Nov 2, 2011 ... National Council of Educational Research and Training, 2011. Published .... GPS
. Global Positioning System. GLM. Graded Learning Material.
NCERT Annual Report 2010-11
November 2011 Kartika 1932 PD 7H BS
© National Council of Educational Research and Training, 2011
Cover D.K. Shende
Published at the Publication Department, by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Shree Vrindavan Graphics Pvt. Ltd., E-34, Sector-7, Noida 201 301
Foreword Established in 1961, the NCERT has continuously been engaged in promoting reforms and developments in school education system at the national level. The Council has expanded its operations over years in response to the demands of the school education system focussing on several areas of critical importance such as early childhood education, education of children with special needs and socially disadvantaged groups, gender issues in education, quality improvement through development and provision of textbooks, supplementary reading materials and audio-visual support materials, examination reforms inducing introduction of grading system and continuous and comprehensive evaluation; conduct of National Talent Search Scheme to identify and nurture talent; continued support to national programmes and policies such as National Population Education Project (NPEP); peace education; Sarva Shiksha Abhiyan and Rashtriya Madhyamik Shiksha Abhiyan with emphasis on implementation of Right to Education Act and designing innovative pre-service courses like B.Sc. B.Ed., M.Sc.Ed. and two-year B.Ed. programme, and Diploma in Guidance and Counselling. Council’s efforts to periodically prepare a National Curriculum Framework (NCF) have been highly acclaimed as setting quality benchmark for curriculum development across the country. In fact, the NCF-2005 and the corresponding syllabus and textbooks have been adopted/adapted by more than 15 major states of the country. During the year 2010-11, the NCERT conducted a variety of innovative research, development, training and extension programmes along with various other programmes to mark the Golden Jubilee celebrations which included the Golden Jubilee National Conference on School Education and Teacher Education on the Issues of Common Concerns; National Seminar on Universalisation of Secondary Education: Issues, Challenges and Policy Perspectives in Rural Context and Golden Jubilee Lecture Series by Eminent Educationists. The Council also conducted several researches in priority areas in school education and teacher education and provided support for educational research through Educational Research and Innovations Committee (ERIC). As part of the work of ERIC, the Seventh Survey of Educational Research is currently being pursued. Considering the importance of early childhood care and education, the Council continued to conduct the Diploma Course in ECCE with a view to developing expertise in the area. To inculcate the culture of innovation and experimentation in school education and teacher education, the NCERT conducted several programmes like Jawaharlal Nehru National Science Exhibition, All India Children’s Educational Audio-Video Festival, All India Competition on Innovative Practices and Experiments in Education for School and Teacher Education Institutions. Other major ongoing programmes include achievement surveys, course on peace education and production of science kits. In order to identify and nurture the young talents in the country, the Council introduced various scholarships and awards. The Chacha Nehru Scholarship for Artistic and Innovative Excellence, NCERT Award for Excellence in Vocational Education,
NCERT Doctoral Fellowship, National Talent Search Examination (NTSE) and Nurturance Programmes are a few examples. As a part of international cooperation in education, the NCERT shared its experiences in school and teacher education with various delegations from Korea, Singapore, USA, and the United Kingdom. Further, the Diploma Courses in English and English Language Teaching for students from Afghanistan was conducted successfully. Several faculty members participated in various international and national seminars and meetings organised by different organisations across the world. NCERT’s efforts to bring uniformity in core areas of curriculum have been endorsed by the States’ Education Departments as many of them sought copyright permission for NCERT textbooks. During the year, NCERT brought out some new textbooks, viz., Human Ecology and Family Sciences, Health and Physical Education, Computers and Communication Technology and Heritage Craft and Graphic Design, guideline for school mathematics laboratory, etc. After the completion of the last phase of textbook development, supplementary reading materials, laboratory manuals in science and mathematics, translation of textbooks in Urdu, teachers’ handbooks/ manuals, in-service teacher education manuals, etc. have brought out. Considering the need for paying special attention to the North-Eastern Region of the country, various programmes were organised at different locations in NorthEastern Region. Some of these programmes were training on environmental studies and other content specific curricular areas, teaching of minority languages and National Seminars on Environmental Education and Right to Education Act, 2009. Regional Institutes of Education (RIEs) at Ajmer, Bhopal, Bhubaneswar, Mysore and North-East Regional Institute of Education at Shillong (NERIE) have imparted quality pre-service and in-service teacher education programmes in their respective regions and attempted to strive for academic excellence. Other two constituents/units namely PSSCIVE at Bhopal and CIET in Delhi made significant contribution in the areas of vocational education and ICT in schools. I convey my deep appreciation to M. Siraj Anwar, Associate Professor and P.D. Subhash, Assistant Professor of PPMED for timely preparation of the Annual Report. This report of NCERT presents an overview of efforts made by the Council to provide quality education to our children. We are thankful to the Central and State Governments, students, teachers and parents for their faith in the efforts of NCERT.
R. Govinda Director National Council of Educational Research and Training
New Delhi October 2011
iv
Abbreviations ABL
Activity Based Learning
AC
Academic Committee
AE
Adolescent Education
AEP
Adolescent Education Programme
AERC
Adolescent Education Resource Centre
AIR
All India Radio
AISES
All India School Education Survey
ANTRIEP
Asian Network of Training and Research Institutions in Educational Planning
APEID
Asia and the Pacific Programme for Educational Innovation for Development
ARSH
Adolescent Reproductive and Sexual Health
ATP
Advance Training Programme
AWP
Annual Work Plan
B.A.Ed.
Bachelor of Arts and Education
B.Ed.
Bachelor of Education
B.El.Ed.
Bachelor of Elementary Education
BRC
Block Resource Centre
BRTE
Block Resource Teacher Educators
B.Sc.B.Ed.
Bachelor of Science and Bachelor of Education
B.Sc.Ed.
Bachelor of Science Education
BSNL
Bhartiya Sanchar Nigam Ltd.
BVIEER
Bharti Vidyapeeth Institute of Environmental Education and Awareness
CBSE
Central Board of Secondary Education
CBTL
Children Based Teaching Learning
CCT
Computers and Communication Technology
CEC
Consortium of Educational Communication
CEE
Centre for Environment Education
CEMCA
Commonwealth Media Centre for Asia
CIE
Central Institute of Education
CIF
College Information Form
CIET
Central Institute of Educational Technology
CLAPS
Children’s Learning Acceleration Programme for Sustainability
CLASS
Computer Literacy and Studies in Schools
COBSE
Council of Boards of School Education
v
CoL
Commonwealth of Learning
CRC
Cluster Resource Centre
CSO
Central Statistics Office
CTE
College of Teacher Education
CWDS
Centre for Women’s Development Studies
DAB
Departmental Advisory Board
DAV
Dayanand Anglo Vedic
DCETA
Department of Computer Education and Technological Aids
DEAA
Department of Education in Arts and Aesthetics
D.Ed.
Diploma in Education
DEE
Department of Elementary Education
DEGSN
Department of Education of Groups with Special Needs
DFID
Department for International Development
DEME
Department of Educational Measurement and Evaluation
DEPFE
Department of Educational Psychology and Foundations of Education
DERP
District Education Revitalisation Programme
DERPP
Department of Educational Research and Policy Perspectives
DES&DP
Department of Educational Surveys and Data Processing
DESM
Department of Education in Science and Mathematics
DESSH
Department of Education in Social Sciences and Humanities
DIET
District Institute of Education and Training
DLA
Delhi Library Association
DLDI
Division of Library, Documentation and Information
DMS
Demonstration Multipurpose School
DoL
Department of Languages
DPC
District Project Coordinator
DRC
District Resource Centre
DSE
Department of Secondary Education
DSERT
Department of State Educational Research and Training
DSO
District Survey Officer
DTEE
Department of Teacher Education and Extension
DTERT
Directorate of Teacher Education Research and Training
DWS
Department of Women’s Studies
EC
Executive Committee
ECCE
Early Childhood Care and Education
ECE
Early Childhood Education
Ed.CIL
Educational Consultants India Limited
vi
EGS & AIE
Education Guarantee Scheme and Alternative Innovative Education
ERIC
Educational Research and Innovations Committee
ESD
Education for Sustainable Development
ETV
Educational Television
EVS
Environmental Studies
GIS
Geographical Information System
GPF
General Provident Fund
GPS
Global Positioning System
GLM
Graded Learning Material
HEFS
Human Ecology and Family Sciences
HRD
Human Resource Development
HRM
Human Resource Minister
IAB
Institute’s Advisory Board
IASE
Institute of Advanced Studies in Education
ICSA
Iranian Curriculum Studies Association
ICT
Information and Communication Technology
IDGC
International Diploma Course in Guidance and Counselling
IEA
Indian Educational Abstracts
IER
Indian Educational Review
IGNOU
Indira Gandhi National Open University
IIT
Indian Institute of Technology
INDEM
Inter Demonstration School Meet
IRD
International Relations Division
JNNSEC
Jawaharlal Nehru National Science Exhibition for Children
JNV
Jawahar Navodaya Vidyalaya
JRM
Joint Review Mission
KGBV
Kasturba Gandhi Balika Vidyalaya
KRP
Key Resource Person
KVS
Kendriya Vidyalaya Sangathan
LIS
Library Information Science
MAT
Management Aptitude Test
MC
Management Committee
MCD
Municipal Corporation of Delhi
M.Ed.
Master of Education
MHRD
Ministry of Human Resource Development
MIDS
Madras Institute for Development Studies
MIS
Management Information System
vii
MLE
Multi Lingual Education
MMK
Molecular Model Kit
MoU
Memorandum of Understanding
MTK
Mini Tool Kit
NACO
National Aids Control Organisation
NBT
National Book Trust
NCERT
National Council of Educational Research and Training
NCF
National Curriculum Framework
NCFTE
National Curriculum Framework for Teacher Education
NCR
National Capital Region
NCTE
National Council for Teacher Education
NDU
National Documentation Unit
NE-RIE
North-East Regional Institute of Education
NER
North East Region
NFG
National Focus Group
NGO
Non-Governmental Organisation
NIC
National Information Centre
NIE
National Institute of Education
NIOS
National Institute of Open Schooling
NITTTR
National Institute of Technical Teachers’ Training and Research
NPE
National Policy on Education
NPE-GEL
National Programme for Education of Girls at Elementary Level
NPEP
National Population Education Project
NSC
National Steering Committee
NSSO
National Sample Survey Office
NTS
National Talent Search
NTSE
National Talent Search Examination
NUEPA
National University of Educational Planning and Administration
NVS
Navodaya Vidyalaya Samiti
OB
Operation Blackboard
OSS
Open Source Software
PAB
Project Approval Board
PAC
Programme Advisory Committee
PD
Publication Department
PE
Programme Enumeration
PFMC
Project Finance and Monitoring Committee
PGDGC
Post Graduate Diploma in Guidance and Counselling
viii
PGT
Post Graduate Teacher
Ph.D.
Doctor of Philosophy
PIRLS
Progress in International Reading Literacy Study
PISA
Programme for International Students Assessment
PMOST
Programme of Mass Orientation of School Teachers
PoA
Programme of Action
PPMED
Planning Programming Monitoring and Evaluation Division
PPR
Project Progress Review
PSK
Primary Science Kit
PSSCIVE
Pandit Sunderlal Sharma Central Institute of Vocational Education
PWD
Public Works Department
QAMLM
Quality Assurance for Multimedia Learning Material
QIS
Quality Improvement Schools
QMF
Quality Monitoring Format
QMT
Quality Monitoring Tools
RGI
Registrar General of India
RIE
Regional Institute of Education
RPDC
Regional Production-cum-Distribution Centre
SC
Scheduled Castes
SCC
State Coordination Committee
SCERT
State Council of Educational Research and Training
SCP
Special Component Plan
SDMC
School Development and Management Committee
SIE
State Institute of Education
SIET
State Institute of Educational Technology
SIF
School Information Form
SLSEC
State Level Science Exhibition for Children
SMCLK
Secondary Microscale Chemistry Lab Kit
SNDT
Shreemati Nathibai Damodar Thackersey Women’s University
SOPT
Special Orientation Programme for School Teachers
SPD
State Project Director
SPMC
Screening-cum-Progress Monitoring Committee
SPPSE
State Policy and Practices on School Education
SPSS
Statistical Package for Social Sciences
SSA
Sarva Shiksha Abhiyan
SSK
Secondary Science Kit
SSMK
Solid State Model Kit
ix
SSO
State Survey Officer
SSU
State Survey Units
ST
Scheduled Tribes
STR
Short Term Research
SUPW
Socially Useful Productive Work
TCF
Technical Cooperation Fund
TGT
Trained Graduate Teacher
TLM
Teaching Learning Material
TVET
Technical and Vocational Education Training
UGC
University Grants Commission
UIF
Urban Information Form
UN
United Nations
UNDP
United Nations Development Programme
UNESCO
United Nations Educational, Scientific and Cultural Organisation
UNEVOC
UNESCO International Network on Technical and Vocational Education
UNFPA
United Nations Fund for Population Activities
UNICEF
United Nations Children’s Fund
UPMK
Upper Primary Mathematics Kit
UPSK
Upper Primary Science Kit
USA
United States of America
UT
Union Territory
VEC
Village Education Committee
VEP
Vocational Education Programme
VET
Vocational Education and Training
VHSE
Vocational Higher Secondary Education
VIF
Village Information Form
x
Contents Foreword
iii
Abbreviations
v
1.
Overview
1
2.
Department of Elementary Education
16
3.
Department of Education of Groups with Special Needs
29
4.
Department of Women’s Studies
35
5.
Department of Education in Science and Mathematics
41
6.
NIE-Workshop
57
7.
Department of Teacher Education and Extension
61
8.
Department of Education in Social Sciences and Humanities
70
9.
Department of Education in Arts and Aesthetics
78
10.
Department of Languages
84
11.
Department of Secondary Education
91
12.
Department of Educational Psychology and Foundations of Education
95
13.
Department of Educational Measurement and Evaluation
101
14.
Department of Educational Surveys and Data Processing
108
15.
Department of Educational Research and Policy Perspectives
113
16.
Department of Computer Education and Technological Aids
118
17.
Planning Programming Monitoring and Evaluation Division
120
18.
International Relations Division
126
19.
Division of Library, Documentation and Information
131
20.
Publication Department
135
21.
Hindi Cell
138
22.
Central Institute of Educational Technology
141
23.
Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal
154
Regional Institutes of Education
167
Regional Institute of Education, Ajmer Regional Institute of Education, Bhopal Regional Institute of Education, Bhubaneswar Regional Institute of Education, Mysore North-East Regional Institute of Education, Shillong
171 186 194 202 212
24.
xi
APPENDICES I
NCERT Committees for the Year 2010-11
226
II
NCERT Consolidated Sanctioned Strength of Posts as on 31 March 2011 and Reservation Position
263
III
Receipts and Payments Account of NCERT 2010-11
264
IV
Publications Released during the year 2010-11
268
Publication Department and its Regional Production-cum-Distribution Centres
276
NCERT Constituents and Faculty
277
V VI
xii
Set up in 1961 by the Government of India, the National Council of Educational Research and Training assists and advises the Central and State Governments on policies and programmes for qualitative improvement in school education.
The National Council of Educational Research and Training (NCERT) is an autonomous organisation setup in 1961 by the Government of India to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education. Major objectives of the NCERT and its constituent units are to: undertake, aid, promote and coordinate research in areas related to school education;
prepare and publish model textbooks, supplementary material, newsletters, journals and other related literature;
organise pre-service and in-service training of teachers;
develop and disseminate innovative educational techniques and practices;
collaborate and network with state educational departments, universities, NGOs and other educational institutions;
act as a clearing house for ideas and information in matters related to school education; and
act as a nodal agency for achieving goals of universalisation of elementary education.
In addition to research, development, training, extension, publication and dissemination activities, the NCERT is an implementation agency for bilateral cultural exchange programmes with other countries in the field of school education. The NCERT also interacts and works in collaboration with the international organisations, visiting foreign delegations and offers various training facilities to educational personnel from developing countries. The major Constituent units of the NCERT which are located in different regions of the country are the : 1. National Institute of Education (NIE), New Delhi 2. Central Institute of Educational Technology (CIET), New Delhi
Annual Report 2010-11
1. Overview
3. Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal 4. Regional Institute of Education (RIE), Ajmer 5. Regional Institute of Education (RIE), Bhopal 6. Regional Institute of Education (RIE), Bhubaneswar 7. Regional Institute of Education (RIE), Mysore 8. North East Regional Institute of Education (NERIE), Shillong.
NATIONAL INSTITUTE OF EDUCATION
NCERT
The National Institute of Education (NIE) in New Delhi undertakes research and development activities related to pedagogical aspects of curriculum; prepares prototype curricular and supplementary materials; develops school educationrelated database and undertakes experiments in pre-school, elementary, secondary and higher secondary stages to support all-round development of the child. NIE conducts short term/long term courses/programmes and organises in-service training of key resource persons and teacher educators for capacity building and implementation of centrally sponsored school/improvement/schemes. Educational Concerns of the Departments of the NIE Departments/Divisions
2
Areas of Activities
Department of Elementary Education (DEE)
Issues and problems related to elementary education of both school and out-of-school children, addressing them through activities related to research and development of prototype curriculum and instructional materials for formal and alternative schooling. Acting as nodal department for providing academic and professional support to Sarva Shiksha Abhiyan (SSA) by way of capacity building of state and district teams and undertaking research and development activities to achieve quality of education at pre-school, primary and upper primary stages. Programmes for encouraging reading among school children, developing print and non-print materials, organising orientation programmes and other necessary steps to encourage reading among children.
Department of Education of Groups with Special Needs (DEGSN)
Issues and problems related to education of scheduled castes/scheduled tribes, minorities, disabled and other groups with special needs and related research, development, training and networking with organisations involved in similar activities. Analysis and facilitation of good inclusive practices at grassroot level and capacity building of organisations and functionaries.
Department of Women’s Studies (DWS)
Issues, concerns and problems related to education of girls and women, promoting women’s equality and empowerment. Undertaking related research, development, training and advocacy activities.
Annual Report
2010-11
Issues and problems in the education of science and mathematics; research and development of prototype curriculum and instructional materials for upper primary, secondary and senior secondary stages; designing and developing science equipment and in-service training.
NIE Workshop
Development and prototype production of school equipment in the form of kits. Providing hands-on training to students/teachers/teacher educators on the use of various kits produced by the NIE Workshop. Training in plastic processing and various other trades.
Department of Teacher Education and Extension (DTEE)
Programmes for capacity-building of teacher education institutions at state/sub-state levels and academic support to the centrally sponsored schemes of teacher education; developing support material for teacher -educators, undertaking research in teacher education, revamping teacher education curriculum and coordination with the National Council for Teacher Education (NCTE), and Indira Gandhi National Open University (IGNOU) and extension activities.
Department of Education in Social Sciences and Humanities (DESSH)
Issues and problems of education in social sciences and humanities, research and development of prototype curriculum and instructional materials for upper primary, secondary and senior secondary stages and in-service training programmes: population education activities as part of the National Population Education Project (NPEP).
Department of Education in Arts and Aesthetics (DEAA)
Issues and problems of education in Arts and Aesthetics, research and development of prototype curriculum and instructional materials.
Department of Languages (DoL)
Issues and problems of education in languages, research and development of prototype curriculum and instructional materials for upper primary, secondary and senior secondary stages.
Department of Secondary Education (DSE)
Issues related to the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), up-gradation of existing primary schools into secondary schools and strengthening the secondary schools, quality of teachers, upgradation of KGBVs, IEDCs, vocational education, and curricular issues.
Department of Educational Psychology and Foundations of Education (DEPFE)
Issues related to foundations of education and their implications for school education, strengthening value education, teaching of psychology at the school stage and in-service teacher education and training in Guidance and Counselling.
Department of Educational Measurement and Evaluation (DEME)
Measurement and evaluation-related issues in school education; examination reforms; grading and continuous and comprehensive evaluation; identifying and nurturing talent; conducting periodic achievement surveys, related research and developmental activities.
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Annual Report 2010-11
Department of Education in Science and Mathematics (DESM)
3
NCERT
Department of Educational Surveys and Data Processing (DES & DP)
Periodic thematic educational studies including All India Educational Surveys, training in statistical methods in research; development of database; statistical analysis of data pertaining to large scale surveys/studies conducted by the NCERT and its constituents; software development and its implementation.
Department of Educational Research and Policy Perspectives (DERPP)
Promoting policy research in education; performing activities of a ‘think tank’; undertaking, coordinating, sponsoring and commissioning research and innovations in school education. It also functions as the secretariat of Educational Research and Innovation Committee (ERIC).
Department of Computer Education and Technological Aids (DCETA)
Functions as the National Resource Centre for Computer Education; develops instructional materials for students; conducts training of teacher educators and teachers on applications of computers in school education; develops multi-media educational software.
Planning, Programming, Monitoring and Evaluation Division (PPMED)
Coordination of programmes formulation; monitoring, evaluation and implementation; budgeting; preparation of Annual Report, Periodic Reports and Returns to MHRD.
International Relations Division (IRD)
Coordination of activities for promotion of international relations with educational institutions in other countries; serving as an academic secretariat for the National Development Group (NDG).
Division of Library, Documentation and Information (DLDI)
Documentation of educational information providing library services, national clearing house for educational information and networking with national and international educational institutions.
Publication Department (PD)
Publishing school level textbooks, instructional and supplementary materials, journals and research monographs.
CENTRAL INSTITUTE
OF
EDUCATIONAL TECHNOLOGY (CIET)
The CIET is concerned with development of educational technology, mass communication media, and extends educational opportunities to improve the quality of educational processes, practices and outcomes. Activities of CIET also include design and production of media software namely, radio and television programmes. CIET also holds programmes to build competencies of media personnel from the State Institutes of Educational Technology for development and utilisation of such software. The institute disseminates its software through broadcast and non-broadcast modes. Need based researches and evaluation activities are undertaken and studies are carried out to assess the effectiveness of materials and programmes by CIET.
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The PSSCIVE is situated at Bhopal. It organises research, development, training and extension programmes related to Work education and Vocational education. Its activities include development of vocational curricula, guidelines for instructional materials, research, training/orientation of key functionaries, preparation of data-base, clearing house functions, and promotion and implementation. It is also a Centre for UNESCO’s International Project on Technical and Vocational Education (UNEVOC).
REGIONAL INSTITUTES
OF
EDUCATION
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. RIE, Ajmer looks after teacher education and other educational requirements for the states of Delhi, Haryana, Himachal Pradesh, Jammu and Kashmir, Punjab, Rajasthan, Uttar Pradesh, Uttarakhand and the UT of Chandigarh. RIE Bhopal caters to educational needs of the states of Chhattisgarh, Goa, Gujarat, Madhya Pradesh, Maharashtra and UTs of Dadra and Nagar Haveli and Daman and Diu. RIE, Mysore extends technical and academic support to the states of Andhra Pradesh, Karnataka, Kerala and Tamil Nadu and UTs of Lakshadweep and Puducherry. RIE, Bhubaneswar caters to the educational needs of the states of Bihar, Jharkhand, Orissa, West Bengal and the UT of Andaman and Nicobar Islands. The North-East Regional Institute of Education (NERIE), Shillong to the inservice educational needs of North-Eastern States i.e., Assam, Arunachal Pradesh, Meghalaya, Mizoram, Manipur, Nagaland, Sikkim and Tripura. However, the pre-service teacher preparation programmes for the North-East Region are still being taken care by RIE, Bhubaneswar. A Demonstration Multipurpose School (DMS) is attached to each RIE at Ajmer, Bhopal, Bhubaneswar and Mysore as a laboratory for trying out innovative practices in school education and teacher education. These are also used for practical training for the teacher-trainees of the institutes.
ORGANISATIONAL STRUCTURE
Annual Report 2010-11
PANDIT SUNDERLAL SHARMA CENTRAL INSTITUTE OF VOCATIONAL EDUCATION (PSSCIVE)
The Union Minister of Human Resource Development is the President (ex-officio) of the General Body of NCERT. The members of the General Body are the Education Ministers of all States and Union Territories and Chairperson of the University Grants Commission (UGC); the Secretary to the Government of India, Ministry of Human Resource Development (Department of Education); four ViceChancellors of Universities (one from each region); the Chairman of the Central Board of Secondary Education; the Commissioner of the Kendriya Vidyalaya Sangathan; the Director, Central Health Education Bureau; the Director of Training, Directorate General of Training and Employment, Ministry of Labour;
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NCERT
one representative of the Education Division, Planning Commission; members of the Executive Committee of the Council and nominees, not exceeding six, nominated by the Government of India (not less than four of them shall be school teachers). The Secretary, NCERT is the Convenor of the General Body of the NCERT. The Executive Committee is the main governing body of NCERT. The Union Minister of Human Resource Development is its President (ex-officio) and the Union Minister of State in the Ministry of Human Resource Development is the ex-officio Vice-President. The members of the Executive Committee are Director, NCERT; the Secretary to the Government of India, Ministry of Human Resource Development (Department of Education); Chairperson of the University Grants Commission; four educationists well known for their interest in school education (two of whom shall be school teachers); the Joint Director, NCERT; three members of the faculty of NCERT (of whom at least two are of the level of Professor and Head of Department); one representative of the MHRD and one representative of the Ministry of Finance (who is the Financial Adviser of NCERT). The Secretary, NCERT is the Convener of the Executive Committee. The Executive Committee is assisted in its work by the following Standing Committees/Boards: 1. Finance Committee 2. Establishment Committee 3. Building and Works Committee 4. Programme Advisory Committee 5. Educational Research and Innovations Committee 6. Academic Committee of the NIE 7. Advisory Board of the Central Institute of Educational Technology 8. Advisory Board of Pandit Sunderlal Sharma Central Institute of Vocational Education 9. Managing Committees of the Regional Institutes of Education 10. Advisory Boards of Departments of the NIE
Functionaries of the NCERT Director
Professor G. Ravindra (I/c)
Joint Director (C)
Professor G. Ravindra
Secretary
Shri Rakesh Kumar Singh
Functions of the Council are looked after by the Director, Joint Director and Secretary. Three Deans, the Dean (Academic) coordinates the work of the Departments of the NIE; the Dean (Research) coordinates the research programmes and looks after the work of the Educational Research and Innovations Committee (ERIC) and Dean (Coordination) coordinates the activities of the Service/ Production Departments and the Regional Institutes of Education. During these positions were held by the following:
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Annual Report
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Dean (Research)
Professor G. Ravindra
Dean (Coordination)
Professor D. K. Vaid
Dean (Academic)
Professor Savita Sinha
ACTIVITIES AND ACHIEVEMENTS Since its inception, NCERT has acted as an organisation devoted to research, development, training, and extension activities. Several generations of textbooks on Science, Social Sciences and Languages have been produced in collaboration with reputed organisations and eminent authors. The NCERT has also developed equipment for science experimentation. Teachers have been encouraged to try out these materials and experiment with various methods of instructions. Evaluation of students’ learning outcomes and curriculum development for teacher education has been the important areas of activities. The significant activities which have made NCERT popular in the States/ UTs include: preparation of several generations of textbooks and instructional materials for children, innovative Pre-service Teacher Education courses like 4year B.Sc. B.Ed.; 2-year B.Ed. (Secondary); M.Ed. (Elementary), P.G. Diploma Course in Guidance and Counselling, National Talent Search Scheme, Jawaharlal Nehru National Science Exhibition for Children – National and State Level, National Prize Competition for Children’s Literature, National Awards for Innovations in Teacher Education, National Awards for Innovations in School Education, National Awards for Promotion of Vocational Education, Community Singing Programme, Transmission of ETV and Audio Programmes for School Children on ‘DD-1’ and ‘Gyan Darshan’ Channel and ‘Gyan Vani’ on All India Radio (AIR) and dissemination of educational information through various Journals and Surveys of Educational Researches, Teleconferencing through EDUSAT, etc. Towards the implementation of the National System of Educationi.e. 10+2+3 system in the country, NCERT provided inputs in terms of development of the National Curriculum Frameworks followed by the preparation of syllabi, instructional materials, evaluation tools and innovative teacher training programmes. The NCERT played a significant role by providing survey, research and development inputs in the formulation of the National Policy on Education NPE (1986) and Programme of Action (POA 1992). As a follow-up of NPE and POA, the NCERT brought out the “National Curriculum for Elementary and Secondary Education: A Framework 1988” and subsequently the guidelines and syllabi for all stages of school education. The NCERT also assisted in capacity building of SCERTs, DIETs, SIETs, etc. and popularisation and improvement of science education, population education, environmental education, non-formal education, education of disadvantaged and marginalised groups, etc. In order to establish meaningful linkages and partnerships with the states, NCERT has provided its academic inputs in several central sector projects/ schemes such as Vocationalisation of Secondary Education, Non-Formal Education Programmes for children of 6-14 years age group, Educational
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Deans of the NCERT
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Technology, Special Orientation Programme for School Teachers (SOPT), Programmes of Mass Orientation of School Teachers (P-MOST), Scheme of Improvement of Science Education in Schools, Environmental Orientation of School Education, Computer Literacy and Studies in Schools (CLASS), Operation Blackboard (OB) Scheme, Scheme for Integrated Education of the Disabled, Sarva Shiksha Abhiyan (SSA), Promotion of Yoga in Schools and Pre-service, In-service Teacher Education Programmes, etc. The NCER T undertook a number of significant projects funded by International Agencies which provided basic data for formulation of policies, plans and programmes of education. Some of them are: IEA (acronym for International Association for the Evaluation of Educational Achievement) Study, Primary Education Curriculum Renewal (PECR), Study on Achievements in Language and Science, IEA CompEd Study, Developmental Activities in Community Education and Participation (DACEP), Comprehensive Access to Primary Education (CAPE), District Primary Education Programme (DPEP), National Population Education Project (NPEP), A Survey of Secondary Schools, Achievement Motive in High School Boys and Training for it, Scholastic Aptitude Tests in Hindi for Grades VIII and XI, Evaluative Criteria for Inspection and Supervision in Secondary Schools, Wastage and Stagnation in Primary and Middle Schools, Survey of Achievement in Mathematics at three levels of School Education, Identification of Talent in Elementary and Secondary Schools, Curriculum and Methods of Teaching Mathematics in Secondary Schools. Some other major initiatives of NCERT in recent years include: implementation and dissemination of National Curriculum Framework (NCF–2005); National Centre for Computer Education; publishing of Journals–Peace Education and Educational Abstracts; launching of Eighth All India School Education Survey; National Consultative Meet on Education for Life; preparation for launching of on-line programmes in some areas; development of Crystal Structure Kit; International Diploma Course in Guidance and Counselling through Distance/ Online Mode in Collaboration with Commonwealth of Learning (CoL); Diploma Course in ECCE; Training Course on Peace Education; preparation of customised Training Package for teachers of KGBV and development of Bridge course for KGBV girls; development of textbooks in media studies, Human Ecology and Family Sciences (HEFS), Indian Art, Heritage Crafts Graphic Design; and of textbooks and supplementary reading materials into Urdu.
PLANNING
AND
PROCESSING
OF
PROGRAMMES
The programmes of NCERT are formulated keeping in view the broader perspectives of the National Policy on Education (NPE) and the educational needs of the states requiring NCERT’s inputs, among other things. The educational needs of the states are identified mainly through the mechanism of the State Co-ordination Committees (SCCs) which provide a forum for interaction among the NCERT faculty with the senior functionaries of the State Education Departments. The Education Secretary of the State is the Chairperson of the SCC and the Principal of the concerned Regional Institute of Education (RIE) is the Member-Convener. The identified educational needs of the states are first considered by the Institutes Advisory Boards (IABs) of RIEs and then the Managing Committees (MCs) of RIEs. The academic programmes of the Departments of the NIE are processed through the Advisory Boards of the individual Departments (DABs) and thereafter by the Academic Committee (AC) of the NIE.
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Major Achievements during 2010-11
NCERT continued to conduct research in priority areas in school education and teacher education. In addition to the researches being carried out by NCERT it also supports educational research through Educational Research and Innovations Committee (ERIC). Six research projects were completed with the financial support of ERIC during 2010-11. As on 31 March 2010, 33 research projects funded by ERIC are being carried out. The NCERT has started a new initiative by way of award of “NCERT Doctoral Fellowships.” Ten fellowships are earmarked to be awarded every year to young aspirants to pursue doctoral research in the field of education and other disciplines directly related to education. In 2010 and 2011 nine scholarships each were provided.
The work on Seventh Survey of Research in Education to discuss the state of the art of research conducted in India in different fields of education is in progress. Research Methodology Course was organised for DIET/SCERT faculty of Assa at SCERT, Guwahati from 9 to 15 November 2010. A workshop was also organised for the DIET/SCERT personnel of Punjab at NIE, New Delhi from 14 to 18 February 2011.
Programme evaluation studies were conducted under SSA-TCF activities. Four evaluation studies were conducted: Children’s Learning Acceleration Programme for Sustainability (CLAPS) for Andhra Pradesh; Multi-Lingual Education (MLE) Programme in the State of Orissa; Aadhar Initiative of Himachal Pradesh and Activity Based Learning (ABL) in Tamil Nadu.
A selection of children’s literature in Hindi, English and an annotated bibliography for primary and upper primary stage was developed for promoting skills of independent reading in children at the early years of schooling.
A series of four regional conferences (at Ranchi, Tirupati, Agartala and Ajmer) were organised for sharing of successful monitoring experiences and implementation of RTE Act, 2009.
Fifth batch of the six months Diploma course in ECCE was started from 8 November 2010.
A study was conducted to explore the benefits and shortcomings of home
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Programmes of the CIET are processed through the Institute’s Advisory Board (IAB). Similarly, the programmes of the PSSCIVE are processed through its Institute’s Advisory Board (IAB). Conducting and sponsoring educational research is one of the major activities of NCERT. Research programmes proposed by the constituents of the NCERT and other institutions/organisations are considered by the Educational Research and Innovations Committee (ERIC). ERIC promotes and sponsors research in various areas of school education and teacher education. The programmes processed by various committees are finally considered by the Programme Advisory Committee (PAC). The PAC reports to the Executive Committee of the NCERT the overall directions in which research, training, extension and other programmes would be channelised to best serve the interest of school education in the country.
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based education practices for Children with Special Needs under the Sarva Shiksha Abhiyan.
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A study was conducted for assessment of teachers’ essential competencies of upper primary school teachers teaching children of scheduled castes.
For assessing the impact of teachers’ training programme conducted for SC dominated areas with low literacy and low education level of children from Scheduled Castes, a field visit to three districts of Chhattisgarh and two districts of Karnataka was made. Subsequently two four-day duration followup teachers training programmes were conducted at SCERT, Raipur and DSERT, Bengaluru.
Studies were conducted to identify the barriers that affect Muslim girls’ participation in secondary education and to analyse the curriculum of Maktabs and Madrasas of southern states of India from gender perspective.
The Class XI textbook on Human Ecology and Family Sciences (HEFS) was translated into Hindi and Urdu.
A training programme on gender issues in education for SSA gender Coordinators was organised for promoting gender sensitivity among stakeholders involved in the entire schooling ethos.
Training programme for teachers of Demonstrations Multi-Purpose Schools of RIEs on Gender Issues in Education was organised at NIE, New Delhi from 17 to 26 May 2010.
Research studies carried out to identify the students’ misconceptions in chemistry; to study status of science and mathematics education at upper primary, secondary and higher secondary stages; to study on classroom transaction of biology at higher secondary stage; to study effectiveness of use of computers and internet on learning mathematics at higher secondary stage.
An investigation was carried out into different approaches to development of environmental studies curriculum by states.
Source books on assessment in Mathematics and Science at upper primary stage have been developed.
Textbooks on Pedagogy of Mathematics and Pedagogy of Science were prepared for B.Ed. pre-service courses.
Exemplar problems were developed in Science and Mathematics for upper primary stages.
The 37th Jawaharlal Nehru National Science Exhibition for Children-2010 (JNNSEC-2010) was held at Jaipur from 25 to 30 November 2010. theme of the 37th JNNSEC was ‘Science, Technology and Society’.
Proto-type Primary Science Kit contains materials for giving hands on experience and opportunity for open ended activities to children has been developed. Primary Science Kit (PSK), Upper Primary Science Kit (UPSK), Secondary Science Kit (SSK), Secondary Micro-scale Chemistry Laboratory Kit (SMCLK), Sr. Secondary Micro-scale Chemistry Laboratory Kit (SSMCLK), Solid State Model Kit (SSMK), Molecular Model Kit (MMK), Upper Primary Mathematics Kit (UPMK), Mini Tool Kit (MTK) and Toy Kit are being produced and supplied.
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A review of existing Primary Science Kit (PSK) and its further development in the light of fresh textbooks was taken up.
Capacity building programmes were conducted for setting up and use of microscale chemistry laboratory at New Delhi, Nagpur and Mumbai.
A programme was organised for revamping of education in North-East Region to improve the quality of teaching in science and mathematics in schools.
Skills up-gradation-cum-motivation course were conducted at Guwahati, Shillong and Agartala.
Capacity building of heads of teachers’ education institutions in the emerging perspective of school education was organised at NIE, New Delhi from 13 to 17 September 2010.
A conference of directors of SIEs/SCERT was organised at NIE, New Delhi on 14-15 February 2011.
In the year 2010-11, nine memorial lectures were organised to commemorate the life and works of eminent Indian educational thinkers and practitioners at RIE Mysore, Bhopal, Ajmer, NERIE, Shillong, Presidency College, Kolkata, SNDT Women’s University, Mumbai, the Asian College of Journalism, Chennai and NIE, New Delhi.
A series of eight conferences on ‘Teacher Development and Management’ to be sponsored by MHRD, World Bank, DFID, European Commission, UNICEF and UNESCO was decided to be organised. The third conference under this series to discuss the issues on in-service education of elementary teachers was organised at Bhubaneswar from 21 to 23 October 2010.
A textbook on Health and Physical Education developed for secondary classes.
A supplementary reading material Handbook Economics for higher secondary stage has been developed.
Orientation programmes were conducted for master trainers and teacher educators in Social Sciences, Commerce and Geography in Geographical Information System (GIS).
Meetings for progress review and monitoring of National Population Education Project and Adolescence Education Programme were held at Rajgir (Bihar) from 22 to 24 February 2011 and NCERT, New Delhi from 15 to 17 March 2011 respectively.
National role play competition was organised for government schools of states/ UTs on the themes Healthy relationships among adolescents, charms and challenges of adolescence, HIV/AIDS: stigmatisation and cause and impact of drug abuse.
A study to document a country report on Arts Education in India (2006-10) was conducted for presentation at UNESCO’s World Conference held at Seoul (South Korea) in May 2010.
A multimedia training package for primary and upper primary teachers on Arts Education was developed with a focus on integration of arts with other school subjects.
Textbook on Heritage Craft and Graphic Design were developed for the higher secondary stages.
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Sensitisation programmes for the principals and school administrators on heritage craft and graphic design were organised in collaboration with CBSE at Delhi, Guwahati, Bhopal and Chennai.
A research study, commissioned by MHRD, was conducted on teaching of English in government schools at the primary level in India.
The supplementary reader in Urdu core course (as B-Course) for Classes XI and XII have been developed. Textbooks and supplementary materials in content areas as well as position papers developed as a follow-up to NCF2005 have been translated into Urdu. Teachers’ manual in Urdu for primary, upper primary and teachers’ manual in Sanskrit for upper primary stage have been developed.
A textbook on Language Education has been prepared for pre-services teacher education course.
Twenty month Diploma Course in English and English Language Teaching for the students from Afghanistan was completed.
A national seminar on the concept of second language, its perception and practices in language teaching in India was organised at University of Burdwan, West Bengal.
A programme was conducted for strengthening science education at secondary stage of schooling in states/UTs under Rashtriya Madhyamik Shiksha Abhiyan.
A document Vision and Multi-layer Strategic Guidelines for the improvement of Quality of Secondary Education was prepared.
The second batch of one-year International Diploma Course in Guidance and Counselling through Distance/Online Mode in collaboration with Commonwealth of Learning (CoL), Canada began in January 2010.
Two training course for teachers on peace education have been organised for in-service teachers at SCERT, Guwahati for NE states and at SCERT, Pune for western region of India respectively.
An exemplar material testing Higher Order Thinking Skills (HOTS) at secondary stage has been developed.
Capacity building programmes were conducted for SCERT and SIE faculty in conducting achievement surveys and for state education boards in educational evaluation.
National conference of Chairperson of Boards of School Education was organised on 2-3 August 2010 at NIE, New Delhi with a view to study the status of implementation of the recommendations of NCF-2005 on Examination Reforms.
1019 NTSE scholarships were provided to Class VIII students out of which 775 were given to students of general category, 162 to students of SC category and 82 to students of ST category. 28 scholarships are distributed to the physically challenged students across General, SC and ST category students.
Ten nurturance programmes for the NTS awardees were conducted at RIE, Bhubaneswar from 31 January to 4 February 2011, at Birla Institute of Technology, Ranchi from 1 to 5 February 2011, at RIE, Ajmer from 27 to 31 January 2011 and 1 to 5 February 2011, at National Institute of Technology,
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The Chacha Nehru scholarship for artistic and innovative excellence was conducted in collaboration with National Bal Bhawan to identify the talent from Classes IX to XII students for providing scholarship in the areas of creative performance, creative arts, creative scientific innovations and creative writing. Fifty children were given Bal Shree honour by President of India. 150 scholarships were provided to the students who participated in the national level camp organised by National Bal Bhawan.
The MHRD accorded approval to the proposal of 8th AISES and the survey has been launched with reference date as 30 September 2009 Under this project the completed activities are: School Directories at blocks, towns and wards in Class one towns were updated, State Level Training of District Survey Officers and Statistical Assistants in the states of Gujarat, Orissa, Manipur, Nagaland National Capital Territory of Delhi, and Union Territory of Daman and Diu and Dadra and Nagar Haveli have been organised by NCERT. Majority of the states /UTs have already completed the exercise of data collection. The programme for the MIS coordinators and Data Entry Operators for the Flash Sheets was organised in online mode from 4 to 6 January 2011.
As part of NCER T’s Golden Jubilee year a National Seminar on Universalisation of Secondary Education: Issues, Challenges and Policy Perspectives in Rural Context was held from 30 to 31 March 2011. The seminar provided a platform to educational planners, administrators, researchers and policy makers to share experiences on secondary education in rural areas.
The English and Urdu version of the part-I of the textbooks on Computers and Communication Technology Class XI and Part-II of the English version of the textbook for Class XI have been prepared.
A training programme in the area of educational planning, management and evaluation for the DIET faculty, who were working in the Planning and Management Branch of the DIETs, was conducted for the Southern states/ UTs of India at School of Pedagogical Sciences, Kannur University, Kannur, Kerala, from 6 to 10 December 2010.
A Joint Curriculum Workshop of ICSA, Iran and NCERT, India on National Curriculum of India and Iran was organised at NIE, New Delhi from 2 to 4 February 2011.
A meeting of professional library staff of NIE, New Delhi and its Constituent libraries was held at RIE, Ajmer on 5-6 October 2010 to share the ideas, expertise, innovations, new techniques and methods used in the different constituents of NCERT.
The NCERT continued with the publication of school textbooks, workbooks, supplementary readers, teacher guides, laboratory manuals, source books on assessment, exemplar problems in Mathematics, research reports/ monographs and educational journals viz., Journal of Indian Education, School Science, The Primary Teacher, Prathmik Shikshak, Bharatiya Adhunik Shiksha, Indian Educational Review and Journal of Value Education.
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Jalandhar from 10 to 14 January 2011, at Tata Institute of Fundamental Research, Mumbai from 15 to 19 February 2011, at RIE, Mysore from 4 to 8 April 2011, at NIT, Surathkal from 28 February to 4 March 2011 and RIE, Bhopal from 21 to 25 February 2011.
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The NCERT textbooks are freely adopted by states under their nationalised textbooks programme. They are also used widely in schools affiliated to the Central Board of Secondary Education, Kendriya Vidyalayas, Jawahar Navodaya Vidyalayas, Tibetan Schools and several public schools in all the States. All states have taken copyright for NCERT textbooks published under NCF-2005. During the year under report 436 publications were released. The distribution of the NCERT textbooks was undertaken through a network of over 337 wholesale agents all over India. The Urdu publications were distributed/sold through Urdu Academy, Government of NCT of Delhi.
Total Fifty-three audio programmes and ETV programmes were produced during the year. These programmes cater to the needs of children and teachers of various stages of education.
Educational video programmes are being telecast from Doordarshan National Network, DD Bharati and Gyan Darshan-I on 9 times slots from Monday to Friday and 7 time slots on Saturday and Sunday Channel-I. The educational audio programmes are broadcast from 14 Gyani Vani FM Stations across the country.
The 16th All India Children’s Educational Audio-Video Festival-2011 was organised at NIE, New Delhi from 18 to 21 January 2011.
As a part of celebration of NCERT Golden Jubilee Year, CIET organised Educational Technology Lecture Series. The inaugural lecture was delivered at NIE, New Delhi on 29 March 2011 on ‘Open Educational Resources (OER) for School Education’ by Padma Bhushan Dr. Sam Pitroda, Adviser to Prime Minister on Public Information Infrastructure and Innovations.
PSSCIVE, Bhopal organised training programmes on Computer Technique, Marketing and Salesmanship, Accounting and Auditing, Crèche and Preschool Management, Entrepreneurship Development, Crop Production, Vocational Guidance, Insurance Vocational Course, Automobile Technology Trade etc.
A seminar on Status and Prospects of Home Science Vocational Education was organised at Bhopal from 14 to 16 December 2010.
NCERT Awards-2009 for Excellence in Vocational Education awarded in four categories: Best Student Achiever, Best Vocational Teacher, Best Vocational Institution, and Best School-Industry Linkage. Seventy three awardees from 15 States /UTs the award for their excellent contribution in the field of Vocational Education and Training.
A training of KRPs in teaching of Urdu at secondary stage for the state of Jammu and Kashmir was organised at RIE, Ajmer from 7 to 11 March 2011.
One year pre-primary education (ECCE) programme was started on 1 July 2010 in the primary section of Demonstration Multipurpose School, Ajmer.
An orientation programme on RTE Act, 2009 was conducted for the Scheduled Caste teacher educators from the DIETs of Western Region at RIE, Bhopal from 19 to 21 December 2010.
A training package on Pedagogy Technology Integration for the Professional Development of Teacher Educators was prepared and a training programme was also organised for the teacher educators of West Bengal and Orissa at RIE, Bhubaneswar from 18 to 24 February 2011.
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Training packages for classroom transactions in Science, classroom transaction in Mathematics and Biology and skills in English have been prepared by RIE, Mysore.
Training programme for paper setters on Latest Trends, Issues and Practices in Evaluation at the Secondary Level was organised at RIE, Mysore from 18 to 22 January 2011
A national seminar on Pedagogy for Schools organised at RIE, Mysore from 2 to 4 March 2011.
Short term training programme for the teachers of Meghalaya, Mizoram, and Tripura on Environmental Studies was organised at NERIE, Shillong from 1 January to 5 January 2011.
A training programme for teachers on Teaching Minority Languages of Nagaland and Tripura was conducted at NERIE, Shillong from 20 to 24 September.
A training of KRPs of North-Eastern States on Examination Reforms with reference to evaluation techniques and question paper setting for social sciences at secondary level was at NERIE, Shillong from 18 to 22 October 2010.
A national seminar on Problem and Prospects of Environmental Education in Schools of North-Eastern Region was held at NERIE, Shillong from 7 to 9 February 2011.
A national seminar on Right to Education Act, 2009: Its Prospects and Challenges held at NERIE, Shillong from 7 to 9 March 2011.
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2. Department of Elementary Education The Department of Elementary Education (DEE) is the nodal department of NCERT to advise the government of India on policies and programmes pertaining to elementary education. It also acts as an academic authority at the national level for the implementation of SSA and RTE Act, 2009 respectively. The department undertakes various activities and programmes within the broad framework of Universalisation of Elementary Education with major focus on curriculum and material development, research, training and extension. Early Childhood Care and Education (ECCE) is another critical area in which the department is performing a lead role. The National Documentation Unit (NDU) for pre-school and elementary education located in the department functions as a forum for preserving and sharing innovative experiences and material.
ROLE
AND
FUNCTIONS
Early Childhood Care and Education (ECCE)
Building capacities of the states in the area of ECCE and helping them to develop ECCE cells in SCERTs and DIETs;
Conducting training programmes for key functionaries of states in planning, implementation and monitoring of the ECE programmes and developing necessary materials for children, teachers, teacher educators and parents;
Distributing Early Childhood Care and Education—Children Media Laboratory (ECCE-CML) kit to government run pre-school centres, anganwadis and private institutions working in the area of ECCE;
Developing exemplar material for training of the grass root ECCE functionaries;
Developing resource material for pre-school teachers, parents and other interested groups;
Conducting need based research studies in the area of ECCE; and
Providing resource support to governmental and non-governmental institutions for the training of pre-school teachers.
Development of guidelines for preparation of subject-wise curricula and curricular material for students and support material for teachers of grades I to V;
Orientation of state level functionaries, faculty of SCERTs and DIETs for implementation of new curricula and materials;
Orientation of teachers and teacher educators on the National Curriculum Framework-2005 and resource material developed for its implementation;
Providing academic support and inputs under Sarva Shiksha Abhiyan (SSA) in respect of monitoring and evaluation of activities with special emphasis on quality;
Undertaking research studies in the area of elementary education, especially on issues related to improvement in quality of elementary education;
Undertaking evaluation studies of various quality initiatives implemented by states to enhance learning achievement levels of students and improve quality of education;
Documentation and dissemination of innovations in elementary education; and
Organising seminars, conferences and consultative meets on important themes and thrust areas.
Role of the Department in the Implementation of Sarva Shiksha Abhiyan Since the implementation of Sarva Shiksha Abhiyan (2000-01) the department has been acting as the nodal department at the national level. A National Resource Group (NRG) for SSA was constituted with Secretary (SE&L) Government of India, MHRD as the Chairperson, Director, NCERT the Vice-Chairperson and Head, DEE as its Member-Secretary. The department is playing a lead role in different types of activities such as research, development, training and extension in the context of SSA. The Technical Cooperation Fund (TCF) has been set up between the Government of India and the Development Partners (DPs) as part of SSA phase II for building capacities at the national as well as state level in Learning Assessment Systems and Programme Evaluation. The activities concerning Learning Assessment System are looked after by the Department of Education in Measurement and Evaluation, NCERT and the activities related to Programme Evaluation are managed by the Department of Elementary Education. A TC Fund Steering Committee under the chairpersonship of Director, NCERT has been constituted. Head DEE is the Member-Secretary of the Steering Committee.
Major Activities
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Elementary Education
RESEARCH Post-training Involvement of Fourth ECCE Diploma Holders in ECCE Programmes in the States/UTs— A Follow-up Study The follow-up study undertaken for the year 2010-11, covered all the diploma holders of the fourth batch (2009-10) of ECCE Diploma course and their heads of the institutions from 14 States. The study was conducted to assess the involvement of the participants of ECCE Diploma Course in terms of specific
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initiatives taken by the States/UTs/Institutes to utilise their services and also the individual initiatives taken by the ECCE diploma holders. The results revealed that in almost all the ECCE programmes services of most of the ECCE diploma holders are utilised. It was also found that participants from DIET and SSA offices are relatively more involved in ECCE activities, particularly those related development and training, in their States/UTs/Institutes. the respondents stated that the diploma in ECCE made them more focused about ECCE activities. The Heads of the institutions were also satisfied with their performance. However, a few of have also pointed out that they faced various constraints during planning and implementation of ECCE programmes in their own work places. It is hoped that feedback received would be beneficial in redesigning and implementing the forthcoming ECCE diploma course.
NCERT
A Study of the Effectiveness of CRCs, BRCs and DIETs towards Enhancing Quality of Elementary Education The study was conducted to assess the involvement of officials of CRCs, BRCs and DIETs in different activities concerning quality elementary education. It also intended to study the role, functions and the networking amongst CRCs, BRCs and DIETs functionaries for promoting quality education and to identify bottlenecks in their effective functioning. The study was conducted in five states namely, Uttar Pradesh, Bihar, Madhya Pradesh, Himachal Pradesh and Delhi. The data was collected through four interview schedules, one each for CRC coordinators, BRC coordinators, DIET principals and teachers. The report of the study is being prepared.
PROGRAMME EVALUATIONS ACTIVITIES
CONDUCTED UNDER
SSA-TCF
Children’s Learning Acceleration Programme for Sustainability (CLAPS) of Andhra Pradesh Children’s Learning Acceleration Programme for Sustainability (CLAPS) was a quality initiative undertaken by the state of Andhra Pradesh. The programme was launched in December 2006 across all the districts simultaneously for primary stage in the government schools. The programme was implemented for about three years and in April 2009 it was subsumed into a new programme called Learning Enhancement Programme (LEP). The prime goal of CLAPS was to improve the learning levels of children in all curricular areas. The sample of the study included 375 schools from three regions covering 8 districts and 40 mandals. Children studying in Class III and V were selected for the study. Qualitative data were collected from 46 schools. The study revealed that all the major components of CLAPS namely, teacher training, awareness generation, innovative activities, CBTL, home-school-link and monitoring were implemented as intended with marginal variations. The awareness level of teachers about CLAPS was little above the state average. However, there were significant variations across districts. There were no urban and rural variations with respect to the awareness of teachers. An impact of CLAPS was evident in improving total achievement of children in Class V but this impact was not evident for Class III children. Teacher training, innovative activities and awareness about CLAPS were found to be the key predictors for learning achievement of children while
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monitoring seemed to have contributed to improve learning achievement to some extent. The components of school grading, CBTL and home-school-link were not found to be contributing significantly in enhancing learning achievement of children. There was an improvement in reading habits among children because of availability of classroom library and provision of library period in the time table. Organisation of educational melas, parents-teacher meetings and regular visits of teachers to children’s homes improved home school linkages.
The evaluation of the Multi-Lingual Education (MLE) programme intended to ensure equity and quality, empowering children with reading and writing skills, developing socio-economic status through literacy and developing self respect in tribal children in the state of Orissa. The programme evaluation of this quality initiative was guided by three major evaluation questions: (a) Is MLE implemented as intended? If not, why? (b) to what extent the intended objectives of MLE have been realised? (c) what are the unintended outcomes attributable to the programme? Hundred schools each with MLE and non-MLE were the samples of the study. The evaluation revealed that MLE programme was implemented successfully. The curriculum was culturally appropriate and was commensurate with the guiding principles of NCF-2005 in every respect. Formative evaluation in case of Classes I and II was in-built in the textbooks along with annual evaluation at the end of the academic year. Community members including parents were found to be actively contributing in school management and in organising co-curricular activities like, story-telling, arts and crafts, games, and children’s sharing of knowledge about the local context with their parents. The data also proved that the competence level of children had increased; they were motivated to come to school and stayed interactive with the teachers. They participated in and outside classroom activities. The difficult concepts in arithmetic were made easy by using child’s mother tongue and thus horizon of learning got expanded. Children had developed fluency while interacting with the teachers and peer groups as well. The MLE programme has been a successful intervention in enhancing children’s achievement in the respective languages. The obtained ‘t’ values in respect of oral and written tests and for total language scores were highly significant even at 0.01 level of confidence for seven tribal languages. The MLE intervention demonstrated outstanding gains in Mathematics achievement among children of nine out of ten language groups. Aadhar Initiative of Himachal Pradesh The Aadhar programme was launched by the state of Himachal Pradesh, in partnership with the voluntary organisation Pratham in selected primary schools on a pilot basis in 2006-07 and upscaled to the entire state in 2007-08, but was not officially continued in 2008-09. It was then re-launched statewide in 200910 as part of the Learning Enhancement Programme (LEP) under Sarva Shiksha Abhiyan (SSA).The major goal of the Aadharprogramme was to improve the basic literacy and numeracy skills of primary level students, through two hour remedial intervention. Strategies such as conduct of baseline, mid-term and terminal assessment surveys, identifying weaker students and grouping them into three groups according to their learning levels were adopted to enhance students’ learning levels. Based on the overall approach a Programme Logic Model (PLM) framework was developed which facilitated formulation of three evaluation
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Multi-Lingual Education (MLE) Programme in the State of Orissa
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questions: to what extent has Aadhar been implemented as intended in the state? what has been the impact of Aadhar in improving the learning levels in language and arithmetic of primary school students; and are there any unintended outcomes attributable to the programme? Total number of 210 schools were randomly selected from 7 out of 12 districts in the state. From these schools all the children studying in Class III comprised the sample of the study. Qualitative data was collected from a sub sample of 70 schools and focus groups with the community from 21 school sites. A number of instruments such as questionnaires, interview schedules, focus group discussions, rating scales for document review and field notes were developed to collect data from various groups of respondents. The findings indicated that many components of the programme were implemented. However, results also indicated that delay in distribution of material to schools led to late start of the programme in a number of schools. Evidence indicates a consistent improvement in learning levels of Class III students, including the year of 2008-9 in which Aadhar was not offered. These gains may be largely attributed to maturation of children and regular classroom teaching. Feedback from teachers, BRCs and CRCs indicates that the Aadhar strategies were perceived to have contributed to improving the learning levels of students. number of unintended gains and benefits were attributable to Aadhar. Positive outcomes reported included: behavioural and attitudinal changes in students, improved teacher-pupil relationships, pedagogical shifts in classroom practices, and increased parental preference for government schools. A few functionaries highlighted some negative outcomes, including reports that grouping older students with younger ones led to inferiority feelings in the former, and implementation of Aadhar resulted in less time for completion of the state syllabus, regular teaching and preparation of students for examinations. Activity Based Learning (ABL) in Tamil Nadu Activity Based Learning is a major quality initiative introduced by Tamil Nadu Sarva Shiksha Abhiyan. It is based on the pedagogical principle of learning through activities. ABL is implemented in Classes 1 to 4. Students in ABL classes use a variety of learning materials such as learning cards, learning ladders, Science and Mathematics kits and supplementary reading materials. Teaching-learning in ABL is meant to be child-centred. Teachers act as facilitators and children work with learning cards in six groups and move from the teacher supported group to the self evaluation group. In ABL, each child monitors his/her learning himself/herself and gets support from peers. The initiative was introduced in a phased manner. In the first phase, pilot test was conducted in 13 schools of Chennai Municipal Corporation in 2003-04. During the second phase, all 264 schools of Chennai Corporation were brought under the purview of the ABL programme. In the third phase, in the year 2006-07, ABL was expanded to 4100 schools; 10 schools in each block of Tamil Nadu. During the last phase, the ABL initiative was up scaled to about 37,500 schools, i.e., all schools run by Tamil Nadu State Government and the aided schools. study aimed to answer the four evaluation questions: Is ABL being implemented as intended? To what extent are ABL support systems (curriculum, teacher training and support and monitoring) effective in improving classroom practices; has ABL improved student achievement in different subject areas? And, what other (non-academic) outcomes are attributable to ABL? The study was conducted in 280 sample schools drawn from 13 districts in Tamil Nadu. The research data were collected from various stakeholders including
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552 teachers of Classes I to IV, 44 teachers of Classes V to VIII, 529 Block Resource Teacher Educators (BRTEs), 2239 students studying in Classes II-V and 1317 parents of children studying in Classes II to V. In each of the sampled school, two focus group discussions were held, one with VEC members and another with community members. A total of 560 focus group discussions were held. In addition, 1112 classrooms were observed. The study concluded that aall teachers and BRTEs involved in implementing ABL were trained on important aspects of ABL. BRTEs reported a few challenges faced during the training period. VEC members were aware about ABL to some extent. However, a wide variation in awareness still existed across schools; and a large number of schools, space was adequate, logos were pasted on trays, ladders and trays were put up and kept at a height accessible to students, students sat in their respective groups and students’ recent creative work was displayed in classrooms. Most of the teachers were satisfied with all the dimensions of training duration, methodology followed for training, quality of training materials, follow-up activities and competency of trainers. Views of educational experts, teachers and students indicate that the ABL has enabled teaching-learning process to move away from textbooks and use of variety of learning materials was appreciated in ABL. Students preferred colourful small sized cards with medium sized fonts having pictures related to daily life. Teachers were of the view that supplementary reading materials made available in ABL classes provided scope for extended reading. There were some inaccuracies reported in illustrations of some cards. Classroom practices were found to be better organised in Chennai schools. However, there is enough scope for improvement in other schools. Large sections of ABL (Classes II to IV) and non-ABL (Class V) students had positive perceptions about various aspects of ABL. Students reported that learning through cards was not only joyful but also allowed them to work with attractive pictures and learn through playful activities. Students prefer to work individually and with the help of peers. A substantial number of teachers and BRTEs have a positive perception towards ABL methodology. Most teachers consider the evaluation strategy followed in ABL appropriate. Student achievement scores in all subject areas are at desirable levels; however, certain topics have been identified in which students face difficulties and therefore, need remedial measures. ABL has led to the emergence of a high level of self-confidence among many students. Students have no fear of teachers or examinations as each child is tested based on what he or she has learnt. ABL methodology promotes self-learning among students and provides ample opportunities to enhance their creativity. Parents reported that with the advent of ABL, children no longer needed to carry heavy loads of textbooks. ABL has increased teachers’ involvement in classroom practices and improved the organisation of curricular activities.
DEVELOPMENT Development of Audio-Video Spots for Advocacy of Early Childhood Care and Education The project aimed at developing audio-video spots to create awareness about the importance of ECCE, to sensitise teachers, educational administrators, parents and the community about the significance of their role in improving the quality of ECCE and motivate them to perform their role effectively. During the development process, a few workshops were conducted to finalise the themes
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and develop scripts. Themes for ten audio-video spots were identified by reviewing the available literature and sharing the ideas with the experts in the field of ECCE and CIET professionals. Based on these themes, scripts have been developed, and sent to the CIET for production and post-production exercises. Source Book on Assessment in Health and Physical Education at the Primary Level
NCERT
A sub-group was constituted to develop a source book on this curricular area. A series of developmental workshops were organised to develop a draft document. The document was shared with the practitioners, policy makers and members of the writing team before finalisation. The feedback received from the subject experts were incorporated in the final document. The source book comprises five chapters. Chapter one presents overview and understanding on assessment practices at the primary level in general. Chapter two provides the glimpse of current practices in the primary level classrooms and addresses major issues and concerns related to this area. Chapter three highlights how to make the learning assessment more meaningful by providing indicators both for Classes I and II at the first level and for Classes III-V at the second level. Chapter four of the document presents details about different ways to assess children’s progress which has been outlined in two sections (Classes I and II in section I and Classes III-V in Section II). The last chapter presents suggestive guidelines on procedures for recording and reporting children’s progress in this area. The syllabus of health and physical education developed by NCERT based on NCF-2005 for primary level has also been appended with this document for ready reference. Teachers’ Handbook in Environmental Studies for Primary Level A teachers’ handbook in EVS for the primary level has been developed. The pedagogic shift in textbooks necessitates a corresponding change in the teachers’ role from a mere transmitter of information to a facilitator of learning. The handbook consists of eight chapters. Chapter one, ‘Introduction’ talks about the status of EVS in different policy documents, its approach as suggested in NCF2005 and the role of teachers and learners from a constructivist perspective. Chapter two, ‘Understanding the EVS Syllabus’ outlines the journey from NCF2005 to developing the EVS syllabus for Classes III to V. Chapter three, ‘Understanding the Process of Teaching Learning in EVS’, focuses a variety of learning contexts provided in the EVS textbooks to facilitate the teachers to plan the different learning experiences for providing opportunities to children to construct knowledge on their own. Chapters four and five deal with the critical issue of how to ‘Transact the EVS Textbooks in the Classroom’ and also provide an insight into the themes. Chapter six, ‘Using Visuals in the EVS Textbooks’ gives a glimpse into the nature of visuals used, the important teaching learning opportunities these visuals provide and the strategies for using these in transacting various concepts. The last chapter, ‘Going Beyond the Textbooks’ reinforces the idea that the children learn in multiple ways and hence the textbooks are not the only source of learning. Teachers’ Guide – Kaise Padhayen Rimjhim Teachers’ Guide – Kaise Padhayen Rimjhim (II) has been developed for primary teachers teaching Hindi language. It is based on various issues raised by teachers during teleconferencing and face-face training programmes. Teachers’ guide contains ten chapters: These are: (1) Rimjhim Ke Aadhar (2) Padhna Sikhane Ki
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Shuruaat (3) Rimjhim Ki Pathyasamagri (4) Bhasha Aur Parivesh (5) Kavita Ki Padhayi (6) Chitron Ki Baat (7) Kaise Hain Abhyaas (8) Gender Ka Mudda Aur Rimjhim Shrinkhla (9) Mulayon Ka Vikaas Aur Rimjhim (10) Aaklan – Kiska Aur Kaise? It is expected that the guide would be helpful for teachers in understanding the approach adopted in the Rimjhim series.
An ‘Activity Bank’ ‘Pustkon Se Aage : Hamara Paryavarn’ Environmental Studies at the primary level for the teachers teaching Classes III-V was developed through a series of workshops involving experts, teacher-educators and practising teachers at the primary level. The document was developed in tune with the NCF-2005, syllabi and textbooks of EVS at the primary level and keeping in view the recommendation of the position paper on Curriculum, Syllabus and Textbooks, Teaching of Science and Habitat and Learning. This document is a support material for teachers to enable them design and provide a variety of learning opportunities to children as per their need and contexts to achieve the goals/ objectives of environmental studies at the primary stage. It contains a basket of activities and projects that provides a wide range in terms of difficulty levels, coverage of skills and parameters of environment, as also the feasibility of carrying them out within the limitations of teacher competency, available resources and time. There are five sections based on the five themes ‘Family and Friends, Food, Water, Shelter and Travel’ spelled out in the EVS syllabus of Classes III-V. The sixth theme ‘Things We Make and Do’ is integrated with different activities across these five themes. Selection of Children’s Literature in Hindi, English and Preparation of Annotated Bibliography for Primary and Upper Primary Stage Children’s literature promotes literacy and develops the skills of independent reading in children at the early years of schooling. The objective of the programme has been to create awareness among writers, publishers, teachers about significant features of children’s literature and to develop an annotated bibliography of children’s literature in Hindi and English. Parameters were developed to review the children’s literature and based on that a final list of selected children’s literature was selected for Classes I and II. In phase II, criteria for procurement of children’s literature up to Class VIII from the publishers had been developed and parameters have also been designed to review the children’s literature. Development of Audio-Video Spots on Early Literacy Early literacy programmes are important for enhancing skills of literacy among children in primary years. Audio-video spots on early literacy have been conceptualised to create awareness about the concept and importance of developing literacy skills in early years and to sensitise the teachers, educational administrators, parents and community about the significance of early literacy. These programmes will also be utilised during training programmes. Three audio spots on early literacy have been produced.
TRAINING
AND
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Activity Bank in Environmental Studies
EXTENSION
Diploma Course in Early Childhood Care and Education The fifth diploma course in Early Childhood Care and Education (ECCE) was organised from 8 November 2010. The objectives of the course are to prepare a
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cadre of resource persons in ECCE at state level and to strengthen state level efforts in promoting ECCE coverage and quality. Twenty three teacher-educators from thirteen states participated in the fifth course. These participants were deputed by the state governments, SCERTs and SSA. The course was spread over three phases. The first phase was scheduled from 8 November 2010 to 23 February 2011 and it gave participants theoretical inputs on major themes of ECCE. Discussions, assignments and simulated exercises were regular features of the programme. Theoretical sessions of the Course were conducted in a participatory mode. Internship and practical activities were conducted in Anganwadi centres of South Delhi and at IIT Nursery school. For observation of classroom processes, visits were organised to Anganwadis, private nursery schools, MCD nursery schools, primary schools, mobile crèches, schools practicing inclusion, SOS village and Bal Bhavan. During excursion visit outside Delhi, participants were taken to the centres run by Bodh Shiksha Samiti in the slum areas of Jaipur. Evolving Strategies to Build Green Schools A workshop on ‘Evolving Strategies to Build Green Schools’ was organised by the department during 2010-11. The participants of the workshop were representatives from DIETs, SCERTs, SIEs, SSA offices of more than 20 states across the country, schools conducting innovative programmes/activities in this area and environmental experts from CEE (Delhi and Ahmedabad), CSE (Delhi) and NCERT. The objectives of the workshop were to provide a platform to all stakeholders, researchers, organisations to share experiences and discuss various aspects of greening schools and to evolve strategies for building green schools based on their shared experiences. During the three-day workshop innovative efforts of different organisations and schools were shared in various sessions chaired by experts in this area. The resource persons and the participants worked together in groups to develop strategies for building green schools through brainstorming under different themes of Green-Curriculum, Teaching-Learning material, Teaching-Learning Processes, Evaluation, School Habitat and Sociocultural Environment of the School. A set of different strategies emerged for each of the themes. As a follow up of the workshop a manual for greening of elementary schools is being developed.
CONTRIBUTIONS OF THE DEPARTMENT UNDER SARVA SHIKSHA ABHIYAN Early Literacy Programmes Monitoring and Documentation of Mathura Pilot Project The main objective of monitoring the Mathura pilot project is to gather regular feedback from the field about the programme on early literacy and design strategies for further strengthening of the programme. Monitoring also aimed at evaluating change in teachers’ attitude vis-a-vis training and ensuring material availability, usage of material in the classroom. The feedback forms or schedules are based on observation and interactions with students, teachers and parents. Phase-I was conducted during February-May 2009 and phase-II during November 2009 and January 2010. Analysis and report writing of phase I and II has been completed. Findings suggest that changes are gradually taking place.
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The quarterly children’s magazine ‘Firki Bachchon Ki’ is a bilingual magazine and is conceptualised to provide relevant, interesting reading material at regular intervals for early readers (Classes I and II). The magazine focuses on providing children reading opportunities in Hindi and English through age-appropriate and culturally familiar material. It includes features like rhymes, short stories and narratives, language and numeracy based activities. Illustrations hold an important place in this magazine as they provide support in reading and understanding the text. The magazine also provides space for children’s creative writings. Material in the form of text and illustrations has been collected from children as well. Workshops were organised with local writers and illustrators in Jaipur and Bhopal to develop material for the magazine. The first issue of the children’s magazine has been finalised and being printed. Orientation of Master Trainers and Teachers on Early Literacy The objective behind the programme was to orient the NPRCs, BRCs and teachers on early literacy. Key issues discussed during orientation and refresher programme were: concept of early literacy, classroom practices related to reading and writing, assessment, annual planning, maintaining record journals and diaries, selection and usage of children’s literature, children’s magazine, and teachers’ attitude. A group of 26 master trainers were oriented and 1200 (30 batches of 40 participants each) teachers were trained under the programme. Teachers are gradually implementing the progressive practices in the concept of early literacy. Co-ordination with States for Early Literacy Programmes The programme has been shared with States/UTs in a phased manner. In 201011 Early Literacy Programmes were divided to conduct dialogue with the states/ UTs viz., Chandigarh, Chhattisgarh, Delhi, Madhya Pradesh, Uttarakhand and Uttar Pradesh. Chandigarh has established a Reading Development Cell and Early Reading Programme has been introduced in all 107 government schools. CRCs and teachers have been oriented to the Early Reading Programme. Six hundred sets of ‘Barkha’ series and children’s literature are available to children of Classes I and II. Orientation for teachers of Class I to the Early Literacy Programme was conducted on 14-15 October 2010. Chhattisgarh has established Reading Development Cell in all DIETs and District Core Group trained with help from Early Literacy Programme, NCERT. Textbooks are in tune with the new pedagogy and they have developed their own graded reading material. In Madhya Pradesh, a Reading Development Cell was established in 2009 and a core team has also been constituted. Fifty blocks have been selected to implement the Early Literacy Programme. Of the State Resource Group of 50 members was undertaken from 15 to 17 December 2010. The state has procured‘Barkha’series for all its schools. In Uttarakhand, discussion meetings with teachers on early literacy have been organised in 3 blocks (Rudrapur, Jaspur, Khatima) of Uddham Singh Nagar district along with Azim Premji Foundation. A set of 13530 ‘Barkha’ series are being read in schools by children of Classes I and II.
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Publication of Children’s Magazine
Implementation of Quality Monitoring Tools The Quality Monitoring Tools developed by NCERT were rolled out throughout the country in the year 2005-06 for enhancement of quality in the SSA
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programmes and activities. These formats provide an effective monitoring system in elementary education at different levels-school, cluster, block, district and state. The information gathered through these formats pertain to quality dimensions like curriculum revision, development and distribution of textbooks, effective use of TLM, community participation, in-service teacher trainings, learners’ achievement, etc. The data received from the states are analysed and feedback is provided to the states with relevant suggestions for enhancement of quality. During 2010-11, the department received filled-in Quality Monitoring Tools (QMTs) from many states and UTs which were analysed and appropriate feedback was provided. With the RTE Act, 2009 coming into force from 01 April 2010, a few aspects like data on age-appropriate admissions, special training packages, implementation of continuous and comprehensive evaluation, etc. were added and two additional sheets– Cluster Level Analytical Sheet (CLAS-RTE, 2009) and Block Level Analytical Sheet (BLAS-RTE, 2009) were added to the existing analytical sheets of monitoring formats. All the states and UTs were requested to fill-up these two additional sheets at cluster and block levels along with other QMFs. Regional Conferences for Sharing of Successful Monitoring Experiences and Implementation of Right to Education Act, 2009 With the view to facilitate the implementation of various provisions of RTE Act at the field level, the department had developed suggestive guidelines for effective implementation of RTE Act which were sent to all the State Project Directors (SPDs) of SSA as well as to all the Directors of SCERTs/SIEs. A series of four regional conferences (at Ranchi, Tirupati, Agartala and Ajmer) for sharing successful monitoring experiences for quality enhancement in SSA and implementation of RTE Act were organised during 2010-11. In all these conferences, state and district level SSA officials and faculty from SCERTs, SIEs and DIETs participated. The main objectives of these regional conferences were to provide platform for sharing good and successful monitoring practices and experiences among the SSA functionaries of states and UTs to motivate SSA functionaries at various levels to perform in a better way for the enhancement of quality, to share issues and concerns for effective implementation of RTE Act in various States and UTs, and to action points for further strengthening of monitoring mechanisms and effective implementation of RTE Act. National Report on Strengthening Monitoring Mechanisms for Enhancing Quality in Elementary Education The report was prepared based on three regional workshops on monitoring for states and UTs held between September 2008 and February 2009. The report provides many recommendations for strengthening monitoring mechanisms for the enhancement of quality of elementary education and it was circulated to all SPDs of SSA as well as to the Directors of SCERTs/ SIEs. Training of Key Resource Persons of SSA An orientation programme was organised on strengthening monitoring mechanisms in view of implementation of the Right to Education Act for SSA functionaries of Punjab at Mohali on 22-23 September 2010. SSA officials from various districts of Punjab participated in the workshop. The aspects discussed
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Development of Handbook for Teachers and other Functionaries on the use of Quality Monitoring Tools for Quality Assurance in Conjunction with the RTE Act, 2009 Based on the felt-need, the department initiated the task of preparing a handbook for SSA functionaries including teachers for providing sample guidelines in the compilation and analysis of the monitoring data, providing and utilisation of feedback and taking timely corrective measures. The handbook would provide guidelines to different educational functionaries about their roles in relation to effective implementation of QMTs and RTE Act. The process of development of the first draft of the handbook is in process. Meeting of National Resource Group for SSA The National Resource Group (NRG) for SSA as constituted by the MHRD advises on all aspects of implementation of SSA particularly on the quality issues at the elementary level. Department of Elementary Education serves as the Secretariat for National Resource Group for SSA. The seventh meeting of NRG was organised on 21 February 2011. Presentations were made about various quality improvement programmes like Quality Monitoring Formats, Right to Education, National Achievement Survey, Early Literacy and Numeracy, Programme Evaluation Studies, etc. Academic Support in the Appraisal of Annual Work Plan and Budget of the States and UTs and Providing Inputs to MHRD during Project Approval Board Meetings The department contributed in the appraisal of Annual Work Plan and Budget (AWP&B) proposals of the states and UTs proposals submitted to the MHRD for the year 2010-11 at Ed.CIL. After discussing the plans with state level officials, observations on the progress made by the respective states in implementation of QMTs and on various activities and programmes of SSA were provided to the MHRD along with necessary comments and suggestions. Participation in the Meetings of the Joint Review Mission for SSA
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in the workshop included: significance of the analytical sheets introduced about RTE Act in QMTs at cluster and block levels; role of various SSA functionaries in use of these tools; recording of information of various QMTs used at different levels for effective implementation; analysis of information and providing feedback for taking immediate corrective measures; importance of timely and effective utilisation of feedback; role of DIETs and SCERTs in providing academic support based on analysis of monitoring data, and ways to solve problems faced by SSA functionaries in implementation of QMTs.
The department participated in the meetings of Joint Review Mission(JRM) organised by MHRD in July 2010 and January 2011. Presentations on the SSA activities of the department were made during the meetings. Performance of different states/ UTs on various quality dimensions, obtained through QMTs were also shared with the JRM members. List of On-going/Carried Over Programmes
Publication of the Journal ‘Prathmik Shikshak’
Publication of the Journal ‘The Primary Teacher’
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Development of Materials to Sensitise Parents, Teachers, Educational Planners and Administrators against Corporal Punishment
National Documentation Unit for Pre-primary and Elementary Education– A Resource Centre
Popularisation of the Source Book on Learning Assessment at the Primary Level
NCERT
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NCERT undertakes research, development, training and extension activities related to issues and problems of education of children with disabilities and children from socially disadvantaged groups, viz., Scheduled Castes, Scheduled Tribes, Educationally Backward Minorities, and other groups having Special Needs and providing their inclusion in general schools.
The Department of Education of Groups with Special Needs has been working in the area of education of children with disabilities, education of children from socially disadvantaged groups like the Scheduled Castes and Scheduled Tribes and education of minorities by focusing on the problems and difficulties faced by these children in gaining access to education. Implementation of an inclusive system of education for all assumes greater significance of systemic reforms especially in the context of the socially disadvantaged and the persons with disability. Keeping this in mind, the department has been involved in various programmes for the inclusion of children and youth with disabilities, children belonging to Scheduled Castes and Scheduled Tribes and those belonging to minorities in education. The department has undertaken a number of research, development, training programmes and extension activities for making education accessible to the disadvantaged groups including the learners with disabilities.
THE KEY FUNCTIONS
OF THE
DEPARTMENT
ARE
carrying out researches to review the existing activities and suggesting new initiatives in the field of education of persons with disabilities and those belonging to Scheduled Castes, Scheduled Tribes and the minorities; organising training programmes, both face-to-face and through EDUSAT, for teachers, teacher educators and policy makers to sensitise and train them in strategies for providing quality education and equal educational opportunities to children belonging to the vulnerable groups;
Annual Report 2010-11
3. Department of Education of Groups with Special Needs
supporting the development of inclusive curriculum at the national and state levels, providing inputs for development of inclusive textbooks and suggesting reforms in the examination procedures from the perspective of groups with special needs; developing teaching learning materials like teachers’ guides, manuals, index for inclusion, training guidelines and Braille literacy curriculum; advising and supporting the Centre, States, NGOs and international and national level agencies; networking and drawing linkages between various departments, organisations and people involved in the education of special focus groups;
NCERT
conducting activities under the SSA’s national component for special focus groups; and acting as a clearing house for researches and developed materials. The department has taken up a number of projects to promote inclusive education and thereby development of children from Scheduled Castes, Scheduled Tribes, minorities and children with disabilities within the framework of National Curriculum Framework-2005, the Position Papers of the National Focus Groups and the constitutional provisions. The issues and challenges like the learning to read and write Braille Script, low literacy and low educational level of children from Scheduled Castes, Scheduled Tribes, assessment of children with special needs, teaching in a multilingual and multicultural set up, education of linguistic minorities have been addressed through various research, training and development programmes conducted by the departments.
Major Activities RESEARCH An Exploratory Study of Home-based Education Practices for Children with Special Needs in SSA The study would explore the benefits and shortcomings of home based education programme for Children with Special Needs under the Sarva Shiksha Abhiyan. The overall objective is to assess the quality factors of home education practices from the perspective of parents of children under the home based programme, resource teachers, and administrators. Specifically, the study would assess the nature of disabilities and the curriculum covered, the satisfaction of parents and administrators regarding the implementation of home based education practices and the suitability of the financial parameters underlying the home based education. The data are being collected from the states of Uttarakhand, Goa and Karnataka. The empirical evidence so collected would help the states in better planning and implementing home based education programme under the sarva shiksha abhiyan. A Study on Challenges in Behaviours of School Going Children The study was undertaken with the objective to identify the nature and severity of challenges in behaviours of school going children. A workshop was conducted to finalise the research tools at NIE, New Delhi from 15 to 16 December 2010. All the research tools were also translated into Hindi. It was recommended that case
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studies of students with challenging behaviours should be taken during data collection. Assessment of Teachers’ Essential Competencies of Upper Primary School Teachers Teaching Children from Scheduled Castes
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The major objective of the study is to assess essential competencies for upper primary teachers teaching children of Scheduled Castes. A two-day tools review workshop was conducted at NIE, New Delhi from 23 to 24 March 2011. The research tools namely, School Information Sheet, Questionnaire for Teachers, Interview Schedule for Parents, Interview Schedule for Students and Classroom Observation Schedule were finalised in the workshop.
DEVELOPMENT Development of Braille Literacy Curriculum for Schools The project was undertaken with the objective to create inclusive school environment wherein both visual impaired and sighted children can learn and use Braille. The project aimed at developing curriculum guidelines for teaching Braille in regular schools to sighted students. Interviews were held with experts to decide upon the nomenclature of the proposed Braille literacy curriculum. Data were also collected from the special schools and teacher education institutions teaching Braille to students. A three-day workshop comprising experts from various government and non-government organisations principals, teachers, teacher educators, university professors and special educators was organised at NIE, New Delhi from 8 to 10 March 2010. Based on the data collected to develop Braille literacy curriculum for sighted students a 40 hours curriculum were prepared as a SUPW Activity for Grade students and also a 100 hours curriculum to be taught in Grade IX as an additional subject. It was reviewed by different educational institutions in the field of visual impairments. The curriculum was disseminated to various States Boards of Education and to the Central Board of Secondary Education for their consideration. Designing of a Framework for Professional Development of Teachers in the Multilingual and Multicultural Context in High Tribal Population States The project aimed at designing a framework which will spell out the specific inputs required for in-service training programmes organised by SCERTs, DIETs and other training institutions for teachers working in the schools of tribal areas. A consultative group meeting and two workshops were organised for developing the proposed state specific framework for Maharashtra and Andaman and Nicobar Islands. A three-day workshop in collaboration with MSCERT, Pune was conducted from 7 to 9 December 2010 in which state level functionaries and educationists from various universities participated. A three-day workshop held at SIE, Port Blair, Andaman and Nicobar Islands from 31 January to 2 February 2011 in which DIET lecturers, Principals, SSA functionaries and SIE faculty members participated. These workshops were held to discuss with the scholars and various educational functionaries regarding inputs required for the professional development of teachers in the multilingual and multicultural context as reflected in the NCF-2005 and in the position paper of NFG and to design a frame work for in-service training programmes organised by SCERTs and DIETs for teachers working in the schools of tribal areas.
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Development of Action Plan for Education of Linguistic Minorities for Guidelines for Enhancing Quality of School Education in UTs/States with High Tribal Population
NCERT
The project resulted from the recommendations of the National Focus Group on problems of education of Scheduled Tribes children because of their mothertongue being different from the medium of instruction in the schools. In this regard, meetings were held at Port Blair from 31 January to 2 February 2011 and Bengaluru on 25-26 March 2011. The meetings were organised in collaboration with the SIE, Andaman and Nicobar Islands and DSERT, Karnataka. A two-day action plan for the state of Karnataka was held at Bengaluru in which experts from DIETs, SCERT, NCERT and other institutions participated. Discussions were held with the educational functionaries regarding Scheduled Tribes and linguistic minority concerns as reflected in the NCF-2005, in the position paper of NFG and the project report on Development of Educational Strategies for Linguistic Minorities. The lacunae in the implementation of the linguistic minority related concerns in the school education system were reviewed. Action plans for enhancing the implementation of the Scheduled Tribes and minority related concerns at the level of institutional framework, school curriculum, pedagogy, teacher development, etc. were developed for the respective UT/State in consultation with the district and state level functionaries.
TRAINING Follow up of Teachers Training Programme already Conducted for SC Dominated Areas with Low Literacy and Low Education Level of Children from Scheduled Castes The training programme was undertaken with the objective of empowering teachers working in SC dominated areas and building up skills of management of classroom problems of children from Scheduled Castes. A three-day field visit of ten schools of Raipur, Durg and Mahasamund districts from 28 to 31 July 2010 and four-day field visit in the schools of Kolar and Chamarajanagaram districts from 27 to 30 September 2010 were made by the coordinator and experts from DSERT, Bengaluru, for assessing the impact of earlier training programme and assessment of teachers’ needs for further training programmes. During the
Follow up of Teachers’ training programme held at DSERT, Bengaluru from 6 to 9 January 2011
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visit, experts interacted with the teachers of schools in the SC dominated areas, who had already undergone training earlier. Subsequently, a four-day followup teachers training programme was conducted at SCERT, Raipur from 14 to 17 September 2010. Forty teachers participated in the programme. Another fourday training programme for the upper primary school teachers was conducted at DSERT, Bengaluru from 6 to 9 January 2011. A total number of 46-teachers from Kolar, Chamarajanagaram, Gulbarga, Chitradurga, Bengaluru rural, Chikkamagalore and Gadag districts participated in the programme. Resource persons from NCERT and SCERT took different sessions jointly through interactive mode. Besides, some contemporary issues related to educational problems of Scheduled Castes children like Cultural Capital and Learning, Social Justice and Human Rights, Right To Education, Continuous and Comprehensive Evaluation, Computer Training, etc. were also discussed during the sessions. Orientation of Managers, Principals and Teachers of Minority-runInstitutions on Quality Related Issues The Working Group Report on education for disadvantaged sections for the formulation of Tenth Five-Year Plan (2001) had focused upon the importance of role of minority educational institutions in promotion of education among the educationally backward minorities. It has been further suggested that the special efforts need to be made for professional development of managers, principals and teachers of minority educational institutions for ensuring quality education. Keeping this in view, two training programmes were organised for managers, principals and teachers of minority-run-institutions on quality related issues for North-Eastern States. The programmes focused on identification of issues regarding imparting quality education in these institutions with special reference to education as a right of the child, to sensitise the managers, principals and teachers about their important role in achieving the goal of imparting quality education in these institutions and to train them in strategies to sensitise the parents and community members regarding education of educationally backward minority communities. A planning group meeting of state representatives of Nagaland and Manipur and core group from NCERT was organised and followed by two separate programmes one for managers and principals and another for teachers. Both the programmes were organised at SCERT, Kohima from 14 to 16 March 2011 which were attended by 53 participants from minority-run-institutions.
EXTENSION Meetings for Minority Cell and Activities of Minority Cell As per recommendations of the National Monitoring Committee for Minorities Education, NCERT established a Minority Cell in the Council with members from minority communities and some persons working in the area of minority education from various constituent units of the Council. The Minority Cell is expected to speed up the process of planning and implementation of specific programmes for children belonging to different minority groups. Two meetings of the Cell were held with an objective to review the progress of various programmes taken up by NCERT constituents and plan further activities. The first meeting of the Minority Cell of NCERT was held to discuss the progress as well as the future activities to be taken up by the constituents of the Council on 22 September 2011 at RIE, Ajmer. Besides, three training programmes were
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organised by the representatives of different constituents. Regional Institute of Education, Bhopal organised a training programme on Implementation of Right to Education in Madarsas of Madhya Pradesh and Chhattisgarh from 10 to 11 March 2011. Forty two participants attended the programme. Regional Institute of Education, Bhubaneswar organised a training programme on Action Research for the States of Orissa and West Bengal from 21 to 25 February 2011. PSSCIVE, Bhopal organised a training programme on Vocational Education from 17 to 19 February 2011. Another meeting of the Minority Cell was held at NIE, New Delhi on 18 March 2011. All the programmes were focused on development of expertise in minority-run-institutions. List of On-going/Carried Over Programmes
NCERT
An Exploratory Study of Home Based Education Practices for Children with Special Needs in SSA. A Study on Challenges in Behaviours of School Going Children. Assessment of Teachers’ Essential Competencies of Upper Primary School Teachers Teaching Children from Scheduled Castes. Development of Action Plans for Education of Linguistic Minorities for Enhancing Quality of School Education in UTs/States with High Tribal Population.
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Through its interventions at various levels including policies and curriculum framework the NCERT is committed to make a significant impact on education and quality of life of girls. The Department of Women’s Studies plays a leading role in removing barriers to education, redress discrimination in education and bring positive societal change in favour of the girl child to attain her full potential. NCER T is committed to the promotion of girls’ education and women’s empowerment through suitable interventions in policy, planning, curriculum transaction and teacher education. The Department of Women’s Studies (DWS) plans and implements its activities in accordance with NCERT’s mandate. The Department advises and helps the centre and the state in executing policies and programmes with special focus on schemes for education of girls. The Department played a critical role in the formulations and implementation of the National Policy on Education-1986 and its Programme of Action (1992), on the basis of the research, development, training and extension activities. The activities of the department mainly focus on redesigning of curricula to remove gender bias and stereotypes, sensitisation of educational personnel by organising face-to-face and EDUSAT facilitated training programmes, development of handbooks, teacher training package for teacher educators and capacity building of girls and women. Undertaking of diagnostic studies on lesser participation of girls belonging to marginalised groups, evaluation of scheme and programmes of government of India are also some of the important activities of the department. Development of textual materials such as Human Ecology and Family Sciences for Classes XI and XII and Bridge Course for KGBV girls in English and Hindi for concept clarification and better understanding of disciplines related to Science, Maths, Social Science and Languages are also important contributions made by the department. The department designated the National Consultation on using Visuals as a Pedagogical Aid for Gender Sensitivity as its Golden Jubilee programme. The Consultation deliberated upon using visuals and other mediums as a pedagogical
Annual Report 2010-11
4. Department of Women’s Studies
aid for gender sensitivity and evolving strategies for integrating this medium in content and pedagogy of other disciplines.
Major Activities RESEARCH A Study of Barriers in Secondary Education (Classes IX-X) of Muslim Girls
NCERT
The study was undertaken during 2010-11 with a view to analyse the status of participation of Muslim girls in secondary education to identify barriers that affect Muslim girls’ participation and assess the level of awareness of Muslim parents and community members about government schemes and progammes available for secondary education of girls in general. The study was empirical in nature. The study covered four districts namely Rampur, Bahraich, Bareilly and Bijnor of Uttar Pradesh representing both eastern and western parts of the state for collection of both primary and secondary data. The primary data was collected from the sample households through household survey using semi-structured household schedule. The study attempted to answer some of the questions such as ‘Do the Muslim girls have adequate access to secondary education in the sample districts?’ ‘If yes, what are the barriers which are responsible in their not attending schools?’ ‘In what ways family beliefs and socio-cultural factors of a local community affect participation of Muslim girls in secondary levels of modern school education?’ Analysis of data generated through household survey covering 400 households and report writing is in progress. However, the broad findings of the analysis of field data indicate that lack of easy access to secondary level education facilities is one of the major barriers in secondary education of Muslim girls. The socio-cultural beliefs of Muslim families, especially that of girls, do not need higher education is also indicative as a strong barriers in secondary level educational attainment of Muslim girls. Gender sensitisation campaigns of community and training of teachers working in schools imparting religious as well as secular education are strongly required in areas of Muslim concentration especially in districts Rampur and Bijnor. A Study of the Maktabs and Madarsas of Southern States of India from a Gender Perspective The objectives of the study are to analyse the curriculum of Maktabs and Madarsas and the perceptions of stakeholders of the sample institutions visited. The field work in the sample district Thiruvananthapuram of Kerala was undertaken wherein 17 maktabs and Madarsas were visited. Questionnaires were administered to students, teachers, head teachers, board members and community leaders. Interaction with all of the above was carried out and their curriculum was also analysed to find out if it is favourable to boys and girls or both or none. It has been found that, as in district Malappuram, all the students go to a regular school recognised either under Kerala Board or CBSE; the religious education till Class VII or Class X is imparted in the morning/evening Madarsas which operate generally before/after regular school for 2-3 hours each day. A high school student (girl or boy) has the choice to either go to a regular school for higher secondary or in specialised Arabic colleges. In these colleges, during the first two years the entire time is devoted to building the foundation of Arabic
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DEVELOPMENT Translation of Textbook(s) of Human Ecology and Family Sciences (HEFS) for Class XII in Hindi and Urdu The HEFS textbook for Class XII has been outsourced for translation to approved translators for Hindi and Urdu respectively. The translated material thereafter will be vetted and finally edited for its further necessary action towards publication. The focus of the Hindi and Urdu versions of HEFS textbook of Class XII is on ‘work and careers’ that will contribute to the student in her/his personalsocial life as well as serve as a spring board for pursuing a career in the future. The textbook will be available to students studying HEFS in Class XII in Hindi and Urdu mediums. Development of Customised Training Package for KGBV Teachers based on NCERT Textbooks and Preparation of a Course Book for KGBV Girls: Translation of Material in Hindi As a follow up of the National Consultation on KGBV held in 2008 the MHRD had requested NCERT to develop a customised teacher training package for KGBV teachers and bridge course for KGBV girls. The programme was undertaken for translation of the English version of teacher training package to Hindi for the subjects History, Geography, Maths, Arts and Aesthetics, and Science. The translation of bridge course in Hindi for the subject area of History, Geography, Maths and Science has also been completed. The material is based on NCERT textbooks and provides an understanding of necessary concepts in the context of the girls studying in the KGBVs. It reflects the gender concerns, equality and social justice in appropriate manner. The material prepared in Hindi after its publication would be sent for its dissemination and feedback to all the Hindi speaking states of India. Textbook(s) of Human Ecology and Family Sciences (HEFS) for Class XI in Hindi and Urdu
Annual Report 2010-11
course amongst their students. Boys and girls study together in most institutions, however, there are also separate girls and boys institutions which follow traditional practices and have traditional mindset. On the contrary the district Bengaluru of Karnataka, which was also covered during field work for primary data collection, was entirely different in its findings. Institutions at Bengaluru are comparatively traditional in their curricular practices. There is more emphasis given to the religious education and not much focus is given to secular education in their curricular practices and mind set. The study will help understand the curricular practices and involving the strategies for the education, development and empowerment of the Muslim girl child.
The English version of the HEFS textbook for Class XI (parts I and II) was published by NCERT in July-August 2009. The above mentioned Class XI textbook has been translated both in Hindi and Urdu. The textbook in Hindi is in the process of getting edited by the publication, after its layout designing was carried out and which will soon under go the process of printing. The translated material of the textbook in Urdu has been vetted and is under the process of content editing. Hindi and Urdu versions of HEFS textbook for Class XI have been prepared for wider circulation for students studying in Hindi and Urdu
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mediums. The textbook will be available to students studying the optional subject of HEFS in Class XI in Hindi and Urdu mediums. Development of Textbook of Human Ecology and Family Sciences (HEFS) for Class XII in English The manuscript of the textbook has been completed and reviewed by National Review Committee Members on 22 March 2011. The Reviewers had appreciated the innovative and the experiential approach in the manuscript of the textbook and had recommended it with some suggestions. The draft textbook is ready to be placed before the National Monitoring Committee for approval.
TRAINING
NCERT
Training Programme for Teachers of Demonstration Multi-purpose School on Gender Issues in Education Amongst several functions of the department training of teacher educators and teachers constitutes an important component of the department’s activities. Training programmes have attempted to sensitise teacher educators and teachers on the education and empowerment of the girl child belonging to different regions and communities. A Phase II programme was held from 17 to 26 May 2010 at NIE, New Delhi. The participants were the teachers belonging to four Demonstration Multipurpose Schools at Ajmer, Bhopal, Mysore and Bhubaneswar. In all, twenty teachers participated in the programme.
Professor G. Ravindra, Director (in-charge), NCERT interacting with participants of the training programme on Gender Issues in Education organised for teachers of DM Schools of RIE's
The objectives of the training programme were to sensitise teachers on Gender Issues in Education in the light of NCF-2005, create awareness and sensitivity among teachers for integrating gender issues in different disciplines and its transaction and sensitise teachers for creating a more gender inclusive classroom and school environment. Some of the themes that were transacted were – National Curriculum Framework-2005, School Practices from a Gender Perspective,
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Training Programme on Gender Issues in Education for SSA Gender Co-ordinators Training programme for SSA gender co-ordinators was envisioned for promoting gender sensitivity among all stakeholders involved in the entire schooling ethos. A training programme was held from 17 to 26 August 2010 at NIE, NCERT. The aim of this programme was developing capacities among gender co-ordinators for identifying gender bias and gender stereotyping in social and educational contexts, enabling them to prepare tools for evaluating schemes and programmes designed for girls education and women’s empowerment, encouraging them to prepare materials that promote nurturing, caring and harmonious relations between boys and girls and built a network among themselves for sharing of experiences and innovative practices. The programme was of ten days duration. It was a blend of theoretical and practical experience. The methodology consisted of resource lectures, discussions, group work, use of audio-visuals and field visits. Eighteen gender co-ordinators representing states of Andhra Pradesh, Bihar, Chhattisgarh, Delhi, Punjab, Haryana, Jharkhand, Himachal Pradesh, Madhya Pradesh, Uttar Pradesh, Maharashtra, Orissa, Karnataka and Uttarakhand attended the programme. Constant monitoring and evaluation also formed an important part of the programme. Participants were of the view that such capacity building programmes should be held regularly as the themes of the programme are relevant for formulating proposal on girls’ education and empowerment. It will also encourage them to plan such training programme at their state level. A National Consultation on Using Visuals as a Pedagogical Aid for Gender Sensitivity The National Consultation was a collaborative initiative of the Department of Women’s Studies and the Centre for Women’s Development Studies which was held from 17 to 19 February 2011 at NIE, New Delhi. It deliberated upon visuals and other mediums as a pedagogical aid for gender sensitivity and evolving strategies for integrating this medium with different disciplines. The major themes of the consultation were – Representing Indian Women (1875-1947) as a Pedagogical Aid, Cartoon and the Comics in the Classroom, Films and Videos as a Pedagogical Tool, Audio-Video and Gender Issues, Posters and Illustrations, Theatre and other mediums in the Classroom. The Consultation came up with recommendations in three broad areas related to Posters and Illustrations, Films and Videos and Print and other mediums. There was a broad concern among resource persons and participants that visuals and other mediums were important teaching aid in making pedagogical processes gender inclusive. By using this
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Annual Report 2010-11
Teacher As an Action Researcher, Teachers As an Agent of Social Change, Developing Positive Self-confidence and Self-esteem among girls, Socialisation of the Girl Child, Removal of School Barriers, Scheme and Programme for Girls’ Education, Curriculum transaction from a gender perspective in different disciplines and Gender and Media. Eminent resource persons were drawn from Delhi University, JNU, All India Women’s Conference, Ambedkar University, Ed-Cil and NCERT faculty from different NIE departments. Evaluation of the training programme is an integral part of the training, all the participants were of the view that they have benefited from the programme and will utilise the knowledge gained in their school practices.
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NCERT
Dr Mona Yadav welcoming Professor G. Ravindra, Director (in-charge), NCERT at the National Consultation on using visuals as a Pedagogical Aid for Gender Sensitivity
medium in different curricular areas it would harmonise content of different disciplines with human values related to equity, equality, dignity of labour, mutual co-operation and learning to live together. It would also help in capturing the contributions made by women from all walks of life in the past and the present. The Consultation was attended by fifty two eminent resource persons and participations from Jawaharlal Nehru University, Delhi University, Bombay University, Rajasthan University, Centre for Women’s Development Studies, University of Cambridge, Centre for Studies in Sociology of Education, representatives of Mahila Samakhya, Army Institute of Education, Principles and teachers from Kendriya Vidyalayas and Gender Co-ordinators from Bihar, Chhattisgarh, Madhya Pradesh, Orissa, Uttar Pradesh and NCERT experts drawn from different NIE Department. List of On-going/ Carried Over Programmes Study of the Maktabs and Madarsas of Southern States of India from a Gender Perspective Development of Training Material for Teacher Educators on Gender Equality and Empowerment Development of Textbook (s) of Human Ecology and Family Sciences for Class XII in Hindi and Urdu
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Department of Education in Science and Mathematics carries out research, development, training, evaluation and extension activities in Science, Mathematics, and Environmental Education from the upper primary to the higher secondary stage. It is involved in the development of supplementary and complementary teaching-learning materials in Science, Mathematics and Environmental Education for upper primary, secondary and higher secondary stages. The main functions of the department are to undertake research, development, training, evaluation and extension activities related to science, mathematics and environmental education especially for the upper primary, secondary and higher secondary stages. A significant area of the department’s work has been development of syllabi, textbooks and other instructional materials in Science, Mathematics and Environmental Education. The Instructional Material Centre (IMC) of the department undertakes collection and dissemination of information on all aspects of science, mathematics and environmental education. The other major extension activities of the department include: organisation of Jawaharlal Nehru National Science Exhibition; promotion of State Level Science Exhibitions; designing and development of science and mathematics laboratories and the Science Park and publication of a Quarterly Journal ‘School Science’. In order to strengthen teaching of science, mathematics and environmental education in schools, the department organises orientation programmes for teachers and master trainers of States and UTs. To facilitate quality of pupil evaluation in schools the department developed exemplar problems in science and mathematics for secondary and higher secondary stages and that for upper primary stage is in the process of development. The department has also been engaged in the development of materials for popularisation of science, promotion of innovative laboratory practices in science and mathematics and organisation
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5. Department of Education in Science and Mathematics
of out of school activities in science. Every year, the department organises the Jawaharlal Nehru National Science Exhibition for Children (JNNSEC), which is the culmination of the series of Science Exhibitions for Children organised at District, Zonal and State Levels.
Major Activities RESEARCH Identification of Students’ Misconceptions in Chemistry
NCERT
A research project was carried out with the objective of identifying the misconceptions about the basic concepts which occur among students and affect learning of chemistry. Also, it was intended to find out the probable causes of those misconceptions so that suggestions for improvement of teaching learning process in chemistry may be provided. A tool was developed and refined at the departmental level after administering it to some students. The refined tool was discussed in a one-day workshop of teachers and distributed in 22 schools of NCR and Delhi region. Data from all the schools except for one public school has been obtained. The sample under the study therefore is of approximately 3,000 students of higher secondary stage covering Kendriya Vidyalayas, Government schools, Sarvodyaya schools, DAV schools and Public schools. At preliminary level several misconceptions have been identified. The data is under further analysis and the detailed report will be submitted shortly. Study of Status of Science and Mathematics Education at Upper Primary, Secondary and Higher Secondary Stages Based on the recommendations of the NCF-2005, the department revised the science and mathematics syllabi in 2006 and developed new textbooks during 2006 – 08. Curricular material related with the laboratory manuals and exemplar problems has also been developed by the department. These learning materials are being used by the teachers and students. The present programme intends to study as to what extent the revised curriculum, syllabi and textbooks have made an impact on science and mathematics education across all state/union territories education boards. This study aims to (i) know the status of curricular materials for science and mathematics education at upper primary, secondary, and higher secondary stages; (ii) to assess the facilities available for transacting the science and mathematics curriculum in schools. The research questions for this study are: (a) How many states/UTs have implemented the recommendations of NCF – 2005 in science and mathematics education curricular material? (b) How many states/UTs have revised their science and mathematics syllabi and curricular material at upper primary, secondary, and higher secondary stages in the light of NCF–2005? (c) Whether the states/UTs have provided required facilities (infrastructure and teaching-learning) for transacting the revised curricular material in science and mathematics? (d) Whether the states/UTs have organised teacher training programmes in the light of revised curricular material? (e) Is there any difference in development and implementation of curricular material and transaction strategies across the states/UTs? The department developed the tools for this study in four categories with the help of experts and practising teachers. The categories are: (i) Curriculum Framework, Revision of Syllabus and Textbooks; (ii) Examination and Evaluation; (iii) Information about Schools;
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and (iv) Personnel and Training. These tools were first validated by a couple of SCERTs. The finalised questionnaires were then forwarded to all related agencies for providing information. Department has received a good amount of data. The framework for data analysis and report preparation has also been developed with the help of experts. The detailed report is under preparation.
In the light of NCF-2005 and National Focus Group Position Paper on Teaching of Science, the biology textbook has been developed with objectives to provide better process towards understanding of the content and to avoid rote memorisation. Attempts were made to present the content enumerating common principles and processes in plants, animals and microbes so that the learner appreciates the evolutionary significance and enjoys the beauty of the nature. This also helps in reducing information load. Environmental issues are also given due emphasis in the textbooks so that learner appreciate its importance and attempt to conserve. The main features of the book in order to reduce the burden on the learner are presented in simple and sequential manner, designed using clear illustrations to reduce the textual load, use of too many technical terms has been reduced, an interactive approach has been adopted in developing the textual matter, the level of the content matter has been very carefully kept at par with the cognitive level of the learner. Historical development of the key concepts has been given appropriate emphasis (topics like photosynthesis, molecular basis of inheritance have special reference). Conscious efforts have been made to adopt an interdisciplinary approach. The biology course at higher secondary stage involves classical concepts of biological classification, basic principles of underlying physiological processes and molecular basis of life and its application for society. One complete unit on biotechnology: Principles, process and applications has been considered in the biology syllabus with due care of the comprehension level of the learners. It is observed that some school boards are offering biotechnology, a specialised discipline, as a separate subject at higher secondary level. Our study in the year 2008-2009 on a similar theme has revealed, primarily, a few concerns related to teaching-learning of biology in classroom situation, based on which we developed exhaustive tools in 2009-10 to analyse the classroom transaction processes. Study was planned to be performed in selected schools like KVs, JNVs, Government schools and private schools during 2010-11. The planning involved two steps, first, obtaining the response from the teachers involved in classroom process, classroom learners and state functionaries who provide training and enrichment to the teachers; the second is observing the actual classroom transaction. The present study was also aimed to investigate various aspects of classroom transaction of biology and its content relationship with subjects like biotechnology at plus two stage. The major research questions of the study were: whether the teachers adopted classroom instructional strategies as recommended in NCF-2005? Which content areas teachers found difficult to transact in the classroom? How learners develop concepts and conceive relationships with applied subjects like biotechnology? The likely outcome of the study will help in identifying the difficulties in classroom transaction, developing strategies to bring improvement and to address them appropriately and remove infrastructural hurdles, if any. The study was performed in the states of Manipur and Delhi besides the teachers and learners attending 38th JNNSEC and a group of teachers attending Content Enrichment programme at RIE, Bhopal
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Study on Classroom Transaction of Biology at the Higher Secondary Stage
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were also included. Thus the responses of around fifty teachers and four hundred learners have been obtained. Principals of the schools and Education officers have also submitted their response. The data obtained is being deeply analysed, the results indicate that the teachers have not received adequate information on the approach and strategy to be adopted in classroom as laid down in NCF2005, however, they have shown enough interest and inquisitiveness towards the spirit of the framework document. The Practical work needs sufficient emphasis and improvement in facilities, it is apparent that a detailed analysis would provide good information on different aspects of the classroom transaction processes. Study of Effectiveness of use of Computers and Internet on Learning Mathematics at the Higher Secondary Stage – A Pilot Study
NCERT
Integration of ICT is believed to be crucial for the welfare and well-being of our future generations and because teachers play such an essential role, the following questions need to be addressed. In fact, teachers’ pedagogical practices and their perception of impact of ICT—use in this regard lie at the core of this research programme. We have endeavoured to answer the broad research questions; What is teacher’s opinion for using the Computers and Internet as a vehicle to deliver and learn mathematics? How do students react to instruction delivered through the Internet? Do students perceive the potential of the Internet as a vehicle to deliver and learn Mathematics? How to design web-based material for school Mathematics to make it more interactive and activity based and how these activities support the development of students’ conceptual understanding and strategic competence? How the integration of web-based learning projects can effectively promote new paradigms and provide avenues for future research in the use of technology in teaching and learning of mathematics? To provide a more comprehensive understanding of teachers’ pedagogical practices, we have designed and developed two layers of teacher questionnaire to provide three sets of core indicators for pedagogical practices—curriculumgoal, teacher-practice, and student-practice orientations. The first layer questionnaire is designed for teachers’ feedback regarding Conceptual Understanding of ICT and Pedagogy in Mathematics. We are providing them a set of ICT based teaching material for Class XI and XII to transect among their students in their classroom which has been developed in several open source softwares. While developing these modules it has been taken care that these interventions would provide fundamental enhancement of Mathematics to associated teachers. Video tutorials as well as user manuals are also given in ICT use in the package to handle these modules effectively. The final questionnaire has been designed for the feedback of students’ reaction, their perception with regard to potential of ICT-use, teachers’ experiences regarding designing of ICTbased materials, its integration methodology with traditional learning and teaching of mathematics and their perception of ICT-use in terms of Academic Self Efficacy and Metacognitive skills in learning/teaching mathematics. Final feedback is being received and report is under preparation.
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DEVELOPMENT In view of the changes recommended in the NCF-2005 with regard to evaluation approaches the department initiated the development of exemplar problems in science and mathematics. The main objective of developing the book on ‘Exemplar Problems in Science’ is to provide the teachers and students a large number of quality problems in various forms and format with varying levels of difficulty to facilitate teaching-learning of concepts in science that are presented through the textbook. It is envisaged that the problems included in this book would help the teachers to design tasks to assess effectiveness of their teaching and to know about the achievement of their students besides facilitating preparation of balanced question paper for testing their students. In addition, the problems given in this book are also expected to help the teachers to perceive the basic characteristics of good quality questions and motivate them to frame similar questions on their own. Students too can benefit themselves by attempting the exercises given in the book for self assessment and also in mastering the basic techniques of problem solving. Some of the problems given in the book are expected to challenge the students’ understanding of Science concepts and to apply them in new situations. A series of three workshops was organised to develop the manuscript for Exemplar Problem in Science for Class VIII. The first workshop was held from 12 to 16 July 2010 in which the first draft of the material was prepared. The material was subsequently reviewed and edited in two workshops held from 20 to 23 December 2010 and 21 to 24 February 2011. The book is under publication. Source Book on Assessment in Mathematics at the Upper Primary Stage The book has been developed keeping in view the child as the centre of all attention. It gives a message to teachers and administrators that children are a precious treasure and hope of our future. They need to be nurtured at all stages of life at school. This source book is stressing that the assessment should be continuous and comprehensive and is a part of learning. But it should take place with as little stress to the child as possible. The source book deals with the basic aspects they need to know about students and about assessment in Mathematics. It also informs about the need for the source book; the indicators of learning, and how they play a vital role in assessing the learner comprehensively; various tasks that can be followed to make the assessment more comprehensive and objective. For the suggested tasks, examples are drawn from the NCERT textbooks. The examples have been taken from different areas like Number System, Geometry, Algebra etc; provides the details and the mechanism for recording and reporting the assessment of an individual learner over the entire session. The need for maintaining individual learner’s records is also discussed; and it contains case studies directly from classrooms. It is hoped that these would help teachers to carry-out the assessment in Mathematics through the various tasks set by them.
Annual Report 2010-11
Development of Exemplar Problem in Science for Class VIII
Source Book on Assessment in Science at the Upper Primary Stage The book has been developed keeping in view the child as the centre of all attention. It gives a message to teachers and administrators that children are a precious treasure and hope of our future. They need to be nurtured at all stages of life at school. This source book is stressing that the assessment should be continuous
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NCERT
and comprehensive but it should take place with as little stress to the child as possible. The source book deals with the basic aspects of science as a discipline and teaching-learning of science at the upper primary level. It also compares the existing practices of assessment with the proposed continuous and comprehensive evaluation; with the indicators of learning, and how they play a vital role in assessing the learner comprehensively; various tasks that can be followed to make the assessment more comprehensive and objective. For the suggested tasks, examples are drawn from the NCERT textbooks; provides the details and the mechanism for recording and reporting the assessment of an individual learner over the entire session. The need for maintaining individual learner’s records is also discussed; and it contains case studies directly from classrooms. It is hoped that these would help teachers to carry-out the assessment through the various tasks set by them. Development of Textbook on Pedagogy of Mathematics The objective of the above programme was to develop a textbook on pedagogy of mathematics for B.Ed. pre-service teachers and teacher educators. Conducive to recommendations of NCF-2005 for paradigm shift from content to process and also the transformation of procedural level understanding to conceptual level understanding, there was a need of developing a textbook on pedagogy of mathematics wherein reflections on recent pedagogical transformations need to be explored. Keeping in view the above approaches, the draft material of the book was developed through workshops. This book contains ten units in all. The draft material was reviewed in a workshop mode. The reviewed draft was finalised in a workshop and has been sent for publication. Salient features of the book is exploring learners with various strategies, use of ICT in teaching-learning, experimentation and activity in mathematics by using low cost material, creativity and inventiveness in mathematics, professional growth of mathematics teachers, various strategies for evaluation, various approaches of teaching mathematics with mathematical examples, games, riddles and puzzles and visuals, difference between teaching of mathematics and teaching of science, fundamental building blocks of mathematics, aesthetics sense in mathematics, curriculum construction in mathematics at various stages of schooling supported by examples. References have been provided at the end of each unit for further study. Development of Textbook on Pedagogy of Science Textbook on Pedagogy of Science is being developed in two volumes – one on Biological Science and the other on Physical Science. Conducive to the recommendations of NCF-2005 for paradigm shift from content to process and also the transformation of procedural level understanding to conceptual level understanding, a need was felt to develop this book. Developing process of the book started after finalisation of the syllabus of two-year B.Ed. course by the Department of Teacher Education and Extension. The textbook on Pedagogy of Biological Science comprises chapters, whereas the textbook on Pedagogy of Physical Science comprises fourteen chapters. After developing the chapters by a team of experts involving experts from NIE, RIE and various other institutes the draft manuscripts were reviewed and refined by the subject experts. Attempts have been made to interweave pedagogy of science with the contents of physics, chemistry and biology with the help of a number of examples, activities and exercises. The final version of the book is under preparation.
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Development of Enrichment Material in Mathematics at the Higher Secondary Stage The Material has been developed in accordance to the following objectives: To identify topics for the development of enrichment material in mathematics at higher secondary stage. To develop enrichment material on identified topics.
A five-day workshop of practising teachers was held to chalk out the strategies for developing the material. The entire course content in mathematics at higher secondary stage was classified in seven units, namely: Sets, Relations and Functions; Algebra; Trigonometry; 2-dimensional geometry; Vector algebra and 3-dimensional geometry; Calculus; Probability; Linear inequality and linear programming. A format was designed for developing the materials which included, Introduction, Conceptual understanding, Applications, Misconceptions etc. The developed material was reviewed and edited in the next workshop of five days by few more experts and practising teachers. Thus the resulting draft is a collective effort of experts and teachers. The published material will be of use to teachers, teacher educators and students, forming the clientele group. Development of Exemplar Problems in Mathematics for the Upper Primary Stage— Hindi Version To meet the need of additional interdisciplinary and application based innovative problems, based on the syllabus of Class VII and Class VIII mathematics, the department planned to execute this development project. The project was completed according to the approach and vision of NCF-2005 and it will supplement the Classes VII and VIII mathematics textbooks. In academic year 2010-11, the Hindi version of these exemplar books were prepared. In these problem books, the development team has evolved an innovative approach to motivate students not only to learn and do mathematics but also to come away from the experience with a positive attitude. In these creative and stimulating books, students and teachers will find a variety of mind-expanding questions, activities, puzzles and will be able to locate mathematics in their house, sports and food etc. It has been designed to enhance and enlighten, as well as to entertain. The diversity of the problems and the various approaches to solving them will improve the students’ problem-solving skills, as well as the general thinking skills required for subjects outside of mathematics. The flexibility and variety of problems in these exemplar problem books span the whole spectrum of Class VII and VIII mathematics, and the direct application based problems to a wide range of learning styles will make Mathematics for Fun approach— a rewarding and positive experience for students and teachers alike.
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To explore the applications of identified topics in different fields of human endeavour.
Development of Graded Learning Material (GLM) in Science and Mathematics at the Upper Primary Stage—Hindi Version Under the above programme the English version of thirty packages of GLM in Science and Mathematics at Upper Primary Stage were translated in Hindi. To review the draft manuscripts of Hindi translated version a workshop was conducted at NIE Campus, New Delhi during January 2011 in which GLM
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packages were revised and finalised by an expert group. The final manuscripts of Hindi translated version are under publication. Development of Exemplar Problem in Science for Classes VI and VII— Hindi Version
NCERT
The main objective of developing the book on ‘Exemplar Problems in Science’ is to provide the teachers and students a large number of quality problems to facilitate teaching-learning of concepts in Science that are presented through the textbooks. It is envisaged that the problems included in these books would help the teachers to design tasks to assess effectiveness of their teaching and to know about the achievement of their students besides facilitating preparation of balanced question paper for testing their students. The English version of the present Exemplar Problems in Science for Class VI and VII has already been developed. The translated material was then refined in a series of two workshops held from 13 to 17 December 2010 and 7 to 11 February 2011. The workshops were held involving practicing teachers, subject experts from universities and institutes of higher learning and the faculty from the department. The book is under publication. Development of Project Book on Environmental Education for the Higher Secondary Stage—Hindi Version A project based syllabus was developed for EE at the higher secondary stage as per NCF-2005. Based on this a Teacher’s Handbook on Environmental Education was developed. The handbook contains only exemplar projects which made it imperative to develop a separate project book that will contain a wide range of projects. This project book will provide ample options to the students and teachers in the selection of the project to be undertaken. During the course of the development of the above mentioned book, the English version was sent for translation. Based on the translated manuscript a three-day review workshop was conducted. Suggestions received during the workshop were incorporated. Further the task of inserting the reviewed manuscript in the template that was already in use for the English version book was undertaken. The project book is under publication. Development of Books in New and Applied Areas of Science and Mathematics under the Project, ‘Reading to Learn’ The objective of the programme is to prepare books in new and applied areas of science and mathematics in Hindi and English. In this project, 38 books have already been published. The books are meant for students, teachers and teacher educators of upper primary, secondary and higher secondary stages. Two manuscripts developed under this project have been submitted for publication. One is “Wonders of the Sky” by Shri Biman Basu, ex-editor of Science Reporter. Starting from Sun, the life-giver, it talks in a lucid way, with the help of coloured illustrations, about Moon, clouds, stars, patterns in the sky, constellations, the Milky way and the celestial wanderers and visitors. The second manuscript, in Hindi, is entitled, “Bhojpatra se audhunik kagaz tak” by Professor C.S.Pandey. Beginning with the historical account, it talks about the resources, processes and technology needed for production of papers. It also covers different properties and types of papers.
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TRAINING
The programme was formulated to orient Master Trainers of ST Category for activity-based Science Teaching at the upper Primary Stage. In all 24 participants from Navodaya Vidyalayas and Kendriya Vidyalayas situtated in different States and UTs which have high population of STs such as Chhattisgarh, Assam, Andhra Pradesh, Uttarakhand, Jharkhand, Madhya Pradesh, Meghalaya, Orissa, Rajasthan, Tripura, Gujarat, Delhi and West Bengal attended the programme. All the participants were from ST category and teaching Science at Upper Primary Stage. The 5-day training programme was organised from 9 to 13 August 2010 at NCERT, New Delhi. During the orientation of the master trainers, exemplar integration of the activities with teaching-learning process was presented. In some cases demonstrations were made and in some, teachers performed the activities themselves. The doubts of the teachers were removed on the spot. One session was devoted to activities related to learning of our environment. The importance of project work related to environment at upper primary stage was highlighted by taking examples from project books developed by NCERT. The participants were oriented for Continuous and Comprehensive Evaluation (CCE) of the students. They were motivated to put the students in different grades in respect of the achievements. In the last, feedback from the participants was collected for improving the future programmes. Orientation of Trainers on Activity Based Teaching in Mathematics at the Upper Primary Stage A five-day training programme was organised from 25 to 29 October 2010 at NCERT, New Delhi to orient the teachers of upper primary stage of CBSE affiliated schools of NCR, State boards of Himachal Pradesh, Punjab, Haryana, Rajasthan and Uttar Pradesh. In this programme a total number of 21 master trainers participated. The master trainers oriented were expected to orient other teachers of their schools. During the sessions the following topics have been covered. These are Nature of Numbers, Number Pattern, Environment Education, Importance of Mathematics Laboratory, Teaching of Mathematics and its application, Data Handling, Algebra, Patterns in Geometrical figures, Mensuration, Teaching of Mathematics through Activity Method, Upper Primary Mathematics Kit, and Visuals etc. The transaction of the above mentioned topics during the training were based on NCF-2005 guidelines. Activity methods and games were given more priority in transacting the different concepts of Mathematics. Ample examples were given to correlate the problems in Mathematics with the daily life examples. There were interesting discussions among the participants and resource persons during the sessions.
Annual Report 2010-11
Orientation of Master Trainers of ST Category for Activity-Based Teaching in Science at the Upper Primary Stage
Orientation of Master Trainers in Mathematics at the Secondary Stage A five-day orientation programme was held at NIE, New Delhi, from 21 to 25 February 2011. Thirty participants participated in the programme from various organisations, such as KVS, NVS, Directorate of Education (Schools), Delhi, DAV Public Schools and State of Punjab. The content areas covered during this orientation programme were – Congruency and Similarity of triangles, Circles, Statistics, Probability, Mensuration, Trigonometry, Coordinate geometry, Euclidean Geometry, Polynomial and Equations and Mathematical Modelling
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2010-11
49
including Continuous and Comprehensive Evaluation. Feedback was received from the participants. The total strength of the participants was divided into five groups and each group presented the details of the projects developed by them. Each group expressed their concern that the duration of the programme should not be less than ten days. Teachers appreciated the activity work and way of presentation of content. Orientation of Master Trainers in Science at the Secondary Stage
NCERT
Laboratory Manuals and Exemplar Problems in Science for Classes IX and X have been developed to enhance children’s comprehension of scientific concepts and practical skills. The programme was designed to orient the master trainers about these laboratory manuals and exemplar problems. The programme was held at NCERT, New Delhi from 2 to 6 August, 2010. Seventeen participants from different government Schools of Delhi Region and Haryana attended the programme. During the programme, participants were exposed to salient features of laboratory manuals and exemplar problems in science for Classes IX and X. There are more than 600 questions of different types given in each of the Exemplar Problems for Classes IX and X. All the experiments and questions are revolving around the major themes such as – Food, Materials, The world of the Living, Moving Things, People and Ideas, How Things work?, Natural Phenomenon and Natural Resources. Participants were provided an opportunity to perform experiments based on these themes. Training needs in concepts, problem solving methods, evaluation methods etc. were identified and lectures were given by different resource persons. A low cost science kit at secondary stage has been developed by NIE Workshop. This kit was demonstrated to the participants to acquaint them with the uses of kit items. Participants also visited the Science Park where they were made aware about the role of science and technology in every day life and developed the understanding of basic principles of science through working models and other devices. Participants also visited Audio and video Studios of CIET. Orientation of Master Trainers in Physics at the Higher Secondary Stage The programme was designed for orienting master trainers about the new syllabi, textbooks, laboratory manuals and exemplar problems in physics at the higher secondary stage. Concepts/topics found difficult by teachers were identified and strategies were developed for effective transactions of the identified concepts. A five-day programme was organised from 17 to 21 January 2011 NCERT, New Delhi. It was attended by 15 participants. Seven were from Railway Schools located in Jharkhand, Chhattisgarh, Maharashtra and West Bengal, five from State of Haryana and three from Delhi. The topics on which talks were delivered are: Rotational motion, Thermodynamics, Electricity and Magnetism, Modern physics, Semiconductors, Communications and use of ICT in teaching-learning physics. The main focus of these talks was to remove doubts and misconceptions and to suggest alternative approaches to facilitate teaching/learning. During the practical work sessions, teachers were provided breadboards, ICs, LEDs and facilitated to design different types of gates.
EXTENSION National Young Environmentalists Meet The meet organised by NCERT, New Delhi was held at Bharati Vidyapeeth
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2010-11
School Science—A Quarterly Journal The objectives of the journal are (i) to provide a forum to teachers, teachereducators, administrators, researchers and students to disseminate their views, experiences and innovations in the field of science and mathematics education at school level, (ii) to acquaint all those engaged in teaching/learning of science and mathematics at school level with new techniques of teaching the subject as well as latest development in these fields, and (iii) to disseminate new ideas and latest global trends in the areas of science and mathematics at school level and educational aspects related to them. The March-June 2010 issue carries article on Holography, Nanoscience, Alternative fuels, Computer–aided learning, Energy and electronic charge conservation during alpha and beta emission, in addition to articles related to teaching of chemistry, Metacognition in learning and teaching of physics, Student’s interest in science topics. The September-December, 2010 issue includes articles on the rise of innovation in India, Bio-diversity year 2010, Thalassemia, Disaster management. Regular features like Science news, Web Watch and Book Reviews are also included in these issues. March 2011 has been submitted for publication. State Level Science Exhibitions for Children The organisation of State Level Science Exhibitions for Children is the first phase of preparation for the organisation of Jawaharlal Nehru National Science Exhibition for Children – 2011. Its objectives are (i) to popularise Science; (ii) to develop understanding amongst the school children towards the role of Science and Technology in society; (iii) to provide opportunity for children to develop their scientific talent; (iv) to encourage creative thinking and promote psychomotor and manipulative skills among children; (v) to stimulate spirit of exploration in developing suitable technology by the application of scientific principles to everyday life situations; and (vi) to strengthen the state science exhibitions in the presentation. The main theme for the organisation of science exhibitions in all states/UTs during 2010–11 was Science and Technology for Challenges in Life. The identified six sub-themes were (i) Bio-diversity: Conservation and Sustenance; (ii) Agriculture and Technology; (iii) Green Energy; (iv) T ransport and Communication; (v) Community Health and Environment; and (vi) Mathematical Modelling. The theme for the organisation of one-day seminar on Popularisation of Science during 2010-11 has been the International Year of Bio-diversity.
Annual Report
2010-11
Annual Report 2010-11
University, Pune from 15 to 18 February 2011. The prospective delegates identified by an expert committee were informed about the venue, duration and were invited to attend the meet. About 50 student-participants and their guide teachers attended the meet. The keynote address was delivered by eminent ecologist Professor Madhav Gadgil. He emphasised the role students can play in developing the bio-diversity register of the country. Participants presented their projects in three parallel sessions. There were lectures on (i) selection and presentation of projects (ii) importance and conservation of wild life (iii) educational toys from wastes. Delegates were also taken for an educational trip to western ghats forest, milk storage plant. Quiz competition on bio-diversity of India was also held amongst the twelve identified groups. An interactive participatory lecture was held by the director of BVIEER on “Wonders of Wilderness of India”. The meet concluded with distribution of certificates of participation.
51
Guidelines for the Preparation of Exhibits and Models and Organising State Level Science Exhibitions for Children-2010-11 and 38th Jawaharlal Nehru National Science Exhibition-2011 were developed and printed. These were forwarded to all stakeholders in all states, UTs and other agencies, and also uploaded on NCERT website for wider dissemination. Catalytic grants to states and UTs for Organising the state level science exhibitions in their respective states were disbursed to 25 States/UTs during 2010-11. The progress for the organisation of exhibitions in all states and UTs was also monitored throughout the year. Reports of the Exhibitions organised in many states/UTs have also been received. The preparation of final report is in progress. Centre for Popularisation of Science
NCERT
Popularisation of science is one of the major thrust areas. The department has established a “Centre for Popularisation of Science” which through working models provides an opportunity to children, science teachers, teacher-educators, NGOs and other functionaries concerned with teaching of science in schools to understand and appreciate certain selected principles of science. A “Science Park” and an “ Energy Park ’’ have been developed as a part of this programme .The models displayed in the park facilitate to nurture scientific knowledge through amusement. Interaction of the children and teachers is more effective in these parks than the demonstration shown in the classroom or experiments performed in the laboratories. In the year 2010-11 Science Park received approximately one thousand visitors from all over the country. Team members acquainted them to various exhibits and satisfied their queries. The feedback collected from them was very positive. After observing and interacting with the models, a number of schools and educational planners have approached the department for its guidance for developing similar models in their schools. The department provided its expertise and academic support to them. Some of the exhibits displayed are: self climbing roller, cycloid path, sympathetic pendulum, screw jack, echo tube and a hole in your palm. A number of photo voltaic street lights are displayed in the Energy Park. Monitoring the Implementation of Environment Education in States and UTs as per the Directives of Hon’ble Supreme Court of India The Hon’ble Supreme Court vide its Order of 22 April 2004 had accepted the EE syllabus formulated by NCERT. The Hon’ble Supreme Court vide its Order of 13 July 2004 had directed all the States and UTs to implement the syllabus formulated by NCERT. The Court had further appointed “NCERT as a nodal agency to supervise the implementation of the Court’s order”. Responding to the Court’s order NCERT had constituted a Core Group in order to monitor the progress made by the States/UTs towards the implementation of Hon’ble Supreme Court’s order. The Core Group is actively engaged in various tasks that ensure the compliance of the Hon’ble Court’s Order. The status of Environment Education in the schools of different states and UTs is as follows:
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2010-11
The States and UTs on their mode of implementation of Environmental Education (EE) Syllabus Name of the States or UTs
EE Syllabus: Integrated(I)or Separates(S) Primary
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35.
Andhra Pradesh Andaman and Nicobar Arunachal Pradesh Assam Bihar Chandigarh Chhattisgarh Dadra and Nagar Haveli Daman and Diu Goa Gujarat Haryana Himachal Pradesh Jammu and Kashmir Jharkhand Karnataka Kerala Lakshdweep Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Nagaland NCT, Delhi Orissa Puducherry Punjab Rajasthan Sikkim Tamil Nadu Tripura Uttar Pradesh Uttarakhand West Bengal
Upper SeconPrimary dary
EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II I EVS-I+EVS-II Data not received EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II I I EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II I EVS-I+EVS-II EVS-I+EVS-II EVS-I+EVS-II S EVS-I+EVS-II
I I I I I I I I I I I I I I I I I I I I I S I I I I I I I I I S I S S
I I I I I I I S I I I I I S I I I I I S I S I I I I I I I I I S I S S
Higher Secondary S S S S S S S S S I S S S S S S S S S S S S S S S S S S S S S S S S S
Here, I stand for Integrated and S for Separate
Jawaharlal Nehru National Science Exhibition for Children 2010-2011
Annual Report 2010-11
S. No.
The 37th Jawaharlal Nehru National Science Exhibition for Children-2010 was organised at Government Raja Ram Poddar Higher Secondary School, Jaipur from 25 to 30 November 2010 in joint collaboration of NCERT and Department of School Education, Government of Rajasthan. This annual exhibition is a culmination of two years cycle of a series of feeder level science exhibitions organised in different States/UTs/Organisations like KVS, JNVS, Atomic Energy etc starting from school level. The exhibition was inaugurated by Hon’ble Minister of Education, Labour and Employment, Government of Rajasthan, Master Bhanwar Lal Meghwal on November 25, 2010. Hon’ble Minister of State Youth
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2010-11
53
NCERT
Affairs and Sports, Primary and Secondary Education, Government of Rajasthan, Shri Mangi Lal Garasia, Hon’ble Minister of State Science and Technology, Government of Rajasthan, Shri Raj Kumar Sharma, Hon’ble MLA Shri Kalicharan Sarraf and Hon’ble Mayor, Jaipur, Smt. Jyoti Kandelwal were the other dignitaries from the Government of Rajasthan who graced the inaugural function of the 37th JNNSEC–2010. Principal Secretary, School Education, Government of Rajasthan, Shri Ashok Sampatram and other senior officers of Government of Rajasthan were also present during the function. While welcoming the dignitaries Professor Hukum Singh, mentioned about the contribution of NCERT in school education and highlighted the importance of science exhibition that provides a platform to students to showcase their innovative talents. Hon’ble Minister Education, Labour and Employment, Government of Rajasthan Master Bhanwar Lal Meghwal expressed his thankfulness to NCERT for selecting the state of Rajasthan as the venue for the 37th JNNSEC – 2010 and appreciated the efforts of participating students and teachers. Hon’ble Minister declared the 37th JNNSEC open and also informed about the decision of Government of Rajasthan regarding the implementation NCERT curriculum in school education. Participants from different States, UTs and other organisations of the country presented their exhibits on different sub-themes under the main theme “Science, Technology and Society”. The six sub-themes were, Climate change – Causes and Consequences; Green Energy; Biology in Human Welfare; Information and Communication Technology; Mathematics and Everyday life; Science and Technology in games and sports. Among these exhibits quite a large number were the outcome of the group efforts in which two to six students jointly worked to develop the exhibits under the guidance of teachers. A large number of people visited the exhibition. A popular lecture was organised in the afternoon in which eminent scientists/educationists of the state of Rajasthan were invited to benefit the participants. Among the eminent speakers were Dr. N. K. Kalra from Remote Sensing who spoke on Role of Remote Sensing in Development Planning, Dr. P. R. Ojha Principal, Marudhar College of Sciences, Bikaner elaborately discussed about the importance of wild life, Professor K. Muralidhar from University of Delhi spoke on Science and Society and Dr. Om Prakash Sharma, Superintendent Jantar Mantar, Jaipur discussed about the role of this kind of establishments in understanding astronomical significance of celestial bodies. At the end of each day a cultural evening was organised under a theme called, “Rangeelo Rajasthan” Various cultural items were presented by many cultural troops of different cities of Rajasthan, from schools and colleges of Jaipur and by the participants of JNNSEC. On the last day the Director, NCERT Professor G. Ravindra and Head, DESM, Professor Hukum Singh visited all exhibition stalls, interacted with the participants and shared their opinion. On 30 November 2011 the valedictory function was held. Hon’ble Minister Education, Labour and Employment, Government of Rajasthan, Master Bhanwar Lal Meghwal was the Chief Guest, Director, NCERT Professor G. Ravindra was the Guest of Honour and many other dignitaries were present during the function. Professor Hukum Singh presented the report of the 37th JNNSEC – 2010. Professor Ravindra deeply acknowledged the initiatives and efforts of the officials of Government of Rajasthan. He thanked the Hon’ble Minister about his keen interest and constant supervision of entire activities. Hon’ble Minister, appreciated the efforts of participants and also thanked NCERT for selecting Jaipur, as the venue for this prestigious event. The Hon’ble Minister and Director, NCERT distributed certificates to all the participants.
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Annual Report
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An investigation into different approaches to development of environmental studies curriculum by states to see how different concepts are integrated to environment at primary level in different states. The objectives of the programme are; to understand various approaches followed by different States/UTs in the development of EVS Curriculum for primary classes; to analyse and understand how the concepts of science and social science have been integrated at primary level; and to investigate how the concepts of science and social science are integrated in relation to environment at primary level. Following the initiative taken by NCERT on the States/ UTs syllabi and textbooks revision, nineteen states have revised their syllabi in the light of NCF 2005. Analysis of the revised syllabi shows that some states teach EVS as a separate subject as science and social science from Class III to Class V, whereas some states have one EVS textbook with separate sections of science and social science. Also, the selection and presentation of content reflects different approach to teaching of EVS. In view of this there is a need to understand different approaches followed by different states in the development of EVS curriculum and textbooks. The analysis of EVS textbooks for different States shows that different approaches are followed by States in the development of EVS Curriculum. Manipur teaches EVS from Class III-V as integrated subject consisting of the component of science and social science concepts drawn from the immediate environment. Nagaland teaches EVS from Class III-IV as separate component of science and social science in one textbook. Maharashtra teaches general science and social sciences as separate subject from Class III-V. Group Arithmetic Group Arithmetic was constituted by NCERT in September 2007 for initiating steps for the qualitative improvement of teaching and learning of mathematics at primary level. During 2010-2011 Group Arithmetic published “Teachers training manual” for Class I and II. The manual has been translated in Hindi. Four teacher training programmes for the teachers of Haryana, Chhattisgarh, Uttarakhand and Andhra Pradesh were conducted by Group Arithmetic. The draft of user’s manual accompanying Mathematics Learning Kit has also been developed. The work for a book on the compilation of stories, puzzles, rhymes etc. in mathematics for Class I and II has been initiated. Environment Education The department has been entrusted to monitor the implementation of environmental education by all States/UTs in compliance with the judgment of Hon’ble Supreme Court. The department has been implementing the environment education through an infusion model based on the guidelines of NCF-2005. The project books on environmental education for Classes VI to X have been published as per the affidavit submitted by the Council to Hon’ble Supreme Court of India to bring about attitudinal changes among the students in favour of environment. The project based syllabus for the higher secondary stage has been publised. The teachers’ handbook for the implementation of project based syllabus is also being printed. Environment related activities to sharpen the thinking capabilities of students were held during the 37th JNNSEC at Jaipur. Meeting of the state officials responsible for the actual implementation of environment related projects and activities through eco-clubs and the concept and concerns through the curriculum was held at NIE Campus during March
Annual Report
2010-11
Annual Report 2010-11
An Investigation into Different Approaches to Development of Environmental Studies Curriculum by States
55
2010. The report of the deliberation of the meeting alongwith the monitoring visit has been compiled as a status report for further circulation. The Hon’ble Supreme Court, through the order of December 2010, had accepted the final affidavit submitted by NCERT, and it is envisaged that EE through out the country will be done according to it. All relevant information in this regard is available at NCERT’s website. The department had also coordinated the selection of participation of student delegates for representing the country in International Conference on Environment in Brazil held during June 2010. The brochure, “Let’s Take Care of India”, is a document based on the responses of children towards the environmental responsibilities, they volunteered to shoulder. RMSA programmes related to DSE
NCERT
The faculty of the department has been involved and contributed in the following projects in the Department of Secondary Education, which has been constituted towards RMSA scheme of MHRD. Development of Framework of Source Book on Assessment at Secondary Stage. Development of Curriculum Framework and Curriculum for In-service Teacher Professional Development Programmes at Secondary Stage. Development of Prototype ICT Kit for Mathematics at Secondary Stage. List of On-going/Carried Over Programmes Study of Status of Science and Mathematics Education at Upper Primary, Secondary and Higher Secondary stages. Study on Classroom Transaction of Biology at Higher Secondary Stage Study of Effectiveness of Use of Computers and Internet on Learning Mathematics at Higher Secondary Stage-A pilot Study Development of Exemplar Problem in Mathematics for Upper Primary StageHindi Version Development of Graded Learning Material (GLM) in Science and Mathematics at Upper Primary Stage-Hindi Version Development of Exemplar Problems in Science for Classes VI and VII-Hindi Version Development of Project Book on Environmental Education for the Higher Secondary Stage-Hindi Version Development of Books in New and Applied Areas of Science and Mathematics Under the Project ‘Reading to Learn’ School Science- A Quarterly Journal State Level Science Exhibitions for Children Centre for Popularisation of Science Monitoring the Implementation of Environmental Education by all States/ UTs in Compliance with Hon’ble Supreme Court’s Order Jawaharlal Nehru National Science Exhibition for Children 2010-11 Progress Monitoring Meeting of Syllabi and Textbooks Revision by the States/UTs An Investigation into Different Approaches to Development of Environmental Studies Curriculum by States
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Annual Report
2010-11
NIE-Workshop is responsible for augmenting quality improvement in teaching–learning in the field of school education. It is supporting print media through hands-on experience by design, development and prototype production of school equipment in the form of kits. The department also provides hands-on training to students/ teachers/teacher-educators on the use of various kits produced by the NIE-Workshop. It also imparts training in plastic processing and in various trades for apprentices. The NIE-workshop has been engaged in the designing, development, experimental field trials and production of teaching-learning equipments (kits). Besides this, it trains teachers/teacher-educators on the use of kits and apprentices in different trades coming from technical institutions. It conducts various extension activities, viz hands-on activities in science and technology and participation in annual Jawaharlal Nehru Science Exhibition for the Children. The NIE-Workshop continues to design, develop and produce not only demonstration kits but also cost effective students’ kits to support textbooks, create interest and joy of learning at all levels of school education. The department has started programmes to strengthen laboratory practices through developing laboratory kits capable of replacing traditional costly laboratories. In keeping with the spirit of NCF-2005, the NIE-Workshop visualises to bring out more students kits, apparatus and relevant publications for all levels of school education. It also visualises capacity building activities for the SCERTs/DIETs faculty to initiate hands-on activities down to cluster and block resource centres through face-to-face training, uploading information on the NCERT website, developing video guides etc.
Major Activities RESEARCH AND DEVELOPMENT Review of Existing Primary Science Kit (PSK) and its Further Development in the light of fresh Textbooks A new proto-type of Primary Science Kit has been developed and field tested with
Annual Report 2010-11
6. NIE-Workshop
the children. This kit contains not only material for giving hands-on experience to children but also provides opportunities for open ended activities. The new kit will also include audio-video CDs containing video films based on the elements given in the EVS textbooks and the sounds of animals and birds. Preparation of Manuals for Science and Mathematics Kits for the Upper Primary and Secondary Stage
NCERT
All the manuals in English and Hindi versions have been finalised during this period. The Manual of Upper Primary Mathematics Kit has been published and its video guide has been prepared by CIET, NCERT. The film got national award during the All India Children’s Education Audio-Video festival from 19 to 21 January 2011 at CIET, NCERT, New Delhi. Video scripts were developed for preparing programmes for teachers training on UPSK. The scripts developed have been submitted to CIET. Secondary Mathematics Kit has been designed and developed along with its manual. The script of the manual has been submitted to CIET for preparation of video guide. Manual for Secondary Science Kit has been printed and the script for its video guide is being prepared.
Upper Primary Science Kit
Secondary Science Kit
Computerisation of Technical Stores of NIE-Workshop A Local Area Network (LAN) has been created and an Inventory Management System software has been developed in collaboration with an outside software developer. The staff has been trained in using the software and in 2010-11 the software was utilised to manage various aspects of inventory management and kit dissemination. Information Dissemination through Internet All the relevant information regarding the teaching-learning material produced by NIE-Workshop has been uploaded on NCERT website. This information includes the detailed list of items of all the science and mathematics kits developed by NIE Workshop and detailed activities which can be done with the help of these kits. Supply Chain for Mass Production Efforts have been made to create a system for evolving the supply chain for mass supply of all the kits through Expression of Interest. Orders for supply of 3000 Upper Primary Mathematics Kit and Upper Primary Science Kits were made to SSA Bhopal (MP), other UTs and the North Eastern States in the year 2010-11.
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Annual Report
2010-11
TRAINING
The Microscale Chemistry Laboratory, first of its kind in India, which is cost effective, safe, environment friendly, fast and pedagogically sound was designed, developed and field tested in eleven schools of Delhi. Many teachers have been trained on the use of the lab kit. A model lab has also been set up. The kit is now under production. The kit contains all the necessary apparatus to do all practicals prescribed by CBSE at XI and XII stages in Chemistry. On the basis of the kit a training programme for PGTs (Chemistry) of DAV Schools was conducted during the quarter April-June 2009. One-day training for teachers of Senior Secondary Schools of Vidarbha Region at SISE, Nagpur was conducted. Other programmes for PGTs (Chemistry) of KVS Bihar and principals/teachers of Atomic Energy Education Society (AEES), Mumbai were also conducted at Bhaba Atomic Energy Research Centre Complex. Capacity Building of States through SCERTs/SIEs on Making and Use of Science and Mathematics Kits developed by NCERT A two-day workshop was conducted to orient the KRPs of SCERTs and SIEs on the use of Science and Mathematics kits at SIE, Kashmir from 2 to 3 June 2010. A total number of 32 number of 29 participants from various states attended the programme. Pedagogic use of NIE-Workshop A workshop was organised to encourage the pedagogic use of NIE-Workshop’s facilities by teachers and students in May 2010. The participants not only experienced activities in Science and Mathematics which encourages them to explore but also went through hands-on experiences. The various activities included using a potter’s wheel, baking earthen artifacts, making sun dial with plastic molding machines using a lathe thermocole cutting device and making a telescope. For environment related sensitisation, the participants visited National Museum of Natural History and carried out various activities. Apprenticeship Training NIE-Workshop undertakes training programmes to impart apprenticeship training in various designated technical trades (fitter, turner, sheet metal worker, machinist, electrician, PPO, carpenter and painter G) as per the guidelines of Apprenticeship Act-1961, Govt of India. Six ITI trained apprentices have been given training during the year. Plastic Processing Operation (PPO) on Eighty Three students trade have also been provided short term training.
Annual Report 2010-11
Capacity Building of States through SCERTs/Examination Boards on setting up and Use of Microscale Chemistry Laboratory
EXTENSION Production of Science Kits Primary Science Kit (PSK), Upper Primary Science Kit (UPSK), Secondary Science Kit (SSK), Secondary Microscale Chemistry Laboratory Kit (SMCLK), Sr. Secondary Microscale Chemistry Laboratory Kit (SSMCLK), Solid State Model Kit (SSMK), Molecular Model Kit (MMK), Upper Primary Mathematics Kit (UPMK), Mini Tool Kit (MTK) and Toy Kit are being produced in NIE-Workshop. The summary of kits supplied during 2009-2010 is as follows:
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NCERT
S. No.
Total Kit Dispatched during 2010-11
Name of the Kit
1.
Primary Science Kit
2.
Upper Primary Science Kit
102+1 donated
3.
Secondary Science Kit
12
4.
Secondary Micro-scale Chemistry Laboratory Kit
21
5.
Sr. Secondary Microscale Chemistry Laboratory Kit
30
2668
6.
Molecular Model Kit
7.
Upper Primary Mathematics Kit
208
8.
Mini Tool Kit
11
9.
Toy Kit
01
2688
List of the On-going/Carried Over Programmes Preparation of Interactive Multimedia Guide for Science (Physics, Chemistry and Biology) and Mathematics Laboratory Kits for Secondary Stage. Apprenticeship Training of ITI passed candidates Production of Science and Mathematics Kits for all stages of School Education.
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Teacher education is the most crucial input for improving the quality of school education since the policies prepared for schools are to be implemented by the teachers, the teachers’ needs to be prepared accordingly. The NCERT, therefore, addresses itself to the task of formulation and organisation of teacher education programmes both pre-service and in-service. The programmes and activities of the Department of Teacher Education and Extension (DTEE) focus on research, development of materials, capacity building of teachers and teacher educators, academic support to the centrally–sponsored institutions of teacher education like DIETs, SCERTs, CTEs and IASEs; promotion of innovations and experimentations in teacher education and school education and organisation of extension programmes.
THE MAIN
FUNCTIONS OF THE
DEPARTMENT
ARE
to perform the policy and advisory role in teacher education and provide technical support to MHRD and State/UT governments in formulation, implementation and evaluation of Centrally Sponsored Schemes for Qualitative Improvement of Teacher Education.
to perform ‘Think Tank’ function in the area of teacher education and pedagogy which include review/renewal of pre-service teacher programmes at different levels and formulation of models/designs of in-service education, continuing education and life long education of the teachers.
adopt and assist SCERTs/SIEs for developing them as autonomous professional institutions in the States/UTs dealing with all aspects of school education and teacher education.
Annual Report 2010-11
7. Department of Teacher Education and Extension
NCERT
to promote innovations and experimentations in the field of school education and teacher education.
to organise in-service and continuing education programmes of varied duration for teachers and teacher educators/master trainers/key resource persons (KRP) at different levels utilising emerging information and communication technologies (ICT) and facilities of EDUSAT.
to undertake policy research/ studies, interdisciplinary researches, evaluative studies and comparative studies on issues of teacher education like preservice teacher education curriculum, in-service training designs, foundation components of pre-service teacher education practice teaching School/ Professional experience Program and pedagogy; and
to develop materials highlighting new approaches of teaching-learning, pedagogy and teacher’s training as highlighted in NCF-2005 and NCFTE2009.
Major Activities DEVELOPMENT Development of a Handbook on Strategies for Learning to Function as an Effective Teacher The project was undertaken with the objective to develop a handbook on strategies for learning to function as an effective teacher at elementary level as per the recommendation of NCF–2005, Focus Group Report and Teacher Education Curriculum-2009. Hence the practicum component of learning to function as a teacher is given more weightage in developing teaching competencies. The practical component of the handbook includes the following inputs to make the teacher function holistically: Clarity of objectives; Needs of the learner; Abilities of the learner; Command over the content; Planning, Designing and implementation of Curriculum; Managerial and Administrative Skills; Communication skills; Integration of ICT; Skills, Techniques, Strategies, Methods, Approaches and Models of teaching; Observation, Supervision and Feedback; Inclusive Education; Value Education; Peace Education; Physical Education; Aesthetic Education; Self-appraisal; and Assessment, Measurement and Evaluation. The inputs of the practicum will help the prospective teacher in understanding the ‘role of the teacher’ not only as an information processor alone, but also as a scholar as well as learner, planner, leader, explorer and executor, inspirer, problem solver and agent of social change. Revamping of Education in NER—Improving the Quality of Teaching in Science and Mathematics in Schools– Skills up-Gradation-cum-Motivation Course The programme was undertaken to improve the quality of Teaching of Science and Mathematics in primary and upper primary schools of North-Eastern region and to organise training programmes for teachers teaching at primary and upper primary level in all North-Eastern States. Keeping in view the large number of teachers to be trained, it was decided to follow a two tier cascade model to train them. In this model 341 KRPs were trained by NCERT in four training programmes
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held at Guwahati, Shillong, and Agartala during January-February, 2010 and September 2010. Training packages developed for primary and upper primary teachers were tried out in the training. The packages are being printed by NCERT.
The Journal of Indian Education and Bhartiya Adhunik Shiksha are quarterly journals published by NCERT on a regular basis. They have proved to be useful publication for dissemination of ideas for teachers, teacher educators, researchers and other concerned with education. The contents include thought provoking articles, challenging discussions, book reviews and other features. During 20102011, more than 150 articles in English and 100 articles in Hindi were received. The articles were reviewed by the members of editorial committee as well as by other faculty of NCERT to ascertain their print worthiness. Four issues of Journal of Indian Education (i.e., May 2010, August 2010, November 2010 and February 2011) and four issues of Bhartiya Adhunik Shiksha (i.e, April 2010, July 2010, October 2010 and January 2011) were finalised and are under publication.
TRAINING Capacity Building of Heads of Teachers’ Education Institutions in the Emerging Perspective of School Education The research report on ‘Comprehensive Evaluation of Centrally Sponsored Scheme on Restructuring and Reorganisation of Teacher Education’ has expressed concern over the issue of capacity building of DIETs, SCERTs, IASEs and CTEs faculty members and emphasised the need for training of principals and other faculty members. It is observed in the report that the guidelines of DIETs/ SCERTs have clearly indicated the need for training of principals and other faculty members in areas such as in-service education, educational technology, planning and management etc. Initial orientation courses were to be organised by NCERT, NUEPA and the university departments of education, SCERTs, SIETs, etc. To address the concerns expressed in the above mentioned research report as well as in other forums also the department has undertaken this capacity building programme for Heads of teachers’ education institutions . A two-day workshop was organised to develop and finalise the course design and schedule for the programme at NIE, New Delhi on 15-16 June 2010. A capacity building programme for the Heads of Teacher’s Education Institutions (DIETs) in the Emerging Perspective of School Education was organised at NIE, New Delhi from 13 to 17 September 2010. Principals of DIETs from the States of Uttar Pradesh, Uttarakhand and Rajasthan participated in the programme. The themes covered during the five-day training programme include: Role and Functions of Different Functionaries in Teacher Education Institutions— DIETs and SCERTs; Trends and Practices in School education–National Curriculum framework and Syllabus at Elementary Level, Constructivist Approach, Peace Education; Emerging Trends in Teacher Education: New Curriculum for Teacher Education(2009); Managerial and Administrative Skills of DIET Principals Management Styles, Communication Channels in School System; Motivation and Educational Leaderships; Management Skills; Meeting skills; Time Management-Planning; Dealing with Stress; Systems for Time Management, Presentation Skills-Planning; Delivery; Use of Media; External Representation of Organisation, Team Building-Working under Pressure; Working
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with People; Negotiating; Team processes (storm, norm, etc.); Taking Responsibility; Leading; Role Taking/Accountability; Conflict Management; Resource Management: Library, LRC, Labs, Equipments, Psychology Lab, etc. Research Methodology and Priority Areas of Research for DIET/SCERT Faculty; Concept Need and Process of Educational Planning and Management; Planning and Organisation of In-service Training Programmes in line with the Needs of Teachers and Different Educational Programmes Operative in Different Districts; and Right to Education Act-Role of DIETs.
EXTENSION Conference of Directors of SIEs/SCERTs
NCERT
The NCERT organised the conference of Directors of SCERTs/SIEs to discuss issues of common interest and concerns in the areas of school and teacher education at New Delhi from 14-15 February 2011. Eighteen Directors of SCERTs/SIEs from Andhra Pradesh, Bihar, Chandigarh, Chhattisgarh, Daman and Diu, Gujarat, Goa, Himachal Pradesh, Karnataka, Jammu and Kashmir, Madhya Pradesh, Meghalaya, Mizoram, Rajasthan, Tamil Nadu, Uttar Pradesh, Uttarakhand and T ripura participated in the conference. Following recommendations were made in the conference: SCERTs should be strengthened in terms of both academic and administrative matters. All existing SIEs to be upgraded as SCERTs;
The states should prepare the action plan for implementing the RTE Act2009;
The pre-service elementary teacher education should be revised in the light of RTE Act- 2009;
The capacity building programme should be organised by NCERT for the faculty of SCERTs;
NCERT should organise the meeting of the Directors of SCERTs/SIEs at least two times in a year;
NCERT should develop a scheme of Continuous Comprehensive Evaluation for the students; and
There should be a separate cadre for the faculty of DIETs and SCERTs.
Besides this, a conference of Directors of SCERTs/SIEs of North-Eastern States was also organised on 10 March, 2011 at North-Eastern Regional Institute of Education, Shillong. Major focus of the conference was related to the training of the teachers in the region and modality for strengthening the SCERTs. The directors suggested that the detailed action plan to be prepared by each state for providing training to all the untrained teachers. All India Competition on Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions The all India competition was introduced to encourage schools and teacher education institutions to try out novel ideas and practices through team efforts for improving quality of school education and teacher education and to share their experiences with all other stakeholders. There is a provision for 30 awards (20 for schools and 10 for teacher education institutions) to be divided equally among the five regions as per the jurisdiction of each Regional Institutes of Education located at Ajmer, Bhopal, Mysore, Bhubaneswar and Shillong.
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The old scheme was reviewed through field interaction and expert group meetings. It has been felt that there is need to institutionalise the award system and give awards to innovative schools or teacher training institutions, where all teachers, headmaster/principal and management exhibit greater involvement in implementation of innovations, instead of giving prize to individual teachers. Accordingly the scheme has been revised as, “All India Competition on Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions”. Under the present scheme, project proposals were invited from schools/ teacher education institutions. Sixty project proposals were received and evaluated at two levels – RIEs and NCERT level. The 13 schools/institutions whose project proposals found to be innovative in nature were informed to carry out the innovation along with the suggestions given by the experts while evaluating the project proposals. Out of the 13 school/institutions, 09 school/institutions were visited for on the spot observation of innovative practices. All the 13 school/institutions have been invited to present the final report in the national seminar organised on 25-26 April 2011. The award of Rs. 20,000/- is earmarked based on the combined rating of project report and its presentation in the national seminar. Memorial Lecture Series on Eminent Educationists The Memorial Lecture Series programme was launched to fulfill the role of acting as a clearing house to disseminate ideas in the field of education and commemorate great educational thinkers. The department completed the fourth Memorial Lecture Series to commemorate the life and work of nine educational thinkers (Mahatma Gandhi, Rabindranath Tagore, Zakir Hussain, Mahadevi Verma, Majorie Sykes, B.M. Pugh, Sri Aurobindo, Gijubhai Badeka, Savitribai Phule). Thirteen lectures (nine of the fourth series and four of the third Series) were organised in the five Regional Institutes of Education at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong and four metropolitan cities at Presidency College Kolkata, SNDT Women’s University, Mumbai, The Asian College of Journalism, Chennai and NIE, New Delhi. The series intend to raise a public discourse in the field of education and covers nine public lectures to be delivered in the five RIEs and four metropolitan cities. Eminent educationists, social activists, legal luminaries, journalists, artists
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Justice Ajit Prakash Shah, Former Chief Justice, Delhi High Court, delivering the Fourth Mahatma Gandhi Memorial Lecture on 25th January 2011 on the theme “Right to Education of the Disabled”
delivered the memorial lectures covering a range of themes. The lectures were chaired by well known educationists. For each lecture the department printed and disseminated booklets and publicity brochures. Each booklet consisted two sections-one section highlighted the purpose of the memorial lecture and provided a brief sketch and description of the work of the educational thinker; the other section included a brief background about the speaker delivering the lecture and the text of his/her talk. The lectures were attended by a large audience of intellectuals, writers, teachers, artists, NGOs, government officials, parents, students and other community members. International Seminars on Teacher Development Building on the South Asia Regional Conference of Quality Education for All in New Delhi, India and in response to a request from the Ministry of Human Resource Development (MHRD), the World Bank, the UK Department for International Development (DFID), The European Commission, UNICEF and UNESCO, it was decided to organise a series of eight Conferences on ‘Teacher Development and Management. The third conference in the series was organised to discuss the issues on inservice education of elementary teachers at Bhubaneswar from 21 to 23 October, 2010. Teachers, BRC/CRC members, DIET representatives and members from teachers’ unions were invited in the seminar. Over 220 participants contributed to the seminar. The series of conference had emerged as an effective platform for sharing experiences and developing a common understanding of the current scenario in teacher education. It had brought together international and national experts to discuss on teacher development and management, key issues and strategies for the progress of the elementary teacher education. The conference highlighted the need for a national level coordination body for institutes like NCERT, NCTE, NUEPA that are active in the area of teacher education. They have also made a difference in the attitude of the national bodies and served to consolidate our collective understanding of issues in teacher education.
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The Teachers’ Conference-2010 was organised to enable school teachers to conduct researches and present them to the fraternity of educators and engage in intellectually stimulating debates. A aim was to enable school teachers to re-work upon the methods techniques and ideas, and continue the quest of pedagogic excellence. The conference was organised by Teacher SITY in partnership with NCERT and CBSE with an objective to build up a national conscience, on the potential intellectual strength and the scholarly esteem of the school teachers of India. Teachers from all over India attended the conference held at NIE, New Delhi on 13 November 2010. Hon’ble, Former President of India, Dr. Abdul Kalam, inaugurated the conference and delivered the key note address.The inaugural session was presided over by Honourable Dr Abdul Kalam, Professor G Ravindra, Director of NCERT, Shri Former President of India, Vineet Joshi, the Chairman of CBSE and Shri inaugurating the Teachers' Om Pathak, Chairman of Teacher SITY and Conference 2010 Professor Shakuntala Nagpal, Head DTEE. The valedictory function was chaired by Shri Subhash Khuntia, Joint Secretary, School Education, who said that such platforms should be organised more often for teachers. The main theme of the conference was “Challenges and Possibilities of Pedagogic Innovations in Practice. The presentation of papers were based on sub themes: Class Craft: In the Practice of Teaching in the Class Room; The Relationship between Teacher and Taught; Notions of Education as Emerging from the Practice of Teaching and Learning; Necessity of Vision and Mission in the Practice of Teaching; Yes and No to Information Technology: Redefining the pedagogy; Subject Specific Cases of Innovations; CCE— the Challenges and Possibilities; Significance of Co-scholastic Areas (extracurricular or co-curricular activities in education); Effective Models of Teacher Education— A Teachers’ Perspective of the Training (Pre-Service and In-Service); and How to be a Teacher/ Who is a teacher?
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Teachers’ Conference-2010
Golden Jubilee National Conference on School Education and Teacher Education on the Issues of Common Concerns The conference held at NIE, New Delhi on 11-12 March 2011 was organised to discuss quality issues of school education and teacher education, examination reforms, concerns and perspective strategies, issues related to implementing RTE Act, challenges related to Universalisation of Secondary Education etc. The different themes covered in the panel discussions were: Quality Concerns in Teacher Education; Continuous and Comprehensive Evaluation in School
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NCERT
Golden Jubilee National Conference on School Education and Teacher Education: Issues of Common Concern
Inset: Professor Hukum Singh, Head, DESM, addressing the audience during the Golden Jubilee National Conference on School Education and Teacher Education: Issues of Common Concern
Education and its Implication for Teacher Education; Integration of Academic Education andVocational Skills; and Issues and Challenges in implementing Right to Education Act-2009. Principals and Teachers of five DM school, Principals of five RIEs with the faculty and the faculty from NIE departments and CIET participated in the programme. Lectures by Visiting Faculty from Bank Street College of Education, New York The department organised two lectures by Professor Bernadette Anand and Professor Roberta Altman on the themes “Indian Institute of Teaching and Learning: Bank Street College’s Partnership Initiative for Teacher Education” and “International Issues and Challenges in Teacher Preparation” on 25 November 2010 and 27 August 2010 respectively at NCER T. It was attended by teachers, teacher educators and administrators from NCERT, SCERT, DIETs and Colleges of Education in New Delhi. Professor Roberta Altman, faculty, Bank Street College of Education, New York addressing the audience
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A study of private secondary Teacher Education institutions in the country.
A comparative study of Pre-service Teacher Education Curriculum in different States of North-Eastern Region.
Development of Resource Book on Language Proficiency and Communication Skills.
Development of Textual Material on Vision of Indian Education: Issues and Concerns.
Hindi Version of Book “Constructivist Approach to teaching Learning”.
Development of Resource Book for Teachers on RTE Act- 2009.
Revival of Selected Heritage Schools.
Memorial Lecture Series on Eminent Educationists.
Publication of (i) Journal of Indian Education and (ii) Bhartiya Adhunik Shiksha
All India Competition on Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions 2010-11
Conference of Directors of SIE/SCERTs
Development of a Resource Book on Emerging Perspectives of Teacher Education.
A Study of Impact of In-service Teacher Training under SSA on Classroom Transaction (MHRD Project)
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8. Department of Education in Social Sciences and Humanities The department performs varied roles with the overall objective of bringing about qualitative improvement in Social Science and Commerce education in schools. It has been involved in the development of model syllabi and teaching-learning material in Social Sciences, Commerce and Health and Physical Education for the Upper Primary, Secondary and the Higher Secondary Stages. It also implements National Population Education Project, Adolescence Education Programme and Introduction of Yoga in schools under centrally sponsored scheme of ‘Quality Improvement in Schools’. Department of Education in Social Sciences and Humanities (DESSH) with its major thrust in the areas of Social Sciences (History, Geography, Political Science, Economics and Sociology), Commerce and Health and Physical Education has been engaged in the mission of infusing dynamism and freshness to the curricular concerns of school education. In the recent years, the department has also focused on Human Rights Education and Health and Physical Education. The department undertakes multifarious activities such as development of syllabi, textbooks, other instructional materials like handbook, training manuals, and supplementary readers with the objective of making social science learning interactive and enriching. Recognising the potential of technologies in this regard, the department also works on developing various innovative curricular materials including audio-video. Taking into consideration the need of the hour to enrich the vocabulary of school children in various disciplines of social sciences, the department has initiated the programme of developing subject specific trilingual (English, Hindi and Urdu) dictionaries in simple language and child friendly format. The department works for improving the quality of in-service teacher education programmes. Besides developing manuals for in-service teacher
Major Activities DEVELOPMENT Development of Textbooks on Health and Physical Education for the Secondary Stage (Class IX and X) Based on NCF-2005, NCERT has developed the syllabus on Health and Physical Education for Classes I-XII, which has been approved by the National Monitoring Committee. The department has developed textbooks for secondary stage (Class IX and X) providing students an integrated and holistic understanding related to Health and Physical Education at secondary stage. At this stage, the subject areas include; human body, orientation to physical education and sports, we and environment, food and nutrition, safety and security, social health, consumer health and sports services. It is expected that these textbooks will provide better transaction strategies to deal with this area. Efforts have been made to weave in all the three components i.e. health, physical education and yoga under each theme/chapter. Each chapter includes activities and questions for helping the children to have more learning opportunities. Development of Supplementary Reading Material on the Right to Information Act
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education, it also conducts in-service training of teachers and teacher educators in social sciences and commerce for capacity building of different states. The department also collaborates with other departments and constituent units of the NCERT, various states and central agencies in areas related with its functions. The department also houses the National Population Education Project (NPEP), which was launched in April 1980 as an educational intervention to help the country attain its demographic goal. The unit has been implementing two components of the Quality Improvement Scheme namely (i) National Population Education Project in 30 States/UTs and (ii) Introduction of Yoga in Schools. It has also been implementing the Adolescence Education Programme of the MHRD funded by UNFPA for imparting authentic knowledge to learners about Adolescent Reproductive and Sexual Health (ARSH) concerns, inculcate positive attitude and develop appropriate skills for responsible ARSH behaviour. The department would continue its work of developing textbooks in Human Rights, Health and Physical Education, supplementary reading materials, audiovideo materials, dictionaries and other resource materials for students and teachers. It will also be conducting in-service teacher education programmes in new areas such as GIS and Computerised Accounting. Extending support to other agencies and states for bringing qualitative improvement in social science and commerce education will be its endeavour.
Supplementary Reading Material on RTI is being developed for students at the the secondary stage. It should create awareness among students about the RTI and also sensitise them in using RTI Act meaningfully. It intends to inspire them to take up the issues and problems in their surroundings. The larger objective is to see students as responsible future citizens who actively participate and consider the government accountable for its policies and activities. In order to fulfill its objectives, the material discusses the importance of rights in a democracy, shows how people’s movement helped in the evolution of the RTI Act, how the act can be used in our daily life and the key challenges in the application of the act.
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Development of Supplementary Materials in Personal Finance
NCERT
The department has prepared Supplementary Materials in Personal Finance to provide students with an awareness and understanding of financial concepts so that they may take informed financial decisions in an emerging area affecting individual’s financial decisions. This will enable students develop proper understanding as well as desired attitudes in money matters in a responsible manner so that they can maintain a balance between income, expenditure, saving and investment. Supplementary Reading Material on Personal Finance provides answers on various financial queries that children are sure to encounter in life. It helps in matters like, How to remain within a budget? How to manage money for day to day expenses? How to finance large purchases or build up assets? How to protect assets? Which insurance plan covers all risks? Where to invest money– in bank deposits or mutual funds or shares of a company? What will happen on retirement? Where to invest so as to get regular returns? It shows how planning for taxes helps in reducing tax burden and earning more from investment. Preparation of Handbook Volume II— Supplementary Reading Material in Economics for the Higher Secondary Stage The department undertook the task of developing the handbook for the practising school teachers. Its objective is to provide enrichment material to PGTs in Economics, which may facilitate in establishing the linkage between the methodology of teaching of economics with different themes/topics and usage of mathematical expression. Topics/themes were selected on the basis of suggestions received from practising post graduate teachers from different regions of the country. This handbook has been developed in two volumes. Volume I includes the use of various pedagogical approaches for teaching of economics in classes XI and XII i.e. teaching economics through problem solving methods, concept mapping, simulation, games, story telling, use of mathematical expression such as algebra, equation, graphs etc. Volume II is an extension of Volume I which focuses on establishing a linkage between the identified themes/topics and the methodology of teaching economics. Views, suggestions and the feedback received from the teachers and experts have been incorporated while finalising the material. The Handbook will not only appraise the post graduate teachers of economics with different methods of teaching economics but also enhance and upgrade their teaching skills. Development of a Standardised Format for CCE in Social Sciences from Classes I-X As proposed under the Plan of Action for 2010-11, the department undertook ‘Development of a Standardised Format for CCE in Social Sciences from Classes I-X’. A draft framework was developed within the stipulated timeframe of three months, i.e. August-October, 2010 based on the specific objectives of teaching social sciences at different levels of school education as per the guidelines provided in the NFG ‘Position Paper on Teaching of Social Sciences’, the ‘NCF-2005’ and the NFG ‘Position Paper on Examination Reforms’. It included rationale, curricular objectives of teaching social sciences at different levels, procedure to be followed in implementing CCE in social sciences, strategies for doing and evaluating projects in social sciences under CCE and the ‘model format’ with notes for its implementation at the school level. It was shared with members from
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other departments of NIE working in the same area. After incorporating the feedback it was sent to DEME for the formulation of a comprehensive CCE scheme at the Council’s level.
TRAINING
As part of capacity building of states, the department took up the programme of ‘In-service Training of Teachers in Social Sciences as Master Trainers for Capacity Building and Quality Enhancement in the Teaching-Learning Process at the Upper Primary and Secondary Stages in States’. Two five-day training programmes were conducted in the States of Haryana and Goa in collaboration with the respective SCERTs during the last quarter of the financial year 2010-11, i.e. 10-14 January 2011 and 14-18 February 2011. During these programmes twenty teachers from Haryana and twelve teachers from Goa participated respectively. It is expected that these teachers will act as master trainers in their states to extend training to other teachers. The manual developed by the social science faculty of DESSH largely formed the basis of conducting these programmes. Feedback from the participants on their ‘expectations’ and the ‘efficacy’ of the programmes was also obtained on a detailed questionnaire, which will suitably inform such training programmes to be conducted by the department in future. Training Programme for Master Trainer of Commerce in Business Studies and Accountancy Two training programmes of Five day duration were held for Kendriya Vidyalaya and Navodaya Vidyalaya commerce teachers to enhance skills of their teachers for effective curriculum transaction in Business Studies and Accountancy so that they may act as Master Trainers in their organisations. 25 teachers attended the first training programme held at Kendriya Vidyalaya, NEHU, Shillong, (Meghalaya) from 23 to 27 May 2010. The second training programme was held at Zonal Institute of Education and Training, KVS, Mysore from 16 to 23 December 2010 and was attended by 30 teachers. Teachers were exposed to different methods such as case study approach, problem solving, activity based learning and also using sources like newspapers, business magazines etc with an emphasis on relating the subject to the world of business and latest issues. Emerging concerns and contemporary areas like financial managements and markets, computerised accounting, accounting principles, company accounts social responsibility and business ethics were discussed in interactive sessions. Training of PGTs in Geography in Geographical Information System (GIS)
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In-service Training of Teachers and Teacher Educators in Social Sciences for Capacity Building in States
The objective of the programme was to enable Geography teachers as Master Trainers to acquire competencies in handling GIS effectively in the classroom. This programme has been taken on a regular basis as GIS software is available in the department and geography faculty members are now competent to handle these courses by themselves. Two training programmes of six-day duration were organised in the department for states which follow NCERT curriculum. Nineteen teachers from Bihar and Jharkhand participated in the training programme held from 20 to 25 September 2010? Another programme was conducted from 13 to
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18 December 2010 in which sixteen teachers from Goa and Kerala participated. Trainees were exposed to fundamentals of GIS using hands-on activities on GIS software. The course included introduction to GIS, Spatial and Non-Spatial data model, data input, data editing, data analysis, Global Positioning System (GPS), Application of GIS etc. Teachers were also exposed to the application of GPS through outdoor activities. The programme enabled teachers in using new technology which is part of Geography curriculum. Desire has been expressed by participating teachers to conduct a longer duration programme. Development of Learning Material in History for Visually Challenged Students
NCERT
The department has undertaken an inclusive education programme on the development of audio CDs of NCERT history textbooks for Classes VI-VIII in both Hindi and English for visually challenged children in order to facilitate better learning. Since, Braille based teaching facilities are not available in most of the mainstream schools, such audio CDs will be useful for visually challenged children. List of On-going/Carried Over Programmes and Activities Development of Learning Material in History for Visually Challenged Students (Upper Primary Stage) Development of an Illustrated Dictionary of Geography for Schools (English, Hindi, Urdu) In-Service Training of Teachers and Teacher-Educators in Social Science for Capacity Building in States Development of Textbook on Schooling, Socialisation and Identity Development of Textbook for the Pedagogy of Social Sciences Development of Syllabus and Textbooks on Human Rights for Higher secondary Stage Development of a Training package on Computerised Accounting System for PGTs in Commerce Development of Teacher’s Guide on Health and Physical Education for Upper Primary and Secondary Stage Women Achievers of North-East National Population Education Project (NPEP) The overarching objective of NPEP has been to institutionalise population education and adolescence education in school and teacher education. The vision of NPEP is to contribute to the realisation of India’s demographic goals which affect the overall national development of the country. By doing so it aims at enabling the education system to: develop awareness and positive attitude towards population and development issues leading to responsible behaviour among students and teachers, and indirectly among parents and the community at large make the learners aware of the inter-relationships between population and sustainable development, include positive attitude and develop responsible behaviour in them towards these issues; and
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impart authentic knowledge to learners about Adolescent Reproductive and Sexual Health (ARSH) concerns, inculcate positive attitude and develop appropriate skills, for responsible ARSH behaviour.
Major Activities Progress Review and Monitoring of National Population Education Project and Adolescence Education Programme The National Population Education Project (NPEP) is being implemented in 30 States/UTs and four Regional Institutes of Education. These agencies including NCERT conducted two Project Progress Review Meetings held at Rajgir (Bihar) from 22 to 24 February 2011 and NCERT, New Delhi from 15 to 17 March 2011 respectively. The main objectives of above meetings were to review the activities planned in previous year and prepare Plans of Action for 2011-12. Activities finalised were related to material development, advocacy, training, co-curricular activities, research and evaluation, publication and documentation, and monitoring. In this connection, national role play competition, poster competition and folkdance competition were planned by every States/UTs. Project Progress Review Meeting for Adolescence Education Programme (AEP) was organised at Orange Village Resort, Gangtok (Sikkim) from 27 to 28 December 2010 to review the activities planned by all national agencies for the year 2010 and to prepare the Annual Work Plan (AWP) of AEP for the year 2011. Officials from the national agencies KVS, NVS, CBSE, COBSE, NIOS, NCERT and UNFPA participated in the meeting. Seventh Project Finance and Monitoring Committee (PFMC) meeting chaired by Professor G. Ravindra, Director, NCERT held on 23 March 2011 discussed and approved Plans of Action of NPEP for the year 2011-12 and AWP of AEP for the year 2011. The focus of AWP was on preparing materials, training teachers of CBSE, KVS and NVS schools, developing research design for content analysis advocacy and organising various life skills based activities. Training of nurses and teachers in counselling was also included with AWP of AEP. Development of New Materials in Adolescence Education and Population Education Under Adolescence Education Programme (AEP) funded by UNFPA under its CP-7, NCERT initiated the process of revisiting the conceptual framework and the materials in Adolescence Education by actively involving all the stakeholders, including, national implementing agencies, SCERTs, UN agencies, leading educationists, civil society, social scientists, school principals, teachers, health professionals and most importantly, the adolescents themselves. A series of workshops were organised to prepare the scheme of content, the outline of the training design for master trainers, nodal teachers and peer facilitators and the training materials. These workshops were held in Bihar and Orissa coordinated by the state-specific SCERTs. Students and teachers were invited from NVS, KVS, CBSE and government schools. SCERT faculty, Local NGOs and experts from both within and outside the state, national agencies, UN agencies participated in the development of the material. This material describes the Adolescence Education Programme in India and the conceptual framework that guides the programme. It deals with the process
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of growing up, prevention of HIV/AIDS, prevention of substance abuse, skills required by the facilitators and the importance of training of peer educators. This training and resource material is meant for facilitators, including the master trainers and nodal teachers. It has been tried out in the training programmes organised for master trainers of CBSE, KVS and NVS. It is also placed on NCERT website (www.ncert.nic.in)
TRAINING Training of State Resource Persons in Population Education and Adolescence Education
NCERT
Training programme was organised under Adolescence Education Programme for master trainers at NCERT, New Delhi from 30 August to 3 September 2010 in which 37 participants from various organisations attended. The objectives of the training programme were to make the trainees aware about AEP and to enable them to understand and appreciate the conceptual framework and the knowledge base of adolescence education, to develop among them the skills required for integration and transaction of adolescence education and enriching the skills of being non-judgmental and empathetic. The trainees were also enabled to eliminate apprehensions and inhibitions in respect of sensitive contents and develop better understanding in them of various teaching methodologies effective in AE and skills to organise follow-up training programmes, and also develop skills in them for monitoring and management of AEP. Pre-test and Post-tests were also conducted for assessing the training matarial. To provide them with practical experiences the trainees were taken to Kendriya Vidyalaya, AFS Tughlakabad, New Delhi where they conducted various co-curricular activities (Role Play, Group discussion etc) related to adolescence education for class IX students.
EXTENSION Organisation of Co-Curricular Activities— Regional and National Role Play Competition National role play competition was organised for Class IX students of government schools of States/UTs. In this role play competition four major themes having
From left to third position, Professor G. Ravindra I/c, Director, NCERT, second position, Shri R.K. Singh, Secretary, NCERT and fifth position, Professor Saroj Yadav, Coordinator NPEP, DESSH, NCERT, giving away the Merit Certificates and Mementos to Role Play Team members from Assam, who secured first position at the National Level
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List of On-going/ Carried Over Programmes under NPEP Organisation of Regional Seminar on Adolescence Education A study of life skills based activities in Adolescence Education in NCERT Demonstration Schools.
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seven situations were phrased (Healthy relationships among adolescents, Charms and challenges of adolescence, HIV/AIDS: stigmatisation and cause and impact of drug abuse). The numbers of role players in each situation were 4 to 5 and duration of role play competition was 5-7 minutes. The languages of the role play were Hindi and English. The competition was held at four levels i.e. school, block, district, state at states/UTs levels. The regional and national level competitions were organised by NPEP, NCERT. Students of government schools from 344 districts participated in the competitions. Participating students and teachers found this competition an effective activity for enabling children to develop life skills and also for creating congenial environment for AEP.
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9.
Department of Education in Arts and Aesthetics
Department of Education in Arts and Aesthetics has been set-up with a vision to address the immediate need of integrating Art Education in the school curriculum to retain the unique identity of our nation in all its diversity and richness. It has been felt for long that art, being an area of vast potential to enhance learning experiences of the children and their aesthetic sensibilities needs to be recognised and given due place in school education. Keeping this in view, the DEAA has been created recently at NCERT having a distinct identity to help fulfill the needs by expanding its sphere of work in a more meaningful manner i.e. conducting research, development, training and extension activities in all fields of arts with a vision: To promote all forms of arts in schools by bringing it into the mainstream of the country’s education system through various activities to unfold the aesthetic potentialities of children for enabling them to become contributing citizens.
ROLE
AND
FUNCTIONS
OF THE
DEPARTMENT
Prepare teaching and learning materials including textbooks, teachers’ handbooks, and supplementary materials including monographs, anthology, audio-visual materials, multi-media programmes etc. for all stages of school in visual arts, theatre, music and dance.
Periodical review of the curriculum and syllabus and its development.
Integrate arts education, culture education and heritage crafts across the entire curriculum of school.
Conduct capacity building programmes for the states in the areas of arts education in developing curriculum, syllabus, textbooks, supplementary materials, teacher-training modules etc.
In-service programmes for art educators of different stages.
Evolving the pre-service teacher education.
Developing modules for teacher educators.
Conduct research studies in different areas of arts education at different stages of school education.
Study, monitor and evaluate implementation of art programmes in different states.
The department would need to develop a strong network of various national, international, regional, local-government or non-government and UN agencies which are working in the areas of arts and culture, especially for school education and teacher education.
Major Activities DEVELOPMENT Study to Document a Country Report on Arts Education in India (2006-2010) It is a status study of arts education in India from 2006 to 2010, conducted with specific objectives to record initiatives and achievements of different government and non-government agencies in the field of Art Education as presentation for the UNESCO’s World Conference held in Seoul, South Korea in May 2010. This was to share and showcase the initiatives taken up in the country on ‘Road Map on Art Education’ declared in the first UNESCO’s World Conference on Art Education-2006 and to develop a strong network with different agencies working in the field of arts education for promotion and effective implementation of Art Education in India.
Annual Report 2010-11
Indian delegates with representatives of member countries UNESCO, Director General UNESCO and Minister of Culture, South Korea
The process of preparing the country report provided an opportunity to do research, development and extension activities simultaneously. At the first instance, an inter-ministerial consultation with different government and nongovernment agencies working in the field of arts education was held in NCERT to learn about their initiatives and achievements for reaching a common consensus on compilation of the Country Report by NCERT. For the Report, data from as many as thirty five government and non-government organisations has been
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collected. It consists of five chapters namely; i.) Our Vision, ii.) Art Education, iii.) Indian Perspective, Initiatives and Achievements in the field of Art Education, iv.) Road Ahead and v) Success Stories from the Field. The Report was presented in the second UNESCO World Conference on Art Education, Seoul, South Korea by the Indian delegation, led by Smt. Purandeshwari, Minister of State, MHRD, Government of India. Copies of the report were distributed among official representatives of UNESCO and its member countries. It was highly appreciated and attracted discussions and consultations. The report has been placed on the DEAA website for wider use of the same. Development of Training Package for the Primary and Upper Primary Teachers on Arts Education
NCERT
Implementation of art education in schools as envisaged by NCF-2005, depends a great deal on the teachers involved in the teaching-learning of the subject. They are in need of adequate training on appropriate teaching-learning methods and of good quality instructional as well as reference materials. The training package is multi-media in nature, supported by number of video productions. Its main focus is on ‘Integration of Arts with Other School Subjects’ with an objective to educate in-service teachers of primary classes. The try-out edition of training package is complete. It consists of seven modules and provides knowledge and training on: what is arts education? what all comes under arts education? methods, materials and techniques of different art forms, understanding the ‘Child ‘and ‘Child Art’, why art education? arts education for inclusive education, integration of arts with other subjects, arts and ice-breakers, evaluation in arts education, arts in day-to-day activities of the school, appreciation of arts, role of art and craft museums in education and role and responsibilities of a teacher/facilitator in teaching of arts at primary level. Target group of the training package are teacher educators and teachers of primary level of education. To make it need specific, the methodology of focus group discussion with teachers teaching Classes I-V and teacher educators of DIETs were used. Need based modules; keeping pedagogic convenience of the user in view was developed on the basis of Frequently Asked Questions (FAQs) by Teachers and Teacher Educators. The modules are designed to cater to the needs of the trainer/facilitator as well as the trainee. It is interactive in nature and provides space for exploration and addition at source. There are videos and power point presentation to make every module simple and effective. It also provides guidelines for Mass Training on ‘how to use’ the training package. Translation (Hindi Version) of the Textbooks for Visual Arts (2), Graphic Design (1) and Heritage Crafts (1) The Department has developed and introduces two new subjects of Heritage Crafts and Graphic Design and also developed textbooks for the senior secondary stage. The Hindi translation of these books have also been prepared and sent for publication. Since the textbooks in these subjects have been made for the first time and in absence of a standard technical dictionary it has been a tough task to make the Hindi version print worthy. The translation of the textbooks were vetted in workshops where authors, subject experts, translators and teachers participated and discussed the terms and phrases. The department has also developed the
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textbooks for Classes XI and XII for History of Art; the theory part of Visual Arts. The translation of Class XI textbooks and its vetting has also been done during the workshop. The Class XII textbooks of Graphic Design and History of Art, will be completed by next session.
The teachers’ manual was planned with the objective of guiding the teachers for theatre in specific, integration of arts education in general and evaluation of the child in the process of learning theatre or through theatre. Since NCF-2005 recommends no textbooks till the secondary stage, the manual will benefit the teachers. It is being developed by a team of T.I. Educator experts who are artists and practising theatre artists. The chapters in the manual include; objectives of theatre education, role of a teacher, different concepts of integration, basic elements of theatre introduced through various types of activities, different methods of evaluation having various analytical processes. A feedback of the manual was taken from teachers of different government and non-government schools to ensure the feasibility factor. The response was overwhelming and suggestions by teachers were included to enhance the quality of the manual. An audio-video CD will also be developed in the next phase, based on activities given in the manual while they are practised by teachers in different schools. Preparation of supplementary material in print and audio-visual on Musical Instruments of India India is a vast country having diverse cultural activities, which are often unknown in its different parts. This material will help learners including teachers, teacher educators, students etc. living in different parts of the country in enhancing their knowledge of Indian musical heritage. India has a wide variety of musical instruments— aerophones, idiophones, chordophones and membranophones which have evolved since the ancient times. Nature has given raw materials like bamboo, wood, metal, clay etc. in abundance, which were used for developing musical instruments by the creative and innovative methods by people living in different parts of the country. This rich and diverse heritage is being showcased in a supplementary reading material with photographs and description of about a hundred musical instruments used for various types of music— classical and folk, dance, drama, which are a part of everyday life and have evolved on design and sounds. Examples of instrument making in each category have also been documented. In the next phase this will also be developed in the form of a multimedia CD.
Annual Report 2010-11
Development of Teachers’ Manual for Teaching Theatre in Upper Primary Classes
EXTENSION Resource Centre Events on Arts and Crafts The objective of creating a resource centre of arts and crafts in the department and conducting activities to explore, experience and understand arts and crafts and its role in education. An advisory meeting consisting of educationists, artists, policy makers and planners was followed by two major workshops, which were part of the year long Golden Jubilee celebrations of NCERT, from 12 to 14 January 2011 with special
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focus on puppetry, theatre and mask making and from 14 to 18 March 2011 focused on heritage crafts and different art forms. The resource persons included international puppeteer Padam Shri Dadi Padamjee, psychiatrist Dr Jitendra Nagpal, theatre personality Sushma Seth, theatre educators and paper mask experts. During the second event Vasant Utsav, experts of two traditional rare craft forms, ‘Pabuji ki Phad’ from Bikaner and ‘Loin Loom’ Weaving from Nagaland, trained the teacher educators and teachers about the specialty of their heritage craft. The objective of this workshop was making participants aware of the importance of local and traditional arts and crafts, joy of singing, dancing, painting and simultaneously developing the brain in different quarters. Expert choreographer facilitated participants learn and perform a Nritya Natika on five elements. The participants who came from different states presented paintings of traditional Phad, shawls woven according to the style of Angami Tribe. These events helped the DEAA reach two hundred plus audience and educators and were highly appreciated for bringing arts to the centre stage. Sensitisation Programmes of Principals and School Administrators on Heritage Crafts and Graphic Design A one-day sensitisation programmes for the teachers and school administrators of senior secondary schools was organised at Delhi, Guwahati, Bhopal and Chennai in collaboration with CBSE. These programmes were organised with the objective to sensitise the school authorities/principals about the new subject areas being introduced by NCERT and implemented by the CBSE. During the day long conferences, presentations were made by the resource persons who were either the subject experts, members of the textbook development committee or faculty members from the department. After the presentation on both the subjects which were on the syllabus, methodology, examination patterns, teachers’ qualifications, systemic issues and future scope of these subjects followed by an intensive interaction. Around 100 participants attended these programmes. One of the sensitisation programmes was held exclusively for the North-East in Guwahati (Assam). Around 25 principals, senior teachers or school administrators attended the programme organised at the St. Fransis De Sales Secondary School. Since there has been a recent trend among the schools in Assam to get affiliation with CBSE and many of them are at present only upto secondary level but were planning to upgrade them to senior secondary, also took part. Collaboration with other Agencies The department collaborated with Sangeet Natak Academy to acquire visuals and textual materials for development of supplementary book on musical instruments. Also, the department collaborated with CBSE to organise programme on sensitisation of principals and school administrators in different cities. List of On-going/ Carried Over Programmes
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Teachers’ Handbook in Dance for Upper Primary Stage
Development of Training Package for Primary Teachers in Art Education
Resource Centre Events on Arts and Crafts
Workshops for Vetting of Hindi Translation of the Textbooks for Visual Arts (2) Graphic Design (1) for Class XII.
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Teachers’ Handbook in Music for Upper Primary Stage
Training of Master Trainers in Art Education for Primary level of Education
Training of Teachers for Heritage Crafts and Graphic Design
Capacity Building of DIET Faculty and Teachers for ‘Art Integrated Learning’ in MCD Schools
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10. Department of Languages
NCERT
The Council performs varied roles with an overall objective of bringing about qualitative improvement in humanities education in schools. It has been involved in the development of model syllabi and teaching-learning materials in languages for upper primary, secondary and higher secondary stages.
Language in education is the basis for learning and development of children during the formative years of school. It is equally important for learning in general and learning the content subjects in particular in later years. Department of Languages aims to realise overarching principles of learning to shape children into independent learners and harmonious citizens. The Department of Languages was set up on 1 July 2005 and works actively in promoting language education through development and evaluation of curricula and instructional materials; professional development of teachers, and conducts research in language education at all stages of schooling. The department lays emphasis on empowering teachers through its continuous orientation and works on innovative strategies and emerging trends in language education.
THE DEPARTMENT
OF
LANGUAGES STRESSES
ON—
the use of mother tongue/home language(s) of children as the medium of learning in schools;
the linguistic diversity of India poses complex challenges but also a range of opportunities. Multilingualism confers definite cognitive advantages;
the three language formula is an attempt to address the challenges and opportunities of the linguistic situation in India. It is a strategy that serves as a launching pad for learning more languages; and
in the non-Hindi speaking states, children learn Hindi. In the case of Hindi speaking states, children learn a language not spoken in their area. Sanskrit may also be studied as a Modern Indian Language in addition to these languages.
Major Activities RESEARCH
The study, commissioned by MHRD, was completed and the research report has been submitted to the ministry. English language education in schools today draws the attention of all stakeholders of education as the demand for the language has been on the raise. The major objectives of the study were: to study the status of teaching of English at the primary level across the States and UTs in India both as a subject and medium of instruction; to analyse in depth the curriculum, syllabi and textbooks of English in selected states; to find out how English is taught in classes in which it is introduced for the first time by observing the classroom processes in the selected states; to observe the training programmes (both pre-service and in-service) for teachers of English; to assess their competence in teaching English at the primary level; and to make suggestions for improvement in teaching of English on the basis of the findings of the study. Video conferences were held with the states of Andhra Pradesh, Bihar, Chhattisgarh, Delhi, Haryana, Rajasthan, Tripura and Uttarakhand and interactions with the Chairpersons of Boards of School Education and Directors of SCERTs of North-East Region were conducted for understanding the issues and problems of English language education. In order to explore the teaching-learning materials for English language education, textbooks of 20 states were analysed. One hundred fifty four schools from the states of Gujarat, Nagaland, Orissa, Uttar Pradesh, Maharashtra, Jammu and Kashmir, Tamil Nadu and Chandigarh were selected for the study. The study concludes that a mandatory time bound and state-wise plan may be chalked out to fill up the vacant positions for teachers, primary teachers are not trained in ELT, there is no networking between teacher training institutions and other educational departments, it was observed that the English text is translated into respective regional languages in all the states, TLM grants being used optimally in Orissa and Yavatmal (Maharashtra) schools whereas in most of the other schools TLM grants were meant for purchasing charts and colours but keeping them under lock, libraries in state schools were found to be inadequately equipped and sparsely furnished, listening and speaking skills of the students are not being developed etc.
DEVELOPMENT Textbooks and Other Material Development Programmes Supplementary readers in Urdu for course B, teachers’ manuals, handbooks and teachers’ editions textbooks, trilingual dictionary; grammar books and audiovideo programmes to support teachers and learners have been developed.
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Teaching of English in Government Schools at the Primary Level in India
Textbooks, Grammar Books, Dictionaries, Supplementary Readers Developed during 2010-11 Classes XI XII
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• Supplementary Reader in Urdu for Core Course (as B-Course) • Supplementary Reader in Urdu for Core Course (as B-Course)
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• A book on History of Urdu Literature for senior secondary stage • A new Urdu grammar book for secondary and senior secondary stages.
• Grammar book in Sanskrit at upper primary stage • A selection of literary pieces from world literature and Indian literature for supplementary reading material for the course in Creative Writing and Translation for senior secondary stage
• An Anthology of Children’s Literature in Hindi written during Indian freedom struggle
NCERT
• An Anthology of Modern Hindi Poems on Children • Children’s Literature Series in English Urdu version Textbooks and Other Materials The textbooks and supplementary materials in the content subjects developed as a follow-up to NCF-2005 have been translated into Urdu. The following fifteen titles have been translated into Urdu and CRCs of the titles have been prepared after vetting and the same have been submitted to the Publication Department for publication during 2010-2011: • Living Craft Traditions of India Class XI • Project Book in Environmental Education – I Class VI • Project Book in Environmental Education – II Class VII • Project Book in Environmental Education – III Class VIII • Project Book in Environmental Education – IV Class IX • Project Book in Environmental Education – V Class X • Bhai Saheb by Chhama Sharma • Bahuroop Gandhi by Anu Bandhopadhyay • Constructivist Approach to Teaching and Learning • The Role of Begums of Bhopal in Girls’ Education • Position Paper on Examination Reforms • Position Paper on Education for Peace • Position Paper on Heritage Craft Following subject titles have been translated into Urdu and vetted. CRCs of same are being developed. These will be sent for publication after the CRCs are prepared. Classes
Class XI Class XI Classes I and II Classes XI and XII Classes XI and XII
86
Title
• • • • • •
Discovered Questions by Rahul Pal and Yash Pal Computer and Communication Technology (Part-II) Story of Graphic Design Teachers Training Manual in Mathematics Exploring Indian Craft Traditions (Part-II) Teachers’ Handbook on Environmental Education.
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Teachers’ Manuals/Handbooks
Audio-video Support to Teachers and Learners Audio-Video programmes deal with various ideas and processes of language learning. Audio and audio-visual programmes have been developed in English, Hindi, Urdu and Sanskrit. Following are programmes developed during the year: Face-to-Face interview with eminent Hindi Fiction Writers (Rachnakar Se Rubru) (IInd Phase);
Preparation of audio/video programme ‘Kavi Ki Aawaaz’;
Audio and audio-visual programmes in Urdu for primary stage;
Video programme on teaching of Sanskrit ‘Chhandas’;
Audio for listening in English; and
Classroom videos for teaching of English.
Textbook in Language Education for B.Ed. Programme A textbook in Language Education for B.Ed. programme has been developed for use by pre-service teacher education courses offered by RIEs and Universities. The course aims at developing a perspective on language and language education, issues on language and identity, language and culture, language and power, language policy, methods and approaches to language education, language assessment, and multilingualism.
TRAINING Diploma Course in English and English Language Teaching for Afghan Students The department conducted a twenty-month Diploma course for 43 students from the Islamic Republic of Afghanistan. The course covered wide ranging themes and
Annual Report 2010-11
Support to teachers through the means of creating resources, organising in-service training and interactions are the major focus of activities of the Council. The department in its effort to address the need of teachers has undertaken the development of teachers’ manuals, handbooks in Hindi, English and Urdu to support and supplement textbooks and teaching of languages in general. Teachers’ manual in Urdu for primary teachers’ and manual in Sanskrit for upper primary stage have been developed. The development activity involved teachers, teacher-educators and NCERT faculty.
Students and faculty of 20-month Diploma Course in ELT for the students from Afghanistan
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teaching practicum to shape teachers. The student-teachers visited Mysore and Chennai as part of their education tour and were attached to schools for practicum. Orientation of Key Resource Persons Teaching English at the Primary Level for Rural School Teachers The orientation programme was organised for Key Resource Persons at the primary level for the state of Jammu and Kashmir. The programme was conducted from 21 to 24 June 2010 at Srinagar for the quality improvement of English language teaching in the rural primary schools. The themes focused on: ‘Guiding principles of NCF-2005, multilingualism, introduction and teaching of literary forms and nature of projects for language learning. Sixty participants attended the programme.
NCERT
Orientation of Key Resource Persons Teaching English at the Upper Primary and the Secondary Stage The orientation programme in English was conducted from 20 to 23 September 2010 at Gangtok for the teachers of the North-East region. The objective was to interact with the key resource persons working in remote areas. They were oriented on the progressive methodologies of English language teaching as outlined in NCF-2005, concept of continuous comprehensive evaluation, teaching of prose, and grammar at upper primary and secondary stages and other language issues. Thirty eight participants attended the programme. Orientation of Key Resource Persons (Principals/Teacher Educators/ Teachers) in ‘Creative Writing and Translation’ at Higher Secondary Stage The programme was conducted from 23 to 24 February 2011 at NIE, New Delhi. The programme was organised for key resource persons which included Principals, Teacher Educators and Teachers. They were introduced to the objectives and need of this new course. The group deliberated upon the subtleties of literary forms and the roles of the teacher and students as creative writers. Twenty six participants attended the programme. Orientation of Key Resource Persons Teaching Hindi at the Upper Primary Stage The NCF-2005 has suggested guidelines for the teaching of languages. An orientation programme on teaching of Hindi was conducted for Key Resource Persons at Upper Primary stage from 3 to 7 January 2011 at NIE, New Delhi. The themes discussed during the programme were NCF-2005 and language education, Language education basic assumption, Multilingualism, Teaching of Poetry, Grammar, Prose, Pronunciation, Assignment and projects for language classroom, CCE, and problems of students. Twenty eight participants attended the programme. Orientation Programme for Key Resource Persons Teaching Hindi at the Upper Primary Stage The programme was conducted for key resource persons from 13 to 17 September 2010 at Udaipur. The participants deliberated upon the issues related to the teaching of Hindi at upper primary stage. The focus of the programme has been on multilingualism evaluation, assignments and the hard spots identified in the teaching of Hindi. Thirty nine participants attended the programme.
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Orientation of Key Resource Persons Teaching Hindi as Second Language at the Upper Primary Stage
Orientation of Key Resource Persons Teaching Hindi as First and Second Language at the Secondary Stage The orientation progrmme was organised for key resource persons from 20 to 23 July 2010 at NIE, New Delhi. The programme emphasised the need of adopting progressive methodologies for teaching Hindi as first and second language at the secondary stage. The group deliberated on the issues of teaching poetry, prose, grammar and pronunciation as well. Forty participants attended the programme. Orientation of Key Resource Persons in Hindi as Core and Elective at the Senior Secondary Stage The orientation programme was conducted from 21 to 24 September 2010 at Thiruvananthapuram for the key resource persons. It has been a combined programme which highlighted issues related to teaching of Hindi as a core and elective subject. The difficulty areas in the teaching and learning of the language were discussed. Core and elective courses are meant for intensive and extensive study of language. It was also suggested to the group that the concept of continuous and comprehensive assessment should be implemented for language evaluation. Thirty-nine participants attended the programme. Orientation of Key Resource Persons in Urdu at the Primary Stage The programme conducted from 21 to 24 February 2011 at Mumbai. The orientation programme could not be held in Jammu and Kashmir as proposed due to unavoidable circumstances. Therefore the programme was conducted for the KRPs of Maharashtra. The resource persons have been oriented on the issues related to teaching of Urdu in primary classes e.g. introduction to alphabets, pronunciation and grammar. Focus has been on strengthening skills of language. Assessment in primary years and difficulty areas of language teaching / learning has also been discussed. Thirty participants attended the programme. Orientation of Key Resource Persons in Urdu at the Upper Primary Stage The orientation programme was conducted from 29 November to 2 December 2011 at NIE, New Delhi. The objective of the programme was to discuss the goals of teaching Urdu at upper primary stage, framing the strategies for teaching of prose and poetry, nature of assignments and problem areas. Twenty one participants attended the programme.
Annual Report 2010-11
The orientation for key resource persons was organised from 4 to 7 October 2010 at Port Blair. The objective of the programme has been to familiarise the group with new approaches and innovative classroom practices for teaching of Hindi as a second language at the upper primary stage. It has been suggested that multilingual approach should be adopted for teaching the language. Difficulties faced by the students have also been discussed. Forty-seven participants attended the programme.
Orientation of Teachers and Key Resource Persons in Urdu as Core and Elective subject at the Senior Secondary Stage The programme was conducted from 13 to 16 December 2010 at NIE, New Delhi for teachers and key resource persons. The group discussed the content and classroom practices for teaching of Urdu as core and elective subject.
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Recommendations of NCF-2005 for teaching of languages were discussed. The group also held discussions on themes eg. : Teaching of Prose and Poetry, Introduction of different literary forms and History of Urdu language. Twentyseven participants attended the programme. Orientation of Key Resource Persons in Sanskrit at the Upper Primary Stage The programmes was organised from 30 November to 3 December 2010 and 18 to 21 January 2011 at NIE, New Delhi and Gurgaon respectively. The focus of the programme has been on the content and teaching practices at the primary stage. The group discussed the need of adopting multilingual approach, teaching familiar content and focus on learning to use Sanskrit for every day use. Sixtytwo participants attended the two programmes.
NCERT
Orientation of Key Resource Persons of Sanskrit at the Secondary and Senior Secondary Stages Two orientation programmes were conducted from 6 to 9 September 2010 at Goa and from 20 to 23 December 2010 at NIE, New Delhi. The group deliberated upon the relevant approaches for the teaching of poetry, prose and drama, teaching of functional grammar and communication skills in Sanskrit at Secondary and Senior Secondary stages. Fifty-six participants attended the programme. Orientation for English Language Teachers at the Senior Secondary Stage The programme was conducted from 4 to 7 October 2010 at RIE, Mysore. The teachers teaching senior secondary classes have been oriented on goals of language education as recommended in NCF-2005; use of multilingual approach for teaching of English, teaching of grammar and issues related to assessment at secondary and Senior Secondary stage. Twenty-five participants attended the programme.
EXTENSION National Seminar on the Concept of Second Language, its Perception and Practices in Language Teaching in India A two-day national seminar on the concept of second language, its perception and practices in language teaching in India was organised at University of Burdwan, West Bengal. Practising teachers from various school systems, teacher educators, researchers and academics from different parts of the country participated in the seminar. The participants shared their concern about the extinction of many Indian languages. The seminar initiated a dialogue on the issues of diversity of languages, relevance of language policy and need for redefining the status of languages used by the marginalised groups. Other issues highlighted during the seminar have been the concept of second language, the processes of second language classroom, language policy and second language, the language teacher, materials for teaching in language as second language. Seventy-five people from various fields attended the seminar. The report of the seminar has been prepared. List of the On-going/Carried Over Programmes
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Development of a book on ‘History of Urdu Literature’ for senior secondary stage.
Development of Integrated Teacher’s Manual for the new series in English at the primary stage: ‘Raindrops’ series (Classes I-V).
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The Department of Secondary Education was newly created in NCERT to deal with the all issues related to the aspects of Rashtriya Madhyamik Shiksha Abhiyan, up-gradation of existing primary schools into secondary schools and strengthening the secondary schools, quality of teachers, up-gradation of KGBVs, IEDCs, vocational education, and curricular issues. The DSE will also play a role in the quest for Universalisation of Secondary Education. The Department of Secondary Education is created with the approval of the MHRD to address all the aspects of Rashtriya Madhyamik Shiksha Abhiyan viz., setting up 6000 model schools, up-gradation of the existing upper primary schools into secondary schools, strengthening the existing secondary schools, quality of teachers, up-gradation of KGBVs, IEDCs, vocational education, and also curriculum issues.
MAIN
FUNCTIONS OF THE
DEPARTMENT ARE
Play a supporting role in the quest for Universalisation of Secondary Education;
Coordination with different departments of NCERT and outside agencies to support the implementation of RMSA in the country with special reference to academic and quality aspects. The areas of interest will include curriculum development and dissemination, learning achievement surveys, teachers’ professional development and life-long learning, development of co-scholastic curriculum and pedagogy, particularly in fine art and performing art, sports, adolescence education, counselling, vocational guidance, use of ICT, equity aspects; and
The various specialised departments of NCERT will also continue to carry out activities pertaining to their area, but DSE will have a coordinating and integrating role.
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11. Department of Secondary Education
NCERT
In view of the above, the department visualises following roles and functions:
Leading role in evolving and implementing policies underlined in the framework of implementation of RMSA with regard to achieving goals of access, quality, equity and relevance in secondary education;
Providing academic support to all the States/UTs in collaboration with different NIE departments and other constituent units of the NCERT for reviewing and improving the state curriculum, syllabus, textbooks, assessment practices and various resource materials in consonance with emerging national, social and pedagogic concerns such as inclusive education, peace, environment etc. as reflected in the National Curriculum Framework-2005;
Initiating and promoting dialogue with various stakeholders on quality issues and concerns related to secondary education under RMSA;
Strengthening in-service teacher professional development programmes at secondary stage;
Supporting states/UTs for improving assessment practices at secondary stage in order to bring about examination reforms;
Strengthening/promoting ICT enabled secondary education for quality improvement in all curricular areas;
Capacity building of various stakeholders including teachers and teachereducators for the effective implementation of quality aspects such as curriculum reform, continuous and comprehensive evaluation, examination reforms, etc;
Strengthening Science, Mathematics and Language Education at the secondary stage;
Promoting other curricular areas such as Arts and Aesthetics, Health and Physical Education and work at secondary stage;
Promoting/strengthening research studies on quality aspects in secondary education; and
Strengthening coordination mechanism and collaboration with different agencies at various levels like within NIE departments, RIEs, PSSCIVE, CIET,SCERTs, School Education Boards, Secondary Teacher Education Institutions such as IASEs, CTEs, etc. and develop feedback mechanism for the effective functioning of these institutions.
Major Activities RESEARCH AND DEVELOPMENT Strengthening Science Education at Secondary Stage of Schooling in States/UTs under Rashtriya Madhyamik Shiksha Abhiyan In view of addressing one of the quality concerns under RMSA for strengthening science education at the secondary level the department conducted a programme Strengthening Science Education at Secondary Stage of Schooling in States/ UTs under Rashtriya Madhyamik Shiksha Abhiyan with specific objectives to orient state functionaries on laboratory practices and also to develop science laboratory kits for the secondary stage as per the requirement of state science curricula. The programme was conducted with support of NIE-workshop from
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Preparation of Document ‘Vision and Multi-layer Strategic Guidelines for the Improvement of Quality of Secondary Education’ The department undertook this programme with the specific objectives of developing long term (2020) vision for quality secondary education and multilayer strategic guidelines for quality education for stakeholders involved at different levels of secondary education. A draft document ‘Vision and Multi-layer Strategic Guidelines for the Improvement of Quality of Secondary Education’ has been developed by the department and subsequently shared with nine States/ UTs in the first phase. Sharing of the document with remaining States/UTs will be made in the next financial year. The document talks about quality issues such as curriculum, syllabus and textbooks; classroom processes; enabling school environment; in-service teacher professional development; school management and leadership; assessment and examination reforms; and ICT in secondary education. The document also spells out multi-layer strategic guidelines and financial norms for improving quality of secondary education. Development of Framework of Source Book on Assessment at the Secondary Stage The department undertook a programme entitled ‘Development of Framework of Source Book on Assessment at Secondary Stage’ with a specific objective to provide broad guidelines for the development of the source book on assessment in different subject areas based on the field tryout. Workshops were organised for the development of assessment framework on 13 October, 3 November, 14-16 December, 2011 and 21-23 February 2011 at NIE, New Delhi. The faculty of DESSH, DoL, DESM, DEGSN, DWS, and DEE participated in the workshops in addition to the teachers and teacher-educators from different subject areas. A framework of assessment in Social Science, Science, Mathematics and English was developed with exemplary material. Emphasis was laid o some of the emerging tools and techniques such as portfolios, self, peer and group work assessment, etc. Also, the assessment needs of different subjects were highlighted in the document. Further the usage of multiple tools and techniques will enable the
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Annual Report 2010-11
25 to 28 August 2010 at NIE, New Delhi. The clientele group was nodal persons from RMSA Units, Boards of School Education and Directorate of Education of seventeen States/UTs. Deliberations were held on the issues and practices related to science education, adaption/ adoption of micro-science laboratory kits by the States/UTs, professional development of teachers at secondary stage and also the evaluation practices in science. As a preparatory activity to this programme the department undertook a survey to find out the status of science education at secondary level. The department sent a questionnaire on laboratory practices to all the States/UTs. Ten States/UTs viz., Goa, Daman and Diu, Manipur, Nagaland, Arunachal Pradesh, Punjab, Uttarakhand, Tamil Nadu, Tripura and Puducherry had sent their data. The findings revealed that except a few States/UTs, e.g. Goa, Diu and Daman, all other States / UTs do not have well-equipped laboratories for secondary schools. Except a few States/UTs e.g. Goa, all other States/ UTs do not conduct in-service teacher training programmes in laboratory practices. Findings also revealed that some of the States/UTs adopting NCERT’s syllabus and textbooks at secondary stage wherein the practical in science subject is integral are in fact unable to conduct practical classes regularly due to the lack of adequate laboratories and science equipments.
93
students in Continuous and Comprehensive development, instead of focusing only on written tests as performance indicators. List of On-going/ Carried Over Programmes Preparation of Document ‘Vision and Multi-layer Strategic Guidelines for the Improvement of Quality of Secondary Education’
Development of Source Books on Assessment at Secondary Stage.
Development of Prototype ICT Kit for Mathematics at Secondary Stage.
Textbook on Curriculum and School for Two-year B.Ed.
NCERT
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Strengthening psychological foundations of school education and teacher education through research, development, training and extension programmes has been the major thrust of the department. Orienting key functionaries/teachers for greater awareness and acceptance of guidance and counselling approach and practices in the school system as well as training of professionals to serve as counsellors in schools has been its important concern. International Diploma Course in Guidance and Counselling through Distance/online mode and teacher training programme on Peace Education are some of the recent initiatives. The department, through its research, training and development programmes has been engaged in realising NCERT’s objectives of bringing about qualitative improvement in school and teacher education, providing psychological inputs to different aspects of school education, such as curriculum planning, textbook writing, teacher training, assessment etc. The focus of the department has been primarily in the areas of Guidance and Counselling, Education for Peace and Values and Educational Psychology. Guidance and counselling, the applied area of educational psychology, has been a key concern in terms of research, development of resource materials, training of professionals, and capacity-building at the state level since the past five decades. Since its inception the department has been offering Post Graduate Diploma Course in Guidance and Counselling to train professionals for serving as counsellors in schools. To begin with, a full-time (nine-month) Diploma Course was offered at the national level by the department. In 2002-03, the department
Annual Report 2010-11
12. Department of Educational Psychology and Foundations of Education
NCERT
initiated an International Diploma Course in Guidance and Counselling for Asian and African countries, which was then revised and is being offered through distance/online mode in collaboration with Commonwealth of Learning (CoL) since 2009-10. It has also played a pivotal role in augmenting guidance and counselling at state levels, conducting research in guidance and counselling, developing materials in the form of multi-media packages, setting up guidance centres in schools, organising national conferences to provide guidance and counselling professionals a platform for exchange of experiences as well as conducting various capacity building programmes in this area. The work on value education is relatively of recent origin in the department. Report on the 21st Parliamentary Standing Committee, forwarded by the MHRD to NCERT for implementation during the year 2000, had put forward the agenda for value education. The reference library of National Resource Centre for Value Education (NRCVE) was set up in the department. Department has been pursuing a number of activities and programmes related to development, training, research, coordination, evaluation, dissemination and consultancy in the area of value education. Some of the activities include networking with institutes working in value education in the country, sponsoring researches and innovations, bringing out Journal of Value Education, developing resource and supplementary reading materials, analysing the textbooks with reference to value education inputs, bringing out annotated bibliography of books, journals, articles, research reports and audio-video materials, developing of resource materials in the form of modules and monographs on the values like compassion, creativity, excellence and human rights etc. In the light of National Curriculum Framework-2005, peace education emerged as a significant area of concern. Training courses of six weeks duration on peace education for in-service school teachers/teacher educators across the country have been organised to serve as resource person in implementing peace education in states. The department is also conducting trainings in collaboration with SCERTs to build the capacity of state key personnel, teachers and teacher educators in Peace Education and help in networking of trained personnel. So far, the department has trained about 250 teachers and teacher educators. Other activities of the department in this area have been developing resource book/materials for teacher training (‘Ways to Peace’), developing of a framework in education for values in schools, research on peace and related issues and concerns and disseminating knowledge, researches in the area through National Resource Centre for Value Education. The department has also been engaged in bringing out Psychology textbooks for the higher secondary stage. It has also initiated work to promote awareness among students, parents, teachers and school administrators on the importance of studying Psychology at Higher Secondary level. Several other activities carried out by the department in this area have been organising consultations, workshops for optimising use of psychological knowledge in theory and practice, conducting researches/interventions in different applied areas of educational psychology, training teachers/teacher educators in psychological foundations of teacher education and extending library services on psychological and education tests for use of researchers and professionals across the country. The department also performs dissemination functions through its Resource Centre— National Resource Centre for Value Education (NRCVE), Guidance and Counselling Resource Centre (GCRC) and the National Library of Educational and Psychological Tests (NLEPT).
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Major Activities RESEARCH AND DEVELOPMENT An Exploratory Study of Self-efficacy beliefs of High and Low Achievers in Mathematics The project was carried out to study the mathematical self-efficacy beliefs of high and low achievers (male and female) in mathematics from VII to VIII grades across three government schools in Delhi region. It also included identifying personal/ environmental factors that contribute to the mathematical self-efficacy beliefs of sample (n=201). Adolescents self-efficacy was assessed using the General SelfEfficacy Scale (Indian Adaptation) and Mathematical Self-Efficacy Scale (adapted). Perception about the role of school, classroom and family on mathematical selfefficacy beliefs were gathered through in-depth interview. Data analysis indicated that academic and mathematical performance was significantly related to selfefficacy beliefs. Qualitative data analysis, further revealed that parents’ involvement/feedback and subject teacher’s communication and transaction in the classroom contributed significantly to mathematical self-efficacy beliefs. Findings of the study may help design appropriate interventions for students, teachers and parents to improve mathematical self-efficacy of children and thus create an enabling and supportive environment for learning of mathematics. Enhancing Learning of Underachieving Students Using PsychoEducational Interventions The project was undertaken to develop and implement appropriate psychoeducational interventions for improving learning of identified underachieving students of Classes VIII and IX in Kendriya Vidyalyas. Thirty-three students were selected across KVs in New Delhi. Information collated revealed various reasons for underachievement such as lack of concentration, difficulty in memorisation, lack of time management skills, unhealthy relationship with parents and peers, lack of motivation etc. Need based interventions were developed and implemented (with the help of trained school counsellors) to improve their learning and achievement. Individual and group counselling sessions were conducted by the school counsellors. Interventions were provided for improving study skills, deciding career goal, appreciating strengths, motivation, verbalising their own improvements etc. Issues like anger management, fear of failure etc. were dealt in individual counselling sessions. Feedback from the students revealed improvement of performance in academics, increased time spent on studies, increased interest in academics and improvement of study skills. Behavioural improvements were also observed (increased participation in class discussion etc.). Feedback from teachers also endorsed improvement in the target group. The case profiles are to be used as exemplars.
Annual Report
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Annual Report 2010-11
In all its endeavours, the department is guided by the vision to strengthen psychological foundations of school education and teacher education through research, development and training programmes. It will continue its efforts in orienting key functionaries/teachers for greater acceptance of guidance and counselling approach and practices in the school system. Another initiative is to enhance the awareness of psychology as a subject at higher secondary stage so that it finds a deserving place in the school curriculum. The department seeks to provide continuity and fill up to the existing programmes on peace and value education.
97
TRAINING International Diploma Course in Guidance and Counselling through Distance/Online Mode
NCERT
It is aimed to train teachers, teacher-educators, educational and guidance personnel to work as professional/teacher counsellors in schools/related settings. The second batch of the course began from January 2010. Intensive face-to-face contact programme during July – September 2010, which was attended by 22 trainees, provided rigorous practical training and field experiences in different course of guidance and counselling. It included enrichment lectures, discussions/ reflective sessions, workshops, role play, field visits to guidance agencies, etc. Supervised field activities in schools were also an integral part of the contact programme, wherein trainees skill in organising/conducting group activities (class talks, career talks, group discussions, workshops etc.) were monitored. Internship during October-December 2010 was implemented in schools/guidance agencies. Projects related to academic, career and personal-social concerns were taken up by trainees wherein they had hands-on experience in application of skills learnt. Evaluation of the trainees were through assignments, written examination, practicum and internship report, presentation in counselling seminars, vivavoce and portfolio. Coordination with other five study centres at the RIEs was carried out for all the above-mentioned activities. A special video-conferencing was organised with faculty and trainees of study centre at RIE, Mysore. Third batch of the course commenced from January 2011. Monthly tutorials and regular interaction of trainees with their mentors through online transaction as well as mentoring/tutorial sessions continued during the first half of the distance/ online phase. Training Professionals as Resource Support for International Diploma Course in Guidance and Counselling across Study Centres This programme was aimed at capacity building of RIE faculty/Key Resource Persons of RIEs at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong involved in IDGC to bring about improvement in quality of the course. Seventeen participants attended a 5-day workshop from 21 to 25 February 2011. External Resource Persons and faculty of DEPFE also participated in the programme. Activities included presentations, discussions/interaction, sharing of materials and guidelines and planning of further course of action. Discussions focused on theory and practicum, internship projects, portfolios and issues related to conducting of the course. Materials, proformas, guidelines etc. were shared with the participants as per the requirement. Professor Ravindra, Director, NCERT, while addressing participants laid emphasis on quality of the Diploma Course at all the study centres. It is expected that uniformity and quality of the course will henceforth be maintained, since all aspects of the course were discussed and resolved. The faculty of study centres will continue their alliance with DEPFE for further support.
EXTENSION Outreach Programmes for Implementation of Peace Education at State Level The programmes were organised with the objectives of sensitising teacher educators and SCERT/DIET faculty at state level about education for peace,
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Peace Education Series In view of thrust of NCF-2005 on Peace Education, Peace Education Series intends to document and disseminate works on peace education through articles, researches, innovations, critiques, commentaries, news, etc. within and outside the country. The first volume of the series comprising eight articles and two book reviews is under publication. The articles received for inclusion in the second volume of the series, are under review and revision and will soon be sent for publication. Guidance and Counselling Resource Centre The objective of the resource centre is to make available facilities for conducting of psychological tests and use of other materials to the faculty and trainees of the Diploma Course in Guidance and Counselling. After thorough review of latest national and international catalogues and journals, required material for the trainees of Diploma Course in Guidance and Counselling were procured and some test materials were binded as these test are used by trainees year after year. National Library of Educational and Psychological Tests The library houses approximately 1500 Indian and foreign psychological and educational tests in the areas of intelligence, ability and aptitude, achievement, adjustment, learning, personality, creativity, counselling and guidance etc. There are also various reference materials (both Indian and Foreign) and literature on testing in the library. For the year 2010-11, the library extended its services to approximately 370 researchers and professionals who consulted it. Also many foreign and Indian tests and resource materials were procured, thus enriching the library further. The test catalogue was updated and put on display at the library for easy reckoning by its users.
Annual Report 2010-11
initiate its implementation in a holistic and integrated manner in their teacher training programmes and evolve strategies to utilise existing trained personnel at the state level. Two programmes were organised, first at SCERT, Guwahati for the North-East states and second at SCERT, Pune for states of western region. There were 50 and 39 participants respectively. SCERTs of Assam, Manipur, Mizoram and Nagaland participated in the programme organised for North-East States while SCERTs of Maharashtra, Chhattisgarh, Gujarat, Goa participated in the programme organised for the western region. The 5-days programme exposed participants to concept of peace and peace education in a holistic, integrated framework. They were involved in discussions, participatory activities which covered Constitutional Values, Human Values, and their importance for peace and conflict resolution. Role of pedagogy, influence of media were also discussed. The participants drew plans for implementation of peace education in their respective states by respective SCERTs, DIETs and Schools. Participants’ feedback revealed their enthusiasm and willingness to implement the ideas in their states. SCERT, Assam took initiative to translate the resource book titled ‘Ways to Peace’, ensuring its reach to all teachers.
List of On-going/Carried Over Programmes/Activities A Study of Conflict Resolution Styles of Adolescents in Schools Development of a Textbook on ‘Learner, Learning and Cognition’ for B.Ed.
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Development of Media Support for Online International Diploma Course in Guidance and Counselling International Diploma Course in Guidance and Counselling through Distance/ Online Mode Outreach Programmes for Implementation of Peace Education at State Level Guidance and Counselling Resource Centre
NCERT
National Library of Educational and Psychological Tests
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Examinations are the most vital part of any process of education. Keeping this in view the NCERT undertakes programmes related to educational measurement and evaluation, particularly in the area of ‘examination reforms’. The programmes are specially focused on research, development of material and training of Key Resource Persons in the area of educational evaluation. It is meant for providing academic and technical support to examination agencies in the States/UTs. The department’s vision is to institutionalise evaluation as a powerful, inexpensive, valid and reliable instrument for assessing students’ performance with regard to their growth, development and achievement in different areas. Besides, evaluation is to be used as an effective instructional strategy for bringing about qualitative improvement in education. The department also visualises that the evaluation process must be humane, learner friendly, transparent and stress free with a view to making it more credible. It should also cater to the needs of creative talent in diversified fields. In functional terms it would mean: introduction of school based evaluation in order to reduce over emphasis on public examinations and in turn to minimise stress on the students due to fear and curriculum load;
provision of flexibility in the conduct of examinations in terms of time, number of chances and the number of subjects to be taken up for examination at a time;
provision to make the public examination at Class X level optional;
introduction of grading and eliminating the system of pass and fail;
evolving a system of evaluation which is both continuous and comprehensive. Continuous would mean integrating evaluation with teaching and learning
Annual Report 2010-11
13. Department of Educational Measurement and Evaluation
NCERT
and making it a part of instructional strategy to get the feedback frequently on student performance, teacher performance, curriculum and materials with a purpose of providing corrective measures. Comprehensive would mean that the evaluation would encompass all the dimensions of pupil growth i.e. cognitive, affective and psychomotor;
improving the typology of questions in testing in order to test meta-cognitive skills and to make evaluation more reliable, valid and purposeful;
conduct of periodic achievement surveys at different stages of school education to keep a tab on the health of the system;
building capacity of teachers and state resource persons in different aspects of educational evaluation;
undertaking need-based research in educational evaluation;
developing conceptual and exemplar material in evaluation to strengthen evaluation procedures in schools and education boards;
sensitising stakeholders that evaluation has to be learner friendly and humane;
identifying talent from diversified groups like rural, urban, boys, girls, socially and economically disadvantaged, children with special needs with artistic and innovative excellence; and
nurturing the identified talent through financial and academic assistance.
Major Activities DEVELOPMENT Development of Exemplar Material Testing Higher Order Thinking Skills at the Secondary Stage One of the major functions of the department is to bring about qualitative improvement in the examinations. Boards of School Education are the bodies, which are entrusted with the responsibility of conducting public examinations. These boards have always been looking up to NCERT for academic support in all matters pertaining to reforms in examinations. With the new National Curriculum Framework – 2005 the perspective of examination reforms has changed. One of the reforms, which need immediate attention, is preparation of quality questions testing higher mental abilities. In order to achieve these objectives, the department planned to develop exemplar material in different subjects for training and use of paper setters, teachers, teacher educators and policy makers. The objective of the programme is to develop exemplar material on preparing quality questions for testing in different school subjects like English, Hindi, Mathematics, Science and Social Science. The clientele group includes teachers, teacher educators and paper setters. The material has been developed in workshop conducted from 26-30 July 2010. The material which has been developed was vetted by teachers, teacher educators and paper setters in their respective subjects from 25 to 27 October 2010. In this material lot of illustrations, tables, graphs and pictures were incorporated for better quality of the questions. The report writing of a programme is in the final stage.
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TRAINING
The capacity building programme which was second in the series was organised in two phases each of about two weeks duration from 18 to 29 October 2010 and 21 February to 4 March 2011 at NCERT, New Delhi. The first phase of the programme was attended by faculty of SCERTs, SIEs, DIETs and CTEs from sixteen states and also RIEs and NIE departments. The second phase of the programme was attended by faculty from SCERTs, SIEs, DIETs from 12 states/ UTs, RIE and NIE departments. The main purpose of the programme was to build the capacity of key resource persons of SCERTs and SIEs in conducting achievement surveys, to share concepts and techniques used in international achievement surveys and to sensitise RIE/NIE faculty in issues related to conduct of achievement surveys. Topics/issues shared in the programme were: Concept of student assessment and Large Scale Assessment, Assessment Theories, (CRT & IRT), Development of Assessment Framework and Assessment Tools, Sample Selection/Sampling Techniques in Large Scale Achievement Surveys, Issues related to Field Operations, Data Management in Achievement Surveys, Preparing data for computer analysis, Computer softwares used in statistical analysis such as EXCEL, SPSS, BILOG, LERTAP, etc. in Large Scale Assessment(LAS), Interpretation of findings in LAS, Clientele specific reporting in LAS, Item maping, Data archives and Future prospects of large scale surveys. The topics for the deliberation were finalised based on the suggestions of the participants through a check list. In both phases, evaluation of programme activities was done. So far as sharing of IT expertise was concerned, brief theoretical explanations of procedures were given with rich hand on experiences to participants using laptops equipped with software. The SCERTs/SIEs have been provided with a list of trained faculty in the state with a request to utilise their services in ensuing achievement survey activities in the state/UTs. Capacity Building Programmes for State Education Boards in Educational Evaluation A five-day capacity building programme for key resource persons of Haryana Board of School Education was organised on Question Paper Setting at Bhiwani (Haryana) from 22 to 26 November 2010. The objective of the programme was to train key resource persons of various Boards in preparing quality questions in different subjects and developing model question papers. In these programmes, theoretical deliberations were made on quality question setting and question paper setting which was followed by practicum. During practicum, exemplar quality questions and question papers were developed in different subjects namely English, Hindi, Social Studies, Science and Mathematics. Teachers and academic officers of the Haryana Board of School Education participated in these programme. Another three-day programme for KRPs of UT of Daman and Diu was organised at Daman from 28 to 30 March 2011. Theoretical deliberations were made on Continuous and Comprehensive Evaluation which was followed by practicum.
Annual Report 2010-11
Capacity Building of SCERT and SIE Faculty in Conducting Achievement Surveys
EXTENSION National Conference of Chairpersons of Boards of School Education The two-day conference was organised on 2-3 August 2010 at NIE, New Delhi
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NCERT
with the objectives: to study the status of implementation of the recommendations of NCF-2005 on examination reforms, to share examination reform initiatives undertaken by School Education Boards, to identify few implementable examination reforms for taking up on priority by State Boards and to strengthen NCERT linkages with School Education Boards. The Conference was attended by Chairpersons/Presidents/Secretaries or their representatives of School Education Boards from eighteen states and the COBSE. In the Conference, presentations were made by the department on the issues of Overview of Examination Reforms in the context of NCF-2005, Learning Assessment in the context of RMSA, and Continuous and Comprehensive Evaluation. Brief presentations were also made on Action Taken by Boards on recommendations of previous conference held at NIE, New Delhi in 2008. The COBSE made a presentation on Changing Role of School Education Boards in the Context of RMSA. It was followed by presentations of School Education Boards of Haryana, Kerala, Maharashtra, CBSE, Karnataka on examination reforms initiatives they have undertaken in their respective boards of school education namely, students evaluation, transparency in examinations, Continuous and Comprehensive Evaluation and transparency respectively. An interactive session of Boards’ representatives with stakeholders was also organised. NIE departments also shared their issues and concerns with representatives of Boards. Participants of the Conference made recommendations for setting quality question papers, conduct of examinations, post-conduct of examinations, and implementation of CCE, which boards may take up on priority for implementation. Implementation of National Talent Search Scheme National Talent Search Scheme is a flagship activity of NCERT started in the year 1963. The purpose of the scheme is to identify talented students and nurture their talent. Talent refers to the potentiality that manifests itself in a high level of performance in one or more specialised areas. It honours and helps talented students by providing financial assistance in the form of a monthly scholarships and also conducts nurturance programmes for the selected awardees. Out of 1000 scholarships, 15 per cent scholarships will be reserved for students belonging to the SC category, 7.5 per cent scholarships for students belonging to the ST category and 3 per cent for Physically Challenged group of students. The tables indicate the number of awardees selected in the year 2010 for Class VIII from different states. State-wise and Category-wise number of Awardees of NCERT-2010 for Class VIII S.No.
104
States
Number of Awardees
Gen.
Category SC ST
Ph. C
1.
Arunachal Pradesh
2.
Assam
3.
Manipur
4.
Meghalaya
1
0
0
1
0
5.
Mizoram
2
0
0
2
0
6.
Nagaland
7.
Sikkim
8.
Tripura
2
0
0
2
1
13
9
2
2
0
3
0
0
3
0
1
0
0
1
0
nil
0
0
0
0
4
1
2
1
0
Annual Report
2010-11
Andaman and Nicobar Islands
nil
0
0
0
0
10.
Bihar
28
18
5
5
3
11.
Jharkhand
20
15
4
1
2
12.
Orissa
49
41
6
2
1
13.
West Bengal
39
23
13
3
4
14.
Chandigarh
10
8
2
0
0
15.
Delhi
46
42
3
1
0
16.
Jammu and Kashmir
3
2
1
0
0
17.
Haryana
49
47
2
0
0
18.
Himachal Pradesh
1
0
0
1
0
19.
Punjab
50
44
6
0
0
20.
Rajasthan
21.
Uttar Pradesh
22.
Uttarakhand
23.
Chhattisgarh
24.
Daman and Diu
nil
25.
Dadra and Nagar Haveli
nil
0
0
0
0
26.
Goa
2
1
1
0
0
110
88
9
13
0
82
67
14
1
0
9
8
1
0
0
27
22
3
2
0
0
0
0
0
27.
Gujarat
22
20
1
1
0
28.
Madhya Pradesh
37
30
4
3
2
29.
Maharashtra
217
146
51
20
9
30.
Andhra Pradesh
45
33
5
7
2
31.
Karnataka
80
60
13
7
0
32.
Kerala
30
22
6
2
3
33.
Lakshadweep
nil
0
0
0
0
34.
Puducherry
1
1
0
0
0
35.
Tamil Nadu
36
27
8
1
1
36.
Abroad
nil
0
0
0
0
1019
775
162
82
28*
Total
* The number of Ph. C. awardees are drawn from General, SC and ST category awardees
Total Number of NTS Awardees on the Roll in Different Grades during the year 2010-11 Class IX
1019
Class X
1029
Class XI
1000
Class XII
1000 Total
Annual Report 2010-11
9.
4048
Under Graduate Basic Science Social Science B.E./B.Tech.
Annual Report
2010-11
150 75 1700
105
M.B.B.S.
650
B.A.,B.L. (Integrated Law Course) Total
70 2645
NCERT
Post Graduate Basic Science
27
Social Science
43
M.E./M. Tech.
10
M.D./M.S.
5
Management
5 Total
90
Grand Total
6783
Expenditure Incurred on NTS Scholarship during 2010-11 1
Disbursement of Scholarship (in Rs.)
2
Conduct of NTS Examinations (in Rs.)
4,09,64,000.00 23,39,985.00
Total
4,33,03,985.00
Conduct of Nurturance Programme for National Talent Search Awardees Identification and nurturance of talented students at school stage is an exalted programme of NCERT. The programme aims at advancing the discipline of the talented students so that they can serve the nation with distinction. Every year 1000 students studying in Class VIII are identified as talented students and are awarded the NTS scholarship. Having identified these 1000 talented students, they are also nurtured so that they turn out to be dedicated individuals in their areas of choice. Details of the Nurturance programmes conducted by the department during the year 2010-2011 are given below: Venue
106
Dates
No. of Awards Attended
Regional Institute of Education, Bhubaneshwar
31 January to 4 February 2011
88
Birla Institute of Technology, Ranchi
1 to 5 February 2011
48
Regional Institute of Education, Ajmer
27 January to 31 January
55
Regional Institute of Education, Ajmer
1 February to 5 February 2011
55
National Institute of Technology, Jallandhar
10 to 14 January 2011
54
Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai
6 to 10 February 2011
60
Annual Report
2010-11
15 to 19 February 2011
60
Regional Institute of Education, Mysore
4 to 8 April 2011
40
National Institute of Technology, Surathkal
28 February to 4 March 2011
70
Regional Institute of Education, Bhopal
21 to 25 February 2011
88
Chacha Nehru Scholarship for Artistic and Innovative Excellence The Chacha Nehru Scholarship for Artistic and Innovative Excellence was conducted to identify the talent from Classes IX to XII students for providing scholarship in the areas of Creative Performance, Creative Arts, Creative Scientific Innovations and Creative Writing. The National Bal Bhawan has instituted a system of honouring talented children in different age groups in the year 1995 through the Bal Shree Scheme. The Bal Shree programme recognises talent in the following areas: Creative Performance; Creative Arts; Creative Scientific Innovations; and Creative Writing On an average 150 children participate in the national level camp and approximately 50 children are chosen for the Bal Shree honour. NCERT collaborated with the Bal Bhavan for promotion of talent in Arts and Aesthetic. With a view to further encourage and nurture talent, NCERT gave scholarships to the children who participated in the national camps of the Bal Bhawan for pursuing their studies in Classes IX to XII. Expenditure Incurred during 20102011for Implementation of Chacha Nehru Scholarship was ` 4, 22, 000/-. List of On-going/Carried Over Programmes Terminal Achievement Survey at the End of the Class VIII Terminal Achievement Survey at the End of the Class V Development of a Handbook on Educational Measurement and Evaluation
Annual Report
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Annual Report 2010-11
Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai
107
NCERT
14. Department of Educational Surveys and Data Processing The Council conducts All India Education Surveys and periodic thematic educational studies. It provides support in the statistical analysis of data pertaining to large scale surveys/studies conducted by its constituents and research and experimentation about the efficacy of different application software for use in quantitative analysis. The Department of Educational Surveys and Data Processing has been engaged in conducting educational surveys on Census basis and to undertake issue based studies/sample surveys to develop a robust and comprehensive database for monitoring educational development and other aspects of current educational reforms. This helps to planners and policy makers in making decisions in planning at macro and micro levels. At times various committees and commissions have recommended for institutionalising educational surveys with a fixed periodicity of five years by creating relevant infrastructure from national to district level.
THE ROLE
AND
FUNCTIONS
OF THE
DEPARTMENT
ARE—
to conduct educational surveys and undertake thematic studies on sample and census basis;
to create, maintain and periodically update the educational databases at the national level;
to provide useful data on various aspects to state and national agencies engaged in planning and implementation of various schemes;
to provide training in quantitative research methods using statistical package; and
to provide central facility for statistical analysis of data pertaining to largescale surveys/studies/process conducted by the different constituents of the NCERT.
The department has been fully responsible for conducting the All India School Education Survey (AISES), thematic studies, data processing of various projects and training in quantitative research methods using MS Excel and SPSS. The department has conducted seven educational surveys on school education till date and the Eighth All India School Education Survey is in progress. Besides, the department has conducted sample surveys, thematic studies, and training on sample survey methods for officials of the SCERTs/State Education Departments from time to time.
RESEARCH 8th All India School Education Survey The MHRD accorded approval to the proposal of 8th AISES submitted by department and the survey has been launched with reference date as 30 September 2009. At the national level three organisations, namely, MHRD, NCERT and NIC are involved in the survey. The survey intends to create a database on status of school education system with respect to access to schooling facility, class-wise enrolment, and availability of basis infrastructural and other facilities in schools. Under this project the department completed the following activities in the year 2010-2011. (i) Preparation of School Directories In order to ensure complete coverage, geographical frame of various administrative layers viz, states, districts, blocks, towns and villages are chalked out well in advance before the commencement of data collection. At the same time School Directories at blocks, towns and wards in Class 1 towns were updated in concurrence to the reference date of the survey i.e. September 30, 2009. Like previous surveys, for administrative units, Coding Structure used by RGI was adopted for the 8th AISES. For updating of administrative units and school directories a CD containing administrative units and school directories of 7th AISES was provided to all the states and UTs by NCERT. The administrative units and school directories were updated by the states/ UTs considering reference date of the survey and later these updated directories were sent back to NCERT for assigning codes. NCERT has assigned codes and sent the CDs back to the states with a request to get the assigned codes placed on the title page of all the schedules. The NCERT had sent these updated School Directories to all the states and UTs. Even after that if there are any errors or shortcomings in updating the School Directories the NCERT has kept a provision of further updation of School Directories by the states themselves and has developed guidelines for updating the same. The task of preparation of school directories is completed in all the States and UTs. As suggested by the Steering Committee in the first meeting, all the school directories have been placed on the web portal www.aises.nic.in for public view.
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Major Activities
(ii) Dispatch of Survey Material NCERT has developed seven tools Viz, VIF, UIF, SIF1, SIF2, CIF, PESIF and SPPSE to be used for the 8th AISES. These schedules have been printed in eight languages viz., English, Hindi, Marathi, Telugu, Kannada, Punjabi, Oriya and
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Gujarati. The tools developed and the training manual ‘Guidelines for the Survey Officers’ was printed at the national level and were dispatched to State Survey Units of all the States/UTs. It has been ensured that with the co-operation of the State Survey Units in all the States and UTs the tools reach to all the districts, blocks/towns and from there to each of recognised school of the country existing as on reference date of the survey. The additional demand of survey material from the states is met by providing such material, as and when the demand for the same is received. (iii) Training of Survey Officials
NCERT
State Level Training of District Survey Officers and Statistical Assistants in the states of Gujarat, Orissa, Manipur, Nagaland, National Capital Territory of Delhi, and Union Territory of Daman and Diu and Dadra and Nagar Haveli have been organised by NCERT. At the sub national level viz., districts and blocks/towns, training programme for survey workers were organised by the State Survey Units in all the States /UTs. NCERT had also helped some of the states in organising district level training programmes, like in National Capital Territory of Delhi in the month of October 2010. (iv) Collection of Data It has been reported by the states that data collection is at different stages of progress in their States and UTs. Majority of the States /UTs have already completed the exercise of data collection. (v) Development of Software Modules NIC has been entrusted with the work of development of the softwares for Updation of Location and School Directories; Data Entry and Validation of six schedules; Monitoring of Survey Activities; Statistical Report Generation and presentation of Summary Report through GIS. During the year the web portal for www.aises.nic.in has been developed which contain information on the ongoing 8th AISES; School directory of all States/UTs for public view. The portal contains application software viz., Module for Updating the Location and School Directories, Programme Monitoring and Data Entry of Flash Sheets. It will also contain software for Data Entry of Main Schedules, Data Validation and Report Generation. The portal also contains section on FAQs (Frequently Asked Questions). (vi) Monitoring of Survey Activities A steering committee under chairmanship of Education Secretary (School Education and Literacy, MHRD) having representatives from MHRD, NCERT, NIC, RGI, NSSO, CSO and States/UTs is there to guide and monitor the progress of the survey and take administrative decisions from time to time. Two meetings of the steering committee were held on 21 June 2010 and 12 January 2011 for streamlining survey activities. The first Advisory Committee meeting was held on 7 May 2010. The Advisory Committee provides academic and administrative support in the execution of survey and monitors the progress of survey. The faculty co-ordinators of the department were engaged in monitoring of survey activities being conducted by the state. Some states were visited personally to meet senior representatives of the state governments to plan strategy for expeditious completion of survey activities. Day to day monitoring of survey activities are being done through monitoring website.
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(vii)
Launching of Survey Website
The NIC has developed survey web portal which is hosted at URL www.aises.nic.in. It contains static content about educational surveys and application softwares. It also contains contact directory of survey officials (DOSs, SSOs, DSOs, DPCs and DEOs). (viii)
Training of MIS co-ordinators and Data Entry Operators
(ix)
Manual Scrutiny of Forms
For ensuring the best quality data, there is a mechanism of manual scrutiny of filled- in forms, as well as computer validation of entered data. Comprehensive manual scrutiny checks were developed in-house. These checks were applied to each and every filled-in form at block/town level as well as 10% forms at the district level. The national level team visited various States/UTs namely Madhya Pradesh, Chhattisgarh, Maharashtra, Rajasthan, Gujarat, Manipur, Mizoram, Nagaland, Himachal Pradesh, Andhra Pradesh, Tamil Nadu, Karnataka, Lakshadweep, Kerala, Orissa, Punjab, Chandigarh, Delhi and Bihar to undertake manual scrutiny checks on sample basis during the data collection phase of the survey. (x) Data Entry of Flash Sheets There is departure from the earlier surveys in case of data entry in two ways: The exercise related to data entry is being taken up by the MIS unit of SSA through state SPDs instead of NIC. Data entry is being done at district headquarters at around 640 locations instead of state headquarters. (xi) Incentive Schemes and Ancillary Facilities in Schools of Slum Areas: A Study of National Capital Region (NCR) A study on the Status of Incentive Schemes and Ancillary Facilities in Schools existing in the slum areas of NCR was undertaken by the department. A report on the basis of the 7th AISES data base has been prepared by the co-ordinators.
DEVELOPMENT Development of Software and Analysis of the Projects Undertaken by other constituents of NCERT Result processing of NTSE-2010 at Class X for DEME
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The programme for the MIS coordinators and Data Entry Operators for the Flash Sheets was organised in online mode from 4-6 January 2011.
Organisation of State Level Training of District Survey Officers (DSOs) and Statistical Assistants (SAs) State level training programmes for District Survey Officers (DSOs), Assistant State Survey Officers (ASSO) and Statistical Assistant (SAs) were organised in 6 States/UTs: Manipur (26-27 April 2010), Delhi (10 June 2010), UTs of Daman and Diu, Dadra Nagar Haveli (28-29 June 2010), Gujarat (8-9 July 2010), Orissa (4-5 August 2010) and Nagaland (17-18 August 2010). The contents of the training programmes are: Organisation of Survey, Role and Functions of Assistant
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Survey Officers/District Survey Officers and Statistical Assistants. Discussion on Survey Tools, Coding Procedure, Scrutiny of filled-in Forms, Maintenance of Records and Registers, Handling of Filled-in Forms and Monitoring and Submission of Progress Report to SSO/NCERT. Web-based training of MIS Coordinators and DEOs was held from 4 to 6 January 2011 using the training facilities of NIC. The training in virtual mode included the aspects like Organisation of Survey, Roles of DSOs, DPCs and DEOs, Implementation of software applications, etc. Golden Jubilee National Seminar on Universalisation of Secondary Education: Issues, Challenges and Policy Perspectives in Rural Context
NCERT
Golden Jubilee National Seminar on Universalisation of Secondary Education: Issues, Challenges and Policy Perspectives in Rural Context was held from 30 to 31 March 2011.The seminar provided a platform to educational planners, administrators, researchers and policy makers to share experiences on secondary education in rural areas. Professor A.K. Sharma, former Director, NCERT, delivered the key note address. Eminent educationist Professor B.P. Khandelwal, former Director, NUEPA and Former Chairman CBSE, Professor H.S. Srivastava, Professor Gopal Krishan, Professor M. Sen Gupta, Professor V.P. Garg, Professor A.B.L. Srivastava, and Professor S.M.I.A Zaidi chaired various sessions and participated in round table discussions to chalk out future strategies on Universalisation of Secondary Education. Forty five participants from more than eighteen States and UTs deliberated on various aspects of Universalisation of secondary education. Visit of Indian Statistical Service (ISS) Probationary Officers from National Academy of Statistical Administration (NASA) A batch of fifteen probationary officers from National Academy of Statistical Administration, Greater Noida, Uttar Pradesh visited NCERT on 21 July 2011 and interacted with the faculty of the department. The objective of the visit was to expose the probationers to the activities and functions of NCERT in the field of educational statistics. Professor G. Ravindra, Director, NCERT on welcoming the team briefed about the role of NCERT in the field of school education. A presentation on role and responsibilities of the department was made and the department addressed the queries raised by trainee officers. North-East Region Programme State level training programme for District Survey Officers and Statistical Assistants under 8th AISES were conducted for the state of Manipur in Imphal on 26-27 April 2010 and for the state of Nagaland in Kohima on 17-18 August 2010. List of On-going/Carried Over Programmes
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8th All India School Education Survey (8th AISES)
Development of Software and Analysis of the Data of the Projects/Major Activities undertaken by the Constituent of NCERT
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The main functions of the department are promoting policy research in education; performing activities of a ‘think tank’; undertaking, coordinating, sponsoring and commissioning research and innovations in school education and functioning as the secretariat of Educational Research and Innovations Committee (ERIC). Promotion of educational research and research-based policy perspectives for qualitative improvement of school education are important concerns of the NCERT. The main functions of the department in these areas include : (i) funding research projects carried out by individual researchers affiliated to universities, institutions and constituents of the NCERT ; (ii) developing and strengthening institutional research capacities; (iii) dissemination of information related to educational research in the field of school education, and (iv) providing channels of communication to reach out to the functionaries and beneficiaries related to educational research and receiving feedback on research findings and their impact on the education system. A standing committee of the NCERT called Educational Research and Innovations Committee (ERIC) acts as a catalyst to promote and support research in priority areas of school and teacher education. The ERIC members include eminent researchers in education and allied disciplines from universities and research institutions and representatives of SIEs/SCERTs. The Department of Educational Research and Policy Perspectives (DERPP) acts as the Secretariat to ERIC and coordinates other activities of promoting educational research.
Major Activities RESEARCH Educational Research and Innovations Committee (ERIC) Supported Research Projects ERIC acts as a Catalytic agent in promoting and supporting research in identified priority areas within school and teacher education. It also identifies and publishes
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15. Department of Educational Research and Policy Perspectives
NCERT
priority areas of research from time to time. Since its inception, more than 500 researches have been completed under ERIC support. The department has published the ERIC Guidelines in the form of a booklet and circulated it. The Hindi version is under print. The guidelines have also been put up on the NCERT Website. Priority areas of research are: Curricular Areas, National Concerns, Systemic Concerns and Pedagogic Practices and Learning Process. It is also published in NCERT journals and University News for wider dissemination. The department has also been taking up follow up action in different matters of on-going ERIC projects. Being the secretariat of ERIC, the DERPP has been actively supporting the research projects recommended by ERIC academically, administratively and financially. The department assists the ERIC in screening of new research projects and monitoring the progress of the old ones. A Screening-cum-Progress Monitoring Committee (SPMC), a sub-committee of ERIC, meets for scrutinising the fresh proposals as well as for reviewing the progress report of on-going projects every 3-4 months or as per need. In the current financial year (2010-11), two meetings of SPMC were held at NIE, New Delhi on 20 July 2010 and 11 March 2011. In the meeting held on 20 July 2010, 12 fresh proposals and 2 revised proposals were placed before the committee. 3 proposals were recommended and revision was sought in case of two proposals. Three progress reports were also placed before the SPMC. In the meeting held on 11 March 2011, 7 new proposals and 5 progress reports were put up. Among these, 2 proposals were suggested for revision. During the intervening period after the 41st meeting of ERIC, 20 fresh research proposals were received which were then screened through the SPMC. During the same period, 6 research projects have been completed. The number of ongoing research projects is 33. With the financial support of ERIC the following research projects were completed during 2010-11: S.No. Name of Principal Investigator and Address
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Title of the Project
Year
1.
Dr. A. Jahitha Begum Periyar University, Selam, Tamil Nadu
Effects of self-regulatory strategies on enhancing teaching competence among B.Ed. students
2010
2.
Professor M.S. Khaparde NCERT
Case studies of school management of low performing Navodaya Vidyalayas
2010
3.
Professor J.S. Sadananada, Kuvempu University, Karnataka
Decentralisation in Education in Karnataka
2010
4.
Dr. Arun Kumar Tiwari, Faizabad (UP)
Exploring and identifying the work values among junior high school students
2010
5.
Dr. Vandana Mehra Punjab University Chandigarh
Pre-service Teacher Education for Emerging Diverse Education Contexts: Perspectives, Practices and Prospects
2010
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The following proposals were recommended for funding during 2010-11 under ERIC: Title of the Project
1.
Dr Sambit Kumar Padhi, Lecturer, Department of Education, Guru Ghasidas Vishvavidyalaya, Bilaspur, Chhattisgarh
Eklavya Model Residential Schools in Orissa: An Evaluation
2.
Dr S. Subramanian, Professor, Department of Psychology, Bharathiar University, Coimbatore
Assessing the effectiveness individualised integrated intervention strategies to turn around slow learners: An experimental study
3.
Dr Ranjana Bhatia, Principal, Amity Campus, Saket, New Delhi
A study of stress levels among adolescents in government and public schools of Delhi
DEVELOPMENT Seventh Survey of Educational Research The work on the Seventh Survey of Educational Research was initiated. It aims to discuss the state of the art of research conducted in India in different fields of education, to identify gaps in researches and suggest areas for future research, to assess the strengths and weakness of educational research in different areas, and to highlight implications of these researches for various stakeholders in education. Four broad themes of the seventh research survey viz., context of education, context and process of education, contemporary concerns in education and systemic reforms in education have been identified. Indian Educational Review (IER) – A Research Journal The journal aims to enhance the theory and practice of research in education. It covers a wide range of issues, reports, reviews and empirical findings including studies in interdisciplinary perspectives. The Journal is published half-yearly in January and July. The issues of July 2009 and January 2010 have already been circulated. Manuscript of July 2010 has also been submitted for publication. Some new initiatives have been taken to make the journal more useful. These include publicising the priority areas of research under ERIC, printing of lectures delivered by invited eminent educationists and summaries of ERIC funded researches.
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S.No. Name of Principal Investigator and Address
Indian Educational Abstracts (IEA) The department collects, collates, and publishes research abstracts in a biannual journal, named Indian Educational Abstracts, to disseminate researches done at the Ph.D. level and also by independent researchers. Research reports and research papers from journals are also covered. The January 2008 issue has been submitted for publication. The next issue for July 2008 is also ready for publication.
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Research Methodology Course for DIET and SCERT Faculty
NCERT
The department organises research methodology courses for the faculty of DIETs and SCERTs. In the previous years, this course has been organised for the states of Uttarakhand, Maharashtra, Andhra Pradesh, West Bengal, Kerala, Mizoram, etc. In the programme, in addition to discussing major aspects of research methodology, the participants are provided hands on experience to use computers in research. This year a seven-day Research Methodology Course was organised for DIET/SCERT faculty of Assam as a part of input for special component of ST and North East at SCERT, Guwahati from 9 to 15 November 2010. The need for the course was identified in a workshop held Guwahati on 10 November 2009. The participants were given opportunity to share their proposals with the colleagues and resource persons. Each participant developed and presented a research proposal. The participants are expected to take up these studies in their respective places of work. The activity was performed with the collaboration of SCERT, Assam. The workshop was attended by 24 participants. Capacity Building for Conducting Action Research The department in collaboration with teacher associations, NGOs, DIETs and SCERTs, has attempted to develop the capacity among school teachers, faculty of DIETs/SCERTs, BRCs, CRCs, etc. to conduct action researches. The department has also been supporting the participants with academic and financial inputs in order to conduct action researches at their levels. Several workshops of this type have helped in the successful completion of more than 100 researches in different states. This year a five-day workshop was organised for the DIET/SCERT personnel of Punjab at NIE, New Delhi from 14 to 18 February 2011. The participants developed and refined the action research proposals which they intend to carry out at their work places. Twenty Three DIET faculty attended the programme NCERT Doctoral Fellowships To provide opportunities to young scholars to conduct research in the field of education from different disciplinary perspective and build the knowledge base of education in the contemporary context, the NCERT started Doctoral Fellowship programme in 2007. A total of 10 fellowships are proposed to be offered every year. Applications for the fellowship are invited through an open advertisement in leading national newspapers. The detailed information brochure is posted on the NCERT website. The applications are short listed by a committee on the basis of pre-determined criteria developed for the purpose. The short listed candidates are invited for interview and presentation of the proposal. They are paid second class sleeper train fare by shortest route for attending the interview. A monthly fellowship of ` 12000/- and an annual contingency grant of ` 10,000 per annum is credited to the fellow’s account. The fellows are requested to submit quarterly record of attendance and satisfactory work report signed by guide and HOD. They are also invited to make an annual presentation of the progress at the expense of NCERT. In the year 2010-11, 10 researchers were selected for fellowship, of them 9(nine) have joined.
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The following candidates joined the NCERT Doctoral Fellowships during the year 2009-10. The names of the candidates and the topics of their study are mentioned below. Name of the NCERT Doctoral Fellows
Title of the Study
1. Mr. Praful P. Mogera
Development of Multiple Intelligences Based Instructional Strategy for Teaching Science at Standard V
2. Ms. V. Sucharita
Different School Culture and Quality of Education: An Ethnographic Study of a Government and a Private School
3. Ms. Angel Thomas
Efficacy of Self-protection Training as a Primary Intervention in the Prevention of Child Sexual Abuse (CSA) among Girl Children in Lower and Upper Primary Levels
4. Ms. Munmun Banerjee
Evaluation System in Elementary Schools of North- East India: A Comparative Study
5. Ms. Nadira Moinuddin
Curriculum as Hegemony: An Analysis of Textbooks of Classes VIII, IX and X
6. Ms. Shalini Dixit
Development of Historical Understanding in Two Cultural Groups: A Study among Santhali and Non-Tribal Children and Adults
7. Ms. M. Poonnambaleswari
An Impact of Co-operative Learning Strategies on the Scholastic Achievement, ProblemSolving and Critical Thinking Abilities of Student-Teachers Studying Colleges of Education under Bangalore University
List of On-going/Carried Over Programmes Development of a Textbook ‘Basics in Education’ for B.Ed. Course Seventh Survey of Educational Research
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16. Department of Computer Education and Technological Aids It is a major concern of NCERT to integrate the Information and Communication Technology into school education. Developing training materials for teacher-educators and development of syllabus and instructional materials for students form a key component of the NCERT task in which it intends to devise models for technology, facilitate participatory forums and develop web communities having the same interest.
Developing viable models and appropriate materials to integrate Information and Communication Technologies into school education is the broad area of activity of the Department of Computer Education and Technological Aids (DCETA). Training of teacher educators from states in the use of technology and to enable them to conduct similar programmes for teachers in the states is the other important area of activity. The department is also responsible for maintaining an active website for the Council that offers a forum for discourses on school education between the educational community and the general public. The department is also maintaining the IT infrastructure at NIE campus. At the National Centre for Computer Education of the department the following activities are undertaken: Developing a curriculum guide, syllabus and textbooks for computer related courses at the senior secondary level;
Holding training/orientation programmes for teacher educators and teachers from states and UTs towards basic ICT skills relevant to school education and the ability to develop ICT-based learning materials for the classroom;
Conducting training programmes for members of the academic and administrative staff of the NIE departments of NCERT;
Conducting training/orientation programmes on the use of ICT in school education for educators from neighbouring countries;
Developing multimedia programmes for on-line/off-line dissemination. The Centre involves faculty members of various other departments of the NCERT while designing courseware in support of the school curriculum; and
Developing training materials for teacher educators and syllabus and instructional materials for students form a key part of the NCERT’s task to devise models for technology use, facilitate participatory forums and develop web communities having the same interest.
Major Activities DEVELOPMENT Development of Textbooks on Computers and Communication Technology (CCT) for Classes XI and XII The English and Urdu version of the part-I of the textbook for Class XI are available and Hindi version is nearing completion. Part-II of the English version of the textbook for Class XI is available while Urdu and Hindi version is being prepared. The English version for Class XII is under final review. The book is based on the recommendations of National Curriculum Framework-2005 and is useful for everyone, irrespective of particular streams of study at the higher secondary stage. It emphasises development of problemsolving and problem formulating skills. It attempts to reduce the relative importance on technology and underscores the need for learning skills to manipulate technology. It focuses on some of the real problems that come up with the expansion of the technology-security, piracy and digital divide. Maintenance of NCERT’s Website The NCERT website (http://ncert.nic.in) is constantly improved and maintained by the department. The interface of the site has been restructured for improving the organisation of information and easy navigation. The process of converting e-books into online textbooks linking it to a range of other web resources has been initiated. Experimental editions of Chemistry and Biology textbooks of NCERT for Class XI are hosted. The development of website to showcase role, functions and activities for each department/division/cell of NCERT has been initiated. List of On-going/Carried Over Programmes/Activities
ICT Options for the School System – Development of a Testing Laboratory;
Development of Resources and Support for Web and Online Activities; and
Development of Textbooks on Computers and Communication Technology (CCT) for Classes XI and XII.
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17. Planning Programming Monitoring and Evaluation Division The major concerns are coordination of the process of programme formulation, monitoring, evaluation and submitting periodic reports and returns to the MHRD. It acts as a clearing house in respect to the academic programmes/activities of NCERT. To achieve its objectives, PPMED issues guidelines and prepares various documents for dissemination of information. The relentless efforts of NCERT to formulate and implement programmes and activities for achieving the goal of quality school education is coordinated by Planning Programming Monitoring and Evaluation Division (PPMED) by acting as Programme Management Advisor to the Council. PPMED co-ordinates and manages the programmes of NCERT by structuring and configuring its policies and also evaluates all Programme Advisory Committee (PAC) approvedprogrammes. Significant is the role of PPMED in this context as it is fraught with the responsibility of designing pertinent strategies of the Council and issue proper guidelines for the healthy implementation of its various programmes. Programme Planning, Monitoring and Evaluation While providing support to the constituents of NCERT to formulate short-term and long-term academic programmes, and evaluating its implementation and progress, PPMED has been engaged in the following activities:
preparation of one-year and five-year Action Plans of NCERT;
preparation of Results Framework Document (RFD) of NCERT;
preparation of Annual Report of NCERT;
preparation and compilation of the material received from NCERT components for the Annual Report of MHRD;
preparation, development and updating of general guidelines for formulation of academic programmes;
preparation of time schedule and participation in the meetings of programme processing committees: Departmental Advisory Boards, Academic Committee, Institute Advisory Boards and Management Committees;
convening Programme Advisory Committee meetings;
quarterly monitoring of the progress of programme implementation undertaken by the constituents/departments-collection and processing of information through follow up actions;
preparation of action taken report on Human Rights recommendations for MHRD;
preparation of separate statements of programmes proposed including budget for Special Component Plan (SCP) and Tribal Sub-Plan (TSP);
preparation of Annual Programme Budget of the NCERT;
processing of proposals for grant-in-aid to Professional Educational Organisations;
processing of proposals of PAC approved programmes for administrativecum-financial sanctions;
preparation of monthly and quarterly including special reports on SC/ST/ Minorities; and
preparation of separate reports of the progress of the programmes including expenditure related to North-Eastern Region (NER), Girl Education.
Major Activities RESEARCH A Critical Appraisal of Functions of Planning and Management (P and M) Branch of DIETs The study was undertaken to appraise the functions of planning and management branch of DIETs and to evaluate the functional relationship among the units. The tools of the study were finalised in a meeting organised at DIET, Nagpur in collaboration with State Institute of Science Education, Nagpur. The data collected from the DIETs all over India have been collated and report writing is in progress. Case Study of Select DIETs in Western Region of India The study was undertaken to analyse the academic and administrative functioning of DIETs in the Western Region of India. The research data were collected from the DIETs of Murud and Nagpur from Maharashtra and Vadodara and Valsad from Gujarat. Report writing is in progress.
Annual Report 2010-11
DEVELOPMENT Development of a Database for all the Programme Advisory Committee (PAC) Approved Programmes of Different Constituents of NCERT The department acts as a clearing house in respect to the academic programmes/ activities of NCERT and has to submit necessary information regarding the PAC
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approved programmes to the MHRD. The department has undertaken the project for easy dissemination and quick retrieval of information regarding the programmes/ activities of NCERT. The database programme has been designed and data entry is being carried out. Preparation of Results Framework Document (RFD) of NCERT
NCERT
Preparation of Results Framework Document (RFD) is a new initiative started by Cabinet Secretariat, Government of India, to assess the performance of different departments of various ministries. Hence, Department of School Education and Literacy of the Ministry of Human Resource Development has asked all the autonomous bodies and institutes coming under its purview to send their respective RFDs. The NCERT prepared its RFD and submitted it to the ministry. The RFD of NCERT included its vision, mission, objectives, functions and various activities. The PPMED prepared the RFD of NCERT and also mobilised its commitment units to prepare their RFDs. The RFDs thus prepared are put up to the PAC for approval. Preparation of One-year and Five-year Action Plans of NCERT Hon’ble Minister of Human Resource Development, Shri Kapil Sibal, visited NCERT on 23 June 2010. During his interaction with the faculty of NCERT, he outlined certain priority areas and desired that NCERT should submit one-year and five-year action plans in the priority areas. The NCERT identified the following priorities areas and prepared action plan:
Strengthening Continuous and Comprehensive Evaluation (CCE);
Working for Examination Reforms;
Enhancing the Use of Technology;
Addressing the Concerns of RTE Act;
Promotion of the Activities of RMSA;
Promoting and Conducting Educational Research;
Professor Vasudha Kamat, JD, CIET, welcoming, Shri Kapil Sibbal, President NCERT on the conference of five year Action Plan
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Strengthening Education for Values;
Augmenting Vocationalisation of School Education;
Collaboration with National and State Agencies;
Completion of Eighth All India School Education Survey (AISES);
National Talent Search Scholarships;
Promotion of Girls Education;
Promoting Education of Children with Special Needs; and
Quality Enhancement of Teacher Education Programmes.
NCERT presented its Action Plan before the Hon’ble HRM. The constituents of NCERT have taken up programmes and activities in these areas. The PPMED coordinated all the activities. Preparation of Annual Report of NCERT Annual Report is an important document of NCERT which is placed before the Executive Committee and General Council for approval. It is then sent to MHRD for placing before the Parliament. Annual Report describes role and functions of different constituents of NCERT and the achievements made by them during the past year. It also provides a glimpse of the students and their achievements studying in RIEs and DMSs attached with them. Being an important document, preparation of Annual Report requires a careful planning and editing of the material. The division coordinated all the activities and submitted the annual report for the year 2009-10 on time.
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Training of DIET Faculty in Enhancing Efficiency and Effectiveness in the Educational Planning, Management and Evaluation A training package ‘Educational Planning Management and Evaluation’ was developed. A training programme in the area of educational planning, management and evaluation for the DIET faculty, who were working in the Planning and
Annual Report 2010-11
Dr P.K. Michael Tharakan, Vice-Chancellor, Kannur University, inaugurating the training programme on Educational Planning, Management and Evaluation organised at the School of Pedagogical Sciences, Kannur University, Kerala
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Management Branch of the DIETs, was conducted for the Southern States/UTs of India at School of Pedagogical Sciences, Kannur University, Kannur, Kerala, from 6 to 10 December 2010. Twenty six DIET faculty from the Southern States/ UTs attended the programme. The training programme concentrated on four aspects viz., Educational Research, Educational Planning, Educational Management and Evaluation and Quality Concerns in Education. The participants of the programme were provided with the training package developed by the division. Golden Jubilee Celebrations of NCERT
NCERT
The Golden Jubilee Celebrations commenced on 1 September 2010 with the inauguration by Hon’ble Minister of Human Resources Development Shri Kapil Sibal and Hon’ble Minister of State for HRD, Smt. D. Purandeshwari. Prior to this, the Council constituted a Golden Jubilee Committee. The activities of the committee were coordinated by PPMED. Various meetings were organised which included meetings with the former Directors and Joint Directors of NCERT. A series of activities were planned, such as lectures by eminent persons, publication of a volume on fifty years of NCERT, a photo album on the journey of 50 years of NCERT, a video programme, a national seminar etc. Also, each department/institute was requested to identify one PAC programme and organise it before 31 August 2011. The Golden Jubilee Celebrations will culminate on 1 September 2011.
Shri Kapil Sibbal, Hon'ble Minister of Human Resource Development, along with Smt. D. Purendareswari, Minister of State HRD, interacting with the Director and faculty of NCERT
Review Meetings of NIE Departments and Constituents Two review meetings were organised to assess the progress of the PAC approved programmes of NCERT constituents and departments for the year 2010-11. The first meeting was held at RIE, Mysore on 2 November 2010 to assess the progress of the programmes of PSSCIVE, Bhopal and five RIEs. The second meeting was held at NIE, New Delhi on 8 November 2011 to assess the progress of the programmes of CIET and all the NIE departments.
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Forty-eighth Meeting of the Programme Advisory Committee (PAC)
48th Meeting of Programme Advisory Committee of NCERT held on 8-9 March 2011
Other Activities PPMED regularly processed information received from the various constituents to prepare consolidated periodic reports and returns for MHRD. MHRD refers several documents, reports, recommendations to NCERT for its comments, action taken reports, brief write-ups, etc. During the year under report, PPMED collected and processed information and prepared various documents for MHRD. These include: processed proposals for academic and financial sanction of programmes for NIE departments/divisions;
prepared Annual Report of NCERT for 2009-10 which was drafted on the basis of information collected from the constituents of NCERT;
convened monthly meetings of Heads of the Joint Director CIET /NIE Departments and Council Secretariat;
prepared separate statements of progress of programmes and expenditure on programmes for North-Eastern Region and SC/ST. The report was sent to MHRD;
prepared Monthly Reports of the programmes/activities of the constituents of NCERT and sent to MHRD;
prepared material on NCERT’s achievements during 2009-10 and was sent to MHRD for inclusion in MHRD’s Annual Report;
prepared material on activities/programmes undertaken in the North-Eastern Region and Jammu and Kashmir for inclusion in the chapter on NorthEastern Region in the Annual report of the Department of Higher Education and School Education and Literacy, MHRD etc;
organised meetings regarding Golden Jubilee Celebrations of NCERT.
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Annual Report 2010-11
The 48th meeting of the Programme Advisory Committee (PAC) was held at NIE, New Delhi on 8-9 March 2011. The meeting considered the programmes of all the constituents/departments of NCERT for the year 2011-12. The committee also evaluated the progress of the programmes of NCERT during 2010-11.
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NCERT
18. International Relations Division The International Relations Division of NCER T is responsible for coordinating various activities relating to international cooperation to keep the relationship of NCERT with foreign countries vibrant and enriching. It facilitates exchange of information and experts relating to education system in general and school education in particular, encompassing a wide spectrum of relevant areas such as policy perspectives, curriculum framework and curriculum, syllabus, textbooks and other teaching learning materials, teacher education, ICT, TVET, etc. On behalf of NCERT, the division discharges the functions of the academic secretariat of NDG (National Development Group) constituted by MHRD under UNESCO’s international programme, the APEID (Asia Pacific Program of Educational Innovations for Development. The NCERT is one of the associated centres of the APEID. The APEID related functions of the NCERT as an associated centres include sharing of innovative experiences with other associated centres. These functions are also discharged through IRD. NCERT offers in-service training programmes of varied durations for foreign nationals in different areas of school education and teacher preparation. NCERT sponsors its faculty members for participation in the international seminars, meetings, and training programmes under the aegis of UNESCO, UNICEF and UNDP, etc. The International Relations Division of NCERT coordinates all these activities besides receiving foreign delegations and organising meetings for them.
Major Activities RESEARCH
The study was undertaken to analyse the national agenda and progress of educational innovations vis-à-vis national development goals of each of the two countries. Some associated centres in these countries will be selected encompassing various levels and nature of education. The team will visit the selected centres and collect information through discussion and observation mode. A Study of Innovations in Education at the selected Associated Centre of APEID in India The project was undertaken with the objective to study the educational innovations in the select associated centres of APEID during last five years as linked to national development goals. Out of 21 Associated Centres, four centres will be selected for the study. The researchers will visit the selected centres and collect information through discussion and observation mode. Study on Effect of Media on Sexual Beliefs/Behaviour of Girls and Boys The important objective of the study is to find out what sexual content do the young people pay attention to and what extent does the media content affect their sexual beliefs and behaviour. Questionnaires and interview schedules will be used to collect the data of the study.
DEVELOPMENT AND TRAINING Teacher Preparation Programme for Afghanistan Students In pursuance of the developments in Indo-Afghanistan collaboration, one MoU at NCERT was signed between the Secretary, NCERT and Director General, Teacher Education Department, Government of Afghanistan on 17 August 2009 for the training of Afghan students towards teacher preparation. Accordingly, syllabus of a 20-month diploma course in English and English Language Teaching was finalised in a workshop held from 20 to 22 July 2009. One batch which was placed at RIE Mysore to study the course has already finished their examinations and returned back to Afghanistan in the month of March 2011. Another batch placed at NIE, New Delhi has also finished their examinations and returned back to Afghanistan.
EXTENSION
Annual Report 2010-11
A Study of Innovations in Education in Selected Member Countries of APEID – New Zealand and Republic of Korea
Joint Curriculum Workshop of ICSA, Iran and NCERT, India The International Relations Division organised a three-day Joint Curriculum Workshop of ICSA, Iran and NCERT, India on National Curriculum of India and Iran from 2 to 4 February 2011. The joint workshop included panel discussion on Curriculum Reforms in India and Iran and seven technical sessions which include: Curricular Issues in Science and Mathematics in India and Iran; Enhancing Interest of Students in Science and Mathematics: Science Kits and Mathematics Laboratory; Use of ICT in Teaching Learning in Schools; Challenges and Reforms in Vocational Education;
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Curricular Governance; Framework for Peace and Value Education; and Process and Strategies of Curriculum Implementation. It also included visit to NIE, Workshop, NCERT for demonstration of Science Kits and Mathematics Laboratory, NUEPA, NCTE and SCERT, Delhi. Short Visits of Delegations and Experts from Various Countries A Korean delegation from Academy of Korean Studies (AKS) visited NCERT on 24 April 2010. A meeting to interact with the delegation was held with the Director, NCERT in which Head, IRD, Head, Publication Department, Head, DTEE and Head, DESSH and Dean (A) also participated. The interaction focused on the following points: Indian Curriculum development and textbook publishing system.
NCERT
Introduction of the AKS’s programmes and activities. Possibility of mutual cooperation in educational research and training between NCERT and AKS. A three member delegation led by Shri Ravi Subramanian, Executive Vice President, Government of Singapore Investment Corporation (GIC), Singapore visited NCERT on 13 May 2010 to understand the education sector in India and investment opportunity in this sector. Professor Poonam Agrawal apprised them with the roles and functions of the IRD and NCERT in brief and also about the education system in India. She also informed them about the vocational education and activities of the PSSCIVE Bhopal. Joint Director, CIET apprised them with the roles and functions of the CIET in the School Education. About All Indian School Education Survey conducted by NCERT across the country on school education was also explained to them.
A three-member delegation from Government of Singapore Investment Corporation (GIC) in a discussionwith JD, CIET and Professor Poonam Agrawal
A delegation of sixteen American educators visited NCERT on 6 July 2010. The meeting was chaired by Professor G. Ravindra, Joint Director, NCERT. The main focus was on the school education system of both the countries (India and America). Exchange of information took place on different aspects of school system (especially up to elementary level), such as, formulation of
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An American delegation interacting with Professor G. Ravindra, Director (in-charge) and the senior faculty of NCERT
Dr Samuel V. Micklus, the President of Creative Competition Inc. visited NCERT, on 14 July 2010. He made a presentation on “Odyssey of the mind Programme”, which was chaired by Professor G. Ravindra, I/c Director, NCERT, coordinated by Professor Poonam Agrawal, Head, IRD and was attended by the senior faculty of NCERT. In his presentation the emphasis was on four thrust areas, Music, Drama, Science and Activities which enhance and develop creativity and critical theories. A fruitful discussion followed the presentation. Professor Sue Robson, Head of School of Education, Communication and Language Sciences, and Co-Director, North-East Regional Centre, ‘Links into Languages’ Newcastle University, England, visited NCERT on 21 October 2010 and held discussion with the Head, IRD and DERPP and faculty of DERPP on various aspects of educational research specially promoting action research methodologies in schools and NCERT’s initiatives in professional development of teachers in Action Research. A two member delegation consisting of Managing Director and CEO of TSL Education visited NCERT from UK on 1 December 2010. The J.D. (CIET), Head, DEME, Head, DESM, Head, DEL and SL attended the meeting. The meeting was headed by Professor G. Ravindra, I/c Director, NCERT. At the outset, Professor G. Ravindra gave a brief about NCERT’s role and functions in the field of education, research and the functioning of five RIEs. The delegation told that they are the leader provider of resources and recruitment of UK teachers. They are visiting India to understand more about the Indian education system and exploring possible opportunities within the market, in particular in the area of teaching resources. They work as an agency which undertakes the different tasks e.g. to understand the professional life of a teacher and challenges of teaching today, career life cycle and aspirations of teachers, teachers’ use of technology within the classroom and the home.
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curriculum, disciplines, evaluation pattern, dropout rate, distribution of time for different subjects etc. Challenges faced by the American Elementary Education and Indian Elementary Education System also found significant place in discussion.
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The Heads of different departments of NCERT gave an overview of the work of their departments. Professor Vasudha Kamat, J.D. (CIET) appraised the delegation of initiation of ICT programme by CIET which would cover one million students all over India.
NCERT
A five member delegation from Indonesia visited India from 29 November to 2 December 2010. The purpose of their visit was to study the national examination bench marking system in India in order to improve the quality of national examination bench marking in Indonesia. The delegation had a meeting on 1 December 2010 in MHRD in which Professor G. Ravindra, I/c Director, NCERT; Professor Poonam Agrawal, Head, IRD and Professor Avtar Singh, Head, DEME participated. Later, the delegation visited NCERT. The meeting was chaired by Director, NCERT. During this meeting, the Head, Department of Educational Measurement and Evaluation briefed the group about the procedures used for assessment of students in the country. He also gave a brief description of National Talent Search Examination and achievement surveys conducted by them. The delegation discussed about the benchmarking system procedure used in India. The delegation was also briefed about the school structure and subjects covered at various levels of school education.
The delegation from Indonesia interacting with Professor G. Ravindra, Director (in-charge) and senior faculty of NCERT
A two member delegation consisting of Dr Michael A. Diamond, Executive Director and Shri Mark Power Robinson, Associate Professor, Director, APRISE (Asia Pacific Rim International Study Experience) from University of Southern California, Los Angeles visited NCERT on 31 January 2011. The meeting took place with the I/c Director, NCERT, Professor G. Ravindra in which Head, IRD, Professor Poonam Agrawal, Professor Vasudha Kamat, J.D. (CIET) and Professor D.K. Vaid, Head, DES & DP and Dean (C) also participated. Interaction with regard to prospects for cooperation between their university and NCERT took place. List of On-going/ Carried Over Programmes Study on Effect of Media on Sexual Beliefs/Behaviour of Girls and Boys.
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The NIE Library collects, organises and disseminates primary, secondary and tertiary resources in school education and support of academics, researchers and students through conventional references and referral services. It facilitates in-service education of library personnel through training programmes, library manuals, etc.
The vision of Division of Library Documentation and Information is to create a network of knowledge system that facilitates scientific communication and collaboration for innovative information professionals and their strategic partners. The mission of DLDI is to strengthen its members through learning, advocacy and networking initiatives. The main task of NIE library is to supplement the efforts of NCERT in fulfillment of its main objective towards quality improvement of school education. In this context the main functions of Division of Library, Documentation and Information (DLDI) are to: collect, organise and disseminate primary, secondary and tertiary resources on school education; support academics, researchers and students through conventional references and referral services and document delivery services; facilitate in-services education of library personnel through training programmes, library manuals, etc; disseminating bibliographies, accession lists; book reviews, current contents indexing and abstracting of articles, press clippings; market its products and services through extension services; facilitate the readers through resource sharing and DELNET, and provide free internet surfing to the readers.
Annual Report 2010-11
19. Division of Library, Documentation and Information
Major Activities Acquisitions, Expenditure, Manuscripts during 2010-11 1.
Acquisitions A.
Total Net Holding (Books + Journals) as on 31/03/10
B.
Books Purchased (2010-11)
C.
Book Received as Gift
D.
Bound Journals Accessioned
E.
Withdrawn Books
239 1441 897 (-) 648
Total Net Holding (Books+Journals) as on 31/03/2011 2.
147873
Expenditure on Books and Journals A.
NCERT
145944
On Books •
DLDI
•
AERC
•
Afghanistan Students
117088 96384 18780
B.
On Periodicals Journals and Other Magazines
C.
Periodicals Subscribed : •
Foreign
•
Indian
•
Gift
7508768 160 68 25
Total
3.
253
E.
Magazines
19
F.
Newspapers
19
Documentation and Information Services A.
Current Contents
12
B.
New Arrivals on Display
12
C.
Book Reviews
12
D.
Press Clippings
12
E.
Photocopying Services •
For Official Purpose
•
On Payment Basis
116718 46117
Total Photocopies 4.
162835
Circulation Services A.
Membership as on 31/03/2010
B.
Membership Enrolled During 2010-2011
1685
•
Internal (NCERT Employees)
13
•
Special (NCERT Retired Staff)
05
•
External (Paid)
24
•
Temporary Members (Training)
26
•
Institutional Membership
•
Casual Membership
•
Memberships Discontinued during 2010-2011
02 995
Total Membership as on 31/03/2011 C.
132
(-) 44 2706
External Readership who Availed Consultation
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2010-11
5.
Reference Facility during 2010-11 •
Total Number of Books Issued during 2010-2011
2604
•
Total Number of Books Returned during 2010-2011
3837
•
Books Issued on Inter-Library Loan during 2010-2011
•
Books Borrowed on Inter-Library Loan during 2010-2011
192 10
The DLDI has been identified by DLA (Delhi Library Association) as a training centre for Certificate in Library Science (CLS) students. Besides, the students of B.L. & I.Sc. of Department of Library and Information Science, Jamia Millia Islamia University also get training from DLDI as an integral part of their course.
DEVELOPMENT Preparation of the Book Role of School Libraries in Quality Education— A Selective Reading A meeting of the editorial committee for the preparation of the book Role of School Libraries in Quality Education— A Select Reading was held from 7 to 8 September 2010 at NIE, New Delhi. There are nine members in the editorial committee. Manuscript of the book is ready for publication. The themes of the book are as follows: Status of School Libraries in Indian States; Organisation and Development of School Libraries as Resource Centres; Role, Responsibility and Status of School Librarians; Reading Habits and Best Practices in School Libraries: Case Studies. Development of a Library Manual for SCERTs/SIEs/DIETs and school librarians An expert committee meeting for preparation and finalisation of training modules was held from 7 to 9 March 2011. The meeting was inaugurated by Professor G. Ravindra, I/c Director, NCERT. The experts interacted with him in detail and expressed their views that it is a hard task to prepare the manual for the target group. The Director expressed his views that the manual should be developed in a qualitative manner. The manual comprises the following themes: Library as a Learning Resource Centre; School Library Governance; Information Resources Management; Information Services and Products; and Applications in SIET, DIET and School Libraries.
EXTENSION Meeting of Professional Library Staff of NIE and its Constituent Libraries A meeting of professional library staff of NIE, New Delhi and its Constituent libraries was held at RIE, Ajmer on 5-6 October 2010 to share the ideas, expertise, innovations, new techniques and methods used in the different constituents of NCERT. The meeting was organised with the objectives to: provide a forum for library professionals to exchange comprehensive views on the recent developments;
Annual Report 2010-11
DLDI as Training Centre
ascertain the existing state of library automation/computerisation in NIE and its constituents libraries; what extent do the current services of the NIE libraries fulfill user’s expectations; and
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identify new roles to be taken by NIE libraries in the context of emerging information environment. Book Exhibition A book exhibition on the subject ‘Adolescence Education’ was held at on 23 November 2010 at DLDI, NIE, New Delhi. Various book distributors came to exhibit their books on the subject. The books were selected by the Director, NCERT, Professor Saroj Yadav, Head and Coordinator NPET, Ms. Geeta Narayanan from UNFPA and other faculty members of NCERT. Finally the recommended books were selected and finalised for acquiring for DLDI. Information Literacy Programme
NCERT
DLDI organised a lecture on ‘Developing Education Curriculum using Aggregated Resources’ by EBSCO Publisher on 26 November 2010 at NIE, New Delhi. EBSCO is a full text database in the field of education and other related subjects via internet. It is the world’s largest online database of full text in education journals from early childhood to higher education and all educational specialised such as multilingual, education, health education and testing. EBSCO is the database which provides indexing and abstracts for more than 2200 journals as well as full text for more than 1300 journals, nearly 550 books and monographs and reference papers etc. Faculty and research scholars attended the lecture. The faculty of NCERT was of the view to subscribe the database as it contains the current as well as archival data. Adolescence Education Resource Centre As part of Adolescence Education Programme (AEP), a resource centre has been developed at DLDI known as Adolescence Education Resource Centre. The objectives of AERC are to: acquire / procure print and non-print material; digitise the materials on Adolescence Education; have linkage with the national and international agencies working on Adolescence Education; disseminate the materials and make facilities available to different target groups as per their needs; create the e-forum for discussion on Adolescence Education; disseminate information through networking; and http:// ncert.nic.in/ncert/ dldi/aerc.html AERC will serve as a forum for exchange of information / materials / ideas nationwide to organisations and individuals through the active participation and cooperation of several agencies. It will serve as an agency for documentation and dissemination of information related to the adolescence education with specific reference to universalisation of the adolescence education. The target group will include the key national organisations working in school education, teacher education and open learning system.
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The NCERT continues with the publication of school textbooks, workbooks, supplementary readers, teachers’ guides, laboratory manuals, source books on assessment, exemplar problems in mathematics, research reports/ monographs and educational journals. The NCER T textbooks are freely adopted by States under their nationalised textbooks programme. They are also used widely in schools affiliated to the Central Board of Secondary Education, Kendriya Vidyalayas, Jawahar Navodaya Vidyalayas, Tibentan Schools and several public schools in all the States. Grant of Copyright for Adoption/Adaptation/Translation to various States/UTs The NCERT granted copyright of its textbooks to the under mentioned states, based on their request, for adoption/adaptation/translation during the year 2010-11. Goa Board of Secondary and Higher Secondary Education, Alto Betim, Goa
Classes IX to XII
SCERT, Goa
Classes I- VIII
Board of School Education, Bhiwani, Haryana
Classes VI – XII
Elementary Education, Haryana, Chandigarh
Classes I-V
Government of Sikkim, Human Resource Development Department, Gangtok
Classes IX – XII
Bihar State Textbook Publishing Corporation, Patna
Classes IX – XII
School Education, Government of Uttarakhand, Dehradun
Classes VI – XII
Jharkhand Education Project Council, Jharkhand, Ranchi
Classes I – VIII
Secondary Education, Human Resource Development Department, Government of Jharkhand, Ranchi
Classes IX – XII
H.P. Board of School Education, Dharamshala,
Classes VI – XII
Delhi Bureau of Textbooks, NCT Delhi, Delhi Government
Classes I – VIII
NIVH, Dehradun
Classes I – XII
Board of Secondary Education, Rajasthan, Ajmer
Class IX and XI
Annual Report 2010-11
20. Publication Department
All the above states have taken copyright for NCERT textbooks published under NCF-2005 constituting a significant portion of the student community. During the year under report 436 publications were released. The details of publications are given in Appendix – IV. The number of journals brought out during 2010-11 is as follows: Quarterly Journals Journal of Indian Education School Science The Primary Teacher Prathmik Shikshak
NCERT
Bhartiya Adhunik Shiksha Half yearly Journals Indian Educational Review The distribution of the NCERT textbooks was undertaken through a network of over 337 wholesale agents all over India. The Urdu publications were distributed/ sold through Urdu Academy, Government of NCT of Delhi. The NCERT has also started empanelling other wholesale agents exclusively for promotion and sale of its general publications (non-textbooks) which include supplementary reading materials, books on vocational education, research reports and monographs etc. So far thirteen such outlets have been empanelled. The Publication Department continued entertaining orders directly from schools and individuals for supply of NCERT textbooks and non-textual material. Several titles published during 2010-11 were mailed as per approved mailing list. The net receipt from the sale of the publication was Rs. 132.79 crores (approx.). Demands for the unpriced publications, received from a sizeable number of institutions and researchers, were also met. The Regional Production-cum-Distribution Centres at Panihati, Kolkata, Bengaluru, Ahmedabad and Guwahati entertained orders received in their respective regions, viz. Eastern, Southern, Western and North-Eastern. The requirements of the Northern Region were met by the NCERT headquarters at New Delhi. As a part of the work related to dissemination of information, the Publication Department participated in the following book fairs on the dates shown against each. A special discount @ 10% was offered to customers on all the purchases during the under mentioned fairs. Our publications were in great demand. Public Relations Activities Publication Department participated actively in various book fairs during 201011 with the Public Relations unit carrying out publicity campaign in the print media. The stall of NCERT at the Book fair saw a huge rush of visitors evincing keen interest in NCERT’s publications. Wide publicity was given to it by the National media for the 37th Jawaharlal Nehru National Science Exhibition for Children (JNNSEC) held at Jaipur. Campaign was also launched by the PR Unit for disseminating information about the New Releases (publications) of NCERT. The PR Unit is rendering active assistance and coordinating with the concerned authorities in the timely publication of NCERT News Letter.
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S.No.
Name of the Book Fair
Place
Duration
1.
Kendriya Vidyalaya Book Fair
Guwahati
6 to 9 September 2010
2.
RPDC, NCERT Book Fair, Bengaluru
RPDC, Bengaluru
3 to 7 November 2010
3.
37th Science Exhibition, Jaipur-2010
Jaipur
25 to 30 November 2010
4.
Rajdhani Book Fair-2010
Bhubaneswar
1 to 12 December 2010
5.
12th North-East Book Fair
Guwahati
10 to 21 December 2010
6.
18th State Level Science Congress
Mysore
10 to 12 December 2010
7.
4th Thiruvananthapuram Book Fair
Thiruvananthapuram
18 to 26 December 2010
8.
16th Delhi Book Fair
Pragati Maidan, New Delhi
25 December 2010 to 2 January 2011
9.
Kolkata Book Fair
Kolkata
26 January to 6 February 2011
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Annual Report 2010-11
Details of Book Fairs in which Publication Department participated during the year 2010-11
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21. Hindi Cell The Hindi Cell of NCERT ensures compliance of the orders,
NCERT
instructions from time to time regarding Official Language Rules issued by the Government of India and the use of Hindi in administrative as well as academic work of the Council. In fact, the cell plays a significant role in providing administrative help, training and facilities for translation to all the departments of the Council. With the enforcement of the Constitution on 26 January 1950, Hindi became the Official Language of the Union of India according to article 343 of the Constitution. Government of India was entrusted the responsibility of promoting the status of Hindi. Subsequently, the Official Language Act, 1963 came into existence. Since then Ministry of Home Affairs continuously issues orders for the use of Hindi as Official Language. After the formulation of Hindi as Official Language (use for Official purposes of the Union) Rule 1976 was enacted. The NCERT is making all efforts to follow the orders, rules and resolutions passed by the Department of Official Language of Ministry of Home Affairs for the promotion of Hindi language. For this purpose Hindi Cell was created in NCERT to ensure the maximum use of Hindi in the official work. The Hindi Cell of NCERT ensures compliance of the orders, instructions from time to time regarding Official Language Rules issued by the Government of India and the use of Hindi in administrative as well as academic work of the Council. In fact, the cell plays a significant role in providing administrative help, training and facilities for translation to all the departments/constituents etc. of the Council.
Major Activities Official Language Implementation Committee Meetings To promote the use of Hindi in the Council, to ensure the proper implementation of the Official Language and to review and discuss the progress of Hindi during the quarter, the meetings of Official Language Implementation Committee were held on 30 June 2010, 19 October 2010 and 4 March 2011. During these meetings decisions and follow up actions of the last meetings were discussed
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under the chairmanship of Director, NCERT. The quarterly progress reports of the progressive use of Hindi during the previous quarters were also reviewed in these meetings. Similar meetings were also organised in the Regional Institutes of Education. Hindi Fortnight Celebration
Hindi Noting and Drafting Hindi Essay Hindi Writing Hindi Translation Hindi Typing Hindi Debate Hindi Poetry
A winner being awarded by Professor G. Ravindra, Director (in-charge), NCERT
The employees of the council took part in the above competitions with great enthusiasm. The winners were awarded the cash prizes and commendation certificates by Professor G. Ravindra, the I/c Director of the Council,
Annual Report 2010-11
Hindi Fortnight was organised in the Council from 14-30 September 2010. The following competitions were held under this programme:
Organisation of Hindi Workshop and Inspection To promote the use of Hindi and to develop skill and proficiency in Hindi, workshops were organised for Administrative staff of the Council on 18 June 2010; for Assistant Programme Coordinators and Accountants on 30 November 2010; workshop for the staff of the Regional Institute of Education, Mysore on 22 March 2011 was also organised. Some official language inspections were also carried out for different departments/sections and constituents of the Council. During inspections the officers/employees of different departments and sections were briefed about their shortcomings and suggestions were made to improve them.
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139
Hindi Typing and Stenographic Assistance Hindi Cell provided Hindi typing facility and Hindi Stenographic Assistance to the Sections/Departments/Divisions of the Council Headquarters where these facilities are not available. Hindi Translation Hindi Cell translated the English documents, circulars and letters received from all the sections/departments etc. of NCERT into Hindi alongwith the documents which come under the provisions of article 3(3) of the Official Language Act 1963, viz. office orders, memorandum, circulars, press notes, reports related to accounts and administration, agenda and minutes of different committees, etc. of the Council. The Quarterly Progress Reports
NCERT
The data of progress regarding the use of Hindi in administrative work of all the Departments/Sections/RIEs of the council were collected and compiled every quarter. The final quarterly progress Reports were sent to the Ministry of Human Resource Development and Department of Regional Implementation Office (Delhi), Department of Official Language, Ministry of Home Affairs, Government of India in a consolidated form.
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Central Institute of Educational Technology is a premier institute which contributes significantly to the field of educational technology by conducting research, organising training and developing academic resources. CIET is exploring new ICTs to enhance quality of school education. CIET is involved in developing ICT Policy for School Education, assisting MHRD in developing scheme for national awards for teachers using ICTs in their teachinglearning process. It is developing linkages with national and international level organisations working in the field of Educational Technology. CIET is guiding and strengthening State Institutes of Educational Technologies in creating econtent, training Instructional Designers for e-content, etc.
The Central Institute of Educational Technology, a constituent of the NCERT, is a premier institute in the field of educational technology. It aims at utilisation of technologies of education, especially information and communication technologies (ICT), to enhance realisation of educational goals. Other important technologies employed are educational audio-video media, conferencing through EDUSAT and other cyber media to extend reach and improve quality of educational messages. The institute is experimenting with technologies viz., mobile phones, multimodal usage of computers, online learning, and familiarisation with web 2.0 tools, etc. The institute undertakes research and evaluation studies to assess needs, prepare profiles of target groups, monitoring programmes to improve their effectiveness; design and develop materials with emphasis on development of educational audio-video programmes and learning objects. It plays an important
Annual Report 2010-11
22. Central Institute of Educational Technology
NCERT
role in capacity building of teachers and educators and those involved in production of software for them. In addition, the institute has the responsibility of coordinating the activities and undertaking capacity building of the personnel of six State Institutes of Educational Technology (SIETs) across the country. The institute carries out dissemination of its products through telecast/broadcast and simulcast (through various channels) of its programmes on Doordarshan, DD Bharati, Gyan Darshan and Gyan Vani Channels and through distribution of CDs, organisation and participation in festivals of media programmes, exhibitions etc. It utilises the EDUSAT network of 100 Satellite Interactive Terminals (SITs) with independent Hub for training, conferencing and live telecast to extend its reach to large number of functionaries and children. Moreover, it collaborates with several national and international organisations to share experiences, products and expertise to promote usage of educational technologies.
Major Activities RESEARCH Comparative Study of Various Mode of Training of Teachers/Educators on Action Research in Educational Technology The study was undertaken to measure the effect of different mode of training of teacher-educators. The purpose of this study was to provide teacher educators with the knowledge and skills to integrate Action Research as a teaching and problem solving methodology. Under the study three modes of training viz., faceto-face, videoconferencing and online course were used. A face-to-face training programme was organised from 26 to 29 July 2010 at NIE, New Delhi. In all, 24 participants from different SCERTs attended the training. The second mode of training viz. an online course of six-week duration and of two credits was also launched. Twenty two teacher educators from various states participated in the programme. The primary goal of the programme was to present a conceptual framework within which participants may define operationally, acquire the knowledge and skills to successfully use action research in the classroom. Each participant planned an action research project and submitted the report. Each module was designed for one week (about 2 hours per week). A new module was uploaded every week. There was one hour synchronous communication as well. Two virtual meetings were organised during this period. First virtual meeting was held on 11 December 2010 from 7 to 8 p.m. Professor Vasudha Kamat, JD, CIET, interacted with the participants on Educational Technology. The second virtual meeting was organised with Professor Robert Dick, University of Brisbane, Australia, on 18 December 2010 from 10 a.m. to 12.30 p.m. In both the virtual meetings the trainees participated in synchronous communication mode. The third mode was a workshop-cum-orientation programme through videoconferencing organised at CIET from 27 to 30 January 2011. Two hundred teacher-educators attended the programme at 12 EDUSAT centres located in 10 states across India. These centres were at nine SCERTs – Madhya Pradesh, Bihar, Chhattisgarh, Delhi, Haryana, Maharashtra, Punjab Uttarakhand, Rajasthan, CBSE — Allahabad, Kendriya Vidyalaya at Lucknow and Jabalpur. In all the modes the participants prepared the proposals on various areas of Action Research in Educational Technology.
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Comparative Study of ICT Curricula in States and UTs The research study was initiated with the objectives to finalise the ICT curriculum for schools (Grade VI to XII). During the meeting held in March 2010 state representatives had suggested that the curriculum be finalised at the central level by the core team and then the draft be sent to all the states for their comments and suggestions. The draft curriculum has been prepared.
The major objectives of the study were to assess the strengths and weaknesses of the audio and video programmes produced by CIET and to collect children’s feedback and comments for future production of audio-video programmes. The programmes were selected on different themes so that the children can enjoy variety during field testing visits. In each month, two video and two audio programmes each were filed tested. Thus in a year, 48 educational programmes (24 audio and 24 video programmes each) were field tested. A book as a token gift was given to each children who were included in the sample and had provided feedback on CIET programmes played back with them. The report of the study is being prepared.
DEVELOPMENT Development and Transmission of (Recorded and Live) Video Support Materials on Curricular Areas and other Themes Pertaining to Different Stages of Education In all, 219 ETV programmes were produced during 2010-11. The major programme series that were produced include, ‘dance a way of expression’, ‘yoga for children’, ‘video manual for upper primary Mathematics kit’, ‘illustrated stories from textbooks’, ‘animated stories for children’, ‘Low Cost Teaching Aids (LCTAs)’, ‘science toys’, ‘Origami’, ‘media literacy’, ‘child psychology’, ‘English language teaching and learning’, ‘interviews and programmes on great personalities like Shri Adoor Gopalakrishnan—renowned film maker’, ‘Pandit Debu Chaudhury— Sitar Maestro’, ‘Ms. Sonal Mansingh-classical dancer’, ‘Ms. Jayshree Ishwarrenowned Bharatnatyam dancer’, ‘Professor Aparna Basu—a women rights activist’, ‘Polar woman Dr. Devyani Borole’, ‘writer Krishna Sobti and Shri Agyeya’, etc. As usual transmission slots were fed on, Channel DD-1, Gyan Darshan and DD Bharati. Capsules for transmission were prepared 23 per month for primary, 31 per month for secondary and senior secondary level and 31 per month for teachers on DD-I. Also, 178 capsules per month were prepared for 4-hour slot a day on Gyan Darshan channel. Educational activities held at NCERT and outside NCERT were also covered by CIET under the programme.
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Feedback Study of Educational Audio and Video Programmes produced by CIET
Examination Helpline Live discussions on various subjects for Classes X and XII were taken up before school board examinations. Students asked questions through telephones, emails, FAX and mobile messaging services (SMS) to which experts responded promptly from CIET studios. Live Telecast Live phone-in programmes were telecast on Gyan Darshan channel from 3.00 p.m. to 4.00 p.m. during the summer vacations as part of Bal Utsav
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celebration in May-June 2010 and before school board examination as examination help line in December 2010 to February 2011. CIET planned a live telecast on every Monday, Wednesday and Thursday from 3.00-4.00 p.m. on Gyan Darshan channel from 10 May to 30 June 2010. The idea behind the live telecast was to engage students actively with television and learn different concepts. Through this students got an opportunity to interact with experts from various fields. The live telecast also provided them a forum to express themselves and share their thought with others. Some children also participated in the live shows along with the experts. They created a good interactive atmosphere during each presentation. This interactive programme was planned on the following topics: Do it yourself (Monday)
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The programme was intended to enhance creativity of children and promote learning. The topics related to creative arts were taken up in the live shows included puppet making, creation of children’s newspaper, science model making, painting, paper craft, etc. They not only learnt the art of making things but also interacted with the experts through a toll free telephone. Creative expressions (Wednesday) Children learnt the art of expressing their feelings and thoughts through music, dance and theatre, etc. Experts like Pandit Debu Chaudhary, Malini Awasthi, Ashish Ghosh, Subhash Kant, Dr Pratik Chaudhary interacted with the students and shared their rich experiences. Computer Pathshala (Thursday) The series created awareness on usage of open source software and sensitised students on various educational, ethical issues related to computers and networking. Bal Utsav A series of workshops on six themes were conducted for the wards of NCERT employees during the summer vacations. These were of 5 to 10 days duration and included, making and manipulation of puppets, computer pathshala,
Bal Utsav 2010 young trainees shooting educational ETV Programmes during workshop on video production at Bal Utsav 2011
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introduction to TV programme production, introduction to audio programme production, feedback on CIET’s video and audio programmes and grass root comics: a way of expression. 128 children participated in these workshops. Preparation of educational audio and video scripts for production is a major function of CIET. The emphasis of the scripts was on enrichment and hard spots related to various curricular areas. In all 179 scripts were developed during the year 2010-11. The major series of scripts developed were: Vatayan Series under the Sanskrit subject; Yoga, Dance, Quiz; Jnanpeeth Awardees; Pattron ke Uttar; Famous Personalities; Interview based programmes; Series on Folk tales; Upper Primary Science Kit for Teachers; Art Education; General Awareness; etc. Production and Digitisation of Audio/Radio Programmes Fifty three audio programmes were produced during the year. Important series produced were eminent personalities (4 programmes) such as Mirza Ghalib, Dr Sam Pitroda, JRD Tata, Dhiru Bhai Ambani, Marie Gold— English Language Textbook (5 programmes), Bahuroop Gandhi (4 programmes), Indian Folk Tales (4 programmes), Songs on children based on various issues like environment, day to day crisis of life etc, (10 Programmes), programmes on children’s creative writing (18 Programmes), programmes based on the scripts developed by teachers (8 programmes) and media studies (8 programmes). Besides, 85 chapters of NCERT textbooks for Classes IX and X were recorded and uploaded on CIET website as a part of development of audio books. One thousand radio programmes were digitised during the year. i- Radio of CIET on World Wide Web (UMANG on WWW) The CIET started a WWW radio on 4 June 2010. Prior to the launching of iradio, a workshop was organised from 31 May to 4 June 2010 in collaboration with Commonwealth Media Centre for Asia (CEMCA), Commonwealth of Learning (CoL) and Open University of Malaysia (OUM). CIET e-Newsletter The CIET started publishing its quarterly e-newsletter since April-June 2009, under the project ‘Dissemination of Information about CIET Activities and Educational Technology Initiatives’ through e-Newsletter was done. The institute continued to publish e-Newsletter on CIET website. During 2010-11 four issues of quarterly e-Newsletter were published in the months of June, September, December and March. Designing and Development of Learning Objects in Science, Geography and Mathematics for the Secondary Stage of Education
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Development of Scripts for Audio and Video programmes
The programme focused on e-content development. Eighty learning objects, 41 in Science and 39 in Geography for Grade IX and X have been developed. These will be available on the CIET website and sale counter for wider dissemination. Development of a Resource Manual for Educational Games in Different Curricular Areas at Primary Stage for a Video Series of Quiz Programmes A manual of educational games in different curricular areas for a series of video programmes has been developed. The manual is a rich content and pedagogic resource for primary teachers. Based on the manual of educational games,
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55 video scripts were developed under the series Prashnottry Khelon Wali. Children from schools of Delhi administration and MCD schools participated in the series. Exemplar Experiments and Investigations in the Secondary and Senior Secondary Stage Biology Utilising the ICT
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Five scripts for video programmes on various themes of the senior secondary classes have been researched and written under the project. The themes/titles developed were: (i) DNA-Archive of Life’s Secrets (ii)
Sufi Shayar Bulle Shah
(iii)
How Firefly Glows
(iv)
Acharya Jagdish Chandra Bose
(v)
Rajasthan ki Rajat Boonde
(vi)
Venkataraman Ramakrishnan
(vii)
Discovery of Brain Cells: Santiago Ramanycajal and Camillo Golgi
(viii)
Charlie Chaplin: King of Comedy
(ix)
Vishwa Ajuba: Taj Mahal
(x)
Watt Disney: who showed the power of drams
(xi)
Thomas Alva Edison: The Story of Gramophone
(xii)
Charles Darwin: Epic Voyage in Board HMS Beagle
(xiii)
Chromatography for Separation of Pigments of Variegated Leaves
Development of Media Studies Book (Class XII) and Media Studies manual A textbook on media studies was developed for Class XII along with manual on media studies. The textbook and manual is under publication.
TRAINING Orientation of Teachers and Teacher Educators through EDUSAT Teleconferencing on Various Aspects of Educational Technology and other Content Areas Two orientation programmes were organised for the trained graduate teachers of Mathematics from KVs, JNVs, CBSE affiliated schools and state board schools from 12 to 14 January 2011 and 3 to 5 February 2011. The objective of the programme was to teach various topics in Mathematics at different levels, to acquaint the participants about Continuous and Comprehensive Evaluation and to demonstrate the use of teaching aids for teaching various topics of Mathematics. For the first time the teachers of state board schools were orientated through EDUSAT video conferencing. Seven hundred fifty teachers were invited at 30 centres under NCERT-EDUSAT network, both from Hindi speaking states and non- Hindi speaking states. An e-group (yahoo group) was created and participating teachers were invited to join and contribute. The programmes contained interaction with subject experts including textbook authors and also hands-on activities with all participating teachers. The instructions for the
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Training of Mentor-Coordinators and Mentors in the Use of ICT for Teaching-learning Process in Schools The programme was conducted to train Mentor-Coordinators for training the mentors in integrating ICT in schools, to initiate cooperative and collaborative learning process through the use of ICT tools among Mentor-Coordinators and to help Mentor-Coordinators to create and disseminate learning resources through face-to-face mode and EDUSAT network. In phase I, a five-day orientation programme on use of ICT for teachinglearning process in schools was held at SCERT, Tripura from 20 to 24 December 2010. The programme focused on awareness, creation, sharing and dissemination of ICT resources for effective teaching and learning in schools. Besides, the participants were trained to use Web2.0 tools for collaborative and cooperative learning purposes. The participants during the hands-on sessions created blogs, joined yahoo group and worked on wikispace to facilitate creation and sharing of resources among themselves. The practical sessions on various ICT tools were organised at Kendriya Vidyalaya No.1, Kunjaban, Agartala (Tripura). Resource support for this training programme was provided by CIET, NCERT. Twenty seven faculty from SCERT, DIETs and teachers of secondary schools of Tripura participated in the programme. In phase II, live video conferencing was organised from CIET studio from 3 to 8 January 2011. One hundred and eighty participants from SCERTs, DIETs and secondary schools from nine states/UTs namely, Assam, Andhra Pradesh, Chandigarh, Kerala, Madhya Pradesh, Punjab, Puducherry, Gujarat and Maharashtra participated in the programme. The 6-day programme focused on awareness, creation, sharing and dissemination of ICT resources for effective teaching and learning in schools. Besides, the participants were trained to use Web2.0 tools for collaborative and cooperative learning purposes. The participants during the hands-on sessions created blogs, joined yahoo groups and worked on wikispace to facilitate creation and sharing of resources among themselves. The practical off-line sessions on various ICT tools were organised at respective EDUSAT centers with the help of the local academic and technical coordinators. Resource support for this training programme was provided by CIET NCERT. In phase III, a programme of five days duration was organised from 7 to 11 March 2011 at Port Blair in collaboration with the State Institute of Education (SIE), Andaman and Nicobar Islands. Twenty participants from SIE, and secondary schools from Andaman and Nicobar Islands participated in the programme. The five-day programme focused on awareness, creation, sharing and dissemination of ICT resources for effective teaching and learning in schools.
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off-line group work and reading material including powerpoint presentations and other enrichment material were sent to all teachers through the yahoo group. Resource persons from SCERT Haryana, Delhi University, CBSE subject committee, DESM (NCERT) discussed on topics of Mathematics of the Classes VI to XII. The use of teaching aids and models were also demonstrated. The findings of the study shows that all the modes of training used for experiment were found to be significantly effective at post-test level. The mean differences of pre-test and post-test scores were found to be 4.88, 7.16 and 7.19 respectively. While comparing the three modes of training online course was rated to be most effective (mean score 5.38) followed by face to face mode (mean score 4.85) and video conferencing (mean score 1.85) was rated as least effective among the three modes.
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Besides, the participants were trained to use Web2.0 tools for collaborative and cooperative learning. The participants created blogs, joined yahoo groups and worked on wikispace to facilitate creation and sharing of resources among themselves. Also the participants worked on Google Earth and created e-content using free and open source softwares i.e., eXe and the participants prepared unit plans using web tools. Resource support for the training programme was provided by the institute. E-groups (Yahoo) were created and training resources uploaded on these groups. The participants are now continuously interacting through these groups. Training of Teachers in Media Studies
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The media construct and circulate information and organise perception through sound, screen and print form which help to shape our sense of self and our relationship with the society. Students now a day are surrounded by media messages. These messages not only entertain them but they learn a lot through this constant flow of messages in their life. Teachers who acknowledge this reality have the opportunity to connect with their students in new and meaningful ways. Taking cognizance of the fact that teaching in media saturated environment poses a great challenge as well as enormous opportunities, the institute organised a training programme on Media Studies for Kendriya Vidyalaya teachers in two phases. Four training programmes were organised to train teachers in Media Studies. The first two training programme were organised from 25 to 27 August 2010 and from 7 to 9 September 2010 for public school teachers of Delhi. The third phase programme was organised from 23 to 25 November 2010 and the second programme from 1 to 3 December 2010. The training programmes focused on the topics: creating media messages; integration of media with school subjects; exploring new media; and introduction to media clubs. Post Graduate Teachers of languages and social sciences were invited to attend the training programme. Participants were introduced to make use of new media tools like wikieducator, blogs, Yahoo and Google groups, Skype, blogs, picasa etc. Teachers created their own blogs and joined groups which were created for them. Teachers also wrote scripts on various topics like impact of media on children, integrating media with languages, global warming, understanding advertising, students and social media, role of a teacher, career counselling, etc. They also developed scripts related to their own subject under the guidance of experts. A blog on media in schools was created wherein teachers share their experiences.
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Workshop-cum-Training Programme on Video Production for M.Ed. Students of RIEs Two workshop-cum-training programmes of five days each on video production for M.Ed. students were conducted at RIE, Ajmer from 28 February to 4 March 2011 and at RIE, Bhopal from 7 to 11 March 2011. During these workshops, M.Ed. students were made aware of the various themes i.e., steps of ETV programme production, school telecast by CIET, script writing and appreciation of educational television programmes. Nine scripts were finalised for shooting and shooting on all nine scripts were done during the workshop. Four video programmes were edited at RIE, Ajmer since Adobe Premier Editing software was available there. Other five programmes have been edited at CIET and edited programmes have been provided to RIEs as well. Twenty nine students of RIE, Ajmer and twenty seven students of RIE, Bhopal participated in the workshops.
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EXTENSION The 16th All India Children’s Educational Audio-Video Festival-2011 was organised at NIE, New Delhi from 18 to 21 January 2011. A pre-festival workshop on Virtual Studio and Chroma Key Techniques was organised on the first day of the programme. Thirty media personnel including producers, cameramen and engineering staff from CIET and SIETs attended the workshop. The festival was inaugurated on 19 January 2011 by renowned film personality Padma Vibhushan Shri Adoor Gopalakrishnan. The festival also celebrated the Indian and International Panorama which was inaugurated by Shri Parsuraman, Director, UNESCO, India on the same day.
On the occasion of the 16th All India Education Festival, Shri Adoor Gopalkrishnan releasing a set of Audio CDs
Shri Rajat Sharma, Chairman India TV, releasing a Video CD, ‘Bharat Ke Mahan Vibhutian’
One hundred and nineteen audio-video entries from the categories of preprimary, primary, upper primary, secondary and senior secondary, teachers, student production, puppet and animation were previewed in 12 sessions from 19 to 21 January 2011 by the participants of this festival. Each session was chaired by eminent educationist and media expert. Shri Rajat Sharma, Chairman of India TV, was the chief guest of valedictory ceremony. He also distributed the prizes to the winners in best audio and video productions. Promoting Visual Communication and Creative Expression among Children To promote visual communication and creative expression among children, CIET organised All India Photography Contest for Children. The contest was open to all students/candidates of ages 12-18 years from formal, non-formal, private and government schools from all states and Union Territories of the country. Six hundred and eighty entries were received from all states and UTs of India. A jury of experts selected 25 photographs for each theme, totaling 100 photographs. The results were announced on the CIET website. The certificates of commendation have been given to the winning contestants.
Annual Report 2010-11
16th All India Children’s Educational Audio-Video Festival-2011
Gilli Danda A photo by B. Amar Singh, KV, Kanchanbagh, Hyderabad is judged one of the best
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Save trees otherwise there is deforestation Mitanshee Srivastava, KV, Jabalpur
Games and Sports in India Mohit Kumar Gautam, KV, Sector 31 D, Chandigarh
Go Green Grow Green Isham Verma, Modern School, New Delhi
Three other photographs from the contest
Developments of Catalogues, Brochures and Dissemination of Educational Media Programmes The project aims at disseminating CIET products (educational audio, video and multimedia programmes) through sales. The sale counter at CIET is strengthened through the project. In addition to this outlet, CIET displayed its products and activities at World Book Fair, Delhi Book Fair, World DIDAC-2010 at Bombay Exhibition Centre, Mumbai and at Jawaharlal Nehru National Science Exhibition for Children held at Jaipur. About sixty thousand CDs containing educational audio, video and multimedia programmes were disseminated in the year 201011 through sales mechanism and as complementary copies to individual users, schools, governmental and non-governmental organisations. A workshop was organised for the vetting of CIET’s media programmes for their dissemination through sale in the subject areas— Arts and Aesthetics, Science, and Hindi Language. Vetting of 125 programmes i.e., 46 audio and 79 video programmes were done during the meeting. The division organised regular visits of D.Ed., B.Ed., M.Ed. and ET students of various teacher education institutes. More than 500 students and their faculty visited CIET. In addition to this the participants of International Diploma Course of NUEPA and International Institute of Educational Planning, UNESCO, Paris also visited CIET and interacted with faculty. Maintenance of CIET website Under the programme CIET kept its website updated. A special website was created for the 16th All India Children’s Educational Audio-Video Festival which provided information on the rules and regulations of festival as well as programme and awards. Similarly webcast of all live programmes conducted during the Bal Utsav (May-June) as well as Examination Helpline (December 2010 to March
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2011) done on CIET website. Website also provides information about the catalogue of audio-video programmes available for sale, e-Newsletter and about the programmes (workshops, training seminars, etc.) to the stakeholders. The inaugural lecture of NCERT Golden Jubilee Educational Technology Lecture series delivered by Dr Sam Pitroda was webcast live on CIET website on 29 March 2011. Being an interactive website, clientele groups were provided opportunity to send their nominations online for various training programmes.
As a part of celebration of NCERT Golden Jubilee Year, CIET organised Educational Technology Lecture Series. The inaugural lecture was delivered at NIE, New Delhi on 29 March 2011 on ‘Open Educational Resources (OER) for School Education’ by Padma Bhushan, Dr Sam Pitroda, Adviser to Prime Minister on Public Information Infrastructure and Innovations. About 250 academics from various field and organisations (Faculty from NCERT, NUEPA, JNU, GGIP University, JMI, CCS University, DU, principals and teachers of neighbouring schools of Delhi) participated in the programme. The programme was also simulcast (through various channels) live on Gyan Darshan, webcast on CIET website and telecast on 100 Satellite Interactive Terminals (SITs) under the EDUSAT network of CIETNCERT located in 30 states and UTs. The interactive session at the end of the lecture provided a platform for academics to interact with the speaker.
Dr Sam Pitroda delivering a Lecture on Open Educational Resources during the Golden Jubilee Year celebration of NCERT
Computerisation of CIET Technical Store CIET has been involved in the activities of media programme production and transmission, content distribution/sale in the form of CDs/DVDs. In the process of programme production, transmission and content distribution, CIET technical store plays a major role for procurement of technical equipment and providing the facilities required for programme production, etc. The automation/digitisation of technical store has been completed. Now the store is more user friendly and modern as well.
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CIET Educational Technology Lecture Series
CIET-SIETs Coordination Meetings CIET organises meetings at regular intervals to advise and coordinate academic and technical programmes of six State Institutes of Educational Technology.
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The objective of these meetings is to offer guidance for implementation of various programmes and policies related to ET and ICT. A coordination meeting was organised from 22 to 24 November 2010 at NIE, New Delhi. Forty one participants including Director, Deputy Production in-charge and Engineering in-charge of SIETs, representatives from MHRD, faculty members and engineering staff of CIET attended the programme. The issues discussed in the meetings were: organisation of coordination committee meetings at regular intervals; planning of academic programmes of SIETs; replacing obsolete items/equipment of SIETs with new equipment; development of SIET’s websites and its maintenance on regular intervals; issues related to telecast and broadcast of audio-video programmes produced by SIETs; and development of multimedia learning programmes and launching of a 24 × 7 ETV channel. The SIETs were advised to plan their academic programmes and get them approved from the concerned state committees. Thereafter, the plans could be sent to MHRD for obtaining necessary financial grants for production of ETV, educational radio and multimedia programmes. Besides that, a major focus was on ICT at Schools scheme implemented by MHRD and all the SIETs were asked to initiate necessary action in this regard. Action taken reports on issues raised in the previous meetings were also discussed and suggestions were given for further necessary action. It was also stressed in the meeting to strengthen the audio and video production and contribute for the upcoming 24 × 7 ETV channel planned by the CIET. SIETs were also advised to disseminate their products among the stakeholders and generate revenue for their institutes. Collaboration with NCERT Constituents and other Agencies (e.g. SCERT, SIE, University and NGO etc): CIET in collaboration with HP established a Lab-in-box, a computer lab in the container, inaugurated by Shri Kapil Sibal, Hon’ble Minister of Human Resource Development, Government of India, on 2 February 2011. The Lab is placed on the lawns of CIET. A ten-day training workshop was organised for children on Video Programme Production at National Bal Bhawan from 8 to 18 June 2010. The academic and technical staff of CIET oriented the children on various aspects of video programme production. The participating children produced 5 video programmes under the guidance of the CIET academic and production team. Based on the demand from SCERT, Kerala, CIET organised a five-day workshop on instructional design on development of multimedia programme for teacher educators of Kerala from 13 to 17 December 2010 at SCERT Thiruvananthapuram. SCERT, Tripura and SIE, Andaman and Nicobar Islands collaborated with CIET for organisation of training programme for mentor coordinators in use of ICT for teacher learning in schools from 20 to 24 December 2010 and 7 to 11 March 2011 respectively. In collaboration with Commonwealth Educational Media Centre for Asia (CEMCA) organised a two-day workshop for SIETs on Quality Assurance for Multimedia Learning Material (QAMLM) at SIET, Pune from 21 to 22 October 2010. Twenty participants from six SIETs and CIET attended the programme.
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Visitors to CIET
Educational visit of cadets of Airforce to the studios at CIET
List of On-going/Carried Over Programmes A Study of Infrastructural Facilities for the ICTs and use of ICTs in Education at DIETs in Tribal Districts of India. Development of Puppets Exhibition Centre.
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In all 1123 visitors from various universities, colleges, schools, institutions, nongovernment organisations from different part of the country and abroad visited CIET. Apart from their orientation on multifarious activities of CIET, select audiovideo, multimedia programmes were played back to the participant and a visit to technical areas was arranged for hands-on in audio-video studies and EDUSAT facilities.
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23. Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal, a constituent unit of the NCERT, is an apex level research and development institute in the field of vocational education in the country. It provides academic and technical support to a variety of vocational programmes and advises and assists the Central and State Governments and Union Territory Administration on the implementation of vocational education policies and programmes. Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal, a constituent unit of the NCERT, is an apex research and development institute in the field of vocational education in the country. It provides academic and technical support to a variety of vocational programmes and advises and assists the central and state governments and Union Territories on the implementation of vocational education policies and programmes. The PSSCIVE, Bhopal is engaged in multifarious activities which may be broadly categorised into development, training, research and evaluation, extension and dissemination in the field of vocational education. It is also a centre of UNESCO’s International Project on Technical and Vocational Education (UNEVOC) in India. It provides academic and technical support for the realisation of the national goal of vocational education in fulfilling the human resource requirement for national development and the social requirements of employment. The specific functions of the Institute are to: ensure the uniformity of patterns in the context of national system of vocational education;
maintain quality and standards (including those of teaching profession at all levels);
study and monitor the educational requirements of the country as a whole in regard to preparing human resource for development, catering to the needs of research and other studies in the related and supportive areas;
look after the international aspects of vocational education and human resource development;
promote excellence at all levels of various types of vocational education programme, both formal and non-formal throughout the country;
undertake, guide and coordinate curriculum development, training, orientation, dissemination, extension, research and monitoring and evaluation relating to vocational education;
offer consultancy to state governments and other institutions in the areas of work experience and vocational education, both formal and non-formal;
advise and assist the Ministry of Human Resource Development, Government of India, State Governments, and UT administrations on the implementation of vocational education programmes;
function as the technical wing of the Joint Council of Vocational Education and the MHRD in all matters relating to vocational education and work experience;
promote, supervise and guide the establishment of a comprehensive management system for vocational education at different levels, i.e. national, state, district and institutional;
function as an overall national resource institution in the area of work experience and vocational education programme, both formal and non-formal; and
establish equivalence of certificates and accredit vocational institutions keeping the quality parameters in view.
Major Activities RESEARCH A Study of Effect of Intervention on Career Awareness among Vocational Students The objectives of the programme were to study the level of awareness among the vocational students about the career options available in different areas; introduce different interventions to generate awareness about different career options among students; measure the effect of interventions on the level of awareness among the vocational students; and to compile career information for vocational students. The study was conducted on vocational students in the selected vocational schools of Bhopal district. The information collected from the students was analysed to determine the type of information students need to know in their vocational area/ course. On the basis of the findings of the pre-test, the intervention in the form of delivery of career talks, project work, group/panel discussion, case study etc. in different areas/courses related to vocational education was introduced. The effect of this orientation was assessed on the students through a post-test. A working group meeting was organised from 28 to 30 June 2010. The experts reviewed the research design and identified the roles and responsibilities of vocational
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teachers and the centre coordinator. Career guidance activities were organised in five schools running vocational courses at +2 levels. Vocational students of Class XI and XII and the vocational teachers from vocational areas of Home Science, Business and Commerce and Engineering and Technology participated in the programme. post-test was administered to the participants to assess enhancement in the knowledge level of students regarding opportunities after passing Class XII. Review of Class VIII Social Science Textbooks of NCERT with the Point of View to Integrate the Concept of Work-centered Education
NCERT
The objective of the programme was to review and finalise the work done in phase I. Experts from various institutions imparting WCE and teachers of Social Studies subject in schools attended the meeting organised from 23 to 27 August 2010. Four books of Social Science subject of Class VIII were reviewed. In total, 28 chapters on productive work/ activities were reviewed and finalised chapterwise for integration in Social Science textbooks of NCERT. This will have an impact on the improvement in teaching-learning of Social Science and replacing rote learning to some extent. Evaluation of Vocational Education in the State of Kerala The objectives of the programme were to collect first hand information from state officials, principals, teachers and students regarding various aspects of implementation; to ascertain whether the courses being offered are beneficial to the students in accordance to the emerging trends of challenging global job market; to study whether the courses need any modification/ improvements in curricula; and to analyse the problems and weakness if any, in the implementation of VEP. Two teams of three experts each visited various institutions offering vocational courses in the state from 23 November to 7 December 2010 in order to collect necessary information. Four different questionnaires were used to gather the required information from officials of Directorate of VHSE, principals, teachers and students. In Kerala there are 248 Government Vocational Higher Secondary Schools and 127 Private-aided Vocational Higher Secondary Schools. A total of 375 schools are functioning to offer vocational courses at +2 levels. A total number of 39 institutions were visited by the team.
DEVELOPMENT Design and Development of PSSCIVE Website The objective of the programme was to design and develop PSSCIVE website. The website was developed and tested. The content of the website was audited for threats and vulnerability by an IT empanelled organisation for hosting on the NIC web server. After obtaining certificate of auditing, the content will be hosted on the NIC web server by replacing content of the website. Development of Teachers’ Resource Book — Common Diseases that Affect School Age Children: their Prevention, Detection and Management A working group meeting was organised for the development of the book from 16 to 18 November 2010 at PSSCIVE, Bhopal. The objective of the programme was to develop the teachers resource book Teachers Guide for School Health Promotion. The resource persons were assigned different themes to write for the
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resource book. The book will contain material on management of diseases of school children, so that school management can make progress towards developing health promoting schools.
The objectives of the programme were to review the draft guidelines developed by PSSCIVE for in-service pedagogy training for vocational teachers; to finalise the guidelines; and to discuss the strategies for the development of the content of the guidelines. The Institute developed a draft document titled ‘In-service Pedagogy Training Package for Vocational Teachers-Guidelines for Trainers’ to be used during the teachers’ training programmes. The working group meeting was organised from 22 to 26 November, 2010 and modifications suggested by the experts were incorporated in the guidelines. Development of Instructional Manual for Fish Culture Vocational Modular Curricula The instructional material contains five modules viz., Seaweed Culture, Freshwater Fish Culture, Brackish-water Fish Culture, Ornamental Fish Culture and Prawn Culture. The draft instructional materials are being reviewed by the experts.
TRAINING Teachers Training Programme in Computer Technique The teachers’ training programme in computer technique was organised for the states of Goa, Karnataka and Maharashtra from 22 June to 1 July 2010 at Padre Conceicao College of Engineering (PCCE), Goa. The objectives of the programme were to impart content-cum-skill training in the newly framed syllabus of computer technique vocational course. The main topics which were included in the training were: Visual Basic, PHP, MySQL and Linux. Twenty nine teachers from the state of Goa, Karnataka and Maharashtra attended the programme. The sub-topics covered in the programme include: Networking concepts; TCP/IP Protocol; Network Topologies; Network Operating System– Linux; Networking in Linux; Installation and configuration of Linux and various Network Servers; Programming concepts; Java Script; Java; RDBMS–MySQL, PHP; Flash and Photoshop. Teachers T raining Programme in the Area of Marketing and Salesmanship Vocational Course A teachers' training programme in the area of marketing and salesmanship was organised to impart content-cum-methodology training to the vocational teachers vocational course of marketing and salesmanship. It was held from 28 July to 11 August 2010 at BSNL Training Centre, Kaimanam, Thiruvananthapuram. Twenty seven vocational teachers from the states of Andhra Pradesh, Kerala and Maharashtra participated in the programme. During the 15 days, the vocational teachers learned the core aspects related to marketing concepts, concepts of salesmanship, total quality management, case method of teaching in marketing, channels of distribution, sales management, marketing functions, motivations in marketing and salesmanship, modern advertising, sales organisation, stock
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Finalisation of In-service Pedagogy Training for Vocational Teachers Guidelines for Trainers
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marketing, etc. Field visits to Big Bazaar, Handicraft Exhibition, Ramachandran Textiles, Karal kadi Traditional Textiles and Beepapally Market for collection of sales data, to assess the marketing/ business environment, and to identify the product brands, etc. were arranged. Projects were allotted to each group. The participants collected the relevant data from different sources and submitted their project reports. Visit to Vocational Higher Secondary School for Girls, Thiruvallom, TVS-Mahindra Showroom and Service Station, Karimanam, Milma Milk Dairy, Thiruvallom and Techno Park were also arranged during the programme. Short Term Vocational Teacher Training Programme in Accounting and Auditing for Southern Region
NCERT
A teachers’ training programme in Accountancy and Auditing for the vocational teachers of Southern Region was held at the Department of Commerce, Annamalai University, Annamalai Nagar, Tamil Nadu from 9 to 23 August 2010. Twenty two teachers from the states of Andhra Pradesh, Karnataka, Tamil Nadu and Puducherry participated in the programme. The training programme had the component of Accounting, Auditing, Computer Training. Subject experts, industrialists and employers were involved in imparting training to the 22 participants. For the field visit, participants were taken to the auditors offices and Anglo-French Textiles, Puducherry. Teachers Training Programme in the Area of Crèche and Pre-school Management The training programme in the area of Crèche and Pre-School Management was conducted from 1 to 15 September 2010 at PSSCIVE, Bhopal for the states of Maharashtra, Andhra Pradesh and Karnataka. The objectives of the programme were to provide content-cum-skill training in the identified areas of the vocational course; train teachers to design and develop activities for reading, writing and number readiness, play material designing and use of language and cognitive games for children. There were lectures on programme planning in ECCE, latest brain research in child development, identification of early science of special learning disability, behaviour modification in children, emergent literacy, basic elements of nutrition and food groups, nutrition from 0-6 years and food practices, nutrition for vulnerable groups, management of childhood diseases, multiple intelligence in children, and guidance and parent education. The hands-on-skill sessions were taken for designing cognitive and language games and activities and worksheets. Another session was held on puppet designing and developing stories. A theme party was organised by the participants for 20 children. Placement was done in pre-schools for two days for tryout of the material developed and for implementing the lesson plans. The participants filled-up an evaluation form of the training. Training on Entrepreneurship Development for the Vocational Teachers of Maharashtra and Punjab The objectives of the programme were: providing training on Entrepreneurship skills; learning the ways to develop entrepreneurial capabilities; and preparing teachers to develop the self employment tendency among school children. The training programme was organised from 3 to 10 September 2010 at Mumbai. The programme was attended by 29 vocational teachers. The topics like
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entrepreneurship values, entrepreneurship tendency, entrepreneurship orientation, entrepreneurship skills and business management were discussed. During the programme information on establishing industry was given by the organisations related to industries. Assistant Director and Trainers from Training Board, Maharashtra discussed issues related to trainers. Participants prepared posters and charts related to entrepreneurship guidance. Work groups prepared action plans for better implementation of entrepreneurship programme.
The objective of the programme was to provide experiential learning and skills training to the teachers of SUPW on activities related to work education. A fiveday training programme was organised at Madurai from 20 to 24 December 2010. Various SUPW activities related to art, handicraft, food and nutrition, agriculture, health and paramedical, humanities and science were carried out. A visit was also made to make the participants aware of history. Teachers Training Programme in the area of Crop Production for Vocational Teachers The major objective of the programme, conducted for vocational teachers of Maharashtra, was to orient teachers with the latest methods and techniques in Crop Production. A ten-day training programme was organised from 15 to 24 November 2010 at Dapoli, Maharashtra Thirty six vocational teachers/instructors attended the programme. Field visit to university farm, botanical garden, horticulture garden, poly-house, landscape garden, etc. were made for demonstration and hands-on-experience, to bring-out the awareness about the need and importance of VET in the states. Lectures were also taken on Competency based Training and Evaluation, School-Industry Linkage (SIL), On the Job Training (OJT) and establishment of Production-cum-Training Centre (PTC) in the schools. During the programme, discussions were made with teachers about the difficulties concerning VET in the states. Training Programme in Vocational Guidance for the Vocational Teachers from Minority Groups The major objective of the programme was to develop competencies in teachers rendering guidance services at the school level and to develop action plan for implementation of school guidance programme. The five-day training programme was organised from 11 to 15 January 2011 at PSSCIVE, Bhopal. The programme was attended by 83 participants belonging to minority groups from the states of Goa, Kerala, Punjab and Orissa. In the academic sessions resource persons discussed the topics related to vocational education and training, the need and importance of guidance and counselling, career information service, placement service, self- employment opportunities for vocational pass-outs, etc. The participants were given individual/ group assignments, such as preparation of career talks, charts, posters and school-wise action plan. Each participant presented career talk.
Annual Report 2010-11
Skill Training Workshop for SUPW Teachers of Southern State
Competency Based Skill Training Programme for Teachers of Agriculture Based Vocational Courses The objectives of the programme were to impart pedagogical skills training to the teachers in teaching agriculture based vocational courses and to impart
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knowledge and skills in some basic competencies for improving their technical skills. The training programme was organised from 1 to 4 February 2011 at Hissar, Haryana. It was attended by 26 vocational teachers teaching agriculturebased vocational courses at Andhra Pradesh, Maharashtra, Jharkhand and Bihar. Lectures were also taken on Competency-based training, SIL establishment of PTC in the schools and difficulties concerning implementation of VET in the states. Visit has been arranged to provide exposure about different agriculture based vocational activities. Teachers Training Programme in the Area of Insurance Vocational Course
NCERT
The objectives of the programme were to impart methodology training in the area of insurance. A ten-day programme in the area of insurance vocational course was held at Seminar Hall, New Zealand Hostel, Aarey Colony, Goregaon (E), Mumbai from 8 to 17 March 2011. Twenty six vocational teachers and instructors from six regions of Maharashtra participated in the programme. During the ten-day period, discussions were held on the core aspects of implementation of VEP. Apart from the lecture-cum-discussions the participants visited Max New York Life Insurance Corporation, Birla Sun Life Insurance Corporation, Life Insurance Corporation of India and General Insurance Training Centre at Mumbai. Teachers Training Programme on Automobile Technology Trade With the objectives to orient the teachers about new development in the field of automobile technology and to develop the skills in repair and maintenance of automobile technology equipment, etc. a training programme was conducted at M/s Hero Honda Area Office learning centre from 21 to 23 March 2011. The programme was organised for the vocational teachers from Punjab, Madhya Pradesh and Chhattisgarh. The topics covered during the programme were repair and maintenance of two wheelers (motorcycle), engine and its component, CDI technology, carburetor setting, MF battery, F1 ignition, break, etc. Practical exercise was also conducted by the firm. Ten teachers from Punjab, Madhya Pradesh and Chhattisgarh participated in the programme. Workshop on Evaluation Techniques for the Teachers of Engineering and Technology based Vocational Courses A three-day workshop was organised with the objectives to familiarise vocational teachers with the parameters concerned with evaluation techniques and assessment in the area of engineering and technology. The programme was conducted from 28 to 30 March 2011 for the vocational teachers teaching engineering and technology based vocational courses at Kerala Institute of Local Administration (KILA), Thrissur. Important topics of evaluation such as evaluation technique, development of question bank, process of evaluation, grading system were discussed in the programme. Group work on development of question preparation was also done. Training of Vocational Teachers in Entrepreneurship Development The objectives of the training programme were: to provide training on entrepreneurship skills; learning the ways to develop entrepreneurial capabilities; and preparing teachers to develop the self-employment tendency among school children. The programme was organised for the teachers of Karnataka, Andhra Pradesh and Madhya Pradesh from 22 to 28 March 2011 at Pune. Topics like
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Minority-run-Institutions Teachers’ Training Programme on VET A three-day training programme was organised from 17 to 19 February 2011 at PSSCIVE, Bhopal. The objectives of the programme were to acquaint participants with the importance of VET for students of Minority institutions. Each participant developed an action plan for their institutions to run VET programme. Report of the programme will be sent to Minority Cell, NCERT for the feedback and suggestions for organising programmes in future.
Minority Institution Teachers' Training Programme on Vocational Education and Training at PSSCIVE, Bhopal
Capacity Building Programme on Vocational Education for the Key Functionaries of Puducherry The programme was initiated with the major objectives to develop strategies and action plan on vocational education programme and suggestions for introduction of vocational courses at Yanam and Mahe regions of Puducherry. A visit for identifying the initial requirements of Yanam and Mahe regions was organised from 26 to 27 August 2010 and 8-9 September 2010. In these visits, four types of structured schedules were prepared for collecting primary information from industrialists, Heads of the Institutions of Higher Secondary schools of respective regions. Secondary information from different departments such as Regional Administrative Office, Education, Agriculture, Fisheries, Animal Husbandry, Statistics, Employment, Industries Departments, etc. was collected. A capacity building programme on vocational education for the key functionaries of Puducherry was organised from 23 to 27 November 2010 at the Directorate of School Education, Puducherry. The key functionaries were Vice-principals, Head
Annual Report
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Annual Report 2010-11
entrepreneurship values, entrepreneurship tendency, entrepreneurship orientation, entrepreneurship skills and business management etc. were discussed. During the programme information on how to establish an industry was given. Information on various financial plans was given by Credit Counsellor of Bank of Maharashtra. A discussion with Shri GNY More of More Modular Homes Pvt. Ltd. was also conducted to acquaint the teachers about the features of successful entrepreneurs. Work groups prepared action plan for better implementation of entrepreneurship programme.
161
Masters, Lecturers and Teachers. The participants learnt about VEP in India, vocational education at different stages of education, School Industry Linkages, On-the-Job Training, Self-Employment Schemes for Vocational Passouts, implementation of VEP at school level, guidance and counselling, student support system, implementation of VEP at district level. In this programme, a field visit was arranged to Kannagi Government Higher Secondary School, Villanur, Government Horticulture Farm, Madgadipet, K.K. Government Higher Secondary School, Kalitheertha Kuppam and Kamban Government Higher Secondary School, Nettapakkam. Orientation Programme on Performance Evaluation
NCERT
The orientation programme for the state of Goa was organised from 10 to 12 November 2010 at Goa Board of Secondary and Higher Secondary Education, Goa. It was attended by 36 teachers from different vocational areas. Sessions were held on need of vocational education and training in India, different dimensions of VEP, Bloom’s taxonomy of educational objectives, continuous and comprehensive evaluation (CCE) and tools and techniques of evaluation. Participants were divided into four groups according to their vocational areas. The first group work deliberated on the format of CCE developed for VEP in the state. In another group work, different tools i.e., a rating scale, and a checklist was developed by the participants which was general in nature and could be used for all vocational subjects. Group work was presented by the groups and suitable modifications were made as per the suggestions given by the participants. Capacity Building of Teachers Working for VET To highlight the role and functions of various stake holders in overall implementation of vocational education and training programme and to acquaint teachers on skill-training and certification, a capacity building programme was organised from 22 to 24 December, 2010 at PSSCIVE, Bhopal. Vocational teachers/instructors working for vocational education and training in Madhya Pradesh and Chhattisgarh states attended the programme. Orientation of Madarsa Key Functionaries of Madhya Pradesh to Implement VET To develop strategies for creating awareness for vocational education and training (VET) in Madarsas of Madhya Pradesh an orientation programme was organised from 18 to 20 January 2011 at PSSCIVE, Bhopal. It was attended by 42 Madarsa key functionaries. The participants were acquainted with the importance of VET for Madarsa students. Presentations and lectures on different aspects of VET were delivered by PSSCIVE faculty. Each participant developed action plan for their Madarsa to run VET programme. E-mail accounts of participants were opened, besides creating awareness on the use of internet. Orientation for the Commerce based Vocational Teachers An orientation programme for the Commerce based vocational teachers from the state of Andhra Pradesh was held at Hyderabad from 27 to 31 January 2011. In this programme 34 vocational junior lecturers from three regions of Andhra Pradesh participated. The topics covered in the programme include VEP in India, Stages in Vocational Education, Development of Vocational Curricula and Instructional Material, School-Industry Linkages and On Job-Training, Opportunities in Commerce based courses, Role of Industry Sector in
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Implementation of Vocational Education, Production-cum-Training Centres and Apprenticeship Training, Entrepreneurship Development Programme, Distribution System in APSEB and Developments in Accounting. Field visits to IDBI Baserbag branch, Andhra Pradesh Cooperative Bank, National Council of Rural Institutions and Probel Vocational Junior College, Hyderabad were also arranged.
The capacity building programme of key functionaries working for VET of ST community was conducted from 14 to 16 February 2011 at PSSCIVE, Bhopal. programme was attended by 28 vocational teachers/ principals working for ST community of Chhattisgarh and Jharkhand. Lecture-cum- discussion were held to bring about awareness on the need and importance of VET for ST in the states. Lectures were also taken on importance of vocational education, role of guidance and counselling in vocational education, School-Industry Linkage (SIL), Production-cum-Training Centre (PTC), On-the-Job Training (OJT), Role of Banks and Financial Schemes for Vocational Passouts, Empowerment of ST Community through Vocational Education, etc. Orientation on Vocational Education for PWDs The programme was focused on orienting the key functionaries who are involved in welfare/ training of PWDs to the issues related to conduct of vocational courses. An orientation- cum-training programme was held at PSSCIVE, Bhopal from 15 to 17 March 2011 and twenty two resource persons from Andhra Pradesh, Himachal Pradesh, Jharkhand, Orissa, Madhya Pradesh and Chhattisgarh attended the programme. Each participant identified a few vocational courses that could be implemented in their own state/institution/ NGO, for persons with disability. Curricula were given to the participants and they were explained how the curriculum could be modified where ever necessary (e.g. for deaf, mute) to suit the particular target group. Orientation of Vocational Teachers of Scheduled Caste Community An orientation programme for vocational teachers of Scheduled Caste community was organised from 22 to 25 February 2011 at PSSCIVE, Bhopal. The programme was attended by 23 vocational teachers/instructors of Scheduled Caste category from different states. Lectures were delivered on different aspects of vocational education. A visit was arranged to Bhagwan Kala Kendra, RUDSET Institute and Munshi Husain Khan Institute, Bhopal.
EXTENSION Organisation of Popularisation Camp for Home Science Vocational Education for High School Students and their Parents
Annual Report 2010-11
Capacity Building of Key Functionaries Working for VET of ST Community
The objectives of the programme were: to acquaint the participants in Home Science vocational education as one of the career opportunity; to acquaint the participants about vast employment opportunities in the area of Home Science; to popularise the material of Home Science vocational education developed by PSSCIVE; and to provide information of self-employment to the participants. The first programme was organised on 17 September 2010 at Excellence Government Boys Subhash School, Bhopal and the second programme was
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organised on 18 September 2010 at the Auditorium of NITTTR, Bhopal. In both the programmes technical sessions were arranged in which lecture-cumdiscussions were organised on Why Vocational Education?, employment opportunities in the area of Home Science; different employment schemes in the area of Home Science, and Role of Home Science Education in the present scenario. A total of 358 participants from different schools of Bhopal and their parents and teachers participated in the programme. National Seminar on Status and Prospects of Home Science Vocational Education
NCERT
The objectives were: to assess the present status of Home Science vocational education programme; to determine future prospects of Home Science Vocational Education; and to identify difficulties inimplementation of Home Science vocational courses. The national seminar was organised from 14 to 16 December 2010 at Hotel Nisarga, Bhopal. In the technical sessions, status reports were presented by the representatives of the State Directorates of Education. Papers on identified themes were presented by the academicians. NGOs and representatives of other organisations also made presentations. Development of Positive Thinking among Teachers, Principals and Officers for Qualitative Implementation of Vocational Education The objectives of the programme organised for the state of Assam were: building positive thinking among teachers, principals and officials of vocational education; providing information for qualitative implementation of vocational education; and developing one-year plan for qualitative implementation of vocational education at school level. The programme was organised on 8-9 December, 2010 at Guwahati. The programme was inaugurated by Chairman, Assam Higher Secondary Board Council. The programme was attended by 83 vocational teachers and principals from all the districts of Assam. Papers were presented by teachers as well as principals from different schools and the present status of vocational education in Assam was discussed. Action plans were developed by the work groups and were presented before the Chairman, Assam Higher Secondary Board Council, Guwahati. Career Orientation Camp on Entrepreneurship for Senior Secondary Students Two entrepreneurship orientation camp were organised for the students, teachers and principals to encourage them for active participation for eradication of unemployment. Students were motivated for selecting entrepreneurship (selfemployment) as career option and change their attitude regarding entrepreneurship. The programme was organised at Pune on 23 December 2010 and at Mumbai on 15 March 2011. Topics related to entrepreneurship such as career, career planning, etc were discussed. Industry persons provided information related to career opportunities in different vocations and on supporting agencies for entrepreneurship development. Experts from Board of Apprenticeship provided detailed information regarding apprenticeship scheme and placement. In the programmes many teachers and principals promised that they will conduct these types of activities for promoting entrepreneurial culture amongst vocational students and many students gave their feedback in the valedictory session that they will make their career as an entrepreneur.
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A meeting was organised on 11-12 January 2011 at PSSCIVE, Bhopal. It was attended by 19 Home Science experts and principals of Home Science colleges from Maharashtra, Punjab, Haryana, Madhya Pradesh, and Tamil Nadu. The Vice Chancellor of Barkatullah University, Bhopal inaugurated the meeting. Sessions were held on vocational education at +2 level, courses offered at +2 levels and the scheme of examination. Discussions were held with the experts on the arrangements that could be made for providing vertical mobility to + 2 vocational passouts of Home Science. Academic Enrichment Lecture Series The Enrichment Lecture Series programme was organised on 17 January 2011 at PSSCIVE Bhopal. Professor A.K. Sacheti, former in-charge Joint Director of PSSCIVE, presently working as a Project Advisor, UNDP, RMoL delivered a lecture on ‘A Non formal Model of Skill Training for Unemployed Youth as Practiced in Rajasthan.’ About 70 participants including faculty and staff members of PSSCIVE, RIE and vocational lecturers of Bhopal attended the programme. NCERT Awards-2009 for Excellence in Vocational Education The NCERT Awards 2009 function was organised at the auditorium of the National Institute of Technical Teachers Training and Research (NITTTR), Bhopal on 21 December 2010. Professor G.Ravindra, Director, NCERT was the Chief Guest and Professor Vijay Kumar Agrawal, Director, NITTTR, Bhopal was the Guest of Honour. Professor K.B. Subramaniam, Joint Director (in-charge) presided over the function.
Annual Report 2010-11
National Meeting on Providing Vertical Linkage to +2 Home Science Vocational Passouts
Awardees of Excellence in Vocational Education—2009 with the Guest of Honour
The awards were presented in four categories: (i) Best Student Achiever Award, (ii) Best Vocational Teacher Award, (iii) Best Vocational Institution Award, and (iv) Best School-Industry Linkage Award. A total of 73 awardees from 15 States/ UTs viz., Andaman and Nicobar Islands, Andhra Pradesh, Assam, Daman and Diu, Delhi, Goa, Gujarat, Haryana, Jharkhand, Karnataka, Kerala,
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Madhya Pradesh, Mizoram, Orissa, and Puducherry were selected for the awards. In the category of Best Student Achiever, awards were presented to a meritorious student for each State/UT in the area of Agriculture, Business and Commerce, Engineering and Technology, Health and Paramedical, Home Science, and Humanities. A booklet on the profile of the awardees of NCERT Award 2009 was released on the occasion. Hindi Pakhwara
NCERT
To promote the use of Hindi and to encourage the staff on using Hindi in their routine work, Hindi Pakhwarawas organised from 14 to 28 September 2011. Competitions on Hindi hand-writing, essay writing, noting and drafting, translation from English to Hindi, typing, debate and poem recital were organised during the pakhwara. Noted Hindi experts were invited as judges in the competitions. Certificates and cash prizes were given away to the winners. Publications
Indian Journal of Vocational Education (bi-annual journal)
Quarterly Bulletin on Vocational Education
Profile of NCERT Awardees 2009
List of On-going/Carried Over Programmes
166
Review of Social Science Book of NCERT of Class X for Integration of Concept of Work Centered Education
Development of Curriculum for B.Ed. Vocational Course
Development of Guidelines on Competency Based Education and Training
Orientation of Key Functionaries of Mizoram State on Need and Importance of Vocational Education
NCERT Awards for Excellence in Vocational Education 2010
Development of Competency Based Curricula in Floriculture
Short term Teachers Training in the Area of Dairying.
Annual Report
2010-11
The Regional Institutes of Education at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong have been functioning as Regional Resource Centres for School and Teacher Education and striving for academic excellence, innovation, professional competence, commitment and the sharing of experiences and expertise to improve the quality of education in the country. The Regional Institutes of Education at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong have been functioning as Regional Resource Centres for school and teacher education and striving for academic excellence, innovation, professional competence, commitment and the sharing of experiences and expertise to improve the quality of education in the country. While the RIEs at Ajmer, Bhopal, Bhubaneswar and Mysore cater to both the pre-service and in-service teacher education needs of the States, NERIE, Shillong caters to only the in-service education needs of the North-Eastern States.
Major Academic Functions
Designing and implementing innovative pre-service teacher training programmes.
Conducting continuing education/in-service training programmes for capacity-building of the staff of DIETs, CTEs, IASEs and SCERTs and other educational functionaries of the States/Union Territories in the region.
Carrying out research and development activities in various areas of concern of school education and teacher education.
Offering consultancy on matters related to school education as-well as teacher education.
Providing academic support in school education and teacher education to States and Union Territories in the region.
Assisting in the implementation, monitoring and evaluation of centrally sponsored schemes in the region.
Annual Report 2010-11
24. Regional Institutes of Education
Assisting the States in the development, field testing and evaluation of curriculum materials, textbooks and instructional materials.
Pre-service Teacher Education Programmes
NCERT
One of the major concerns of NCERT is the development and operationalisation of innovative pre-service teacher education courses, viz. four-year integrated B.A. B.Ed. course in Social Science and Humanities Education, B.Sc. B.Ed./B.Sc.Ed. courses in Science Education, two-year B.Ed. (secondary) course in Science and Humanities, one-year M.Ed. course in Elementary Education and one-year Post-Graduate Diploma in Guidance and Counselling (PGDGC) in RIEs at Ajmer, Bhopal, Bhubaneswar and Mysore. The RIEs also have the facilities for Ph.D. programme. The main emphasis of the four-year integrated B.A. B.Ed and B.Sc., B.Ed./B.Sc.Ed. course is on quality, i.e. producing good teachers well-versed in content, process, pedagogy and co-curricular activities. The one-year M.Ed. Elementary Education course in teacher education gives adequate emphasis on issues and concerns in elementary education and research based inputs. The pupil-teachers of the course conduct research studies in different priority areas of elementary education. The two-year B.Ed. (Secondary) course in Science and Humanities is an experimental course based on the guidelines of NCTE. The course-wise enrolment and results are given in the following tables. RIE, Mysore started two new courses B.A.Ed. and B.El.Ed. and RIE, Bhopal has started a new course, viz., B.A. B.Ed. Course-wise Students’ Enrolment during the Session 2010-11 S.No. 1.
2.
3.
4.
Course
Ajmer
Bhopal
Bhubaneswar
I Year
123
125
126
55
II Year
103
93
116
64
III Year
78
56
100
62
IV Year
70
51
84
72
I Year
80
85
124
_
II Year
82
83
108
_
I Year
_
38
51
40
II Year
_
34
_
11
II Year
_
_
_
3
III Year
_
_
_
4
B.Sc. B.Ed.
B.Ed.(Secondary)
B.A. B.Ed./ B.A. Ed.
B.El. Ed.
4.
M.Ed. (Ele. Edu.)
31
32
32
39
5.
IDGC
35
28
13
32
6.
M.Sc. Ed. I Year
_
_
_
28
II Year
_
_
_
27
III Year
_
_
_
29
602
625
754
466
Total
168
Mysore
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2010-11
RIE Students’ Performance in 2009-10 University Examinations Course
Ajmer
Bhopal
No. of Pass students % Appeared/ Passed 1.
2.
3.
4.
5.
5.
7.
Bhubaneswar
No. of Pass students % Appeared/ Passed
Mysore
No. of Pass No. of Pass students % students % Appeared/ Appeared/ Passed Passed
B.Sc.B.Ed./ B.Sc.Ed. I Year Appeared Passed
102 95
93
92 87
94.6
126 119
94.4
64 54
84.3
II Year Appeared Passed
78 75
96
67 56
83.6
102 99
95.1
79 70
88.6
III Year Appeared Passed
69 69
100
50 49
98
86 85
98.8
76 75
98.6
IV Year Appeared Passed
77 77
100
57 57
100
84 83
98.8
75 64
85.3
I Year Appeared Passed
87 82
94
75 67
89.3
107 107
100
No new admission
—
II Year Appeared Passed
62 62
100
49 48
97.9
106 104
98.11
39 39
100
B.A., B.Ed. I Year
—
—
31 30
96.7
—
—
—
—
—
—
—
—
—
—
4 4
100
26 26
100
23 12
52
32 32
100
46 45
97.8
—
—
—
—
—
—
30 22
78.3
17 3
17.64
26 24
92.31
13 13
100
36 35
92.2
B.Ed.
B.EI..Ed. Appeared Passed M.Ed. *(Ele. Edu.) Appeared Passed M.Sc. Ed. Appeared Passed IDGC Appeared Passed
Annual Report 2010-11
S.No.
* Ele. Edu.-Elementary Education
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169
Demonstration Multipurpose Schools The Demonstration Multipurpose Schools are an integral part of the RIEs and act as laboratories for trying out innovative practices in school education and teacher education. The Demonstration Multipurpose Schools are affiliated to the Central Board of Secondary Education (CBSE), New Delhi and imparts education from Classes I–XII through English and Hindi medium. The enrolment of students is shown below. Students Enrolment in Demonstration Multipurpose Schools for the Session 2010-11
NCERT
S. No.
170
Class
Ajmer
Bhopal
Bhubaneswar
Mysore
1.
I
35
61
65
65
2.
II
33
69
66
70
3.
III
35
67
62
68
4.
IV
36
69
63
68
5.
V
34
73
59
66
6.
VI
67
67
102
70
7.
VII
65
68
103
67
8.
VIII
68
70
89
69
9.
IX
67
68
99
67
10.
X
67
67
89
64
11.
XI
94
76
56
40
12.
XII
91
75
58
59
Total
727
911
911
773
Annual Report
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Role and Functions of the Institute Regional College of Education, Ajmer was set up in the year 1963. Later, it was renamed as Regional Institute of Education (RIE), Ajmer in the year 1995. It caters to the educational needs of Northern Region comprising the states of Haryana, Himachal Pradesh, Jammu and Kashmir, Punjab, Rajasthan, Uttarakhand, Uttar Pradesh, Delhi and the Union Territory of Chandigarh. As an advanced and pioneering institute of education it tries out innovative pre-service courses and promotes research, develops instructional material and imparts training to in-service teachers in various school subjects and the related pedagogy.
As regional resource institution on school education and teacher education, it offers a support system to the clientele states and also documents and disseminates information concerning up to date approaches, practices and patterns of education to the state level agencies.
As a regional center of the NCERT, it advises the State departments of education on policies and programmes related to all aspects of school education and extend help in the implementation of national level policies, programmes and centrally sponsored schemes of MHRD.
The Institute aims primarily at capacity building of the State and district level teacher education institutes like SCERTs, DIETs, IASEs, CTEs etc., by undertaking specific projects in the areas of research, development and training.
Major Activities RESEARCH A Study of Medium of Instruction on Conceptual Understanding of Subject Content at the Primary Level The research project was conducted by a team of six faculty members. A workshop was held to develop and finalise the research tools which consists Classroom Observation; the EVS/Math Teacher; Semi-structured Interview Schedule for Teacher; Interview Schedule for Parents/Students; and Assessment Sheet of EVS/ Maths. In order to administer the tools three English medium and seven Hindi medium primary schools from both rural and urban areas were identified in Ajmer district of Rajasthan. The team administered the research tools and
Annual Report 2010-11
Regional Institute of Education Ajmer
NCERT
observed the classroom transaction of the content of the subject. They also took interview of the teacher. After the data collection, analysis was made through both qualitative and quantitative approaches/methods. It was found that the students by and large are not comfortable in English and their conceptual understanding is not encouraging especially in the rural schools. On the other hand, in urban and rural Hindi medium schools, most of the students are from very ordinary socio-economic background and as a result despite their being comfortable in Hindi medium, their performance is average. It was also found that the infrastructure facilities are more often than not poor in Hindi medium government schools as compared to English medium schools. In conceptual understanding of subject content the impact of the socio-economic status of the children’s parents was quite explicit. But one thing emerged prominently that most of the parents have a very strong desire and aspiration for sending their wards in English medium schools irrespective of urban and rural backgrounds. However, the fact remains that the conceptual understanding of children in subject content is better if their regional language/mother tongue is used as medium of classroom transaction as it was evident from the performance of assessment sheet in Environmental Studies and Mathematics.
DEVELOPMENT Environmental Education Theme Park for Strengthening School Education Programmes and Training of School Children for Generating Environmental Awareness The programme was jointly organised by Regional Institute of Education, Ajmer and Centre for Environment Education, Ahmedabad. The objective of this event was to strengthen environmental education and to bring school children, youth and teachers together in an interactive forum to promote environmental awareness. The programme was aimed at involving the network of eco-clubs from thirteen states under the National Green Corps Programme of Ministry of Environment and Forest, Government of India. Students and teachers from 13 states, namely Jammu and Kashmir, Punjab, Uttarakhand, Himachal Pradesh, Madhya Pradesh, Haryana, Uttar Pradesh, Bihar, Chhattisgarh, Chandigarh, New Delhi, Rajasthan and Gujarat participated in different events. The Prakriti Mela-2011 was inaugurated on 1 February 2011. Professor Madhu Menon delivered lecture on Being close to nature and understanding the Ecosystem. Two different quiz, one for “Low Carbon Lifestyle” for the students of RIE and the second quiz ‘Paryavaran Mitra’ quiz for the visiting states was also conducted. Next day wetland’s bird watching at Anasagar Lake, on account of Wetlands day was organised. Professor Madhu Menon guided teams of students and teachers and helped in understand more about the Wetland Birds. Professor K.B. Rath, Principal, RIE, Ajmer inaugurated the exhibition at Theme Park. Students exhibit their stalls, and showcased their projects relating to 5 themes of Paryavaran. There were exciting games like Environment Education related activities, Face Painting, Drawing competition for visiting schools. Professor Farhad Contractor, a water expert delivered a lecture and took the students and teachers through a photographic journey of the water conservation tradition in the desert areas of Rajasthan. The Bird Watching in the campus was followed by the Poster Making competition for the teachers. Around 25 teachers showed up in the competition and the theme was “What is Paryavaran Mitra”. Simultaneously, Collage
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competitions were held for the students. Finals of ‘Low carbon Lifestyle’ conducted for the finalists of RIE students and the finals of ‘Paryavaran Mitra Quiz’ conducted for the top 5 finalists of 5 different states. St. Mary School of New Delhi became the Paryavaran Mitra Quiz Champion 2011. 250 participants benefited directly from the programme and 1500 visitors from local schools and others took part in different activities.
Training of KRPs in Teaching of Urdu at the Secondary Stage for the State of Jammu and Kashmir The programme organised from 7 to 11 March 2011was specially designed for the teachers who teach Urdu at the secondary level. The major objectives of the programme were to develop the ability to teach Urdu language skills effectively. The programme was attended by thirteen teachers. The following topics were covered during the programme: Elementary knowledge of Urdu scripts, Teaching of alphabets by using different methods and techniques, Developing language skills in teaching of Urdu i.e. listening, speaking, reading and writing, Teaching of pronunciation skills with emphasis on the organs of speech, phonetic system, standard sounds of Urdu, vowels and consonants sounds and importance of stress and intonation in language teaching, Teaching of prose, poetry, vocabulary, grammar and composition etc. and Developing skills of questioning and different techniques of evaluation. Concept of inclusive education, role of regular teachers in inclusive settings, factors affecting successful implementation of inclusive education and timely strategies and approaches generally used in inclusive classrooms were also discussed. Evaluation in language and tool and techniques of continuous and comprehensive evaluation were also discussed. Training of KRPs in Teaching of English at the Elementary Level A five-day training of KRPs in teaching of English at the elementary level was organised from 8 to 12 November 2010 in which 35 teachers and teacher educators from Jammu and Kashmir, Punjab and Rajasthan participated. During the five-day training the eminent subject experts discussed and deliberated about the NCF-2005 and English Language Education, Teaching Language through Literature, Listening, Speaking, Reading, Writing, Vocabulary, Using a Dictionary, Constructivism and English Language Education, Communicative Approach to ELT, Assessment in English Language, Phonetic Symbols, Stress, Intonation, Language games, Innovative Practices, Teaching Poetry, Teaching Language through Drama and Short Stories. The approach was participatory and most of the participants took keen interest in group works and the activities assigned to them.
Annual Report 2010-11
TRAINING
Training of KRPs in Teaching of English at the Secondary Level Training of KRPs in teaching of English at the secondary level was organised from 28 February to 04 March 2011 in which 15 KRPs from Uttarakhand and Punjab participated. The objectives of this training programme were to help the KRPs in promoting the basic skills (LSRW) of English language with an emphasis on pronunciation and communication skills besides teaching language through literature (poetry, drama, short story etc.) along with continuous and comprehensive evaluation in English language. The methodology adopted during
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the programme included demonstration, discussion, group work, interactive, communicative and constructivist approaches. The major course contents which were duly discussed and deliberated with the KRPs included NCF-2005 and English Language Education, Phonetic Symbols, Stress and Intonation, Functional Grammar, Listening, Speaking, Reading and Writing Skills, Effective Communication Skills, Communicative approach to ELT, Assessment in English and Integrated Language Skills. The emphasis was laid on activity-based learnercentre approaches which were highly interesting and all the participants participated actively in role playing, dramatising, language games, riddles and puzzles, debating and discussing issues related to English language. Training of KRPs in Teaching of English at the Secondary Level
NCERT
A five-day training of KRPs in teaching of English with special emphasis on pronunciation and spoken English at the primary level for the states of Uttarakhand and Haryana was organised from 7 to 11 February 2011. Eighteen teachers and teacher-educators participated. The major topics discussed and deliberated during the programme include NCF- 2005 and English Language Education; Brain and Language; Language Acquisition and Language Learning; Phonetic symbols; Stress and Intonation; Functional Grammar; Listening Skills; Speaking Skills; Reading Skills; Writing Skills; Teaching Integrated Skills; Spoken English in India: The Question of a Model; The Problem of English Spelling; Effective Communication Skills; Communicative Approach to ELT; Teaching Language through Literature; Assessment of Oral Skills; Promoting Communication Skills through Drama and Theatre. Programme was interactive and participatory by the use of group work, pair work, communicative taskbased and constructivist approaches which helped to a great extent. Training of KRPs of Hindi at the Secondary Level The programme was organised from 3 to 7 January 2011 at RIE Ajmer for the state of Jammu and Kashmir. The main objectives of the programme were: Language Teaching at secondary level according to five guidelines mentioned in NCF-2005; Solution of problems related to language teaching (Prose, Poetry) at Secondary level; standard spelling and pronunciation; and examples, panel discussion and to gain knowledge by ones own abilities. The problems of participants related to teaching of language (Prose and Poetry) were underlined and solved in a desirable manner. Orientation Programme of Teacher Trainers in Hindi at the Primary Level The programme was organised from 20 to 24 September 2010 at State Institute of Education, Chandigarh. The main objectives of the programme were: Language Teaching according to NCF-2005; Solution of problems related to Hindi language teaching at primary level; use and exercises related to standard spelling and pronunciation; and introduction to examples, panel discussion and gains related to language. The problems related to language teaching of participating teachers were solved and they were provided with required suggestions. Training on Teaching of Social Sciences at the Secondary Level Training on teaching of Social Sciences at secondary level was organised from 14 to 18 March 2011. KRPs from Jammu and Kashmir attended the training. Four resource persons from different disciplines such as Geography, History
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Training of KRPs in Teaching of Environmental Science at the Elementary Level The programme was organised for the teachers of Punjab from 21 to 25 February 2011. During the programme the participants were oriented and equipped to perform a few exemplar activities related to concepts. Discussions were held to shun misconceptions. Response on the part of the participants was overwhelming. Since they had first hand experience of learning environment phenomena in nature such as wetland ecosystem (Anasagar) and desert ecosystem (Pushkar). Training of KRPs in Teaching of Mathematics at the Upper Primary Stage with Special Reference to Mental Skills in Mathematics A five-day training programme was held from 18 to 22 October 2010. Activity based method of teaching and demonstration methods were used during this training programme. KRPs from Punjab and Himachal Pradesh participated in the programme. Training of KRPs in Teaching of Science at the Secondary Level A training programme for teachers and teacher educators from Punjab, Chandigarh and Jammu and Kashmir was held from 25 to 29 October 2010. The objective of the programme was to train the participants in teaching of science at secondary level. Lectures on various topics were delivered by the eminent subject experts, The major topics discussed include importance of logical thinking and experimentation in teaching of science and NCF–2005. The use of ICT in the development of teaching and understanding of topics of science, which are considered as hard spots, were also discussed. The approach was participating and participants took very keen interest in practical session and activities being assigned to them from time to time. Training KRPs in Chemistry on the Use of Microscale Chemistry Kits The programme was held from 18 to 22 October 2010 for the KRPs of Himachal Pradesh. The objective of the programme was to train the participants in chemistry practical using Microscale Chemistry kit of at the senior secondary level. The kit has been designed by NCERT to fulfil the needs of the chemistry practical at the senior secondary level. The objectives to conduct the training programme were reduction in the use of chemicals promoting waste reduction at the source, better air quality in the laboratory, least exposure to toxic gases, no fire and health hazards, no spills and accidents, reduction in the cost of laboratory chemicals/glassware, reducing experimentation time, saving on storage space, improvement in laboratory skills and understanding of the subject and creating sense of Green Chemistry.
Annual Report
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Annual Report 2010-11
and Political Sciences from various institutions from the northern region were invited to deliver lectures. The main objective of this training was to “develop the outlook of the citizen” as per NCF-2005, thus, proper input of the content as well as methodology was provided by the RPs. In the content areas like Mountain Building Process, Climatic Characteristics, Map Making and Reading, Independence Struggle and its Impact on Society, Fundamental Rights and Duties were some of the important ones. In methodological aspect field work, concept based approach, etc. were dealt. Besides, half a day trip to the National Museum, Ajmer was also conducted to make them understand the importance of field visit in Social Science learning.
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Training of KRPs in Content-cum-Methodology of Teaching Science for Non-science Teachers at the Upper Primary Level
NCERT
A large number of non-science teachers have been assigned the job of teaching science at the upper primary level in UP due to non-availability of trained science teachers. In view of this non-science teachers need to be trained in content as well as methodology of teaching science at upper primary level. The aim of the teaching science at the upper primary level is focused in problem solving and decision-making through the learning of key concepts, which cut across all the science disciplines. The objectives of the programme organised for the teachers from UP were to enrich the non-science teachers with appropriate content; to develop pedagogical skills in non-science teachers at the upper primary level. The training was organised in two phases (10 days duration each). The phase-I of the workshop was held from 29 November to 8 December 2010. The phase-II was held from 21 February to 2 March 2011. The following chapters were discussed: Mixture and Compound, Safety in Science Laboratories, Light, Measurement, Food Adulteration, Out Environment, Micro-Organisms, The Living Organisms and their Surroundings, The World of Plants, Changes Around Us, Computer Fundamentals, Ecosystem, Mushrooms, Carbon and its Compounds, Chemical Transformation of Substances, Reproduction, Acids, Bases and Salts and Hemoglobin. Training of KRPs in Environmental Science at the Secondary Level The programme held from 17 to 21 January 2011 for the KRPs of Punjab. The objective of the programme was to enrich the KRPs with content as well as new and innovative pedagogic skills of transacting content in environmental science. In five days training programme various aspects of environment such as Radioactive wastes, Ground Water Management, Role of Plant Tissue Culture in conservation of Biodiversity, Ozone Depletion in stratosphere, Environmental Education, Sustainable Development were discussed. Activities to increase environmental awareness and field trip in which various problems related to biodiversity was also organised. Training of KRPs in Designing Biology Projects at the Senior Secondary Level The programme was held from 7 to 11 February 2011 for the teachers from Rajasthan. Following were the objectives of the programme: to provide suitable strategy to teach new introduced and hard topics, to conduct the new included and difficult to perform practicals, develop process skills-experimental,
KRPs at training in Designing Biology Projects at the Senior Secondary Level
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Content-cum-Pedagogy Enrichment Programme in Physics for KRPs at the Senior Secondary Level The programme was held from 17 to 21 January 2011 for the KRPs of Haryana and Rajasthan. The objectives of the programme were; to carry out content analysis of Classes XI and XII books of Physics and identify difficult/new concepts; to develop write-up/resource material on identified concepts/topics of physics; to train KRPs in content-cum-pedagogy enrichment and designing of physics projects in the light of NCF-2005. Deliberations were made with the participants to create awareness regarding environmental education. Visit of environmental education theme park of the institute was also organised. Laboratory sessions were also conducted to realise the importance of practical work at the senior secondary level. Salient features of NCF-2005 and science curriculum have been highlighted. A discussion on pedagogy, project designing and ICT integration in teaching of physics was held during the five-day training programme. Discussion was also held about misconceptions and processes of physics. Each participant was given an opportunity to develop at least two physics projects/activities for better understanding and strengthening of concepts. Each participant was given an exposure to give one presentation on topics like Newton’s law of cooling, brain storming method, computer based training, discussion method, project method, performance aids/job aids, demonstration method, discovery method, group exercises and case study. Orientation of KRPs on Teaching of Environmental Studies at the Primary Level The motivation for responsible action and commitment to protect and conserve environment comes from the teachers who teach the subject in the school. Hence, there is a need to train the primary level teachers in content as well as methodology of transacting EVS. A five-day teaching workshops for the primary teachers/ resource persons of UT of Chandigarh from 4 to 8 October 2010 was organised with the objectives mentioned above. Training of KRPs in Content-cum-Methodology of Teaching Mathematics for Non-mathematics Teachers at the Upper Primary Level
Annual Report 2010-11
observational, manipulative, decision-making, investigatory etc in the learners and to train KRPs in designing/conducting biology projects in the light of NCF-2005. How an investigatory project may be prepared and how it is beneficial to increase awareness to the learner was discussed. ICT resources and its pedagogical applications in teaching were also deliberated. KRPs were also given an opportunity to present investigatory project, which they had prepared during five days training program.
A 20-day training programme entitled, “Training of KRPs in content-cummethodology of teaching Mathematics for Non-mathematics teachers at upper primary level for the state of U.P.” was held in two spells of 10-days each at RIE, Ajmer. The Ist spell held from 21 to 30 September 2010. In the II spell, held from 7 to 16 December 2010, only 4 participants attended the programme. Training of KRPs in Development of Mathematics Laboratory at the Secondary Level A five-day training programme ‘Training of KRPs from Uttarakhand and Jammu and Kashmir in development of Mathematics Laboratory at Secondary level’ was
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held from 14 to 18 February 2011 at RIE, Ajmer. In this programme a total of 40 participants, 20 from Uttarakhand and 20 from Jammu and Kashmir were invited. A total of twenty six participants attended the programme. Orientation Programme for KRPs in Teaching of Science at the Elementary Level
NCERT
Orientation programme for KRPs in Teaching of Science at Elementary level for the state of Jammu and Kashmir was organised at RIE Ajmer from 20 to 24 December 2010. The contents of the programme were: Integration of ICT in Teaching of Science, Inclusive Education, Metals and Non-metals, Air and Air Pollution, Water and Water Pollution, Fiber to Fabric, Physical and Chemical Changes, Acid Base and Salts, Reproduction in Plant, Our Environment, Forest, Sound, Force and Inertia/Motion, Proton Conduction, Environmental Management and Motion and Measurement of Distances. In addition, laboratory sessions were also organised in chemistry, physics and biology laboratories to realise the importance of practicals in science. The objectives of the programme were: to design and develop activities/experiments for teaching science concepts; to train the participants in new and innovative strategy of transacting the content; to enrich the KRPs with recent advances related to content; and to explore integration of informal non-classroom based concepts. Besides the identified topics deliberations were also made to create awareness among participants regarding environmental education. The visit of environmental education theme park of the institute was also organised. Training of KRPs in Inclusive Education of Children with Special Educational Needs at the Elementary Level The programme was organised from 6 to 9 December 2010. The KRPs represented teachers, teacher educators of different DIETs and SIERT of Rajasthan state. The resource persons discussed in detail about various aspects related to needs of the learners, children with special educational needs (CWSENs) and approaches/strategies, assessment and evaluation for inclusive schools. Some of the key issues discussed during the training programme were as follows: new thinking emerged in the education of CWSENs; needs of the learners; NCF-2005 and Inclusive Education; About Inclusive Education; concrete measures required to be taken in Inclusive Schools; various approaches/strategies required in inclusive schools; assessment, and evaluation in inclusive settings; guidance and counselling and emotional intelligence; and various aids and appliances used by CWSENs in inclusive schools. Training of KRPs for recognising Children with Specific Learning Disabilities The programme was organised from 22 to 26 March 2011 for the KRPs from Punjab. The KRPs represented teachers, teacher educators of different DIETs and Education Department of Punjab State. The resource persons discussed about various aspects related to needs of the learners, children with specific learning disabilities, role of arts education for the all round development of the child, language; its components (listening, speaking, reading and writing) and importance, ICT, guidance and counselling, emotional intelligence, multiple intelligence, evaluation assessment of LD etc. Major objectives of the training programme were: to orient the KRPs about the new thinking emerged in the
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education of CWSWNs; to sensitise the KRPs about the concept and different types of specific learning disabilities; to train the KRPs in measures to equip the teachers to identify specific learning disabilities, and to train the KRPs in various approaches/strategies required to handle SLD in regular classrooms at the elementary level in inclusive settings. Group and lab work and discussions were also conducted in which participants raised issues and problems related to education and assessment of SWSENs and SLD in their respective areas.
The programme was organised from 18 to 28 February 2011 at RIE, Ajmer. Field work with community was organised at Pushkar and Pisangan Panchayat Samiti of Ajmer district, viz. Chawandia and Tilora villages. The specific objectives of the programme were: to acquaint the pupil-teachers with the factors of working with community and the real life; problems of the community; and to develop meaningful relationship between education and community. This also gave the students experience of decentralised management system and skills relating to the organisation of educational programmes with the community. In all, 62 pupil teachers participated in the programme. The participatory approach was followed in training programme and survey of ten households as per prescribed performa of SSA was undertaken. Members of School Development and Management Committee (SDMC) were interviewed to understand problems and issues, contribution and achievements of SDMC. Study of self-help groups activated for women empowerment was done to understand organisational, motivational and financial problems. Activities organised by Kishori Manch, Swayam Sahayata Samooh, Anganwari Centres were also observed. Apart from these activities pupil-teachers organised cultural activities in the evening in each village, such as Nukkar Natak, Group dance, songs etc. to develop skills to convey message to community on various problems related to socio-economic and educational aspects of the community. One Year Pre-primary Education (ECCE) Programme One year pre-primary Education (ECCE) programme started on 1 July 2010 in the primary section of Demonstration Multipurpose School, Ajmer. Before that the infrastructure like indoor, outdoor and 5 rooms (i.e. 2 classroom, Library, Activity room, Dining/rest room) arrangement settled according to ECCE specifications by internal and external expert. In outdoor, the playground and garden was developed with different types of play equipments etc. for proper physical growth of the children. Meanwhile, two teachers, two helpers and one project staff were appointed. Simultaneously, total 35 students were admitted in two sections of preprimary school. At preparatory phase, ECCE curriculum which is based on thematic approach, monthly and annual plan and progress report were developed in workshop mode with the help of ECCE personals and primary teachers of DMS. For the professional growth of pre-primary teacher as well as helpers, a series of orientation/training/workshops/EDUSAT Programmes were conducted during the session.
Annual Report 2010-11
Training of Pupil-Teachers for B.Ed. I Year Students (Secondary)
Training of KRPs in Career Counselling and Guidance for School Going Children at the Secondary Level A five-day training programme was organised to train teachers in career counselling and guidance attended by participants belonging to the States of Rajasthan and Uttarakhand from 13 to 17 December 2010. The participants were familiarised with concepts of career guidance and counselling and their
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importance in the present school scenario. Information regarding role of psychological assessment, qualities of a career counsellor and skills required for a successful career counselling process was imparted followed by reflection on the part of participants about the effectiveness of the same. Career information, its sources, classification and filing, and its dissemination through various guidance methods were imparted and required techniques were actively taught. Training of KRPs on Project Based Learning at the Secondary Level
NCERT
The programme was organised for the KRPs of Himachal Pradesh from 20 to 24 September 2010. The training programme comprised individual work, group work, group discussion, lectures, demonstration, fieldwork and reflective practices. The outcomes achieved by them are: Developed understanding level by which they can implement project based learning in their respective areas; Level of understanding the objective of guiding principles of NCF-2005; and the effectiveness of teaching the students directly/indirectly and prepare them to lead better healthier life as this process extract something from their real life experiences. International Diploma Course in Guidance and Counselling through Distance/On-line Mode During the second trimester of Phase-I distance mode, Modules 8 to 14 were disseminated to thirty-four enrolled candidates of the programme during AprilJune 2010. Feedback sessions and tutorial sessions (face- to-face) were organised for the candidates from 25 to 30 June 2010. The assignments were evaluated by competent resource persons. The face-to-face programme (Phase-II) was scheduled for ninety days from 1 July to 30 September 2010. Candidates were sensitised with concepts of guidance and counselling, its role and importance along with the role and qualities of a counsellor and skills required for a successful guidance and couselling process in present scenario, contextualising the diverse areas. Training was imparted followed by ample chances to monitor, act, and reflect as well as to provide and get feedback on the part of their learning regarding the set objectives of the course. Psychological tests, books, journals, and practice material were made available to the candidates. Audio-visual aids were used as well as made available to the candidates along with computer and Internet facilities. School visits were organised at six different schools along with conduction of tour and exhibition as required by the course. During the third phase in October-December 2010 internship, trainees were guided to select the appropriate topic as well as a supervisor in their locality for their internship. Ample feedback and support was provided to the trainees for the accomplishment of their internship. As the advertisement for the fresh batch (IDCGC-2011) was published by NCERT, proper communication to the Joint Commissioner of Kendriya Vidyalaya (KV) and Director of Navodaya Vidyalaya (NV) along with the Directorates of Elementary Education, Secondary Education, SCERTs, DIETs of Jammu and Kashmir, Himachal Pradesh, Haryana, Punjab, Chandigarh, Uttarakhand, Rajasthan, Uttar Pradesh was forwarded well in time regarding the sponsoring of suitable candidate (teachers, teacher-educators, education administrators etc.) from their respective departments. During January-March (2011) entrance exam along with the interview was conducted for the fresh batch of IDCGC-2011. Total forty-two numbers of eligible candidates were called for entrance exam out of which twenty-four candidates (thirteen government deputed candidates and eleven private candidates) got
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enrolled in the course. Orientation programme for these candidates was organised regarding the purpose, objective and mode of dissemination of the course. Instructional material (Modules 1 to 8) along with course guide was sent to candidates. Assignments related to each module were sent to each candidate.
The Objectives of the programme were: to develop essential professional skills and competencies in school librarians for modernising their libraries; to train the school librarians for inculcating reading habits among students and teachers; to identify new roles to be taken by school librarians in the context of emerging information environment. Twenty Librarians / In charge Librarians of SCERTs / DIETs and other Institutions of School Education from the state of Uttarakhand were invited for training. The five-day training programme was organised for the librarians of Uttarakhand from 25 to 29 October 2010 at Central Building Research Institute (CBRI), Roorkee. Content of the course were: Role of library in school education, Library activities, Acquisition Policy, Acquisition Procedure, Library classification, Cataloguing, Library Automation, Circulation system, Collection maintenance, Stock Verification, Library services, Reading habits, Information Literacy, IT based information services, ICT and automation. Training of KRPs for Library Automation of SCERT, SIEs, DIETs and other Institutions of School Education Training of KRPs for Library Automation of SCERT, SIEs, DIETs and other Institutions of School Education for the state of Jammu and Kashmir and Himachal Pradesh was organised from 13 to 17 September 2010 at Himachal Institute of Public Administration (HIPA), Shimla. . Objectives of the programme were: to develop essential professional skills and competencies in librarians for automating their libraries; to identify new roles to be taken by librarians in the context of emerging information environment. The programme was conducted in a phased manner in Shimla and Jammu respectively. The content of the course were ICT Tools and Techniques for Libraries, Hardware and System Software, MS Office: Word, Excel, MS Office: Power Point, OSS for Libraries, Stock Verification, Retrospective Conversion, E-Granthalaya. The second phase, Six-day training programme was organised from 29 November to 4 December 2010 at State Institute of Education, Jammu. Content of the course were– ICT tools and tech. for Libraries, Hardware and system software, MS Office: Word, Excel, MS Office: Power Point, Digital libraries, Subject Gateways, OSS for Libraries, Evaluating web resources, Stock verification, Retrospective Conversion, E- Granthalaya.
EXTENSION
Annual Report 2010-11
Training of Librarians for the Effective Management of Libraries Associated with School Education
National Science Day National Science Day was celebrated on 28 February 2011. Programme was inaugurated by the chief guest Professor V.K. Farakya. He delivered lecture on ‘Preparing for Excellence in Physics’. He highlighted the historical development of science and technology for the welfare of humanity and also appraised the contribution and discovery of Sir C.V. Raman. Dr S.K. Paradkar introduced the work and life of Sir C.V. Raman and showed some videos on the work of Indian Scientists. Ms. Rajni Balyan, a student of B.Sc B.Ed III year expressed views on
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the contribution of Sir C.V. Raman. Competition of spot painting, teaching-learning materials (TLM) and Science Quiz were organised. Painting competition was organised on the theme “population explosion and Science. Exhibition on teaching learning materials was also organised. The Inter house quiz competition was held on different themes of Science and four students from each house namely Bhabha, Tagore, Visheswarya and Vivekananda participated in it. Golden Jubilee Year Celebrations
NCERT
The National Council of Educational Research and Training is celebrating its Golden Jubilee in 2010-11 year. The golden jubilee year celebration at RIE, Ajmer, was inaugurated on 1 September 2010. Professor Amrit Kaur was the chief guest and Professor V. G. Jadhao presided over the inaugural function. Professor K. B. Rath presented the list of activities going to be held in the golden jubilee year. On this occasion former employees of RIE, Ajmer shared their experiences and were honored by giving away mementos. Memorial Lecture Series In continuation of the Marjorie Sykes Memorial Lecture series, an eminent Hindi poet, critic and culture-activist Shri Ashok Vajpeyi delivered a lecture on 23 August 2010. Shri Vajpeyi while speaking on the topic “Why literature?” emphasised that in this age of machine and consumerism when most of the people are busy in increasing material achievements, only literature can illumine and guide the human beings and lead them on the path of cultural and spiritual prosperity. Dr Rajesh Mishra, Head, DESSH, in his presidential address stated that it is a good sign that young people are showing their keen interest in reading literature, which will ultimately strengthen the literary sensibility of the society as a whole. Inclusive Education/ Education for Children with Special Educational Needs/ Education of Minorities The RIE Ajmer is actively involved and engaged in promoting the policy of Inclusive Education for the CWSENs as envisaged in NCF-2005, SSA and Comprehensive National Action Plan for Inclusion in Education of Children and Youth with Disabilities (IECYD). The institute provided consultancy to the states in the northern region of the country as and when required and also conducted programmes to train the KRPs in some of the measures required to be taken in inclusive settings. The following programmes were conducted: Training of KRPs in Inclusive Education of Children with Special Education Needs at Elementary level for the state of Rajasthan.
Training of KRPs recognising children with Specific learning disabilities for the state of Punjab. Scholarships (specifying the scholarships for SC/ST candidates) Session - 2010-11 S.No.
Class
SC
ST
Four-Year B.Sc.B.Ed.
182
1.
I Year B.Sc.B.Ed.
18
08
2.
II Year B.Sc.B.Ed.
10
03
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3.
III Year B.Sc.B.Ed.
09
03
4.
IV Year B.Sc.B.Ed.
06
01
I Year B.Ed.
19
Nil
2.
II Year B.Ed.
15
Nil
3.
M.Ed. (Elementary Education)
04
02
Awards and prizes won by students during the period 2010-11 S.
Name of
No.
Students
Name of Awards/ Prizes
1.
Abhishek Garg
BHABHA PRIZE
For obtaining highest percentage of marks in B.Sc. B.Ed. IV year
2.
Miss Kimika Sankhla
GOPAL KRISHAN GOKHLE PRIZE
For obtaining highest percentage of marks in Two- year B.Ed. (Sec.)
3.
Vishwash
ZAKIR HUSSAIN PRIZE
For obtaining highest percentage of marks in of M.Ed. (Ele. Edu.)
Internship Programmes The programme was initiated with one-day conference of Head Masters/Principals and teachers from cooperative schools. It was conducted in two phases, phase one was for Internship in teaching for B.Sc. B.Ed. fourth year and B.Ed.(Sec.) second year students in fourteen schools of Ajmer city and nearby places. The pre-internship programme for B.Ed. first year was organised in two phases. In phase I demonstrations lessons, peer group teaching and reflective practice were held and in phase II the internship for B.Ed. first year was organised in seven schools. Working with Community Training of pupil-teachers of B.Ed. (Secondary) part I on Field Work with Community was organised at Pushkar and Pisangan Panchayat Samiti of Ajmer district, viz. Chawandia and Tilora villages. The specific objectives of the programme were to acquaint the pupil-teachers with the factors of working with community and the real life problems of the community and to develop meaningful relationship between education and community. This also gave the students experience of decentralised management system and skills relating to the organisation of educational programmes with the community. In all, 62 pupil-teachers participated in the programme. The participatory approach was followed in training programme and survey of ten households as per prescribed performa of SSA was undertaken. Members of School Development and Management Committee (SDMC) were interviewed to understand problems and issues, contribution and achievements of SDMC. Study of self-help groups activated for women empowerment was done to understand organisational, motivational and financial problems. Activities organised by Kishori Manch, Swayam Sahayata Samooh, Anganwari Centres were also observed. Apart from these activities pupil-teachers organised cultural activities in the evening in each village, such as Nukkar Natak, Group dance, songs etc. to
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develop skills to convey message to community on various problems related to socio-economic and educational aspects of the community. Sports and Co-curricular Activities
NCERT
Miss Sapana Yadav of B.Sc.B.Ed III year and Pooja Soni of B.Sc.B.Ed I year represented the MDS University, Ajmer in all India Inter University Cricket Tournament held at Jivaji University, Gwalior. Miss Sapana Yadav of B.Sc.B.Ed III year and Miss Kanchan Jha of B.Sc.B.Ed II year participated in the Ajmer District Badminton Championship and declared Runners in the women doubles section. Annual Athletic Meet-2010 was inaugurated by Shri D.R.Choudhury, Treasurer, Asian T.T. Union and Secretary General TTFI. Principal Professor K. B. Rath welcomed the Chief Guest and all the participants and encouraged them for a healthy spirit of the game. Kamlesh Kumar, B.Sc.B.Ed III year was declared best boy athlete and Anoop Yadav, B.Sc.B.Ed IV year was declared best girl athlete. Navneet memorial cricket tournament was held in September 2010. In the men section B.Sc.B.Ed. III year was the winner and B.Sc.B.Ed IV was the runner in the tournament. In women section, B.Sc.B.Ed II year was the winner and B.Sc.B.Ed III year was the runner. Independence Day Celebrations The Independence Day was celebrated with pomp and pleasure on 15 August 2010 in the institute’s playground. Professor V. G. Jadhao, Principal hoisted the national flag and addressed the gathering. Students of institute and DM School performed march past followed by cultural programmes, patriotic songs and dance. NCC parade by students of institute and DM School was the main attraction of the programme. Republic Day Celebrations The 62nd Republic Day was celebrated with patriotic zest and pleasure on 26 January, 2011. The principal, Professor K.B. Rath, hoisted the national flag and addressed the gathering. Professor Rath also inspected the march past and took the salute. As a part of the celebrations, Professor K. B. Rath gave away the appreciation certificates to four employees of the institute namely, Shri Bishamber Dass (UDC), Shri Nand Kishor Tak (UDC), Shri Bhupendra Singh (Class D) and Shri Kanhiya Lal (Security Guard), for their excellent services. The students of the institute including DM School performed march past followed by cultural programmes, including patriotic songs and dance. Teachers’ Day Teachers’ Day was celebrated in the institute on 5 September 2010. Students welcomed their teachers and paid rich tributes to Dr Sarvapalli Radhakrishan on this occasion. They also expressed their views on the present educational scenario of the country and the role of teacher in promoting quality education. Celebration of Hindi Week Hindi week was celebrated from 6 to 14 September 2010 in the Institute in order to enhance the use of Hindi in Government offices. In order to use Hindi effectively, different competitions were organised for all officers, staff and students of the
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Institute. The competitors who achieved first, second and third positions were awarded prices by the principal. The Hindi week came to its end with a vow to strengthen the use of Rajbhasha Hindi in day-to-day work.
Demonstration Multipurpose School, Ajmer is an integral part of RIE and acts as laboratories for trying innovation practices. The school imparts education from Classes I to XII. The school follows evaluation scheme in which continuous assessment of children is done in all areas. One year pre-primary education (ECCE) programme was started on 1 July 2010 in the primary section of DM School, Ajmer. For the professional growth of pre primary teacher as well as helpers, a series of orientation/training/ workshops/EDUSAT programmes were conducted during the session.
MAJOR ACHIEVEMENTS OF THE SCHOOL Awards and Prizes won by student School students participated in various events at District Games and Sports tournaments in Ajmer and secured various positions. School won the district championship for boys in Basketball. Achievements in Sports and Co-curricular activities
Four students of the school selected in state level Basketball Tournament were Madhav Dutt, Jayant, Pushpendra and Karan of Class X.
Hindi exhibition was organised at DM School, Ajmer on 19 August 2010 under the CCE programme. About thirty students participated in which very appreciable painting and charts were displayed.
About 172 students participated in science project exhibition in the school. Three models have been exhibited in J.L.Nehru National Science Exhibition at Jaipur organised by NCERT.
Population education week was celebrated from 21 to 24 September 2010 in which debate, poster and essay writing competition were organised.
Bhartiya Sanskriti Gyan Parikasha, Shantikunj, Haridwar was organised on 1 October 2010.
Literary and cultural week was celebrated at DM School, Ajmer from 6 to 11 December 2010. Class
Stream
Appeared
Passed
Percentage
X
-
67
65
97.01%
XII
Science
29
26
89%
XII
Humanities
30
30
100%
XII
Commerce
32
28
87.5%
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Regional Institute of Education Bhopal Regional Institute of Education, Bhopal, since its inception in 1963, is working towards achieving goals in elevating, expanding, educating, providing training in innovative teaching techniques, facilitating learners in learning and allows pupils to construct the meaningful knowledge for themselves by using latest technology and imbibing values in education. It caters to the educational need (pre-service and in-service education) of teachers in the states and UTs of Western Region. These include Chhattisgarh, Goa, Gujarat, Madhya Pradesh, Maharashtra, Dadra and Nagar Haveli and Daman and Diu. It provides need based training, reviving, their literature, suggesting modification in their work and support in terms of capacity building, and joyful learning to school functionaries in Western Region of India. It also runs pre-service courses to provide quality teachers in Science and Social Sciences. It imparts M.Ed. and IDGC courses to eligible clientele and also functions as nodal centre for SSA.
Major Activities RESEARCH The institute is a recognised centre for undertaking Doctoral Research in Education. Research scholars work for their Ph. D degree under the guidance of institute faculty in various areas of education. A few candidates join research in content areas also.
DEVELOPMENT Development of Print and Online Training Manual and Training of Secondary School Teachers in the Application of Free Open Source Software and Open Educational Resources in Education The project was conducted with the objectives
to develop training manual in print form for the applications of Free/Open Source Software (FOSS) and Open Education Resources (OER) in school education;
to develop an online manual and e-training platform for training the teachers in integrating Free/Libre Open Source Software (FLOSS) and Open Educational Resources in school education; and
to train the teachers through online and offline mode in integrating various Free/Open Source Software and Open Educational Resources in school education, etc.
Development of Print and Online Training Manual for ICT (Web 2.0) Integration in School Education and Training of School Teachers in ICT Integration through Blended Approach The project was initiated with the objectives
to develop modules the training manual in print form for integrating Information and Communication Technology (ICT) in school education;
to review the progress made so far in implementing ICT integration by the trained teachers and to explore various new possibilities of ICT integration in school education ; and
to train the teachers through online and offline mode in integrating various information and communication technologies in school education.
A workshop was conducted to develop the manual from 30 August to 6 September 2010. The manual development is hosted on the website at http:// www.ictmanual.net.. and has twenty one modules on different Web 2.0 technology. A five-day training programme was conducted on Web 2.0 integration in education at RIE, Bhopal from 13 to 17 December 2010. Teachers from Goa, Maharashtra and Daman and Diu attended the programme.
TRAINING Training on Alternative Pedagogies for Primary Teachers Working in Tribal Schools In an attempt to reduce the existing achievement gap among tribal students and to enhance their learning propensity, the programme was organised for primary teachers working in tribal areas of Madhya Pradesh on Alternative Pedagogies from 21 to 23 March 2011. A workshop for the development of training material was organised from 21 to 23 February 2011. Material that was developed in the workshop was transacted effectively. Activities were conducted and hands-on experiences were given to the participants. Capacity Building of KRPs in Teaching of Biology at the Senior Secondary Level
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Two workshops from 19 to 23 July 2010 and 4 to 8 October 2010 were conducted to develop the manual. The manual developed is hosted on the website at http://www.oss-oer4school.net. and has twelve modules on different aspects of FLOSS and OER. The training programme was conducted for FLOSS and OER integration at RIE Bhopal from 22 to 29 January 2011. Teachers from Goa and Maharashtra attended the training programme. During the workshop the participants in pair developed OER in different subjects using different FOSS. Every participant was provided with CD containing about 22 FOSS programmes.
The programme was conducted for the states of Maharashtra and Chhattisgarh. A two-day workshop was organised at SCERT, Raipur to identify the hard spots/ concepts in biology. The training programme for KRPs of Maharashtra and Chhattisgarh was conducted at RIE, Bhopal from 17 to 21 January 2011. Twenty nine KRPs attended the programme. The topics ranged from the areas of immunology; physiology of plants and animals, genetic engineering, biotechnology, pollution, microbiology, evolution, biomolecules, etc. The main emphasis was given that how these topics can be transacted using constructivist
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approach. A visit to Regional National History Museum, Arera colony, Bhopal was also organised during the training. Content Enrichment and Methodology of Teaching Political Science at the Senior Secondary Level
NCERT
A meeting was conducted on 25 June 2010 to find ways and modes for content enrichment of political science at senior secondary level for KRPs of Chhattisgarh. The training programme was organised from 17 to 21 January 2011 in which 16 participants attended the programme. The topics covered in the programme were importance of geo politics, international terrorism and its impact on civil society, naxalite problems, caste and Indian foreign policies. Educational trip to state assembly of Madhya Pradesh and State Museum, Bhopal was also organised. Creative Writing in Gujarati Language for KRPs of DIETs The programme was conducted for the DIET faculty of Gujarat, Dadar and Nagar Haveli and Daman and Diu. The first phase was scheduled for 19 and 20 August 2010. During the phase on 19-20 August 2010 the training strategies were developed for the writing of modules to be transacted during the training programme. The training programme was organised at DIET, Vadodara, from 13 to 17 September 2010 in which thirty lecturers and KRPs from Gujarat and Union Territories of Dadra and Nagar Haveli and Daman and Diu attended the programme. Capacity Building of KRPs in Teaching of Mathematics at the Secondary Level The programme was planned for the KRPs of Madhya Pradesh and Chhattisgarh. In a planning meeting held from 6 to 9 September 2010 the training strategies were developed and specific areas were identified. The modules were developed by the Resource Persons in the identified topics. The capacity building programme organised from 31 January to 7 February 2011 was attended by nineteen KRPs. Training was transacted in activity mode and the KRPs were also involved in the activities of the Mathematics laboratory. Capacity Building of KRPs in Teaching of Physics at the Senior Secondary Level The programme was taken up for the KRPs of Chhattisgarh. The project team visited Raipur and schools of nearby districts-Dhamtari and Durg to find out hard spots in physics at secondary level. Six JNV, 7 KV, 2 Government schools, 2 private schools and SCERT were visited to interact with teachers and students. A report was brought out and sent to different agencies having concern for better conceptualisation of different hard spots. Capacity Building of KRPs in Teaching of Chemistry at the Senior Secondary Level The training programme was conducted from 13 to 17 September 2010. KRPs from Chhattisgarh and Maharashtra participated in the programme. The objectives were: to enrich the participants in some common areas of the subject; to provide them knowledge regarding the latest development in the subject; to encourage the participants to adopt smart classroom system; to suggest constructivist
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approach in teaching Chemistry; and to help the trainees in designing some experiments and suggesting some new innovative experiments.
The programme was organised from 26 to 30 July 2010 at RIE, Bhopal. The objectives were to understand gender as a socially constructed and institutionalised system of difference and dominance and various aspects of gender in education that influence curriculum, textbook and content. Teacher educators from Gujarat and Madhya Pradesh participated in the programme. Various themes like society, education, culture, curriculum, knowledge construction were discussed in the context of gender. Group discussions and features film analysis were organised for helping participants to understand grassroots realities of gendered practices. Training of Teacher Educators of DIETs about Inclusive Education The programme was conducted for the teacher educators of DIETs of Western Region with the objective to procure and develop training materials in inclusive setting to enable them to arrange training for school teachers under Sarva Shiksha Abhiyan related to Elementary Education. For this purpose resource persons from RIE, Ajmer, Composite Regional Centre for Disabled Persons, Bhopal, NGO working for mentally retarded children were involved. Participants from DIETs of Madhya Pradesh, Maharashtra and Gujarat, attended the programme. Integrated areas of the programme included: education scheme for the disabled children, persons with disability Act, 1995, National Curriculum Framework2005 in the context of inclusive education and role of parents in Right to Education Act, and dealing the children with mental retardation. In all about 25 participants were benefited with provision of participation and training sessions. They suggested that more programme on inclusive education need to be conducted by RIE, Bhopal for the faculty of DIETs, CIETs and administrators dealing with school education. The programme was organised from 11 to 13 January 2011 at RIE, Bhopal. Training on Monitoring and Programme Evaluation for Educational Functionaries The major challenges of elementary education are enrolment, retention and participation. A five-day workshop was held at RIE, Bhopal from 29 November to 3 December 2010. Formats of academic monitoring on six quality dimensions, namely, classroom practices, remedial practices, teaching-learning material, school performance, teacher performance and evaluation practices, have been developed. Further, resource material on six themes of programme evaluation, namely, evaluation standards, evaluation framework, programme logic model, evaluation designs, types of programme evaluation and sampling procedures have also been developed. A five-day training programme on academic monitoring and programme evaluation was organised for the educational functionaries from Madhya Pradesh at RIE, Bhopal from 14 to 18 February 2011.
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Orientation of the Key Resource Persons on Gender Issues in Education
Training in Use of ICT in School Library The programme was conducted on use of open source Library Automation software from 7 to 11 February 2011. Kendriya Vidyalaya Librarians from Madhya Pradesh, Chhattisgarh, Maharashtra and Gujarat attended the programme. The
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main emphasis was on practical use of software in library. IT age belongs to open source therefore books, journals, software programmes, tools etc. are available free of cost in internet for every possible activity. So to avail the opportunity of using open software for library automation, there are a number of open source software available in interest for library automation. For the training programmes the open source softwares ‘KOHA’ OSS was selected. Some orientation lectures were also conducted on OSS and library automations. Participants were also involved in practical works. The participants were trained on the use of different work modules of the software like acquisition, cataloguing, serial control, circulation, system set-up etc. They were also provided training on use of LINUX, Apache, Perl etc. as a part of operating OSS. For web integration the participants practiced on another OSS ‘See monkey’.
NCERT
Orientation programme for KRPs of DIET on Examination Reforms The five-day orientation programme was organised on examination reforms from 6 to 10 December 2010. It was specifically for the teachers belonging to SCs in the Western Region. The areas covered in the programme include: Reforms in Evaluation: Historical Perspective; The Need for Examination Reforms; Recent Trends and Innovative Practices in Evaluation; Role of ICT in Evaluation; Grading System; Educational Evaluation; Continuous and Comprehensive Evaluation; Evaluation in Constructivist Paradigm; and Evaluation of Higher Order Thinking Skills (HOTS), etc. Orientation of Key Resource Persons on Right to Education Act, 2009 The three-day orientation programme on RTE Act, 2009 was held from 19 to 21 December 2010. This programme was conducted for the Scheduled Caste teacher educators from the DIETs of Western Region. The objectives of the programme were to: develop understanding of rights based approach to education; develop critical understanding of the history of schooling form rights based perspective; discuss the provision of RTE, Act; and understand implications of RTE, Act to the children of various social categories, etc. Nurturance Programme for National Talent Search Awardees of Class IX The nurturance programme was first time conducted at RIE, Bhopal for the Western Region. The five-day programme was organised from 21 to 25 February 2011. The National Talent Search (NTS) awardees of Class IX from the states of Madhya Pradesh, Gujarat and Chhattisgarh participated in the programme. Out of the 88 NTS awardees of western region, only 35 participated in the nurturance programme. Objectives of the nurturance programme were: to develop their intellectual potentialities in the best possible way to; to motivate the curiosity of awardees to stimulate their powers of creativity and research spirit; to develop understanding of the recent development in the subject of their interest; and to promote innovation, experimentation and research in the area of their interest; etc. The programme mainly focused on providing a good platform to determine their carrier prospects in the particular subject of their own interest. The awardees interacted with the eminent experts of various disciplines. This opportunity to the awardees will be of very high value for sustainable development in their academic carrier in future. Eminent academicians and scientists were invited for interactive sessions. The awardees also visited Indira Gandhi Rastriya Manav Sangrahalaya and Regional Science Centre, Bhopal.
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EXTENSION Working with community programme for the students of two-year B.Ed. was organised from 7 to 11 March 2011 at Mugispur, District Sehore (Madhya Pradesh). Approximately 135 students along with six faculty members participated in the programme. The programme for the students of B.Sc B.Ed IV semester and B.A. B.Ed. IV semester was organised from 15 to 19 March 2011 at Thuna Kala, District Sehore (Madhya Pradesh). Approximately 122 students along with six faculty members participated in the programme. The programmes were conducted with the objectives: to provide first hand experience of working with community to students; to raise the awareness about the issues and problems of community among students; to organise awareness programme in the villages regarding various governmental schemes, social and health issues; to provide an opportunity to students to conduct community surveys; and to provide an opportunity to students to understand cultural practices of various communities. This programme has contributed for positive development of the students. This resulted in the:
Awareness and understanding regarding the economic condition of the villagers and their cultural practices.
Understanding the rural context of schooling.
Appreciating the value of dignity of labour.
Developing the community feeling through organising the community lunch.
Understanding the socio-political structure of village.
Annual Staff Tournament The 26th NCERT Annual Staff Tournament was organised by RIE, Bhopal from 27 to 31 December 2010. Contingent from different RIEs and other constituent of NCERT participated in the tournament. RIE, Bhubaneswar emerged as the overall champion. Sports and Co-Curricular Activities Kumari Durga of B.Sc B.Ed III Semester, an NCC cadet was selected to participate in the Republic Day Parade held on 26 January 2011 at Rajpath, New Delhi.
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Working with Community
Winners of sports events 2011 RIE, Bhopal
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Kumari Preeti Singh of B.Ed III Semester won II prize in the inter-college debate competition held at Van Vihar during the Wild Life week on 5 October 2010. Inter-college competitions were organised by the College of Excellence, Bhopal on 8 February 2011. The students of RIE, Bhopal won following prizes; The team comprising of Kumari Hina Kauser, Kumari Jyoti Saraswat and Kumari Divya won first prize in quiz competition.
Kumari Pooja Pehal of B.Sc B.Ed IV year got second prize in debate competition.
Kumari Priti Maran, Kumari Prerna Singh and Kumari Shweta Saha performed a Chhattisgarhi Dance.
NCERT
List of On-going/Carried Over Programmes
International Diploma in Guidance and Counselling through distance/online mode in collaboration with CoL
Demonstration Multipurpose School, Bhopal Major Achievements of the School
Indira Tiwari won first prizes in Poster and Painting Competition titled “drug abuse” held by the Government Panchayat Department and in the Inter School Competition, Chacha Nehru Painting Competition. She won second prize in the Mrignaynee Art and Craft Expo in Inter School Competition.
Kaveri Paney of Class XI took part in state Level India Competition Conducted by classment organisation in Ahmedabad and won a prize. She also took part in debate competition organised by Central Pollution Controlling Board and won second prize of and a cash reward of ` 2000/-.
Wasil Mohd. Khan and Udit Parihar of Class IX won the Philately Quize Competition conducted by the Postal Service of India and grabbed a cash prize of ` 2500/- each.
Mayuri Pandey won the first prize in a dancing competition organised by Nayee Duniya
Master Harshit Singh Bisht has represented Madhya Pradesh at national level of Basket Ball championship in 2010 at Himachal Pradesh.
Master Brijendra Mesram an Master Himanshu Singh Bist represented Bhopal District. at the National Level in Basket Ball.
Master Shailender Gurung of Class IX represented the School in Indian Open International Taikwando Championship held at Vishakapatnam.
Inter-Demonstration School Meet-2010 The INDEM – 2010, was held from 26 to 29 October 2010 at DM School Bhopal. Teams from DM School, Ajmer, Bhopal, Bhubaneswar and Mysore participated in it. The programme was inaugurated by Professor Nisha Dubey, VC of Barkatullah University, Bhopal. Professor K.B. Shubramaniam, Principal, RIE, Bhopal, Presided the Function. During the INDEM, Games and Sports, Cultural, Literary and Painting activities were organised. The specialty of INDEM – 2010 was that all the activities
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CBSE Board Examination Result – 2010 Class
Students
Passed
Percentage
Appeared X
63
62
98.44
XII Science
28
24
85.71%
XII Commerce
31
22
70.97%
XII Vocational
02
02
100%
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were organised in healthy sport spirit. In Quiz competition all the students of demonstration were mixed in all the four teams, every group has a student of each DM School. That was an extraordinary experiment to foster, the spirit of integration among all the four DM School of Ajmer, Bhopal, Bhubaneswar and Mysore. Right from 7.00 a.m. morning to 10 p.m. in the night all the participants had taken part in all the activities with equal enthusiasm. This INDEM – 2010 had presented a beautiful show of unity in diversity. On 28 October 2010, all the participants of INDEM – 2010 visited the world Heritage sight of M.P. Sanchi. On 29 October 2010 valedictory function of INDEM– 2010 was organised. Shri. Manoj Shrivastava, IAS, Commissioner Bhopal and Hoshangabad division and an ex-student of DM School, Bhopal was the Chief Guest. Shri. Akhilesh Singh, D.I.G. Bhopal was also present on this occasion, who is also one of the alumni of DM School, Bhopal. Certificates and mementos were given to all the participants and teams escorts.
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NCERT
Regional Institute of Education Bhubaneswar Regional Institute of Education Bhubaneswar, a constituent unit of the National Council of Educational Research and Training (NCERT), New Delhi caters to the educational needs (pre-service and in-service education) of teachers of Eastern Region. It provides academic and technical support to the states of Orissa, Bihar, Jharkhand, West Bengal, Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim, Tripura and Union Territory of Andaman and Nicobar Islands. The institute acts as Regional Resource Centre in all areas of education, especially school education. UNESCO, Bangkok has declared Regional Institute of Education, Bhubaneswar as a resource centre for ICT. The institute conducts in-service teacher training programme on ICT in education for the teacher educators of Eastern Region. The Population Education Cell (POPED Cell) carries out regularly various awareness programme for the students. The cell conducts orientation programmes regularly on Population/Development Education and Adolescent Education for the teachers and teacher educators at elementary and secondary level. The cell had undertaken projects to study the status of adolescent education in the textbooks of Orissa and West Bengal at secondary level and also AE concepts in B.Ed. syllabi at primary and secondary level in Eastern and North-Eastern State/Universities. The cell is also conducting a research study on Status of Awareness and Attitude of Students and Teachers of Sikkim and Nagaland States at Secondary Level towards Adolescent Reproductive Health.
Major Activities RESEARCH The institute has been recognised as a nodal centre for research in the field of education by the Utkal University and pre-Ph.D course has already been started in different areas of research in education. In the last few years about 25 students have been awarded Ph.D. in different subject areas. Study and Documentation of Educational Policies, Programmes and Activities for the State of Orissa The programme was undertaken with the objectives to study and document the educational policies and programmes for the state of Orissa, and to find out the educational activities being carried out by the state of Orissa. The programme was initiated with a planning meeting involving stake holders in school education
DEVELOPMENT Package on Pedagogy Technology Integration for the Professional Development of Teacher Educators The learning materials are intended for the professional development of teachereducators who assist the pre-service and in-service teachers in creating pedagogy technology integration in constructivist learning environment. A workshop was conducted from 13 to 19 December 2010 at RIE, Bhubaneswar to identify the focus areas of the package. The second workshop was conducted from 21 to 25 January 2011 to review and finalise the materials. This package consists of eight modules: Emerging Pedagogy; Emerging Technology, Pedagogy Integration: It’s Implication for Teacher Educators; Pedagogy Technology Integration for Curriculum Transaction; Pedagogy Technology Integration and Learner’s Assessment; Pedagogy Technology Integration and Learning Management; Pedagogy Technology Integration and Multiple Intelligence; and Pedagogy Technology Integration for Challenged Learners. These materials will support the professional learning and assist the teacher educators to explore innovative practices. These materials were transacted in a seven-day training programme held for the teacher educators of West Bengal and Orissa at RIE, Bhubaneswar from 18 to 24 February 2011. Environmental Concerns— A Resource Material for Secondary Teachers A resource material for secondary teachers is developed in environmental education based on the environmental education syllabi at the secondary level developed by NCERT. The material consists of seven environmental concerns: Understanding Ecosystem; Depletion of Resources; Waste Generation and Management; Environment Values and Ethics; Restoring Balance in Environment; Issues of Environment; and Striving for Better Environment. It was developed in various workshops held in the institute. Many resource persons, teachers and teacher educators drawn from different states, KVS, NVS, Ministry of Environment and Forest, Government of India, Utkal University and faculty of RIE, Bhubaneswar contributed in the development of the modules. These materials would serve to generate the necessary environmental awareness among the school community to protect/conserve the environment.
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from the government of Orissa, researchers from the field of school education and faculty having experience in the area. Following a thorough discussion on the issues and concerns, guidelines were framed to prepare the document. Various information collected from a variety of published reports including media, interaction with stake holders and from the government website were categorised and put under different headings such as elementary education, secondary education, higher education, teacher education, vocational education, health education, SC & ST education, women and girls education, ICT policy in education, technical education and special education for information and use of planners and policy makers.
Content-cum-Pedagogy Enrichment Programme for PGTs in Physics The programme for PGTs in Physics for Andaman and Nicobar Islands was organised at SIE, Shiksha Sadan, Port Blair from 25 to 29 November 2010. Twenty two PGTs participated in the programme. The objectives of the programme were to strengthen the participants understanding of the concept, scope, and
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NCERT
application of constructivist pedagogy in classroom, to sensitise the participants to the common mistakes made by the students while answering physics questions, to identify hidden pitfalls in the textbook treatment of physics concepts, to explore alternative pathways to the derivation of specific formula or solution to a given problem, and to enable the participating teachers to guide the students to construct knowledge more effectively through conceptualisation, logical reasoning and problem solving. The focus of the programme was on numericals and derivations related to physics content at higher secondary level. For this purpose, topics from general physics, mechanics, heat and thermodynamics, electricity and magnetism, optics, semiconductors, electronics and communications were chosen for discussion. Besides, the participants were also exposed to the nuances of constructivism and the various aspects of the Right to Education Act to broaden their perspective. Report of the programme is being dispatched to the authorities for further use. Education for Sustainable Development: Training of Key Resource Persons on Eco-Club Activities at the Secondary Level The training programme was organised with the philosophy that Education for Sustainable Development (ESD) is different from environmental education as there is a shift from awareness and understanding to involvement, participation and problem solving. Besides ecological (environmental) dimensions, ESD looks into economic, social and political aspects with the objective of proposing the quality of life of people living on the planet. Seventeen Science supervisors from Orissa attended the programme. The types of activities being carried out under eco-club programmes at secondary schools under different educational circles of Orissa was collected through a questionnaire. Training package consists of different modules pertaining to various issues such as composting/vermin composting, rain water harvesting, water shed and its management, organic farming, integrated pest management, green manuring, plant propagation, etc. were developed. The training programme was organised from 23 to 26 November 2010 in which experts shared their experiences and explained the skills/activities which can be demonstrated to students to promote green club activities in schools. During the training programme, participants visited certain institutes/ laboratories in and around Bhubaneswar to get first hand knowledge in the area. Orientation Programme of Secondary School Teachers in Teaching Mathematics The training programme was conducted at RIE, Bhubaneswar from 21 to 25 February 2011 for the state of Bihar. Secondary school teachers of the concerned state attended the programme. Along with the content areas in Mathematics at secondary level, the methodologies and pedagogical process of learning and teaching were emphasised. The report of the programme includes cooperative learning, use of ICT in Mathematics, different experiments in Mathematics, Mathematical modeling, and starling of proofs in Mathematics and different content areas of secondary syllabus. Training Programme on Action Research for Teachers of Minority-runSchools of Orissa and West Bengal The training programme was organised to orient teachers from minority-run-
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schools on salient features and steps involved in the action research and to empower the teachers to undertake action research in different areas of school education at the institute from 21 to 25 February 2011. Altogether, 30 participants from minority-run-institutions of West Bengal and Orissa attended the programme.
There were altogether 7 assignments covering 14 modules which the trainees had to complete during the 6 months (January to June) of distance/online mode. The practicum papers which were done during the 3 months (July to September), face-to-face mode include GC-115 (Group Guidance Practicum), GC-116 (Psychological Assessment), GC-117 (Collection, Management, Dissemination of Information), GC-118 (Practicum in Career Development), GC119 (Counselling Practicum). Portfolios also were submitted by all the trainees. At the end of the 3 months contact programme, written and oral examinations were conducted, after which the IDGC trainers went for internship to their home town for a period of three months from October to December 2010. Content-cum-Pedagogy Enrichment Programme in Teaching Biology at the Senior Secondary Level The resource material for the programme was developed as per requirement of Andaman and Nicobar Island’s administration involving three External Resource Persons and three Internal Resource Persons in June, 2010. A five-day training programme was conducted at SIE, Port Blair from 26 to 30 October 2010. Twenty seven KRPs/PGTs in Biology participated in the training programme. The topics relating to cytology, genetics and biotechnology were discussed by integrating multimedia activities. The resource material was distributed to the participants. Training of Hindi Teachers for Teaching Hindi as a Third Language at the Secondary Stage The training programme was organised at RIE, Bhubaneswar from 17 to 21 January 2011 with the objectives to update the knowledge of secondary school Hindi teachers and enhance their skill of teaching Hindi so that teachers could address the problems of students studying Hindi as a third language. A meeting was held on 2 July 2011 to discuss the modality of the programme and find out the hard spots. Various problems related to teaching Hindi as a third language were discussed in the programme. Content-cum-Pedagogy Enrichment Programme for TGTs in Mathematics The content-cum-pedagogy enrichment programme for TGTs in Mathematics was conducted at the request of educational authorities of Andaman and Nicobar Islands at Port Blair from 22 to 24 November 2010. Twenty PGTs from different schools of Andaman and Nicobar Islands participated in the programme. Difficult areas in Mathematics identified by the participants have been discussed in detail.
Annual Report 2010-11
International Diploma Course in Guidance and Counselling
Orientation of Secondary School Teachers for Establishment and Maintenance of Science Laboratory and Science Museum The specific objectives of the programme were to provide training to science teachers for establishing science laboratory and effective utilisation of scientific apparatus/instrument for classroom teaching. During the five-day orientation
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programme various practical laboratory skills related to science learning in Physics, Chemistry, Zoology and Botany and technical skills related to extractions and examinations, establishment and maintenance of lab for secondary school science teachings were discussed. Capacity Building of Teachers and Teacher Educators in the Development of Low-cost Instructional Materials at the School Level
NCERT
A five-day orientation programme on the capacity building of teachers and teacher educators on Development of Low Coast and Zero Cost Instrumental- Materials at School Level was organised by the institute from 14 to 18 February 2011. The programme was designed by the institute at the request of the states of the Eastern Region. Teachers and teacher educators from the states of Bihar, West Bengal and Orissa attended the programme. A planning meeting was organised for the development of instructional materials. The expert members also prepared some training modules and low cost and zero cost instructional materials. A good number of instructional materials were designed out of locally available waste materials and raw materials. Orientation Programme on Content-cum-Pedagogy Enrichment in Geography The programme was conducted for the PGTs of Andaman and Nicobar Island at SIE, Port Blair from 7 to 11 February 2011. The objectives of the programmes were to enrich PGTs with new methodology of teaching as well as changing concepts in Geography. Training of Key Resource Persons on Action Research A training package has been developed through workshop and a seven-day training programme on Action Research was conducted at the institute from 25 February to 3 March 2011 for the state level teacher educators/resource persons who can conduct multi-dimensional action research to meet the day-today classroom problems in the context of teaching-learning process. Teacher educators and resource persons from Jharkhand and Orissa participated in the training programme. Various topics on action research were discussed which will help to overcome various students’ problems. Training of Key Resource Persons on Inclusive Education for Challenged Group of Learners at the Elementary and Secondary Stage The training programme for the elementary and secondary school teachers of Andaman and Nicobar Island to sensitize the KRPs on the concept and need of inclusive education was held at Port Blair from 19 November to 3 December 2010. Same programme was held at RIE, Bhubaneswar from 24 to 28 January 2011for the states of Bihar and Jharkhand. The content which included in the programme were: Concept of Inclusive Education and Who are the Challenged Group of Learners; Need of Inclusive Education for the Challenged Group of Learners; Right to Education Act, 2009 with special reference to Inclusive Education for Challenged Group of Learners; International and National Legislations for Inclusive Education for the Challenged Group of Learners; Understanding Children with Hearing, Visual, Locomotor, Learning, Intellectual, Multiple, Impairment, Cerebral Palsy and Autism; Role of Teachers, Parents and Community in Inclusive Education for the Challenged Group of Learners; and Activities and Self-assessment for the Teachers.
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The training programme was conducted from 23 February to 1 March 2011 at RIE, Bhubaneswar. The objective of the training programme was to empower the KRPs in various aspects of inclusive education with the objective that the participants can act as resource persons for further dissemination and implementation of inclusive education. Altogether 33 participants attended the training programme from tribal secondary schools located at different districts of Orissa from 23 to 29 October 2009. The module consists of two broad areas of inclusive education and subject specific mode of transaction in an inclusive classroom. The participants visited Bhima Bhoi School for the blind and Bipin Bihari Choudhary School for the deaf located at unit-III, Bhubaneswar. Collaboration with State Agencies MHRD sponsored research study Impact of Teacher Training Programme on Classroom Transaction under SSA has been conducted in Bihar, Orissa and West Bengal in collaboration with the State Project Directors of these states. Internship in Teaching Internship in teaching programme for B.Ed. Part II student-teachers was conducted from 28 June to 28 August 2010. A total of 108 student teachers attended the programme. The programme was conducted at Bhubaneswar for 63 student-teachers of Oriya and English medium and Jamshedpur for 45 student teachers of Hindi medium. In total, students-teachers were placed in 17 cooperating schools. Each student-teacher delivered 80 lessons (40 lessons in each method). Evaluation of each student-teachers’ performance in different activities including lessons was taken for 350 marks. Pre-internship conference and post-internship conference was also organised at RIE, Bhubaneswar. Internship-in-teaching programme of four-year integrated B.Sc. B.Ed. student- teachers was organised for a period of one month from 28 June to July 31 2010. Prior to the programme a pre-internship conference was organised from 21 to 25 June 2010 to brief about the programme. During the pre-internship conference the student-teachers were appraised about their duties and responsibilities at the internship centres. The students were given opportunity to interact with their co-operating teachers and principals. The student- teachers were provided with a set of materials containing (i) Activity schedule (ii) Guidelines (iii) Lesson Plan Record (iv) Lesson note format, etc. During internship the evaluation was based on continuous and comprehensive method. The performance of student-teachers during internship was based on the assessment made by institute supervisors, co-operating schools teachers, principals and the peer group. The final grades were awarded after evaluating the overall performance of the students during the programme. After completion of the internship an exhibition of teaching aids was organised at RIE, Bhubaneswar on 3 August 2010. The post-internship conference was organised to get students’ feedback for improvement of the programme.
Annual Report 2010-11
Training of KRPs in Various Aspects of Inclusive Education
Multi-cultural School Experience Programme for B.Ed. Part I Students The multi-cultural school experience programme is a part of the course learning to function as a teaching in the two year B.Ed. programme, after learning about the different skills of teaching and practicing those in simulating conditions. In the first semester the pupil teachers are given the exposure to various schools
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through the programme. The pupil-teachers take up various activities during their stay at school. They are; observe 10 lessons delivered by regular teachers with the help of observation schedule; observation of day-to-day activities and preparation of a comprehensive report highlighting working of the library, coscholastic activities, games and sports, functioning of laboratory, school morning assembly, etc; availing at least six substitute teaching appropriates in actual school situation; developing two lessons in each method and use of learning materials/ teaching aids; and understanding a case study. The multi-cultural placement was conducted in two clusters, Gaya in Bihar and Chandragiri in the Gajapati district of Orissa from 1 to 4 February 2011. A total of 117 students of B.Ed. Part-I participated in the programme. A preconference was conducted at RIE, Bhubaneswar in which the pupil-teachers, the practising teachers from the co-operating schools and the faculty members of the institute discussed the strategies to be adopted in the schools to accomplish the activities during the multi-cultural placement on 27-28 January 2011. Postconference was also conducted in the institute to get feed back of the programme. Working with Community Fieldwork related to Working with Community Programme of B.Ed. Part-II student-teachers was organised to develop awareness among student-teachers on working with community and to plan and execute related activities. The programme for the session 2010-11 was organised at RIE, Bhubaneswar and Kaipadar, Jariput, Mali Sahi, Madhpur, Deultangi and adjacent villages in Khordha district from 27 November to 5 December 2010. A pre-conference was held on 26 November 2010 to acquaint the student-teachers with the mode of activities and time schedule of the programme. A feedback session was organised on 6 December 2010 to have reflection on the activities conducted during the 10 days field work with community programme. Fieldwork Related to Working with Community for B.Sc. B.Ed. IV year It is an integral component of the four year B.Sc. B.Ed. Part-IV course. This year 75 students participated in the programme held at a Shim near Dumuduma of Bhubaneswar. The students also gave Shramadan in the RIE Campus. The programme is conducted with the following objectives to acquaint the pupilteachers with the local community; to create awareness about the education issues, and societal needs; and to develop their personality through community service, etc. All the students did the surveys on health and hygiene of the community, adult education and guidance service to the community, population education awareness and gender equity, scheduled in danger and chicken gunia, malaria, and safe drinking water, etc. The students were exposed to a popular talk on Pot Chlorination by project officer of Regional Science Centre. Students organised cultural programme at the slum for the community. The students did cleaning of the campus. Ruchika Sansthan, Bhubaneswar explained them the live demonstration of rain water harvesting. The community work came to an end with a community lunch on last day of the programme at RIE Campus. Demonstration Multipurpose School, Bhubaneswar The Demonstration Multipurpose School is an integral part of RIE, Bhubaneswar and acts as laboratory for trying-out innovative practices in school education and teacher education. This school is affiliated to the CBSE, New Delhi and it imparts education from Classes I to XII in English medium.
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Achievements of Students of DM School Inter Demonstration School Meet, 2010 was held at DM School, RIE, Bhopal in October 2010. D.M. School, Bhubaneswar was declared literary champion. Master Prabhakar Pradhan of Class X participated as a badminton player in the 56th National School Games held at Chandigarh from 7 to 12 January 2011. Master Preeyam Behera and Subhrajit Mallick of Class X presented a project Efficient Green Energy Production in Coastal Region in the National Science Exhibition organised by CBSE at Delhi. Master Sarthak Mohapatra, Master Preeyam Behera and Master Vishal Gourav Mallick of Class X presented a project Determination of Refractive Index of Liquid Using Laser Light and they were selected for National Science Congress. Master Anurag Sahoo and Master Chandan Samantaray of Class X presented a project on Prevention of Railway Accidents Using Ultrasound in the metals (e.g. iron) Twenty eight students of the school were awarded medals for securing 90 per cent and above marks in National Mathematics Olympiad, 2010. Master Somadutta Bhatta of Class X received a special shield for securing 100 per cent marks in National Mathematics Olympiad. Master Jyoti Ranjan Pagoda of Class VI secured 19th rank and Master Somadutta Bhatt of Class X secured 34th rank in International Level Mathematics Olympiad2010 organised by Science Olympiad Foundation, Delhi. Master Somadutta Bhatta of Class X won 1st prize in National Talent Test2010 organised by Times Gurukul.
Annual Report 2010-11
Annual Day Function DMS, Bhubaneswar
Results of Board Examination 2010 Class
Students Appeared
Students Passed
Pass %
X
93
93
100
XII Science
34
34
100
XII Commerce
12
11
91.6
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Regional Institute of Education Mysore The RIE, Mysore has been functioning as a Regional Resource Centre for School and Teacher Education and striving for academic excellence, innovation, professional competence, commitment and sharing of experiences and expertise to improve the quality of education in the southern region. The major academic functions of the RIE, Mysore are: designing and implementing innovative preservice teacher training programmes; conducting continuing education/ inservice training programmes for capacity building of the staff of DIETs, CTEs, IASEs and SCERTs and other educational functionaries of the States/ Union Territories in the southern region; carrying out research and developmental activities in various areas of concern to school education and teacher education; and offering consultancy on matters related to school education as well as teacher education.
Major Activities RESEARCH The institute is a recognised centre for undertaking doctoral research in education. Several steps have been taken by the Research Co-ordination Cell of the institute to strengthen the research activities. A total 42 scholars, both full time and part time, are pursuing doctoral study under various guides of the institute. Six of them have been awarded Ph.D by the University of Mysore and six research scholars in Education and Science have submitted their Ph.D. Thesis during 2010-11. Involvement of Local Self-Governments in Promoting Quality Education at the Elementary Level The programme was planned with the specific objectives to ascertain the involvement of local self-government in promoting quality education at elementary level. In consultation with state educational and local government functionaries, the initial planning was carried out. A workshop was conducted to develop tools from 16 to 20 August 2010. The case study was conducted and the report will be sent to SCERT, Thiruvananthapuram for information and necessary action at their end.
DEVELOPMENT
The programme was conducted to identify those content areas, which are difficult for teachers to transact in the classroom and to develop the training package for KRPs in transacting the identified content areas. A three-day workshop was organised to identify the difficult areas from 27 to 29 September 2010. This was followed by a workshop for development of material from 29 November to 3 December 2010. The material developed was reviewed and finalised. In the training package the unit lesson plan, characteristics of a unit, example of a unit plan, need for lesson planning, advantages of planning, content categories in mathematics, concept analysis, concept map, elements of lesson plan, instructional objectives, teaching aids, prerequisite knowledge, planning of learning experience, structure of a lesson plan and examples of lesson plans are included. Development of Training Package for KRPs to Train Teachers in Classroom Transactions in Science for Classes VI to IX The programme was conducted to identify the content areas which are difficult for teachers to transact in the classroom and to develop the training package for KRPs in transacting the identified content areas. A three-day workshop was organised to identify the difficult areas, followed by a workshop for development of material from 29 November to 3 December 2010. The material developed was reviewed and finalised in a workshop held from 14 to 18 February 2011. Development of Training Package for Junior Lecturers in Enrichment of Content and Classroom Transaction in Mathematics The programme was planned with an objective of achieving the targets to raise the competence level of teachers by producing appropriate content enrichment materials along with relevant inputs for transaction mode. An expert group meeting was organised to identify topics and format of the material to be developed from 20 to 22 December 2010. A workshop was held from 25 to 28 January 2011 with a group of experts and content enrichment material was developed on the identified topics. Exemplary material was also prepared. The final meeting of resource team was held to review and finalise the developed material from 21 to 25 February 2011. Development of Training Package for Junior College Lecturers in Enrichment of Content and Classroom Transaction in Biology The programme aimed at improving and developing the competency level of junior college lecturers by producing appropriate content enrichment materials along with relevant transaction mode in Biology. A meeting of experts was held on 27-28 December 2010 to identify topics and format of the materials to be developed. Resource material in Biology was developed in classroom transaction mode in a workshop held from on 31 January and 1 February 2011. The material developed was reviewed and finalised in a meeting of experts held from 21 to 25 February 2011.
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Annual Report 2010-11
Development of Training Package for KRPs to Train Teachers in Classroom Transactions in Mathematics for Classes VI to IX
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International Diploma in Guidance and Counselling through Distance/ Online Mode
NCERT
The course is opertationalised in three phases of distance mode, face-to-face contact programme mode and internship of three months duration. The second batch of the course started in the month of January 2010. Forty nine students were admitted to the course. Distance phase of the course was carried out from January to June 2010. Face-to-face contact programme was carried out from July 2010 to September 2010. Thirty two trainees attended the contact programme. The contact programme was enriched with lectures, demonstrations, role play and field visits to guidance agencies. During the school attachment programme, students were involved in conducting class talks, career talks, group discussions, workshops, group counselling, administration of various psychological tests, and organising career conference-cum-exhibition in their respective schools. The students at the end of contact programme submitted the reports of each practicum. Internship was carried out in their respective schools during October-December 2010, which was supervised by local supervisors as well as RIE faculty from time to time. At the end of internship, trainees submitted a report. Admission test and interview was conducted for the third batch of IDGC (2011-12). On 11 December 2010, 39 Indian students and one foreign candidate were admitted. An orientation programme was organised on 22 January 2011 for newly admitted students. During the orientation, students were provided with the details about the course and its structure, and the course materials were distributed. First tutorial for the 3rd batch of IDGC was organised from 18 to 19 March 2011. Online tutoring is also being provided to the students to facilitate their learning through course module for the first half of the distance phase. Training Programme for Paper Setters on the Latest Trends, Issues and Practices in Evaluation at the Secondary Level The objectives of the programme was to review the awareness of the paper setters on changed scenario of assessment and the new approaches for evaluating the learners’ performance, to identify the areas for the professional development of paper setters based on their awareness and priorities on NCF-2005, to design and develop a training package based on the identified priorities and to provide training to the paper setters. A planning workshop for analysis of the question papers was held from 18 to 20 November 2010. Planning and preparation of training material was completed in a workshop held from 27 to 31 December 2010. Training programme was conducted for the paper setters from 18 to 22 January 2011. The training package was finalised in a workshop held from 25 to 28 February 2011. Development of a Training Package on Communication Skills in English for High School Teachers (SUCCESS, Project Schools) in Andhra Pradesh The training package was prepared in a workshop held from 29 November to 3 December 2010. The training package included the modules on Written Communication, Presentation Skills, and Communicative English for Facilitating Group Tasks, Study Skills, Communication and Grammar Competencies, Sound System of English, Role-play in Classroom, Using the Language Lab for Better Communication, Non-verbal Communication and Barriers in Communication. The package was tried out on 40 KRPs from 17 to 21 January 2011. On the
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basis of the feedback, modifications and additions were made. The Government of Andhra Pradesh and the SUCCESS School authorities will use the training package. The institute will provide academic support on the content enrichment in the concerned subjects as per requirement.
This programme was planned with the objective to develop a manual of enrichment activities for elementary schools of Tamil Nadu and Puducherry. A workshop was conducted from 31 August to 1 September 2010 to identify the content areas and activities to prepare the manual of enrichment activities. A five-day workshop was held from 27 to 31 December 2011 where participants were given training in preparing some model lessons and paper folding activities. The enrichment manual has been prepared. Planning and Executing Short Term Research Projects in School Education The objectives of the programme were to orient about the salient features of short term research project work, develop suitable guidelines and research proposal format, identify some of the educational research problem areas and prepare short term research project report. A meeting was held to discuss on the different approaches to carryout short term research projects from 17 to 18 August 2010. The modalities of the four-day workshop for development of short-term research manual were finalised. A workshop for developing suitable guidelines and formats for research proposals was held from 27 to 30 September 2010. In the workshop tasks were assigned to groups to develop materials on the specified areas. In consultation with resource persons a format was developed. An orientation programme was held from 22 to 27 November 2010. In the programme the participants were oriented about the manual, filling up of the formats and finalising the draft of the formats. Different types of research, qualitative research, introduction to STR format, lab area studies and multi centric studies as approaches for STR, report writing and writing of executive summary of the report were also discussed.
TRAINING Empowerment of KRPs on Methodology of Qualitative Research through Project Mode A workshop was conducted to plan the activities of the programme, to identify the topics and resource persons and to prepare the trainer manual at SCERT, Thiruvananthapuram. Training modules were used to train the participants from DIETs of Kerala on Qualitative Research Methodology from 22 to 27 November 2010. During the training programme, the participants identified several problems which could be studied by using the techniques they learnt during the workshop. A workshop for finalisation of tools and techniques was conducted again at SCERT Thiruvananthapuram from 28 to 30 December 2010. Three projects were selected by the participants to work in groups. They are: A Study on the Utilisation of Information and Communication Technology in Upper Primary Schools of Kerala; Analysis of the Usefulness of the Handbook in Social Science in Standard VII with special reference to History, Political Science,
Annual Report
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Annual Report 2010-11
Development of Enrichment Activities in Mathematics for the Elementary School Students of Tamil Nadu and Puducherry
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Geography and Economics; and Analysis of Errors committed by Upper Primary School Students with Writing Difficulties in Malayalam. The participants as per their group requirement collected the data in their respective localities. Data analysis and writing preparation were done through workshop mode between 8 and 12 February 2011 under the guidance of external and internal resource persons. Training of KRPs of Upper Primary Tribal Schools of Kerala State on Content Enrichment in English and Social Studies
NCERT
The programme was conducted to identify the areas in which the content enrichment is needed from the textbooks of English and Social Studies of the upper primary classes and to develop the instructional strategies on the identified areas in English and Social Studies. A field visit was undertaken to identify the areas in which content enrichment was required. The material was developed in a workshop held from 8 to 12 November 2010. Modules in History, Geography, Civics and Economics were prepared on selected topics. Modules were prepared on The Sound System of English, Contrastive Features of the Syntactic Structures of English and Malayalam, Style of Teaching English, Language Rich Environment in a Tribal Classroom, Scaffolding the Tribal School English Teacher, Computer Assisted Language Learning, Using the Language Lab in Tribal Schools and Role-Play in Classrooms. The package was finalised in a workshop conducted from 20 to 24 December 2010. T raining of Pre-University KRPs of Kar nataka in Planning for Undertaking Action Research The programme was undertaken to enable Pre-university KRPs of Karnataka in planning and undertaking research activities. The training programme was conducted from 19 to 23 October 2010. The participants were oriented on the preparation of proposals for action research. Several proposals were developed by the participants at training programme. The participants were guided to undertake the research activities in their respective institutes. Orientation of State Education Functionaries on Right to Education The training programme was organised with the objectives to develop an understanding of the need, significance and features of the Right to Education, to develop awareness towards the duties of parents, government and local authorities to identify the responsibilities of schools and teachers, to develop an understanding of protection of rights of children, and to understand the role of state functionaries in executing the ACE. Two planning meetings were held on 8 and 9 August 2010. An activity for material preparation was held on 2-3 September 2010. The education functionaries were oriented from 15 to 17 September 2010. In the programme, the participants were familiarised with the Act and rights of the child. State-wise action plans were also prepared during the orientation programme. Training of KRPs of Andhra Pradesh, Karnataka and Tamil Nadu in Guidance and Counselling The training programme for the key resource persons was held from 29 November to 3 December 2010. The participants were trained on the concept of guidance and counselling, skills and competencies required for a guidance counsellor,
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techniques of counselling, career counselling and guidance activities to be conducted at secondary school level. An action plan to train the teachers in their respective states was also prepared and the participants were guided on carrying it out in their respective institutes.
The programme was planned to train the educational functionaries of Andhra Pradesh, Karnataka, Kerala and Tamil Nadu in bringing out guidelines for identification of educational needs and to organise a workshop for consolidation of the needs of the southern states. Workshop for consolidation of state needs was carried out from 25 to 27 October 2010. Orientation Programme on Continuous and Comprehensive Evaluation for the Teachers of Lakshadweep Islands at the Elementary Level The programme was planned with the objectives to revise the existing training materials on CCE keeping in mind the constructivist pedagogy, new textbooks and CBSE guidelines and to train the elementary school teachers of Lakshadweep Islands at elementary level, using the revised training package. The training material was finalised from 30 August to 1 September 2010. It included CCE in the context of constructivist pedagogy, formative and summative assessment, and identification of difficulties of learners and CCE in different subjects. The training programme was conducted on 24-25 November 2010. Training in Pedagogical Content Knowledge for Teaching Mathematics The programme was undertaken with the objectives to develop teachers’ competence related to the different components of pedagogical content knowledge in mathematics, to develop teachers’ ability to bridge content and pedagogy of mathematics, and to develop teachers’ ability to design and use activities based on constructivist approach to teaching. The training programme was held from 8 to 12 November 2010. Workshop on Theatre, Art and Heritage, Craft Traditions The programme was conducted with the objectives to develop an awareness of various art forms among student-teachers, to develop creative ability and communication skills among student- teachers by using different art forms, to understand the cultural diversity existing in various heritage crafts and folk art forms, to develop the skills of organising different art and cultural activities. The workshops were conducted during the weekends to train the students in theatre, art, heritage and craft traditions. Activities like paper cutting, wood cutting, leaf printing and oil painting were conducted. Basic training in theatre art was given to them in small groups. They enacted skits on selected themes under the guidance of resource persons. The programme was organised during August-September 2010 and February-March 2011.
Annual Report 2010-11
Capacity Building of State Education Functionaries of Southern States in the identification of Educational Needs
EXTENSION National Seminar on Pedagogy for Schools The national seminar was planned with the objective to provide a platform for different stakeholders in school and teacher education to discuss about various
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issues, concern and perspectives on pedagogy for schools. The three-day national seminar was organised from 2 to 4 March 2011. Eighty two delegates from all parts of the country participated in the seminar. The seminar deliberated on seven themes in separate sessions. Papers were presented on the theme ‘Single and Multiple Perspectives in Pedagogy’; ‘Generic and Subject Specific Pedagogies’; ‘ICT -Pedagogy Integration for Curriculum Engagement’; ‘Contextualising Pedagogy to the Classroom Realities’; and ‘Pedagogical Concerns in Curricular Materials’. A panel discussion was held on Models of Leadership in Pedagogy for Schools, Models of Leadership in Pedagogy for schools’ and ‘Teacher Preparation and Professional Development for Implementing Pedagogical Perspectives in Schools’. Abstracts of the selected papers were distributed among the delegates. Science Camp 2010
NCERT
The Summer Science Camp 2010 was held at RIE, Mysore from 17 to 26 May 2010. The camp was inaugurated by Professor K. Dorasami, Principal, RIE, Mysore. Students from different schools of Mysore along with students from DM School participated in the camp. Principal stressed the need to develop scientific temper among children and urged them to take active part in the activities of the camp. Sessions were arranged on science experiments with low cost materials, demonstration of science concepts with games and puzzles, reporting and maintenance of dairy on observations in science, food adulteration, film shows on alternate material instead of materials from animal origin, interesting experiments in science, visit to zoo, water investigation, rocks and minerals, clay modeling, nature walk, snake demonstration, sculpture art, visit to milk diary, origami, bird show, bird watch, food and nutrition, visit to natural history museum and yoga during the camp. Extension Lecturers The programme is conducted with a view to provide a special forum for both students and faculty for academic discussion with scholars in different areas of knowledge, to promote a healthy debate and interaction on various areas of contemporary concerns and interests and to generate interest and enthusiasm among students and faculty in various fields of knowledge. The following lectures were organised in the institute for the year 2010-11 Dr D. Khader Valli, an environmentalist from Mysore delivered a talk on ‘Health, Food and Environment’ on 16 September 2010 in connection with World Ozone day: Professor Shantha Sinha spoke on ‘Right to Education and Banning of Corporal Punishment’ in the 3rd Zakir Hussain memorial lecture held on 20 September 2010. Bramha Kumari Yogeshwari spoke on ‘Empowerment through Values and Spirituality and Clean the Mind and Green the Earth’ on 22 October 2010. Professor Sheik Ali addressed the audience on ‘The Life and Work of Maulana Abul Kalam Azad’ during the National Education Day held on 11 November 2010 to commemorate birth anniversary of Maulana Abul Kalam Azad. Dr Madhav Chavan delivered the 4th Zakir Hussain Memorial Lecture on ‘Changing Times: Demand Change in Education’ on 28 January 2011. Dr Siddaramaiah spoke on ‘Nano Technology’ as a part of National Science Day celebration on 28 February 2011
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A four-day workshop on School Based Experiences and Supervision of Practice Teaching for Cooperating Teachers of B.Sc.Ed Internship Programme of RIE, Mysore from the four centres for Internship in Teaching from the Southern Region was organised from 21 to 25 June 2010. Cooperating Teachers and Headmasters of the selected schools from the southern states attended the conference. The internship centers were Hindupur in Andhra Pradesh, Shimoga in Karnataka, Kannur in Kerala and Coimbatore in Tamil Nadu. The internship was carried out from June 28 to 7 August 2010. The teachers of the cooperating schools as well as the institute faculty supervised internship. Mathematics Training and Talent Search Programme 2010 It is a national level programme sponsored by National Board of Higher Mathematics, Department of Atomic Energy, Government of India. Around 120 undergraduate and postgraduate students in Mathematics from all over India were selected to participate in the 27 days training programme. Their mathematical talents were identified and nurtured through innovative methods of teaching and learning. Renowned mathematicians/mathematics teachers from prestigious institutes and universities participate in this programme as resident faculty. It was held from 17 May to 12 June 2010. SSA Monitoring for Kanataka The SSA monitoring reports of Kolar, Mandya and Chikaballapur have been completed and submitted to MHRD through Ed.Cil. Currently, the monitoring works of three districts of Karnataka are going on. They include Mysore, Mandya and Hassan. As a nominee for the 13th Joint Review Mission, Professor C. G. Venkatesha Murthy visited Uttarakhand along with the World Bank specialist from Washington DC, USA, and submitted a report on the status of implementation of SSA in Uttarakhand to Government of India, MHRD. Students’ Placement The Placement Cell of the Institute has scheduled campus interview by 33 reputed schools from within and outside southern region. 16 schools have already conducted the interviews and offered jobs to most of our outgoing students. KVS has conducted campus interview at the Regional Institute of Education, Mysore for the first time for recruiting PRTs and TGTs in KVs. Thus the outgoing students of the Institute had excellent opportunities for placements in schools. List of On-going/Carried Over Programmes International Diploma Course in Guidance and Counselling through Distance and on Campus Mode in Collaboration with CoL, Canada
Annual Report 2010-11
Internship in Teaching
Early Childhood Care and Education (ECCE) Programme in DM School, RIE, Mysore Workshop on School Based Experiences and Supervision of Practice Teaching for Cooperating Teachers of B.Sc.Ed. and M.Sc.Ed Internship Programmes Workshop on Theatre, Art and Heritage, Craft Traditions Summer Science Camp for Students of Rural Upper Primary Schools Implementation of CCE in KV and NV Schools of the Southern Region
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National Seminar on Preparation and Professional Development of Teacher Educators Development of Text Book on Assessment and Evaluation Training of KRPs of SCERT and CTEs of Southern Region and Puducherry on Planning, Implementation and Monitoring of Continuous and Comprehensive Evaluation at Secondary School Level Training Programme for Elementary Teacher Educators in Inclusive Education from Southern Region Training on Emerging Pedagogies and Assessment Practices in Chemistry at Senior Secondary Level
NCERT
Training on Emerging Pedagogies and Assessment Practices in Biology for Senior Secondary Teachers of four Regions KN, TN, AP & PU and LD Training on Emerging Pedagogies and Assessment Practices in Mathematics at Senior Secondary Level Training of KRP’s on IT Enabled Curriculum Transaction in Science at the Secondary Level Training of DIET Faculty on Lab Area Activities for Improving Quality of Elementary Education in Andhra Pradesh Training of DIET Faculties and Teachers on Mathematics Laboratory Approach to Teaching of Mathematics at the Upper Primary Level (Andhra Pradesh and Puducherry) Training on Institutional and Instructional Strategies for Low Achievers at the Secondary School Level (Andhra Pradesh) Training in Communication Skills for Teaching different School Subjects in English Medium Schools. Training of Head Masters on Educational Leadership in Upper Primary Schools. Training of Junior College Lecturers of Karnataka on Curriculum Development. Development of the Training Package on Content Enrichment in General Science for Teachers of Secondary Stage of Ashram Model Residential Schools Development of the Training Package on Content Enrichment in Mathematics for the Teachers of Secondary Stages of Ashram Model Residential Schools. Training on Guidance and Counselling for the PGTs of UT of Lakshadweep Training of DIET Faculty on Task Based Approach to Language Learning in Primary Schools Effectiveness of Project Based Approach to Teaching of Science at Secondary School Level. Demonstration Multipurpose School, Mysore The Demonstration Multipurpose School has been functioning as an experimental wing of the institute. The teachers of the DM School extend their academic support to various in-service programmes of the institute. The school offers Guidance and Counselling facilities to its students as well as the parents.
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Achievement in Sports and Co-curricular Activities
The Inter Teacher Training Institute Games Competitions was held in the Institute from 23 to 26 February 2011. In a well contested competition by ten institutes for each game, RIE, Mysore team emerged as winners in Volleyball (Men), Runners in Cricket and the Women’s team were runners in Throw Ball. The DM School Mysore emerged as Champions in athletics in the Inter Demonstration School Meet held at RIE, Ajmer Master Nageshwar of VIII Standard exhibited a model “Magic Tunnel” in the Jawaharlal Nehru Science Exhibition for Children 2010-11 held at Jaipur, Rajasthan. His model was highly appreciated and was selected to be represented at 98 Children’s Science Exhibition along with Shashank Belagli and Nagananda Nayak during Science Congress held at Chennai in January 2011. Results of Board Examination 2010 Class
Students Appeared
Students Passed
Pass %
X
68
65
96
XII Science
34
29
85
XII Commerce & XII Humanities
12
11
91.6
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Annual Report 2010-11
Kalasangama-2010 a Cultural Fest was organised at the Institute from 11 to 13 March 2011. An instrumental music programme “Nada Lahari’” was presented by Shri V. Krishna Murthy and Group a drama ‘Kindara Jogi’ was staged by JSS Kala Mantapa, Mysore and Bhushan Academy presented Vishishta Nritya
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North-East Regional Institute of Education, Shillong The North-East Regional Institute of Education was set up at Shillong to cater to the educational needs of the North-Eastern States, viz. Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura. The institute aspires to emerge as a leader in the field of school education in the North-Eastern Region by playing the role of a pro-active organisation. The institute provides academic and technical support system to assist and advise the governments of the above mentioned states on policies and programmes on all aspects of school education and state curriculum. It primarily aims at capacity building of the state and district level resource institutions/teacher education institutions and state boards of secondary education and higher secondary education located in the region by undertaking research, development training and extension programmes. The institute engages itself in the promotion and support of the programmes of the Government of India and the NCERT, development of school education in the North-Eastern States, and development of a different kind of professional identity in the areas of language education, science and mathematics education in the light of NCF-2005, teachers professional development, research on sociological and cultural dimensions of education, etc. The programmes of the institutes focus on development of need-based interventions for the special problems of school education in the region such as the problems of under qualified and untrained teachers, high rates of school dropouts, low levels of pupil achievement, etc. The long term role of the NERIE would be to facilitate development of human resource in the region so that the States are able to provide quality inputs in all aspects of school education.
Major Activities RESEARCH Impact of Community Intervention on the Quality Education in NE India: A Case Study of Manipur The research focuses on educational system of two blocks of Manipur namely, Kakching and Wabagai of Thoubal district. It concerns the relationship between local governance, community participation, and school processes, and also seeks to inter-relate these aspects with quality education in these two blocks. The study reveals that there is a big gap between the community and school process in both the blocks. Under SSA, school is assumed to be owned and monitored by the community. Therefore, the government authorities withdraw from their
traditional responsibilities of monitoring school process. As communities are also not much aware of the role to be played by them, there is no monitoring of the school especially in the rural areas either by the government or by the community. In this backdrop private English medium schools are coming up in Manipur where more than 63% of children are enrolled in private English medium schools.
The study was carried out with the objectives of finding out the status of commerce education in states in terms of infrastructure, teachers, management and also the status of teachers in terms of training, gender, area, SES, qualification, etc. The study reveals that majority of the commerce higher secondary schools are government schools and some of the private schools which do run commerce stream had to shut down commerce stream due to low enrolment. The students prefer government schools because of the fee structure. The finding also shows that most of the schools do not have proper infrastructural facilities like classroom, playground, display board, drinking water facilities, library, and staffroom, etc. Further the number of male teachers teaching commerce education is higher when compared to female teachers. Most of the teachers teaching commerce subjects do not have a teaching degree and most of the teachers use lecture method in the classroom. There is no link between institutions and industries in this area. Education in any discipline has two inter-related and inter-linked complementary aspects-conceptual knowledge and practical knowledge. Both are complementary to each other and commerce education in North-Eastern Region is lacking in this aspect. Therefore, to improve the quality of this stream the classroom teaching methods should be reoriented more on practical approach.
DEVELOPMENT Development of Material for Strengthening Existing School Curriculum and Syllabus for HIV/AIDS Education at the Higher Secondary Level A workshop for the development of material for strengthening existing school curriculum and syllabus for HIV/AIDS education at the higher secondary level was organised at NERIE, Shillong from 2 to 6 August 2010. Experts in the area of curriculum and textbooks from state Board of Higher Secondary Education and other experts from NACO, NGOs and universities contributed in the workshop. Training-cum-Workshop for the Development of Language Primers in Recognised Languages of Manipur with reference to NCF-2005 The programme was held in two phases at Board of Secondary Education, Manipur from 9 to 13 November 2010 and 15 to 19 November 2010. The objectives of the programme was to develop language primers in minority languages of Manipur, namely, Tanghkul, Rongmei, Kom, Mao, Zou, Paite, Hmar, Thadou-kuki, Lushai, and Vaiphei and to promote language education in NorthEastern Region. The workshop charted out the contents of the primer. The workshop identified the teaching points, language goals and the accompanying pedagogy to develop the primer. The primer development process that was followed had a bearing with the principles of moving from known to unknown, from simple to complex and familiar to unfamiliar. It began with the following language teaching goals in respective primary classes. Listening to the language,
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Annual Report 2010-11
A Status Study of Commerce Education in Higher Secondary Schools of North-Eastern States
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speaking, using the language to introduce one-self and a few logically arranged sentences, identification of alphabets, ability to follow simple commands, ability to sing or recite few songs, rhymes, formation of simple words, formation of simple sentences, numerals from 1-50, names of the days of the week, months in a year, capital, small letters, telling about something in a small paragraph. Twenty language experts from the respective literature societies participated in the programme. Development of Training Module for KRPs on Inclusive Education for North-Eastern Region
NCERT
The training module on inclusive education for North-Eastern Region was developed to cater to the needs of hearing impaired and mentally challenged children in mainstream schools. The objectives of the module are to suggest methodology and materials for building up inclusive classroom and to build the capacity of KRPs in initiating inclusive system of education in the schools. The training module highlights the importance as well as the methods for identification and assessment of children with impairment and the methods, strategies and approaches for teaching hearing impaired and mentally challenged children in subjects like language, social studies, mathematics, etc. Manual on Sign Language for Deaf Education at the Secondary Level The main objective of the programme is to develop a manual on Sign Languages of the North-Eastern Region with special reference to Indian sign language. In order to create an awareness of the linguistic status of sign languages and its significance in language education, this manual contains a description of the grammar of sign language particularly shilling sign language. Teacher educators of SCERTs/DIETs are the target groups for the programme. Development of a Self-instructional Package in History for Senior Secondary Teachers of North-Eastern Region to Handle New Textbook Developed by NCERT A workshop for the development of a self-instructional package in history for senior secondary classes was held at NERIE, Shillong from 6 to 10 December 2010. Resource persons from NEHU, Shillong, Dibrugarh University, DM College of Teacher Education, etc. contributed in the programme. Issues related to the History of NE Region were also covered in the package. Development of a Self-instructional Package in Social Science (History) for Upper Primary Teachers Based on NCF-2005 and NCERT Textbooks for KVs, NVs and CBSE Affiliated Schools of North-Eastern Region A five-day workshop was organised at NERIE, Shillong from 25 to 29 October 2010. The objectives of the programme were to: enrich the knowledge of History with reference to local, regional, national and global context; develop a package on methods, examples techniques, themes for helping the learners to acquire the knowledge and skill in social science (History) in North-Eastern perspective; and develop a package to promote creatively, aesthetic sense and critical understanding of the changes taking place in the society. The NCF-2005 has suggested new guidelines to make teaching learning, connecting knowledge to life outside the school, enriching the curriculum so that it goes beyond the textbooks and integrating local, regional, national and global knowledge.
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Therefore it is necessary to orient teachers and teacher educators by a package to handle new textbooks in history developed by NCERT in actual classroom situation, in designing and carrying out activities beyond textbooks and outside schools.
Sample eco-friendly craft from different states of North East India viz, Arunachal Pradesh, Sikkim, Manipur, Tripura, Assam and Mizoram were collected and displayed in the gallery. These crafts reflect the sense of artistry and proficiency of the tribal people. Their aesthetic sense is amply reflected in the matching colour, arrangements of innumerable designs, such as coloured stripes and bonds, etc in their garments, ornaments, etc. Typical musical instruments, fishing implements, pottery, and basketry all depict the culture, traditions and the way of life of the indigenous tribal people of North East. This gallery will go a long way in the promotion and dissemination of culture and life of North East tribal people. Capacity Building for the Teachers of Arunachal Pradesh, Mizoram and Tripura on Action Research The programme was conducted at SCERT, Abhoynagar, Agartala from 17 to 21 August 2010. Teacher educators, DRC functionaries, teachers from the schools of Arunachal Pradesh and Tripura participated in the programme. The main objectives of the programme were to aware and familiarise the participants with the relevance of action research in teaching profession, salient features and steps involved in action research, and to experience with the development of proposal. The programme course includes identification of research problem, writing, title and objectives and formulating hypothesis, concept of research design, development of tools for action research, data collection, analysis of data, testing of hypothesis and interpretation in action research in the context of school teachers. Feedback was collected in the form of individual assignment on development of proposal for action research in the selected areas. Short Term Training Programme for the Teachers of Meghalaya, Mizoram, and Tripura on Environmental Studies The programme organised at NERIE, Shillong from 1 to 5 January 2011 with the objectives to aware the teachers with the causes and factors for environmental degradation, need for conservation and restoration of environment, means and ways for integrating environmental education with other subjects and strategies of teaching in terms of exposure to immediate surroundings for real understanding and teaching through activities. Teachers from secondary and higher secondary Schools of Meghalaya participated in the programme. The content of the programme were status of Environmental Studies and shortcomings in school system, importance of language in teaching-learning of Environmental Studies, place of local knowledge in Environmental Studies teaching, global warming, climate change water quality and testing for quality, role of forest in maintaining ecological balance in general. The environmental problems of NorthEastern Region such as water pollution in Meghalaya, soil erosion, shifting cultivation and deforestation in the states of Meghalaya, Mizoram and Tripura were also discussed. Emphasis was also given on the curricular issues of EVS in the context of Meghalaya state.
Annual Report
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Annual Report 2010-11
Development of a Mini Gallery for the Depiction of Eco-friendly Tribal Life and Cultures of North East India and Subsequent Sensitisation Programme at NERIE
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Development of TLMs for the Selected Non-Schedule Language Speaking Students of Nagaland and Meghalaya
NCERT
The programmes for the development of TLMs were held in three phases at NERIE, Shillong on 22 to 23 July 2010, from 23 to 27 August 2010 and 28-29 October 2010. The objectives of the programmes were to develop TLMs for the selected non schedule languages speaking students of Nagaland and Meghalaya at the upper primary level for Angami, Ao, Lotha, Yimchingre, Khasi and Garo. The first phase of the programme was a training on how to develop local specific TLMs, the possible resources and the ways of selecting the content. The developed materials include the local folk songs, folk tales, rhymes and the basic vocabulary, the proverbs and few topics on the culture of the language speakers. The lessons are organised in such a manner so as to make them interesting to the child and at the same time able to comprehend the text using local specific contents which are familiar to the child. At the same time the exercise of the text gives a scope for their creativity and development of analytical skills to the children. Language experts from the Directorate of School Education and teachers participated in the programme.
TRAINING Training of Teachers of Manipur and Nagaland on New Methods and Techniques of Assessment and Evaluation of EVS at the Primary Level All the states and UTs have been advised to revise the curriculum and syllabus. As a result, all the states in North-Eastern India had revised the school curriculum and syllabus as per NCF-2005. The main objective of the development of new curriculum and new textbook is to bring a major shift in the classroom teaching, learning and assessment process. However, much change especially in the area of assessment is not seen. Keeping this objective in mind the programme was organised at BSEM, Imphal from 14 to 18 February 2011 to enable the participants to inform and aware about the new methods of assessment and evaluation, and also to equip themselves with new methods and techniques of assessment and evaluation. Altogether 47 master trainers participated in the programme. Stress Management for District and State Level Officers in the Educational Set Up The programme was held at NERIE, Shillong from 8 to 11 June 2010. The major objectives of the programme were to: equip the SCERT and DIET faculty and other officers to manage stress; and enable them to further hold such workshops for school teachers. Stresses in the workplace, personal lives in the educational set up were focused in the programme. Group work was done to identify the various sources of stress in professional as well as personal spheres. A session on stress and yoga was also included in the programme. Various scales were administered on the participants to enable them to learn their stress style and how certain personality traits predispose one towards stress. Orientation of Teacher Educators of North-Eastern Region on Teacher Professionalism The orientation programme was organised at NERIE, Shillong from 25 to 29 October 2010. The objectives of the programme were to: create awareness about
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Training of KRPs on Sign Language in Promoting Inclusive Education An instructional material on Sign Language for Deaf Education with reference to Indian sign language at the primary level was developed in 2009. A training programme for teacher educators from SCERTs, DIETs and SIEs was conducted with the help of this material at NERIE, Shillong from 2 to 6 August 2010. Training of Teachers on Teaching Minority Languages of Nagaland and Tripura The training programme was conducted at NERIE, Shillong from 20 to 24 September. The programme was organised with the objectives of orienting teachers with regard to minority languages and to train the teachers on new methods and techniques of teaching mother tongue. The training programme was attended by language officers and language teachers from the state of Nagaland. The programme focused on the issues of education in mother tongue, conditions of minority language teaching in the state, position paper on teaching of Indian languages, The concept of mother tongue, constitutional provisions and mother tongue education, multilingual education, different writing systems, the question of script, development of teaching learning material, community involvement and the use of multimedia in teaching of mother tongues, sign language as a minority language and the assessment and evaluation in languages. Gender Issues in Education for Teachers and Teacher Educators of North-Eastern States The programme was organised with the objectives to sensitise the teachers and teacher educators on gender issues in education, to train them to transact the textbooks in a gender neutral way in the classroom, and to discuss the different approaches of handling existing notions and stereotypes of gender discrimination in the schools at NERIE, Shillong from 9 to 13 August 2010. The programme was attended by 21 teachers and teacher educators from all the states of North-East India. The topics discussed in the programme were Introduction to Gender, Gender Identities and Socialisation, Mass Media and Its Implication, Politics and Reservation, Curriculum and Pedagogy, Gender and Education in North-East India, Achieving Equity Disability and Gender, Gender and Language, Gender and Environment, Gender Issues and School Textbooks, Women Education and Legal Issues, Gender and Science, etc.
Annual Report
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Annual Report 2010-11
professional responsibilities of teachers, and teacher educators of North-Eastern States; develop understanding on new curriculum guidelines; impart knowledge about learners and their learning patterns; inform recent curriculum transaction skills; and discuss the curriculum changes in teacher education. The programme was intended to build the professional competence of teacher educators at SCERT, DIET, BTC, and other colleges of education. It was also designed to provide them an opportunity to discuss and understand the role alterations as well as equip them to deal with recent changes. Topics covered in the programme includes: Teaching as a Profession, Aims of Education, Recent Approaches for Teaching and Learning, Curriculum Changes in Teacher Education, Communication Skills for Teacher, Continuous and Comprehensive Evaluation, Teaching of Social Sciences, Inclusive Education, Social Responsibilities of Teacher, Integration of ICT in Teaching, and Ethics of Teaching Profession, etc.
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Training of KRPs of North-Eastern States in Examination Reforms with Reference to Evaluation Techniques and Question Paper Setting for Social Sciences at the Secondary Level
NCERT
The training programme was held at NERIE, Shillong from 18 to 22 October 2010. KRPs from Assam, Meghalaya, Mizoram, Nagaland, and Sikkim participated in the programme. The objectives of the training programme were: to sensitise the DIET faculty and secondary teachers of North-East States on the importance of making examination more flexible and integrated into classroom life as emphasised in NCF-2005, and to train the KRPs on the new methods of evaluation pattern and question paper setting with reference to the social science textbooks of secondary level developed by NCERT based on NCF-2005. The topics deliberated in the training programmes were: Tools and Techniques of Evaluation, Achievement Test, Evaluation in Social Study Teaching, Continuous and Comprehensive Evaluation, Model Question in Geography/ Economics/History, Diagnostic Tests: Purpose and Use, Testing Critical Thinking Skills, Continuous and Comprehensive Evaluation, Grading, etc. Training of Key Resource Persons of North-Eastern States on Child Rights and Child Protection The training programme was organised at NERIE, Shillong from the 13 to 17 September 2010. KRPs from the states of Meghalaya, Mizoram, Assam and Sikkim participated in the programme. The main objectives of the programme were to raise awareness and sensitise teachers and teacher educators on protecting children from abuses, injustices, deprivation, etc. which is a severe violation of human rights. The training programme focused on the NCF-2005, Child Rights and Child Protection, The Right to Development-Education and health, Child Trafficking, Child Labour, Child Abuses, Role of the Teacher, Value Education, Psychological Effects in Children Arising from Abuses, The Differentlyabled Child, Socialisation and Gender Issues, and Protecting Children Environment. Participants realised the importance of setting up a child protection cell in their SCERTs and DIETs. Orientation of Secondary Teachers of Arunachal Pradesh on the Use of New Social Science Textbooks for Class X Developed by NCERT The orientation programme was organised at NERIE, Shillong from 2 to 6 August 2010. This programme was conducted with the overall objective of helping the teachers to understand the philosophy and spirit of NCF-2005 so as to enable them to transact the social science textbooks in actual classroom situation based on the new approaches and strategies advocated by NCF-2005 curricular issues and pedagogic concerns. The topics included in the orientation programme, National Focus Group Position Paper on teaching of social sciences, critical pedagogy, the constructivist approaches to teaching and learning followed by demonstration classess by the resource persons for transacting the new Social Science textbooks for Class X in the light of NCF-2005 Training Programme on Diagnostic Testing and Remedial Teaching for DIET Faculty, Coordinators and Key Functionaries for Nagaland and Meghalaya A five-day programme was organised at NERIE, Shillong from 8 to 12 November 2010. Thirty three participants from the states of Nagaland and Meghalaya
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attended the programme. The objectives of the programme were: to orient the participant on the concepts and skills of diagnostic testing and remedial teaching in the light of NCF-2005; to develop diagnostic tests in language, mathematics and environmental studies of elementary level and their field trial, and to develop an understanding how to go about remediation based on diagnostic test results.
The orientation programme of was held at NERIE, Shillong from 7 to 11 March 2011. Sixteen KRPs from Arunachal Pradesh, Meghalaya and Mizoram participated in the programme. The topics discussed in the programme were characteristic of mathematics, reasoning in mathematics, inductive and deductive reasoning, mathematics kit for secondary level, pedagogy of mathematics, quadratic equations, concept of probability, ICT enabled teaching-learning of mathematics, geometry lessons in NCERT mathematics textbooks, numbers, etc. Capacity Building of the Secondary and Higher Secondary Teachers of North-Eastern States in Evaluation The training programme was organised to improve the evaluation strategies and to empower the teachers and teacher educators in paper setting in their respective schools at NERIE, Shillong from 23 to 27 August 2010 for the state of Assam, Meghalaya, and Tripura. The training programme was formulated with the objectives: to provide a platform to teachers and teacher educators to have discussion with the examination experts in the science and seek clarifications from them; to provide a background for necessary intervention wherever possible for enriching the quality of examination at secondary stage within science discipline; and to provide a platform to the key resource persons to share ideas with their fellow colleagues teaching the same subject and grade level so as to plan teaching and its evaluation in a renewed fashion. Sessions on school based evaluation and its relevance with respect to strategies for effective implementation of Continuous and Comprehensive Evaluation, and typology and analysis of question paper of different boards of previous years were taken up during the programme. Various components of evaluation techniques, tools, formation and usage of blue print, usage and merits of grading and analysis of board question paper, and formation of model question paper were also discussed. Orientation of Senior Secondary Teachers of CBSE and Affiliated Schools in Teaching Concepts of Biology The training programme was organised at NERIE, Shillong from 7 to 11 February 2010 with the objectives to equip the teachers of CBSE and the affiliated schools of senior secondary level in teaching certain difficult concepts of biology; to facilitate teachers in removing hard spots of biology; and to provide teachers of biology of with a platform for interaction with the experts in the area along with their own fellow colleagues. Various components of biology teaching respiration, cancer, lifestyle diseases, impact of modern lifestyles on human physiology, etc. were discussed during the programme.
Annual Report 2010-11
Orientation of KRPs of North-Eastern States on the Use of NCERT Mathematics Textbooks at the Secondary Level
Training of Higher Secondary Chemistry Teachers of the States of Meghalaya and Mizoram on the Use of Micro Scale Chemistry Laboratory The programme was organised at NERIE, Shillong from 5 to 9 July 2010. Higher secondary teachers from the states of Meghalaya and Mizoram participated
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in the programme. The programme was organised with the focus on practical aspect of teaching chemistry at the higher secondary level keeping the fact that significant percentage of teachers are not having proper infra-structure in their schools for carrying out practical and most of the teachers are also not trained in the aspect. Training of the Secondary School Teachers of North-Eastern States on the Use of Free Software in School Education
NCERT
Training programmes on the use of free software in school education were organised for the states of Manipur and Nagaland at NERIE, Shillong from 28 June to 7 July 2010 from 15 to 24 November 2010 and for the states of Arunachal Pradesh and Sikkim from 21 February to 2 March 2011. The participants learnt about the basics of computer, computer, hardware and software, free software, installation of free software, open office.org writer, open office.org calc, internet, browsing with free software browser, RSS feeds, computer aids in teaching, etc. Teachers were also trained on the basics of computing and free software, to install Ubuntu and how to use spreadsheets, word-processing software and graphic software, how to use internet as per their professional needs, Google Earth, etc. Orientation of KRPs on Climate Change in the Context of North-East The orientation programme was held at NERIE, Shillong from 22 to 26 November 2010 in which eleven KRPs from Anrunachal Pradesh, Assam and Meghalaya participated. The topics related to climate change such as climate change and its impacts on water resources in general and in North East Region in particular, climate change and chemical safety, climate change and biodiversity, history of global negotiations on climate change and sustainable development, traditional knowledge and climate change, climate change and energy, climate change and north eastern hills of India, climate change and its implications on human security of Himalayas and climate change and solid waste and management were discussed in the programme. Orientation Programme for the Key Functionaries of Assam, Arunachal Pradesh, Sikkim and Tripura on Inclusive Education The programme was organised at NERIE, Shillong from 17 to 21 January 2011 with the objectives to sensitise the key functionaries on inclusive education, government provisions for disabled children, curricular issues and practices required for inclusive classroom. The programme includes topics such as importance and concept of inclusive education, necessary steps and role and functions of stakeholders at different levels, school factors and role of teachers in implementing inclusive education and development of inclusive schools. There was a session on importance and need for community participation, and role of NGOs, educational and financial provisions for disabled children along with the mobilisation of resources in the happening of real inclusive education. Orientation on Constructivism and Critical Pedagogy for the DIETs of Mizoram and Nagaland The programme was organised with the overall objective of helping the DIET faculty to understand the constructivist approach to teaching and learning and critical pedagogy at NERIE, Shillong from 22 to 26 November, 2010. The sessions of the programme revolved around the concerns and significance of NCF-2005
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with special emphasis on constructivist approach to teaching and learning and critical pedagogy and how these principles can be applied in teaching of various subjects in actual classroom situation.
EXTENSION
The seminar was held from 7 to 9 February 2011, at NERIE, Shillong. Seventeen papers were presented in this seminar covering different aspects of environmental studies and education with special reference to the situation in North-East India. The themes and sub-themes of the seminar are stated below The State of environmental education in the region-It covered issues such as status of environmental education at various levels in the region, habitat and learning, sensitisation, curriculum, pedagogy, teaching-learning materials, textbooks, classroom transaction, NCF, 2005, etc. Environmental Issues of the region-Sustainable development, traditional knowledge and its inclusion in the EE, water resource, rain water harvesting, water management, sanitation and health, Jhoom cultivation, environmental degradation, physical environment of schools, etc. Role of language in environmental education Gender and environment Disaster management and school education Climate change and North East region Role of NGOs and civil society groups in environmental education ICT and Environment Education—Role of ICT in environmental education. National Seminar on Right to Education Act, 2009: Its Prospects and Challenges The seminar was held at NERIE, Shillong from 7 to 9 March 2011. The government of India has passed the historic Act known as Right to Free and Compulsory Education Act-2009, which emphasised education as the fundamental right for every child in the country. However, the success or failure of this Act would largely depend upon how effectively the Act is implemented. Lots of challenges are also observed in process of Universalisation of Primary Education. These challenges are inequality, rigid social norm, poverty, terrorism, violence, conflict, gender, geographical difficulties, etc. The region also has more than 50 per cent of untrained teachers, while the national average is below 20 per cent. In this situation the quality of education that a child is receiving from our government schools is questionable today. Therefore, the successful implementation of this Act will again depend upon how the particular state can effectively control over those challenges. Therefore, it is highly important to understand different challenges specific to different social, cultural, ethnic and geographical groups living in the country. It is in this view that the seminar was organised to provide a platform where we can share and discus on various issues related to this Act. This step will help the educational planners, administrators and teachers to take their activities in proper direction. Altogether 43 papers were presented in the seminar.
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Annual Report 2010-11
National Seminar on Problem and Prospects of Environmental Education in Schools of North-Eastern Region
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Art Fair-cum-Sensitisation Programme on Art Education The programme was held at Srimanta Sankardev Kalashetra, Guwahati from 4 to 8 October 2010. Students from the states of Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Sikkim and Tripura participated in the programme. The specific objectives of the programme were to promote art education and motivate students, teachers, planners, etc. of the North-Eastern States on art education, and to encourage the creative expression of children. Workshops on vocal music, dance and drama, painting and clay modeling, were also conducted as a part of the activity. NERIE Bulletin
NCERT
September 2010 issue (Vol. ii, No. 2) of the NERIE bulletin was brought out. The bulletin mainly highlights the activities of golden jubilee celebrations of NCERT, institutional programmes, faculty news, extension programmes and also incorporates articles related to education. International Diploma in Guidance and Counselling The 2nd International Diploma in Guidance and Counselling was held in the year 2010 – 11 at NERIE, Shillong. The contact programme continued for 3 months from July to September. During the contact programme classes were held on the theoretical bases of guidance and counselling and theory related to each of the practical. The students conducted various activities related to guidance and counselling like career talk, class talk, group discussion, workshop, career exhibition, psychological testing and counselling for students in three schools of Shillong. The examinations for the 2nd batch were also held in the month of September 2010. Selection test and interviews for the 3rd batch were held in December 2010 and the new batch started form January 2011. The 3rd batch has a total of 12 students enrolled for the course. The tutorial has already been conducted for the 3rd batch. NCERT Memorial Lecture Series The fourth B.M. Pugh memorial lecture was held on 10 November 2010 in the North-East Council Secretariat, Shillong. The guest speaker was Shri Vinod Raina, member, Central Advisory Board of Education, Convenor Basic Education, Bharat Gyan Vigyan Samiti, and was also recently engaged in advocacy work for Right to Education legislation and was member of its drafting committee. Shri Hassibuddin Ahmed, a senior advocate of the Guwahati High Court chaired the session. The lecture was attended by a large number of teachers, students, writers, artists, NGOs, government servants and members of the local communities. Shri Ahmed briefly introduced the theme ‘Education and Knowledge in the Time of Globalisation: Inclusion, Quality and Agency’. The speaker introduced the theme with an elaborate historical analysis of the change and continuity in the system of education over periods of time to situate the question of inclusion, quality and agency in its correct perspective. The Right to Education was then reflected and touched upon, and wherein issues like inclusion, quality and agency found a place in it. List of On-going/Carried Over Programmes Role of NGOs in School Education at the Elementary level: Insights from NE India
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Development of a module on Child Rights and Child Protection for Teacher Educators Development of a Framework on the “Challenge and Opportunities of Implementing Right to Education in the North East Region” Development of Materials on Constructivist Approach to Teaching of Social Science (Democratic Politics) at Secondary Level
Documentation of Traditional and Indigenous Knowledge System Related to Biodiversity, Oral Tradition, and Art prevalent in Different Communities of North-East India. Development of Teachers’ Manual on Continuous and Comprehensive Evaluation (CCE) of Environment Studies (EVS) at Primary Level Development of a Source Book on Indigenous Practices of Conservation and Sustainability in North-East context. Development of Syllabus on ICT for Certificate Course at NERIE Development of a Source Book on Climate Change in the Context of NorthEast. Developing a Manual for Teachers for Early Identification of Psycho-Emotional Problems of School Children Development of Training Module for KRPs on Inclusive Education for North East Region. Development of Language Database of Minor/Tribal Languages. Development of Tools/Language Kits for Teaching English to Children with Special Needs to Promote Inclusive Education. Development of Teachers’ Manual on Continuous and Comprehensive Evaluation (CCE) of English at Primary Level Development of Teacher’s Manual on Continuous and Comprehensive Evaluation (CCE) of English at Secondary Level. Development of Languages Primers in 10 Recognised Tribal Languages of Manipur for Standard II in the Light of NCF 2005. Orientation on Constructivism and Critical Pedagogy Training of Teacher Educators on CCE and Grading Capacity Building of Secondary and Higher Secondary Teachers of NE States in Evaluation.
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Development of Teacher’s Manual on Continuous and Comprehensive Evaluation (CCE) of Social Sciences at Secondary Level
T raining of KRPs on Vocational Education for PC Assembling, Troubleshooting and Networking Training of KRPs on ICT Enabled Teaching-Learning of Science and Mathematics Networking Training Of SC/ST Master Trainers On Evaluation Of Experiments/ Activities In Science At Secondary Stage. Training of SCERT and DIET Faculty on Psychological Testing for School Children
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Training of Teacher Educators on CCE in Social Sciences at the Upper Primary Level Orientation of KRPs of North-East States on Issues and Concerns in Operationalising Children Right to Free and Compulsory Education Act, 2009. Tryout of the Training Module on Inclusive Education for KRPs, SCERTs/ DIETs/SIE etc of North-East Region. Training of Teacher Educators on Continuous and Comprehensive Evaluation (CCE) at the Primary Level. International Diploma Course in Guidance and Counselling through Distance/ Online Mode in Collaboration with CoL.
NCERT
Implementation of the Scheme of Financial Assistance for Strengthening Education in Values by NCERT. Organising Lectures on Selected Themes to Commemorate International Year of Chemistry. Sensitisation of Key-Functionaries and NGOs of North-Eastern States on Implementation of Vocational Education. Preliminary Preparation for Launching Certificate Course in Early Childhood Care and Education (ECCE). Sensitisation Programme on Gender Issues in Education for the Stakeholders in Educational Setup
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Appendix I NCERT Committees for the Year 2010-2011
Appendix II NCERT’s Consolidated Sanctioned Strength of Posts as on 31 March 2011 and Reservation Position
Appendix III Receipts and Payments Account for the year ending 31 March 2011
Appendix IV Publications Released during 2010-2011
Appendix V Publication Department and its Regional Production-cum-Distribution Centres
Appendix VI NCERT Constituents and Faculties
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Appendices
APPENDIX I
NCERT
The NCERT Committees for the Year 2010-2011
226
General Body
Executive Committee
Finance Committee
Establishment Committee
Building and Works Committee
Programme Advisory Committee
Educational Research and Innovations Committee
Academic Committee of NIE
Institute Advisory Board of CIET
Institute Advisory Board of PSSCIVE, Bhopal
Managing Committee of RIE, Ajmer
Managing Committee of RIE, Bhopal
Managing Committee of RIE, Bhubaneswar
Managing Committee of RIE, Mysore
Managing Committee of NERIE, Shillong
Official Language Implementation Committee of NCERT
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(i)
The Minister of Human Resource Development President (ex-officio)
1. Shri Kapil Sibal HRM/President, NCERT Ministry of Human Resource Development, Shastri Bhawan New Delhi-110 001
(ii)
Chairman of the University Grants Commission (ex-officio)
2. Chairman University Grants Commission Bahadur Shah Zafar Marg New Delhi-110 002
(iii) Secretary to the Ministry of Human Resource Development (Department of Education) (ex-officio)
3. Mrs. Anshu Vaish Secretary to the Government of India Ministry of HRD Department of School Education and Literacy Shastri Bhawan New Delhi-110 001
(iv) Four Vice Chancellors of Universities, one from each region, nominated by the Government of India.
4. Vice Chancellor Jamia Millia Islamia New Delhi-110 025 5. Vice Chancellor North-Eastern Hill University NEHU Campus Shillong-793 022 (Meghalaya) 6. Vice Chancellor University of Mysore Crawford Hall Mysore-570 005 7. Vice Chancellor University of Pune Ganeshkhind Pune-411 007
(v)
One representative of each State Government and Union Territory with a legislature who shall be the Education Minister of the State/ Union Territory (or his representative) and in the case of Delhi the Chief Executive Councillor Delhi (or his representative)
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General Body
8. Minister for School Education Government of Andhra Pradesh A.P. Secretariat Building Hyderabad-500 022
227
9. Minister for School Education Government of Arunachal Pradesh, Itanagar-791 111 10. Minister for School Education Government of Assam Janata Bhawan, Dispur Assam
NCERT
11. Minister for School Education Government of Bihar New Secretariat Building Patna-800 015 12. Minister for School Education Government of Chhattisgarh Raipur Chhattisgarh 13. Minister for School Education Government of Goa Goa Secretariat Panaji-403 001 14. Minister for School Education Government of Gujarat Block No. 1, Sachivalaya Gandhi Nagar-382 010 15. Minister for School Education Government of Haryana Haryana Civil Secretariat Chandigarh-160 001 16. Minister for School Education Government of Himachal Pradesh, Shimla-171 002 17. Minister for School Education Government of Jharkhand Ranchi, Jharkhand 18. Minister for School Education Government of Jammu and Kashmir, Srinagar-180 001 19. Minister for School Education Government of Karnataka Vidhan Saudha Bengaluru-560 001
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20. Minister for School Education Government of Kerala Ashoka Nanthenocode Thiruvananthapuram-695 001
22. Minister for School Education Government of Maharashtra Mantralaya Main Mumbai-400 032 23. Minister for School Education Government of Manipur Manipur Secretariat Imphal-795 001 24. Minister for School Education Government of Meghalaya Meghalaya Secretariat Shillong-793 001 25. Minister for School Education Government of Mizoram Aizawl-796 001 26. Minister for School Education Government of Nagaland Kohima-797 001 27. Minister for School Education Government of Orissa Orissa Secretariat Bhubaneswar-751 001 28. Minister for School Education Government of Punjab Chandigarh-160 017
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21. Minister for School Education Government of Madhya Pradesh Bhopal-462 001
29. Minister for School Education Government of Rajasthan Government Secretariat Jaipur-302 001 30. Minister for School Education Government of Sikkim Sikkim Secretariat, Tashilling Gangtok-737 101
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229
31. Minister for School Education Government of Tamil Nadu Fort St. George Chennai-500 009 32. Minister for School Education Government of Tripura Civil Secretariat Agartala-799 001
NCERT
33. Minister for School Education Government of Uttar Pradesh Lucknow-226 001 34. Minister for School Education Government of Uttarakhand Dehradun, Uttarakhand 35. Minister for School Education Government of West Bengal Vikas Bhawan, Salt Lake Kolkata-700 001 36. Minister for School Education Government of Puducherry Assembly Secretariat Victor Simonel Street Puducherry-605 001 37. Minister for School Education Government of National Capital Territory of Delhi Old Secretariat Delhi-110 054 (vi) All Members of the Executive Committee not included above; and
38. Dr D. Purandeswari Minister of State Department of Education Ministry of Human Resource Development, Shastri Bhawan New Delhi-110 001 39. Professor G. Ravindra Director (in-chargge), NCERT New Delhi-110 016
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(i) Professor Chandrakant Deotale, Writer and Scholar Shaskiya Awas Griha Rajasva Colony Opposite ADM Bungalow Ujjain-456 010 (Up to 29.06.2010) (ii) Professor Furquan Qamar Vice Chancellor Central University of Himachal Pradesh Post Box 21 Dharamshala Distt. Kangra-176 215 (from 12.08.2010)
41.
(i) Professor Mridula Mukherjee Department of History Jawahar Lal Nehru University, New Delhi (Up to 29.06.2010) (ii) Professor Krishna Kumar Former Director, NCERT 33-A, Provyan Road Chhatra Marg Delhi University Campus Delhi-110 007 (from 12.08.2010)
42.
(i) Professor Shantha Sinha Chairperson National Commission for Protection of Child Rights 5th Floor, Chanderlok Building, Janpath, New Delhi-110 001 (Up to 29.06.2010) (ii) Professor Nayanjot Lahiri Department of History Faculty of Social Sciences University of Delhi Delhi-110 007 (from 12.08.2010)
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40.
231
43.
(i) Mrs. S. Chitra Teacher Vadivagam, No. 446 1st Cross Street, Devanantha Swamy Nagar Maharajapuram(P.O.) Villupuram-605 602 Tamil Nadu (Up to 29.06.2010)
NCERT
(ii) Professor Srinivasan Ramani International Institute of Information Technology (IIIT) 26/C Electronic City Bengaluru-560 100 (from 12.08.2010) 44.
(i) Professor Gopal Guru Centre for Political Studies School of Social Science Jawaharlal Nehru University New Delhi-110 067 (Up to 29.06.2010) (ii) Mrs. Meera Balachandran Director Education Quality Foundation of India 514, Udyog Vihar Phase-III Gurgaon (from 12.08.2010)
45. (i) Ms. G. Vinutha Teacher C/o Lalitha, No. 22 A SRIKRUPA, Santhoshnagar I Phase, Attur Layout Bengaluru-64 (ii) Ms. Komal Sood Teacher Sriram School Gurgaon (from 12.08.2010) 46. Professor G. Ravindra Joint Director NCERT New Delhi
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47. (i) Professor Santosh Sharma Head, Curriculum Group NCERT, New Delhi (Up to 29.06.2010)
48. (i) Professor V.G. Jadhao Principal, Regional Institute of Education Capt. D.P. Choudhary Marg Ajmer-305 004 (Up to 29.06.2010) (ii) Professor J. P. Bagchi Principal North-East Regional Institute of Education, Nongrim Hills Shillong-793 003 (from 12.08.2010) 49. Dr Rajaram Sharma Head, DCETA NCERT, New Delhi (from 21.10.2010) 50. Joint Secretary (SE) Department of School Education and Literacy Ministry of HRD Shastri Bhawan New Delhi-110 001 51. Financial Adviser Department of School Education and Literacy Ministry of HRD Shastri Bhawan New Delhi-110 001 (vii) (a) Chairman, Central Board of Secondary Education Delhi (ex-officio)
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(ii) Professor Vasudha Kamat Joint Director CIET, NCERT New Delhi (from 12.08.2010)
52. Chairman Central Board of Secondary Education Shiksha Kendra 2, Community Centre Preet Vihar Delhi-110 092
233
NCERT
(viii)
(b) Commissioner Kendriya Vidyalaya Sangathan New Delhi (ex-officio)
53. Commissioner Kendriya Vidyalaya Sangathan 18, Institutional Area Shaheed Jeet Singh Marg New Delhi-110 016
(c) Director Central Health Education Bureau New Delhi (ex-officio)
54. Director Central Health Education Bureau (DGHS) Ministry of Health and Family Welfare, Kotla Road New Delhi-110 002
(d) Deputy Director General Incharge of Agricultural Education ICAR, Ministry of Agriculture New Delhi (ex-officio)
55. Deputy Director General Incharge of Agricultural Education, ICAR Krishi Anusandhan Bhawan Pusa, New Delhi-110 012
(e) Director of Training Directorate General of Training and Employment Ministry of Labour New Delhi (ex-officio)
56. Director of Training Directorate General of Training and Employment, Ministry of Labour Sharam Shakti Bhawan New Delhi-110 001
(f) Representative of Education Division, Planning Commission, New Delhi (ex-officio)
57. Principal Adviser (Education) Planning Commission Yojana Bhawan New Delhi-110 001
Such other persons not exceeding six as the Government of India may from time to time nominate. Not less than four of these shall be school teachers.
58. Dr Jatindra Nath Das (Former Chief Librarian-cumSenior Academic Officer, Central Library for Schools B.S.E., Orissa) Editor, Pathagar Sandesh, At: Samanta Sahi, Cuttack-753 001, Orissa 59. Ms. A. Hemavati Dy. Inspector of Schools, Zone-II Perundhalaivar Kamarajar Education Complex Anna Nagar Puducherry-605 005
234
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61. Ms. Swati Verma Teacher Kendriya Vidyalaya Vigyan Vihar, NFC, Delhi 62. Ms. Beeba Sobti Senior Teacher Modern School Barakhamba Road, New Delhi 63. Mrs. B.D. Sharma Teacher Kendriya Vidyalaya, Namrup P.O. Parbatpur-786 623 Distt. Dibrugarh, Assam Special Invitee
64. Secretary Council of Indian School Certificate Examination Pragati House, 3rd Floor 47, Nehru Place New Delhi-110 019
Convener
65. Shri R.K. Singh Secretary, NCERT New Delhi
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Annual Report 2010-11
60. Ms. Jyoti Rathore Educationist and Social Worker ‘Paritosh’, Palod Farm Phase-1, Baner Road, Baner Pune
235
NCERT
Executive Committee (i)
President of the Council who shall be the ex-officio President of the Executive Committee
1.
Shri Kapil Sibal HRM/President, NCERT Ministry of Human Resource Development, Shastri Bhawan New Delhi-110 001
(ii)
(a)
The Minister of State in the Ministry of Education who shall be the ex-officio VicePresident of the Executive Committee.
2.
Dr. D. Purandeswari Minister of State Department of Education Ministry of Human Resource Development, Shastri Bhawan New Delhi-110 001
(b)
A Deputy Minister of Education nominated by the President of the Council.
3.
—
(c)
Director of the Council
4.
(d)
Secretary, Ministry of Education (ex-officio)
5.
(iii) Chairman of the University Grants Commission-Member (ex-officio)
(iv) Six Educationists with known interest in school education (two of whom shall be school teachers) nominated by the President.
6.
Professor G. Ravindra Director (in-charge), NCERT New Delhi-110 016 Mrs. Anshu Vaish Secretary to the Government of India Ministry of HRD Department of School Education and Literacy Shastri Bhawan New Delhi-110 001 Chairman University Grants Commission Bahadur Shah Zafar Marg New Delhi-110 002
7. (i) Professor Chandrakant Deotale Writer and Scholar Shaskiya Awas Griha Rajasva Colony Opposite ADM Bungalow Ujjain-456 010 (Up to 29.06.2010) (ii) Professor Furquan Qamar Vice Chancellor Central University of Himachal Pradesh Post Box 21, Dharamshala Distt. Kangra-176 215 (from 12.08.2010)
236
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(i) Professor Mridula Mukherjee Department of History Jawahar Lal Nehru University New Delhi (Up to 29.06.2010) (ii) Professor Krishna Kumar Former Director, NCERT 33-A, Provyan Road Chhatra Marg Delhi University Campus Delhi-110 007 (from 12.08.2010)
9.
(i) Professor Shantha Sinha Chairperson National Commission for Protection of Child Rights 5th Floor, Chanderlok Building, Janpath, New Delhi-110 001 (Up to 29.06.2010) (ii) Professor Nayanjot Lahiri Department of History Faculty of Social Sciences University of Delhi Delhi-110 007 (from 12.08.2010)
10.
(i) Mrs. S. Chitra Teacher Vadivagam, No. 446 1st Cross Street, Devanantha Swamy Nagar Maharajapuram(P.O.) Villupuram-605 602 Tamil Nadu (Up to 29.06.2010) (ii) Professor Srinivasan Ramani International Institute of Information Technology (IIIT) 26/C Electronic City Bengaluru-560 100 (from 12.08.2010)
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8.
237
11.
(i) Professor Gopal Guru Centre for Political Studies School of Social Science Jawaharlal Nehru University New Delhi-110 067 (Up to 29.06.2010)
NCERT
(ii) Mrs. Meera Balachandran Director Education Quality Foundation of India 514, Udhyog Vihar Phase-III Gurgaon (from 12.08.2010) 12. (i) Ms. G. Vinutha Teacher C/o Lalitha, No. 22 A SRIKRUPA, Santhoshnagar I Phase, Attur Layout Bengaluru-64 (Up to 29.06.2010) (ii) Ms. Komal Sood Teacher Sriram School Gurgaon (from 12.08.2010) (v)
Joint Director of the Council
(vi) Three members of the faculty of the Council, whom at least two shall be at the level of Professors and Heads of the Departments, nominated by the President of the Council.
13. Professor G. Ravindra Joint Director NCERT New Delhi-110 016 14. (i) Professor Santosh Sharma Head, Curriculum Group NCERT, New Delhi-110 016 (Up to 29.06.2010)
(ii) Professor Vasudha Kamat Joint Director CIET, NCERT New Delhi (from 12.08.2010) 15. Professor Rajaram Sharma Head, DCETA NCERT, New Delhi (from 21.10.2010)
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(ii) Professor J. P. Bagchi Principal North-East Regional Institute of Education, Nongrim Hills Shillong-793 003 (from 12.08.2010) (vii) One representative of the Ministry of Education; and
17. Joint Secretary (SE) Deptt. of School Education and Literacy, Ministry of HRD, Shastri Bhawan New Delhi-110 001
(viii) One representative of the Ministry of Finance, who shall be the Financial Adviser of the Council.
18. Financial Adviser Department of School Education and Literacy, Ministry of HRD Shastri Bhawan New Delhi-110 001
(ix) Secretary of the Council shall be the Secretary of the Executive Committee.
19. Shri R.K. Singh Secretary, NCERT, New Delhi
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16. (i) Professor V. G. Jadhao Principal Regional Institute of Education Capt. D.P. Choudhary Marg Ajmer-305 004 (Up to 29.06.2010)
239
Finance Committee Chairman
Professor G. Ravindra Director, NCERT New Delhi-110 016
Joint Secretary (SE), MHRD
Member
Joint Secretary (SE) Department of School Education and Literacy Ministry of HRD, Shastri Bhawan New Delhi-110 001
Financial Adviser MHRD
Member
Financial Adviser Department of School Education and Literacy Ministry of HRD, Shastri Bhawan New Delhi-110 001
Member
Dr Pankaj Mittal Secretary University Grants Commission Now Vice Chancellor BPS Mahila University Khanpur Kalan, Sonepat (Haryana) (Up to 21.02.2011)
NCERT
The Director of NCERT (ex-officio)
Shri G. Ramaswamy Vice-President The Institute of Chartered Accountants of India ICAI Bhawan, Indraprastha Marg New Delhi-110 002 (from 22.02.2011) Member
Shri. U.N. Singh Joint Commissioner Kendriya Vidyalaya Sangathan 18, Institutional Area Shaheed Jeet Singh Marg New Delhi-110 016 (Up to 21.02.2011) Dr Dinesh Kumar Joint Commissioner (Academic) Kendriya Vidyalaya Sangathan 18, Institutional Area Shaheed Jeet Singh Marg New Delhi-110 016 (from 22.02.2011)
Secretary, NCERT
240
MemberConvenor
Shri R. K. Singh Secretary NCERT, New Delhi
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(i)
Director, NCERT Chairman (ex-officio)
1.
Professor G. Ravindra Director, NCERT New Delhi-110 016
(ii)
The Joint Director NCERT (ex-officio)
2.
Professor G. Ravindra Joint Director NCERT New Delhi
(iii) A nominee of the Ministry of Education to be nominated by the President, NCERT
3.
Joint Secretary (SE) Department of School Education and Literacy Ministry of HRD Shastri Bhawan New Delhi-110 001
(iv) Four educationists to be nominated by the President, NCERT of whom at least one is a Scientist
4.
Professor Farida Abdul Khan Professor and Head Department of Educational Studies, Faculty of Education Jamia Millia Islamia New Delhi-110 025
5.
Professor Arvind Kumar Centre Director, Homi Bhabha Centre for Science Education V.N. Purao Marg, Mankhurd Mumbai-400 088
6.
Shri Rohit Dhankar Director, Digantar, Todi, Ramzanipura, Khonagorian Road, P.O. Jagatpur, Jaipur-302 025
7.
Professor Ajit K. Mohanty Professor and Chairperson, Zakir Hussain Centre for Educational Studies School of Social Science, Jawaharlal Nehru University New Delhi-110 067
8.
Professor V.D. Bhatt Regional Institute of Education Mysore
(v)
One representative from the Regional Institute of Education to be nominated by the President, NCERT
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Establishment Committee
241
(vi) One representative of the National Institute of Education, New Delhi to be nominated by the President, NCERT
9.
Professor (Ms.) Vasudha Kamat Joint Director, CIET NCERT, New Delhi-110 016
(vii) Two representatives, one each from the regular academic and non-academic staff of the Council elected from amongst their category in the manner prescribed in appendix to the Regulations of the Council
10. (i) Professor R.S. Sindhu DESM, NCERT New Delhi-110 016 (Elected Representative of Academic Staff) (Up to 19.07.2010)
NCERT
(ii) Dr Lal Chand Ram Assistant Professor NCERT (Elected Representative of Academic Staff) (from 20.07.2010) 11. (i) Shri Tikam Singh Accounts Officer, NCERT New Delhi-110 016 (Representative of Non-Academic Staff) (Up to 19.07.2010) (ii) Shri U.K. Pati Under Secretary NCERT Headquarters New Delhi (Representative of Non-Academic Staff) (from 20.07.2010) (viii) Financial Adviser NCERT
(ix) Secretary, NCERT Member–Convenor
242
12. Financial Adviser Government of India Deptt. of School Education and Literacy, Ministry of HRD Shastri Bhawan, New Delhi-110 001 13.
Shri R. K. Singh Secretary, NCERT, New Delhi
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(i)
Director, NCERT Chairman (ex-officio)
1.
Professor G. Ravindra Director (in-charge), NCERT New Delhi-110 016
(ii)
Joint Director, NCERT Vice-Chairman (ex-officio)
2.
Professor G. Ravindra Joint Director, NCERT New Delhi
(iii) Chief Engineer, CPWD or his nominee (Member)
3.
Shri A.K. Sharma Superintending Engineer CPWD, DCC XI Pushpa Bhawan Madangir New Delhi
(iv) A representative of Ministry of Urban Development (Works)
4.
Director (Finance) Ministry of Urban Development Finance Division Nirman Bhawan New Delhi
(v)
The Consulting Architect of NCERT
5.
Chief Architect CPWD, Room No. 104, Ist Floor Sewa Bhawan R. K. Puram New Delhi
(vi) A Civil Engineer of standing (nominated by the President)
6.
Shri Kabir Vajpayi Principal Architect and Founder of VINYAS Centre for Architectural Research and Design C-60, Anupam Apartments B-13, Vasundara Enclave New Delhi-110 096
(vii) Financial Adviser of the Council or his nominee
7.
Financial Adviser Deptt. of School Education and Literacy, Ministry of HRD Shastri Bhawan New Delhi-110 001
(viii) An Electrical Engineer of standing (nominated by the President)
8.
Shri G.K. Taneja Executive Engineer (Elect.) The Chairman E & W Indian Institute of Technology Hauz Khas New Delhi-110 016
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Building and Works Committee
243
(ix) A Member of Executive Committee (nominated by the President)
9.
(i) Professor V.G. Jadhao Principal, Regional Institute of Education Capt. D.P. Choudhary Marg Ajmer-305 004 (Up to 31.10.2010) (ii) Professor Vasudha Kamat Joint Director, CIET NCERT, New Delhi (from 27.11.2010)
NCERT
(x)
A nominee of the Ministry of HRD
(xi) Secretary, NCERT
244
10. Joint Secretary (SE) Deptt. of School Education and Literacy Shastri Bhawan New Delhi-110 001 11.
Shri R. K. Singh Secretary NCERT, New Delhi
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Programme Advisory Committee
Joint Director of the Council
Chairman Vice-Chairman
Joint Director CIET
Member
Joint Director PSSCIVE, Bhopal
Member
Secretary, NCERT
Convener
Five Directors of State Institutes of Education nominated by the President of the Council 1.
Director State Council of Educational Research and Training (SCERT) DIET Campus, Raipur (Chhattisgarh)
2.
Director Department of State Educational Research and Training (DSERT) #4,100 Feet Ring Road BSK 3rd Stage, Hosakerehalli Bengaluru-560 085
3.
Director State Council of Educational Research and Training (SCERT) (Vidyabhavan) Poojappura PO Thiruvananthapuram-695 012 (Kerala)
4.
Director Gujarat Council of Educational Research and Training (GCERT) Vidya Bhavan, Sector-12 Gandhi Nagar, Gujarat
5.
Director State Council of Educational Research and Training (SCERT) Kohima-797 001 (Nagaland)
Five University Professors or Heads of Departments representing Education and other related Discipline nominated by President of the Council 1.
2.
3.
4.
5.
Professor Farida A. Khan Department of Foundation of Education Jamia Millia Islamia New Delhi-110025 Professor H.C. Pradhan Director Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research V.N. Purav Marg, Mankhurd Mumbai-400 088 Professor Hridya Kant Dewan Vidya Bhavan Society Dr. Mohan Singh Mehta Marg Fatehpura, Udaipur-313 004 (Rajasthan) Professor Anindya Sinha National Institute of Advanced Studies (NIAS), Institute of Science Campus, Bengaluru-560 012 (Karnataka) Professor Gita Sen Indian Institute of Management Bengaluru, Bannerghatta Road Bilekahalli, Bengaluru-560 076 (Karnataka)
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Members from NCERT 1.
Principal Regional Institute of Education Capt. D.P. Choudhary Marg Ajmer-305 004
2.
Dean of Instruction Regional Institute of Education Capt. D.P.Choudhary Marg Ajmer-305 004
3.
Principal Regional Institute of Education Bhopal-462 013
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The Director, NCERT
245
NCERT
4.
Dean of Instruction Regional Institute of Education Shyamla Hills Bhopal-462 013
13. Head Department of Elementary Education (DEE) NCERT, New Delhi
5.
Principal Regional Institute of Education Sachivalaya Marg Bhubaneswar-751 007
14. Professor R. B. L. Soni Department of Elementary Education (DEE) NCERT, New Delhi
6.
Dean of Instruction Regional Institute of Education Sachivalaya Marg Bhubaneswar-751 007
15. Head Department of Education in Science and Mathematics (DESM), NCERT, New Delhi
7.
Principal Regional Institute of Education Manas Gangotri Mysore-570 006
16. Dr Shashi Prabha Department of Education in Science and Mathematics (DESM) NCERT, New Delhi
8.
Dean of Instruction Regional Institute of Education Manas Gangotri Mysore-570 006
17. Head Department of Education in Social Sciences and Humanities (DESSH) NCERT, New Delhi
9.
Principal North-East Regional Institute of Education Nongrim Hills (Opp. D.G. Assam Rifles) NERIE-Shillong Shillong-790 003
10. Dr Brajyanti Devi North-East Regional Institute of Education Nongrim Hills Shillong-790 003
246
18. Shri M. V. Srinivasan Department of Education in Social Sciences and Humanities (DESSH) NCERT, New Delhi 19. Head Department of Languages (DoL) NCERT, New Delhi 20. Professor Nauman Khan Department of Languages (DoL) NCERT, New Delhi
11. Professor Mridula PSSCIVE 131, Zone–II, M. P. Nagar Bhopal-462 001 (Madhya Pradesh)
21. Head Department of Education in Arts and Aesthetics (DEAA) NCERT, New Delhi
12. Dr Anubhuti Yadav Central Institute of Educational Technology (CIET) NCERT, New Delhi
22. Dr Jyotsna Tiwari Department of Education in Arts and Aesthetics (DEAA) NCERT, New Delhi
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24. Professor Dinesh Sharma Department of Education of Groups with Special Needs (DEGSN), NCERT, New Delhi 25. Head Department of Women’s Studies (DWS) NCERT, New Delhi 26. Dr Mona Yadav Department of Women’s Studies (DWS) NCERT, New Delhi 27. Head Department of Computer Education and Technological Aids (DCETA), NCERT New Delhi 28. Dr Asha Jindal Department of Computer Education and Technological Aids (DCETA), NCERT New Delhi 29. Head Department of Educational Measurement and Evaluation (DEME), NCERT New Delhi 30. Dr A.D. Tiwari Department of Educational Measurement and Evaluation (DEME), NCERT New Delhi 31. Head Department of Educational Survey and Data Processing (DES & DP), NCERT New Delhi
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32. Professor Sridhar Srivastava Department of Educational Survey and Data Processing (DES & DP), NCERT New Delhi 33. Head Department of Teacher Education and Extension (DTEE), NCERT New Delhi 34. Professor Santosh Sharma Department of Teacher Education and Extension (DTEE), NCERT New Delhi 35. Head Department of Educational Psychology and Foundations of Education (DEPFE) NCERT, New Delhi 36. Professor Anjum Sibia Department of Educational Psychology and Foundations of Education (DEPFE) NCERT, New Delhi 37. Head Department of Educational Research and Policy Perspectives (DERPP) NCERT New Delhi 38. Dr N. K. Gupta Department of Educational Research and Policy Perspectives (DERPP) NCERT New Delhi
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23. Head Department of Education of Groups with Special Needs (DEGSN), NCERT, New Delhi
39. Head International Relations Division (IRD), NCERT, New Delhi 40. Head NIE Workshop NCERT, New Delhi
247
NCERT
41. Head Department of Secondary Education (DSE) NCERT, New Delhi
45. Head Division of Library, Documentation and Information (DLDI), NCERT, New Delhi
42. Dr Y. Sreekanth Department of Secondary Education (DSE) NCERT, New Delhi
46. Ms. Pooja Jain Division of Library, Documentation and Information (DLDI), NCERT, New Delhi
43. Head Planning Programming Monitoring and Evaluation Division (PPMED) NCERT, New Delhi
47. Head Publication Department, NCERT, New Delhi
44. Dr M. Siraj Anwar Planning Programming Monitoring and Evaluation Division (PPMED) NCERT, New Delhi
248
Annual Report
2010-11
1.
Joint Secretary (School IV) Department of Education and Literacy, MHRD, Shastri Bhavan New Delhi-110 001
4.
Dean (Coordination) NCERT
5.
Chief Accounts Officer NCERT
2.
Dean (Research) NCERT
6.
Asstt. Public Relations Officer NCERT
3.
Dean (Academic) NCERT
7.
Dr A.K. Wazalwar Coordinator, Group Arithmetic NCERT
Annual Report
2010-11
Annual Report 2010-11
Special Invitees
249
Educational Research and Innovations Committee (ERIC) Dean (Research), NCERT
Chairperson 9.
Members
NCERT
1.
2.
Professor J.B.G. Tilak NUEPA New Delhi-110 016
3.
Professor Sharmila Rege Savitri Bai Phule Women’s Study Centre, University of Pune Pune-411 007
4.
Professor Aparna Basu Former Head History Department Delhi University Ex-President, All India Women's Conference 6, Bhagwan Das Road New Delhi-110 001
5.
6.
7.
8.
250
Professor H.C. Pradhan Director Homi Bhabha Centre for Science Education, V.N. Parav Marg, Mankhurd Mumbai-400 088
Professor Ramchandra Guha 22 A, Brunton Road Bengaluru-560 025 Professor Hari Vasudevan Director, Maulana Abul Kalam Azad Institute of Asian Studies 5, Ashraf Mistri Lane Kolkata-700 019 Professor R. Indira Department of Sociology University of Mysore Mysore-570 006 Shri Rajesh Bhushan State Project Director SSA Bihar Beltron Bhawan Shastri Nagar Patna-800 023
Joint Secretary (Secondary and Higher Education), Department of Education, Ministry of Human Resource Development, Shastri Bhawan, New Delhi-110 001
10. Director State Council of Educational Research and Training Shankar Nagar, DIET Campus Raipur-492 007, Chhattisgarh 11. Director State Council of Educational Research and Training Kohima-797 001, Nagaland 12. Joint Director CIET, NCERT New Delhi-110 016 13. Joint Director Pandit Sunderlal Sharma Central Institute of Vocational Education 131, Zone II, M.P. Nagar Bhopal-462 011 14. Professor Sharad Kumar Pandit Sunderlal Sharma Central Institute of Vocational Education 131, Zone II, M.P. Nagar Bhopal-462 011 15. Principal Regional Institute of Education Ajmer-305 004 16. Principal Regional Institute of Education Bhopal-462 013 17. Principal Regional Institute of Education Bhubaneswar-751 022
Annual Report
2010-11
19. Principal North-East Regional Institute of Education Shillong-793 003 20. Dean Regional Institute of Education Ajmer-305 004 21. Dean Regional Institute of Education Bhopal-462 013 22. Dean Regional Institute of Education Bhubaneswar-751 022 23. Dean Regional Institute of Education Mysore-570 006
29. Professor Anjum Sibia Department of Educational Psychology and Foundations of Education (DEPFE) NCERT, New Delhi 30. Professor Usha Dutta Department of Languages (DoL) NCERT, New Delhi 31. Professor Sridhar Srivastava Department of Educational Survey and Data Processing (DES & DP), NCERT New Delhi 32. Dr Sushma Jaireth Department of Women’s Studies (DWS), NCERT, New Delhi 33. Dr M. Siraj Anwar Planning Programming Monitoring and Evaluation Division (PPMED) NCERT, New Delhi
24. Professor Manju Jain Department of Elementary Education (DEE) NCERT, New Delhi
34. Head Department of Women’s Studies (DWS), NCERT, New Delhi
25. Professor B.K. Tripathi Department of Education in Science and Mathematics (DESM), NCERT, New Delhi
35. Head Department of Teacher Education and Extension (DTEE) NCERT, New Delhi
26. Professor S.K. Yadav Department of Teacher Education and Extension (DTEE), NCERT, New Delhi
36. Head Department of Education in Science and Mathematics (DESM) NCERT, New Delhi
27. Professor Saroj Bala Yadav Department of Education in Social Sciences and Humanities (DESSH), NCERT, New Delhi
37. Head Department of Education in Social Sciences and Humanities (DESSH) NCERT, New Delhi
28. Professor Anita Julka Department of Education of Groups with Special Needs (DEGSN), NCERT, New Delhi
38. Head Department of Educational Psychology and Foundation of Education (DEPFE), NCERT New Delhi
Annual Report
2010-11
Annual Report 2010-11
18. Principal Regional Institute of Education Mysore-570 006
251
39. Head Department of Educational Measurement and Evaluation (DEME), NCERT, New Delhi
50. Head Department of Elementary Education (DEE) NCERT, New Delhi
40. Dean (Academic) NCERT, New Delhi
51. Head Department of Education of Groups with Special Needs (DEGSN) NCERT, New Delhi
41. Dean (Coordination) NCERT, New Delhi
NCERT
42. Head Department of Educational Survey and Data Processing (DES & DP), NCERT, New Delhi 43. Head Department of Computer Education and Technological Aids (DCETA) NCERT, New Delhi 44. Head Department of Library Documentation and Information (DLDI), NCERT, New Delhi 45. Head International Relations Division (IRD), NCERT, New Delhi 46. Head SEG, NCERT, New Delhi 47. Head Publication Department NCERT, New Delhi 48. Head Hindi Cell, NCERT New Delhi
52. Head Planning Programming Monitoring and Evaluation Division (PPMED), NCERT New Delhi 53. Head Department of Arts and Aesthetics (DEAA) NCERT, New Delhi 54. Head NIE Workshop NCERT, New Delhi 55. Head Convener, Department of Educational Research and Policy Perspectives (DERPP) NCERT, New Delhi 56. Dr. N.K. Gupta Department of Educational Research and Policy Perspectives (DERPP) NCERT, New Delhi 57. Dr. Sharad Sinha Department of Educational Research and Policy Perspectives (DERPP) NCERT, New Delhi
49. Head Department of Languages (DoL) NCERT, New Delhi
252
Annual Report
2010-11
Academic Committee of NIE Dean (Academic), Chairperson NCERT
2.
Head Department of Elementary Education (DEE) NCERT, New Delhi
3.
Head Department of Education of Groups with Special Needs (DEGSN) NCERT, New Delhi
4.
Head Department of Women’s Studies (DWS), NCERT, New Delhi
5.
Head Department of Education in Social Sciences and Humanities (DESSH) NCERT, New Delhi
6.
Head Department of Education in Science and Mathematics (DESM) NCERT, New Delhi
7.
Head Department of Computer Education and Technological Aids (DCETA) NCERT, New Delhi
8.
Head Department of Educational Measurement and Evaluation (DEME), NCERT, New Delhi
9.
Head Department of Educational Surveys and Data Processing (DES & DP), NCERT, New Delhi
10. Head Department of Teacher Education and Extension (DTEE) NCERT, New Delhi
Annual Report
2010-11
11. Head Department of Educational Psychology and Foundations of Education (DEPFE) NCERT, New Delhi 12. Head Department of Educational Research and Policy Perspectives (DERPP) NCERT, New Delhi 13. Head Planning Programming Monitoring and Evaluation Division (PPMED) NCERT, New Delhi 14. Head International Relations Division (IRD) NCERT, New Delhi 15. Head Department of Education in Arts and Aesthetics (DEAA) NCERT, New Delhi 16. Head Department of Languages (DoL) NCERT, New Delhi 17. Head Department of Secondary Education (DSE) NCERT, New Delhi 18. Head Division of Library, Documentation and Information (DLDI) NCERT, New Delhi 19. Head NIE Workshop NCERT, New Delhi
Annual Report 2010-11
1.
20. Head Publication Department (PD) NCERT, New Delhi 21. Professor Manju Jain DEE, NCERT New Delhi
253
NCERT
22. Professor Nauman Khan DoL, NCERT New Delhi
32. Dr N.K. Gupta DERPP, NCERT New Delhi
23. Dr Kanan Sadhu DEGSN, NCERT New Delhi
33. Dr Jyotsna Tiwari DEAA, NCERT New Delhi
24. Dr Mona Yadav DWS, NCERT New Delhi
34. Dr M. Siraj Anwar PPMED, NCERT New Delhi
25. Dr Meenu Nandrajog DESSH, NCERT New Delhi
35. Dr P. Vishwanathan Nair Faculty of Education University of Kerala, Thycaud, Thiruvananthapuram Kerala-695 014
26. Professor R.S. Sindhu DESM, NCERT New Delhi 27. Dr Asha Jindal DCETA, NCERT New Delhi 28. Dr A. D. Tiwari DEME, NCERT New Delhi 29. Professor Sridhar Srivastava DES&DP, NCERT New Delhi 30. Dr Saroj Pandey DTEE, NCERT New Delhi 31. Professor Daya Pant DEPFE, NCERT New Delhi
254
36. Dr Mrinalini Sebastain CSCS 466, Madhavan Park Jayanagar, 1st Block, 9th Cross Bengaluru-560 011 37. Professor Farida A. Khan Department of Educational Studies, Faculty of Education Jamia Millia Islamia New Delhi-110 025 38. Professor G.G. Wankhede Head of the Department Child and Youth Research Tata Institute of Social Sciences Mumbai-400 088 39. Professor Rajesh Sachdeva Central Institute of Indian Languages, Manasagangothri Hunsur Road, Mysore-570 006
Annual Report
2010-11
Institute Advisory Board of CIET Joint Director, CIET Chairperson
2.
Dr Anup Kumar Rajput Associate Professor, Script Division & MRED CIET, NCERT, New Delhi
3.
Dr Lal Singh Associate Professor, Video Production Division CIET, NCERT, New Delhi
4.
Dr Amarendra Behera Associate Professor, Programme Monitoring Division CIET, NCERT, New Delhi
5.
Head Department of Elementary Education (DEE), NCERT New Delhi
6.
Head Department of Languages (DoL) NCERT, New Delhi
7.
Head Department of Education in Science and Mathematics (DESM) NCERT, New Delhi
8.
9.
Head Department of Education in Social Sciences and Humanities (DESSH), NCERT, New Delhi Head Department of Teacher Education and Extension (DTEE) NCERT, New Delhi
Annual Report
2010-11
10. Head Planning Programming Monitoring and Evaluation Division (PPMED) NCERT, New Delhi 11. Professor M.M. Chaudhri Retired Joint Director (CIET) 14, Cassia Marg, DLF Phase II, Gurgaon-122 002 12. Dr Jaijit Bhattacharya Director, Govt. Affairs, Hewlett Packard India Sales Ltd. 6th Floor, Tower D. Global Business Park, Mehrauli Gurgaon Road, Gurgaon-122 002 13. Shri Dilip Tikle Dean, Hexaversity, Pune and Founder and Consultant Connect Dots, 1297 Subhash Nagar Lane Bhagwant Niwas Shukrawar Peth Pune-411 002 14. Professor Jai Chandi Ram Ex. Joint Director (CIET) D-2D, DDA Flats, Munirka New Delhi-110 069 15. Dr V. Krishan Moorthy Consultant Commonwealth Educational Centre for Asia (CEMCA), 8/4, Sarvapriya Vihar, New Delhi-110 016
Annual Report 2010-11
1.
255
NCERT
Institute Advisory Board of PSSCIVE, Bhopal
256
1.
Joint Director, Chairperson PSSCIVE
2.
Head, PPMED NCERT, New Delhi
3.
Shri Saurabh Prakash Associate Professor Engineering and Technology Division, PSSCIVE, Bhopal
4.
Dr V. S. Mehrotra Associate Professor Agriculture Division, PSSCIVE, Bhopal
5.
Professor Santosh Mehrotra Senior Consultant Planning Commission, Yojna Bhawan New Delhi-110 001
6.
Shri Ghayyur Alam C/o Mamta Dairy Rajpur Chowk Rajpur, Dehradun-248 009 Uttarakhand
7.
Dr Pratibha Jolly Principal, Miranda House Delhi University Delhi
8.
Shri R.L. Singh Director (Training) Training DGE & T, Ministry of Labour and Employment Shram Shakti Bhawan, Rafi Marg New Delhi-110 001
9.
Dr Rashmi Sinha Programme Director Mahila Samakhya 4/13, Vishal Khand Gomti Nagar Lucknow-226 010
Annual Report
2010-11
1.
Vice Chancellor Chairman M.D.S. University Ajmer
10. Director, SCERT Nishatganj, Lucknow Uttar Pradesh
2.
Principal Vice Chairman Regional Institute of Education Ajmer
3.
Commissioner Secondary Education Government of Rajasthan Bikaner, Rajasthan
11. Deputy Director (Education) Educational Secretariat 2, Subhash Road, Dehradun Uttarakhand
4.
Director, SIE Sector-32, Chandigarh, Punjab
5.
Director, SCERT Chandigarh, Punjab
6.
Director, SCERT Gurgaon, Haryana
7.
Additional Director of Education (School) Directorate of Education Old Secretariat New Delhi-110 054
8.
Additional Director of Education Government of Himachal Pradesh Shimla-1, Himachal Pradesh
9.
Director School Education Government of Jammu and Kashmir Jammu
Annual Report
2010-11
12. Dr R.C. Tripathi 37/2 Chatam Lines Allahabad-211 002 13. Professor A.K. Nadeem Department of Education Kashmir University Srinagar, Jammu and Kashmir 14. Nominee of the Director, NCERT 15. Head Department of Education RIE, Ajmer 16. Head Department of Education in Science and Mathematics RIE, Ajmer 17. Nominee of Vice Chancellor M.D.S. University Ajmer
Annual Report 2010-11
Managing Committee of the Regional Institute of Education, Ajmer
257
NCERT
Managing Committee of the Regional Institute of Education, Bhopal
258
9.
Assistant Director of Education UT of Daman and Diu, Daman
1.
Vice Chancellor Chairperson Barkatullah University Bhopal
2.
Principal Vice Chairman Regional Institute of Education Bhopal
3.
Commissioner of Public Instruction Government of Madhya Pradesh Bhopal
10. Dr H.C. Pradhan Professor and Dean Homi Bhabha Centre for Science Education Tata Institute of Fundamental Research V.N. Parav Marg, Mankhurd Mumbai-400 088
4.
Deputy Secretary Chhattisgarh Board of Secondary Education Raipur
11. Pratima Awasthi Principal, Govt. College of Education Raipur, Chhattisgarh
5.
Director, GCERT Ahmedabad
12. Nominee of the Director, NCERT
6.
Director, MSCERT Pune, Maharashtra
13. Head, Department of Education RIE, Bhopal
7.
Deputy Director of Education SIE, Goa
8.
Assistant Director of Education UT of Dadra and Nagar Haveli Silvassa
14. Head Department of Education in Science and Mathematics RIE, Bhopal 15. Nominee of Vice Chancellor Barkatullah University Bhopal
Annual Report
2010-11
1.
Vice Chancellor Utkal University Bhubaneswar
2.
Principal Vice Chairman Regional Institute of Education Bhubaneswar
3.
4.
5.
6.
Chairman
Shri Kamal Lochan Das Joint Secretary Department of School and Mass Education Government of Orissa, Bhubaneswar Dr. Rathindra Nath De Director, SCERT, West Bengal 25/3, Ballyganj Circular Road Kolkata-700 019 Principal State Institute of Education Shiksha Sadan, Link Road Port Blair, A & N Islands Shri C.K. Singh Deputy Director Directorate of Primary Education Department of Human Resource Development Government of Jharkhand, Ranchi
Annual Report
2010-11
7.
Shri Abdul Moin Head, Department of Teacher Education, SCERT Government of Bihar, Patna
8.
Dr Sharda Jain Director, Sandhan C-196, Jaipur
9.
Dr Vimla Ramchandran Educational Research Unit XL-I Sah Vikas 68, I.P. Extension Delhi-110 092
10. Nominee of the Director, NCERT 11. Head Department of Education RIE, Bhubaneswar 12. Head Department of Education in Science and Mathematics RIE, Bhubaneswar 13. Professor R.C. Mohapatra Department of P.M. & I.R. Utkal University, Vani Vihar Bhubaneswar
Annual Report 2010-11
Managing Committee of the Regional Institute of Education, Bhubaneswar
259
NCERT
Managing Committee of the Regional Institute of Education, Mysore 1.
Vice Chancellor Chairman Mysore University Mysore
2.
Principal Vice Chairman Regional Institute of Education Mysore
3.
Principal Secretary to Government, School Education Department Hyderabad
4.
Director, SCERT No.4, 100 Feet Road BSK III Stage Bengaluru-560 085
5.
6.
7.
260
Director, SCERT Poojappura Thiruvananthapuram Secretary School Education Department Secretariat, Fort St. George Chennai-600 009 Secretary to the Govt. (Education) Chief Secretariat Goubert Avenue Puducherry-605 001
8.
Professor K.S. Sudheer Reddy Dean Faculty of Education IASF Osmania University Hyderabad
9.
Dr B. Vijay Kumar State Project Director, SSA SSA Bhawan Nandavam, Palayam Thiruvananthapuram-695 033
10. Nominee of the Director, NCERT 11. Head Department of Education RIE, Mysore 12. Head Department of Education in Science and Mathematics RIE, Mysore 13. Professor M. Chandra Kumar Deptt. of Physical Education and Sports Sciences Mysore University Mysore
Annual Report
2010-11
1.
Vice Chancellor Chairman North Eastern Hill University (NEHU), Shillong
10. Director, SCERT Government of Nagaland, Kohima
2.
Principal Vice Chairman NERIE, Shillong
3.
Director, DERT Government of Meghalaya Shillong
11. Professor Biloris Lyndem Former Chairperson Meghalaya Women’s Commission Sweet Cott. Upper Lunmmawrie Shillong
4.
Director, School Education Government of Arunachal Pradesh, Itanagar
12. Professor A.C. Bhagawati Former Vice-Chancellor Arunachal Pradesh University National Highway, Jhalukbari Guwahati-781 014
5.
Director, SCERT Government of Assam, Kahilipara, Guwahati
13. Nominee of the Director, NCERT
6.
Director, HRD (School Education) Government of Sikkim Tashiling, Gangtok
7.
Director of School Education Government of Tripura Agartala
8.
Director of School Education Government of Mizoram, Aizawal
9.
Director, SCERT Government of Manipur Imphal
Annual Report
2010-11
14. Dr F.G. Dkhar I/c Head of Department of Educational Research Extension and Data Management (DEREDM) 15. Dr S.C. Roy I/c Head of Department of Education in Science and Mathematics and Information Technology (DESM & IT) 16. Director, HRD, North-Eastern Council, Shillong
Annual Report 2010-11
Managing Committee of the North-Eastern Regional Institute of Education, Shillong
261
NCERT
Official Language Implementation Committee of NCERT
262
1.
Director, NCERT
2.
Joint Director, NCERT
3.
Joint Director, CIET
4.
Secretary, NCERT
„
5.
Principals, RIEs & Joint Director, PSSCIVE (in rotation principal from one RIE or JD, PSSCIVE)
„
6.
All Heads of Departments/Divisions
„
7.
All Deputy Secretaries
„
8.
Chief Accounts Officer
„
9.
V.S.O.
„
10.
P.R.O.
„
11.
Director (OL), MHRD, New Delhi
„
12.
Director (Implementation), Department of Official Language, Ministry of Home Affairs, New Delhi
„
13.
Incharge, Hindi Cell
14.
Hindi Officer, Hindi Cell
Chairman Vice Chairman Member
Member Secretary Convener
Annual Report
2010-11
Annual Report
2010-11
263
2947
Total
416
43
112
121
73
67
Scheduled Castes
–
97.7
27.4
19.6
17.59
16.14
% of SC Employees
153
–
43
57
36
17
Scheduled Tribes
–
–
10.5
9.26
8.67
4.09
% of ST Employees
131
01
36
53
14
27
OBC
APPENDIX II
–
2.27
8.82
8.67
3.37
6.50
27
–
04
12
05
06
–
–
0.98
1.95
1.20
1.44
% of OBC Physically % of PH Employees Handicapped Employees
Annual Report 2010-11
1897
44
615
671
1077
C
415
D (Safaiwala)
505
B
415
408
694
A
No. of Position
D (Excluding Safaiwala)
Sanctioned Strength
Group
NCERT’s Consolidated Sanctioned Strength of Posts as on 31 March 2011 and Reservation Position
APPENDIX III
NCERT 264
Annual Report
2010-11
Annual Report 2010-11 Annual Report
2010-11
265
NCERT 266
Annual Report
2010-11
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING SUNDRY DEBTORS Schedule 2
1. Credits Sales with Directorate of Publication Department and Urdu Academy
As on 31.03.2010
4,896,684
4,896,684
2. Credit Sales (other than DPD)
179,865
179,865
3. Dues from J&K Govt. (PD)
310,792
310,792
42,429
42,429
3,659,960
3,659,960
483,596
483,596
2,968,300
3,397,588
12,541,626
12,970,914
4. Royalty (PD) 5. Books supplied to CBSE 6. Books supplied to Bal Bhawan 7. Credit Sales of Books to Urdu Academy, New Delhi
LOANS AND ADVANCES Schedule 3 As on 31.03.2010 As on 31.03.2009 Motor Car/Scooter/Computer adv. Cycle Advance House Building Advance Contingent Advance Warm Clothing advance Deposit with DVB Court Attachment Bank Guarantee Specific Projects Advances/deposits with CPWD (Schedule-15) Deposit with Sale Tax Deptt. Advances/deposits with ISRO o/s programme advances in 2010-11 Excess payment made to Defined New Pension Scheme A/C No.30004257450 Advances given to M/s Hindustan Motors Total
Sd/– Secretary and Chief Accounts Officer NCERT, New Delhi 110 016
Annual Report
2010-11
9,199,149 39,264 10,181,398 46,613 2,100 115,250 23,400,000 69,696,800 952,076 241,736,643 1,00,000 40,000,000 726,789 123,161
8,921,318 38,064 11,386,863 46,613 1,200 115,250 23,400,000 12,196,800 2,417,205 329,070,943 40,000,000 742,100 -
1,775,176
-
398,994,419
428,434,082
Annual Report 2010-11
As on 31.03.2011
Sd/– Senior Accounts Officer NCERT, New Delhi 110 016
267
APPENDIX IV Publications Released during the year 2010-2011 Textbooks Class I ● Rimjhim – 1 ● Math-Magic – 1 ● Ganit Ka Jadu – 1 ● Marigold – I
NCERT
Class II ● Rimjhim – 2 ● Math-Magic – 2 ● Ganit Ka Jadu – 2 ● Marigold – II Class III ● Rimjhim – 3 ● Math-Magic – 3 ● Ganit Ka Jadu – 3 ● Marigold – III ● Ass-Pass (EVS) ● Looking Around – I Class IV ● Rimjhim – 4 ● Marigold – IV ● Math-Magic – 4 ● Ganit Ka Jadu – 4 ● Ass-Pass (EVS) ● Looking Around – II (EVS) Class V ● Rimjhim – 5 ● Marigold – V ● Math-Magic – 5 ● Ganit Ka Jadu – 5 (New book) ● Ass-Pass (EVS) (New book) ● Looking Around – III (EVS) Class VI Vasant – 1 ● Doorva – 1 ● Ruchira Bhag – 1 ●
268
●
● ● ● ● ● ●
● ● ● ● ● ●
Bal Ram Katha Hindi Supplementary Reader Mathematics – 1 Ganit – 1 Science Vigyan – 1 Honeysuckle A Pact with the Sun : English Supplementary Reader The Earth: Our Habitat Social and Political Life Our Past – I Hamare Ateet – 1 Samajik Evam Rajnitik Jeevan Prithvi: Hamara Aavas
Class VII ● Vasant – 2 ● Bal Mahabharat : Hindi Supplementary Reader ● Doorva – 2 ● Ruchira – Bhag – 2 ● Honeycomb ● An Alien Hand : English Supplementary Reader ● Mathematics ● Ganit ● Science ● Vigyan ● Our Pasts – II ● Hamara Ateet – 2 ● Our Environment ● Hamara Paryavaran ● Social and Political Life – II ● Samajik Aur Rajnitik Jeevan – 2 Class VIII ● Vasant – 3 ● Bharat Ki Khoj : Supplementary Reader in Hindi
Annual Report
2010-11
● ● ●
● ● ● ● ● ● ● ● ● ● ● ● ● ●
●
Durva – 3 Ruchira – 3 Honeydew It so Happened : Supplementary Reader in English Mathematics Ganit Science Vigyan Resources and Development Sansadhan Aur Vikas Social and Political Life – III Samajik Aur Rajnitik Jeevan – 3 Our Pasts – III Part I Our Pasts – III Part II Hamara Ateet – 3 Bhag – 1 Hamara Ateet – 3 Bhag – 2 Samkalin Bharat – 2 Understanding Economic Development Arthik Vikas ki Samajh
Class IX Kshitij – Bhag – 1 (Hindi ‘Core’ Course) ● Kritika Bhag – 1 (Hindi ‘Core’ Course) ● Sparsh Bhag – 1 (Hindi Elective Course) ● Sanchayan Bhag – 1 (Hindi Elective Course) ● Beehive – English textbook ● Moments – English Supplementary Reader ● Shemushi – Bhag – 1 ● Mathematics ● Ganit ● Science ● Vigyan ● Economics ● Arthashastra ● Democratic Politics ● Loktantrik Rajniti ● India and the Contemporary World – I ●
Annual Report
2010-11
● ● ●
Bharat Aur Samkalin Vishwa – 1 Contemporary India – 1 Samkalin Bharat – 1
Class X ● Kshitij – Bhag – 2 (Hindi ‘Core’ Course) ● Kritika Bhag – 2 (Hindi ‘Core’ Course) ● Sparsh Bhag – 2 (Hindi Elective Course) ● Sanchayan Bhag – 2 (Hindi Elective Course) ● First Flight– English textbook ● Footprints without Feet: English Supplementary Reader ● Shemushi Bhag – 2 ● Mathematics ● Ganit ● Science ● Vigyan ● India and the Contemporary World – II ● Bharat Aur Samkaleen Vishwa – II ● Democratic Politics - II ● Loktantrik Rajniti - II ● Contemporary India – II ● Samkalin Bharat – 2 ● Understanding Economic Development ● Arthik Vikas Ki Samajh Class XI ● Aaroh Bhag – 1 (Hindi ‘Core’ Course) ● Vitaan Bhag – 1 (Hindi ‘Core’ Course) Supplementary Reader ● Antra Bhag – 1 (Hindi Elective Course) ● Antral Bhag – 1 (Hindi Elective Course) Supplementary Reader ● Abhivyakti Aur Madhyam ● Hornbill (English Core Course) ● Snapshot (English Core Course) Supplementary Reader
Annual Report 2010-11
●
269
●
● ● ● ● ● ● ● ● ●
NCERT
● ● ● ● ● ● ● ●
● ● ● ● ● ● ● ● ● ● ●
● ● ● ● ● ● ● ● ● ● ●
270
Woven Words (English Elective Course) Bhaswati Bhag – 1 Shashwati Bhag – 1 Mathematics Ganit Biology Jeev Vigyan Chemistry Part I Chemistry Part II Rasayan Vigyan Bhag – 1 Rasayan Vigyan Bhag – 2 Physics Part – I Physics Part – II Bhautiki Bhag – 1 Bhautiki Bhag – 2 Themes of World History Vishwa Itihas Ke Kuch Vishay Fundamental of Physical Geography Bhautik Bhugol Ke Mool Sidhant India Physical Environment Bharat Bhautik Paryavaran Practical Work in Geography Bhugol Mein Prayogatmak Karya Statistics to Economics Arthashastra Mein Sankhyiki Indian Economic Development Bhartiya Arthvyavastha Ka Vikas Indian Constitution at Work Bharat Ka Sanvidhan: Sidhant Aur Vyavhar Political Theory Rajniti Sidhant Introducing Sociology Samajshastra ka Parichay Understanding Society Samaj Ka Bodh Business Studies Vyavasaik Adhyayan Accountancy Part – I Lekhashastra Bhag – 1 Accountancy Part – II
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Lekhashastra Bhag – 2 Psychology Manovigyan Ka Parichaya
Class XII ● Aaroh Bhag – 2 (Hindi ‘Core’ Course) ● Vitaan Bhag – 2 (Hindi ‘Core’ Course) ● Antra Bhag – 2 (Hindi Elective Course) ● Antral Bhag – 2 (Hindi Elective Course) ● Flamingo (English Core Course) ● Vistas (English Core Course) Supplementary Reader ● Kaleidoscope (English Elective Course) ● Bhaswati Bhag – 2 ● Shashwati Bhag – 2 ● Mathematics Part I ● Mathematics Part II ● Ganit Bhag – 1 ● Ganit Bhag – 2 ● Biology ● Jeev Vigyan ● Chemistry Part I ● Chemistry Part II ● Rasayan Vigyan Bhag – 1 ● Rasayan Vigyan Bhag – 2 ● Physics Part – I ● Physics Part – II ● Bhautiki Bhag – 1 ● Bhautiki Bhag – 2 ● Themes of World History Part I ● Themes of World History Part II ● Themes of World History Part III ● Vishwa Itihas Ke Kuch Vishay Bhag – 1 ● Vishwa Itihas Ke Kuch Vishay Bhag – 2 ● Vishwa Itihas Ke Kuch Vishay Bhag – 3 ● Fundamental of Human Geography
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Manav Bhugol Ke Mool Sidhant Practical Work in Geography Bhugol Mein Prayogatmak Karya Introductory Microeconomics Vyasthi Arthshastra – Ek Parichay Introductory Macroeconomics Samashti Arthashastra Ek Parichay Contemporary World Politics Samkalin Vishawa Rajniti Politics in India Since Independence Swatantra Bharat Mein Rajniti Social Change and Development in India Bharat Mein Samajik Parivartan Aur Vikas Indian Society Bhartiya Samaj Business Studies Part – I Business Studies Part – II Vyavasaik Adhyayan Bhag 1 Vyavasaik Adhyayan Bhag 2 Accountancy: Not-for-Profit Organisation and Partnership Accounts Lekhashastra: Alabhkari Sansthayen Evam Sajhedari Khatey Accountancy: Company Accounts and Analysis of Financial Statements Lekhashastra: Company Khate Evam Vittiya Viverron Ka Vishleshan Psychology Manovigyan Ka Parichaya Accountancy Computerised Accountancy
Urdu Textbooks Class I ●
Riyazee Ka Jadoo – 1
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Ibtadai Urdu – 1
Class II ● Riyazee Ka Jadoo – 2 ● Ibtadai Urdu – 2 Class III Riyazee Ka Jadoo – 3 ● Ass Pass ● Ibtadai Urdu – 3 ●
Class IV Riyazee Ka Jadoo – 4 ● Ibtadai Urdu – 4 ● Ass Pass ●
Class V Ibtadai Urdu – 5 ● Riyazee Ka Jadoo – 5 ● Ass Pass ●
Class VI ● Apni Zaban – 1 ● Urdu Guldasta (Supplementary Reader) ● Hisab ● Science ● Zameen Hamara Maskan ● Hamara Maaze – 1 ● Samaji Aur Siyasi Zindagi – 1 Class VII Apni Zaban – 2 ● Urdu Guldasta (Supplementary Reader) ● Hisab ● Science ● Hamara Mahaul ● Hamara Maaze – 2 ● Samaji Aur Siyasi Zindagi ● Jaan Pehchan IInd language Urdu textbook (New book) ● Door Paas IIIrd language Urdu textbook (New book) ●
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Class VIII ● Apni Zaban ● Urdu Guldasta (Supplementary Reader)
271
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Science Hisab Wasail Aur Taraqqui (Geography) Samaji Aur Siyasi Zindagi Hamara Maaze – 3 Part – I Hamara Maaze – 3 Part – II Jaan Pehchan Part III IInd Urdu Language textbook Door Pass IIIrd Urdu Language Textbook
NCERT
Class IX ● Nawa-e-Urdu ● Gulzar-e-Urdu (Supplementary Reader) ● Riyazee ● Science ● Jamhori Siyasat – 1 ● Asri Hindustan – 1 ● Hindustan Aur Asri Duniya – 1 ● Ilm-e-Moashiyat ● Jaan Pehchan Part IV 2nd Urdu language textbook (New Book) ● Door Pass IIIrd Urdu Language textbook (New book) Class X ● Nawa-e-Urdu ● Gulzar-e-Urdu (Supplementary Reader) ● Riyazee ● Science ● Hindustan Aur Asri Duniya – 2 ● Asri Hindustan – 2 ● Jamhori Siyasat – 2 ● Moashi Taraqqui Ki Samajh ● Jaan Pehchan Part V 2nd Urdu Language textbook (New Book) Class XI ● Gulistan-e-Adab ● Khyaban-e-Urdu (Supplementary Reader) ● Riyazee
272
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Tabiyat Part – I Tabiyat Part – II Shumariyat Bre-Mashiyat Hindustan: Tabi Mahaul Hindustan Ki Maashi Taraqqui Samajyat Ka Tarruf Hindustani Aain: Usool Aur Kam Syasi Nazaryah Karobari Uloom Nafsiyat Ka Tarruf Tabi Jugraphia Ka Mubadiyat Jughrafia Main Amli Kam Tareekh-e-Alam per Mabni Mauzuaat Samajiyat Ka Tarruff Mutala-e-Muashra Keemiya Part – I Keemiya Part – II Hayatyat Part – I Hayatyat Part – II Khatadari Part – I Khatadari Part – II
Class XII ● Gulistan-e-Adab ● Khyaban-e-Urdu (Supplementary Reader) ● Riyazee Part – I ● Riyazee Part – II ● Tabiyat Part – I ● Tabiyat Part – II ● Keemiya Part – I ● Keemiya Part – II ● Hayatyat ● Tareekh-e-Hind Ke Mouzuaat Part – I ● Tareekh-e-Hind Ke Mouzuaat Part – II ● Tareekh-e-Hind Ke Mouzuaat Part – III ● Khatadari Part – I ● Khatadari Part – II ● Kulli Moashiyat Ka Tarruf ● Juzvi Moashiyat Ka Tarruf
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Insani Jugraphia Ke Buniyadi Usool Jugraphia Mein Amli Kam Hindustan Avam Aur Maishat Hindustan Mein Samaji Tabdili Aur Taraqqi Insani Jughrafia Ke Mubadiyat Asri Alami Siyasat Azadi Ke bad Hindustan Ki Siyasat (New Book) Hindustani Samaj Urdu Qawaid for Secondary and Senior Secondary Stage Karobari Uloom Part – I Karobari Uloom Part – II Nafsiyaat
Textbooks for Optional Subject ● Exemplar Problems Mathematics for Class VI ● Exemplar Problems Mathematics for Class XI ● Exemplar Problems Mathematics for Class XII ● Bhartiya Hastkala ki Paramparanyen for Class XI ● Prashan Pradarshika Ganit for Class XII ● Exploring the Craft Tradition of India, Field Study and application in Heritage crafts for Classes XI and XII ● Prashan Pradarshika Vigyan for Class IX ● Computer and Communication Technology Part-II for Class XI ● Prayogshala Pustika Ganit : Madhymik star ● Laboratory Manual Biology for Class XI ● Prashan Pradarshika Ganit for Class X ● Laboratory Manual Physics for Class XII
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Hidayat Namah Bara-eTajurbagah, Science for Class IX (Laboratory Manual Science) Laboratory Manual Physics for Class XI Exemplar Problems Biology for Class XII Laboratory Manual Mathematics Higher Secondary Stages Prashan Pardarshika Rasayan for Class XII Prashan Pardarshika Vigyan for Class X Hidayat Namah Bara-eTajurbagah, Science for Class X (Laboratory Manual Science) Mathematics Exemplar Problems for Class IX Exempler Problems Science, Class X Exempler Problems Mathematics, Class X Hindustan Mein Dustakari Ki Zinda Rawayat for Class XI (Urdu)
Supplementary Reader ● Pahar Se Uncha Aadmi - Subhas Gatade ●
Ande Hi Ande - Kalu Ram Sharma
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Textbooks for Kasturba Gandhi Balika Vidyalaya ● KGBV Bridge Course Upper Primary Stage Mathematics ● KGBV Bridge Course For girls Entering Upper Primary Stage History
273
Teacher’s Guide ● Mathematics Teachers' Manual for Classes I and II ● Ways to Peace: A Resource book for Teachers ● Rehnuma Kitab (Teacher Manual) for Primary Stage (Urdu) ● Kaise Padhayen Rimjhim Bhag-II Shikshak Sadarshika ● Rehnuma Kitab (Teacher Manual) for Upper Primary Stage (Urdu)
NCERT
Research Reports/Monographs ● Science and Mathematics in NCF 2005 Upper Primary, Secondary and Higher Secondary Stages ● Barkha for Classes I and II Krimik Pustak Mala ● Prashnotra: Rashtriya Pathyaharya ki Rooprekha 2005 Vigyan Avam Ganit: Uchch Prathmik Star ● Manual of Upper Primary Mathematics Kit ● Manual of Secondary Science Kit for Classes IX-X ● Samajh ka Madhyam: Rashtriya Parisamvad-2007-2010 Par Adharit ● Mansoobati Kitab Mahouliyati Taleem for Class VII (Urdu) ● Mansoobati Kitab Mahouliyati Taleem for Class VIII (Urdu) ● Mansoobati Kitab Mahouliyati Taleem for Class IX (Urdu) ● Mansoobati Kitab Mahouliyati Taleem for Class X (Urdu) ● Tadrees Aur Aamozish Ke Tamiri Rawaiyeh: Handbook For Teaching of Secondary Stage ● National Curriculum Framework– 2005: A Historical Perspective National Focus Groups – Position Papers ● National Focus Groups Ka Position Papers for Hindustani Zabanon Ki Tadrees 1.3 (Urdu)
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Rashtriya Pathyacharya Ki Roop Rekha-2005-Prarambhik Balyavastha Shiksha: Adhar Patra 3.6 Rashtriya Pathyacharya Ki Roop Rekha–2005-Shanti ke Liye Shiksha: Adhar Patra 3.4 Rashtriya Pathyacharya Ki Roop Rekha-2005-Anusuchit Jati Aur Janjati Ke Bachchon Ki Samsayen: Adhar Patra 3.1 National Curriculum Framework– 2005: Bhartiya Bhashaon Ka Shikshan 1.3 Position Papers National Curriculum Framework– 2005: Kala, Sangeet, Neratya Aur Rangmanch 1.7 Position Papers
General/Unpriced Publication Books ● Annual NCERT Accounts 2009-10 ● NCERT Varshik Lekha 2009-10 ● 8th All India School Education Survey: Guidelines for Survey Officers ● NCERT Annual Report 2009-10 ● NCERT Varshik Report 2009-10 ● List of Exhibits of Jawaharlal Nehru National Science Exhibition for Children 2010 (Bilingual) ● Structure and Working of Science Modules for Jawaharlal Nehru National Science Exhibition for Children 2010 ● Folder of Jawaharlal Nehru National Science Exhibition for Children 2009 (Bilingual) ● Certificate and Invitation Cards of Jawaharlal Nehru National Science Exhibition for Children 2010 (Bilingual) ●
Guidelines for Preparation of exhibits and modules and Organising state Level Science exhibition for Children 2010-2011
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National Talent Search Examination Awards of Scholarship for Class VIII Awardees.
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Prathamik Shikshak One Issue (Quarterly) Bhartiya Adhunik Shiksha Four Issues (Quarterly) Indian Educational Review One Issue (Half yearly)
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Journals ● Journal of Indian Education Four Issues (Quarterly) ● The Primary Teacher Three Issues (Quarterly) ● School Science Two Issues (Quarterly)
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275
APPENDIX V Publication Department and its Regional Production-cum-Distribution Centres
NCERT
Name of Centre
276
States/UTs Covered
1.
Publication Department, NCERT Sri Aurobindo Marg New Delhi-110 016 Ph.: 011-26562708
Delhi, Haryana, Uttar Pradesh Uttarakhand, Punjab, Chandigarh Jammu and Kashmir, Rajasthan and Himachal Pradesh
2.
Regional Production-cumDistribution Centre, Publication Department, NCERT C/o Navjivan Trust Building P.O. Navjivan Ahmedabad-380 014 Ph.: 079-27541446
Gujarat, Madhya Pradesh, Chhattisgarh, Maharashtra and Goa
3.
Regional Production-cumDistribution Centre, NCERT 108, 100 Ft. Road Hosakere Halli Extension Banashankari 3rd Stage Bengaluru-560 085 Ph.: 080-26725740
Tamil Nadu, Puducherry Kerala, Andhra Pradesh Karnataka, Lakshadweep Minicoy and Amindivi Islands
4.
Regional Production-cumDistribution Centre, Publication Department, NCERT CWC Campus (1st Floor) Kishori Mohan Banerjee Road Opp. Dhankal Bus Stop P.O. Panihati Kolkata-700 014 Ph.: 033-25530454
West Bengal, Bihar Orissa, Andaman and Nicobar Islands and Jharkhand
5.
Regional Production-cumDistribution Centre, Publication Department, NCERT CWC Godown, Maligaon Guwahati-781 021 Ph.: 0361-2674869
North-Eastern States
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APPENDIX VI NCERT Constituents and Faculty A. National Institute of Education (NIE) Department of Education in Science and Mathematics (DESM)
1. 2. 3. 4. 5.
Dr Dr Dr Dr Dr
Hukum Singh, Head Jaishree Sharma R.S. Sindhu B.K. Tripathi V.P. Srivastava
Associate Professors 6. 7. 8. 9. 10. 11.
Dr Dr Dr Dr Dr Dr
V.P. Singh Gagan Gupta Alka Mehrotra A.K. Wazalwar R.K. Parashar R.P. Maurya
Assistant Professors 12. 13. 14. 15. 16. 17. 18. 19.
Dr Anjani Kaul Dr Shimray C. Varichung Ms. Sunita L. Varte Mrs. Shashi Prabha Dr Ruchi Verma Dr Til Prasad Sharma Dr Rachna Garg Shri R. Risoreng Koireng
Department of Education in Social Sciences and Humanities (DESSH) Professors 1. 2. 3. 4.
Dr Dr Dr Dr
Savita Sinha, Head Anil Sethi Manju Bhatt Saroj Bala Yadav
Annual Report 2010-11
Professors
Associate Professors 5. 6. 7. 8.
Dr Dr Dr Dr
Meenu Nandrajog P.K. Mandal Neeraja Rashmi Ajay Singh Ruhal
Assistant Professors 9. 10.
Shri M.V. Srinivasan Dr Seema Shukla Ojha
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11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.
Dr Tannu Malik Dr Aparna Pandey Dr Jaya Singh Dr Pratima Kumari Dr M.V.S.V. Prasad Dr Ashita Ravindran Shri Harish Kumar Meena Shri Bijaya Kumar Malik Dr Mily Roy Anand Dr Shankar Sharan Shri Rakesh Kumar Meena (Lien Vacancy)
NCERT
Department of Education in Arts and Aesthetics (DEAA) Professor 1.
Dr Pawan Sudhir, Head
Associate Professor 2.
Dr Jyotsna Tiwari
Assistant Professor 3.
Dr Sarvari Banerjee
Department of Languages (DoL) Professors 1. 2. 3. 4. 5.
Dr Dr Dr Dr Dr
R.J.R. Sharma, Head Nauman Khan K.C. Tripathi Usha Dutta Sneh Lata Prasad
Associate Professors 6. 7. 8.
Dr Chandra Sadayat Dr Sandhya Singh Dr Mohd. Faruq Ansari
Assistant Professors 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
278
Dr Mohd. Moazzumuddin Dr Kirti Kapoor Dr Diwan Hannan Khan Dr Chaman Ara Khan Dr Vardha Mohan Nikalje Dr Ranjit Behera Dr Sanjay Kumar Suman Shri R. Meghanathan Shri Naresh Kohli Dr P.K. Dubey Smt. Meenakshi Khar Dr Lal Chand Ram
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2010-11
Department of Teacher Education and Extension (DTEE) Professors 1.
Dr Shakuntala Nagpal, Head
2.
Dr S.K. Yadav
3.
Dr Saroj Pandey
4.
Dr Rajrani
5.
Dr Kiran Walia
6.
Dr Brahm Prakash Bharadwaj
7.
Dr Madhulika S. Patel
Assistant Professors 8.
Dr Anupam Ahuja
9.
Dr K. Vijayan
10.
Shri Jitender Kumar Patidar
Department of Elementary Education (DEE) Professors 1. 2. 3. 4. 5. 6. 7.
Dr Dr Dr Dr Dr Dr Dr
Kiran Devendra, Head R.B.L. Soni Manju Jain Santosh Sharma Manjula Mathur I.K. Bansal Sandhya Paranjpe
Associate Professors 8.
Dr G.C. Upadhyay
9.
Dr Yogesh Kumar
10.
Dr Lata Pandey
11.
Dr Pushpa Mandal
12.
Dr V.P. Singh
13.
Dr Usha Sharma
14.
Dr Swarna Gupta
Assistant Professors 15.
Mrs. Padma Yadav
16.
Dr Kavita Sharma
17.
Shri Ramesh Kumar
18.
Smt. Reetu Chandra
19.
Dr Romila Soni
20.
Dr Sandhya Sangai
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Associate Professors
279
Department of Educational Measurement and Evaluation (DEME) Professors 1. 2.
Dr Avtar Singh, Head Dr Mamta Agrawal
Associate Professors 3. 4. 5. 6.
Dr Dr Dr Dr
A.D. Tewari Santosh Kumar Veerpal Singh Indrani Bhaduri
Assistant Professor
NCERT
7.
Dr K. Chandersekhar
Department of Educational Psychology and Foundations of Education (DEPFE) Professors 1. 2. 3.
Dr Sushma Gulati, Head Dr Daya Pant Dr Anjum Sibia
Associate Professor 4.
Dr G.K. Juneja
Assistant Professors 5. 6. 7. 8. 9.
Dr P.K. Mishra Mrs. Shradha Dilip Dhiwal Dr Sushmita Chakraborty Mrs. Ruchi Shukla Ms. Deepmala
Planning Programming Monitoring and Evaluation Division (PPMED) Professor 1.
Dr A.K. Srivastava, Head
Associate Professor 2.
Dr Mohd. Siraj Anwar
Assistant Professor 3.
Dr P.D. Subhash
Department of Women’s Studies (DWS) Professors 1. 2.
Dr Gauri Srivastava, Head Dr Sushma Jaireth
Associate Professors 3. 4.
280
Dr Mona Yadav Mrs. Anita Nuna
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Department of Education of Groups with Special Needs (DEGSN) Professors 1. 2. 3. 4.
Dr Dr Dr Dr
Neerja Shukla, Head Anita Julka D.K. Sharma Janak Verma
5. 6.
Shri Vinay Kumar Singh Dr K.K. Sadhu
Assistant Professors 7. 8.
Dr S.C. Chauhan Mrs. Bharti
Department of Educational Surveys and Data Processing (DES&DP) Professors 1. 2.
Dr D.K. Vaid, Head Dr Sridhar Srivastava
Assistant Professors 3. 4. 5. 6.
Dr Vishal D. Pajankar Shri Sukhvinder Dr Satya Bhushan Dr Gulfam
Department of Educational Research and Policy Perspectives (DERPP) Professors 1. 2.
Dr Poonam Agrawal, Head Dr D.D. Yadav
Associate Professors 3. 4.
Dr N.K. Gupta Dr Sharad Sinha
International Relations Division (IRD) Professor 1.
Dr Poonam Agrawal, Head
Annual Report 2010-11
Associate Professors
Department of Computer Education and Technological Aids (DCETA) Professor 1.
Dr Rajaram Sharma, Head
Associate Professor 2.
Dr Asha Jindal
Assistant Professor 3.
Mrs. Pushpalata Verma
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281
NIE Workshop Professor 1.
Dr H.O. Gupta, Head
Associate Professor 2.
Dr Kuldeep Singh
Secondary Education Group (SEG) Professor 1.
Dr H.O. Gupta, Head
NCERT
Associate Professors 2. 3.
Dr Ranjana Arora Dr Shipra Vaidya
Assistant Professors 4. 5. 6.
Dr Y. Sreekant Dr Praveen Kumar Chaurasia Dr Y. Nirmala
Division of Library, Documentation and Information (DLDI) Deputy Librarian 1.
Dr Moorttimatti Samantaray, I/c Head
Assistant Librarian 2.
Smt. Pooja Jain
Publication Department 1. 2. 3. 4.
Dr Neerja Shukla Shri Shiv Kumar Ms. Shveta Uppal Shri Gautam Ganguly
Professor and Head Chief Production Officer Chief Editor Chief Business Manager
B. Central Institute of Educational Technology (CIET) Professor 1.
Dr Vasudha Kamat, Joint Director
Associate Professors 2. 3. 4. 5. 6. 7.
Dr Dr Dr Dr Dr Dr
A.K. Rajput Kamlesh Rai Lal Singh Rajender Pal Jitender Singh A.P. Behera
Assistant Professors 8. 9.
282
Dr Kamini Bhatnagar Shri R.K. Nimesh
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10. 11. 12. 13.
Dr Dr Dr Dr
Indu Kumar Anubhuti Yadav Ranjan Biswas Purushottam Kumar
C. Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE)
1. 2. 3. 4.
Dr Dr Dr Dr
K.B. Subramaniam, Joint Director (I/c) P.V. Prakasa Rao Sharad Kumar Mridula
Associate Professors 5. 6. 7. 8. 9. 10. 11. 12.
Shri Saurabh Prakash Dr Suniti Sanwal Dr Asfa M. Yasin Dr Rajiv Pathak Dr Manoj K. Mishra Dr Vipin Kumar Jain Dr Pinki Khanna Dr V.S. Mehrotra
Assistant Professors 13. 14. 15. 16. 17.
Shri Deepak Shudhalwar Dr R. Muthuraj Dr Abhijit Nayak Dr P. Veeraiah Dr Uadal Singh
D. Regional Institutes of Education (RIE) RIE Ajmer Professor 1.
Dr K.B. Rath, Principal
Associate Professors 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr
Nagendra Singh I.B. Chughtai Saryug Yadav Bidhyadhar Barthakur S.K. Paradhkar P.C. Aggarwal Sukhbir Singh Sunita Farkya R.K.S. Arora Rajesh Mishra A.R. Aggrawal K.C. Sharma
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Annual Report 2010-11
Professors
283
NCERT
Assistant Professors 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.
Shri Ayushman Goswami Ms. Meenakshi Meena Shri Muzammil Hasan Shri Albert Horo Shri O.P. Meena Dr Ram Niwas Shri J.P. Narayan Shri Anand Kumar Arya Dr Anil Kumar Nainawat Ms. Promila Dr Ram Babu Pareek Dr S.V. Sharma Dr Rana Pratap Shri Ved Prakash Arya Dr A.K. Gupta Dr R.K. Sharma
RIE Bhopal Professors 1. 2. 3. 4.
Dr Dr Dr Dr
K.B. Subarmaniam, Principal Reeta Sharma M.N. Bapat R.K. Shukla
Associate Professors 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr
B. Ramesh Babu Jaydip Mandal Lallan Kumar Tiwary C. Padmaja Nidhi Tiwari S.K. Gupta K.K. Khare Ramakar Raizada P.K. Kulshreshtha V.K. Kakaria Kiran Mathur
Assistant Professors 16. 17. 18. 19. 20. 21. 22.
284
Dr Anand Valmiki Shri S.K.B. Pandagale Dr Ratnamala Arya Dr N.C. Ojha Mrs. Sarika C. Saju Shri Sudhakar Wadekar Shri Rizwan-ul-Haque
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2010-11
Shri R.A. Singh Shri Makwana S. Kalidas Shri Premananda Sethy Dr M. Daksha Parmar Dr R. Ravichandran Dr Chitra Singh Dr Rashmi Singhai Shri R.P. Prajapati Dr K.A.S.S.V.K. Rao Dr A.K. Garg Dr D.S. Shankar Dr Rashmi Sharma
RIE Bhubaneswar Professors 1. 2. 3. 4. 5. 6.
Dr Dr Dr Dr Dr Dr
S.C. Panda, Principal U.K. Nanda M.K. Satapathy Savita P. Patnaik B.K. Parida H.K. Senapati
Associate Professors 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
Dr B.N. Panda Dr P.C. Acharya Dr O.N. Singh Dr A.K. Mohapatara Dr S.K. Das Dr Ratanjali Das Dr A. Ramulu Dr N. Chottaray Dr J. Mohapatra Dr Madhuri Mohapatra Dr Mansi Goswami Dr P.K. Patnaik Dr Dhanlaxmi Das Dr D.G. Rao Mrs. Satrupa Palit Dr Anoop Kumar Dr P.K. Das Ms. Sampa Das Dr Sandhya Rani Sahoo
Annual Report 2010-11
23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34.
Assistant Professors 26. 27. 28.
Ms. Rashmirekha Sethy Shri S. Ganeswara Rao Dr Ramakant Mohalik
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285
29. 30. 31. 32. 33. 34. 35. 36.
Ms. B.R. Dkhar Shri Laxmi Dhar Behra Dr Elizabeth Gangmai Shri Y. Jajo Shri Arup Kumar Saha Dr L.K. Bhopa Dr Duryodhan Ketki Dr Basant Kumar Panda
RIE Mysore
NCERT
Professors 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Dr Dr Dr Dr Dr Dr Dr Dr Dr Dr
K. Dorasami, Principal T.J. Vidyapati V.D. Bhatt Prem Lata Sharma S.Ramaa C.G.V. Murthy B.S. P. Raju P. Veerapan G. V. Gopal B.S. Upadhyaya
Associate Professors 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
Dr N.N. Prahallada Dr U Lakshmi Narayan Dr M.U. Paily Dr A. Sukumar Dr V.V. Anand Dr G. Vishwanathappa Dr Manjula P. Rao Dr Gandhi Malli Mrs. Prema Raghvan Dr M.S. Srimathi Dr G.R. Prakash Dr N.R. Nagaraja Rao Dr S.P. Kulkarni Dr Geeta G. Nair
Assistant Professors 25. 26. 27. 28. 29. 30. 31.
286
Dr A.S.N. Rao Shinde Dr T.V. Somashekar Dr Anil Kumar K Dr K. Venugopal Ms. Asha K.V.D. Kamat Dr Swati Patra Dr Ramdas V.
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Dr V. Venkatachala Dr Sujata B. Hachinkar Dr V. Chandrana Ms. V. Rani Promila Dr P.R. Harinath Dr V. Prasad Dr K.K.B. Sahaji Dr Shivanand Chinnappanavar Shri P. Tamilselvan Dr V. Tampu Shri B.C. Basti Dr V.S. Prasad
NE-RIE Shillong Professor 1.
Dr J.P. Bagchi, Principal
Associate Professors 2. 3. 4.
Dr Ph. Brajayanti Devi Dr Subhas Chandra Roy Dr Flourette G. Dkhar
Assistant Professors 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Dr Tulika Dey Dr Sharad K. Pandey Dr Basansy Kharlukhi Dr Seema Saigal Dr Prachi Ghildyal Dr Khangembam Indira Ms. Melissa G. Wallang Shri Tasongwi Newmei Shri K. Bijoy Kumar Singh Dr Abhay Kumar
15.
Mrs. C. Sarajubala Devi
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32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43.
287
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING Receipts and Payments Account for the year ending 31 March 2011
Amount in Rs Receipts
Current Year
Previous Year
2010-11
2009-10
Amount in Rs Payments
Current Year
Previous Year
2010-11
2009-10
I. Expenses I. Opening Balances (A) Establishment Expenses (a) Salary and Wages 389,888,683 Non-plan (I) Pay of Officer 269,247,546 (ii) Pay of Est. 225,138,862 (iii) Scholarship Fellowship 7,485,354 (b) Allowances and Bonus 1,191,700,000 974,100,000 Non-plan (i) Allowances and Hon. 375,761,629 400,000,000 1,591,700,000 250,000,0001,224,100,000 (ii) T.A. 5,597,658 34,804,028 51,137,940 (c) Staff Welfare (i) Deposit Link Insurance Scheme 240,000 (ii) Death Relief Scheme 320,629
(a) Cash in Hand and at Bank 143,003,307 389,888,683 (b) Funds in transit 15,400,000 158,403,307 -
II. Grants Received (a) From GOI, MHRD (i) Non-plan (ii) Plan
80
(b) From other sources (Specific grant) (Schedule No.-14)
III. Income on Investments from (a) Long Term Investments 72,441,675 36,376,811 (b) Short Term Deposits 65,908,471 138,350,146 149,698,321
(d) Pension and DCRG (B) Administrative Expenses
V.
Other Income from
7,807,703
2,383,668 4,242,780
381,359,287
285,415,659 5,240,427 290,656,086
560,629
160,094 289,700
449,794
486,890,563
524,009,394
266,358,344
191,681,091 3,465,629 376,517 8,477 195,531,714
43,377,373
36,453,276
233,848,648 2,470,000,000 2,703,848,648
136,151,007 680,000,000 816,151,007
186,075,132 (i) (ii) (iii) (iv) (v)
IV. Interest Received (a) Interest on Loans and Advances 3,438,293 (b) Interest on Saving Bank A/c 4,369,410
501,871,762
465,331,807 323,982,471 5,677,349 794,991,627
Other Charges Audit fee Advertisement Sale Tax Legal fee
258,216,746 240,126 5,122,748 2,666,585 112,139
6,626,448
II. Payment made against funds for various projects (Specific Grant) (Schedule No.14) III. Investment and Deposits made
(a) Sale proceeds of Books 1,327,957,389 1,243,775,607 (b) Income from investment 9,092,704 7,266,453 on Properties (c) Fees and Charges 9,229,916 1,346,280,009 9,028,120 1,260,070,180
(i) Long Term Investment (ii) Short Term Investment
Amount in Rs Receipts
Current Year
Previous Year
2010-11
2009-10
Amount in Rs Payments
VI. A Other Receipts
Current Year
Previous Year
2010-11
2009-10
IV. Expenditure on fixed Assets and Capital work-in-progress Non-plan
81
(a) Leave Salary Pension 1,517,010 1,496,709 Contribution 4,706,363 3,985,195 (i) Equipment and Furniture 2,210,102 (b) Central Govt. Health Scheme (c) Misc. (Receipts) 29,638,478 36,181,869 (ii) Land and Building 83,188,074 85,398,176 (d) General Provident Fund 179,977,837 179,884,650 Plan 3,730,592 (i) Equipment and Furniture 32,623,415 (e) Contribution Provident Fund 2,280,000 4,775,272 (ii) Land and Building 102,892,387 135,515,802 (f) Earnest Money/Security Deposit 5,957,319 (g) Caution Money 456,180 350,600 (h) Other Deposits 1,960,065 1,584,262 V. Programmes (i) Science Kits Deposits 11,061,630 11,597,124 (Academic/Publication Deptt.) (j) MC/Scooter/Comp. Adv. 4,094,199 3,492,780 Non-plan 678,653,464 (k) Cycle Advance 10,800 19,957 Plan 212,188,805 890,842,269 (l) House Building Advance 2,965,905 3,615,024 (m)Fan Advance VI. A. Other Payments (n) Warm Clothing Advance 2,100 (a) Motor Car/Scooter/Comp. 4,372,030 (o) Matured Long Term 101,025,000 60,950,000 (b) Leave Salary Pension Contribution1,295,204 Investment withdrawn (c) Cycle Advance 12,000 (p) Matured Short Term 2,330,000,000 750,000,000 (d) House Building Advance 1,760,440 Investment withdrawn (e) Interest on GPF 54,751,959 (q) Contingent Advance 16,500 18,000 (f) Interest on CPF & matching con. 2,832,231 385,190 401,074 (g) Deposit with Sale Tax Dept. 1,000,000 (r) Subs. to Death Relief Scheme (s) RTI Act 10,011 12,183 (h) Contingent Advance 16,500 (t) Interest on GPF 54,751,959 48,389,840 (i) Central Govt. Health Scheme 43,305,488 (u) Interest on CPF and 2,832,231 2,115,718 (j) General Provident Fund 156,658,187 matching con. (k) Contribution Provident Fund 3,158,598 (v) Royalty 53,992,126 4,188,438 (l) Earnest money/Security Deposit 3,773,795 (w) Refund from CPWD - 2,787,640,903 755,010 1,117,544,297 (m) Caution money 220,300 (n) Other deposits 1,499,258 (o) Misc. Payments 5,666,221 VI.B Remittances (p) Council’s matching con. 8,427,608 towards DNPS (q) Warm Cloth Advance 3,000 (r) Refund of Adv. Rpt. of Sci. Kit 15,593,496 (s) Bank Guarantee 57,500,000 361,846,315 (a) GPF/CPF 675,810 2,221,811 (b) LIC/PLI 1,914,359 1,944,929 VII.B. Remittances 2,915,331 (a) GPF/CPF 702,919 (c) Group Link Insurance Scheme 5,509,480 (d) Income Tax 39,852,731 74,334,491 (b) PLI/LIC 1,886,282 (e) Thrift and Credit Society 16,254,406 14,386,177 (c) Group Link Insurance Scheme 4,555,593 (f) Misc(Remitt.) 28,438,190 29,485,280 (d) Income Tax 39,835,415 (g) Sub-Office Remittances 1,345,173,281 1,316,425,502 (e) Thrift and Credit Society 16,236,906 (h) Funds Received by 966,000,000 1,070,700,000 (f) Misc.Remitt. 24,287,043 sub-offices (g) Remittance by Sub-Offices 1,343,755,501 (i) Employees con. 8,402,173 9,146,006 (h) Employees con. Under tier -I (DNPS) 8,427,608 Under tier-I (DNPS) 2,412,220,430
2,521,559,527
1,439,687,267
2,598,825 50,816,764
53,415,589
25,743,590 86,054,125 111,797,715
740,450,613 204,232,195 944,682,808
4,091,030 286,231 3,000 1,788,860 48,389,840 2,115,718 18,000 6,737,544 149,202,591 6,652,067 3,992,910 181,700 1,656,992 906,840 9,140,207 73,091,332 - 308,254,862
2,164,091 1,925,333 3,117,704 74,621,741 14,385,932 29,859,585 1,316,290,435 9,140,207
1,451,505,028
Amount in Rs Receipts
Current Year
Previous Year
2010-11
2009-10 -
Amount in Rs Payments
Current Year
Previous Year
2010-10
2009-10
-VII. Funds released to sub-offices (P.R.)
966,000,000
VIII. Closing Balance Cash in hand and at bank 213,650,091 (Schedule 4) Funds in Transit
8,477,206,526
6,757,002,207
1,070,700,000
143,003,307 213,650,091
15,400,000
8,477,206,526
82 Sd/– Secretary and Chief Accounts Officer NCERT, New Delhi 110 016
Sd/– Sr. Accounts Officer NCERT, New Delhi 110 016
158,403,307
6,757,002,207
