuingprofessional
developmentshouldoptimallytakeintoaccountthewholespectrum
ofteacherlearning.
PRE-SERVICETEACHEREDUCATION,
MEANINGANDSIGNIFICANCE
Pre-serviceeducationofteachermeans,educationofteachersbeforetheyenterinto
serviceasteacher.Duringthisperiodofteachereducationprogrammes,teachingpracticegoes
sidebyside,whiletheyaregettingknowledgeabouttheorypapers.
Agooddealofimprovementintheteachereducationprogrammeisneeded.Pre-service
educationiscarriedonforpreparingdifferenttypesofteachers.Pre-serviceteacherpreparation
isacollectionofunrelatedcoursesandfieldexperience.Researchbasedcurriculum
developmentofpre-serviceteachereducationisyettotakeroots.Theseprogrammesare
intendedtosupportandenhanceteacherlearninginstillinthem
agreaterdegreeofself
confidence.Thebeginningteachersinthiscaselearnfrom
theirpracticeandfrom theculture
andnormsoftheuniqueschoolsettingswhereintheyhavebeenplacedandinteractwiththese
cultures.
Itisimportantforteachereducatorstolearnthemethodologyofhowtogetintouch
withthecorequalitiesofagoodteacherandhowtheycanstimulatethesequalitiesinstudent
teachers.Thiswillleadtoadeeperinvolvementinthelearningprocessofteachereducatorsas
wellasstudentteachers.Theinclusionofappropriatecontentknowledgeaboutessential
qualitiesofagoodteacherinrelevanttheorypapersandpracticeofeffectivedomainrelated
traitsinschoolsituationforalongerdurationcouldhelppromotethesetraitsinstudent
teachers.Theteachereducationprogrammeneedstoallowthespacewhereinateacher’s
personalitycouldbedevelopedassomeonewhoisreflective,introspectiveandcapableof
analyzinghisorherownlifeandtheprocessofeducationatschoolsothatafterbecominga
teacher,hebecomesanagentofchange.
A.
PRE-PRIMARYTEACHEREDUCATION
PROGRAMME.
Hereteachersaretrainedforteachingchildrenofpre-primaryclasses.Thistypeofteacher
trainingisgenerallycallednurseryteachertraining(N.T.T).Teachertraininginstituteofthistype
areexistingindifferentstates.AtMussorie,thereisMontessoriteachertrainingprogrammein
oneinstitution.ThattypeoftraininginstitutesareaffiliatedtoassociationMontessori
international.Therearepre-basicteachertrainingschoolswhichprepareteachersforpreprimaryschools.
TheseinstitutesarerecognizedbyHindustaniFalimisangh,Wardha.Some
stategovernmentsalsoconductthistypeofteachertrainingprogrammes.Theuniversitiesof
JabalpurandBarodarunpre-primaryteachertrainingcourseleadingtocertificate.At
ChandigarheducationdepartmentU.T.Administrationisrunningsuchacoursewhichisduly
recognizedbyU.TAdministration.InthestateofHaryanaabouttwodecadesbackHaryana
governmenthadgivenaffiliationforrunningthiscourseofteachertrainingtoSohanLalD.A.V
collegeofeducation,Ambalacity.Butthenitwascloseddownbythegovernmentafterthe
lapseoftwo-threeyears.Atpresentafewschoolsandcollegesofeducationinthestateof
HaryanaarerunningoneyearN.T.Tcoursemeantforgirlsonlywhohavequalified+2
examination.ThesaidcourseisrecognizedbyD.A.Vcollegemanagingcommittee,NewDelhi.
B.
PRIMARYTEACHERTRAINING
INSTITUTES
Primaryteachertraininginstitutesprepareteachersforteachingtothechildrenofprimary
courses.Theseinstitutespreparethestudentsforjuniorbasictrainingcertificate(J.B.T).This
traininghasbeenverypopularalmostinallthestatesearlier
thistrainingwasmeantfor
maleandfemaleteacherswhowerematriculates.Recentlysomemodificationshavebeen
madeforgivingtrainingofJ.B.T.AfterpassingJ.B.Ttheteacherisabletoearnateaching
diploma.Howtheminimum
qualificationfortraininghasbeenraisedto10+2examination.In
thestatesofPunjabandHaryana,thistypeofteachertrainingissanctionedtogovernment
teachertrainingschools(or)districtinstituteofeducationandtraining(D.I.E.T)withtherevision
ofgradesofalltypeofteachers,J.B.Ttrainingcentersattractstudentsofhighercalibersand
theypossesshigherqualifications
TheNationalCommissionofTeachershasrecommendedtheintroductionof
integratedfouryearcourseformatriculateswhichwillenabletheteacherstoearnteaching
diplomaforteachingprimaryclasses
C.
LANGUAGESPROFICIENCYTEACHERS
ThistypeofteachertrainingprogrammepreparesteachersforteachingHindi,Punjabiand
Sanskrit.Thistrainingismeantforthosewhoare10+2.Ithelpsthem
toearnateaching
certificatecalledO.T(Hindi),O.T(Punjabi),O.T(Sanskrit)etc.Thistypeofteachertraining
programmehasbeenpopularingovernmentaswellasnongovernmentinstitutes.Atpresent,
hiscourseisbeingruninaveryfewinstitutes.Thegovernmenthasalmostwithdrawnits
sanctiontoprivaterecognizedinstitutions.
D.
COLLEGEOFEDUCATIONFOR
SECONDARYTEACHERS
Teachertrainingforsecondaryschoolsisgiveninthegovernmentaswellasnongovernmentcollegesofeducation.
Thesecollegesprepareteachersformiddle,high(or)
secondaryclasses.GenerallyinthesecollegesitisoneyearcourseafterB.A/B.ScorM.A/M.Sc.
Withtherevisionofgradesofteachers,thecollegeofeducationhasstarted
attractingstudentswithgoodqualifications.InsomestateslikePunjab,Rajasthan,entrance
testhavebeenintroduced.InthestateofHaryana,Theminimum
qualificationforcompetingin
theadmissiontoB.Edis50%marksinB.A/B.ScorM.A/M.Sc.Besides,entrancetestisalsoheld.
Marksinbothareaddedupandthenmeritlistisprepared.
E.
REGIONALCOLLEGESOFEDUCATION
N.C.E.R.Tstarteditsownregionalcollegesofeducationinfourregionsofthe
countrytomeettheshortageofteachersfortechnicalsubjectssuchasagriculture,commerce,
finearts,homescience,etc.Thedifferentregionalcollegesofeducationareasunder:-
(i)
REGIONALCOLLEGEOFEDUCATION,AJMER:-
ItismeantforU.P,Haryana,Delhi,Punjab,HimachalPradeshandJammuKashmir.(Northern
region)
(ii)
REGIONALCOLLEGEOFEDUCATION.MYSORE:-
ItismeantforsouthregionwhichincludesAndhraPradesh,Karnataka,Tamilnaduand
Kerala.
(iii)
REGIONALCOLLEGEOFEDUCATION,BHOPAL:-
ItismeantforwesternstatessuchasMaharashtra,MadhyaPradeshandGujarat
(iv)
REGIONALCOLLEGEOFEDUCATION,BHUBNESWAR:-
ItismeantforeasternstatessuchasAssam,Manipur,Bihar,WestBengalandTripura.
F.
TRAININGINSTITUTIONSFORSPECIAL
SUBJECTTEACHERS:-
Thefollowingtraininginstitutionspreparespecialsubjectteacherssuchasmusic,drawing,
painting,finearts,homescience,etc.
(a)ViswaBharathiUniversity,Santhinikethan(W.Bengal)
(b)InstituteofArteducation,Jumiamitia,Delhi.
(c)Governmentschoolofart,Lucknow
(d)Kalakshetra,Adayar,Madras
(e)OneyeardiplomainphysicaleducationforgraduatesatGovt:physicalcollegeofeducation,
Patiala
G.INSTITUTEFORPOSTGRADUATETEACHER
EDUCATION
A)ONEYEARM.EDCOURSE:-thiscourseismeantforthosewhohavealreadypassedB.Ed.It
iscarriedintheuniversitiesinsomeselectedcollegesofeducation.
B)M.AINEDUCATION:-LikeotherM.Aitisatwoyearcourseforgraduates.Itisgenerallyrun
bydifferentuniversities.M.AineducationisconsideredequaltoM.Ed.
Postgraduatediplomaineducation,N.C.E.R.T,andsomeuniversitiesarerunningpostgraduate
diplomacoursesforgreaterefficiencyofteachers.Afewsuchcoursesareinthefieldof
researchmethodology,educationalandvocationalguidanceevaluation,audio-visualaids,social
education,distanceseducationetc.Thesecoursesaremostlyforteacherswhohavepassed
B.Ed.
SpecialcoursesforteachingEnglishareconductedbycontrolinstituteofEnglishandforeign
languages,HyderabadandregionalinstituteofEnglish.
H.CORRESPONDENCECOURSE:-
Correspondencecoursesforteachereducationhavebeenstartedbysomeuniversitiesand
colleges.ThefourregionalcollegesofeducationunderN.C.E.R.Twerethefirsttostartthis
course.Itis14monthcoursesincludingfourmonthstrainingduringtwosummervacation.
H.PUniversity,SimlastartedB.EdandM.Edcoursesin1972.Afteroneyear,B.Edcourses
throughcorrespondencewerestopped.JammuUniversity,theB.Edcorrespondencecourseby
JammuUniversitywasmeant
onlyforin-serviceteachers.Insouth,AnnamalaiUniversityis
runningB.EdandM.Edcorrespondencecourse.PunjabUniversity,PatialaalsostartedB.Edand
M.Edcorrespondencecourses.ButnewB.Edbycorrespondenceionlargescaleisbannedby
N.C.T.E
IN-SERVICETEACHEREDUCATION–
MEANING
Themomentateacherhascompletedhistraininginacollegeofeducation,itdoesnot
meanthatheisnowtrainedforalltimestocome.Ateachingdegree,likeB.Edmakeshim
enter
intoserviceasateacher.Thereafterhisjobcontinueswellonlyifhecontinueshisstudies
everydayintheclassroom
situationsandoutsidetheclassroom,hecomesacrossproblems
andsidebysideheisaexpectedtosortthem
out.Thereisneedofmoreandmoreknowledge,
moreandmoreeducationformakinghim
abetterteacher.
Thereareformalaninformalprogrammesofin-serviceeducationorganizedfrom
time
totime.Thehigherauthoritiesconcernedwitheducationwanttoensurethatthestandardsof
educationareproperlymaintained.Thatispossibleonlyiftheteachersrefreshtheirknowledge
andkeepituptothemark.Thedifferentagencies,thereforekeeponorganizingteacher
educationprogrammesforenrichingtheknowledgeofteachersandalsoforoverallproficiency
andbetterment.
AccordingtoLawrence,“In-serviceeducationistheeducationateacherreceivesafterhe
hasenteredtoteachingprofessionandafterhehashadhiseducationinateacher’scollege.It
includesalltheprogrammes–educational,socialandothersinwhichtheteachertakesa
virtualpart,alltheextraeducationwhichhereceivesatdifferentinstitutionsbywayofrefresher
andotherprofessionalcoursesandtravelsandvisitswhichheundertakes.
PROGRAMMESOFIN-SERVICETEACHER
EDUCATION
*SEMINAR-Inaseminarsomeproblemsofeducationaretakenupandthereiscollective
thinking.Discussionsareheldandconclusionsarearrivedatallundertheguidanceofsome
experts.
*REFRESHERCOURSES:-Arefreshercoursemeansaneducationalprogrammeorganizedfor
refreshingtheknowledgeofin-serviceteacher.Generallytheyacquiretheteacherswiththenew
developmentinthefieldofeducation.Withthecomingupofneweducationpolicy,refresher
courseswerearrangedallaroundforteachersofdifferentcategories.
*WORKSHOPS:-Workshopsareorganizedforgivingin-serviceeducationtoteachers.They
involvemoreofpracticalworkandlesstheoreticaldiscussion.Thesetypesofprogrammesare
moreusefulfortheteachers.Theteachershavetoworkpracticallyandcomeoutwithfinal
materialstobeseenbyothers.Organizationofworkshopsconsumesmoretimethanaseminar
orconference.
*CONFERENCE:-Inaconference,thereisabroaddiscussionofsubjectsofpracticalinterest.
Generallythereisacentralthemearoundwhichseveralsubtopicsaregiven.Teachersasper
theirinterest,presentpaperatthetimeofconference.Thesessionendswiththeconcluding
remarksofthepresident
*STUDYGROUPS:-Formingstudygroupsandusingthem
asatechniqueforin-service
educationforteacherscanworkwonders.Agroupofteachersofthesamesubjectanda
subjectexpertinthecollegeofeducationarecombinedandstartworking.Theychoosesome
topicsofcommoninterest(or)itmaybeaproblem
relatedtotheirteachingsubject.Discussion
isstartedunderguidanceandtheycontinuethinking,studyinganddiscussingthatsubject.If
needarises,someonemaybeinvitedforextensionlecture.Thestudygroupsmaybemeeting
onceinaweekorevenonceinamonth.
ASTUDYCENTREOFPROFESSIONALWRITINGS:-
Generallythematerialsarenotunderthereachofteachers.Thecollegeofeducation,the
extensionservicedepartmentscanhelpinthisdirection.VariouspublicationsofN.C.E.R.T,
somegoodbooks,materialsproducedbydifferentcentersofeducationmaybeproducedinthe
collegelibrary.Thestudyofreadingmaterialswillhelptheteachertoacquiresufficient
knowledgeintheirsubjects.
EXPERIMENTALSCHOOLS:-TheCollegeofeducationshouldhave
theirdemonstrationschoolandexperimentalschool.Theseareactuallypracticingschools
wheresomeexperiencescanbeperformed.Whateveristaughtintheory,whichisputinto
practicebycarryingoutexperiments?
Theexperimentalschoolsbecomecentersoflearningforin-serviceteachers.
Innovationsdoneintheseschoolsmaybeadvocatedamongtheteachingstaffsofother
schools.
RegionalcollegesofeducationaffiliatedtoN.C.E.R.Thavetheirexperimentalschools
wherethosecollegesareshowingleadershiptotheworkingteachersofotherschoolsintheir
areas.Othercollegeshavetheirpracticingschoolsbuttheydon’thaveanyexperimental
schoolsordemonstrationschools.
CORRESPONDENCECOURSES:
Correspondencecoursescanbedesignedforgivingin-serviceeducationtoteachers.Afew
universitieshavealreadystartedworkingintheareaofin-serviceteachereducation
programmes.CentralInstituteofEnglishandForeignLanguagesatHyderabadprovidespost
graduatecertificatecourseanddiplomacoursethroughcorrespondence.
OTHERPROGRAMMES:-Afewprogrammesforin-serviceeducationof
teachersaresuggestedbelow:-
*Educationaltours
*Radiobroadcast
*Film shows
*T.Vprogrammes
*Extensionlectureforteachers
*Exhibitions
*Exchangeofteachers
PROVISIONOFIN-SERVICEEDUCATION:-Different
institutionsarefunctioningwherethereisaprovisionofin-serviceeducationofteachers.Some
ofthem
aredoingcommendableworkinthisfield.
STATEINSTITUTEOFEDUCATION(SIE):-Indifferentstates,SIEhavebeensetupwhichcater
totheneedofin-serviceeducationonly.Theyorganizeseminars,workshops,etc.
STATEINSTITUTEOFSCIENCE:-Insomestates,theyhavesetupinstitutesforin-service
educationofscienceteachers.Theymakeeffortsfordevelopingscientificattitudesamongthe
teachers.Scienceexhibitionsarealsoconductedtherewhichattractlargenumberofchildren
from thestate.Thusit’sagreatsourceofinspirationforteachersandtheirstudents.
REGIONALINSTITUTEOFENGLISH:-
RegionalinstituteofEnglishhasbeensetupindifferentregionsofthecountry.Theyhavetheir
affiliationwithCentralInstituteofEnglishandForeignlanguages;Hyderabad.Theseinstitutes
impactfourmonthcertificatecourseinteachingEnglishtoin-serviceteachers.Theinstitutes
givesscholarshiptothetraineesandtheteachersarepaidfullsalarybytheschoolswerethey
areemployed.TheseinstitutesareworkingforefficiencyandimprovementofEnglishteachers
CONCLUSION
“Goodeducationrequiresgoodteachers”thatitbecomesessentialthatthemost
capableandappropriateberecruitedintotheteachingprofession,providedwithhighqualitypre
-serviceprogrammeofteachereducation,andthem
offeredopportunitiestoupgradetheir
knowledgeandskillsoverthefulllengthoftheircareer.Itis,therefore,essentialthatthereis
majorreorientationofteachereducationtoensurethatteachersarefurnishedwiththe
necessaryknowledgeandskillstocopewiththenewdemandsplacedonthem.Itisstrangeto
notethattoooftenteachersarehelplessinfrontofmachineswhichrefusetowork.How
undignifieditisfortheteachertobethwartedbymachines
Withtheincreasedcapacityofcommunicationtechnology,languagewillbecomeavery
powerfulinstrument.Theteacher-educationprogrammeshouldbestrengthenedtodevelop
languagecompetencyamongourteacher-taught.Themoderntimedemandsmultilingual
competenceincludingthenewcomputerlanguagesthatareboundtoemergewithexpansionof
computer-technology.
Continuingteachersandothereducatorswhichcommencesafterinitialprofessional
educationisoverandwhichleadstotheimprovementofprofessionalcompetenceofeducators
allthroughouttheircareers.
Additional
points on pre-service teacher education programes
B.Ed
Bachelor of
Education(B.Ed full form is Bachelor of Education) is an undergraduate degree
course that qualifies students to work as teachers in schools.B.Ed course
duration is 2 years with a total of 4 semesters. The acronym of Bachelor of
Education is B Ed. The B.Ed degree is necessary for teaching at the secondary
and higher secondary divisions. Formerly often referred to as Bachelor of
Training [BT] or in some universities as ‘Siksha Shastri’. The B.Ed syllabus is
framed to meet the psychological temparment of the students and also focus on
various educational methods of teaching.
M.Ed
M.Ed. stands for
Master of Education or Master in Education. It is a Postgraduate Academic
Master Degree Course. It is normally a 2 years program with 2 Semesters,
however, some institutes offer a 1-year Regular M.Ed. course like - Shivaji
University. The minimum period of passing the course is 2 years and the maximum
is 4 years. This period duration may vary from institute to institute. Master of Education Course can be pursued
either as a Regular Course or through Correspondence/Distance Education Mode.
The correspondence course is of 1-year duration. Masters Degree in Education is
available in various subjects. Masters in Education Programs involve
instruction, counseling, and administration. It is especially meant for
educators preferring to advance their skills in the field. Masters Degree in
Education is provided all over India in various Universities. Master of
Education course is offered at most of the District Institute of Education
& Training (DIET) centers across India. M.Ed. is mainly offered by
institutions that are recognized by the National Council of Teacher Education,
New Delhi. It is a government body in charge of improving and implementing
teacher education programs in the country. It is essential to pursue the M.Ed.
courses if one is interested in pursuing a teaching career. In every state in
India, there are several institutions that offer Master of Education courses.
Master of Education Degree essentially provides educational research, social
and psychological foundations of the discipline
B.P.Ed
BPEd (Bachelor
of Physical Education) is an undergraduate degree course which deals with the
techniques that are useful to maintain the fitness of human body. The course is
typically of three to four years duration. However, some universities also
offer one or two-year duration BPEd course. BPEd can be pursued as a full-time
or part-time course.Candidates having a deep passion for sports and related
activities are the right pick for Bachelor of Physical Education course. A
degree in BPEd can lead candidates to a variety of career options starting from
being a part of the chosen sport to being a physical fitness trainer.
M.P.Ed
Master of
Physical Education is a two-year postgraduate program that offers knowledge
about sports psychology, sports research methodology, sports medicines,
physical injuries in sports and their exercises, computer application in
physical education and exercise psychology.
The main aim of
the course is to acquaint students with the dynamics of sports activities and
to help them understand physical activities related to the sports. Since it's a
masters level program, it provides students with professional training and
knowledge about fitness in sports and enables them to enhance their skills and
abilities in the respective field.Candidates are also trained to understand the
theories and expertise of physical education and gain in-depth knowledge about
fitness, physical training, therapy and consultation.
P a g e | 1
Critical
Appraisal of Secondary and Senior Secondary Teacher Education Programmes in
Kerala
Teacher
education is the subsystem of the larger system of education in any nation. The
scenario of teacher education in the country to a certain extent reflects the
nature of its education system. The total outline and the expenditure incurred
on it indicate the strength and competence of the teacher education system
without which the main system of education cannot be improved. The present
study is a humble attempt to investigate into the aspects of the cost of
teacher education in the state of Kerala. Therefore it is essential to present
a factual picture of the system in the national context. The first section of
this chapter is devoted to presenting the teacher education scenario and
discussing certain problems related to it especially from the economic point of
view. The second section deals with the now prevalent taxonomy of cost of P
education, which has been used in this study.
Objectives of
Teacher Education Programmes
In order to plan
teacher education curriculum and training strategies, it is necessary to recall
the multi-dimensional nature of the teacher's roles and functions:
Organize
learning resources
Plan effective
curriculum transaction strategies
Conduct
interactive classroom teaching
Evaluate
outcomes of learning
Implement
compensatory education programmes
Cater to
special needs of disabled children
Organize and
guide a variety of co-ordination activities
Train students
in problem solving Participate in complementary education
Develop in
student's qualities of democratic citizenship and promote environmental
consciousness
Organise and
participate in programmes of community service and development
Teacher
Education
It has already
been mentioned that the total duration of school education as per the national
norms is 12 years. It comprises of 8 years of elementary stage, which is
preceded by pre-school, and is 4 followed by four years of secondary stage.
Training of teachers for these
P a g e | 2
three broad
stages of schooling is provided through stage specific pre-service courses.
State Boards of School Education are responsible for conducting examinations
and certification of Pre School and Elementary Teacher Education courses.
Universities give the Bachelor of Education (B.Ed.) degree for teaching at
secondary level.
Teacher's
Certification
The Pre-service
Teacher Education programmes in India are tied up with common structure of
school education. The school structure comprises 8 years of elementary stage
followed by 4 years of secondary stage. Courses of teacher education are,
therefore, offered stage-wise. Teacher education for the elementary stage is
being carried out at about 800 institutions, which offer courses of two year’s
duration and are open to candidates who have passed the senior secondary
examination at the end of the 12th year of schooling. As the 32-states/union
territories have been determining 4 the profile of their elementary education,
certificates of teacher education for the elementary stage issued by the State
Departments of Education have as many as 28 different names. Some of the names
of elementary teacher certificates are BTC (Basic Teaching Certificate), D.Ed
(Diploma in Education), TTC (Teachers' Training Certificate), JBT (Junior Basic
Training), etc.
Teacher
education for the secondary stage is being carried out at about 900
institutions in India. The course commonly called B.Ed. (Bachelor of Education)
is generally of one-year duration and is open to graduates. Affiliating
universities, which also determine the curriculum, award the B.Ed. degree. As
there are more than 200 universities in the country, the course contents of
teacher education programmes for the secondary teachers though appear similar
are generally different. It should, therefore, only be expected that teacher
education programmes in the country have wide diversity.
Teacher
education institutions in Kerala
There are mainly
2 categories of teacher training institution in Kerala.
1) Primary
Teacher Training Institutions, which issue certificates called T.T.C. (Teacher
Training Certificate). These teachers who are getting trained in these
institutions and are qualified for teaching primary classes. The basic
qualifications required for admission is high marks in secondary school leaving
certificates or a higher secondary pass.
2) Secondary
teacher education institutions, which issue Bachelor's degree certificates in
education. The students who get high marks in Bachelor's degree / Master's
degree are usually admitted to this course. In fact there is a third category
of teacher training institutions also, which
P a g e | 3
prepare teachers
for teaching languages at primary and secondary schools. These institutions are
generally called Language Teacher Training Institutes. The basic qualification
required for the course is Bachelor's degree in language or oriental title such
as Vidwan, Afzalul ulama (in Arabic), Praveen (in Hindi), Adebe Faze1 (in
Urdu), etc. In addition to this kerala has Pre-primary Teacher
Training
Institutes also for giving training to those who teach the pre-primary
children. The basic qualification for admission to this course is high marks in
Secondary School Leaving Certificate /a Bachelor's degree. Secondary Teacher
Education the responsibility for secondary teacher education would continue to
rest with colleges of teacher education affiliated to the Universities. At
present there are 596 secondary teacher education institutions in India working
under different types of management. They organize pre-service education
courses for the university graduates to enable them to become secondary school
teachers. A centrally sponsored scheme for the improvement of teacher education
has been formulated by the Ministry of Human Resource Development (MHRD). Under
this scheme, 250 secondary colleges of education are expected to raise their
standards so as to develop them into institutions of excellence with increased
inputs. The MHRD is providing financial assistance to meet the additional
expenditure. Each college will have a teacher's resource centre for the
in-service and extension programmes in new areas like training in educational
technology.
Out of 250
colleges, 50 are being provided with special assistance so that they may
develop into Institutes of Advanced Studies in Education (IASE).
Kerala has an
enviable record of socio-economic achievements especially in providing access
to education for all children. The teacher education system of Kerala is multi
layered and situated at multiple levels in the administrative system. Yet when
viewed as a whole the system appears to be fractured and fragments located in
different departments - higher education, Department of Public Instruction,
SSA, RMSA, etc. Kerala has had long and rich experience of intervention in
school and teacher education over the last 25 years.
Teacher
education curriculum of different colleges and universities suffers from lack
of clarity and objectivity. Four universities of Kerala reportedly follow for
different kinds of curricula. In higher education institutions for instance,
research and teaching go hand in hand, though emphasis on either may vary. This
separation in space that comprises teacher education has rendered its isolation
from institutions that produce disciplinary knowledge on the one hand and
school practitioners on the other. Even Departments of Education in
universities though operating within the same intellectual space of the
university, is cut off from other departments of the university as well as
governmental agencies conducting other teacher education programs. While the
demands for teacher support both at disciplinary and transactional levels have
increased manifold, the teacher education system continues to remain in
isolation, losing
P a g e | 4
relevance and
credibility, though it was claimed that the curriculum was "Pedagogical,
Content and Technological Knowledge" oriented.
While examining
the B.Ed course of each University in Kerala it can be found that there are
more differences than similarities in the course structure and the total Mark's
assigned for B.Ed course. When comparing the M.Ed course of the four
universities, it is clear that the M.Ed course of University of Calicut is
overburdened, as it shows in the total marks assigned to the course, with the
number of theory papers that a student has to undergo in two semesters in
addition to other practical works and dissertation.
Others
* Lack of
efficient teachers.
* Duration of
the programmes.
* Attitude of
teachers and teacher educators.
* Lack of
resources.
* Lack of
facilities.
* Financial
problems.
* Degradation of
education.
* Intervention
of political, social, religious and economical factors.
Courses for
teacher education are offered stage wise. Courses for teacher education are
therefore elementary stage carried out by 800 institutions which offer courses
of two year durations and are open to candidate who passed the 12 examination.
All the states including union territories issue the certificate by State
Departmentary education. Have as many as 28 different names some of the names
of elementary teacher certificate are BTC (Basic Teaching Certificate), D.Ed.
(Diploma in Education), TTC and JBT (Junior Basic Training).
Teacher
education for secondary stage is being carried by 900 institutions in India.
The course commonly called B.Ed.. It has two year span. Affiliating
universities also determine the curriculum. There are more than 200 universities
in India and 5 of them are in Kerala.
Secondary
Teacher Education
The
responsibility for secondary teacher education would continue rest with
colleges of teacher education afflicted to the universities. A centrally
sponsored scheme for the improve of teacher education has been formulated by
MHRD out of 250 colleges 50 are being provided with
P a g e | 5
special
assistance so that they may develop into Institute of Advanced Studies in
education (IASE).
There has been a
great expansion of higher education over the years. Kothari Commission remark
"the destiny of India is being shaped in its classrooms but the quality of
education is greatly determined by the quality of teachers. Great efforts were
made and still are being made to improve the quality of teacher education. Some
of the critical points concerning teacher education are discussed:
a) Problem of
selection: Defects of selection procedure lead to the deterioration of quality
of teacher education. Better selection procedure not only improves the quality
of teaching but also save the personal and social wastage.
For better
selection candidate can be selected after interview. Test of intelligence can
be administered. Attitude, aptitude and interest inventory can administer. A
well guidance service can be provided.
b) Deficiencies
due to small duration provided for teacher training: the main purpose of
teacher education programme is to create a aptitude broad based interest and
values towards teacher education. It is not possible so far imbibing these interests
towards teaching. Proper incentives have to be provided to each teacher
trainee.
c) Defects of
papers concerned: A student teacher should know the meaning of education,
objectives, and the socio-cultural, political and economic background of the
education. So arrange for exchange of experience than merely attending lectures
and changing the mode of testing inputs. The content must have direct
implications in the daily school teaching.
d) Problem of
practice teaching: Student teachers are non-serious to the task of teaching,
aimless, indifferent to children, lacking an innovative measure in teaching are
some of the great obstacles in the develop of pedagogical skills.
e) Problems of
supervision of teaching: The supervising organizations for practice teaching
aims in bringing improvement in the instructional activities of the student
teachers by using various techniques and practical skills in teaching and help
them to develop confidence in facing classroom situations. This is done through
by
• Supervision
before classroom teaching
• Supervision
during the classroom teaching
The supervisor
offer a description type of desirable while constructive type is desirable.
Their remarks are related to general personality of student teacher. The
quality of supervised subject may in between the percentage 0.5-25. It is not
appropriate for the evaluation of his or
P a g e | 6
her work. So the
school teacher should be assisted by the college supervisor in his work.
Frequent conferences and consultations between them will help to relate them to
practice and the student teacher will improve the performance in a realistic
school setting.
f) Lack of
importance to subject knowledge: B.Ed. curriculum does not emphasize the
knowledge of the basic subject whole teaching indifferent with regard to the
subject knowledge.
g) Faulty
methods of teaching: Teacher educators are averse to innovation and
experimentation in the use of method of teaching. Their acquaintance with the
modern classroom communication devices are negligible.
h) Isolation of
teacher’s education department: The teacher education has become isolated from
schools and current development in school education. The schools consider the
teacher education department as an alien institution and not a nursery for the
professional development of school teachers. These departments only observe the
formality of finishing the prescribed number of lessons and no care will be
given for the pedagogy involved in the procedure.
i) Poor academic
background of the student teachers: Most of the candidates do not have
requisite motivation and an academic background for a well deserved entry into
the teaching profession.
j) Lack of
proper facilities: Teacher education given a step-motherly treatment. About 10%
of teacher education buildings are rented without any facilities for an
experimental school, laboratory, library and other equipment necessary for a
good teacher education department.
k) Lack of
regulations in demand and supply: State education department has no data on the
basis of which they may work out of the desired intake of their institution.
There is a considerable lag between demand and supply of teachers this will
create the problem of unemployment and underemployment.
l) Inadequate
empirical research: Research in education is considerably neglected. The
research conducted is of interior quality. The teacher education programmes are
not properly studied before undertaking any research.
m) Lack of
facilities for professional development: Most of the programmes are conducted
in routine and unimaginative manner even the association of teacher educators
has not contributed anything towards development of sound professionalization
of teacher education in the country.
n) Insufficient
financial grants: Most of the teacher education is still being run by the fee
collected from the students.
P a g e | 7
Conclusion
Since the
teacher is the pivot of the entire educational system and is the main catalytic
agent for introducing desirable changes in the teaching learning process. All
attempts need to be made for motivating teachers to become innovative and
creative. It goes without saying that a self motivated and really industrious
teacher can utilize his own resources to keep himself abreast of new knowledge
and skills.
CRITICAL
APPRAISAL OF PRESENT SECONDARY SCHOOL CURRICULUM IN THE STATE.
The Secondary curriculum is a skills-focused
programme that provides students with a broad and balanced knowledge of key
subjects, as well as effective critical thinking and communication skills. A
kind of equiping our students for further academic studies.Secondary education
is very important. Because this was the
last time the students can going to get a free education that taught them everything.
As per the
modern thinking, education is a tri-polar process, in which on the one end is
the teacher, on the second is the student and on the third is the curriculum.
The most comprehensive concept of curriculum is given by those who conceive it
to include the total environment of the school.”The curriculum includes all the
learner’s experiences in or outside school which has been devised to help him
develop mentally, physically, emotionally, socially, spiritually and morally.
Thus, the
various subjects included for study in a curriculum are not intended merely for
study or rote learning but to convey experiences- of various kinds .Curriculum
does not mean only the academic subject traditionally taught it the school, but
it includes the totality of experiences that a pupil receives through the
manifold activities that go on in the school in the classroom, library
laboratory, workshop, playground and in the numerous informal contacts between
teachers and pupils.
Curriculum is
not an end in itself, but a means to an end. Curriculum is a means or tool.
Explaining the concept of curriculum as a tool of education, Cunningham writes,
“The curriculum is the tool in the hands of the artist (the teacher) to mould
his material (the pupil) according to his ideal (objective) in his studio (the
school).” Here the educator is compared to an artist and the curriculum as one
of the instruments of tools used by him to develop the student according to, and in conformity with the aims
of education.
Curriculum is an
important element of education. Aims of education are reflected in the
curriculum. In other words, the curriculum is determined by the aims of life
and society. Aims of life and society are related to constant change.Hence, the
aims of education are also subject to change and dynamic. The aims of education
are attained by the school programmes, concerning knowledge, experiences,
activities, skills and values. Curriculum plays a vital role in providing
knowledge and skills to cope up with the complexities and to respond and adjust
with the social changes satisfactorily.
A careful
analytical study of the Secondary School Curriculum existing today reveals a
number of defects in its planning, construction and realisation of the
purposes. These drawbacks seem to be closely associated with the principles of
curriculum construction; broad goals of education as laid in the constitution
and the socio-cultural and political environments of the student population
*the policies
and programs setup by State board is relate to only the schools registered with
them.
*Kerala state
board works according to a syllabus designed and categorized by the ‘Department
of Education’ of the state government which may or may not change in the next
academic year.
*In case a
student needs to change his/her residence
from one state to another, he might face some major challenges in
shifting from one style and mode of education to another because the two states
would follow different curriculums.
*It has been
witnessed that some state boards have failed to update their curriculums even
once according to the demand of the education field in the contemporary times.
They have fastened on to the same curriculum and syllabus for subjects over the
past years.
*Regular
monitoring helps to update the old programs or to develop a new one. Regular
monitoring and follow-up may help to identify the strength and weakness of the
system and to compensate these in time.
*The curriculum
is loaded with bookish knowledge and there is no scope for practical
activities. As a result of our schools have become knowledge shops and Pupil
knowledge mongers.
*The present
curriculum is partly outmoded. As the Kothari Commission point out there has
been tremendous explosion of knowledge in recent years and also a reformulation
of the basic concept in the Physics biology and social science. These changes
are in adequately reflected in the existing School programs.
*It is out of
tune with life. the present curriculum takes little note of the challenging day
today economic social and political issues that confront children in later
life. In a good curriculum the development of useful skills and the inculcation
of right kind of interest attitude and values needs sufficient emphasis.
*The curriculum
is overcrowded with too many subjects and the real relationship between and
among the subject is far from satisfactory. There is no correlation or fusion
or integration of subjects.
*The curriculum
demands that teachers to cover specific content in set class period, which
discourages them to be enthusiastic about practical and co-curricular
activities. Teachers are not left with sufficient time to make use of the field
trips moving pictures play or such other constructive activities.
*Examinations
have such an impact upon the teachers and Pupil that teachers are more concerned
about Getting higher percentage of passes And students of concern about
securing more marks in the examination.
*There are a
good many information in the curriculum which are not in tune with the
realities of time. Kothari Commission points out there have been a tremendous
explosion of knowledge in recent years and also a reformulation of the basic
concept in Physics Biology and Social Science. These changes are in adequately
reflected in the existing School programs
*teaching can be
made more effective if a science teacher is fully satisfied with the curriculum
which he has to teach. Also he should know its utility it can be possible only
when he studies the prevalent syllabus critically. It should be fully clear to
him that each subject has certain specific aim which student have to achieve. A
teacher should examine these aims and how they can be achieved on the basis of
the present syllabus.
*There is little
scope for character training in the present system of secondary education.
Character is the crown of life. Value education is essential for character
training but our secondary education does not attach much importance to
education for values such as toleration, cooperation, fellow-feeling,
truthfulness, modesty, respect to teachers or elders, spirit of self-respect,
faith in national cultural tradition, secularism etc.
* A philosophy,
the classification of beliefs about the purpose and goals of education, is
essential to curriculum development. Such belief statements enable the
educators to define the goals of education. But the present Secondary School
Cuniculurn does not reveal a single or eclectic philosophical thought that
supports the present system.
*Educational goals are the statements of the outcomes of education. The
scope of the entire educational bpl-ogramrne of a school can be found in the
goals of the school. Goals are the basic elements in educational planning. The
reflection of societal needs in educational goals usually results in statements
describing categories of human behaviour either in generality or specificity.
*The existing
curriculum of the Secondary School level fails to demonstrate the ability to
apply what is learned to practical situations in the community for improvement
of life. This reason behind this is that curriculum is not based on the needs
and aspirations of the different cultural environments of the students
population. * Students previous
experience of the student community of different subcultures play a vital role
in meaningful learning. But the present curriculum assumes the response of
individuals in various subcultures will be alike. Therefore a uniform
curriculum all over the country is sociologically and psychologically unsound.
*The democratic
ideal of true citizenship through education is a major goal of education. But
the curricular provisions made in it are inadequate to for the children to
realise such a sobre ideal. * Subjects
like social studies, English, mathematics and science of the Secondaly School
Curriculum do not reveal any real concern with the method of presenting those
subjects. * School is a provision of the
community to educate its children.There is a two-way relationship; one should
benefit from the other. The curriculum is to meet the basic needs of the
community members. For this, schools have to function as community centres so
that material and human resources are mutually benefited. Such a scope is
apparently scanty for the curriculum focused its main attention on the
intellectual aspects of the people. *
Self-sufficiency through education is a long-cherished wish of the pupils. For
this, education should have a vocational bias. But such an approach has not
been considered in the general academic pursuit at the secondaly level. *Utilisation of local resources can enhance
the process of education. Curriculum has to incorporate all the available local
resources, human and material to enrich it and provide it a fund of knowledge.
But our local resources still remain to be unexplored by the educationists.
*concept of
human resource development has become important as the basic postulate behind
and type of education. The bases upon which human resource development rests
are knowledge, competencies and skills. These are to be imparted through the
curriculum in a scientifically structured procedure. * Education is now getting globalised.
Futurologists of education look at education as what is happening at present.
They are concerned with an ideal model of curriculum that should exist after a
period of time. There may come a day when people only with real skills will be
employed. Only the best people will be selected for the task. Therefore, there
is the demand for skilled workers. It implies a technologisation of education
and a re-orientation of all our methods of teaching. In this context the
present curriculum has to be reconstructed in accordance with the changing
technical and scientific innovations.
*We stand at the critical crossroads of disaster. Most important changes
expected in human beings composing the society is the imbibition of affective
objectives. A curriculum with special emphasis on the inculcation of character,
attitude and values is of utmost importance at the critical stage.
* the syllabus
for the secondary education should be interconnected. so that continuity of
knowledge can be maintained syllabus should be analysed on the basis by which
it can be helpful for the future education
Remedies
suggested
*curriculum
should be related to the needs of the Pupil. School facilities and teacher
competencies should suit the demand of the curriculum
*school should
be given autonomy to devise, evolve and adopt curricula suited to their own
needs
*school should
be given freedom to experience with new curricula
*science should
be a basic component of the curriculum at all stages of the school education
*work experience
should be an integral part of general education
*At the
secondary school level vocationalisation of the curriculum should be done
* some kind of
education in moral should be made compulsory for all the children
*Teachers should
be given through training to analyse a curriculum_ including hidden curriculum
and to adopt appropriate Strategies for goal oriented curriculum transaction.
I feel much better
that we have a secondary education system that tries to educate everyone. Life
in the coming decades is likely to bring new tensions together with
unprecedented opportunities. To enable the people to benefit in the new
environment will require new designs of human resource development. The coming
generations should have the ability to internalise new ideas constantly and
creatively. They have to be resolved with a strong commitment to human values
and to social justice. Our educational system should be such that it upholds
the democratic values and fosters religious tolerance. At the same time, it
should promote self-sufficiency through equipping children with maximum skills
and intellectual competence for better. employment opportunities. This aspect
of education is of paramount significance for it is basic to the economic
development of the counhy. The needs of the community and optimum utilisation
of the community resources are to given prime consideration in educating
children. This will help in strengthening the relationship between school and
community and in making education life-oriented. Thus, the different aspects of
curriculum construction and their concomitant issues rightly justify the
urgency of restructuring the existing Secondaty School Curriculum in a manner,
which would satisfy the individual and societal needs of our counhy.
CRITICAL
APPRAISAL OF PRESENT EVALUATION SYSTEM IN SECONDARY LEVEL
Evaluation is a
continuous process of education. It is an act or process of assigning ‘value’
to particular task. It is not only occurred with the academic achievement of
the student but also assessment of a student’s progress towards stated
objectives, effectiveness of the curriculum and best practices of Method of
teaching or teaching learning process as a whole. Evaluation is more
comprehensive term rather than measurement. Few years, it was the common issue
regarding the evaluation system followed by CBSE, SEBA and State Education;
parents, the common people and even the teachers were not in favor of the then
examination system prevailed in the schools under SEBA. A common allegation was
that the students passed out through the examination system of SEBA can’t
compete in national level examination. So a better evaluation system was
mandatorily needed to be introduced to the education specifically to the
secondary level to make students more bright and capable.
PURPOSE OF
EVALUATION SYSTEM
• A Reducing stress on students so as
to maximize student’s educational output.
• Constantly looking over student’s
performance at small intervals of course for better growth of student.
• Preventing teachers on using negative
comments on student’s performance so that he/she doesn’t get demoralized.
• Teaching student through various
techniques and examples so that he/she understands the concept completely.
• Increasing the participation of
students in the learning process so they experience everything themselves.
• Participation of student in more and
more co-curricular activities so as to recognize the abilities of an
academically non-performer into other fields.
PRESENT
EVALUATION SYSTEMS IN SECONDARY LEVEL
CCE
The introduction
of Continuous and Comprehensive Evaluation (CCE) is considered as one of the
major steps taken in this regard to improve and strengthen the quality of
learner evaluation. Today we are in a Global village, where world-class
educated people take maximum material advantage. If we want to sustain the
process of development in all its aspects and dimensions, we have to swim with
the global current. For that we have to follow the footprints of highly
developed educational system(s) of the world. That doesn’t mean we have to
overthrow the existing educational system as a whole, instead we should
incorporate the necessary changes in the existing system.
“CCE is an
approach wherein progress will be assessed by multiple intelligence approach
rather than by the conventional testing styles.”
INTERNAL ASSESSMENT
Internal
assessment is the process in which the teachers and schools judge the students’
performance on the basis of his performance. Also, this process does not
involve any outside person for assessment.
GRADING
Grading in
education is the process of applying standardized measurements of varying
levels of achievement in a course. Grades can be assigned as letters, as a
range, as a percentage, or as a number out of a possible total. In some
countries, grades are averaged to create a grade point average.
PORTFOLIO
ASSESSMENT
Portfolio
assessment is a term with many meanings, and it is a process that can serve a
variety of purposes. A portfolio is a collection of student work that can
exhibit a student's efforts, progress, and achievements in various areas of the
curriculum. A portfolio assessment can be an examination of student-selected
samples of work experiences and documents related to outcomes being assessed,
and it can address and support progress toward achieving academic goals,
including student efficacy.
SEMESTER SYSTEM
A semester
system is an academic term. It is division of an academic year, the time during
which a college holds classes. It also might be applicable in the schools and
universities. Usually, a semester system divides the year in two parts or
terms. Sometimes, it might be trimester or quarter semester.
CHALLENGING
SCENARIO OF EVALUATION PRACTICE IN INDIA
It becomes
essential for the Teachers to adopt scheme of continuous and comprehensive
evaluation that help in confirming whether or not learners have mastered the
comprehensives or not. it is a very well-known fact that evaluation is done to
measure the understanding and knowledge of the learners. But the evaluation of
skills and abilities are neglected to a great extent which results in its
challenges.
The continuous
and comprehensive evaluation system introduced by Government under RTI, becomes
a great and difficult task for teachers as well as students.
Under the system
in becomes mandatory for teachers to evaluate their students on weekly basis.
But at the same time students from rural side tends to go school very rarely.
Therefore,
assessing students on weekly basis is a great challenge which is faced by
teachers under continuous comprehensive evaluation system of education. CCE
does not allow students to be failed up to class 8. Sometimes students won't
even acquire knowledge up to the standard and they are not evaluated properly
based on their skills and abilities.
Scenario of
evaluation practices in school’s certain empirical studies conducted at
regional level and other study report states that, CCE is not adopted yet and
they follow the old regional form of education. Other challenges such as,
1. Continuous
assessment is not followed systematically.
2. Competencies
are not assessed through planned procedure of evaluation.
3. Assessment of
wrong thing. We not get the exact picture of what students have actually
acquired as their knowledge or skill.
4. Formative
feedback is not provided.
5. Learning
difficulties are not identified.
6. Remedial
Instructions are not provided.
7. Personal and
social qualities are avoided undervaluation because and exact idea of what is
to be evaluated is still lacking.
8. Evaluation
practices conducted in schools especially in rural areas are still conventional
in their nature and practice.
9. After getting
orientated teachers do not follow CCE in real classroom environment.
10. Due to
certain factors the evaluator is biased, the teachers are unable to find out at
what level the student have acquired skill or mastery.
11. In case of
overcrowded classrooms, CCE is just a show off.
12. Examinations
conducted are predominantly written type. Speech or oral exams under CCE are
totally ignored.
DRAWBACKS OF
PRESENT EVALUATION SYSTEM
Our entire
education system is centered around examinations. Evaluation means to conduct
the examination and to give marks and ranks to students. Student’s knowledge is
often limited to by hearing and reproducing the same in the examinations. Their
innate talents are not recognized; instead their capability in writing
examination is being tested. It is restricted to only by hearting or rot
memory. There is no uniformity in evaluation, different types of evaluation
systems are prevailing in different boards i.e. government, ICSE, CBSE etc.
There is no flexibility in the conducting of tests. It is rigid board
examinations are only helping in classifying students as meritorious and slow
learners; that is in turn pass/fail. This leads to unhealthy discrimination.
The tests and examinations conducted at present are only testing the memory
power of the students; they are not measuring the higher order skills of
learning, like analysis, synthesis and problem solving. The examinations are
mechanical. Correcting and posting of marks is done routinely. There is no
scope for remedial teaching and testing to know how far a student is lagging
behind. Examinations are not helping in assessing the all-round development of
the student that is co- curriculum social personal qualities and health status
and also they are not helping to testify their level of competency. Despite of
several modern evaluation methods introduced in education there persist many
drawbacks in it. Modern evaluation methods like CCE, INTERNAL ASSESSMENT,
GRADING, PORTFOLIO ASSESSMENT AND SEMESTER SYSTEM have several demerits which
still needs improvement to effectively evaluate students and their knowledge.
In CCE method,
the grading system has its biggest disadvantage because students scoring 90 and
99 marks are both kept in Grade A+. There is no segregation. The internal exam
papers are evaluated by school teachers, which means that there is a huge
possibility of favouritism. The students have a casual approach towards
re-evaluation as this option is readily available for them. There has been an
introduction of language labs for conducting listening and speaking classes in
Hindi and English. However, a lot of schools do not have the infrastructure and
facility for the purpose.
Internal
Assessment possess its own demerits, there are chances that teacher may misuse
it for their own benefit. Also, in the hand of the inexperienced and insincere
teacher, it can cause harm to students. Most noteworthy, it will lose its
importance due to unfairness, favouring a student, and bias-ness.
Similar cases
are found in semester system of assessment too. In semesters system, students
do not get chance to re-evaluate their papers, so they have to manage and
maintain their grades. There is less time for research, students do not get
enough opportunity to research, time passes very quickly and it does not let
students to have complete knowledge about the subject. Sometimes, teachers
cannot convey the whole knowledge of the subject due to short time. Students do
not get time for extra study; as a result, they just have basic knowledge of
the subject.
Due to grading
system, children tend to perform less. They know that they will achieve the
targeted grade even by making a few mistakes. For instance, if a student
targets the grade A that involves the range from 90% to 100%. He will know that
even if he scores 90, grade A will be assigned hence he doesn’t require to
score 95 or 100. Grading system demotivates the students who perform higher
because they stand equal to those making less efforts. For instance, grade A
will be assigned to all those scoring from 90 to 100. So students who made no
mistakes and those who made a few, all will stand equally at one grade. As grading system has divided the marks among
different tasks such as assignments, presentations and final exams, the
students become lethargic due to it. They score enough in assignments and
projects and become lesser active in final exams. It does not insist a sense of
competitiveness among the students and an accurate measure of scoring is still
a miss in grading and other evaluation methods.
MEASURES TO
ERADICATE THE DRAWBACKS
1. A stronger
relation between learning outcomes and assessment need to be created by
upgrading proper grading technique. Instead of grading A for 90-100%, A grade
must have higher cut off of above 95-100% in every evaluation approach.
2. Higher stress
to be given on formative assessment rather than just grading assessment. That
is, assessment should be done more on learning rather than just exam based.
What student learned is more important than what syllabus covers.
3. Pass/Fail
assessment should also be included in certain courses.
4. Continuous
evaluation should be conducted properly by conducting quizzes, assignment,
projects and seminars.
5. Favouritism
of teachers towards students must be avoided by random evaluation of papers to
provide better grading.
6. Timely
completion of syllabus especially when it comes to semester system. Rushing of
syllabus can create havoc in the pre-set curriculum.
Strategies and
plausible solutions for the implementation of CCE
It is very
important to adopt CCE system of education in schools in order to develop a
standard of teaching. despite the ranging benefits CCE is still ignored in
several schools because of the lack of knowledge about the proper system of
education. There are several strategies to overcome the challenges face by
schools and teachers in order to adopt CCE system of education.
• The principal and teachers should
develop an action plan indicating the scheme of evaluation, identifying the
task and the role of teachers, different activities and their time schedule,
mode of implementation and feedback, mechanism among remedial strategy.
• Orientations, workshops should all be
managed to all personals who are involved in the evaluation.
• Proper monitoring and supervision
under the observation of expert is necessary to check the accuracy of
evaluation.
• The institutes like NCERTs, SCERTs,
DIETs may prepare diagnostic and criterion test for different classes.
• Question bank may be readily
developed in order to help teachers to evaluate the students on weekly basis.
• Record keeping is one of the biggest
challenges when it comes to continuous evaluation. For the Teachers who do not
have proper knowledge of computers must take proper time to keep the records
meticulously for a longer period of time.
• Formative feedback is must for
providing remedial classes for improvisation.
• The entire syllabus should be reduced
and designed in such a way that CCE can be implemented properly.
• Teacher training is must before
teachers are oriented in different schools providing complete knowledge about
the CCE system of education in all levels.
• Class strength should be reduced so
that a single teacher can conduct proper evaluation of each and every student.
30-35 would be appropriate.
• The appropriate tools and test needed
for assessing students in CCE basis should be designed by experts and given to
teachers. Teachers can also be given training to construct validity tools and
test during their training period.
• Students and parents should be given
proper awareness about CCE method. Concept of CCE and its implementation
procedures must be explained to them properly.
CONCLUSION
Evaluation is
one of the indispensable component of any curriculum. It plays a very crucial
role in teaching learning process and influence the quality of teaching and
learning. only when learners evaluated their weakness the skills and abilities
can be estimated by the teacher in order to build whatever necessary changes a
student requires for his or her future. With the onset of globalization skilled
workers are necessary for the future and for that purpose learners should be
evaluated properly so that proper skills and abilities can be built within
them. And for that purpose several evaluation methods such as CCE, grading
system, internal assessment, portfolio, semester system etc can help learners
to acquire the necessary skills and abilities from their school time onwards.
Secondary and
senior secondary curriculum, Features, Principles and Relevance
Etymologically,
the term curriculum is derived from the Latin word “currere” which means “run”.
Thus curriculum means a course which one runs to reach a goal or destination.
In this sense, education is considered as a race, with its aim as the goal, and
curriculum as the course, leading to that goal. It is sometimes called a course
of study.It describes the ground which pupil and teacher cover to reach the
goal or objective of education. So the term ‘curriculum’ refers to a group of
subjects or courses of study arranged in a particular sequence, for
instructional purposes in schools.
According to
Cunningham, “curriculum” is the tool in the hands of an artist to mould his
material, according to his ideals in his studio”. In this definition, artist is
the teacher, material is the student ideals are objectives and studio is the
educational institute.
Aims and
objectives of curriculum
Synthesis of
subject and life:
The primary aim
of curriculum is to provide the educands those subject of study which will
enable them to bridge the gap between school life and life outside the school.
Complete
development :
The aim of
education is to achieve the physical, mental, moral, social, religious and
spiritual development of the educand.The
curriculum aims at making such a complete development possible.
Development of
democratic values:
In all
democratic countries, education must aim to develop values of equality, liberty
and fraternity. So that the educamd may develop into citizens of a democratic
society. Special emphasis should be laid on the development of values such as
tolerance, respect to others, co operation, we feeling and civic sense.
Satisfaction of
the educand's needs:
It is seen that
the great variety of interests, skills, abilities, etc existing among educands.
Realization of
values:
The
Ultimate aim of education is the
development of character and what is required for this is to help the educand
internalise various desirable values.
Acquisition and
strengthening of knowledge :
The term
education is taken to me acquisition of relevant knowledge and hence it may be
considered as the most fundamental objectives to be realized by a curriculum.
Creation of
suitable environment :
The environment
must assist the educand in achieving the maximum possible development of his
intellect, emotions and skills
Harmony between
individual and society:
The success of a
democracy depends upon the efficiency of the individual as revealed in once
personal life as well as social life. The society has to look after the
individual while the individual has to contribute the development of the
society.
Child -centred
curriculum :
This is learner
oriented. Subjects should be choosen and taught keeping in view the social,
emotional and intellectual needs of children as well as their capabilities and
developmental status.
Experience -
centred curriculum :
This lays stress
on the experience which the individual is to get while participating in the
process of learning. Under this pattern, experience of the individuals is the
starting point of learning and not the subject matter or the interest of the
individual
Undifferentiated
curriculum :
This means a
curriculum which doesn't aim at the specialized study of various subjects.
Specialization should come at the higher secondary and college levels. At the
primary and secondary stages we should have undifferentiated or integrated curriculum.
Principles of
Secondary (Education) School curriculum
Principles of Secondary Education were issued
in 1918 by the commission on the recognition of Secondary Education. The focus
of this Commission was to form objectives for secondary education.
1.Health
A Secondary School should encourage good
health habits, give health instruction and provide physical activities. Good
health should be taken into account when schools and communities are planning
activities for youth.
2. Command of
fundamental processes
Fundamental processes are writing,
reading,oral and written expression and
math.It was decided that this basics
should be applied to never material instead of using the older ways doing
things.
3. Worthy home
membership
This principles calls for the development
of this qualities that make the individual every member of a family both
contributing to and deriving benifits from that membership.This principle
should be taught through literature,music, Social Studies and art.
4.Vocation
The
objective of this principle is that the student gets to know him or
herself and a variety of courses. So
that the students can choose the most suitable course.The student
should develop and understanding of the
relationship between the vocation and the community in which one lives and
works.
5. Civic
Education
The goal of Civic education is to develop an
awareness and concerns for one's own
community.
6. Worthy use of leisure
The idea behind this principle is that education should
give the student the skills to enrich
his or her body, mind, spirit and personality in his or her leisure. The school
should also provide appropriate recreation.This principle should be thought in
all subjects out primarily in music, art, literature, drama, social issues and
Science.
7.Ethical
Character
This
principle involves inatilling in the student the notion of personal
response involves and initiative. Appropriate teaching methods and school
organisation are the primary examples should be used.
Features of
curriculum
The Curriculum
is continuously evolving.
The Curriculum
is the result of a long-term efforts.
The Curriculum
is a complex of details.
The Curriculum
provides for the logical sequence of subject matter.
What is the National
Curriculum?
The National
Curriculum is a programme of study, set by the Government, which says what
children of different age groups should be taught and what level they should
reach.The National Curriculum often changes. Most of its current format was
introduced in 2014, although some small changes were made a year later.The
National Curriculum applies to all children in local authority-maintained
schools. So, from the age of 5 until they are 16, most children’s learning
follows the guidelines set by the Government.
Here, how the National Curriculum affects children in secondary
schools.The National Curriculum was first introduced in 1988. It applied to all
state schools in England, Wales and Northern Ireland, with Scotland choosing
its own curriculum. Since then, education has become a matter for devolved
government and the National Curriculum now only applies to English schools.
Why do we need
the National Curriculum?
The purpose of
the National Curriculum is to standardise education throughout the country. It
ensures that children of the same age are taught the same things, regardless of
which state school they attend. This helps when families move between towns. If
all schools cover the same topics, then a change between them should not affect
a child’s education.Apart from subjects taught and topics covered, the National
Curriculum also sets out how children should be tested and the standards they
should achieve. This helps to compare schools - if they are all teaching the
same things and testing in the same way, how their students’ perform can be
easily assessed.Must Every Child’s Education Follow the National
Curriculum?Although the majority of secondary schools follow the National
Curriculum, there are some which do not. All local authority-maintained schools
have to teach the National Curriculum. However, private, academy and free
schools are all free to teach their own curriculum of chosen subjects and
topics.Private or independent schools receive no government funding and so are
exempt from the National Curriculum. Government funded free schools and
academies also don’t have to follow the National Curriculum.
In addition, if
you choose to educate your child at home you don’t have to follow the National
Curriculum. However, you would be wise to do so. The material it covers will
help, especially when it comes to the all-important GCSE exams.The secondary
school curriculum is the programme of study set by the Government.
What are Key
Stages?
The National
Curriculum is divided into four key stages (KS1 to KS4). Key Stages 1 and 2 are
taught in primary schools. In secondary schools Key Stage 3 is taught to
children in Years 7, 8 and 9 and Key Stage 4 to pupils in Years 10 and 11. At
the end of every key stage pupils are tested and assessed to see how well they
are doing and whether they have reached the desired standard.
What is the
Secondary School Curriculum?
The vast
majority of secondary schools follow the National Curriculum, the programme of
study set by the Government. However, academies and free schools are free to
choose their own curriculums. Despite this, in reality most do not...Secondary
school curriculum is the second stage in the system of public education usually
beginning with Vth to VI and ending class X th of high school or XI and XII Of
higher secondary school during which education is differentiated in varying
degrees according to the needs, interests and aptitudes of the pupils.
Secondary education is very important because for about half of those entering
it. It represents the terminal point of
formal schooling. For this substantial group of the learning experience of this
stage of education becomes important for their future living in society. The
second face of the importance of this stage is that, it is the bridge between the
general formation of the mind and personality which school education ans higher
learning specialization which the college and university represents. This stage
is both a criterion of the schools system and the forcaster of the learning
features of the university. Finally it is at the period that character begins
to be formed. Character as a multi faced expression of the affective, the slow
learning of the vocational and the boundless vistas opened up by the spiritual
and intellectual. These many factors of human personality at it's formative
stage that the secondary stage must subserved.
- Leading an
independent life
- Developing an
social life
- Leads to inner
freedom
- Social and
physical development
- Modifications
of behavior
- Promote
democracy
- Process of
learning and knowing
Which Subjects
are Taught in Secondary Schools? The National Curriculum sets out which
subjects secondary school pupils are taught. There are 3 ‘core’ subjects which
must be taught in both Key Stage 3 and Key Stage 4 - maths, science and
English. There are a further 9 ‘foundation’ subjects which must be taught in
KS3: • History • Geography • Modern foreign languages • Art and design • Music
• Design and technology • Physical education (which must include swimming) •
Computing (often called information and communication technology or ICT) •
Citizenship Religious education is also a subject on the National Curriculum
and all state maintained schools have to teach it. Lessons should cover a range
of religions, not just one. However, if parents don’t wish their child to be
taught about religious beliefs different to their own, they can choose to
exclude their children from these lessons.All secondary pupils in local
authority-maintained schools must also be taught sex and relationship
education. However, if parents don’t wish their children to have these lessons
they can withdraw them from the classes.In KS4 the curriculum is less defined.
The 3 core subjects of maths, science and English must be taken by all pupils,
along with computing and PE. However, all other subjects are optional. What are
‘Entitlement Areas’? Schools must provide access to a minimum of one course in
each of 4 ‘entitlement areas’ for KS4 pupils. They must also make it possible
for pupils to take one course in all 4 of these if they wish to do so.The four
areas are:-
• The arts (art
and design, music, dance, drama and media arts) • Design and technology
(electronics, food technology, graphics, resistant materials, systems and
control, textiles and product design)
• The humanities
(geography and history) • Modern foreign languages (French, German, Spanish
etc.) Optional subjects for KS4 vary between schools. Some subjects may be
restricted and others (particular languages for example) may not be offered at
all. How are Secondary School Children Assessed? How pupils do in KS3 will
affect what subjects they choose for KS4’s GCSEs. However, there are no
national tests taken in KS3. Instead, children’s coursework is assessed and
taken into consideration along with, in some cases, in-school tests.Schools
have a duty to keep parents informed about how their child is doing. There
should be regular parents’ evenings and school report cards so you always know
how well your child is performing.At the end of KS4 the most important
assessment of secondary education takes place – GCSEs. What are GCSEs? GCSEs
are 2-year courses of study taken during years 10 and 11 (KS4). At the end of
the course students are graded in exams and by assessment of their coursework.
They were brought in as a replacement for O Levels and CSEs in 1986, and the
first GCSE exams were taken in 1988. How many GCSEs do Children Have to Take?
Pupils usually take a number of subjects at GCSE level. Each school determines
the number of GCSEs its pupils can take, which could be as many as 12 or as few
as 7. Aside from the obligatory maths, science and English, students select
their remaining GCSE options in Year 9. What they choose will have bearings on
their future so encourage your child to pick subjects needed for any chosen
career as well as ones that interest them.
How are GCSEs
Graded? In the past GCSE students were given marks between A* (the highest) and
G (the lowest). Scores below a G were marked as U for ‘ungraded’. However,
things have recently changed. Grades now range from 9 (highest) to 1 (lowest).
Here’s how the new grades compare to the old: • Grade 9 – The top mark is even
higher than the old A* • Grade 8 – Below an A* but above an A • Grade 7 –
Slightly below an A but only just • Grade 6 – Slightly better than a B • Grade
5 – Below a B but above a C. Also called a ‘strong pass’
• Grade 4 –
Equivalent of a C. Also called a ‘standard pass’ • Grade 3 – Below a D but
above an E
• Grade 2 –
Between an E and an F • Grade 1 – Between an F and a G • Ungraded - The lowest
mark possible. As in the old system, a U denotes a fail. Why has GCSE Grading Changed? The new grading
system was introduced to differentiate between the very highest performing
children. Along with the change in marking, some of the questions have changed
too and are now a little more challenging. The aim is to find the very
brightest pupils. In 2017 only 3% of students managed to score the much
sought-after Grade 9. Which GCSE Subjects Include Coursework in Exam Results?
GCSE exams are
very important but, in many subjects, students’ coursework is assessed as part
of their GCSE results. In practical subjects, like art, design and technology
or music, 60% of a student’s GCSE will be marked on coursework. 40% of the
English Literature result is also based on work done in class or at home. How
Important are GCSEs? For many college courses, grades of 4 or above are
required, so good GCSE results are vital for anyone wishing to go to university
in future.At the end of KS4 the most important assessment of secondary
education takes place –GCSEs. There’s a lot to the National Curriculum -
subjects studied, topics covered, tests taken and expected standards. But,
armed with the information in this guide, you now know what it entails. That
should help you to help your child through the trials and tribulations of
secondary school.
Objectives of
Secondary Education
Secondary
education should provide the learner with opportunities to:
acquire
necessary knowledge, skills and attitudes for the development of the self and
the nation
promote love for
and loyalty to the nation
promoter
harmonious co-existence among the peoples of Kenya
develop
mentally, socially, morally, physically and spiritually
enhance
understanding and respect for own and other people's cultures and their place
in contemporary society
enhance
understanding and appreciation of interrelationships among nations
promote positive
environmental and health practices
build a firm
foundation for further education and training
develop ability
for enquiry, critical thinking and rational judgment
develop into a
responsible and socially well adjusted person
promote
acceptance and respect for all persons
enhance
enjoyment in learning
identify
individual talents and develop them
build a
foundation for technological and industrial development
develop into a
self-disciplined individual who appreciates work and manages time properly.
Higher secondary
Education Curriculum
Curriculum is
the rational conversation between learner and coursework in higher education.
It is the students' experience, on any given campus, of any given course; each
syllabus represents one sequential or supporting piece of evidence that
students have indeed engaged the institution.
Principles
Principle of
continuity:
The development
of higher education stage will be governed by the principle of continuity. It
has double connotations. First one is basic continuity of the newly formed
higher secondary stage with the past education system
Principle of
international sharing:
A second principle
which helps in the growth and flowering of the higher secondary stage is that
like all learning, it also functions under the principle of the international
storehouse which both enriches and widens education systems everywhere.
Principle of
conforming to national goals:
Above all higher
secondary education must be integrated with the goals of national development
in the sense that it must serve them and be juded by the extend to which it is
helping i n their realization.
Removal of
employment :
A first national
target is to remove unemployment and under - employment with in the next ten
years. This is a hard and somewhat ambitious tasks.Nss estimates that there are
at presen 19 million man years of unemployment and that 70 million persons have
to be provided work om the next decade.
Removal of
destitution :
The second
agreed national aim is to remove destitution also with in the next 10 years.
Destitution refers to the worst form of poverty, that is, of the 50%
destitutes.while the removal of unemployment and under employment is a
necessary condition for the removal of
destitution, ot is not a sufficient condition, or under employment but even
more because employment and poverty or even destitution co-exist in the
country.
Rural
Development :
The third
emerging objective is rural development
villae uplift and encouragement to tiny cottage and small industries.it is
recognized that India leaves in her villages and the processes of national
development must reflect this reality.
Adult literacy:
There is one
more important national purpose that is the universalization of primary
education and removal of adult literacy to be attained with in a five year
period. That the formal school system must serve.
Principles of
Curriculum Development
This article is
about the principles of curriculum development. While you are studying
curriculum development and its need and importance you should be aware of the
principles of curriculum development. This is because these principles help you
when you yourself are up to the task of curriculum development. From B.Ed.
point of view this topic comes in the study of pedagogy of various subjects and
under subject Knowledge and curriculum. You might also consider visiting the
article on Bases of curriculum.
In curriculum
development, we think about the type of learning experiences to be given to a
child at various age and grade levels.
It needs
systematic and sequential planning to widen the sphere of the learning
experience at each level by keeping in view the principles of integration and
correlation.
The curriculum
is usually concerned with two questions
What should we
teach? What should be the content of education?
How should we
organize it and how should we teach?
To answer these
questions we should now discuss the principles of curriculum development.
Suitability to
the age and mental level of the children
What is to be
given to the children in the form of learning experiences at a particular age
and grade level should suit their age and mental development
The capacity for
understanding, how children grow with age. The content of the study in any
subject should be formed to suit their mental ability.
(b) According to
the specific interests of students
Children will be
able to learn better in fields where they have special tastes and inclination
of the mind.
It is also found
that at different stages of age groups, children have different interest
patterns.
Interests of
children also change according to circumstances and situations.
Therefore
learning experiences should be designed to suit the interests and tastes of the
age group of students.
(c) The
curriculum should be environmentally centered
The content of
the learning experiences for children should be linked with the needs of the
environment in which they live.
For example,
children from rural areas can understand and grasp easily the information which
is directly concerned with their experiences in their own rural environment.
The same thing
applies to children in a various environments like urban areas, hilly areas,
etc.
(d) The
principle of the comprehensive curriculum
The curriculum
must have the necessary details. List of topics to be covered does not solve
the purpose.
Both teachers
and students should know clearly what is expected of them, what is the
beginning and what is the end of the topic for the particular class.
Material, aids,
activities, life situations etc. should be listed in the curriculum.
(e) Principle of
co-relation
The curriculum
should be such that all the subjects are correlated with each other.
While designing
the curriculum, it must be kept in mind that the subject matter of various
subjects has some relation to each other so that they help the child
eventually.
(f) The
principle of practical work
Children are
very active by nature.
They like new
things and can learn more by doing or by activity method.
Therefore
curriculum should be designed in such a way that it provides maximum
opportunity to the child for practical work with the help of concrete things.
(g) Principle of
flexibility
Instead of being
rigid curriculum should show the sign of flexibility.
The organization
of the curriculum should be on the basis of individual differences as every
child is different from the other.
Apart from these
conditions of society go on changing, therefore, the curriculum must be
flexible enough to address the needs as aspirations of the society.
(h) Principle of
forward-looking
This principle
asks for the inclusion of those topics, content and learning experiences that
may prove helpful to the students in leading their future life in a proper way.
(i) The
principle of consultation with teachers
Teachers play a
key role in the implementation of the school curriculum of any grade or stage.
It is therefore
quite essential to seek the proper involvement of the teachers in the
construction and development of the school curriculum.
(j) The
principle of the joint venture
It is
necessarily a joint venture where various experts are involved like educational
psychologists, educational technologists, curriculum specialists, evaluation
specialists, teachers, subject matter experts etc.
curriculum
develpoment
(k) The
principle of availability of time and other resources
Curriculum is
the means to realize the outcomes of the educational objectives of the school.
Implementation of the curriculum is equally important as curriculum
construction. While developing curriculum experts should also keep its
implementation in mind. They should be aware of the conditions of the schools
and possible availability of time and resources available.
Secondary and
senior secondary curriculum, Features, Principles and Relevance
Etymologically,
the term curriculum is derived from the Latin word “currere” which means “run”.
Thus curriculum means a course which one runs to reach a goal or destination.
In this sense, education is considered as a race, with its aim as the goal, and
curriculum as the course, leading to that goal. It is sometimes called a course
of study.It describes the ground which pupil and teacher cover to reach the
goal or objective of education. So the term ‘curriculum’ refers to a group of
subjects or courses of study arranged in a particular sequence, for
instructional purposes in schools.
According to
Cunningham, “curriculum” is the tool in the hands of an artist to mould his
material, according to his ideals in his studio”. In this definition, artist is
the teacher, material is the student ideals are objectives and studio is the
educational institute.
Aims and
objectives of curriculum
Synthesis of
subject and life:
The primary aim
of curriculum is to provide the educands those subject of study which will
enable them to bridge the gap between school life and life outside the school.
Complete
development :
The aim of
education is to achieve the physical, mental, moral, social, religious and
spiritual development of the educand.The
curriculum aims at making such a complete development possible.
Development of
democratic values:
In all democratic
countries, education must aim to develop values of equality, liberty and
fraternity. So that the educamd may develop into citizens of a democratic
society. Special emphasis should be laid on the development of values such as
tolerance, respect to others, co operation, we feeling and civic sense.
Satisfaction of
the educand's needs:
It is seen that
the great variety of interests, skills, abilities, etc existing among educands.
Realization of
values:
The
Ultimate aim of education is the
development of character and what is required for this is to help the educand
internalise various desirable values.
Acquisition and
strengthening of knowledge :
The term
education is taken to me acquisition of relevant knowledge and hence it may be
considered as the most fundamental objectives to be realized by a curriculum.
Creation of
suitable environment :
The environment
must assist the educand in achieving the maximum possible development of his
intellect, emotions and skills
Harmony between
individual and society:
The success of a
democracy depends upon the efficiency of the individual as revealed in once
personal life as well as social life. The society has to look after the
individual while the individual has to contribute the development of the
society.
Child -centred
curriculum :
This is learner
oriented. Subjects should be choosen and taught keeping in view the social,
emotional and intellectual needs of children as well as their capabilities and
developmental status.
Experience -
centred curriculum :
This lays stress
on the experience which the individual is to get while participating in the
process of learning. Under this pattern, experience of the individuals is the
starting point of learning and not the subject matter or the interest of the
individual
Undifferentiated
curriculum :
This means a
curriculum which doesn't aim at the specialized study of various subjects.
Specialization should come at the higher secondary and college levels. At the
primary and secondary stages we should have undifferentiated or integrated curriculum.
Principles of
Secondary (Education) School curriculum
Principles of Secondary Education were issued
in 1918 by the commission on the recognition of Secondary Education. The focus
of this Commission was to form objectives for secondary education.
1.Health
A Secondary School should encourage good
health habits, give health instruction and provide physical activities. Good
health should be taken into account when schools and communities are planning
activities for youth.
2. Command of
fundamental processes
Fundamental processes are writing,
reading,oral and written expression and
math.It was decided that this basics
should be applied to never material instead of using the older ways doing
things.
3. Worthy home
membership
This principles calls for the development
of this qualities that make the individual every member of a family both
contributing to and deriving benifits from that membership.This principle
should be taught through literature,music, Social Studies and art.
4.Vocation
The
objective of this principle is that the student gets to know him or
herself and a variety of courses. So
that the students can choose the most suitable course.The student
should develop and understanding of the
relationship between the vocation and the community in which one lives and
works.
5. Civic
Education
The goal of Civic education is to develop an
awareness and concerns for one's own
community.
6. Worthy use of leisure
The idea behind this principle is that education
should give the student the skills to
enrich his or her body, mind, spirit and personality in his or her leisure. The
school should also provide appropriate recreation.This principle should be
thought in all subjects out primarily in music, art, literature, drama, social
issues and Science.
7.Ethical
Character
This
principle involves inatilling in the student the notion of personal
response involves and initiative. Appropriate teaching methods and school
organisation are the primary examples should be used.
Features of
curriculum
The Curriculum
is continuously evolving.
The Curriculum
is the result of a long-term efforts.
The Curriculum
is a complex of details.
The Curriculum
provides for the logical sequence of subject matter.
Relevance of
Secondary&Senior secondary
curriculum
Secondary
education i s important because for about half of thos e entering it represents
terminal point of formal schooling.
It is the
terminal point of formal schooling.
The learning
experience of this stage of education become important.
For future
living in the society the secondary education is very important.
It is a bridge
between the school and the higher education.
It is a bridge
between the general formation of the mind and personality
It is a period of
character formation, intellectual, spiritual, physical and social
development etc...
It is many faces
of human personality at its formative stage that the secondary stage must be
sub served...for leading an independent life, develop an interaction, development
of social life...it leads to inner freedom, social and physical development,
modifications of behavior, promote democracy, its a process of learning and
knowing.
Objectives
All the
objectives of secondary education has been achieved through secondary
curriculum.
Secondary
education should provide the learners to aquire necessary knowledge,
skills and attitude for the development
of people an d nation.
Promote the love
and loyalty to the nation.
Promote
harmonious co existence relationship
Develop
mentally, morally, socially, cultural, spiritual and physical.
It enhance
understanding and respect our culture and also other people's culture.
Enhance
understanding and appreciation of international relationship.
Promote positive
enviromental and health practices.
Build a form
foundation for future education and training.
Develop ability
for inquiry critical thinking and rational judgment.
Develop in to a
responsible and socially well adjusted person.
Promote
acceptance and respect for all persons.
Enhance
enjoyment in learning
Identify
individual talents and develop them.
Build a
foundation for technological and industrial development.
Develop in to a
self desciplined individual. Who appreciates work and who is able to manage
time properly.
Aims
Improvement of
vocational efficiency
Development of
democratic citizenship
They will have
the qualities of discipline, tolerance etc
Education for
leadership is provided in secondary education.
Development of
social, spiritual and values.
Inculcate
patriotism and nationalism.
Foster love and
humanity.
Promote respect
for human right.
Appreciate the
role of national heroes. In the historical development of the country.
Teach the right
and duties of citizenship.
Strengthen
ethical and spiritual values.
Develop moral
character and personal discipline.
Encourage
critical and creative thinking.
Broader
scientifical and technological knowledge.
Develop
vocational efficiency.
What is the
National Curriculum?
The National
Curriculum is a programme of study, set by the Government, which says what
children of different age groups should be taught and what level they should
reach.The National Curriculum often changes. Most of its current format was
introduced in 2014, although some small changes were made a year later.The
National Curriculum applies to all children in local authority-maintained
schools. So, from the age of 5 until they are 16, most children’s learning
follows the guidelines set by the Government.
Here, how the National Curriculum affects children in secondary
schools.The National Curriculum was first introduced in 1988. It applied to all
state schools in England, Wales and Northern Ireland, with Scotland choosing
its own curriculum. Since then, education has become a matter for devolved
government and the National Curriculum now only applies to English schools.
Why do we need
the National Curriculum?
The purpose of
the National Curriculum is to standardise education throughout the country. It
ensures that children of the same age are taught the same things, regardless of
which state school they attend. This helps when families move between towns. If
all schools cover the same topics, then a change between them should not affect
a child’s education.Apart from subjects taught and topics covered, the National
Curriculum also sets out how children should be tested and the standards they
should achieve. This helps to compare schools - if they are all teaching the
same things and testing in the same way, how their students’ perform can be
easily assessed.Must Every Child’s Education Follow the National
Curriculum?Although the majority of secondary schools follow the National
Curriculum, there are some which do not. All local authority-maintained schools
have to teach the National Curriculum. However, private, academy and free
schools are all free to teach their own curriculum of chosen subjects and
topics.Private or independent schools receive no government funding and so are
exempt from the National Curriculum. Government funded free schools and
academies also don’t have to follow the National Curriculum.
In addition, if
you choose to educate your child at home you don’t have to follow the National
Curriculum. However, you would be wise to do so. The material it covers will
help, especially when it comes to the all-important GCSE exams.The secondary
school curriculum is the programme of study set by the Government.
What are Key
Stages?
The National
Curriculum is divided into four key stages (KS1 to KS4). Key Stages 1 and 2 are
taught in primary schools. In secondary schools Key Stage 3 is taught to
children in Years 7, 8 and 9 and Key Stage 4 to pupils in Years 10 and 11. At
the end of every key stage pupils are tested and assessed to see how well they
are doing and whether they have reached the desired standard.
What is the
Secondary School Curriculum?
The vast
majority of secondary schools follow the National Curriculum, the programme of
study set by the Government. However, academies and free schools are free to
choose their own curriculums. Despite this, in reality most do not...Secondary
school curriculum is the second stage in the system of public education usually
beginning with Vth to VI and ending class X th of high school or XI and XII Of
higher secondary school during which education is differentiated in varying
degrees according to the needs, interests and aptitudes of the pupils.
Secondary education is very important because for about half of those entering
it. It represents the terminal point of
formal schooling. For this substantial group of the learning experience of this
stage of education becomes important for their future living in society. The
second face of the importance of this stage is that, it is the bridge between
the general formation of the mind and personality which school education ans
higher learning specialization which the college and university represents.
This stage is both a criterion of the schools system and the forcaster of the
learning features of the university. Finally it is at the period that character
begins to be formed. Character as a multi faced expression of the affective,
the slow learning of the vocational and the boundless vistas opened up by the
spiritual and intellectual. These many factors of human personality at it's
formative stage that the secondary stage must subserved.
- Leading an
independent life
- Developing an
social life
- Leads to inner
freedom
- Social and
physical development
- Modifications
of behavior
- Promote
democracy
- Process of
learning and knowing
Which Subjects
are Taught in Secondary Schools? The National Curriculum sets out which
subjects secondary school pupils are taught. There are 3 ‘core’ subjects which
must be taught in both Key Stage 3 and Key Stage 4 - maths, science and
English. There are a further 9 ‘foundation’ subjects which must be taught in
KS3: • History • Geography • Modern foreign languages • Art and design • Music
• Design and technology • Physical education (which must include swimming) •
Computing (often called information and communication technology or ICT) •
Citizenship Religious education is also a subject on the National Curriculum
and all state maintained schools have to teach it. Lessons should cover a range
of religions, not just one. However, if parents don’t wish their child to be
taught about religious beliefs different to their own, they can choose to
exclude their children from these lessons.All secondary pupils in local
authority-maintained schools must also be taught sex and relationship
education. However, if parents don’t wish their children to have these lessons
they can withdraw them from the classes.In KS4 the curriculum is less defined.
The 3 core subjects of maths, science and English must be taken by all pupils,
along with computing and PE. However, all other subjects are optional. What are
‘Entitlement Areas’? Schools must provide access to a minimum of one course in
each of 4 ‘entitlement areas’ for KS4 pupils. They must also make it possible
for pupils to take one course in all 4 of these if they wish to do so.The four
areas are:-
• The arts (art
and design, music, dance, drama and media arts) • Design and technology
(electronics, food technology, graphics, resistant materials, systems and
control, textiles and product design)
• The humanities
(geography and history) • Modern foreign languages (French, German, Spanish
etc.) Optional subjects for KS4 vary between schools. Some subjects may be
restricted and others (particular languages for example) may not be offered at
all. How are Secondary School Children Assessed? How pupils do in KS3 will
affect what subjects they choose for KS4’s GCSEs. However, there are no
national tests taken in KS3. Instead, children’s coursework is assessed and
taken into consideration along with, in some cases, in-school tests.Schools
have a duty to keep parents informed about how their child is doing. There
should be regular parents’ evenings and school report cards so you always know
how well your child is performing.At the end of KS4 the most important
assessment of secondary education takes place – GCSEs. What are GCSEs? GCSEs
are 2-year courses of study taken during years 10 and 11 (KS4). At the end of
the course students are graded in exams and by assessment of their coursework.
They were brought in as a replacement for O Levels and CSEs in 1986, and the
first GCSE exams were taken in 1988. How many GCSEs do Children Have to Take?
Pupils usually take a number of subjects at GCSE level. Each school determines
the number of GCSEs its pupils can take, which could be as many as 12 or as few
as 7. Aside from the obligatory maths, science and English, students select
their remaining GCSE options in Year 9. What they choose will have bearings on
their future so encourage your child to pick subjects needed for any chosen
career as well as ones that interest them.
How are GCSEs
Graded? In the past GCSE students were given marks between A* (the highest) and
G (the lowest). Scores below a G were marked as U for ‘ungraded’. However,
things have recently changed. Grades now range from 9 (highest) to 1 (lowest).
Here’s how the new grades compare to the old: • Grade 9 – The top mark is even
higher than the old A* • Grade 8 – Below an A* but above an A • Grade 7 –
Slightly below an A but only just • Grade 6 – Slightly better than a B • Grade
5 – Below a B but above a C. Also called a ‘strong pass’
• Grade 4 –
Equivalent of a C. Also called a ‘standard pass’ • Grade 3 – Below a D but
above an E
• Grade 2 –
Between an E and an F • Grade 1 – Between an F and a G • Ungraded - The lowest
mark possible. As in the old system, a U denotes a fail. Why has GCSE Grading Changed? The new grading
system was introduced to differentiate between the very highest performing
children. Along with the change in marking, some of the questions have changed
too and are now a little more challenging. The aim is to find the very
brightest pupils. In 2017 only 3% of students managed to score the much
sought-after Grade 9. Which GCSE Subjects Include Coursework in Exam Results?
GCSE exams are
very important but, in many subjects, students’ coursework is assessed as part
of their GCSE results. In practical subjects, like art, design and technology
or music, 60% of a student’s GCSE will be marked on coursework. 40% of the
English Literature result is also based on work done in class or at home. How
Important are GCSEs? For many college courses, grades of 4 or above are
required, so good GCSE results are vital for anyone wishing to go to university
in future.At the end of KS4 the most important assessment of secondary
education takes place –GCSEs. There’s a lot to the National Curriculum -
subjects studied, topics covered, tests taken and expected standards. But,
armed with the information in this guide, you now know what it entails. That
should help you to help your child through the trials and tribulations of
secondary school.
Objectives of
Secondary Education
Secondary
education should provide the learner with opportunities to:
acquire
necessary knowledge, skills and attitudes for the development of the self and
the nation
promote love for
and loyalty to the nation
promoter
harmonious co-existence among the peoples of Kenya
develop
mentally, socially, morally, physically and spiritually
enhance
understanding and respect for own and other people's cultures and their place
in contemporary society
enhance
understanding and appreciation of interrelationships among nations
promote positive
environmental and health practices
build a firm
foundation for further education and training
develop ability for
enquiry, critical thinking and rational judgment
develop into a
responsible and socially well adjusted person
promote
acceptance and respect for all persons
enhance
enjoyment in learning
identify
individual talents and develop them
build a
foundation for technological and industrial development
develop into a
self-disciplined individual who appreciates work and manages time properly.
Higher secondary
Education Curriculum
Curriculum is
the rational conversation between learner and coursework in higher education.
It is the students' experience, on any given campus, of any given course; each
syllabus represents one sequential or supporting piece of evidence that
students have indeed engaged the institution.
Principles
Principle of
continuity:
The development
of higher education stage will be governed by the principle of continuity. It
has double connotations. First one is basic continuity of the newly formed
higher secondary stage with the past education system
Principle of
international sharing:
A second principle
which helps in the growth and flowering of the higher secondary stage is that
like all learning, it also functions under the principle of the international
storehouse which both enriches and widens education systems everywhere.
Principle of conforming
to national goals:
Above all higher
secondary education must be integrated with the goals of national development
in the sense that it must serve them and be juded by the extend to which it is
helping i n their realization.
Removal of
employment :
A first national
target is to remove unemployment and under - employment with in the next ten
years. This is a hard and somewhat ambitious tasks.Nss estimates that there are
at presen 19 million man years of unemployment and that 70 million persons have
to be provided work om the next decade.
Removal of
destitution :
The second
agreed national aim is to remove destitution also with in the next 10 years.
Destitution refers to the worst form of poverty, that is, of the 50%
destitutes.while the removal of unemployment and under employment is a
necessary condition for the removal of
destitution, ot is not a sufficient condition, or under employment but even
more because employment and poverty or even destitution co-exist in the
country.
Rural
Development :
The third
emerging objective is rural development
villae uplift and encouragement to tiny cottage and small industries.it is
recognized that India leaves in her villages and the processes of national
development must reflect this reality.
Adult literacy:
There is one
more important national purpose that is the universalization of primary
education and removal of adult literacy to be attained with in a five year
period. That the formal school system must serve.
Principles of
Curriculum Development
This article is
about the principles of curriculum development. While you are studying
curriculum development and its need and importance you should be aware of the
principles of curriculum development. This is because these principles help you
when you yourself are up to the task of curriculum development. From B.Ed.
point of view this topic comes in the study of pedagogy of various subjects and
under subject Knowledge and curriculum. You might also consider visiting the
article on Bases of curriculum.
In curriculum
development, we think about the type of learning experiences to be given to a
child at various age and grade levels.
It needs
systematic and sequential planning to widen the sphere of the learning
experience at each level by keeping in view the principles of integration and
correlation.
The curriculum
is usually concerned with two questions
What should we
teach? What should be the content of education?
How should we
organize it and how should we teach?
To answer these
questions we should now discuss the principles of curriculum development.
Suitability to
the age and mental level of the children
What is to be
given to the children in the form of learning experiences at a particular age
and grade level should suit their age and mental development
The capacity for
understanding, how children grow with age. The content of the study in any
subject should be formed to suit their mental ability.
(b) According to
the specific interests of students
Children will be
able to learn better in fields where they have special tastes and inclination
of the mind.
It is also found
that at different stages of age groups, children have different interest
patterns.
Interests of
children also change according to circumstances and situations.
Therefore
learning experiences should be designed to suit the interests and tastes of the
age group of students.
(c) The
curriculum should be environmentally centered
The content of
the learning experiences for children should be linked with the needs of the
environment in which they live.
For example,
children from rural areas can understand and grasp easily the information which
is directly concerned with their experiences in their own rural environment.
The same thing
applies to children in a various environments like urban areas, hilly areas,
etc.
(d) The
principle of the comprehensive curriculum
The curriculum
must have the necessary details. List of topics to be covered does not solve
the purpose.
Both teachers
and students should know clearly what is expected of them, what is the beginning
and what is the end of the topic for the particular class.
Material, aids,
activities, life situations etc. should be listed in the curriculum.
(e) Principle of
co-relation
The curriculum
should be such that all the subjects are correlated with each other.
While designing
the curriculum, it must be kept in mind that the subject matter of various
subjects has some relation to each other so that they help the child
eventually.
(f) The
principle of practical work
Children are
very active by nature.
They like new
things and can learn more by doing or by activity method.
Therefore
curriculum should be designed in such a way that it provides maximum
opportunity to the child for practical work with the help of concrete things.
(g) Principle of
flexibility
Instead of being
rigid curriculum should show the sign of flexibility.
The organization
of the curriculum should be on the basis of individual differences as every
child is different from the other.
Apart from these
conditions of society go on changing, therefore, the curriculum must be
flexible enough to address the needs as aspirations of the society.
(h) Principle of
forward-looking
This principle
asks for the inclusion of those topics, content and learning experiences that
may prove helpful to the students in leading their future life in a proper way.
(i) The
principle of consultation with teachers
Teachers play a
key role in the implementation of the school curriculum of any grade or stage.
It is therefore
quite essential to seek the proper involvement of the teachers in the
construction and development of the school curriculum.
(j) The
principle of the joint venture
It is
necessarily a joint venture where various experts are involved like educational
psychologists, educational technologists, curriculum specialists, evaluation
specialists, teachers, subject matter experts etc.
curriculum
develpoment
(k) The
principle of availability of time and other resources
Curriculum is
the means to realize the outcomes of the educational objectives of the school. Implementation
of the curriculum is equally important as curriculum construction. While
developing curriculum experts should also keep its implementation in mind. They
should be aware of the conditions of the schools and possible availability of
time and resources available.
Assessment and
Evaluation in Secondary Level - New Trends in Evaluation: Grading, Internal
Assessment
Assessment is
defined as a methodical way of acquiring, reviewing and using information about
someone or something, so as to make improvement where necessary. The term is
interpreted in a variety of ways ,i.e. educational, psychological, financial,
taxation, human resource and so on. In general, assessment is an on going
interactive proceds, in which two parties (assessor and assesse) are
involved. The assessor is someone who
assesses the performance based on the defined standards, while assesse is
someone who is being assessed. The
process aims at determining the effectiveness of the overall performance of the
assesse and the areas of improvement.
The process involves;
• Setting up goals
• Collecting information (qualitative
and quantitative)
• Fusing the information for increasing
quality.
Why Assessment
is Important?
First and
foremost,assessment is important because it drives students learning. Whether we like it or not, most students tend
to focus their energies on the best or most expeditious way to pass
their‘tests'. Based on this knowledge,
we can use our assessment strategies to manipulate the kinds of learning that
takes place. For example, assessment
strategies that focus predominantly on recall of knowledge will likey promote
superficial learning. On the otherhand, if we choose assessment strategies that
demand critical thinking or creative problem-solving, we are likely to realize
a higher level of student performance or
achievement. Inaddition, good assessment
can help students become more effective self-directed learners. (Angelo and
Cross, 1993).
"Evaluation
is the collection of, analysis and interpretation of information about any
aspect of a programme of education or training as part of a recognised process
of judging its effectiveness, its efficiency and any other outcomes it may
have."
Mary Thorpe in
"Handbook of Education Technology" (Ellington, Percival and Race,
1988)
As the authors
point out, Rowntree (1992) makes comment on this definition as follows:-
• Evaluation does not equal Assessment
• We should not ignore the unexpected.
• Evaluation is a planned systematic
and open endeavour.
Evaluation and
assessment although often used interchangeably, refer to different levels of
investigation. Evaluation is concerned
at the macro or holistic level of the learning event, taking into account the
context of learning and all the factors that go with it, where as assessment
can be seen as the measurement of student learning and is one of the elements
that go into an evaluation, the micro-level. One aspect of any sound evaluation
is the allowance for the unexpected. Above all an evaluation is a designed and
purposeful enquiry which is open to comment.the elements that go into an
evaluation, the micro-level. One aspect of any sound evaluation is the
allowance for the unexpected. Above all an evaluation is a designed and
purposeful enquiry which is open to comment.
Grading system
in Evaluation
When students'
level of performance are classified into a few classificatory units using
letter grades, the system of assessment is called grading system.
• In grading, classification is made on
5 point, 7 point, 9 point scale etc.
• Fundamentally a 'grade' is a score.
• Grading considered to be more
scientific way of evaluation as it solves the problems of borderline cases by
including all the pupils falling within a wider range with in the same grade.
• Identifies the students' performance
level within a wide range.
• Grading involves the use of set of
specialized symbols whose meaning ought to be objectively defined in terms of
specific criteria.
• In 5 point scale grading system the
categories are: Outstanding, very good, good, average, below average.
Grading
Grading in
education is the process of applying standardized measurements of varying
levels of achievement in a course. Grades can be assigned as letters, as a
range, as a percentage, or as a number out of a possible total. In some
countries, grades are averaged to create a grade point average
Grade means "to evaluate or rank,"
like teachers who grade their students or a food inspector who grades a crop,
determining whether it is "food-grade." Grade can be both a noun and
a verb. The verb form is used when you grade something, meaning you assign it a
value.
What is grading
system
A grading system
in education is a system that is used to assess the educational performance of
a child which is entirely based upon points alone.
According to
many teachers and students, grading system is a good initiative and providing
valuable advantages such as:
Advantages
Reduced score
pressure: The grading system has reduced the scoring pressure of students.
According to grading method, the actual marks of a subject do not get mentioned
on transcripts but only the grades. Which means that now students do not have
to score specific marks for good impression but only target a grade that can be
achieved easily.
Advanced Grading
Pattern: The grading system is based on an advanced marking pattern. Unlike old
times, now students get assessed on the basis of monthly assignments, objective
and subjective tests, presentations, quizzes and final term paper. That one
paper marking system is long gone and now students can perform a little in each
task and score overall a good grade.
Identification
of Weakness and Strengths: Grading system let the students identify their
weaknesses and strengths. Teachers grade children’s skills of writing, reading
and listening. Which means that students can easily know about their lacking
abilities through the assigned grades and work on them to improve overall
performance.
Easier Studies:
The grading system has made studies easier in many ways. Those who only want to
pass can simply make lesser efforts to achieve passing grade. And those who
want to score higher can divide the effort per task and achieve the overall
targeted grade easily.
Disadvantages
Just like
advantages, grading system has also some disadvantages such as:
Decreased
Performance: Due to grading system, children tend to perform less. They know
that they will achieve the targeted grade even by making a few mistakes. For
instance, if a student targets the grade A that involves the range from 90% to
100%. He will know that even if he scores 90, grade A will be assigned hence he
doesn’t require to score 95 or 100.
Demotivation:
Grading system demotivates the students who perform higher because they stand
equal to those making less efforts. For instance, grade A will be assigned to
all those scoring from 90 to 100. So students who made no mistakes and those
who made a few, all will stand equally at one grade.
Increased
Lethargy: As grading system has divided the marks among different tasks such as
assignments, presentations and final exams, the students become lethargic due
to it. They score enough in assignments and projects and become lesser active
in final exams.
Types of Grading
Systems
There are 7
types of grading systems available. They are :
Norm-Referenced
Grading Systems
One method of
grading compares student achievement to that of her peers, a system called
norm-referenced grading. In this grading format, the number of students who can
earn a particular grade is predetermined by the instructor or departmental
rules. For example, a department may decide for purposes of placement into
advanced courses that only 15 percent of a class may earn the highest grade
possible. A norm-referenced grading system relies partially on student
performance and partially on the performance of classmates.
Advantages:
• Norm-referenced systems are very
easy to use.
• They work well in situations
requiring rigid differentiation among students where, for example, program size
restrictions may limit the number of students advancing to higher level
courses.
• They are generally appropriate in
large courses that do not encourage cooperation among students but generally
stress individual achievement.
Disadvantages:
• One objection to norm-referenced
systems is that an individual's grade is determined not only by his/her
achievements, but also by the achievements of others. This may be true in a
large non-selective lecture class, where we can be fairly confident that the
class is representative of the student population; but in small classes (under
40) the group may not be a representative sample. One student may get an A in a
low-achieving section while a fellow student with the same score in a
higher-achieving section gets a B.
• A second objection to
norm-referenced grading is that it promotes competition rather than
cooperation. When students are pitted against each other for the few As to be
given out, they're less likely to be helpful to each other.
Criterion-Referenced Grading Systems
Unlike the
norm-referenced system of grading, a criterion-referenced system focuses on
specific information that students attain through the learning process. In this
system, the instructor determines which skills are necessary for students to
learn, what tasks students must perform to learn those tasks, and a system for
assessing student learning outcomes. These grading types commonly matches a
percentage of points earned with a letter grade. In some schools, for example,
70 to 79 percent of points earned would give a student a letter grade of
"C."
Advantages:
• Students are not competing with each
other and are thus more likely to actively help each other learn. A student's
grade is not influenced by the caliber of the class.
Disadvantages:
• It is difficult to set reasonable
criteria for the students without a fair amount of teaching experience. Most
experienced faculty set these criteria based on their knowledge of how students
usually perform (thus making it fairly similar to the norm referenced system).
Mastery-based
grading
Mastery-based
grading is an innovative system for
assessing learners that promotes deeper learning. The idea behind this fresh
grading concept is to structure your courses in a way that allows learners the
time and flexibility to focus on mastering a standard rather than achieving a
certain number or letter grade.
Narrative
grading
The Narrative
Evaluation System (NES) is a nontraditional grading system, which provides
constructive feedback on student’s performance using a narrative format. In construct, NES draws heavily from Walter
Fisher’s narrative paradigm theory. 2
The theory states that narration and storytelling are the basis of all
human communication. 2 In the NES
system, the evaluator takes into account the objectives of the course when
evaluating the strengths and weaknesses of a student’s performance
Peer grading
In some classes, a portion of a student's
grade is determined by peers' evaluation of his/her performance. If students
are told what to look for and how to grade, they generally can do a good job.
Agreement between peer and instructor rating is about 80%. Peer grading is
often used in composition classes and speech classes. It can also be a useful
source of information for evaluating group work; knowing that group members
have the opportunity to evaluate each other’s work can go a long way in
motivating peers to pull their weight on a project and to reassure group
members that their contributions will be recognized. If used, peer evaluation
should always be done anonymously
Internal
assessment
Assessment of
learner's behavior changes qualitatively by the way of internal judgment is known
as internal assessment.
• Internal assessment is continues
periodic and internal.
• Internal assessment does not
necessarily replace the examinations.
• Internal assessment demands that the
outcomes of learning a particular subject.
• The main purpose of introducing
internal assessment is to integrate teaching and evaluation and to test those
skills and abilities which cannot be tested through a written examinations at
the end of a course.
Definition:
• Internal assessment refers to the process
evaluating students or staffs by the people who govern it.
• No external authority or office is
liable to interfere with the test given to the members of the institution. The
only governing body is the head of the institution.
Basic principles
of internal assessment
• Should be continuous and made by
subject teacher, it does not replace exam.
• It uses suitable evaluation tools and
techniques.
• Fix proportion of marks according to
hours of instructions and importance of subject to nursing.
• Used as a feedback to improve
teaching.
• Students should know their internal
assessment marks before their final exams.
• Give opportunity to students to
improve their internal assessment grade by additional tests, assignments etc.
• Results must be studied
statistically.
• Improve a number of components.
Components of
internal assessment
• Subject wise assessment.
• Assessment of co curricular
activities.
• Assessment of personality traits.
Need for
internal assessment
#To give credit
in final assessment.
#To reduce
tension associated with final examination.
#To provide link
for feedback in teaching.
#To evaluate sphere of activity this cannot be
alone through public exam.
#To provide opportunity to the teacher to
evaluate his/her students.
#To induce students for continue learning.
Advantages
•No undue weight age is given to annual or
external exams.
•Students will be engaged in study throughout
the year.
•They will be
more regular, alert and science in students.
• Eleventh hour preparation in exams
will be reduced to minimum.
• Internal assessment helps to reduce
anxiety and prevent nervous breakdown in students.
Disadvantages
• A teacher may misuse it.
• It can cause a great harm in the
hands of an inexperienced, insincere teacher.
• It will lose its validity if
favourism, personal prejudice and subjectivity.
Continuous and
Comprehensive Evaluation (CCE)
CCE stands for
Continuous and Comprehensive Evaluation. It is a system which was introduced by
CBSE in India to assess all aspects of a student’s development on a continuous
basis throughout the year. It covers both scholastic subjects as well as
co-scholastic areas such as performance in art, music, dance, sports, athletics
and other cultural activities. Those students who are not good in academics can
show their talent in these fields.
SEMESTER SYSTEM
Introduction
Ever since the
inception of an educational system, it has never been consistent all over the
world. Through exposure and elevation in the knowledge for new ideas and
concepts, the educationalists keep looking for feasible manners to pass the
knowledge. There have been innumerable reforms in the educational system
leading to greater results. The idea of these reforms has always been to have a
comprehensive approach to education. As a product of these investigations, the
semester system of education was introduced replacing the annual system.
What is the
Semester System of Education?
A semester
system is an academic tern that divides an academic year into two terms or
parts. The word semester literally means six-month period. In most of the
Indian colleges, the six-month semester system is followed. So, a
three-year-long bachelors degree comprises 6 semesters and a two-year-long master’s
degree consists of four semesters.
Some of the
objectives of the semester system are many-
1. To broaden
the outlook of the students and instill in them a sense of confidence and
responsibility.
2. The student
gets more chances to remain well versed.
3. Unit tests
act as model tests for the final examination.
4. A detailed
account of the student’s progress graph can be produced in semester system.
5. To acquaint
the students with different forms, styles and thoughts in other parts of the
country and beyond.
6. The semester
system allows greater interaction with teachers and the students will be more
focussed on preparing throughout the year.
7. It is also
part of the current trend in education system in other parts of the country and
beyond.
How to evaluate
students under semester system?
1. Change
Weighting Scale
When calculating
a final grade for report cards, teachers use student assignments, tests,
quizzes, and exams collected over the semester. Each type of assessment holds a
certain “weight” in the overall grade. Exam results might be worth 50% of the
entire grade, while daily assignments are worth 20%. For students with
instructional accommodations and modifications, teachers can adjust the
importance or weight of an assessment activity.
2. Use Informal Observation
Observing
students throughout the school day can give important insight into their
learning needs and progress. Collecting data through notes, checklists, sticky
notes, and audio notes can help teachers keep track of student strengths and
needs. Moreover, informal observations alert teachers to issues and information
that one can’t provide on a written test.
3. Allow for Self-Assessment
Give students an
opportunity to assess their own learning and reflect on the progress they are
making. They can identify their own gaps in skills or knowledge, revise their
work, and set realistic goals. This process also helps students stay motivated
and interested in their own learning.
4. Provide Multiple Test Formats
Tests do not
need to be restricted to pencil and paper formats. Students with written output
issues can be given oral-response tests. Teachers can use multiple choice, long
answer, short answer, diagrams, charts, fill-in-the-blank, and other graphic
organizers to have students answer questions about material.
There are hundreds of ways that
teachers can assess students over the course of a school year. Giving students
numerous ways to demonstrate their learning can give teachers a clearer picture
of student progress than with written tests alone.
Advantages of Semester System
There are many
merits of this semester system. They may be as follows,
1. It is good
for the student community. As these students are the futures of society.
2. It creates
awareness of the parallel streams prevalent in various parts of the country.
3. It keeps the
students in touch with the books the whole year. It can prove beneficial for
the students.
4. The
compulsion of tests in between has made the students presence in the colleges
all throughout the year. In present world there are too many distractions
available for the youth to go astray. Engagement in tests and examinations in
the colleges can keep them busy in more fruitful works, which will be
personally beneficial for them too.
5. The students
will be constantly evaluated and the depth and breadth of their knowledge will
improve.
6. It allows
greater interaction with teachers and the children will be more focused on
preparing throughout the year.
7. This will
give the students to cooperate in the future with the universities, most of who
run in the semester system. There shall follow continuity in the imparting of
the education and examination system with the introduction of the semester
system.
8. For some
students, it will be better as there will be fewer courses as compared to
annual.
9. The semester
system allows the students no luxury of studying at the last moment and still
getting good marks in the final exams. So one has to be on his toes throughout
and cannot bunk classes or afford to take your studies lightly. This is
certainly a good point of the semester system and it will keep everyone working
all through their college life seriously rather that turning to just last
minute studies which many students resort to because of the structure of the
current evaluation system.
10. The other
plus point of the semester system is that it means that the student gets tested
on very small sections at a time, so when he gives the final exams where the
whole curriculum is assessed, one is in a position to write an even better exam
than with the current system as this means he is already aware of the problem
areas and by the time of the final exams, you will have a chance of improving
your percentage in the final assessment.
11. When
students go to undergraduate colleges after school, they are compelled to
revert back to annual system. Introduction of semester system now will no more
shock the students about the system.
Disadvantages of
Semester System
1. Semester
system faces inadequacy of time. Most of the times teachers fail to complete
the syllabus in time. Students who join late will face lot of difficulties to
catch the subject and complete the revision.
2. Semester
system increases the workload as the evaluation process is conducted twice a
year.
3. Semester
system does not give any scope for extra classes due to lack of time.
4. Semester
system restricts co-curricular activities as most of the time teachers are
engaged in completion of syllabus and students are involved in the revision of
completed syllabus.
Conclusion
Most of the institutes and universities
in India follow the semester system as it improves the quality of education.
Though students feel pressure in the semester system, it facilities them to
study regularly which develops reading habit among the students.Many a time,
because of having to manage assignment deadlines and exams simultaneously,
students feel academically burdened. But, this system has been proved to be
better at grading assessment than the annual system.
PORTFOLIO
ASSESSMENT
Portfolio are a specific type of
performance assessment that involves the systematic collection of a student's
work products over a specified period of time according to a specific set of
guidelines (ARE etal.,1999)
A portfolio is a collection of student's
work selected to serve a particular purpose such as doccumentation of student
growth. Portfolio is a purposeful collection of pieces of student
work.Portfolios are sometimes described as the portraits of a person's
accomplishments.A portfolio is a collection of materials assembled by students
to demonstrate achievements. A portfolio is a collection of a students work
covering an external period of time.Portfolios can include works in progress as
students just work or work of which the student is most proud.
Portfolio can be used in daily instruction
by teachers and assessment of student progress. It provide information to
teachers about student achievement as they move from one grade to the next.They
can be used as the basis for determining grades and for reporting student
achievement and progress to parents.
Types of portfolios
Portfolios are of many different types each of
which can serve one or more specific purposes as part of an overall school or
classroom assessment programme.
1. Working
portfolio : This . type of is also known as the documentation portfolio.
A working portfolio is a planned compliation
of work done by the student which is to be assessed for attainment of
learning objectives. One of the purpose of a working portfolio is diagnosis and
the teacher will be able to trace the students level of understanding of the
content area by evaluating the samples submitted.
.2. Showcase,
Display or Best work portfolio : This type of portfolio are useful to assess
mastery of learning concepts and skills.It highlight the best products over a
particular time period or course. Best work portfolios contain what the
students selects as their exemplary works. This portfolio displays best work of
a student, decided on by discussion between student and teacher. The show case
phortfolio is used to display photographs, videotapes and electronic records of
student's completed work. It also include a return analysis and reflections by
the student on why he chose displayed items.
3. Evaluation
portfolios : The assessment of portfolio
documents what the students have learned through the year. Test, experiments,
laboratory records, descriptive answers, science quizzes, articles, projects and other artefacts
etc can be included in assessment of
portfolio.This type of portfolio records student learning on specific
curriculum outcomes. It is designed to help teachers determine whether the
students have established standards of performance.
4.Representative
portfolios : It contain a broad representative sample the students work.
5.Growth or
Learning Progress portfolios : This type portfolio includes selections that illustrate the student
progress over the academic period.
Portfolio
Assessment
Portfolio assessment is the systematic
purposeful recollection of students work created in response to a specific
objectives and evaluated in relation to some criteria. Assessment is done by
measuring the individual works as well as a whole against specified criteria
with a specific purpose.
Importance of
Portfolio Assessment
1. Portfolios
are a form of authentic assessment in
which students progress is measured over a period of time in various contexts.
2.Portfolio assessment is closely linked to instruction.
By linking assessment to instruction we can measure what we taught and can
identify any weakness in instructional practice
3.It promote
positive student involvement.
4.Teacher can
individualized instruction for the student.
5. It
familiarise an evaluation format to the student.
6.It provide
opportunities to involve parents in learning.
Guidelines for developing portfolio assessment
1.Decide on the
purpose of the portfolio.
a.
Enhance learning.
b.
Assign grades
c. Some combination of the two.
2.Decide on what
type of items will be placed in the portfolio.
a. Best works
b.
Representative products.
c.
Growth or learning process.
d.
Evaluation
3. Decide who
will select the items to include in the portfolio.
a. Teacher
b.
Student
c. Teacher and student collaboration.
4. Establish
procedures for evaluating or scoring the portfolio.
a. Specify
the evaluation criteria.
b.
Provide specific standards.
c.
Decide on holistic approach.
5. Promote student involvement in the process.
Benefits of
portfolio assessment
For students :
1. Selecting
items to include in the portfolio.
2. Engaging in a non competitive activity.
3.Experiencing a
collaborative climate among students.
4.Having
ownership and tangible evidences of learning.
5. Building self
esteem.
6. Reflecting
and judging their own works.
7.Clarifying
expectations.
8.Having
ongoing feedback regarding their works.
9. Enables to
demonstrate others his/her learning and
progress.
10. Student
becomes an active participants in the learning and assessment process.
For teachers :
1. Connecting
assessment and instructions.
2. Providing
diagnostic information about a student's
strength and instructional needs.
3. Generating
meaningful examples of student growth constructing knowledge of what constitutes high
quality work.
4. Having
concrete example of student performance
to discuss with family members.
5. Provides a
cumilative records of growth and
development of a skill or competency in
an area over a period of time.
For parents :
1. Viewing
student progress overtime.
Strength of
Portfolio Assessment
1. Learning
progress can be clearly shown.
2. Focus on
students best work provides a positive influence on learning.
3. Provides for
adjustment to individual differences.
4. Provides
greater motivation.
5. Self
assessment skills are increased.
6. Provide clear
communication of learning progress to
students, parents, and others.
7. Students take
responsibility for their learning and become reflective learners.
8.provide a
cumilative record.
9.Students
become active participant in the learning and assessment process.
10. Portfolios are strengthens the
relationshipEssa between instruction and
assessment.
Weakens of
Portfolio Assessment
1. Scoring
portfolios in a reliable manner.
2. Conducting
portfolio assessments properly is a time consuming and demanding process.
3. Portfolios
being collection of artefacts and
samples can be unwieldy and burdensome to handle.
Steps in
Portfolio Assessment
1.Identify the
portfolio content.
2. Develop
evaluation procedure.
3. Holding portfolio conferences.
4.Countinous
updating.
5. Structuring
of portfolio material accompanied by a reflective journal.
6. Clear labelling
and numbering of content for easy reference.
The Portfolio
Process
The process of
facilitating successful student portfolios can be broken into four steps:
collection
selection
reflection
connection
Collection
Although the
first step, collection, is straight-forward, it is not always an easy step to
facilitate successfully. It simply requires students to collect and store all
of their work. Three challenges at this step are common.
One, most
students and many teachers are not accustomed to documenting and saving all
class work. Two, there is seldom an obvious place to put the work as it is
collected, particularly when artwork or lab work is involved. And three, it is
not always obvious how to generate artifacts from things like field trips,
community service projects, jobs, and sports. The key skill in this step is to
get students accustomed to collecting and documenting whenever possible..
Selection
How one
facilitates the second step, selection, depends on the kind of portfolio
(process or product oriented) and to what degree a teacher stipulates portfolio
requirements. In this step, students will go through the work they collected
and select the artifacts for their portfolio. This may be done by the student
alone, with peers, and/or with the teacher. Many characteristics about the
curriculum come to light in this step, particularly the nature of the work
students are doing in class. For instance, if all students have to show are
quizzes and tests, the portfolio will be rendered almost meaningless by failing
to shed light on anything other than a student's ability to take exams. If,
however, students have a more diverse set of work such as audio/video
recordings, artwork, projects, journals, computer work, homework, compositions,
etc., as well as exams, the portfolio will come to life. In this manner,
portfolios provide a great deal of motivation to diversify approaches to
teaching and learning.
Reflection
Most agree that the third step, reflection,
is perhaps the most important step in the portfolio process. It is what
distinguishes portfolios from mere collections. Reflection is often done in
writing but can be done orally as well, particularly with younger children.
Students are asked to explain why they chose a particular artifact, how it
compares with other artifacts, what particular skills and knowledge were used
to produce it, and where he or she can improve as a learner. The importance of
this step lies in having the student take an active role in the assessment
process. Students can observe more directly the quality of their own
achievement and internalize more clearly where improvements are needed.
Connection
The last step, connection, has two related
facets. The first is a direct result of the reflection process. Upon reflecting
on their own achievement and identifying the skills and knowledge they applied
in producing the artifacts, students can answer the perennial question for
themselves, "Why are we doing this?" They are able to make a more
concrete connection between their school work and the value of what it is
they're learning. Furthermore, students may come to understand the wider
curriculum more deeply. To a teacher's delight or chagrin, depending on the
teacher, students may take more active and informed roles in evaluating the
effectiveness of the curriculum.
The second facet
is about connecting with the world outside the classroom. Many successful
portfolio programs have students formally present their portfolio to a panel of
peers, teachers, parents, and other community members. In some cases, students
are defending their work, much like a graduate student might defend a thesis.
In others, students exhibit their portfolios in a more celebratory manner. In
either case, the resulting connection between the students and the greater
community creates an invaluable celebration of student achievement and a rare
dialogue about the quality of learning at the local school.
Indicators of
Portfolio Assessment
The following indicators can be useful for
portfolio assessment.
1. Clarity of
concept
2.
Internalisation of concept.
3.Appreciate
design.
4. Completion.
5. Originality.
Continuous And
Comprehensive Evaluation ( CCE )
Introduction:
Continuous and
Comprehensive Evaluation (CCE) was a procedure of assessment, directed by the
Right to Education Act, of India in 2009. This proposal to assessment was
introduced by state governments in India, as well as by the Central Board of
Secondary Education in India, for students of sixth to tenth class and twelfth
in some schools.
Meaning:
Continuous and
Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of
students that covers all features of students’ development. It is a
developmental process of assessment that stresses two-fold objectives i.e. on
continuousness in evaluation and assessment of broad-based learning and
behavioural outcomes on the other.
According to
this scheme, the term `continuous’ is meant to accentuate that evaluation of
identified aspects of students’ growth and development’ is a continuous process
rather than an incident, built into the total teaching-learning process and
spread over the whole duration of the academic session.
The second term
`comprehensive’ means that the scheme tries to cover both the scholastic and
the co-scholastic aspects of students’ growth and development.
Aims of
Continuous and Comprehensive Evaluation:
• The main aim of CCE was to assess
every aspect of the child during their presence at the school.
• CCE helps in minimizing the stress on
children.
• Make assessment comprehensive &
regular.
• Provide space for the teacher for
prolific teaching.
• Provide a tool for detection &
corrections.
• Produce learners with greater skill
Objectives of
Continuous and Comprehensive Evaluation:
Various are the
objectives of Continuous and Comprehensive Evaluation:
• It makes the process of teaching and
learning a learner-centered activity.
• To make the assessment process an
essential part of the teaching-learning process.
• To make a fair judgment and take
timely decisions for learner’s growth, learning process, learning pace, and
learning environment.
• To provide scope for learners for
self-assessment.
• To use the evaluation process for
improving student’s achievement through detection and correction.
Features of Continuous and Comprehensive
Evaluation:
• The ‘continuous’ aspect of CCE takes
care of ‘continual’ and ‘periodicity’ features of assessment.
• The ‘comprehensive’ elements of CCE
takes care of assessment of all-round development of the child’s personality.
• The continuous and comprehensive
evaluation includes both Scholastic as
well as Co-Scholastic aspects of the pupil’s growth. Scholastic aspects cover
curricular areas or subject-specific areas, while co-scholastic aspects consist
of Life Skills, Co-Curricular Activities, Attitudes, and Values.
• Assessment in Co-Scholastic areas is
done using the number of techniques on the basis of recognized criteria, while
assessment in Life Skills is done on the basis of indicators of Assessment and
checklists.
Functions of
Continuous and Comprehensive Evaluation:
• CCE helps the teacher to systematize
efficacious teaching strategies.
• Continuous evaluation serves to
detect weaknesses and permits the teacher to ascertain certain individual
learners.
• Through continuous assessments,
students can know their strengths and weaknesses.
• CCE helps in identifying changes in
attitudes and value systems.
• CCE provides information on the
progress of students in scholastic and co-scholastic areas which results in
forecasting the future success of the learners.
Aspects of CCE:
Continuous and
Comprehensive Evaluation considers both the scholastic and co-scholastic
aspects.
Scholastic
assessment: Scholastic aspects include curricular areas or subject-specific
areas. These areas focus on oral and written class tests, cycle tests, activity
tests, and daily class performances of all subjects in order to improve writing
and speaking skills. Scholastic assessment should be both Formative and
Summative.
Formative
Assessment:
The formative
assessment consists of diagnostic testing, which is the extent of formal and
informal assessment procedures conducted by teachers during the learning
process in order to alter teaching and learning activities to improve student
achievement. It typically involves qualitative feedback for both student and
teacher that is the basis of the details of content and performance. It is
commonly compared with summative assessment, which attempts to monitor
educational outcomes, often for purposes of external responsibility.
Features of
Formative Assessment:
• It makes provision for effective
feedback.
• It provides a plan for the active
involvement of students in their own learning
• It helps the student to support their
peers’ group and vice-versa.
• It helps in integrating diverse
learning styles to decide how and what to teach.
• co-scholastic aspects include Life
Skills, Co-Curricular Activities, Attitudes, and Values.
• It provides the student with a chance
to improve their scores after they get feedback.
• It helps in the detection and
correction of the assessment process.
Summative
Assessment:
Summative assessment is an assessment of
students where the focus is on the consequences of a program. The goal of
summative assessment is to assess student learning at the end of an
instructional unit by comparing it against a norm.
Features of
Summative assessment:
• It can be done at the end of a unit
or semester to display the sum of what they learn or whatnot.
• This is the contrasts with formative
assessment, which summarizes the participants' development at a particular
time.
• It is a conventional way of assessing
students' work.
Co-scholastic
assessment:
Co-Scholastic
Areas of Assessment: The areas of Co-scholastic assessment focus on increasing
the skills of a student in general knowledge, environmental education, physical
education, art, music and dance, and computers. These are evaluated through
quizzes, competitions, and activities.
School-based
continuous and comprehensive evaluation system helps a learner in the following
ways:
• It reduces stress on children.
• It makes evaluation comprehensive and
regular.
• It provides a tool for the detection
and correction of action.
• It provides space for the teacher for
creative teaching.
• It produces learners with greater
skills.
Characteristics
of School-Based CCE:
School-based CCE
has the following characteristics:
• It is comprehensive, broader, and
continuous than the traditional system.
• It aims primarily to help learners
for orderly learning and development.
• It takes care of the needs of the
learner as responsible citizens of the future.
• It is more translucent, advanced, and
provides more scope for interconnection among learners, teachers, and parents.
Paradigms/Criterion
of Assessments:
Assessment of Learning: The ‘assessment of
learning’ is defined as a process whereby someone tries to describe and
measures the quantity of the knowledge, attitudes, or skills organized by
another. In this type of learning teachers’ directions is most important and
the student has meagre involvement in the design or execution of the assessment
process in these situations. In this assessment teacher designs learning and
collect proofs. A teacher also judges what has been learned by students or
whatnot.
Assessment for
learning: The assessment for learning involves an increased level of student
freedom, but not without teacher instructions and cooperation. The assessment
for learning is sometimes seen as having a relation to ‘formative
assessment’.More emphasis laid towards giving useful advice to the student and
less emphasis on the giving marks and grading function. In this assessment
teacher designs learning and designs evaluation process with feedback to the
student.
Assessment as
learning: This assessment may be more connected with diagnostics assessment and
can be constructed with more importance on peer learning. It generates chances
for self-assessment and peer assessment. Students take increased responsibility
in producing quality information about their learning and of others. Teachers
and students construct together learning, assessment, and learning progress.
Tools and
technique of learning:
There are two
main purposes of evaluation. The first is to provide developmental feedback to
the learner, secondly, it is to qualitatively classify a learner on the basis
of their learning outcome against a set of norms.
Multiple tools
can be used for assessment. Similarly, more than one assessment tool can be
used in various assessment techniques. Assessment tools can be of two types
i.e. standardized and non-standardized.
Standardized
tools of assessment:
These tools have
the characteristics of objectivity, reliability, validity, and quality of
discerning between a high performer. Different types of validates, e.g.
construct, content and concurrent validity take care of balance and pertinency.
Speed is a factor in some tests, but not a common element in all tests.
Psychological tests and inventories like intelligence and aptitude tests,
interests and study habits inventories, attitudes scales, etc have those
properties.
Non-standardized
tools:
Non-
standardized tests are teacher-made tests, rating scales, observation
schedules, interview schedules, questionnaires, opinionnaires, checklists, etc.
Now we will deal primarily with the tools of assessment set in the context of
techniques. Some of the tools and techniques of evaluation are:
Portfolio: A
student portfolio is a collection of academic work and other forms of
educational proofs assembled for the purpose of evaluating coursework quality,
learning progress, and academic achievement and determining whether students
have met learning standards or other academic requirements for courses,
grade-level.
Anecdotal
Records: An anecdotal record is an
examination that is written like a short story. They are the explanation of
occasions or events that are important to the person perceiving. Anecdotal
records are short, objective, and as correct as possible.
Checklists:
Checklists usually offer a yes/no format in relation to student illustration of
particular criteria. This is similar to a light switch; the light is either on
or off. They may be used in recording observations of an individual, a group,
or a whole class.
Rating Scales:
Rating Scales allows teachers to show the degree or frequency of the
behaviours, skills, and strategies displayed by the learner. To continue the
light switch analogy, a rating scale is like a feeble switch that provides
scope for performance levels.
Assignment:
Assignments are a type of refinement to a variable. It is a task given to
students by their teachers to be completed out of class time.
Observation: In
observation information about a child is collected in a natural setting in and
outside the classes with the help of observation.
Questions:
Questions are the frequently applied tool for finding out what children know,
think, imagine, and feel. A teacher, in the course of teaching, coming to know
of learning difficulties in children by asking questions. Questions may be of
various types like essay type questions, short answer type questions, very
short answer type questions, objective type questions.
Document
analysis: Document analysis is a type of qualitative research in which
documents are appraised by the analyst to evaluate an estimation theme
PROBLEMS
AND ISSUES OF SECONDARY AND SENIOR SECONDARY IN INDIA
INTRODUCTION
Education is the
birth right of every child in India. Although India has made significant
progress in various fields, we have been facing various problems of children
viz., child labour, malnutrition, child abuse etc. which can be solved with the
light of knowledge. The Central Government and State
Governments have
formulated various schemes to ensure that no child remain uneducated. However,
there are various problems faced in our education system. Although there has
been a significant increase in the number of school going children, they face a
number of problems. The problems of Senior Secondary school education are dealt
with in this chapter. We must make consistent and concerted efforts to remove
the obstacles and find solution to the problems. Secondary education spreads
over the age 15-18 years. These years of transition and adolescence are the
most crucial years of the student life. Students’ physical structure undergoes
a fast change during this period and there are various sort of emotional transformation
and mood swings. This Is the stage where students have to shift from education
to the world of work; secondary education must equip the students by sharpening
their skills and talents to make this transition quite smooth. The girls have
to experience more difficulties in this transition because of age-old beliefs,
social bias, prejudice and taboos prescribed for females in the society. As
there has been a sharp decline in female sex-ratio in most of the states of
India in the recent decades, efforts should be made to develop a gender
friendly curriculum. The curriculum must be designed to nurture natural talents
and capabilities of the students, viz. language, logical and analytical
ability, physical fitness, sports,
general awareness, nature and environment etc. These crucial years in
student life must offer suitable opportunity for nurturing and honing their
inherent skills.
Various
commissions pointed out the defects in secondary education from time to time.
It has been generally felt that secondary education in India gives more
emphasis on academics and fails to enable students to handle the problems of
day-to-day life efficiently; it does not prepare them for pursuing higher
education adequately. Many of the students tend to fail in the first year of
their degree course, in the examination conducted by the university. The
students don’t find themselves confident and suitable to enter life
confidently. The training and education available there don’t equip the
students well so as to get a good and respectable job helpful in leading a good
life.
Problems of
senior secondary educations are given below:
1. Undue importance on examination
2. Teachers status in society
3. Lack of trained and dedicated teachers
4. More emphasis on English language
5. No emphasis on practical training
6. Lack of facilities to improve
personality
7. Lack of provision of a proper
environment
8. Lack of participation by all
stakeholders in education
9. Lack of adequate infrastructure
10. Less emphasis on extracurricular
activities
11. Lack of career guidance
12. Lack of sports facilities and motivation
13. Parents indifference and lack of
supervision
14. Peer pressure
15. Lack of balance between academics and
values of life
16. Students indiscipline and lack of
interest
17. Lack of supervision and control by
teachers
18. Lack of qualified and committed teachers
19. Partiality and indifference attitude of
teachers
20. Mental health problems
21. Lack of education in gender equality
22. High pupil –teacher ratio
23. Lack of education in
PROBLEMS IN THE
DEVELOPMENT OF SECONDARY EDUCATION IN INDIA
1.Determination
of Aims:
Secondary
schools in India where established by the Britishers to prepare and train
educated officials and clerks for conducting administrative work. Unfortunately
the aim continued to remain more or less the same for a long time. Except
preparing the students for entrance into the university, the secondary
education had got no definite aim.
After the
recommendations of S.E.C. secondary education is being treated as
self-sufficient and independent unit in itself and not merely complementary to
university education. For the first time this commission prescribed certain
aims for secondary education keeping in view the needs of the independent and
democratic India.
It is expected
that the secondary education should therefore, seek to fulfil all these many
sided aims of education by inculcating in students the qualities of democratic
citizenship and leadership, and developing their faculties as complete units so
that they might make their own contribution to the prosperity and enrichment of
national life in all possible respects.
But it is most depressing that most of the
present secondary schools are not fully conscious of their essential duties and
fall short of the expectation in fulfilling these aims. Neither the students
nor the teachers are very much serious in fulfilling these aims. Hence it is of
primary importance that the teachers must realize the supreme and magnitude of
those aims at the time of imparting instruction to the students, lest
everything will be fruitless.
2. Deterioration
of the Standards of Education:
Since the
introduction of the compulsory education the enrolment at the elementary level
of education has increased to a considerable extent. As a result of this, the
number of students reading in high schools has been enormously increasing. Thus
the increase in the number of students is bound to affect the quality of
education in general and secondary education in particular.
Teachers, educational
administrators, parents and politicians have been complaining that the standard
of education at different stages of education has been going down in recent
years and secondary education is no exception to it.
The other
factors responsible for the low standard of education are: low salary of
teachers, growing discontentment among the teachers towards their profession,
the lack of necessary requirements and equipment’s in the school, inefficiency
of the managing bodies and their interference in the internal affairs of the
institutions, negligence of the education department, the wretched financial
condition of the institutions, growing lack of the sense of responsibility
among the teachers and their attitude of negligence towards their duties, indifference
of the guardians and the general public towards the numerous educational
problems. To improve the present backward condition of education in the country
the expansion of education is no doubt desirable but it should not be at the
cost of ‘quality’ education. Each secondary school should be well-equipped with
regard to teachers and instructional materials in order to maintain the
standard and quality.
The basis of
admission should be on merit. Therefore, in the expansion of secondary
education proper correlation between enrolment and standard should be
maintained. Adequate scholarship facilities should exist for poor but
meritorious students. The problem requires proper solution and immediate
measures should be taken to produce such young person’s as might prove ideal
future citizens of the country in all respects.
3. Inappropriate
Curriculum:
In order to meet
the various problems of the secondary education, it is the responsibility of
the educational planners to attack the problems from all the sides. They will
have to modify the school curriculum in order to copy with the urgent
educational needs of future development. The scientific knowledge is advancing
so rapidly that the present curriculum may not be relevant to the present needs
of the students.
Many political,
economic and technical changes are taking place in the country at different
intervals, but the education in general and secondary education in particular
is unable to keep pace with the changing limes. Though steps have been taken at
the later stage to introduce diversified curriculum at the secondary stage yet
the difficulty lies in relating it to the real and practical life of the child
and his environments. As much emphasis is given on the external examination,
the students follow the curriculum mechanically without curiosity,
understanding or appreciation, as the immediate aim is to get through the
examination and be admitted to higher class. Various commissions pointed out
the defects of the curriculum at different times but the problem has not been
tackled radically.
The recent trend
is to give the curriculum vocational and scientific bias by introducing certain
vocational and technical subjects, so that the students should be encouraged
and trained to choose subjects according to their ability, interest and
aptitude. Nearly 82% of the population of India lives in rural areas.
Hence the
curriculum should be so formulated as to be related to the main rural
occupation, i.e. agriculture, dairy, animal husbandry, and other rural
industries. Whatever is added or deleted in the curriculum, it must be
individually meaningful and socially relevant. It must create a thirst for
knowledge among the students.
Involvement of a
new curriculum will not be so helpful in eliminating the shortcoming that
exists in the present system. Its success depends upon the personnel who are
involved with the responsibility of implementing it. They must have the ability
to change the teaching technique in such a way that the students acquire
intellectual curiosity, inventiveness and decision making ability.
The present day
education needs a band of teachers who will be vigilant students of current
trends in progressive society, understand and interpreted new movements of
thought and vitalize their instruction by adopting the latest technique, and
initiative to play an important part in the regeneration of education. No
educational reform will succeed without improving the quality of our teachers.
4. The Lacuna of
Private Management and Administration:
At present secondary
schools are controlled and managed by different types of bodies, i.e.
Government, local board (District Council’s Municipal Board) as well as private
managing committees at places. There is no uniformity in management of the
schools and it varies from state to state. So far as the private management is
concerned this state of affairs is far from being satisfactory. Majority of the
schools under private management suffer from financial crisis.
They have
neither good building nor other physical facilities. Keeping aside the low
standards of education there are certain conspicuous defects prevalent in these
institutions which are detrimental and pernicious for the growth of secondary
education in the country. To some extent the weaknesses in the management of
institutions are owing to the laxity and inefficiency of the officials of the
education department and specially those belonging to the inspecting group.
Their slackness
amounts to inefficiency. At present school inspection has become a routine work
and mainly confined to show and paper work with no impact what so ever. But it
is expected that the supervision of school should be regular and effective and
must result in improving the quality and standard of education.
Challenges of
Providing Quality Secondary Education
The Knowledge
Challenge: The question, ‘What should be taught to the young?’ derives from a
deeper question, namely, what aims worth pursuing in education? The answer is a
vision of the capabilities and values that every
individual must
have and a socio-political and cultural vision for society. The essential
purposes that needs to be pursued by the school education relates to social
life, lifelong learning and the world of work. In is widely recognised that
mathematics and science should have a claim as quality indicators because they
provide essential knowledge tools and foundations for lifelong learning skills.
However, there is also a need to reemphasise that social studies, foreign
languages, ICT and arts and crafts,
work related
generic competencies (such as critical thinking, transfer of learning,
creativity, communication skills, etc.) also depict their essential position in
the curricular areas as well as in the world of work. All of these areas of
knowledge and skills present major challenges for the teaching profession and
to the content of teaching in initial and in-service training. Change requires
rethinking, reappraisal; re-evaluation of accepted practices, challenging what
has always been done and accepted. Change often requires both restructuring and
recapturing of organizations. It imposes new demands on hierarchies status and
relationships.
The Curriculum
Challenge: The Knowledge challenge as discussed abovelead us towards the
curriculum challenge in school education. All indicated areas of knowledge
emphasise that the curriculum needs to provide experiences that build the
knowledge base through a progression introduction to the capabilities of
thinking rationally, to understand the world through various disciplines, foster
aesthetic appreciation and sensitivity towards others, to work and to
participate in economic processes.
Curriculum
experiences need to be designed from the point of view of the need of the
learner and from the larger perspective of the challenges facing humanity and
the nation today. The secondary schools in India have
following
diverse categories of adolescents:
a. Those who
have successfully completed eight year of schooling (may need less teacher’s
time and enriched curriculum)
b. Those who
have completed eight year of schooling but still posses gaps
in terms of
fundamental concepts, skills and behavioural attributes
(may need more time and a curriculum which not
only work as a remedy to their learning gaps and but also help in learning
higher concepts)
c. Those who
have left the mainstream for one or more years after completing eight year of
schooling and now entering in the secondary education (may need bridge courses
to bridge the learning gaps). Even under these categories there exist two broad
sub-categories such as boy
and girl and
rural and urban and further these broad categories also include other
categories such as first generation learners, learners belonging to
migratory
population, learners belonging to Scheduled Caste(SC)/Scheduled Tribe (ST)
categories, differently abled learners, etc. So there may be a differently
abled girl belonging to Scheduled Caste residing in remote rural
area, entering
in secondary education with many gaps in her learning after two years. This
girl has multiple disadvantages. What kind of curriculum and
pedagogy we
provide her to overcome her learning gaps and remain in the system? This is a
curriculum challenge, which needs to be addressed.
The Resource
Challenge: Presently the serious resource challenge lies in the intelligent and
cost-effective use of resources. Experiences of Sarva Shikhsa Abhiyaan (SSA)
and other programmes have shown that although there are
substantial
expansion of facilities but at many places these facilities are under utilised
e.g. Computers; laboratory equipments in many cases are not used properly at
secondary stage. The reason relates to the knowledge and
curriculum
challenge. Unless we bring comprehensive
andserious reform in curriculum incorporating the concerns related to
pedagogy of science, mathematics, language, ICT, health, arts, etc. generating
the need for the use
and sharing of
resources, the resource challenge will continue to be aconstrain for improving
quality.
The Challenge of
Decentralisation: In order to realise the constitutional mandate of
decentralise democracy and development almost all the stategovernments enacted
their state Panchayati Raj. Moreover, in every
educational
scheme and programme of Govt. of India has decentralized planning component.
However, there are huge ambiguities and overlaps in the functions and tasks to
be discharged at different levels. These ambiguities
often result in
conflicts between the three tiers, especially with respect to:Who plans? Who
decides? Who selects? Who accords approval? Who implements? Who releases funds?
Who monitors? Indeed there is no role
clarity between
the functions at the different levels.
The Challenge of
Data and Comparability: Benchmarking is a way of thinking about national
performance, about local and regional effectiveness and performance at the
level of individual schools. Benchmarks can be used
diagnostically
and formatively to inform policy and practice but are sometimes also viewed as
threat.
The challenge of
comparability is to create an open and positive climate for dialogue.
Comparison, which is perceived as unfair, becomes detrimental to the positive
and constructive use of benchmark data. The obvious place to start with
standards attained by children at school- their outcomes on leaving school,
their acquisition of basic skills at key stages of development. Data on pupil
attainment at given ages is , however of limited use to policy
making without
knowledge of the conditions in which attainment is raised and of limited value
without an understanding of factors which contribute to
good teaching
and effective learning. This raises the question of availabilityof comparative
data.
While selecting
indicators and benchmarks it is important to see which are most effective and
stimulating and open policy dialogue, one which looks forward to policy
implications of data and available for further enquiry in the
future needs to
be selected for work.
Strategies
Our goal of
quality secondary education requires following strategies to be
adopted at the
national, state, district and school level:
Curriculum
Reforms
a. Evolving a
mechanism at state level to bring curriculum reform in tune with the emerging
curricular vision as suggested in NCF-2005 in terms of flexibility,
contexuality and plurality.
b. Evolving a
mechanism to provide all the adolescents an opportunity for meaningful learning
and successful completion of secondary education by creating enabling school
environment and inclusive curriculum.
c. Making
structure of education uniform as mandated in the NPE-1986.
Assessment and Examination Reform: Evolving a
scheme of Continuous and Comprehensive Evaluation (CCE) leading to examination
reforms at secondary level along with a mechanism for its implementation in
letter and
spirit.
Reform in
Teacher Education at Secondary Stage
a. Teacher
Recruitment Policy : This requires evolving state specific recruitment,
deployment and transfer policy for recruitment of quality teachers under the
broad guidelines provided by the
national agencies
b. Pre-service
Teacher Education: This requires overhauling of preservice teacher education
programme at secondary level adding the component of pre-service teacher
education at higher secondary level which is an untouched area and need
attention with regard to the
future vision of
RMSA to provide senior secondary education to all
c. In-service
Teacher Professional Development: This requires designing the modalities for
continuous in-service teacher education in view of the emerging curricular
vision of flexibility, contextuality and plurality for school education. The
modalities must focus on the significant changes in each subject area as
informed by the recent
curriculum
reform. The modalities must also take care of the emerging national, social and
systemic concerns such as gender inequality, sensitivity toward marginalized
groups, inclusive education, examination reform, vocational education, art and
aesthetics, peace, work and health. In order to achieve the above required
reforms, there
is a need to
evolve a mechanism of continuous in-service teacher education for all the
teachers at secondary level involving various management structures with the
help of modalities designed incorporating emerging curricular vision and
continuous in-service training for all the Heads/Principals on effective
academic leadership
and
administration.
Guidance and
Counseling: There is a need to evolve a mechanism of providing students
intervention/awareness to deal with the problems of adolescents’ health (with
special focus on the health of girls) and adjustment and also to guide them for
their future career as per their interests and engagement in various subject
areas.
Environment
Building: There is a need to evolve mechanism for building the environment and
generate public opinion in favour of universalisation of
secondary
education to implement RMSA. It is only through environment building that
community can be mobilized. This is particularly necessary to ensure
participation of girls, scheduled castes, schedule tribes, other backward
classes, cultural and linguistic minorities and the disabled. Without involving
all and each of them, USE will remain another elusive dream.
Open Schooling:
There is a need to evolve a mechanism of providing secondary education of
comparable quality to even those adolescents who are out of school and are not
able to join formal schooling due social and economic factors.
Monitoring:
There is a need to strengthen the mechanism of monitoring interventions
provided at various levels on various aspects of the secondary education and
also introducing a feedback loop to support the functionaries at
all the levels
if required.
Research:
Promoting a culture of research/inquiry in view of providing inputs to policies
and scheme related to secondary stage and also the aspect of programme
evaluation should be strengthened.
Innovation: Efforts should be made for
promoting innovations, both at micro
and macro levels
in the areas of curriculum, pedagogy, teacher education and assessment and
evaluation.
Community Participation and Public Private
Partnership: The school needs to explore opportunities for active engagement by
parents and communities in the process of learning as well as ensuring equity
in the school. This can be done in many ways. For instance, parents and
community members could come into the school as resource persons and share
their knowledge and experiences in relation to a particular topic. Schools
should allow community to transfer oral history (e.g. folklores, migration,
environmental degradation, traders, etc.) and traditional knowledge (sowing and
harvesting, traditional
crafts etc.) to
learners; influence the content of subjects by providing local, practical and
appropriate examples; support learners in their exploration and creation of
knowledge and practise of democracy; monitor the realisation of children’s
rights as well as violations of these rights; and participate in setting
criteria for vocational training. Parents and other members of the community
may also be invited to attend a lecture by academic mentor or expert from the
University on equity issues such as gender discrimination, and other
discriminations to spread awareness and building environment for sending their
children for secondary and further
education.
School can also take initiatives to organizer nukar natak’ and role plays with
the help of students, teachers and community members for
environment
building. There can be an understanding that
school space can be shared with the community for local events.
Community involvement can also be sought for maintaining the school and its
facilities. The RMSA recognises
public-private partnership as an important tool for improving the quality of
certain aspects and facilities which contribute to the overall quality of education
provided in schools. The framework mentions
that wherever
possible, philanthropic investment by private organizations should be utilized
for improving school infrastructure and resources such as libraries, science
labs, audio-visual and ICT facilities, art and craft
workshops,
sports facilities and equipment, drinking water and toilet facilities.
According to RMSA framework around 58.86% of high schools are run by private
sector and out of these 31.08% of high schools are classified as private
unaided schools.
A partnership model for utilizing the services of these private schools for
running second shift for the children of the under privileged section may be
explored where grant-in aid towards teachers salary
and other
expenditure related to cleanliness and the learning resource material for these
children can be provided by the government. Public-Private Partnership may also
be explored for ICT enabled secondary
education and
vocational training of secondary students. Similarly transport arrangement for
students particularly for girls can be outsourced. Certified vocational sites
(both private and public) in each district may be
identified for
the acquisition of core work skills and experience where students can receive
vocational training However, care must be taken that children are not
exploited. Private sector may also be involved in designing
curriculum and
in designing a testing and certification system so that the demand for
appropriate skill by the industry can be met.
Nature and forms
of inequality :Dominant and minor
groups
Inequality
Educational
inequality is the unequal distribution of
academic
resources, including but not limited to; school
funding,
qualified and experienced teachers, books, and
technologies to
socially excluded communities.
Nature of
inequality
• There are two
types of inequality: natural (or physical)
and moral.
Natural inequality stems from differences
in age, health
or other physical characteristics. Moral
inequality is
established by convention or the
consent of men.
•
Causes of
Inequalities:
There are
several causes which give rise to inequality of
incomes in an
economy:
(i) Inheritance:
(ii) System of
Private Property:
(iii)
Differences in Natural Qualities:
(iv) Differences
in Acquired Talent:
(v) Family
Influence:
(vi) Luck and
Opportunity:
• Inequality is
an inescapable feature of modern
society.”
• The most
common inequality is gender.
Men and Women
are treated different in a number of
ways such as in
wages and in sports. This has been
the same for
centuries.
• All human
societies from the simple to the most
complex have
some form of social inequality. In
particular,
power and prestige are unequally
distributed
between individuals and groups.
• Inequality is
concerned with disparities in the
distribution of
a certain metric, which can be
income, health
or any other material or non-
material assets.
• Inequality is
closed linked to the ideas of equity,
which has two
contrasting concepts: equality of
opportunity and
equality of outcome.
Forms of
inequality
Five types of
inequality
• political inequality;
• differing life
outcomes;
• inequality of
opportunity;
• treatment and
responsibility;
• shared
equality of membership in the areas of nation,
faith and
family.
Dominant groups
A dominant group
is "a social group that controls
the value system
and rewards in a particular
society" is
called a dominant group, or dominant
social group.
A social group
that controls the value system and
rewards in a
particular society and who have more
power in a
society that any of the subordinate
groups.
Seapegoat
theory,. Developed initially from
Dillard's(1939)
frustration -aggression
theory,suggest
that the dominant group will
displace its
unfocused aggression on to a
subordinate
group
Minor groups
Sociologist
Louis wirth(1945) defined a minority
group has any group
of people who because of
their physical
or cultural characteristics, are singled
out from the
others in the society in which they live
for differential
and unequal treatment, and
who therefore
regard themselves as objects of
collective
discrimination.
Dominant group -
not a majority, but group with
power,
privileges and social status.
Minority- people
Minority- people
who are singled out for unequal
treatment and
who view themselves as objects of
collective
discrimination
Minority, a
culturally, ethnically, or racially distinct
group that
coexists with but is subordinate to a
more dominant
group.
Eg. Those people
belongs to schedule caste,
schedule tribe,
women, transgender etc ..are comes
under minor
groups,
To correlate to
the concept that the dominant group
is that which
holds the most power in a given
society,while
subordinate groups are those who
lack power
compared to the dominant group.
According to
charles wagley and Marvin Harris
(1958) a
minority group is distinguished by five
characteristics
1) unequal
treatment and less power over their lives
2)
distinguishing physical or cultural traits like skin
colour or
language.
3) involuntary
membership in the group.
4) awareness of
subordination.
5) high rate of
in - group marriage.
According to
Dworkin and Dworkin there are 4
qualities of
minority groups
1)
identifiability. 2) differential power. 3) differential
and pejorative
treatment. 4) group awareness
The social
differences between dominant and
minority groups
is called stratification. social
stratification
term is the study of
inequality.stratification
is a word that comes to us
from geology and
describes the layering of strata of
rocks;
therefore, stratification concerns the ways in
which society is
layered and how that layering
affects the life
chances of groups and individuals
within those
groups.
People in all
societies experience some level of
stratification -
there is no society in the world that
is completely
egalitarian even in the most equal
societies, men
usually have authority over women
and the older
have authority over the younger.
If there is a
minority group in a society, then there
will also be a
dominant group as well. the dominant
group is the
group that has power privileges and
social status.
they have the ability to discriminate
against the
minority groups. Dominant group
members benefit
from the inequalities and unequal
arrangement
accorded to minority group
members.Dominant
groups are present in all
societies.
GENDER
INEQUALITY
Gender
inequality refers to health education, economic and political inequalities
between men and women in india. Various The concept of gender emerged as a
reaction to the marginality of women in existing critical framework, and sought
to initiate changes in the substantive context and philosophical theory of
knowledge of these disciplines. In social sciences it has become natural to
analyze the society in terms of caste, class, race, and religion alone and was
not sufficient because it neglected to take into account relations of asymmetry
between men and women. gender is inspired by the number of studies on different
aspects of human lives but the interface of this explanatory paradigms has
remained a complex issue. The universal association of gender with inequality
is one such rendering, where gender is read as coterminous conflict between the
sexes and issued to go beyond patriarchy.
“Patriarchy
refers to the male domination and female’ s acceptance and internalization of
the dominance. Patriarchy is a system of social structures and practices in
which men dominates, oppress and exploit women. Women have been socialized in
such a manner that they love being dominated. Feminists claim that the home and
family are responsible for women’s oppression.”
Gender inequalities is a socio - cultural
term referring socially defined roles and behaviours assigned to males and
females in a given society. the term “sex ” is a biological and physiological
phenomenon which defines man and women which defines man and women. Gender
inequality may be defined as discrimination on the women based on their sex.
CAUSES OF GENDER
INEQUALITY
1.Poverty and
lack of education
2. Patriarchy
system
3.Lack of
sanitation in schools and public places
4. Un equal pay
5.Domestic
violence
6.Huge dowry
7.Abolishing the
child in the womb
8.Discrimination
within children in the family
ROLE OF SCHOOLS
IN CHALLENGING GENDER INEQUALITY
1. Schools make up the biggest proportion of
public bodies covered by gender duty and have crucial role to play in ensuring
that girls and boy’s benefit from equality of opportunities in all areas of
life.
2. Action to challenge stereotyping needs to
be a key component of whole school curriculum and in particular careers work
related learning, citizenships and personal, social, and health education at
both primary and secondary schools.
3.Schools play a
key role in shaping the values and attitudes of children and young people and
should take a lead in challenging gender based harassment, bullying and
violence ,if schools are to be forefront of promoting gender inequality in
terms of outcomes for pupils ,they also need to be forefront of gender equality
for promoting equality for their workforce .
4.Many schools
have taken positive steps to address gender inequality , many barriers that
prevent pupils from achieving and making the most of their opportunities remain
. it is vital that the difference between boys and girls experiences ,
attitudes and achievements in schools are understood so that policies and practices
can begin to break down these barriers.
5.Schools should
take action to Eliminate unlawful sex discriminations and harassment and
6.Promote
equality of opportunity between men and women.
GENDER IMPACT
ASSESSEMENT
A gender impact
assessment is a tool that can help schools take right action to ensure that
neither gender are disadvantaged by school activities and to help identify
opportunities to promote gender inequality. A school’s gender equality scheme
needs to include the details of how the impact (or likely impact) of their
policy and practices on gender equality will be assessed. A good screening is
processes will help you to identify those policies that are most relevant to
gender inequality.
Examples of
policies /practices that schools should impact assess include those relating
to:
1.Curriculum
2.Uniform
3.Bullying
4.Every child
matters objectives
5.National
Healthy school status
6.Admissions
7.Disciplines
8.Sports
9.Careers/works
experience
ROLE OF PEER
GROUP IN CHALLENGING GENDER INEQUALITY
. Peer group is a social group that consists of
individuals of the same social status who share similar interest and are close
in age. peer groups serve as a venue for teaching members gender roles . unisex
peer groups don’t have much to do with gender inequality . Peer group which
gives equal opportunities for group members in a group will enable to reduce
gender inequality. Peer group interactions will reduce gender stereo typing
that will reduce gender inequality.
ROLE OF
PROMOTING GENDER INEQUALTY
1. Teachers help
to promote gender equality in education not by treating boys and girls the same
but by appreciating and supporting their different aspirations and potentials
in the classroom
2. Gender discrimination and inequality in
education will persist if teachers are gender biased or fail to appreciate the
diversity the different needs aspirations of boys and girls bring to the
classroom.
3. Teacher must be gender sensitive and
responsive to appreciate and respond to the different learning and developmental
needs of girls and boys in an inclusive manner.
4.Teachers must
be supportive in all respects in order to bring about developments of their
student’s, full potential to achieve gender equality in education.
5.To challenge
gender inequality teachers can Challenge traditional male and female stereo
types when giving examples to students
6.Aims to use
neutral language eg it, their, they
7.Actively
encourage students to encourage in activities that might sit outside their
genders comfort zone .
8.Encourage
mixed gender group works and seating arrangements
GENDER INEQUALITY AND CURRICULUM
A gender
sensitive life skills approach to curriculum transactions includes all the
skills necessary for day to day functioning and covers areas such as family
life education, legal literacy, lifesaving skills ,etc. the POA ( Programme of
action ) emphasizes the need to revise textbooks to remove gender bias and
gender sensitize all educational personnel so that equality between sexes could
be internalized through gender inclusive curriculum and its transaction.
CHARACTERISTICS
OF CURRICULUM THAT PROMOTE GENDER EQUALITY
1.The curriculum
should reflect the needs and life experiences of boys and girl’ s .
2.Girls must
participate and achieve equally with boys in mathematics and sciences and boys
in all disciplines such as literature and history.
3.The curriculum
should provide promote peace and equality for boys and girls regard less of
their caste, creed, disability, religion or ethnic background.
4.There must be
activities such as sports, cultural, events organized by the teachers and/ or
students intend to eliminate gender discrimination and promote fair and
mutually supportive gender friendly culture in school’s.
5.Curricular/extracurricular
activities must equally attract the participation of both boys and girl’s.
6.There must be
activities to counter existing social stereotypes about boys and girls.
PRACTICES FOR
ACHEIVING GENDER EQUALITY IN THE CLASSROOM
1.Call on girls
as often as you do boys, and be sure to ask girls some of the higher level
cognitive question. research shows that both male and female’s teachers more
interactions with in higher cognitive levels.
2.Have high
expectation of boys and girl’s students. Do not encouraged help ness by over
nurturing the girls.
3.Encouraging
girls to be active learners by using manipulative and providing hands on
learning experiences .
4.Use gender
free language in classroom discourse
5.Make eye
contact with all students and call by name
6.Provide
adequate wait time, perhaps 3 or 5 seconds before calling a students to answer
the question.
7.Mentally
divide the students into quarants. If students do not respond ,you can say
“lets hear from someone in the back right corner”
8.Balance
competitive and cooperative activities . research says that most girls learn
readily in cooperative situations .
9.Stress safety
precautions instead of dangers girls will sometimes be releculant to
participate in lab activities if they seems to dangers
10.Sponsors a
girls technology club. plan activities that use technology in real life
situations .
Address
inappropriate behaviour with a fair and respectful attitude , regard less of
gender , race ,ethnicity, or socioeconomic class of students . videotape
yourself to monitor your actions .
11.Provide
learning experiences for girls to develop spatial visualization skills .
12.Use gender
inclusive languages
13.Analyse
curricular materials for bias and supplement as needed.
14.Diversify
classroom resources to include females and diverse races.
15.Help female
students value themselves girls often have a severe drop in self – esteem
during the middle school years .
16.Women
teachers need to model a healthy self respect and male teachers need to have respect
for both girl students and female colleagues.
PUBLIC SCHOOLS
Public schools
in India are the schools which are run by the government or government bodies.
Public schools in India also provide afternoon meals to the students. There are
well established public schools in India which offer world-class education
which are run and controlled by the states.
among
institutional spaces where peripheral or subalternate communities represent a
majority in India, public schools are significant. However, this was not always
the case. Public schools have undergone a considerable change in character over
the last three decades. Until the 1980s, public schools were the preserve of
the middle and upper classes, catering to children of bureaucrats, politicians
and other elite groups. Starting from the early 90s, India witnessed a strong
drive towards the universalisation of elementary education. This was anchored
first in the World Bank-funded District Primary Education Programme (DPEP),
followed by the Indian Government’s Sarva Shiksha Abhiyan (SSA). The enactment
of the Right to Education Act (RTE Act) in 2009 introduced statutory provisions
guaranteeing free and compulsory education to all children between the ages of
6-14, along with a concomitant set of guarantees relating to access and quality
in education. With the help of these policy measures, gross enrolment at the
primary school stage became nearly universal. In 2005, the Indian Human
Development Survey showed that school enrolment for every social group in India
was higher than 90%.
Concurrently,
elite groups began to pull out of public schools, shifting to private schools,
which were perceived to deliver better educational outcomes. Along with private
schools that catered to the elite, a new class of affordable or ‘budget’
private schools also began to proliferate. These schools marketed themselves
effectively, with the teaching of English prominently featured. The thought
that anyone who can afford to send their child to a private school will do so
became a common refrain. As a result, public schools now cater overwhelmingly
to those who cannot afford an alternative –
the poor, and socially disadvantaged groups.
In this
situation, it is pertinent to examine the state of public school education in
India with a view of systemic factors that influence the composition of their
student bodies. This calls into question whom the public school system is
serving, with what aims, and how it is mobilising and distributing resources
towards meeting said aims.
Even as
enrolment has improved, child labour continues to be a challenge. In 2014,
Human Rights Watch reported that 13 million children in India were working and
not going to school, and the majority among were children belonging to Dalit,
Adivasi and minority communities. Further, enrolment in public schools has not
shown a positive trend in recent years. By one set of recent estimates, 40
percent of public schools in Indian are functioning with less than 50 students,
while 10 percent have fewer than 20 students. In response, many states are
carrying out consolidation or mergers of schools in large numbers. However,
these exercises are often conducted carelessly, without due consideration to
factors such as physical distance of schools from children’s residences. In
Bengaluru, where many public schools are functioning as ‘zero enrolment
schools’, the state government’s efforts to attract children with incentives
like free meals and bicycles have not worked.
These trends
reflect widespread perceptions that public schools do not provide quality
education. Such perceptions are ostensibly reinforced by several points of
evidence. Public schools have become notorious for poor infrastructure and
underqualified or absentee teachers, despite provisions in the RTE Act guarding
against the same. The legislation, while well-intentioned, has been found to be
lacking in terms of both design and implementation. A recent review of nationally
representative datasets reveals that school-going has risen after the RTE Act
was passed. Test scores have declined, however, in both public and private
schools, and the decline is slightly larger in public schools. There has been
no discernible effect on infrastructure or Pupil-Teacher Ratio, although the
education level of teachers has increased.
The Annual
Status of Education report (ASER report), which presents nationally
representative data on reading and arithmetic abilities of children enrolled in
elementary school (classes I-VIII), has consistently shown worryingly high
learning deficits in the last decade. While high deficits are also registered
among children in private schools, public school students fare worse. For
instance, in 2018, only 40% of class VIII students in public schools could do
simple division, compared to 54.2% of private school students.
Public education
has gotten a bit of a bad rap in recent decades, as many families are exploring
other education options, like homeschooling, private schools and charter
schools. However, public schools still serve a significant role in preparing
the next generation of world leaders. Check out these 10 potential advantages a
public school education can provide.
Cost
The cost of a public education can’t be
beaten. Although some parents might complain about the recently added expenses
of supplies and participation in sports teams, these schools are still much
more budget-friendly than their private counterparts.
Availability
Public schools provide access to an education
for every child in a community. The Huffington Post notes that by law, public
schools cannot turn students away based on academic performance, income level
or disability. This ensures that every student in a neighborhood has the same
educational opportunities as the neighbors down the street, regardless of their
current personal or financial situation. Since education is frequently seen as
the great equalizer for society, the availability of education for all is a key
benefit these institutions offer.
Diversity
Because public schools admit all children in
the community, those that attend the schools are more likely to be in
classrooms with other children that don’t think, act or look exactly like them.
Students are more apt to be exposed to students from different cultures or
income levels. They may learn to work with other students with mental and
physical disabilities. The diversity of the student body can be an important
learning experience in itself for all of the children that attend a particular
school.
Class Sizes
According to the website for New York Schools,
funding for schools is often dependent on the number of students in a school,
with consideration for smaller, more manageable classroom sizes. Typically,
class sizes in public schools tend to remain smaller in the early years, from
kindergarten through about third grade. At that point, classes may gradually
grow in accordance to the students’ age and ability to work independently.
Academic
Opportunities
Public schools often have the resources to
offer more academic opportunities like advanced classes and courses in
specialized subjects like technology and the arts, according to Education Bug.
Options might include gifted and talented programs, International Baccalaureate
and Advanced Placement classes. Students that want to excel will find various
chances to do so, while those not inclined to academic acceleration find
choices at their ability level as well.
Extracurricular
Opportunities
In addition to
the choices in the classroom, students in public school often have more options
in activities after the last bell rings for the day. From athletics to music
and theatre, most schools offer a variety of extracurricular activities to keep
students learning and excelling in the areas they are most interested in.
Services
By law, public schools are also required to
provide certain services to students. Some, such as transportation to and from
school, are offered to all the students. Others, such as reduced-price lunches
and academic assistance, are provided to students who qualify. Because the
services are required, public schools have a staff of special education
teachers and learning specialists at the parents’ and students’ disposal.
Private schools may not offer such services because they are not required to
admit students that meet these needs.
Teacher
Qualifications
According to PublicSchools.org, teachers in
public schools are required to be certified by the state. Certification also
requires ongoing education and periodic renewal of credentials. Charter schools
and private schools do not have this requirement, which means parents don’t
always know the level of training attained by the teacher in their child’s
classroom. In some cases, these schools might not even require teachers to have
a four-year degree to work in the classroom.
Accountability
By the same token, public schools are held
accountable by the state for their academic performance. While some have
complained this has led to an overabundance of standardized testing, the
schools do at least have a higher authority they must answer to. This prevents
abuse and leads to management of failing schools much more quickly than if the
school did not have such accountability.
Results
According to the
Huffington Post report, students in public schools score comparably on
standardized tests to students in private schools. In some cases, they outscore
students in charter schools. While some public schools turn up relatively poor
results, those results are often found in areas with high poverty rates. When
comparing apples to apples in terms of student demographics, public schools are
right up there with other types of schools.
Private schools
According to
current estimate, 29% of Indian children are privately educated. With more than
50% children enrolling in private schools in urban areas, the balance has
already tilted towards private schooling in cities; and, even in rural areas,
nearly 20% of the children in 2004-5 were enrolled in private schools.
Most
middle-class families send their children to private schools, which might be in
their own city or at distant boarding schools. Private schools have been
established since the British Rule in India and St George's School, Chennai is
the oldest private school in India. At such schools, the medium of education is
often English, but Hindi and/or the state's official language is also taught as
a compulsory subject. Pre-school education is mostly limited to organised
neighbourhood nursery schools with some organised chains.[citation needed]
Montessori education is also popular, due to Maria Montessori's stay in India
during World War II. In 2014, four of the top ten pre-schools in Chennai were
Montessori.
Many privately
owned and managed schools carry the appellation "Public", such as the
Delhi Public Schools, or Frank Anthony Public Schools. These are modelled after
British public schools, which are a group of older, expensive and exclusive
fee-paying private independent schools in England.
According to some
research, private schools often provide superior results at a multiple of the
unit cost of government schools. The reason being high aims and better vision.
However, others have suggested that private schools fail to provide education
to the poorest families, a selective being only a fifth of the schools and have
in the past ignored Court orders for their regulation
Private schools
have an edge over the government schools because they work hard and their
concerted efforts help the student to get good grades and students also learn
basic etiquettes and ways of socialization as well. Every child gets proper
attention of teachers and can ask for help from the teachers. People also
prefer their children to attend private schools; different advantages of private
schools are discussed in this article.
The teachers in
private schools are dedicated and professional
This is the main
advantage of private schools. All the teachers are well educated and hold
teaching certifications and diplomas. They treat all the students equally and
pay attention to all the students of the class. The teachers of private schools
communicate with all the students in a polite way and students also learn in a
relaxed environment.
Private schools
have improved academic opportunities
There are
different educational courses and programs are being offered to students in
private schools which help them grown and learn in a nice way. There are
extracurricular activities, internal diploma programs and gifted programs which
train students for their professional life. The students of private schools are
good at general knowledge and lead a memorable student life.
The students of
private schools are confident
Every student
gets equal representation in private schools which boost their confidence and
self-esteem. These students take an active part in debate competitions and
other activities. Their communication skills are highly developed and they are
quite expressive because of the nice environment of private schools. Students
of private schools are always encouraged by their teachers whenever they come
up with innovative ideas or participate in classroom activities, therefore;
they have high self-esteem and are quite confident.
Smaller classes
of private schools are easy to handle
There are smaller
class of private schools and that’s why teachers can easily handle their
students. Teachers make portfolios of each student that contain their scores of
education and other extracurricular activities. These portfolios help students
to work hard to improve their grades and students compete for their class mates
in a positive manner.
Frequent parents
teacher meetings keep parents aware of their children
There are
frequent parents teachers meetings in the private schools which keep parents
aware of their children’s educational record and they also get to know the
behavior of their kids in schools. The parental involvements also help teachers
to formulate policies and plans for each student independently.
Private schools
have no security issues
Parents feel safe
by sending their children to private schools. They have the latest security
system which ensures the safe environment of the school. People are screened
properly before entering the schools.
These are some
of the benefits of private schools. The teachers are professional and encourage
the student to learn and grow. Each student is being monitored independently
and records are maintained. The students of private schools are confident with
well-groomed and cultured personalities. These students also get better
professional chances in future.
Rural School
Ultimately, the
technical definition of a rural school corresponds to our general understanding
of rural areas; they are characterized by geographic isolation and small
population size. All schools are categorized into four locales by their size,
population density and location. The National Center for Education Statistics
External link (NCES) defines these
locales by the school’s proximity to a city an “urban-centric” classification
system. The four locale categories used by the NCES’ urban centric
classification system External link are
city, suburb, town and rural. Rural schools are then broken down into three
subcategories based on the Census Bureau External link ’s definitions of
urbanicity. Rural schools are also all classified as high need schools.
As of 2008, the
National Center for Education Statistics reported an estimated 7,757 rural
school districts across the country External link , with about 11.3 million
students enrolled in primary or secondary rural schools External link . The
NCES offers a table of the percentages of public primary and secondary schools
with teaching vacancies External link in
different subjects. The table shows high percentages of job vacancies in rural
schools in subjects ranging from special education to vocational education.
Furthermore, after the No Child Left Behind Act of 2001 External link , schools
were met with new requirements and standards to increase the quality of
education. The act required states to, among other educational reforms,
guarantee that every teacher is qualified in their subject area. All core
classes (science, history, math, English, etc.) are required to be taught by
qualified teachers. Qualifications entail the necessary degrees and certifications
for teachers mandated by the Department of Education, and for rural schools,
this demand proves difficult. The act set deadlines for schools to institute a
plan that ensures their teachers are “highly qualified.” The jobs are there:
rural schools need teachers, and if you’re looking to make a tangible
difference and have a lasting impact on students’ lives, you should consider
teaching at a rural school. It’s true, the average salary of teachers in rural
schools is less than in other areas External link , with base salaries ranging
from $44,000 for teachers with a bachelor’s degree, to $51,600 with a
doctorate. But then again, the cost of living in these areas is also lower.
Teaching in a rural area may also pose other difficulties for teachers. Rural schools
face challenges in attracting and retaining teachers and administrators,
limited financial resources and issues with long-distance transportation.
However, some of these difficulties are being addressed. The United States
Department of Education External link
has instituted two programs to increase federal funding and supplement
these shortages: the Small Rural Schools Achievement Program External link ,
and the Rural and Low Income Schools Program External link . In 2008, the Rural
and Low Income Schools Program gave $85.9 million to rural schools External
link and the Small Rural Schools
Achievement Program gave around $86.7 million External link . Wherever you
teach, entering into this profession requires talent, dedication, perseverance
and a desire to make a difference that transcends localities. Teaching isn’t
always easy, but it requires passion, and if you’re serious about teaching, you
have a passion for education that is able to stand up to these difficulties.
Everybody needs an education, and many teachers find the most satisfaction and
gratification in teaching the students who do not have such easy access to the
benefits of education.
URBAN SCHOOL
When thinking of
high need schools, the first thing that comes to mind for many people is the
image of an inner city school, crowded and poorly funded. The truth is, while
this is a stereotype and many urban schools perform exceptionally well, there
are still urban schools across the country that are in high need of teachers
and resources.
At the most
technical level, urban schools are classified as city schools by the National
Center for Education Statistics External link
(NCES). The NCES categorizes all schools into four locales by their
size, population density and location in relation to a city. This is an
“urban-centric” classification system. The four locale categories used by the
NCES’ urban centric classification system External link are city, suburb, town and rural. Urban
schools are then broken down into three subcategories based on the Census
Bureau External link ’s definitions of urbanicity:
Large: Inside an
urbanized area and principal city with a population of 250,000 or more.
Midsize: Inside
an urbanized area and principal city with a population of 250,000 or less.
Small: Inside an
urbanized area and principal city with a population of less than 100,000.
Urban schools
are always in need of talented, passionate teachers who want to make a
difference in the lives of their students. However, some schools are located in
designated high need areas due to their difficulty in attracting and retaining
teachers. As of 2008, almost one hundred percent of urban schools had job
vacancies External link for teaching
positions ranging from special education to vocational education that they
could not fill.
Sadly, the
schools that need teachers the most are the ones that have the most difficulty
finding teachers. Urban schools need dedicated educators who will remain
committed to their students. The jobs exist, but many teachers are intimidated
by the idea of working with limited resources, teaching in impoverished areas
or leading overcrowded classes. The general conception of urban schools is that
their lagging performance has to do with teachers who are not dedicated, as
well as students facing a range of issues including truancy, inattentiveness,
undiagnosed learning disabilities, language barriers and ill preparedness.
But a great
teacher has a passion for teaching that can transcend these difficulties. Great
teachers want to make a difference and are satisfied more by the impact they
have on peoples’ lives than the tangible rewards.
Besides, there
are tangible benefits to teaching in urban schools. The average salary for
teachers in urban public schools External link
is $51,200 for an educator with their bachelor’s degree and as high as
$58,400 for a teacher with a doctorate. Furthermore, living in a city offers
other great advantages as well. From cultural experiences like museums and
plays, to active social scenes like nightclubs and restaurants, living in a
city is never boring. Some of the most beautiful cities in the United States
New York, Chicago, San Francisco have urban schools in high need of teachers.
For young teachers just beginning their careers, the city can offer some
amazing
Tribal Schools
1) "Tribal
school" means an institution with an educational program that has as its
primary purpose providing education in any grade or grades from kindergarten to
twelfth grade and that is controlled by the elected governing body of a federally
recognized American Indian tribe in Idaho or by a tribal education authority
established under the laws of a federally recognized American Indian tribe in
Idaho.
(2) "Tribal
educational authority" means the authorized governmental agency of a
federally recognized Indian tribe, as defined in 25 U.S.C. section 450b, that
is primarily responsible for:
(a) Regulating,
administering or supervising the formal education of tribal members;
(b) Facilitating
tribal control in all matters relating to the education of Indian children;
(c) Providing
for the development and coordinated education programs, including all
preschool, elementary, secondary and higher or vocational programs, funded by
the United States bureau of Indian affairs and encouraging tribal cooperation
and coordination with entities carrying out all educational programs receiving
financial support from other general agencies, state agencies or private
entities; and
(d) Providing
for the development and enforcement of tribal education codes relating to the
education of Indian children, including tribal education policies and tribal
standards applicable to curriculum, personnel, students, facilities and support
programs.
Problems of education for girls
1. Domestic
duty.
Many societies still believes that
proper place for women is to remain at home, serve the husband of family and
give birth to children. This function can be performed irrespective of the fact
whether the girl is educated or not. The feel that educated girl start
demanding. In poor sector of the society girls are required to bring portable
water, take food to fields for parents engaged in work and look after siblings.
Besides girls are required to work as paid and impair workers.
2. Social
factors.
-
Marriage of girls at an early age
- Socio-economic reasons
3. Conservation mentality.
In India women education has been linked
with employment. Those people who are not in favour of sending their daughter
for employment do not feel the necessity of educating them.
4. Lack of
crisis school
- Number of girls’ schools is very less
- Many people dislike the idea of co-
education.
- Difficulty for girls to travel long
distances.
5. Lack of
adequate educational facilities
- None-availability of a school within walking
distance for girls.
- Unwillingness of many parents to send their
daughters to mixed schools beyond the age of 14.
- Lack of separate sanitary facilities for
girls in the mixed schools.
- Lack of suitable school buildings and
equipment.
- Lack of girls hostels in many schools.
6. Lack of women
teachers.
It in schools
has been very largely responsible for the low standards of girls, especially in
the backward states of India.
7. Lack of
supervision and personal guidance for women education.
-Too small number of lady officers to shoulder
the responsibility of women education
-The officers are poorly staffed and ill -
equipped
-They do not have suitable conveyance
facilities.
8. Lack of
adequate incentives for women education
- The percentage of literary for women in
India is 65.46%. It is much less in rural areas. The ignorance of women and
lack of communication create mental barriers for women.
9. Defective
curriculum and policies for women education
- Although gender equality enshrined in
constitution, there has been gender bias in the curriculum.
- The topics have been given in the textbooks
depicting girls has home makers, wives and mothers.
- Girls are shown as no-achievers, passive,
and depend where has boys are shown as high achievers courageous, daring and
active participants
- The national policy on education
“1986" suggested for sex bases in the curriculum for all respective of all
barriers.
10. Women
trafficking.
- trafficking is the act of recruiting ,
transporting , harbouring and receiving persons through the use of force ,
coercion or deception for the purpose of exploiting them
- There are two types of women trafficking
that is sex trafficking and labour trafficking.
- Labour trafficking includes domestic
servitude, field labour, child soldiers, factory labour, bridal and
reproductive slavery and organ trade.
11. Lack of
enthusiasm and interest of the officials in charge of education
12. Fixed
schooling education hours
13. Child labour
- Helping domestic work, working household
- The work that impirges on a child's right to
women education, play, leisure besides for mental physical, spiritual and
psychological development is child labour.
However, the situation is yet to turn around
completely. Let us have a look at some of the reasons why educating a girl
child continues to be issue:
Gender
discrimination:
Gender
discrimination is one of the problems that India is seen to be facing not since
decades but centuries. Even in the time of monarchies, men were given a
dominant status compared to their female counterparts. This problem is embedded
deep within, and need to be eradicated from its roots.
Violence against
girls in schools:
Violence against
girls is problem that is seen all over India, in both the urban and rural areas
of our country. This issue is not only a direct violation of human rights but
it also plays a role in denying girls the right to access education. Fear of
violence and insecurity including threats, rape, and sexual harassment are
reasons for girls dropping out of school.
Lack of funding:
It a sad reality
that educating girls still remains as the lowest budget priority, and is also
one of the lesser favoured areas in public policy. Poverty stands as one of the
biggest reasons why girls, especially the ones residing in the rural areas of
India, are denied access to education.
Lack of
government schools:
Several
governmental authorities fail to take into account girls’ concerns and need for
education while planning for rural educational initiatives. Furthermore,
travelling long distances (mainly inter-villages) is a big issue for village
girls due to safety factors, cultural insistence on female seclusion, etc.
CAUSES OF SLOW PROGRESS
OF GIRLS' EDUCATION
Usually
following causes of slow progress of girls are mentioned:
(i) Lack of proper social attitudes in the
rural and backward areas for the education of girls.
(ii) Lack of
educational facilities in rural areas.
(ii) Economic
backwardness of the rural community
(iv)
Conservative nature and co-educational aspects.
(v) Lack of
suitable curriculum.
(vi) Lack of
proper incentives to parents and children.
(vii) Lack of
women teachers.
(viii) Lack of
proper supervision and guidance due to inadequate women Personnel in the
Inspectorate.
(ix) Uneducated
adult women and lack of social education.
(x) Girls as helping hand to parents in
various ways including earning
(xi) Inadequate
systematize publicity.
(xii)
Indifference of Panchayaths.
MEASURES FOR THE PROMOTION OF GIRLS" AND
WOMEN'S EDUCATION
Following
measures are suggested:
I) Creating
Proper Social Attitude and Environment in the Rural and Backward Areas for the
Education of Girls: Following measures may be taken
1. To study the problems relating to women's
education and to get detailed scientific data, a thorough research should be
taken up by the Institutes of Education and allied institutions in different
States and co-ordinated at the national level.
2. Separate schools for girls at the middle
and high school stages should be established where needed.
3. School Mothers in co-education primary
schools should be appointed.
4. Creches and nursery classes wherever
possible should be opened.
5. Public opinion in favour of girls'
education should be created.
II) Providing
Adequate Educational Facilities in Backward and Rural Areas: The target should
be to have at least one primary school within a radius of one kilometer from
every home which is within the walking distance of a child. Following steps are
needed:
1. Hostel for girls at the middle and high
school stages.
2. Maintenance stipends to girls residing in
hostels for meeting their board and lodging
expenses, at least in part.
3. Subsidised transport facilities, wherever
necessary and possible.
4. All priority to be given to the
construction of suitable buildings for girl's schools.
5. Free education for girls.
III. Removing
Economic Backwardness of the Rural and Backward Areas: The girls are very useful
at home for carrying out domestic duties and so mothers are reluctant to send
them to school. A large number of children in the rural areas are
under-nourished. They hardly have a square meal a day. Unless the parents are
given some kind of economic relief, it will be impossible to achieve the
targets.
Following
measures should prove very useful:
1. Free uniforms and free books to the needy
and deserving children should be provided.
2. Attendance scholarships which serve as a
compensation to the parents should be given. This will also ensure reduction of
wastage and stagnation.
3. Mid-day meals should be made available free
of charge.
IV. Conservative
Nature of Parents and Co-education: Parents in rural areas and backward
communities tend not to send the girls to co-educational schools. Their
apprehensions have to be removed with a thought-out plan of education them in
this regard.
V. Provision of
Suitable Curriculum: Curriculum, by and large, has not met the requirements of
women. Following suggestions made by
Smt. Hansa Mehta Committee (1962) deserve
careful consideration:
1. No differentiation should be made in the
curricula for boys and girls at the primary and middle stages of education
2. Steps should be taken to improve the
instruction of home economics.
3. Steps should be taken to improve the
teaching of music and fine arts and liberal financial assistance should also be
made available to girls' schools for the introduction of these courses
4. Universities should review periodically the
provision they have made for the courses designed to meet the special needs of
girls and take necessary action to remove the deficiencies discovered.
VI. Proper
Incentives to Parents and Girls: The following measures have been suggested
1. The number of attendance scholarships be
doubled in the Tenth Plan.
2. The allowance of the School Mothers should
be enhanced so that qualified women may be attracted to take up the work.
3. The number of maintenance stipends should
be doubled and the rate of such stipends should be adequately increased in view
of the rising prices all over the country.
4. The number of sanitary blocks in
co-educational primary schools be adequately increased.
5. Larger allocation of funds should be made
in the budget for construction of hostels for girls.
VII. Provision
for Providing Adequate Number of Women Teachers Following steps are suggested:
1. A large number of training institutions
have to be provided for women, especially in the backward States. These
institutions should generally be located in rural areas and they should
generally recruit their trainees from that area.
2. Condensed course centres should be started
in these backward areas to open up avenues to adult unqualified women for
employment as teachers. Wherever possible such centres should be attached to
the training institutions.
3. A large number of quarters for women
teachers should be provided, particularly in rural areas. Our target should be
to provide at least 50 per cent of the women teachers with quarters in primary
schools.
4. All women teachers employed in rural areas
should be given adequate rural allowance.
5. Special stipends should be given to girls
in high and higher secondary schools with aptitude for teaching.
6. Whenever possible husbands and wives should
be posted in the same place even if they work in different departments of the
Government.
7. Free training should be imparted with
stipends to all candidates of training institutions.
8. In-service education training should be
given to untrained women teachers who have put in at least two years of
service. The period of training of education should be treated as on duty.
VIII. Proper
Supervision and Guidance: For providing proper guidance and supervision,
following steps should be taken
a) Increase in the number of women inspecting
officers, particularly in the backward States, at different levels including
State level and Directorate level.
b) Provision of adequate transport for all
district women inspecting officers.
c) Adequate office staff and equipments.
d) Residential facilities to all women
officers at the levels.
e) Adequate funds at the disposal of the State
Council for closer contact with rural areas.
IX. Facilities
for Education of Adults Women : Girls education and education of adult women
suffers on account of lack of social education. This problem can be tackled in
the following ways:
1. By opening adult literacy classes in large
number.
2. By teaching simple skills like sewing,
knitting, handicrafts etc., and knowledge of basic principles of health and
food habits.
3. By developing proper attitudes towards
community living. Family planning, superstitions, caste, etc.
X. Eradicating
Social Ills: The Purdah system (in some States such as in Orissa, Uttar
Pradesh, Bihar and Rajasthan) and certain other harmful social customs in these
States and in others stand in the way of the development of girls' education.
In some places caste barriers also contribute to this. Social reformers and
other voluntary organisations may be motivated to take up this work.
XI. Wide
Systematic Publicity: For educating the parents to take interest in the
education of girls, press and electronic media may be used extensively.
XII. Awards to
Panchayats: Panchayats should be given some motivation to take up work in this
area.
Concluding
Remarks: The role of women outside the home has become an important feature of
the social and economic life of the country and in the years to come this will
become still more significant. From this point of view greater attention will
have to be paid to the problems of training and development of women. The
education of girls, therefore, should be emphasised not only on grounds of
social justice, but also because it accelerates economic and social
transformation.
DIS
ADVANTAGED AND DIFFERENTLY ABLED CHILDREN
The dis
advantaged ‘’is a generic terms for individuals or groups of people who face
special problem such as physical or mentally disabled , lack money or
economic support ‘’ Dis advantaged children are those whose
family ,social ,or economic circumstance hinder that ability to learn at school
and the term dis advantaged and is used to those children who are economically
, economically and socially advantaged .the
type of child include those entitled to free school needs those
minorities ,those in familiar on low income looked after and traveler children.
The problems of
education for disadvantaged and
differently abled children
SC, ST, OBC,
GIRLS children with special needs (CWSN) and minorities are considered dis
advantaged sections or backward classes.
Problems
Poverty and associated problems
The challenges of modifying deeply held
attitude of society
Lack of proper funding
Un awareness and ignorance
The challenges of providing adequate
level of training to key stakeholders
Inadequate resources
Problems of drop outs
Health related problems
Defective curriculum
Social inequalities of cast system
Teacher apstentisam in remote tribal
areas
Lack of proper coordination between
various department
Lack of properly trained teachers
Un attractive school environment
Lack of proper facilities in schools
Obsession with marriage
Social dis
advantaged
There are many components in dis advantaged
groups like poverty, ill health, poor nutrition, poor housing, and lack of
proper education
Social dis advantaged children
especially handicapped by their basic poor cognitive background
• Poor attention
• Lack of involvement in academics
• Pre mature school termination
• Level of aspiration
• Poor school achievement
• Lacks in adjustment
• Depressed
• Anxiety
• Factors influencing the family
a) Physical factors
Home environment
b) Economic factors
Poor income,
tension, stream
c) Social factors
In Indian
context who are disadvantaged?
a) Schedule caste
b) Schedule tribe
c) Other backward class
d) Women /girls
e) Children with special needs
f) Minorities
Others
Sense of insecurity
Lack of motivation
Lack of
motivation changing their back ward conditions and for progress in any
direction
Personal disorganization
Alcoholism, drug
addiction marital dieses, sense of irresponsibility, absents of higher
sentiments and even inability to deal a normal marital lend family life.
Measure for the
promotion of the deprived sections
Remedial
instructions
Students coming from scheduled caste
and scheduled tribes also likely to be defiant in the scholastic areas. The
school may provide some remedial education programmers. Adaption of
instructional strategies’, such as a group learning, monitorial assistance,
diagnostic testing and tutoring would help to improve the educational levels of
these learners
Provision of
outdoor game and activities, co-curricular and work experience activities will
also help in the retention of such children in the school and create an interest
in terms of continued schooling
Role of the
teacher
The teacher can play an important role in the
developing a favorable school climate conductive to the educational progress of
scheduled caste and scheduled tribes some suggestion are given below:
The teachers own example is his behavior towards students
belonging to these castes is the most
effective and powerful way to build up a congenial climates
The school staff should ensure
nondiscrimination between the children of schedule castes , schedule
tribes and other communities
The
school staff should avoid the use of the caste name or derogatory words
while calling roll calls or naming children
Teacher should provide equal
opportunity to all children to participate in the curricular and co- curricular
activities of the school including games.
Special attention should paid to
motivating parent to educate the girls
Teacher should suggest to
illiterate parents the advantages gained
by attending functional literacy classes in the center
Removing gender
bias in curriculum and textbook
In Indian context text books are important
repository of knowledge. It is an important teaching and learning material that
teachers and students really upon across the country.
Since textual materials are pivotal sources of
knowledge it is important that they include issues of equity and equality as
both boys and girls from all segments of society access them. The four portrait
of gender relation and its contributions are important in the thematic
selection pertaining to all disciplines..
A gender audit of textual material would help
in knowing:-
- Whether
textile materials related to all disciplines address contributions and
achievement of men and women in an adequate manner.
- whether
textbooks reflect heterogeneous identities of all groups in an inclusive manner.
- whether textbook Bridge or segments of
society related to gender, caste, class,
religion and location.
- weather they
are cyst in initiating transformatory attitudinal changes among learners.
- whether they
help in addressing different forms of conflicts.
- weathered a
sensitive on promoting criticism thinking among children for questioning
stereotypes, Miths and misconception and customary practices
degratory to the status of women.
- in the
construction of knowledge in different subjects domains it is important to
analyse the content, visuals and exercises of the textbook from a gender
perspective.
Evaluation tool for textbook analysis from a
gender perspective
A :
Identification of data.
1. Title of the
textbook
2. Class
3. Subject
4. Language
5. Authors/
writing team/ numbers of females and numbers of males.
6. Editors
Numbers of females and numbers of males
7. Month
and year of Publication
8. Total number
of pages
9. Tata number
of lessons
10. Publishers
full address
11. Cover page/
back page from the perspective of gender bias and stereotyping
Description of visuals and description of
content
12. Instead of
cover page/ back page from the perception of gender bias and stereotyping.
Description of visuals
Description of contents
13. Any other
information
14. Suggestions
B: indent and visual Analysis
1. Lesson/
chapter/ unit
2. Title/ Theme
3. Total number
of pages
while analysing the content of visual
there is a need to look into the following parameters.
a) content
analysis should clearly reflect when the release any form of gender bias gender
stereotyping or is it gender neutral or gender inclusive.
* content
allocation
* adjectives used
for men and women in the theme
* diversity in men and women reflected in the
text
* gender representation of occupation
* rules and men
and women both
* value in
relation to men and women
* reference to
customary practices
* it is given to
the contribution and achievements of men women and both
* marginalised
groups and their cultures and lifestyles represented
* Are prejudice mentioned
* does the
narrative speak only of a particular caste and class
* how is power
relations reflected
* who takes the
decision in the area of food education or money matters health occupation and
any other.
* best theme
reflected diverse areas of contributors of women in a constructive manner.
* how are women
reflected in different domains of society in relation to Family, School, workplace, society.
* distribution
of workload by genders in a framework of fairness.
* who performs productive activities related to
the production of goods and services for income generation.
* who performs
activities related to collection of water,
nursing child, care setting fuel
wood and all activities related to the house hold chores.
* who perform
community activities, welfare, related
organising meeting, marriage, funeral,
religion, activities neighborhood meeting any other.
* who are shown
as agents of change
B Visuals
Representation of men and women
Active role
Passive role
C Total number of characters in content and
visuals
Male Female Both
D Exercise/ Projects/ Activities
* Does exercise
explore issues related to gender, class and caste.
* Does exercise
attempt to question power relation
* Does they help children to connect with
lived relatives
* Does it promote critical thinking and problem
solving skills
* Does it
promotes imagination and creativity among children.
* Does it encourage Team Spirit and cooperation
among them.
E Overall evaluation of the text books
related to content and visual portrayal
Perception of
the book from the viewpoint of,
Gender bias
Gender stereotyping
Gender inclusive
Gender neutral
Power structure
Tematic consistency coherence and
contextualization
Reference to technology and its use by men,
women and both
Progression of the discipline and its
postaning at various class level
Curriculum and
gender
1) Science
curriculum
Give example of women scientists were our
relevant to themes were women have contributed.
In all experiments involving boys and girls
In all project work involve boys and girls
Gender inclusive activities can be highlighted
in discussion of such as the gender matters, life process etc.
300 related to animal husbandry may include
the role of women in feeding, breed and
in Disease Control..
Themes related
to chemical reaction and equation main include home based example such as
preparation of pickles, Jams extra.
2) mathematics
curriculum
Mention names of women mathematician
Involve boys and girls in conduction of
difference activities and projects.
In themes related to statistics you may
present gender disaggregated data on environment dropout and declining sex
ratio of India of States.
In the inside of front and back of cover page
of textbook you can include messages on promoting girls education.
3) social
science curriculum
Discuss the impact of French Revolution, Russian
Revolution, on the life and conditions of
was collect photograph, messages,
sayings related to these and see how women are portrayed.
Write a brief biography on the lives of
Revolutionary women.
Organise a discussion on activities done by
men and women in agricultural Industrial and service sectors of our economy in
the last 5 years.
Development of teaching aids on Population
ratio literacy rate 6 ratio and enrollment and dropout rates etc.
Posters of modules can be prepared Honda roll
of women as concerves and festivals of our habitat. Biographies of women
environmentalist can be prepared.
Graphical representation of elected women in
Lok Sabha and Rajya Sabha can be prepared.
4) Language curriculum
Project on Emirant women in the field of language and
literature.
Thoughts of eminent Indian thinkers on women.
Used gender inclusive words such as he or she,
him or her.
Write essay on gender equality.
Gender
sensitivity
Gender sensitivity is commonly applied Chuda
general difference between men and women. The historical meaning of gender is
things with three differently because of their inherent defences sometimes it
is used to technical field as a theory of human nature.
Gender sensitivity
mean gender awareness which is mear analytical and critical since if classified
issues about gender disparities and gender issues.
It performs you want effort to show how gender
shapes the role of women and men on society including their role in development
and how it affects relations between them.
How to promote gender awareness in parents and
teachers
*** Curriculum
/text:- all text to reading materials and books be free of notion of gender
inequality as bias is embedded in textbooks, interaction with the students.
*** Educational
system:- needs to be gender sensitive and gender friendly for girls and boys.
*** Guidings by gender experts:-
Need for the development of criteria of making
gender sensitive guidelines.
*** Educational policies:-
All policies programs and interventions need
to be gender sensitive.
*** Use of
gender sensitive vocabulary
*** Teacher
training program :- Gender involving training should be mandotry.
*** Should
parents partnership :- needs to be transported to identify gender issues
in homes.
*** extra
benefits:- benefit must bebenefit must bebenefit must be different in rural
areas to promote girl education.
*** gender
sensitive organisational culture:-
Organisational change needs to be
statistificationall by promoting gender balance.*** Creation of a gender responsive School:- were
the academic, specific needs the academic social and physical environment and
its surroundings commonly take into account. The specific needs of girls and
boys.
Role of media reinforces the traditional types
of women and men. And this needs to address and promote gender equality.
Allocation of
budget educational authorities and call must be provided birth date of
Pramote and sustained gender sensitive
agenda.
Commitment from senior leadership and
government
Wastage and
stagnation at secondary level
Introduction
Though ‘wastage’
and ‘stagnation’ are two separate words they are considered to be the twin
problems of education. This was mentioned in the Committee under the
chairmanship of sir Phillip Hartog was established to enquire into the
conditions of education in India.since he was the chairman of the committee the
committee was known as Hartog committee.This was the first committee which
discuss wastage and stagnation in education in India
Wastage
"The premature withdrawal of children from schools at any stage before
completion of the primary courses”.
Stagnation
"the retention of a child in the same class for a period of more than one
year is called stagnation".
This statement does not mean there is no wastage
in the Secondary Course and Higher Course. Any student, who receives education
at any stage, is expected to complete his education with the prescribed period.
If one withdraws from the course before completion, then that individual or
individuals are deemed to be wastage to the course.
Primary Education, the main objective is the
attainment of stable literary through five year schooling. If a child entering
school leaves it or is withdrawn from school before completing class V, it
leads to wastage in education. So wastage is premature withdrawal of children
from schools. A rough and ready method to measure wastage is to compare
diminution in enrolment from class to class in series of years.
students do not complete the study of their
curriculum and consequently the time, money and energy expended on such students
prove to be sheer wastage. Hence the most popular use of the word “Wastage” in
education means the wastage of time, effort and money.
The word ‘Stagnation’ in education means the
retention of a student in a class for more than one year.The students at every
stage of education are expected to pass the examination after finishing the
whole course. But it has been found that in general practice many students are
not able to pass the examinations in one class or in more than one class within
the prescribed period.Thus, they fail and remain in the same class. These
failed students repeat the same class and course whereas their other colleagues
pass that class and study in the next upper class. This process has been called
the process of stagnation. Thus by stagnation it is meant the stay of students
in a particular class for more than one year.
As in the case
of primary education, the wastage and stagnation were also eating the vitals of
the secondary education. The tremendous loss that is caused because of the
problems of the wastage and stagnation will be clear by looking at the results
of High School Final every year.
University
education everywhere in the country is also not free from the ghost of wastage
and stagnation. Probably, the problems of wastage and stagnation exist in a
greater degree at this stage of education. It has been remarked that great
‘wastage’ of public money is taking place every year in the University
Education.
What is more
regrettable is the fact that there is some indifference towards the serious
loss of public money. Also no less indifference is shown for the wastage of
time, money and energy of the students, their parents or guardians and their
ambitions and aspirations in life.
Causes of
Wastage and Stagnation:
The causes of
wastage and stagnation are of 3 categories: Economic, Educational and Social.
Economic Causes
According to
Kothari Commission Report, “A child is sent to school between 6-9 years of age
because at this age he is a nuisance at home than a help.
At the age of 9
or 10, the child becomes an economic asset, because he can work at home or earn
something outside. This is especially true of girls who have to assist the
over-worked mother at home. The child is withdrawn from the school and thus he
becomes a wastage case”.Parents mostly involve their children in domestic work
and this leaves no time to child for study. Financial handicap is responsible
for wastage and stagnation. Out of poverty some parents utilize the service of
their children to supplement earning.
In many cases
poor parents find it almost impossible to lose the assistance of children.
Poverty of Indian people is miserable that they find themselves unable to meet
other expenses connected with the education even against the provision of free
education of their children to supplement earning.
In many cases
poor parents find it almost impossible to lose the assistance of children.
Poverty of Indian people is miserable that they find themselves unable to meet
other expenses connected with the education even against the provision of free
education of their children during harvest time; children cannot afford to go
to school as they are required in the farm. Again, out of poverty children lack
minimum diet and are unable to stay for long in schools.
1. Poor economic condition of the family 2.
Supplementing the income of family 3. Helping parents in profession 4. Burden
of school fees
5. Burden of
providing dresses/uniforms 6. Burden of providing study materials 7. Financial
problem to provide tuition facilities
Social Causes
Class and caste
distinctions prevail in India, the former in urban areas and the latter in
rural areas. Especially in the case of girls custom of early marriages or
betrothals stands a bar. There is an opposition to send grow-up girls to
schools especially to the mixed schools without women teachers.
Muslim parents
exhibit more of orthodox views about their girls. Even in the case of boys some
parents due to caste restrictions do not want their children to mix with power
caste boys and girls. Coeducation of boys and girls in some places is looked
with suspicion. And as there is no separate provision of education for girls,
deprivation of girls from schools leads to much wastage.
1. Too much
involvement in social activities
2. Too much
involvement in religious activities
3. Apathetic
attitude of the society towards education
4. Social
backwardness
5. Orthodox
mentality
6. Domestic
problems
7.Child marriage
Educational
causes
Only educational
causes are responsible for another 30% of wastage. Government of India admits
this in the following words:
“The educational
institutions being ill-equipped, poorly housed and with dull and depressing
environment unfortunately could not exercise effective counter-acting
influence”.
Uncontrolled
fresh admissions without consideration of age or time have no permanency. That
is, admissions are made of under-aged and over-aged children. Again admissions
are done throughout the year. So there is more of wastage and stagnation. That
is because under-aged children lost interest in classes, whereas over-aged
children remained away from school out of shame.
Lack of adequate
accommodation, too much of over-crowding schools with high pupil-teacher ratio
become the main causes of wastage and stagnation. Again, increased number of
single-teacher schools, inefficient teaching, lack of teacher-pupil contact,
frequent transfer of teachers and plural class-teaching disturbed the quality
of instruction which ultimately cause much
1. The
curriculum of education is not accordance with the real life of children
2. Individual
attention does not paid the children
3.The school
environment does not meet the psychological needs of children
4. Teaching
methods adopted in the school are due and boring
5. Lack of
interest of the teachers towards their job
6. Fear of
examination and repulsive attitude towards education
7. The
provisions for instructional materials are not adequcate
8. There is lack
of healthy contact between parents and teachers
9. Defective
administration
10. Disengagement
11. Too much
stress on the theory but less in practical
l10. Corporal
punishment
11.
Uninteresting school curriculam
12. Difficulty
of some subjects
13. No
Parent-teachers’ meeting
14. Overcrowded classrooms
15. Shortage of
teachers
16. Insincerity of teachers
17. Frequent
absence of teachers
18. Teachers’
unfavourable attitude towards low achievers
19. Lack of
teaching aids
20. Burden of
home task
Personal Problems 1. Continuous illness of
students 2. Association with bad peer group 3. Overage of students 4. Alcoholic
addiction of students 5. Drug addiction
of student 6.. No specific ambition
7.Low aspiration 8. Improper study habits 9. Disliking for some teachers 10. Fear for examination
11. Medium of
instruction (English) being difficult
Problems Related
to Home
1. Lack of parents’ education 2. Lack of
parents’ interest and attitude 3. Lack of guidance of the parents 4. Divorce of parents 5. Single Parents 6. Step mother 7. Step father 8. Death of both parents 9. Health problem of
family members
10. Death of
family members 11. Alcoholic addiction of the parents 12. Drug addiction of the
parents 13. Engagement in taking care of small children at home 14. Lack of study facilities at home
15. Unemployment
of educated youth of the society Educational Causes
Remedial
Measures
Statistics
indicate huge wastage at the Primary stage. Of every 100 pupils that enter
class I only 40 reach class V and only 20 reach class VIII. So steps are
required to be taken for fighting against such alarming wastage those 80
students out of every hundred leave school before they complete age of 14.
1. Stagnation
and wastage can be reduced by concentrating on quantitative improvement by
(a) Universal
provisional
(b) Universal retention
Again attempts should be made for qualitative
improvement of pupils.
2. Qualified
teachers should be appointed to create better quality in the instructional
programme to attract children.
3. Fresh
admissions should be made at the beginning of the school session within two
months from the date of commencement of school year. And it should not be done
throughout the year.
4. As far as
possible provision should be made for starting of Pre-Primary Schools to admit
children below 6 years of age. So that it will be a sort of pre-registration
and preparation of the pupils to get admitted in schools. It will avoid the
enrolment of under-aged over-aged children.
5. The
curriculum may be made modest, simple and interesting so that it can be
implemented most efficiently.
6. Improvement,
of the Professional competence of teachers may be made by providing training
facilities, both pre-service and in-service. Necessary guide books for teachers
and work books for students and other literature should also be provided.
7. Adequate and
attractive school buildings should be provided. Necessary equipment and
teaching aids should be supplied for making education more interesting and
effective.
8. Teacher-pupil
ratio may be maintained at such a level as to ensure adequate individual
attention to be paid to each individual in every class particularly in class-I.
As far as possible only trained and competent teachers should remain in charge
of class I.
9. As master of
policy it has been adopted that children from class-I may be liberally promoted
to class-II and the like without any detention at any stage.
10. Provision of
part-time schooling may be made for the benefit of children who cannot attend
the school during regular hours on account of domestic and economic
disabilities.
11. Effective supervision
and inspection may be provided in schools.
12. Best
possible use may be made of the existing resources, both human and material.
The schools may be graded according to efficiency and standards. This will
provide ground for qualitative improvement of schools, which ultimately will go
to reduce wastage and stagnation.
13. Special
provision should be made for educating the mentally retarded children by
opening specialinstitutions in each State or district level.
14.To reduce
wastage and stagnation in a bigger way, pupils may be given nutritious diet by
introduction of mid-day meals under the School Health Service Programme.
Existing mid-day meals system should be carefully regulated.
15.Medical
facilities, free books to poor students 16.Providing “Literacy Classes” for a
period of one year at least to all
children in the age group
11-14 who are not attending schools. 17parent’s consciousness and
interest in the education of their wards.
Conclusion
It cannot be
denied that in the modern day educational scenario too wastage and stagnation
still is a stumbling block. For eradication of the same the Government as well
as the society has a vital role to play. Whereas the Govt. should have a think
tank to prepare plans and modalities to curb wastage and stagnation, the
society at large and for that matter social organizations should endeavour to
create universal awareness in the direction.
SCERT (
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING)
The state council of educational
research and training, Kerala is an
autonomous body entrusted with planning implementation and evaluation of all
academic programs from pre school to higher secondary levels. SCERT kerala was established in 1994. The state
institute of education (SIE),which functioned as part of the department of
general education was converted to from the SCERT, to give a new trust and direction to school education in
the state. The Hon. Minister for education is the chairman and secretary
general education department as vice chairman of the governing body of SCERT.
Director, SCERT is the convener of the governing body. SCERT is concerned with
the academic aspects of school education
including formulation of curriculum, preparation of textbooks teacher handbook
and teacher training. It advice the government policy matters relating to
school education. The academic activities and programs of SCERT are carried out
by the various departments or unite. SCERT plans and co ordinate all academic
projects and programs in the state.
The national council of
educational research and training maintains a network of field offices to keep
a close liaison with the state government. At present the offices have been
established in different states and union territories. State council of
education research and training is one of the these offices.
SCERT
State Council of
Educational Research and Training
O1. To organize
and implement the special educational projects sponsored by UNICEF, NCERT and
other agencies for qualitative improvement of school education and teacher
educators.
02. To
prescribed curricula and textbooks for the school and
teacher training
institutions.
03. To produce
instructional materials for the use of teacher educators
O4. To arrange
in-service training for different categories of teachers, inspecting ofticers
and teacher-educators and coordinate the work of other agencies operating at
the state level
O5. To organize programmes
including Correspondence-cum Contact Courses for professional development of
teachers, teacher-educators and inspecting officers.
O6. To supervise
the working of the Teacher-Training Colleges, Secondary Training Schools and
Elementary Training Schools.
07. To provide
extension service to Teacher-Training Insthutions at all levels in the state.
08. To conduct
studies and investigations on the various probiems of education.
O9. To evaluate
the adult and non-formal education programmes entrusted by the Government.
10. To conduct
the public examinations specially at termina stages like the end of Class Hl
and Class IV etc. with a view to selecting candidates for scholarships through
such examinations.
FUNCTIONS OF
SCERT
• To organize and implement the special
educational project sponsored by UNICEF, NCERT, and other agencies for
qualitative improvement of school education and teacher educators.
• To prescribed curricula and textbooks
for the school and teachers training institutions.
• To produce instructional materials for the use of teacher educators.
• To arrange in service training for
different categories of teacher inspecting officers and teacher education and
coordinate the work of other agencies operating at the state level.
• To organize programs including
correspondence- cum
• contact course for professionals
development of teacher educators and inspecting officers.
• To supervise the working of the
teacher training college, secondary training school, and training schools.
• To provide extensions service to
teacher training I institutions at
all levels in the state.
• To conduct study and investigation on
the various problems of education.
• To evaluate the adult
and non formal education
programmes entrust by the government.
The SCERT has the following department
• Department of pre school and elementary education
• Department of non formal
education.
• Department of curriculum research
and special curriculum renewal project.
• Department of science and mathematics education
• Department of population education.
• Department of educational technology
• Department of examination reform and guidance.
• Department of research
coordination.
• Department of art and aesthetic education.
• Department of publications.
The state Council of educational
research and training is established and maintained in order to improve the standard of
education in the state.
3 Factors That
Contribute To Gender Inquality In The Classroom
Contributing Factor
#1: Teachers Pay More Attention to Boys
According to a
report sponsored by the American Association of University Women (AAUW), girls
receive significantly less attention from teachers than boys do (1992).
This is due in
part to the fact that, in general, boys are more likely to call out answers to
questions posed to the class even if they haven’t been called on by the
teacher.
This trend may
also exist because boys are often perceived as being more mischievous, causing
teachers to monitor and engage with them more actively in class, giving a
perceived ‘opening’ to speak without permission.
Over time, this
can discourage female students from speaking up even when they feel like they
have something worthwhile to contribute to a discussion.
Contributing
Factor #2: Interactions with Boys are More Public
Teachers often
have a tendency to talk to boys from a greater distance than girls. This is
possibly due to an expectation that they should communicate in a more nurturing
way with girls and a more business-like way with boys.
Because the
entire classroom can often hear a teacher’s conversations with boys, this
contributes to — at least the appearance of — teachers communicating more often
and more casually with boys.
This encourages
girls to reserve their comments and questions for private conversations,
denying them the chance to participate in primarily male-focused discussions.
Contributing
Factor #3: Praise & Criticism Differ Between Boys & Girls
Though teachers
aim to treat all students equally, there are often stark differences in the
types of things boys and girls are praised or criticized for.
For example,
boys are often praised more than girls for sharing correct knowledge, and wrong
answers provided by boys are likely to be overlooked.
In contrast, girls
are more often criticized for conveying incorrect knowledge, and teachers tend
to provide less praise for correct answers given by girls. As with the lack of
publicity in teachers’ conversations with girls, this makes knowledge provided
by girls less visible. From this, an expectation arises that boys’ knowledge is
more highly valued than that of girls, which can convince girls that they are
less competent than boys.
Another
difference comes in the fact that girls are more often praised for good behavior,
whereas boys are criticized more for bad behavior in the classroom.
While this may
seem like this difference would benefit female students, this trend actually
places a greater emphasis on compliance as being essential to their academic
success rather than simply learning and demonstrating knowledge.
6 Ways You Can
Promote Gender Equality In Your Classroom
1. Be Reflective
and Be Objective
First, pay
attention to the trends above and do your best to offer more gender-neutral
responses to students.
You may feel
like you already do a good job of this, but it can be difficult to judge your
own teaching objectively. It may help to record a video of your classroom in
order to take a closer look at your own teaching methods and interactions with
students.
2. Get Feedback
From Colleagues and Students
Consider getting
feedback from colleagues on any differences they may notice that you don’t.
Further, consider getting similar feedback from the students themselves using
an anonymous comment box.
Consider
questions such as:
Do you notice
any differences in how I treat boys and girls?
What do I need
to know about you, in terms of gender, to teach you well?
Have I made you
feel good or bad in regards to your gender at any point?
3. Use
Gender-Neutral Language When Appropriate
You can also
alter the language within your lessons to help expand students’ perspectives
beyond gender stereotypes.
For example, in
assignments you can challenge students’ expectations by including a female
construction worker or soldier, a male secretary or nurse, and other
professions typically associated with a particular gender.
Also, when
referring to the group as a whole, avoid using gendered terms like ‘guys,’
which may make female students feel excluded. Instead, reach for gender-neutral
pronouns like ‘everyone.’
Similarly, you
shouldn’t refer to stereotypical characteristics like ‘boys don’t cry’ or
‘girls don’t fight.’ This language lays a foundation that may limit students’
understanding of gender roles.
4. Explain the
Context
If you hear
students using phrases like ‘you play like a girl’ or ‘man up,’ it’s important
to point out the social implications of these statements rather than simply
admonishing the use of that kind of phrasing.
The struggle for
and history of gender equity parallels similar struggles and histories for race
and religious equity. Understanding how individuals and groups become
marginalized through the most basic of cultural tools like language can,
depending on the grade level of your students, is more important than having
‘clear rules’ to simply ‘protect students’ from bias.
5. Seat and
Group Students Intentionally
It’s common for
boys and girls to segregate when choosing friends and seating arrangements.
Teachers sometimes encourage this by asking girls and boys to form separate
lines in the hallway or even organizing separate sports activities for each
group.
By creating a
dynamic seating chart, you can break up boys- or girls-only cliques and
encourage both groups to engage with each other.
6. Use
Project-Based Learning
You can also be
intentional about integrating a mix of boys and girls within small group
projects.
The work can be
purely academic, with the lessons on gender equity indirect and implicit. By
working together, girls and boys can—if supported well—better understand the
nuance of individual behaviors rather than stereotyping ‘girls’ and ‘boys.’
Projects can
also be created to explore concepts in and around gender and cultural equity,
or to do work in select spaces and communities to nurture the growth of healthy
human interdependence.
Conclusion
These trends
aren’t true for every teacher or every group of students, but they are worth
considering as you attempt to curb gender biases within your teaching methods.
Gender disparity is only one facet of a much larger issue of equity within
education.
However, by
making efforts to break down traditional gender roles in the classroom, you can
better prepare students to seek knowledge and participate more fully in
discussions and other learning opportunities in many fields, regardless of
their gender.
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