Education and Society

M.VijayalakshmiAssistant Professor

Sri Ramakrishna Mission Vidyalaya College of EducationCoimbatore

Education and Society ES - 334

Indian Education System: Some Issues

• Unit – 13• Inequality in School Education• Unit – 14• Issues Related to Universalization of School

Education• Unit – 15• Issues Related to the Present Examination

System• Unit – 16• Issues Related to Vocationalization of

Secondary Education

Unit – 13Inequality in School Education

• Inequality : Its Nature• Consequences of Inequality in

Education• Educational Disparities at the

Elementary Stage of Education• Role of Non-Government

Organizations• Language at Home and School • School/Teacher’s Role

Inequality : Its Nature

• Caste discrimination• Welfare state• Wealth and Power• Poverty• Changes - Time and Space

Historical Typology• Exogenous Factors – Outside the Education

System• Economic, social, political, technological

and cultural factors• Education system, delivery of education, etc• Exogenous Factors - Within the educational

domain• Poor organizational climate of school-

system

• Qualitative inequalities• Social barriers, malnutrition, lack

of guidance etc• Quantitative inequalities• Low income, low achievement

grades, etc

Consequences of Inequality in Education

• Economic Consequences• Social Consequences• Political Consequences• Cultural Consequences• Educational Consequences

Educational Disparities at the Elementary Stage of Education

• Article 45 and 46• Free and compulsory ‘Basic Education’

(Primary Education)• Age 6-14• Far Behind States - Assam, Andhra

Pradesh, Bihar, Jammu & Kashmir, Madhya Pradesh, Orissa, Rajasthan, Uttar Pradesh and West Bengal

• SC & ST• SC – 22% 1981 to 38% 1991• ST – 17% 1981 to 30% 1991• Female Literacy – 8% in Barmer

district of Rajasthan• 94% in Kottayam district of Kerala• Adopt – Positive Discrimination• Localized Micro-planning• Decentralized plan of action

Intervention Strategies to Reduce Inequality in Education

• Micro – Planning• Mobilizing community participation in villages• Decentralizing educational administration• Inviting and strengthening local administrative

and resource support system• Ascertaining educational requirement of the area• Seeing that all children participate in the

learning process at school• Planning for infrastructural improvement of

school/non-formal education centres

• 3 types of districts• High literacy districts – Quality and

achievement• Total literacy Districts – To achieve UEE• Low literacy districts – Cover environment

building• At present – 247 Educationally backward

districts in India• Need “Crash Programme’ – DPEP

implemented

Minimum Levels of Learning

• Assessment of the existing levels of learning achievement

• A definition of MLLs for the area and the time frame within which it will be achieved

• Clear-cut definition of the role of the teacher and curriculum

Structural Changes• Factors determine - student learning• Sources ?• Sources – Within input or out of school

control• Role of the Socio-economic background of

the student and peer group• Govt or Private – successful ?• Policy ?• Which factors to be focussed most ?

Researches

The Effect of Teacher Training

• NCERT• Programme for Massive Orientation of

School Teachers (PMOST 1986-89)• Operation Black Board Scheme (19889-

1992)• Special Orientation Programme for

Teachers (SPOT 1993-94 to 1996-97)• District Primary Education Programme

(DPEP) - In-service training

• Cost effectiveness of improvements in teacher training

• Upgrading of existing teachers - enrichment materials

• In-service training for poorly trained or untrained teachers

• Retraining of teachers for new curricula• Improvements in initial or pre-service

training – concrete and realistic

Specialist Teacher Educator – Resource Person –

Teachers

Role of NGOs

Language at Home and School

• Mudaliar Commission – 1952-53• Mother tongue – medium of instruction• Two languages – secondary stage

School/Teacher’s Role• Constitutive Action• Pupil’s Characteristics – Categorising the students in

terms of -• Fixed Characteristics• Grade Specific Characteristics• Pupil’s Family Background Characteristics• Peer Group Characteristics• School Characteristics -• School Quality• Teacher Quality• Managerial and Administrative Environment of School

Unit – 14Issues Related to

Universalization of School Education

• Concept of Wastage• Concept of Stagnation• Causes of Wastage and

Stagnation• How to Reduce Wastage and

Stagnation?• Medium of Instruction

Wastage

• Hartog Committee• The premature withdrawal of

children from school at any stage before the completion of the primary class

Stagnation

• Child spends more number of years to complete a given course than prescribed for it.

• Index of Stagnation = 100 1- Total Optimum Years Total Years actually taken

Causes of wastage and stagnation

• Socio-Economic Causes• Educational Causes•Miscellaneous Causes

Socio-Economic Causes• Economically Backwardness of the Family• Excessive Involvement of Children in

Domestic Work• Occupation• Educational Status of the Family• Early Marriage or Betrothal• Indifference of Parents• Parental Opposition

Educational Causes

• Lack of Conducive conditions at Home and School

• Absence of Relationship between Educational system and Economic Needs of the Community

• Weak Infrastructure

Miscellaneous Causes

• Difficult natural and geographical conditions• Physical illness of pupils• Heterogeneity in Age-composition

of the Pupils

How to Reduce Wastage and Stagnation?

• Problem is quite serious•Need motivation to overcome

the problem

Strategies to Reduce Wastage and Stagnation

• Improvement of School Facilities• School Management• Improvement of Teacher

Performance• Classroom related Strategies

District Primary Education Programme

• DPEP – 1993• 42 districts in 7 states• Assam, Karnataka, Kerala, Madhya

Pradesh, Maharashtra, Orissa, Tamil Nadu

• Target 1993 – 98 – 110 districts – whole country

National Literacy Mission

• NLM – 1988• 80 million adults 15-35 age group by 1990-95• Feb 1994 – 258 districts – covered by Total

Literacy Campaigns• 80 Districts by Post-Literacy Campaigns • Influence UEE – Successful• Post-Literacy Centres – 22,000 – Jana

Siksha Nilayam - JSNs

Non- Formal Education

• Revise POA 1992• 9-14 yrs• 25:75 – 40:60• 2,38,000 NFE centres March 1993 – 6

million • 400 voluntary agencies – participating

Minimum Level of Learning• Assessment of the existing levels of learning

achievement• A definition of MLLs for the area and the

time frame within which it will be achieved• Clear-cut definition of the role of the teacher

and curriculum• Competency-based teaching• Continuous, Comprehensive evaluation• Review – text books• Upgradation of physical and other facilities

Improving the quality of Pre-service and In-service

Training Programmes for Primary School Teachers

• Programme for Massive Orientation of School Teachers (PMOST 1986-89) -

- Training Camps• Operation Black Board Scheme (19889-

1992) - - OB Kits• Special Orientation Programme for

Teachers (SPOT 1993-94 to 1996-97) - - Generating Awareness, In-Service Training

Programmes

Decentralised Planning and Management of Education

• District Board, Blocks and Panchayats• New Panchayat Raj Act – 1992• Panchayat for a village – Village Education

Committee – power – Micro-planning

• Advising parents to send their children to school

• Activating parent-teacher associations• Running NFE centres effectively• Helping in bringing school and village-

community closer and reducing truancy cases

• Mobilizing enrolment of girls• Aiding school in running remedial classes,

and helping poor parents in meeting the educational needs of the child.

Medium of Instruction• 1000 languages• 18 national languages• English and Hindi – Official Languages• Dropouts – • Need to improve• Instructional materials• Posting tribal teachers• More women teachers • Ashram schools• Effort – to overcome social maladjustment of the child• Emotional problems of the pupils – handled

sympathetically and in a friendly manner

Unit – 15Issues Related to the Present

Examination System

• Evaluation• Status of the present

Examination System at the School Stage• Shortcomings of the Present

System• Innovation in Examination

System

Evaluation

• Educational Evaluation• Evaluation of Pupil Growth and

Examinations

Educational Evaluation

• Systematic educational evaluation consists of a formal appraisal of the quality of educational phenomena

Evaluation of Pupil Growth and Examinations

• Objectives • Learning Experiences• Method of Teaching• Evaluation – Techniques and tools

Status of the present Examination System at the School Stage

• Haryana, Punjab and Himachal Pradesh – 8th -Public examination – State Board – Middle examination

Status of the present Examination System at the School Stage

• Model of Industry• Mudaliyar Commission – 1952• The Kothari Commission – 1964• The Yashpal Committee• The National Policy on Education – 1986• The Acharya Ramamurthy Committee -

1990

Shortcomings of the Present System• Memorization • Scholastic-Oriented• Validity of a Single-stroke Examination• Creation of Fear and Tension• Low Quality of Question Paper• Prevalence of Essay type Question• Subjectivity in Marking• Limited Application of Assessment

Techniques

• Mismanagement of Examinations • Inappropriate Interpretation of Raw Scores• Non-application of Scaling Techniques• Numerical Marking System Versus Grading• Awarding of Grace Marks• Predominance of the Examination system

over the Teaching-learning Process• Lack of Credibility of Public Examinations

Innovation in Examination System

• Semester System• Continuous and Comprehensive Evaluation

(CCE)• Question Banks• Re-evaluation and Returning of Marked

Answer Scripts• Multiple Sets of Question Paper• Open Book Examinations• Credit Accumulation and Credit Transfer

Unit – 16Issues Related to

Vocationalization of Secondary Education

• Need for Vocationalization of Secondary Education

• Historical Development of Vocationalization of Education

• Policy Making in Vocational Education (VE)• Present Status of Vocationalisation at the

School• Problems • Issues for the Future

Need for Vocationalization of Secondary Education

Meaning

•UNESCO -• Education action to prepare

for work and active life

Philosophy of Vocationalisation

Merits of Vocationlisation of Education

• Education related to productivity• Preparation of individual for jobs• Employment opportunities• Broadening of horizons• Dignity of labour• Maximum utilisation of the material

resources of the country

Historical Development of Vocationalization of Education

• Wood’s Despatch (1854)• Hunter Commission • Hartog Committee (1929)• Sargent Plan (1944)• Mudaliyar Commission (1952-53)• Kothari Commission (1964-66)• Working Group (1985)• National Policy on Education (1986, 1992)• Ramamurthy Committee (1990)• The Current Debate

Policy Making in Vocational Education (VE)

• NCERT – National Council for Educational Research and Training

• SCERT – State Council of Educational Research and Training

• AICTE – All India Council for Technical Education

• RDAT – Regional Directorate of Apprenticeship Training

• CSTARI – Central Staff Training and Research Institute

• FTI – Foreman Training Institute• ATI – Advanced Training Institute• ITI – Industrial Training Institute• NCTVT – National Council for Training in

Vocational Trades• CAC – Central Apprenticeship Council• DE & T – Directorate of Employment and

Training• SCTVT – State Council for Training in

Vocational Trades

Present Status of Vocationalisation at the School

• Polytechnics• Industrial Training Institutes (ITTs)• Specialised Institutions and Schools like

Technical, Arts and Craft Schools, Agriculture Schools, Forestry Schools, Nursing Schools Commercial Training Schools etc.,

• Vocational Education at the +2 level within the school system

Problems

• Irrelevance of courses leading to a mismatch between the labour market needs and the training skills

• Lack of focus on emerging areas of industrial development

• Inadequate syllabi being followed in schools and use of obsolete equipment

• Inadequate practical training skills acquired by the students which are not useful in practical life

• Lack of social acceptability• Lack of employment opportunities,

and • Overall poor enrolment in

vocational stream in such schools

Issues for the Future

• School-based system of vocational education• Separate vocational institutions• Polytechnics and ITIs – School-based• Polytechnics and ITIs – Industry• Academic Stature of vocational courses

Thank You