Documente Academic
Documente Profesional
Documente Cultură
B.Ed. 2013-14
UNIT 1- INTRODUCTION TO EDUCATIONAL MANAGEMENT
1.1Management, administration and organization meaning, definition and
interrelationship
According to Krishnamacharyulu Educational Management is defined as the process
of planning, organizing, directing and controlling the activities of an institution utilizing
human and material resources so as to effectively and efficiently accomplish the function
of teaching, extension work and research.
Aims of Education Management meaning
*
To command the staff both teaching and non-teaching to do their work efficiently.
To co-ordinate the functions of various human elements and correlate all the
activities.
To control and to ensure everything is done in accordance with the rules which
have been laid down and the instructions which have been given.
such as
*
providing education facilities to the children who are in the age group of 5-15 years. He
is also the ex-officio commissioner for government examinations.
The directorate of school education was formed an 30-6-75 and is situated at
Hyderabad. The director of school education is incharge of primary education, secondary
education and teacher education. He is assisted by four joint directors of school
education. Viz, joint Director (Services), Joint Director senior formal (NFE), Joint
Director elementary (Ely), Joint Director (Vocational), Four Deputy Directors, Viz.,
Deputy Director (Planning) Deputy Director (Training), Deputy Director (Oriental
Studies), Deputy Directors (Minorities), One Special Officer (Tex books) and one Chief
Account Officer.
One Chief Accounting Officer at the regional and there are regional joint directors
and at the district level there are district educational
officer who looks after school
education. And at the mandal level, school and. Is looked after by the mandal education.
Officer thus in our state for level authorization and education. Of schools as seen 1).
State, region and mandal levels.
Staff Council
Students Council
Staff Meetings
Special Committee of Pupils
1.3 Educational Management and Educational Administration
Educational Administration
1. It is an old traditional concept
and autocratic in nature
Educational Management
It is a modern concept and lays more
stress on democratic decentralization and
participation
emphasized.
5. It is mostly office oriented with
little or no participative culture.
6. Administration means
implementing the broad
policies laid down by the
management.
ii)
Centralization
type B
i)
ii)
Central
State
Government Government
Schools
organisations
Local
Private
Private
Schools
Body
Aided
unaided
run by
Schools
Schools
Schools
autonomus
Navodaya Sainik
Schools
Central National
Schools
z.p
Mandal
Municipal
Schools
Schools
Schools
Run by
Schools
open
Schools
a)
A.P
O.S.S
b)
Principle of Equality:
c)
Principle of Leadership
d)
Principle of Justice:
e)
Principle of Recognition:
f)
Principle of co-operation:
g)
Principle of Flexibility:
h)
i)
Principle of freedom
To conserve the social life by handing down culture, tradition values and
customs of the society from one generation to the other.
To plan for all round development of personality of the children.
To promote social efficiency of children.
To care for post school adjustability of the children.
To inculcate higher values of life.
The school cannot achieve its objectives without the active co operation of parents and
community.
2.2 RESOURCE REQUIREMENT OF A SCHOOL
physical resources
A, Good location and surroundings : The school location should be accessible to children and must be free from
unhealthy surroundings, market yards, bus stands, grave yards, factories, cattle and
other unhealthy localities. As a result healthy education atmosphere is maintained. In
the city it should be located away from the congested areas but in rural areas it should
be near the village.
B, Level of the school : The level of the site selected should be little raised so that water logging does not
take place in the monsoon season. The land should remain dry with no scope for
stagnation of water. Land level must be sloping in the direction of drainage canal so
that water flows freely.
C, Direction : The direction of sun is very important in selecting the site. The school building
should be constructed in south east so that in the winter season sunlight enters all the
rooms directly and during summer season sunlight does not enter the windows
directly.
D, Scope for landscaping : The should permit gardening and landscaping.
E, Scope for expansion of the site should be sufficient space for the further
expansions.
F, Area : - Greater area is needed for school to provide all the needed facilities. For
such reason school should be constructed on an open space.
It involves organization of building, campus, ground, furniture, fittings, library,
laboratories, workshops. It implies arrangement of each physical facility in such a
way that each item can be most efficiently used and no wastage takes place
Human Resources : Management system during the last decade has been
characterized by a growing concern with the nature and needs of human beings in the
educational organization. The assumption that human beings in the organization have
their own goals, values, feeling, emotions and needs which affect their need to behave
in certain ways and that the organization expects members to behave in certain ways.
The organization needs and human needs are necessarily congruent is a dominant
factor in the theory and practice of educational management.
Steps to Strengthen Human Resources :
1.
TEACHING METHODS:-
Classroom methods should be directed towards producing well-adjusted and self disciplined
individuals and towards building of high attitudes.
The teachers should adopt modern methods of teaching in which pupils activity is brought into play
and harnessed for educational purposes eliminating the possibility of any type of indiscipline.
CO-CURRICULAR ACTIVITIES:Co-curricular activities also appeal to the tastes and temperament of students of disruptive behavior
and help them in releasing their superfluous energies in sports, scouting, and NCC, social service
and community activities and develop in pupils a sense of self control and self confidence.
SELF-GOVERNMENTS IN SCHOOLS:-
All the civic activities like self government, cooperative bank, celebrating various functions and
festivals in the school will provide pupils rich exposure to civic life and democratic society.
Sharing of authority and responsibility with peer group members and teachers will provide the right
opportunities for observances of rules and regulation and training on citizenship.
BUILDING UP TRADITIONS:School discipline is closely connected with school traditions. The higher and noble, the traditions
built up by a school, the greater the effects on the effects in the part of pupils and teachers maintain
these traditions.
True educations must promoted and encourage noble objectives of man making, nation building and
patriotism, love, freedom, justice of equability and fraternity.
Classroom is the test tube in which morals and values are to be incubated.
The students should be encouraged to discover for themselves the moral values by practicing them
through appropriate learning situations and 'teachable moments provided inside and outside the
classroom.
HUMAN VALUES:-
Researchers have discovered the factors, which have great value, on the human values of highest
order on the pupils.
Random sampling of boys or girls studying in difficult schools under different managements both
religious and non religious secular schools reveal that in all the cases, one of the three elements
was invariably present.
In all these three, the teacher role in the schools is regarded as the most significant, especially in the
formative year of the child.
5. As a head of the school, how do you maintain the standards of education?
Rising of educational standards mainly depends upon the hard work, modern scientific
knowledge, pulling up the financial resources of the head master.
To achieve the above all the head master has to provide proper guidance and direction and
should also act as a good democratic leader.
To raise the educational standards the head master has to do the following work in time.
Before commencement of academic year, he should prepare the institutional plan keeping in view
the resources and should also seek the advice of the PTA.
He should check the teaching work and students behavior. Before commencement the academic
year, he should check the vacancy positions of the school teachers and should make necessary
arrangements to fill the vacancies.
He should conduct all the school examinations in time and should know the progress of his students.
The headmaster should provide library facilities to develop critical awareness bith for teachers and
students.
He should various activities to bring into light the inheritance talents of students.
He should give proper encouragement to teachers in utilizing modern methods, techniques and
audio-visual aids in their teaching.
He should also make arrangements for educationally backward students of his school.
What do you mean by subject clubs? How do they contribute in developing the knowledge of the
students?
SUBJECT CLUB:-
In the classroom the teacher uses to teach according to the rules and regulations only the efficient
teacher can able to make his lesson an interesting one to his students.
Students learn more through some co-curricular activities. In this, they use to participate with
interest.
They will also feel to express their opinion through subject clubs. It provides some opportunity to
the students.
OBJECTIVES:-
ORGANISATION:Subject club should organize in all school subjects like Maths, Science, History, Telugu, Hindi;
English etc.
Before establishing the club the permission of the headmaster should be taken by the teachers.
Teacher should show the importance of subject clubs to the students. Student should be the
membership fee any student from any class may join in the subject club.
In the subject club the head master is the honorary president, the teacher should act as advisor and
convenor for the other post like president, vice president, secretary and treasure etc.
The students should elect among themselves the formation of the club should in democratic way.
The term of the club should one year the convenor of the club should explain the duties and
responsibilities if student representatives.
Conducting Quiz.
ADVANTAGES:-
On conducting various activities the parents another dignitary of the society are able to know
various activities of the school and this lead a good relation between the school and community.
The educational needs of the gifted children will be satisfied through various activities of the club.
7.
What is the role of institutional planning in maintaining the academic standard of the school?
INSTITUTIONAL PLANNING:-
Planning is essential in all work of life and planning is systematic way of doing the work of thinking
about something before the hand fixing up of aims and objectives.
A plan which is prepared by institution on the basis of its felt needs for its own development and
improvement is called the institutional plan.
It is need base.
Its basic principle is maximum use of resources both human and non-human.
It is a co-operative venture of all concerned like controlling authority community students and
staff.
We need plan at institutional level because a central plan is not suitable for all institutional planning.
PREPARATION OF AN INSTITUTIONAL PLANNING:The following steps are suggested to formulate an institutional plan:-
Take stock of the available physical facilities, instructional programmes, supervision, etc.and
identify the deficiencies in each of these areas.
Assess financial resources likely to be available from government and non-government sources over
a period of time.
Determine priorities and work out alternative choices in the light of assessed resources and future
needs.
Estimate costs of expansion programmes and improvement after making due allowance for better
utilization of available resources and the likely escalation of costs.
Throw open the plan for wider discussion of its priorities and programmes by the local community.
8.
Head master occupies the key role in the school administration. Schools are established for the
development of community.
Though education have to bring mental, physical and social development among children.
Achievement of all rounds development is the main aim of education now.
Through various activities the head master should work for the development of the society.
The head master should evaluate his work, and plan for future action. While doing institutional
evaluation, the head master should keep the following things in his mind.
The headmaster should evaluate that all the activities and educational plans are prepared according
to the educational aims or not, if not he has to plan according to the educational aims.
While preparing the examination papers the head master should check up whether they are prepared
keeping in view the standard of the student.
He should also see about the classification the students are done in a proper way or not.
The head master should recognize the efficiency of the teacher and allot suitable work to them for
the development of the institution.
He should see for the proper implementation of the time table and human and material resources of
the school be utilized properly.
9.
Every institution has to maintain certain records which shows it origin growth and development its
present and past condition its efficient and usefulness its aims aspiration and achievement.
The school is social institution answerable to number of authority school involves many thing they
all need to be recorded.
It is kept by the in charge of the class names of the student daily attendance of the student is marked
by the teachers incase of leave L is marked.
Attendance is taken twice a day if student remain absent for six days without seeking leave, the
name will be strike off from the register.
One of the important duties of head master is to see the regularity of the staff.
He keeps the register which is generally placed in office.
In this record name of staff members are written. Each one has to sign and time and at the time of
learning the school he should sign and leave.
STOCK REGISTER:-
The whole stock is entered in different stock of register like different labs, library, furniture and
other requirement.
In the stick register each page has number of columns the date on which you received rate, quantity
received, total amount, issued balance and signature.
One item is entered in one page. At the top names of the item with specification is written all the
columns are filled up accordingly.
Stock register should be physical verification of stock. It shows which article is missing and which
needs immediate repair.
It contains the particular of every student who is admitted in school whenever any school, entry of
leaving is made in the register. Proper maintenance of the register is very important.
Department mental rules and regulation are to be followed carefully maintaining it serial no,
admission number, name of the student, mother tongue, religion, nationality, marks of identification,
father name, occupation, address, date of birth, date of admission class while admitted, class while
leaving such admission register is to be preserved permanently.
LOG BOOK:-
It is very confidential record under the lock and key of head master, whenever the inspecting
authority visiting the schools, they may be writing remarks in positive or negative way.
The first part of this meant for recording facts and figures about the school. While the second part
contain remarks or observation made by inspecting authority.
SCHOOL CALENDAR:School calendar is the mirror of all the events that are to go on in the school to the whole academic
year. It shows clearly the dates of exam celebration, functions and different activities that are to be
conducted in the school for whole academic year.
SERVICE BOOK:Service book is maintain incase of each member showing the details like name, address, date of
birth, qualification, date of joining, marks of identification, increment, suspension, agreement, leave
account and pay scale. It is kept under the head master.
CASH BOOK:-
Financial dealings occurring day to day should enter in this book. Cash book has two sections
namely credit and debit.
Income of the school from all the sources is noted in credit side. Cash book should balance every
day.
CUMULATIVE RECORD:-
It is maintain by the school for every pupil indicating the work done by him in various aspects of
child life and his attainments in different purses through out the successive stages of his education.
It gives a comprehensive picture of all rounds development of pupil personality keeping view the
growing importance of cumulative record.
OBJECTIVES OF SUPERVISION:-
Knowing the difficulties of teachers in teaching and organizing various activities activities
suggesting ways and means for overcoming them.
Discovering whether the school is related to community if it not suggesting the ways and means to
do so.
Ensuring that there is balance of intellectual physical, social and moral activities.
Helping administrators and teachers to deal successfully with the complex responsibilities of the
school.
Inspection and supervision is no anger considers being fault finding and criticizing.
In Reality, it is for improvement in teaching learning process and situation. It is providing leadership
in the field of education.
Its main aim is to provide democratic leadership to teaches to put them on right times and to see
S.NO
INSPECTION
SUPERVISION
1.
It is bureaucratic model
It is a democratic model.
2.
Officialdom
3.
Of teachers.
4.
Guidance is provided
5.
The inspection and supervision is to check inefficiency in schools and find out gaps in the proper
12.
He occupies the central place in the entire structure of education. Head master is the monarch of
the school, students constitute his army, the school building corresponds to state and school
management is state administration.
The character of the school reflects and proclaims the character of the headmaster P.C.WERN
He must act like a captain of a well knit compact team filled with enthusiasm.
Optimism and appreciation of all. Being human he must be patient and never lose his temper even
under most trying circumstances.
In the entire school population every body should have the benefit his personal concern and
attachment.
He should occupy the central position in the real sense in phenomena of human relations in the
school.
GENERAL QUALITIES:-
He should recognize the good and hard work done by his colleagues and himself a good hard
working person.
He should be a dedicated.
13. What is School Budget? Explain the various steps in the School Budget?
SCHOOL BUDGET:-
Budget, it has defined as financial report containing estimate of income and expenditure.
School budget define as school program express in fiscal term as administered of the school is
require to prepare budget and get it approach by the proper authority it contains expenses such as
staff salaries, benefit wages as repairs maintain book and stationery and other material and other
matters.
Budget is essential ingredient of institutional plan it has to be clearly written out
as to what will be expenditure and how they will meet with it.
This is done in the form of budget is prepared. Annually beginning from 1 st
Budget shows the following things it describe educational plan approved by higher authorities, it
shows estimate of income and expenditure.
STEPS/PROCESS OF BUDGET:-
The educational plan is a comprehensive term containing various activities and programs of
education along with objectives and justification mentioning whether the quality and quantity of
education will be ensured by it or not.
The expenditure plan part of the budget keeps an analysis of the cost of the educational programme
an activity is formed on the basis of educational planning.
This plan is based on the expenditure of the preceding year it should be comprehensive including
expenses to take care on all kinds of items.
PREAMBLE:The preamble is introduction of the budget and also forms policy background it consist of brief
justification statement of objective and guiding principles of budget formulation.
DATA:The data contains the budget includes 2 kinds of statement, the expenditure of the proceeding year
and budget for current year.
ESTIMATE OF RECEIPTS AND EXPENDITURE:The estimate for the fiscal year it includes assessment, valuation, tax requirements etc.
Here the budget prepared in subjected to the higher authority for its approval much before the
opening of the proceeding fiscal year.
The modified budget is finally accepted and adopted by the higher authority then it becomes a legal
document.
This involves controlling of fund; work plan for each activity implementation of work plan before
sending money approval from the controlling authority should be taken.
There will be financial officer controller of finance / finance manager and it has to be ensured that
the funds are adopted and followed the expenditure does not exceed the income.
Every school should have a staff council. All teachers are the members of the staff council.
The head master should be its president and a teacher nominated by other teachers should be its
secretary.
Unless teacher work in a team spirit the school will fail to achieve its objectives.
The staff council aims at developing and strengthening cooperation among teacher and between
head master and the teacher between the management and the teacher.
The head master and the teacher should meet at regular intervals in the staff meeting to discuss
about the following matters.
The secretary of the staff council should convene the meeting after consultation with the head
master.
All teachers should be informed about the date and the time of the meeting sufficiently before the
fixed date. Through official circular. The circular signed by the secretary should be countersigned by
the president of the council.
If the situation demands representative of the managing committee or the governing body may be
invited to attend the meeting.
An agenda for the meeting should be prepared by the secretary well in advance.
The meeting should be held at such a time that the regular time table is not disturbed.
Staff meeting should be held before the session starts and then at regular intervals and before the
session ends.
In every meeting the secretary should first present the proceeding/resolution of the previous meeting
and this must be passed by the members.
The headmaster first initiates the discussion, the things he wants to emphasize and decide.
What are the main principles of constructing timetable for a secondary school?
The school time table is a methodical and pre-arranged scheme of students and activities. It is a
mirror that reflects the entire educational program followed in the schools.
A time table is the second clock of the school which shows the school hours, the kind of activity for
each class, the number and length of periods, time for games, recreation, library and teacher wise
work allotment etc.
MAIN PRINCIPLES OF TIME TABLE CONSTRUCTION:The time table aims at achieving economy, convenience and uniformity. Preparation of time table is
a very complex task. The following principle should be kept in mind while preparing timetable.
There are various types of schools like elementary, secondary, rural, urban models, ordinary in
which the facilities and activities differ.
Time table will be framed in order to meet the typical need and circumstances of the school
concerned.
DEPARTMENTAL RULES AND REGULATIONS:Departmental rules prepared by the state government regarding the length of the academic year and
terms, duration of the school day, the total number of periods per day, number of periods per week
for each subject.
AMOUNT OF TIME:-
In the time table we have to allot time for different subjects and activities basing on the total
available time.
Duration of each period can be determined with the help of department rules and regulations.
DUE IMPORTANCE AND DIFFICULTY OF SUBJECTS:Each subject has to be provided timetable according to its importance difficult subjects must get
more time and better portion of time i.e., when the students are fresh.
FATIGUE:-
Fatigue is a physical matter which creates weakness of attention and perception which creates a loss
of self control and a diminishing of work rate. Certain subjects like mathematics English, science
and practical are fatiguing than others.
VAREITY:Time table should introduce variety in the days work to break the effect of fatigue and monotony.
STAFF EQUIPMENT AND BUILDING:The time table should ensure best utilization of resources of the school i.e., staff, equipment and
building.
FLEXIBILITY:Flexibility of time table is very important. Time table should be changed according to the changing
circumstances.
For democratic administration of school it is necessary that the members of the staff occasionally
meet for sharing their responsibilities as well as experience.
While preparing various plans regarding the development of the institution, the head master should
seek the co-operation from his staff.
The development of the institution should be done only with proper co-ordination and co-operation
between head master and the staff members.
The head master in the staff meeting should invite the suggestions and advice from the staff
members for better administration and maintenance of discipline in the school campus. Staffs
meetings are of two types.
General Meeting
Special Meeting
GENERAL MEETING:There are general meetings which may be conducted once or twice in a month. The following
issues are discussed in the meeting
Curriculum construction
Preparation of timetable
Classification of students
students.
For a successful organization of staff meeting the head master has to remember the following points
while organizing the meeting.
compulsorily.
Reading out of the minutes of the last meeting by the Secretary of there is no objection.
While discussing the meeting all the members should take part.
3.
INSTITUTIONAL PLAN:Planning is essential in all work of life and planning is a systematic way of doing the work of
thinking about something before the hand fixing up of aims and objectives.
MATERIALS/SCHOOL EQUIPMENT:-
FURNITURE:For the successful functioning of the school suitable furniture and equipment is necessary. Furniture
plays an important part in physical mental moral welfare of the student.
CHALKBOARDS:Chalkboards are of many types and very useful teaching aid in the class. Some of them are
Wallboard, Framed wall board, Board resting on pully, etc.
CUPBOARD:-
Cupboard is meant for keeping classroom requirement such as duster, chalks, pieces, registers, map,
globes charts, models, pictures. Cupboard is used to be protected from the insect and wild ant and
clean regularly.
SCHOOL PLANT:School plant is a comprehension term it includes building, grounds, furnitures, and other necessary
equipment and Analysis.
FINANCING:Educational finance is closely related to each other. Educational finance involves consideration of
resources. Financing is expenses on staff, school building, equipment etc. All this required money.
This we called financing education.
SUPERVISION:Supervision is a democratic term used to see the functioning of school. According to Adams and
Dicky Supervision is a plan program for the improvement of institution. Supervision means
essentially a Superior Vision.
BUDGETING:School budget means showing the income and expenditure of the school covering all items of
incomes and all items of expenditure.
REGISTER AND RECORD:Every institution has to maintain certain records which shows it origin growth and development its
present and past condition its efficient and usefulness its aims aspiration and achievement. The
school is social institution answerable to number of authority school involves many thing they all
need to be recorded.
The above points help the head master in running the administration and to develop the institution.
Co-curricular activities are now considered to be an integral part of the school program.
In olden days these co-curricular activities are known as extra-curricular so as there is a slight
difference regarding the importance of these activities?
But now the aim of education being completely changed as the all round development.
This all-round development of the child is only possible through the combination of curricular and
extra curricular activities.
These activities provide opportunity to the child for the expression of the childs manifold talents.
Their sharpen and develop their talents after their exploration.
According to Secondary education commission- We would like the school to see if it can provide a
richly varied pattern of activities to cater to the development of children entire personality.
LITERARY ACTIVITIES:Debates, practical recitation public speaking and library work, school magazines etc.
PHYSICAL DEVELOPMENT ACTIVITIES:Mass Drill, Athletics, N.C.C indoor and outdoor games, yoga, sports, etc.
ACTIVITIES OF LEISURE:Photography, stamp collection, album making, coin collection, decoration, etc.
CITIZENSHIP TRAINING ACTIVITIES:Mock parliament cooperative stores, student councils, visit to places of social importance.
CULTURAL DEVELOPMENT ACTIVITIES:Celebration of religious functions and festivals, conducting school day, celebrating national festivals
and international important days etc.
MORAL DEVELOPMENT ACTIVITIES:Morning assembly, celebrating birthday of great men, social service activities.
This activity exists in every school. It is the opening period of the school in which the entire school
population assembles together.
School assembly promotes cooperative life among the students. It is an opportunity to control and
guide the students as a whole.
School prayer
News in brief
Notices and instruction extension lecture announcement and commendation and mass drill.
ADVANTAGES:-
It develops the habit of doing prayer, meditation and some spiritual values among school children.
Its helps in inculcating good audience habits like good listening to others respecting other ideas
courtesy towards speakers appreciate attitude among pupils.
Games are said to be mans common heritage along with hunger and thirst. Physical exercise
provides a healthy outlet for surplus energy.
Physical activities also help in developing proper muscular system among the students.
It also provides opportunity for securing mental and moral discipline alertness determination, self
control, team work, loyalty, leadership, sportsman spirit etc.
They represent healthy diversion from school routine. Physical activities have great social
recreational and educational values.
The athletes and games should be a well coordination part of secondary school curriculum.
The programmes should include a well balanced programme of intra annual sports.
COMMUNICATION SKILLS:-
Debate, discussion, seminar and other activities topics for discussion and debate should announce
earlier.
Number of speaker names place date and time of a holding debate should be announce early.
The topic selected for discussion should be current important and thought provoking.
DRAMA:-
Its a playful activity in which creative expression and artistic imitation are combined through this
act he expresses himself and fined.
It provides opportunity for improving speech and other quality of elocution and helps to important
their literacy ability with various subject debates of many types.
SCOUTS AND GUIDES:Literacy activities i.e. essay, poem writing, games and sports.
A) IMPORTANCE OF TEACHER
: Teacher occupied a very important role in the society from the ancient period up to the present
period. Teacher is the person who moulds the personality of the child. Any nations development
mainly depends upon the efficiency of the teacher. Teacher may be compared to a gardener. As
the gardener works hard taking so much points to develop a beautiful garden with colorful
flowers and tasteful fruits. The teacher tries to prepare good and responsible members for the
development of society.
Teacher is the educational parent of the child. Parents give birth to the
child where as the teacher imports knowledge, manners, morals, inspiration to the students.
DEFINITIONS:
3. INTELLIGENT:
He must possess depth in the subject, originality, memory, tactfulness with his intelligence he should
inspire his students. If he is not a lighted candle himself he will never be able to light up the flames in
others.
4. EXPRESSION:
Fluency in expression is a very important quality of a teacher. His voice should be audible to the whole
class, must be clear, pleasant, moderately pitched. His pronunciation must be clear. He should use simple
language and should adjust his voice according to the classroom size.
5. SOCIABILITY:
Teacher should not be an isolated person. He must have great sense of humour, must mix with students,
and love them like a parent. He must have good cordial relation with his colleagues.
6. MENTAL HEALTH AND EMOTIONAL STABILITY:
The teacher must maintain tranquility must avoid pessimism, frustrations, prejudices should be happy,
patient, good tempered and not sensitive.
7. CHARACTER AND MORAL QUALITIES:
Dr Rajendra prasad said teachers own character should be such that there should be no difference
between what they said. What they do. Teaching profession demands high character, perfect morality. He
should follow ethical principle, self control, speak truth, self discipline, he should command respect
through purity of character.
8. THIRST FOR KNOWLEDGE
Rabindranath Tagore said A teacher can never teach unless he is still learning himself. The teacher
should cultivate a thirst for knowledge and a literacy bent of mind. He must be curious to know more
and more. This attitude should be like that of Newton I am only a child, playing in the sand by the
seashore, picking up a pebble here and there with a vast ocean of truth lying undiscovered before me.
9. DEVOTION TO PROFESSION
: Teaching is not profession but a mission. Teacher must consider teaching as a noble and challenging
profession and should not treated as a business. The moto should be once a teacher always a teacher. He
must work with missionary and must shun all the materialistic game.
10. FRIEND; PHILOSOPHER AND GUIDE:
He should mingle with the children and should be a
close friend in their need. The teacher should be
a good philosopher. He must be a broad minded person. He should inspire his students through his
philosophy of life, values and principles. He should guide and lead the pupil whenever need comes.
The ultimate objective is to help student acquire maximum knowledge, favorable attitude and
needed skills.
The skill full teachers keep his class attentive to what is being taught and involves the student in
productive activities.
Shaping the environment takes place gradually in response to the teacher behavior
.
ROLE OF TEACHER:
The main objective of managing instruction is to create a conducive classroom environment so that
students learn and grow in more productive ways.
A teacher has to know how to create conditions in classroom where in the student find it desirable
to learn or maximize students instructional opportunities.
UNDERSTANDING STUDENTS NEED:
Every student attains a class with certain expectation in mind. If they are not cared for by the
teachers then the student turn in attentive, disturb other student or misbehave with the teacher.
An effective teacher pays personal attention to each student.
The non-participative student is to be encouraged to participate by making her ask or answer.
The students are not to be discriminated on the basis of cast, creed, color, sex and economic status.
The teacher has to know their ability levels and assign work accordingly.
A teacher can establish non-threatening and supportive classroom climate to satisfy the students
need.
First teacher training school was established in Sri Rampur near Calcutta in
Bengal . In this school the teachers used to select intelligent and active students
in the higher classes. Teacher used to train the students in teaching skills along
with general skills after school hours.
First Phase The first phase between (1800-1850) during this period normal
school were established in Madras, Bombay & Calcutta. The best school was
Calcutta normal school under Alexandar Duff. He introduced Western teaching
techniques in our country. A model school was attached to it.
Second Phase
The Second Phase between (1850-1900) Woods
Dispatched of 1854 a boost to teach a regulation. It recommended that talented
students, teachers should be selected for training and teacher should be trained to
get permanent job. Basing on this recommendation number of normal schools
were increased in 1892 Hunter Commission came into existence this
commission suggested that the Government should conduct the examination for
the teacher training both in Principal of teaching and teaching practice. Teaching
job should be given for a candidate who has passed the examination. At this
period most of schools were established by Private bodies. There was no control
Third Phase This period between (1900-1950) was crucial period in the
development of teacher education in our country. The Government of India
passed the resolution in 1904 the features of resolution are for the improvement of
quality of teaching in secondary school all the teachers should be trained. The
standard of teachers education should be improved. The period of training for the
elementary school teachers should be atleast 2 years and for graduates it should be
for 1 year to prepare them to teach in secondary schools. The training for
secondary school teachers should be given for status of university course.
Colleges training course should be provided good libraries and Museum. There
should be good relationship between the trained colleges & schools.
3. Thirdly a training colleges are isolated from one another. To remove this
isolation all cadres for institutions must be upgraded and brought under the
control of the universities. Comprehensive colleges of education should be
started in each states. State board of teacher education establish in each states
to take the entire responsibility of T.E seminars and workshop be organized
periodically were staff of different colleges of education can be exchange
experiments. The commission further gave recommendation to improve the
quality of T.E.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
The real teacher is a student all over his life. The teacher should learn throughout his life. Being
education is a dynamic one the teacher improves his knowledge throughout his career and professional
competence. For this he need some opportunity to improve his knowledge in teaching techniques
,operation of new technical teaching aids. For all these activities in-service education helps the teacher a
lot.
INSERVICE PROGRAMMES:
1. SEMINARS: It is a group discussion and research oriented. Seminars can be held on different
educational matters. Usually a report is prepared on the topic and given to the audience in
advance then it is held for discussion and changes.
2. WORKSHOP: There are work oriented, the activities relating to classroom teaching are
undertaking here.
3. REFRESHER COURSES: These are useful to enrich the teachers about the latest
development in education.
4. CONFERENCES: This can be held at district level, state and national level. Here again the
topic like selection of text books, measures taken for educationally backward children are
discussed.
5. GROUP DISCUSSION: Science exhibition, club meeting, faculty meeting etc.
NEED OR IMPORTANCE OF INSERVICE PROGRAMMES:
1. Through in-service programmes there is big chance of continuous improvement. In the words of
Rabindranath Tagore A lamp can never light another lamp unless it continues to burn its own
flame. He should be able to collect latest information about his subject and through the inservice programme.
2. In-service teacher education provides opportunity for teacher to discuss their problems with
other teachers and experts in their subjects. So their doubts are removed and exchange their
opinion on important topics.
3. In-service training is of key importance for the maintenance of standards in the schools.
4. It promotes friendship and belongingness mutual understanding among teaching community. It
develops a sense of security and team spirit.
5. It act as guidance for new teachers to learn various things from experienced teacher during the
process.
AGENCIES FOR conducting INSERVICE PROGRAMMES:
1.
2.
3.
4.
5.
6.
Department of education
D.I.E.T
College of education
Regional institution of education
SCERT(state council for educational research and training)
NCERT(national council for educational research and training)
7. Teacher associations
8. Voluntary societies.
RIE Ajmer
RIE Bhopal
Chhattisgarh, Dadra and Nagar Haveli, Daman and Diu, Goa, Gujarat,
Madhya Pradesh, Maharashtra
RIE
Bhubaneswar
RIE Mysore
NE-RIE
Shillong
The Regional Institutes of Education (RIEs) located at Ajmer, Bhopal, Bhubaneswar and
Mysore cater to the educational needs (pre-service and inservice education) of
teachers/teacher educators in the States and UTs under their jurisdiction. Pre-service
professional training programmes are offered to prepare school teachers for teaching of
different school subjects. These are Regional Resource Institutions for school and teacher
education and they extend assistance in implementing the policies of the States/UTs and
help in monitoring and evaluation of the Centrally Sponsored Schemes.
The North-East Regional Institute of Education (NERIE), Shillong caters to the inservice
educational needs of North-Eastern States as indicated earlier. However, the pre-service
teacher preparation programmes for the North-East Region are still being taken care by
RIE, Bhubaneswar.
RIE Ajmer
RIE Bhopal
RIE Bhubaneswar
RIE Mysore
NE-RIE Shillong
NCERT
1. http://www.riemysore.ac.in/index.php/about-us/rie-mysore
2. http://www.ncert.nic.in/departments/rie.html
To provide training and resources support for the new areas of educational
concern viz. value - orientation , work experience environmental educational,
population, education, population education , educational technology, computer
literacy etc
To develop instructional material and instructional packages for use by the teacher
educational institutions.
The Osmania University, established in 1918, is the seventh oldest in the country, third
oldest in South India and the first to be established in the princely state of Hyderabad.
Though the need for the university for the Hyderabad state was felt, both by the
intelligentia and the people for a long time, the initiative came from a civil servant, Sir
Akbar Hydari, who was then the home Secretary to the State Government. Sir Hydari, in
a memorandum to the education minister in early 1917, emphasized the need to establish
a university of Hyderabad, with Urdu as the medium of instruction as it is the language of
the widest currency in India, official language of the state, and it is a language which is
understood by a vast majority of the population of the state. He believed that higher
education must have its foundations deep in national consciousness.
The propitious moment, however, came a few months later on 26th April 1917 when a
Firman was issued for the establishment of the university.
The Firman also detailed the mission and objectives of the university to be that:
1. The ancient and modern, the oriental and occidental arts and sciences are
synthesized in such a manner that the defects of the present system of education
are rectified.
2. The ancient as well as modern methods of physical, intellectual and spiritual
education are to be fully utilized along worth an effort for the propagation of
knowledge, the moral improvement of the students is regulated on the one hand,
and research work of a higher order in all branches of knowledge is conducted on
the other.
Though the medium of instruction of the University was Urdu an Aryan language, that
has direct kinship with other languages of the country, instruction of English, as a
language, was made compulsory for each student.
On the basic ideas of Osmania University is to achieve an intellectual synthesis of
oriental and occidental learning of the best that has been thought of and said, both in the
East and in the West. Further, it aims at a cultural synthesis (as reflected in its
architectural variety), the development of a national ethos, and the creation of an
academic and social environment in which National Integration is not a nebulous idea
but a tangible reality.
The Osmania University Training College came into existence and started functioning
with effect from 31.8.1928. At that time B.T. Degree was awarded after successful
completion of the programme. In 1947, the college was shifted to the University campus
and was renamed as University College of Education. Under the centrally sponsored
scheme, to strengthen and reorganize teacher education, a number of teacher education
institutions were upgraded to CTE, and a few into IASE centers of excellence, research
and innovations. Accordingly the University college of Education, Osmania University
was upgraded to the status of I.A.S.E. during the year 1996-97. According to the norms
of M.H.R.D., Govt. of India, this Department is renamed as Institute of Advanced Study
in Education (I A S E). A new beautiful, well-equipped building has come up with grants
sanctioned by MHRD.
As per the norms of I.A.S.E., Departmental Committee, Governing Body and Academic
Council meetings are convened regularly and many innovative programmes both inservice and pre-service are organized for the benefit of teachers at all levels.
Not only expand the quantity and quality of secondary school teachers but also reinvent
themselves to proactively integrate with the larger state teacher education system.
Achieving the vision through
Training and academic support to the teachers of secondary and senior secondary
classes in the districts under the CTEs;
Continuous engagement with the schools and teachers to ensure effective training
programs and to capture feedback to strengthen the training further;
Reinventing itself with latest knowledge: Professional development of its own cadres
and seek professional help while planning and execution.
Achieving the vision through
Other CTEs and IASEs
Other colleges that have secondary teacher preparation.
University for curricular reform in pre-service teacher preparation;
Supporting the RMSA in preparing orientation programs and preparing resource
persons.
Developing materials for secondary classes in vernacular languages [handbook,
Work-sheets, supplementary readings for teachers etc.]
CTE activities proposed under CSS
Pre-service and in-service training programs for secondary school teachers.
Need analysis and baseline surveys for teacher needs in trainings and material.
Impact studies to study effect of training in classrooms processes and learning
outcomes.
Prepare implementation guidelines for plan activities including training and projects.
Provide extension and support to schools and other bodies.
Activities under RMSA
The CTEs have to closely plan with the District Education Officer of each of the districts
on the long-term and short-term requirements of secondary school teachers, especially in
the context of RMSA. Careful analysis also has to be done on subject-wise teacher
requirement.
CTEs have to plan meticulously on the training needs of the in-service teachers.
Observing in the State
1. Number of CTEs Are they enough? Are they appropriately located?
2. availability in CTEs of :
faculty (number and quality)
technical and support staff
Infrastructure for trainings (including residential facilities, library,
computers etc.).
Nature of courses carried out:
i) Pre-service:
ii) In-service
Observing in each CTE
(The perspective, content, extent, alignment with the NCF 05 and NCFTE 09);
Time-table, transaction plan and the materials suggested. (Numbers and subjects);
(The perspective, content, extent, alignment with the NCF 05 and NCFTE 09);
Time-table, transaction plan and the materials suggested. (Numbers and subjects);
The Teacher Education Policy in India has evolved over time and is based on
recommendations contained in various Reports of Committees/Commissions on
Education, the important ones being the Kothari Commission (1966), the Chattopadyay
Committee (1985), the National Policy on Education (NPE 1986/92), Acharya
Ramamurthi Committee (1990), Yashpal Committee (1993), and the National Curriculum
Framework (NCF, 2005). The Right of Children to Free and Compulsory Education
(RTE) Act, 2009, which became operational from 1st April, 2010, has important
implications for teacher education in the country.
Legal and Institutional Framework
Within the federal structure of the country, while broad policy and legal framework on
teacher education is provided by the Central Government, implementation of various
programmes and schemes are undertaken largely by state governments. Within the broad
objective of improving the learning achievements of school children, the twin strategy is
to (a) prepare teachers for the school system (pre-service training); and (b) improve
capacity of existing school teachers (in-service training).
For pre-service training, the National Council of Teacher Education (NCTE), a statutory
body of the Central Government, is responsible for planned and coordinated development
of teacher education in the country. The NCTE lays down norms and standards for
various teacher education courses, minimum qualifications for teacher educators, course
and content and duration and minimum qualification for entry of student-teachers for the
various courses. It also grants recognition to institutions (government, government-aided
and self-financing) interested in undertaking such courses and has in-built mechanism to
regulate and monitor their standards and quality.
DIET
District Institute of Educational Training: An Introduction
While all the inputs listed in the preceding paragraph are crucial, the last two are
especially so. About teachers, the Education Commission (1964-66) had observed, of
all the factors that influence the quality of education the quality, competence and
character of teachers are undoubtedly the most significant. But these in turn depend
substantially on the quality of training and other support provided to them. The
importance of the last input mentioned in the preceding para viz. academic and resource
support-can therefore hardly be over-emphasized. Until the adoption of the NPE, this
support in the area of elementary education was being provided largely at the national
and State levels only by institutions like NCERT, NIEPA and SCERTs. Likewise in the
area of adult education, this support was being provided by the Central Directorate of
Adult Education at the national level, and by State Resource Centres (SRCs) at the State
level. Below the State level, there were elementary teacher education institutions but
their activities were confined mostly to pre-service teacher education. The physical,
human and academic resources of most of the institutions were inadequate even for this
limited role. They also tended to adopt teaching practices, which were not in consonance
with the ones they prescribed to prospective teachers. There were certain larger problems
as well e.g. courses of study being out-dated.
By the time of adoption of the NPE, elementary and adult education systems were
already too vast to be adequately supported by national and State level agencies alone.
The NPE implied their further expansion as also considerable qualitative improvement.
Provision of support to them in a decentralized manner had therefore become imperative.
The NPE and POA accordingly envisaged addition of a third-district level-tier to the
support system in the shape of District institutes of Education and Training (DIETs).
With this, expectation would be of wider quantitative coverage as well as qualitatively
better support as these Institutes would be closer to the field, and therefore more alive to
its problems and needs.
Draft guidelines for implementing the DIET component were circulated to States in
October 1987 and have, together with certain subsequent circulars, formed the basis for
its implementation so far. Till October 1989, Central assistance had been sanctioned
under the Scheme for setting up a total of 216 DIETs in the country.
The present document purports to consolidate, amplify and revise the existing
guidelines in regard to DIETs. With this, all earlier guidelines on the subject would stand
superseded.
DIETs: Mission and Role
With the background given in the preceding sections, a DIETs Mission could be briefly
stated in the following terms: To provide academic and resource support (vide para 1.5) at the grass-roots level for the
success of the various strategies and programmes being undertaken in the areas of
elementary and adult education, with special reference to the following objectives: A DIET will have functions, viz.
Functions of a DIET
The context, mission and role of the DIETs have been discussed in the preceding Chapter.
Their functions, as spelt out in the POA, have been quoted in Annex 2. These could be
re-stated as follows:Training and orientation of the following target groups:Elementary school teachers (both pre-service and in-service education).
(i)
(ii)
(iii)
(iv)
Functions
The institute has three main functions via:
1. Training (two year diploma) in Elementary Teacher Education under Pre-service
as well as in-service training of elementary school teachers, Headmasters, head of
school complexes and officers of education deptt., Teachers of learning centers,
instructors and supervisors of non-formal & adult education, members of DBE
and Village Education Committees (VEC), community leaders, CRC / ZRC heads
and resource persons engaged in conducting above mentioned programmes.
2. Academic and Resource support to the elementary and adult Education system in
the district in other ways e.g. by
a. extension activities and interaction with the fields,
b. provision of services of a resource and learning centre for teachers and
instructors
c. development of locally relevant materials teaching aids. Evaluation tools
etc, and
d.
serving as an evaluation centre for Elementary schools and programmes of
NFE / AE.
Policies and practices in teacher education
The National Curriculum Framework (NCFTE) places different
demands and expectations on the teacher, which need to be addressed
both by initial and continuing teacher education. The importance of
competent teachers to the nations school system can in no way be
overemphasized. It is well known that the quality and extent of learner
achievement are determined primarily by teacher competence,
sensitivity and teacher motivation. It is common knowledge too that
the academic and professional standards of
teachers constitute a critical component of the essential learning
conditions for achieving the educational goals.
The NCFTE has described the current concerns of teacher education as
follows:
Experiences in the practice of teacher education indicate that
knowledge is treated as given, embedded in the curriculum and
accepted without question; there is no engagement with the
curriculum.
Curriculum, syllabi and textbooks are never critically examined by the
student teacher or the regular teacher.
Language proficiency of the teacher needs to be enhanced, but
existing programmes do not recognize the centrality of language in the
curriculum.
Teacher education programmes provide little scope for student
teachers to reflect on their experiences.
UNIT VI. UNIVERSALIZATION OF SECONDARY EDUCATION
6.1 constitutional provisions, policies and programmes of secondary education
India's education system is divided into different levels such as pre-primary level,
primary level, elementary education, secondary education, undergraduate level and
postgraduate level. TheNational Council of Educational Research and Training (NCERT)
is the apex body for curriculum related matters for school education in India. The NCERT
provides support and technical assistance to a number of schools in India and oversees
many aspects of enforcement of education policies. In India, the various curriculum
bodies governing school education system are:
The state government boards, in which the majority of Indian children are
enrolled.
The Central Board of Secondary Education (CBSE). CBSE conducts two
examinations, namely, the All India Secondary School Examination, AISSE
(Class/Grade 10) and the All India Senior School Certificate Examination,
AISSCE (Class/Grade 12).
The Council for the Indian School Certificate Examinations (CISCE). CISCE
conducts three examinations, namely, the Indian Certificate of Secondary
Education (ICSE - Class/ Grade 10); The Indian School Certificate (ISC - Class/
Grade 12) and the Certificate in Vocational Education (CVE - Class/Grade 12).
India. Recently the Indian government has launched Saakshar Bharat Mission for
Female Literacy. This mission aims to bring down female illiteracy by half of its present
level.
The government of India is taking many positive steps to turn the education vocational
and job oriented. Recently the duration of Graduation in Delhi University has been turned
off 4 years from 3 years. Moreover government is taking lots of steps to promote small
vocational institutes which provides job oriented courses like aviation related or travel &
tourism related courses to name few examples.
The Economist reports that half of 10-year-old rural children could not read at a basic
level, over 60% were unable to do division, and half dropped out by the age 14.
An optimistic estimate is that only one in five job-seekers in India have ever had any sort
of vocational training. However, this figure is likely to be much higher in 2013.
Government Initiatives
National Vocational Qualification Framework: To stimulate and support reforms in
skills development and to facilitate nationally standardized and acceptable, international
comparability of qualifications, a National Vocational Qualifications Framework is
being established by the Central Government. Central Advisory Board of Education
(CABE) has resolved to set up an inter-ministerial group which would also include
representatives of State Governments to develop guidelines for such a National
Framework.
The unified system of national qualification will cover schools, vocational education and
training institutions and higher education sector. NVQF will be based on nationally
recognized occupational standards which details listing of all major activities that a
worker must perform in the occupation or competency standards a detailed listing of the
knowledge, skills and attitude that a worker should possess to perform a task written by
the particular employment-led sector skills council.
The National Skill Development Policy 2009 has proposed the following features for the
framework:a) Competency based qualifications and certification on the basis of nationally agreed
standards and criteria;
b) Certification for learning achievement and qualification;
c) A range of national qualification levels based on criteria with respect to
responsibility, complexity of activities, and transferability of competencies;
Fully inclusive schools, which are rare, no longer distinguish between "general
education" and "special education" programs; instead, the school is restructured so that
all students learn together.[3]
a student with severe attention difficulties or extreme sensory processing disorders might
be highly distracted or distressed by the presence of other students working at their desks.
Inclusion needs to be appropriate to the child's unique needs.
Most students with special needs do not fall into these extreme categories, as most
students do attend school, are not violent, do not have severe sensory processing
disorders, etc.
The students that are most commonly included are those with physical disabilities that
have no or little effect on their academic work (diabetes mellitus, epilepsy, food
allergies, paralysis), students with all types of mild disabilities, and students whose
disabilities require relatively few specialized services.
Bowe says that regular inclusion, but not full inclusion, is a reasonable approach for a
significant majority of students with special needs.[5] He also says that for some students,
notably those with severe autism spectrum disorders or mental retardation, as well as
many who are deaf or have multiple disabilities, even regular inclusion may not offer an
appropriate education.[5] Teachers of students with autism spectrum disorders sometimes
use antecedent procedures, delayed contingencies, self-management strategies, peermediated interventions, training and naturalistic teaching strategies.[20
A combination of inclusion and pull-out (partial inclusion) services has been shown to be
beneficial to students with learning disabilities in the area of reading comprehension, and
preferential for the special education teachers delivering the services.[24]
Inclusive education can be beneficial to all students in a class, not just students with
special needs. Some research shows that inclusion helps students understand the
importance of working together, and fosters a sense of tolerance and empathy among the
student body
entitlement) to get a quality elementary education, and that the State, with the help of
families and communities, fulfils this obligation.
Few countries in the world have such a national provision to ensure both free and childcentred, child-friendly education.
All children between the ages of 6 and 14 shall have the right to free and compulsory
elementary education at a neighborhood school.
There is no direct (school fees) or indirect cost (uniforms, textbooks, mid-day meals,
transportation) to be borne by the child or the parents to obtain elementary education. The
government will provide schooling free-of-cost until a childs elementary education is
completed.
The landmark passing of the Right of Children to Free and Compulsory Education (RTE)
Act 2009 marks a historic moment for the children of India. For the first time in Indias
history, children will be guaranteed their right to quality elementary education by the
state with the help of families and communities.
The Right of Children to Free and Compulsory Education (RTE) Act 2009 stipulates that
private schools reserve 25 per cent of seats at the entry level for children belonging to
disadvantaged groups and weaker sections.
The Central Act originally defined a child belonging to a disadvantaged group as one
belonging to a Scheduled Caste, Scheduled Tribe, socially and educationally backward
class or such other group facing disadvantage owing to social, cultural, economic,
geographical, linguistic, gender or other similar factors.
Mentally and physically challenged children, entitled to free education in special schools,
were included in the definition through an amendment last year
UNIT VII EQUITY AND EQUALITY IN EDUCATION
Gender equity and issues concerned
Education for All: national and international initiatives
Educational Initiatives in India
(Based on Education for All: National Plan of Action, INDIA by the Department of
Elementary Education and Literacy, Ministry of Human Resource Development,
Government of India, New Delhi)
1. Andhra Pradesh Enduring Initiatives for Achieving Education For All (EFA)
MAABADI (Our School):
The MAABADI scheme was formulated in order to give access to all children in the age
group of 6-11 years, even in small habitations with a population of 100-200. Government
provides assistance to local communities to engage community instructors wherever there
are at least ten learners. Assistance is also provided for training the community
instructors. So far 1200 MAABADIs have been set up.
Akshara Sankranthi Program:
In Andhra Pradesh, the most significant change is the strengthening of the self-help group
(SHG) movement, and common interest groups have been formed around a variety of
activities, ranging from thrift to management of forest resources. Keeping in view these
developments, it was decided to take up a program of revitalizing Continuing Education
Centers, focusing on SHGs.
2. Madhya Pradesh Head Start
The Rajiv Gandhi State Mission in Madhya Pradesh has introduced a project on a pilot
basis for using computers to improve the quality of teaching in rural elementary schools
through indigenous customized educational software. A total of 2,358 teachers have been
given training in computer-enabled education.
3. Himachal Pradesh Gyankalash
The District Primary Education Program in Himachal Pradesh, in collaboration with All
India Radio, Shimla, has started a 15-minute bi-weekly program called Gyankalash to
provide academic support to primary teachers. The program helps in improving the
teachers access to knowledge, especially those in remote areas, as it is impossible to
reach them through conventional means.
4. Karnataka Nali Kali
The Nali Kali program in Karnataka was introduced in privately managed schools in
1999. Under the program, learning takes place in an interactive situation in accordance
with age-wise competency. Children are divided into groups and they master one level of
competency, then move to another group to learn the next level of competency. Children
learn at their own pace and the move from one level of competency to another is not
dependent on the whole groups learning achievement. All teaching-learning processes
involve songs, games, survey, story-telling and use of educational toys. This method
effectively eliminates the formal system of roll calls, examinations, promotions, ranking
all these now deemed unhealthy at least between the ages of 5 and 14.
5. Uttaranchal Balwadis: An Innovative Approach for Early Childhood Care and
Education (ECCE) Community Empowerment
Supported by the Department of Education, Ministry of Human Resource Development,
Government of India, the balwadis of Uttarakhand Seva Nidhi Paryavaran Shiksha
Sansthan, Almora aim at providing a quality ECCE program to 3-6 years old children in
remote, economically poor Himalayan villages in Uttaranchal.
6. Tamil Nadu Mid-day Meal Scheme
The state achieved another milestone in 1982 with the launch of the Nutritious Meal
Program for schoolchildren in classes I to X. This program is being implemented through
Nutritious Meal Centers located in schools, and all children who are willing to enroll are
fed. During 2001-02, 5.80 million children were enrolled for the Mid-day Meal Scheme.
7. Uttar Pradesh Shiksha Mitra Yojana: Calling Women Teachers
In order to meet the increasing demand for primary school teachers, especially female
teachers, the Government of Uttar Pradesh has started the Shiksha Mitra Yojana, whereby
local persons are recruited as teachers for primary schools by the village education
committees. These teachers are called Shiksha Mitras.
9. PRATHAM: Every child in school and learning well
Pratham was first established in Mumbai in 1994 as a public charitable trust by the
Commissioner of the Municipal Corporation of Greater Mumbai, UNICEF and several
prominent citizens. Since then the Pratham initiative has spread to 26 cities and five rural
districts in 9 states around the country. On a daily basis, Pratham programs reach over
200,000 children. The Pratham concept is simple. The objective is to bring every child to
school and help them to learn well. Based on an understanding of the local context,
community- as well as school-based programs run by young women from the local
community work towards achieving these goals. The organization is based on a triangular
partnership: corporate sector and other funding sources, government and citizens.
10. Shree Ramakrishna Ashram, Kalahandi, Orissa
Shree Ramakrishna Ashram is a non-political, non-profit making voluntary organization
engaged in the upliftment and welfare of the downtrodden, under the guidance of senior
monks of the Shree Ramakrishna discipline.
PRIORITY ACTION AT WORLD LEVEL
The world community has a well - established record of coop e rat ion in education and
development. However, international funding f or e ducat i on stagnated during the early
1980s; at the same time, many countries have been handicapped by growing debt burdens
and economic relations hips t hat channel their financial and human resources to
wealthier countries. Because concern about the issues in basic education is shared by
industrialized and developing countries alike, intern a t ional co-operation can provide
valuable support for national effort s and regional act ions to implement t he expanded vi
s ion of basic Education
for Al l. Ti m e , energy, and funding directed to basic education a re per haps the most pr
o found investment in people and i n t he f u t u re of a country which can be made; the re
is a clear need and strong moral and economic argument for international solidarity
Increased international funding is needed to help the less developed countries implement
their own autonomous plans of action in line with the expanded vision of basic Education
for All. Genuine partnerships characterized by co-operation and joint long-term
commitments will accomplish more and provide the basis for a substantial increase in
overall funding for this important sub-sector of education. Upon government s '
re q u e s t , multilateral and bilateral agencies should focus on support i n g
priority actions, particularly at the country level (see section I), in are a s
such as the following :
a . The design or updating of national and sub national multi sectoral plans of action
which will need to be elaborated very early in the 1990s. Both financial and technical
assistance are needed by many developing countries , particularly in collecting and
analyzing dat a , as well as in organizing domestic consultation s .
b. National efforts and related inter- c o u n try co-operation to attain a sat i s factory level
of quality and relevance in primary education. Experiences involving the part i c i p ation
of families , local communities , and nongovernmental organizations in increasing the re l
evance and i m p roving the quality of education could profitably be shared among
countries .
c. The provision of universal primary education in the economically poorer countries.
International funding age n c i e s should consider negotiating arrangements to provide
long term support , on a case-by-case basis, to help countries move toward universal
primary education according to their timetable. The external agencies should examine
current assistance practices in order to find ways of effectively assisting basic education
programmes.
7.1 Census 2011: Trends in population and literacy rates
2011
Difference
India
102.9
121.0
18.1
Rural
74.3
83.3
9.0
Urban
28.6
37.7
9.1
For the first time since Independence, the absolute increase in population is more in
urban areas that in rural areas
Rural Urban distribution: 68.84% & 31.16%
Level of urbanization increased from 27.81% in 2001 Census to 31.16% in 2011 Census
The proportion of rural population declined from 72.19% to 68.84%.
Growth Rate of Population (in %)
1991-2001
2001-2011
Difference
India
21.5
17.6
-3.9
Rural
18.1
12.2
-5.9
Urban
31.5
31.8
+0.3
The slowing down of the overall growth rate of population is due to the sharp decline in
the growth rate in rural areas, while the growth rate in urban areas remains almost the
same.
Sex Ratio
2001
2011
Difference
India
933
940
+7
Rural
946
947
+1
Urban
900
926
+26
Overall
2001
2011
Difference
0-6 years
India
927
914
-13
Rural
934
919
-15
Urban
906
902
-4
Literacy Rates (in %)
2001
2011
Difference
Overall
India
64.8
74.0
+9.2
Rural
58.7
68.9
+10.2
Urban
79.9
85.0
+5.1
The improvement in literacy rate in rural area is two times that in urban areas.
The rural urban literacy gap which was 21.2 percentage points in 2001, has come
down to 16.1 percentage points in 2011.
Literacy Rate (in %)
2001
2011
Difference
Males
India
75.3
82.1
+6.8
Rural
70.7
78.6
+7.9
Urban
86.3
89.7
+3.4
Females
India
53.7
65.5
+11.8
Rural
46.1
58.8
+12.7
Urban
72.9
79.9
+7.0
Population Highlights
Out of the total of 1210.2 million population in India, the size of Rural population is
833.1 million (or 68.84% of the Total Population)
Urban population 377.1 million (or 31.16%)
During 2001 2011 the population of the country increased by 181.4 million
Increase in Rural areas: 90.4 million
Increase in Urban areas: 91.0 million.
Sex Ratio
Visibility of women has increased both in Rural and Urban areas.
The Sex Ratio in the country has risen from 933 in 2001 to 940 in 2011
For Rural Areas in the country as a whole there has been an increase by only 1 point
from 946 in 2001 to 947 in 2011
In Urban areas there has been an appreciable gain of 26 points from 900 in 2001 to 926
in 2011
In 10 States & UTs Urban Sex Ratio is higher than the Rural Sex Ratio in Census 2011.
This includes Tamil Nadu, Kerala and NCT Delhi.
Literacy Rate - Census 2011
Residence
Sex
2001
2011
Change
Rural
Persons
58.74
68.91
+ 10.17
Males
70.70
78.57
+ 7.87
Urban
Females
46.13
58.75
+ 12.62
Persons
79.92
84.98
+ 5.06
Males
86.27
89.67
+ 3.4
Females
72.86
79.92
+ 7.06
Curriculum
Remedial measures
clarion call for attending to the specific needs of those who have been denied equality so
far.
Incentives to indigent families to send their children to school regularly till they
reach the age of l4.
Pre-matric Scholarship scheme for children of families engaged in occupations
such as scavenging, flaying and tanning to be made applicable from Class I
onwards: All children of such families, regardless of incomes, will be covered by
this scheme and time-bound programmes targeted on them will be undertaken;
.
Constant micro-planning and verification to ensure that the enrolment, retention
and successful completion of courses by SC students do not fall at any stage, and
provision of remedial courses to improve their prospects for further education and
employment; *
Recruitment of teachers from Scheduled Castes;
Provision of facilities for SC students in students hostels at district headquarters,
according to a phased programme;
Location of school buildings, Balwadis and Adult Education Centres in such a
way as to facilitate full participation of the Scheduled Castes;
The utilization of N.R.E.P. and R.L.E.G.P. resources so as to make substantial
educational facilities available to the Scheduled Castes; and
Constant innovation in finding new methods to increase the participation of the
Scheduled Castes in the educational
The Education of Scheduled Tribes
Priority will be accorded to opening primary schools in tribal areas. The
construction of school buildings will be undertaken in these areas on a priority
basis under the normal
Funds for education
The socio-Cultural milieu of the STs has its distinctive characteristics including,
in many cases, their own spoken languages. This underlines: the need to develop
the curricula and devise instructional materials in tribal languages at the
Educated and promising Scheduled Tribe youths will be encouraged and trained
to take up teaching in tribal areas.
Residential schools, including Ashram Schools, will be established on a largescale.
Incentive schemes will be formulated for the Scheduled Tribes, keeping in view
their special needs and life styles. Scholarships for higher education will
emphasize technical, professional and Para-professional courses. Special remedial
courses and other programmes to remove the psycho-social impediments will be
provided to improve their performance in various courses.
Article 45 and Primary Education for All Children the ideal of equality of
educational opportunity is clearly reflected in the constitution of free India. Art.
45 of the Directive Principles of State Policy clearly demands that every, state
shall endeavour to provide for compulsory primary educationiory until they attain
the age of fourteen years. Since then the states have been working hard to fulfill
this direction,
have often been used synonymously (Adams, 1993). Considerable consensus exists
around the basic dimensions of quality education today, however,
Quality education includes:
Learners who are healthy, well-nourished and ready to participate and learn,
and supported in learning by their families and communities;
Environments that are healthy, safe, protective and gender-sensitive, and
provide adequate resources and facilities;
Content that is reflected in relevant curricula and materials for the acquisition
of basic skills, especially in the areas of literacy, numeracy and skills for life,
and knowledge in such areas as gender, health, nutrition, HIV/AIDS
prevention and peace;
Processes through which trained teachers use child-centred teaching
approaches in well-managed classrooms and schools and skilful assessment to
facilitate learning and reduce disparities;
Outcomes that encompass knowledge, skills and attitudes, and are linked to
national goals for education and positive participation in society.
This definition allows for an understanding of education as a complex system embedded
in a political, cultural and economic context. It is important to keep in mind educations
systemic nature, however; these dimensions are interdependent, influencing each other in
ways that are sometimes unforeseeable.
This definition also takes into account the global and international influences that propel
the discussion of educational quality (Motala, 2000; Pipho, 2000), while ensuring that
national and local educational contexts contribute to definitions of quality in varying
countries (Adams, 1993). Establishing a contextualized understanding of quality means
including relevant stakeholders. Key stakeholders often hold different views and
meanings of educational quality (Motala, 2000; Benoliel, OGara & Miske, 1999).
Indeed, each of us judges the school system in terms of the final goals we set for our
children our community, our country and ourselves (Beeby, 1966).
Definitions of quality must be open to change and evolution based on information,
changing contexts, and new understandings of the nature of educations challenges. New
research ranging from multinational research to action research at the classroom level
contributes to this redefinition.
Systems that embrace change through data generation, use and self-assessment are more
likely to offer quality education to students (Glasser, 1990). Continuous assessment and
improvement can focus on any or all dimensions of system quality: learners, learning
Cause and effect diagram A cause and effect diagram is used to analyse relationships
between a given effect and potential cause. The many potential causes are organised into
major categories and subcategories. The final diagram looks like a skeleton of a fish, also
known as fishbone diagram. The procedure for preparing the diagram is:
define the effect clearly and concisely
identify major categories of possible causes, including people, methods and
procedures, measurements, materials, equipment, environment, data and information
system
begin to construct the diagram: effect is in a box on the right-hand side of the fish
bone and major categories as feeders to the effect.
continue to obtain hierarchical skeleton diagram, as described in ISO 9004-4 standard.
Flowchart and tree diagram
A flowchart is a pictorial representation of the steps in a process. It helps to understand
how a process actually works (or how it should work). A tree diagram is used to show
relationships between a topic and its component elements. Ideas generated by
brainstorming or presented with affinity diagrams can be converted into tree diagrams to
show logical and sequential links.
Control chart
A control chart is used to determine when a process needs to be adjusted or may be left as
is. It is also used to confirm an improvement to a process. The control chart methodology
is based on statistics and to guarantee reliable results, ISO 7870 and ISO 8258 standards
should be consulted.
Histogram and
A histogram is used to display the pattern of variation of a process. This may help to
make decisions on where to focus improvement efforts.
Pareto diagram
A Pareto diagram is used to display the contribution of each item to the total effect in
order of importance. It helps to rank improvement opportunities.
Scatter diagram
A scatter diagram is a graphical technique for studying the relationship between two
associated sets of data (e.g. (x,y)). Each point (x,y) is plotted as a point on an x-y plane
and the set of points will form two-dimensional cloud of points. The relationship between
the associated sets of data are inferred from the shape of the cloud.
Apart from the above certain specific tools are also used like:
Anecdotal Record: It is used to assess the past behaviour of the students.
Rating scale : It is used to classify opinions and judgements regarding
situations, objects etc
Aptitude: They are used to measure the potential performance and special
ability of students.
Inventories: They are used to assess expression of individuals through
questionnaires, etc.
Teacher Made and Standardized Tests: these are used to measure in numerical
terms the attainment of students in various school subjects.
implementing society for Sarva Shiksha Abhiyan., SSA has been identified as the main
vehicle to implement provisions of the RTE Act after the passage of Act.
Objectives
All children should be enrolled in regular schools.
All children complete eight years of elementary schooling.
Focus on elementary education of satisfactory quality with emphasis on education for
life.
Bridge all gender and social category gaps at elementary education level.
Education is a fundamental right, which leads to achieve the goal of Education for All.
Over the years, efforts have been made at the state and national level to achieve this goal.
As per Article 45 of the Constitution of India, Universalisation of Elementary Education
is a Directive Principle of State Policy that undelines the need to provide free and
compulsory education for all children up to the age of 14 years. As per Article, 21A and
93rd Constitutional Amendments 2009, Education has become a fundamental right. This
article spells out the responsibility of the state for providing free and compulsory
education to all children from the age of 6 to 14 years. This article has stated the
constitutional position of right to education in our country.
To make effective and meaningful implementation of this obligation, elementary
education was brought under Sarva Siksha Abhiyaan (SSA) to universalize elementary
education. Similarly secondary education has been brought under the flagship Rashtriya
Madhyamik Siksha Abhiyaan Programme (RMSA). These two schemes aim to
strengthen school education in terms of access, enrolment, retention and quality.
The Government is committed to achieve total literacy by 2015 and for this several
schemes have been initiated for bringing about both quantitative and qualitative
improvement. The department provides schooling facility to school aged population of
1.33 crore children.
Rashtriya Madhyamik Shiksha Abhiyan
Rashtriya Madhayamik Shiksha Abhiyan is a new Centrally Sponsored Scheme. This
project is being implemented from the academic year 2009-10 onwards in our State. The
main objective of this scheme is to provide access to Quality Secondary Education for
children in the 14 to 18 years age group.
School Annual Grants
All Secondary Schools are providing annual grants to schools to meet school
maintenance expenditures like lab consumables Science and Maths Kits, Electric charges,
purchase of Library periodicals and other items to achieve objectives of RMSA.
Civil Works
Infrastructure strengthening facilities such as provision of two additional class rooms, one
Science Laboratory, one Library, one computer room, one Art/craft room and Girls toilet
blocks and Drinking water facilities each were sanctioned to 487 Secondary Schools. 195
school works out of 487 schools were completed and the remaining 292 civil works are
under progress.
In-service Teacher Training
Quality improvement has a significant impact on enrolment and retention of children in
schools. Secondary Schools Teachers are given in-service Training (Residential) for 5
days to improve the level of their teaching methods and improve the overall quality of
teaching. 57,103 teachers were trained during 2011-12.
About 9569 School Assistants posts were sanctioned during the year 2011-12 to achieve
the targets of the RMSA, improve the quality of education and to maintain the Teacher
Pupil ratio in Secondary Schools.
Quality Improvement
SSA has been able to strengthen a range of inputs that impact on quality, especially at the
primary stage. 19 States have undertaken curriculum renewal and textbook development
work in the past 5years. About 6 lakh teachers have been recruited with SSA financial
support. Each year 20-25 lakh teachers receive 10-20 days in-service training. This is a
significant achievement. Free textbooks are being provided to about 5.5 cr. girls, SC and
ST students from classes I to VIII. The academic support arrangements at block and
cluster level are in place throughout the country. A variety of students assessments
systems are being implemented across the country. About 10000 schools are
implementing computer aided learning strategies. A wide range of innovative learning
enhancement programmes are being tried out in several States and UTs. A National
Resource Group and two Sub- Missions on quality issues are guiding the quality agenda
at the national level.
As mentioned in the introduction, the thrust of SSA implementation in the 11th Plan has
to be on
quality improvement within an overall framework of equity. This changed role must be
reflected in the work of the SSA society and structures down the line from the State to the
cluster level and has to be internalized at the earliest. A major thrust on quality
improvement can be implemented if key SSA personnel are able to devote most of their
time on quality issues.
The National Curriculum Framework, 2005 and the syllabi prepared by NCERT have
provided a
MISSION
1) To arrange for periodic assessment and accreditation of institutions of higher
education or units thereof, or specific academic programmes or projects;
2) To stimulate the academic environment for promotion of quality of teachinglearning and research in higher education institutions;
3) To encourage self-evaluation, accountability, autonomy and innovations in higher
education;
4) To undertake quality-related research studies, consultancy and training
programmes, and
5) To collaborate with other stakeholders of higher education for quality evaluation,
promotion and sustenance.
1. Guided by its vision and striving to achieve its mission, the NAAC primarily
assesses the quality of institutions of higher education that volunteer for the
FUNCTIONS OF NAAC
1) Classifying the Universities/colleges based on the assessment of functioning &
the curricula taught.
2) Creating an academic atmosphere in these institutions & thereby promoting
Qualitative research & teaching.
3) Rendering of guidance to these institutions as regards their educational
objectives in relation to the changing global educational situation.
4) Promotes the concepts of better administrative/management & the daily
functioning of these colleges/universities.
5) To provide proper coordination between the administrative, principal,
teachers etc & intimate a cordial & healthy relationships.
Education plays a vital role in the development of any nation. Therefore, there is a
premium on both quantity (increased access) and quality (relevance and excellence of
academic programmes offered) of higher education. The NAAC has been set up to
facilitate the volunteering institutions to assess their performance via set parameters
through introspection and a process that provides space for participation of the institution.
The QUALITY of higher education should encompass 4 components i.e., FOUR Es
The accreditation status is valid for FIVE YEARS from the date of approval by the
Executive Committee of the NAAC
NCTE (National Council for training education).
It is an advisory body for central and state government of all matters for training
to education Kothari Commission has recommended to establish NCTE to improve the
quality of teacher education.
CABE (Central advisory board of education) approved this proposal in 1972. In
1973 NCTE was formed by the Government of India in 1993 NCTE became autonomous.
Aims of NCTE
1. Improvement of quality and curriculum of teacher education based on modern
methods and techniques.
2. Looking for proper implementation of modernized curriculum of teacher
education.
3. Prescribed the norms for teacher training institution and ensuring their
implementation by assuring the authority for their reorganization or acceleration.
organized activities that have significant bearing in improving the quality life
and well being of citizens of India.
UNIT IX- POPULATION EDUCATION
9.1 meaning, nature , scope and significance of Population Education?
A. Population Education-meaning
There will be two aspects in Population Education- 1. Implementation of
various methods to limit the population and 2. Providing information to people
about the merits and demerits of limited and unlimited family Taylor and
Daniel.
It deals with various demographic aspects such as composition and
structure of people, population dynamics and social, political and economic
implications of population trends. It aims at making students aware of the
relationship between the population situation and various aspects of national
development. Population education enables the students to be aware of the
process and consequences of the population growth on the quality of our lives and
the environment. The child also knows the causes and consequences of population
increase at local, national and global level. It is now realized that population
education is the only panacea for all our population and educational ills. To save
ourselves from starvation and extinction, to make our lives worth living. NCERT
has organized a workshop as population education. The workshop has identified
the following topics for inclusion in the population education.
1)
2)
3)
4)
Every married woman must have a desire of becoming mother. Society criticizes
the women who are not having children. So with this reason every married woman
desires to have children.
10. Poverty
Due to poverty the backward classes and labour class people desires to have more
children to help in their work. These children become the sources of income to their
parents by working in the small scale industries.
11. Migration
In rural areas we are not finding more employment facilities. So, they are
migrating to urban industrial areas and developed districts.
Consequences of Population Growth
1. Socio economic problems
The more important socio economic problems created by population explosion are
uncontrolled growth of population may result in social conflicts, tensions and disturb the
fabric of social order.
2. Population & economic effects
The consequences of population growth on the development process of the
developing countries are different. Their economies are poor, capital scare, and
labour- abundant.
3. Population and employment
A rapidly increasing population plunges the economy into mass
unemployment and under-employment. As population increases there is depletion
of natural resources leading to unemployment. The result is increase in labour
force, unemployment and underemployment.
4. Population And Social Infrastructure
Rapidly growing population necessitates large investment in social
infrastructure and diverts resources from directly productive assets. The rapid increase in
school-age population and the expanding number of labour force put ever-greater
pressure on education and retard improvement in the quality of education.
5. Population Growth And Environment
Increased population, leading to migration to cities, unplanned
urbanization, conversion of cultivable land into houses, loss of vegetation, heavy
vehicular traffic of buses, other transport exhausts and wastes, noise and sound pollution
Specialized public or private institutions should provide Govt decisionmakers with primary
sources of information on social, economic and
environmental issues, which they need for policy
formulation.
2. Public interaction, Debate or consultations are to be planned to generate
excellent source of
Information and treatment of Economic, Cultural and
Environmental issues.
3. Separate departments are to be established for formulating policies and train
people in
Environmental safe guards, Pollution prevention procedures, and
health and safety protocols.
4. Information or technological possibilities (combination of physical and human
capital, use of resources, opportunities to reduce waste and environmental
impact) should be collected with a
view to gain efficiency and competitiveness.
Agenda 21, adopted at the Rio Summit in 1992, Advocates the following
measures to achieve sustainable development.
1. Make environment and development education available to people of all ages.
2. Incorporate the concepts of environment and development into all educational
programmes with analysis of the causes of major issues.
3.
Special emphasis should be laid on the training of decision makers.
4. Involve school children in local and regional studies on environmental health,
including safe drinking water, sanitation, food and the environmental and
economic impacts of
resource use.
According to agenda 21, the world needs a flexible and adaptable work
force, equipped to meet growing environment and development problems and
changes during the transition to a sustainable society. The countries should
a) Setup training programmes for school and university graduates to help them
achieve sustainable
livelihoods.
b) Encourage all sectors of the society including industry, Universities,
Governments, NonGovernmental organizations and community organizations
to train people in Environmental management.
c) Work with the media, Theatre groups, and Entertainment and Advertising
agencies to promote a
more active public debate on the environment.
d) Bring indigenous peoples experience and understanding of Sustainable
development into
education and training.
i.)
1. In all the five-year plans population policy was given due recognition.
2. In the fourth and fifth plans the shift is on integration of family planning
with the minimum needs programme.
3. In the seventh plan immunization was given importance along with oral
re-hydration therapy and safe motherhood programmes as the components
of the family welfare.
4. In the eight plan focus was on HIV/AIDS, immunization schedules,
reproductive and child health, empowerment of women. Ninth plan
witnessed the population policy 2000.
Swaminathan Committee Report, 1994
The Swaminathan Committee prepared the draft population policy,
1994 which is considered to be pronature, pro- women, pro- poor and pro
democracy. The goal is
Reduction in the incidence of marriage of girls below the age of 18 years to zero.
Universal immunization of children.
ii.)
National Population Policy 2000
The immediate objective of the NPP is to address the unmet needs
of contraception, health infrastructure, and health personnel and to provide
integrated service delivery for basic reproductive and child health care
which includes.
1. In all the five-year plans population policy was given due recognition. For example
in the first five-year plan family planning programme was adopted on a modest scale
with clinical approach; in the second and third plan emphasis shifted from clinical
approach to extension approach where family planning education was considered a
way to improve the quality of life.
2. In the fourth and fifth plans the shift is on integration of family planning with the
minimum needs programme. The goal was to provide minimum public health
facilities with family planning and nutrition of children, pregnant women and
lactating mothers. During sixth plan the targets were fixed for reducing infant
mortality rate and increase the percentage of eligible couple protection rate from 27 in
1978 to 60 in 1984-85.
3. In the seventh plan immunization was given importance along with oral rehydration therapy and safe motherhood programmes as the components of the family
welfare.
4. In the eight plan focus was on HIV/AIDS, immunization schedules, reproductive
and child health, empowerment of women. Ninth plan witnessed the population
policy 2000. The reduction in the population growth rate continues. Lastly in the tenth
plan the emphasis was laid on health care, family welfare and disease control totally
free of cost with reduction of decadal growth rate of population between 2001-2011
to 16.2.
iii.)
Swaminathan Committee Report, 1994
The Swaminathan Committee prepared the draft population policy, 1994 which is
considered to be pronature, pro- women, pro- poor and pro democracy. The goal is
Reduction in the incidence of marriage of girls below the age of 18 years to zero.
Universal immunization of children.
iv.)
National Population Policy 2000
The National Population Policy, 2000 recognizes that the most effective development
policies are those, which are socially just and focuses the well being of all people.
The immediate objective of the NPP is to address the unmet needs of contraception,
health infrastructure, and health personnel and to provide integrated service delivery
for basic reproductive and child health care which includes.
UNIT-X-ENVIRONMENTAL EDUCATION
Meaning, definition, importance and objectives of environmental Education
Definition:
According to the 1996 reports assessing environmental education in United States define
environmental education as follows:
It is a learning process that increases peoples knowledge and awareness about the
environment and associated challenges develop the necessary skills and expertise to
address these challenges and fosters attitudes, motivation and commitments to make
informed decisions and take responsible action.
According to UNESCO seminar at Jammi 1976 Environmental Education is defined as
follows: It is a way of implementing the goals of Environmental Protection. It is not a
separate branch of science or field of study. It should be carried out according to the
principles of life long integral Education.
Meaning:- Enivironment education refers to the branch of experiential education that is
focus on teaching the student about the natural world and their relationship. It focuses on
the way human system impact the environment the way the environment in turn impact
human society.
Objectives of environment education
1:- Participation
2:_ Knowledge
3:- Value
4:- Skills
5:- Awareness
The objectives of Environmental Education in India are as follows:
To enable the child to use his own Environment as a source of stimulus for
learning, by
developing awareness in the child about the various
features of his immediate
Environment.
To help social groups and individuals developed knowledge and gain a
variety of experiences besides acquiring a basic understanding of the
environment and problems
associated with it.
To enables the children and other social groups acquire a set of values and
feelings of
concern for the environment by developing a scientific
attitude in them.
To acquire skills for identifying and solving Environmental problems.
To help children assimilate process skills. Eg:( observing, classifying,
communication etc.,)
To create an atmosphere in the school and classroom so that the student
can participate in problem solving and decision making plans and procedure.
To develop the capabilities to evaluate the effectiveness and work ability
of developmental programmes.
5.
Specialized public or private institutions should provide Govt decisionmakers with primary
sources of information on social, economic and
environmental issues, which they need for policy
formulation.
6. Public interaction, Debate or consultations are to be planned to generate
excellent source of
Information and treatment of Economic, Cultural and
Environmental issues.
7. Separate departments are to be established for formulating policies and train
people in
Environmental safe guards, Pollution prevention procedures, and
health and safety protocols.
8. Information or technological possibilities (combination of physical and human
capital, use of resources, opportunities to reduce waste and environmental
impact) should be collected with a
view to gain efficiency and competitiveness.
Agenda 21, adopted at the Rio Summit in 1992, Advocates the following
measures to achieve sustainable development.
5. Make environment and development education available to people of all ages.
6. Incorporate the concepts of environment and development into all educational
programmes with analysis of the causes of major issues.
7.
Special emphasis should be laid on the training of decision makers.
8. Involve school children in local and regional studies on environmental health,
including safe drinking water, sanitation, food and the environmental and
economic impacts of
resource use.
According to agenda 21, the world needs a flexible and adaptable work
force, equipped
to meet growing environment and development
problems and changes during the
transition to a sustainable
society. The countries should
e) Setup training programmes for school and university graduates to help them
achieve sustainable
livelihoods.
f) Encourage all sectors of the society including industry, Universities,
Governments, NonGovernmental organizations and community organizations
to train people in Environmental management.
g) Work with the media, Theatre groups, and Entertainment and Advertising
agencies to promote a
more active public debate on the environment.
h) Bring indigenous peoples experience and understanding of Sustainable
development into
education and training.
10.3 POLICIES AND PROGRAMMES FOR CONSERVATION OF
ENVIRONMENT
The Wild Life (Protection) Act, 1972 Amended in 1983, 1986 & 1991
The Water (Prevention & Control of Pollution) Act, 1974, Amended in
1988.
The Water (Prevention & Control of Pollution) Cess Act, 1977, Amended
in 1991.
The Forest (Conservation) Act, 1980 Amended in 1988.
The Air (Prevention &Control of Pollution) Act, 1981, Amended in 1988.
The Environmental (Protection) Act, 1986.
The Motor Vehicle Act, 1938, Amended in 1988.
The Public Liability Insurance Act, 1991.