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Education and society
The document discusses various issues within the Indian education system, focusing on inequality, universalization of education, the examination system, and vocational education. It highlights educational disparities, causes of wastage and stagnation, and presents strategies to improve the system through community involvement and teacher training. Additionally, it emphasizes the need for vocationalization in secondary education to align with labor market demands and proposes educational reforms for better quality and accessibility.
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Introduction to the Indian Education System and its issues.
Explores the nature, consequences, and intervention strategies for inequality in school education.
Analyzes causes and strategies addressing wastage and stagnation in the educational system.
Discusses initiatives for promoting literacy and non-formal education across India.
Details the shortcomings and innovative approaches in the current examination system.
Focuses on the need, historical context, policies, and future issues regarding vocational education.
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Education and society
- 1. Education and Society M.Vijayalakshmi AssistantProfessor Sri Ramakrishna Mission Vidyalaya College of Education Coimbatore
- 2. Education and Society ES- 334 Indian Education System: Some Issues
- 3. • Unit –13 • Inequality in School Education • Unit – 14 • Issues Related to Universalization of School Education • Unit – 15 • Issues Related to the Present Examination System • Unit – 16 • Issues Related to Vocationalization of Secondary Education
- 4. Unit – 13 Inequalityin School Education
- 5. • Inequality :Its Nature • Consequences of Inequality in Education • Educational Disparities at the Elementary Stage of Education • Role of Non-Government Organizations • Language at Home and School • School/Teacher’s Role
- 6. Inequality : ItsNature • Caste discrimination • Welfare state • Wealth and Power • Poverty • Changes - Time and Space
- 7. Historical Typology • ExogenousFactors – Outside the Education System • Economic, social, political, technological and cultural factors • Education system, delivery of education, etc • Exogenous Factors - Within the educational domain • Poor organizational climate of school- system
- 8. • Qualitative inequalities •Social barriers, malnutrition, lack of guidance etc • Quantitative inequalities • Low income, low achievement grades, etc
- 9. Consequences of Inequalityin Education • Economic Consequences • Social Consequences • Political Consequences • Cultural Consequences • Educational Consequences
- 10. Educational Disparities atthe Elementary Stage of Education • Article 45 and 46 • Free and compulsory ‘Basic Education’ (Primary Education) • Age 6-14 • Far Behind States - Assam, Andhra Pradesh, Bihar, Jammu & Kashmir, Madhya Pradesh, Orissa, Rajasthan, Uttar Pradesh and West Bengal
- 11. • SC &ST • SC – 22% 1981 to 38% 1991 • ST – 17% 1981 to 30% 1991 • Female Literacy – 8% in Barmer district of Rajasthan • 94% in Kottayam district of Kerala • Adopt – Positive Discrimination • Localized Micro-planning • Decentralized plan of action
- 12. Intervention Strategies toReduce Inequality in Education • Micro – Planning • Mobilizing community participation in villages • Decentralizing educational administration • Inviting and strengthening local administrative and resource support system • Ascertaining educational requirement of the area • Seeing that all children participate in the learning process at school • Planning for infrastructural improvement of school/non-formal education centres
- 13. • 3 typesof districts • High literacy districts – Quality and achievement • Total literacy Districts – To achieve UEE • Low literacy districts – Cover environment building • At present – 247 Educationally backward districts in India • Need “Crash Programme’ – DPEP implemented
- 14. Minimum Levels ofLearning • Assessment of the existing levels of learning achievement • A definition of MLLs for the area and the time frame within which it will be achieved • Clear-cut definition of the role of the teacher and curriculum
- 15. Structural Changes • Factorsdetermine - student learning • Sources ? • Sources – Within input or out of school control • Role of the Socio-economic background of the student and peer group • Govt or Private – successful ? • Policy ? • Which factors to be focussed most ?
- 16.
- 17. The Effect ofTeacher Training • NCERT • Programme for Massive Orientation of School Teachers (PMOST 1986-89) • Operation Black Board Scheme (19889- 1992) • Special Orientation Programme for Teachers (SPOT 1993-94 to 1996-97) • District Primary Education Programme (DPEP) - In-service training
- 18. • Cost effectivenessof improvements in teacher training • Upgrading of existing teachers - enrichment materials • In-service training for poorly trained or untrained teachers • Retraining of teachers for new curricula • Improvements in initial or pre-service training – concrete and realistic
- 19. Specialist Teacher Educator– Resource Person – Teachers
- 20.
- 21. Language at Homeand School • Mudaliar Commission – 1952-53 • Mother tongue – medium of instruction • Two languages – secondary stage
- 22. School/Teacher’s Role • ConstitutiveAction • Pupil’s Characteristics – Categorising the students in terms of - • Fixed Characteristics • Grade Specific Characteristics • Pupil’s Family Background Characteristics • Peer Group Characteristics • School Characteristics - • School Quality • Teacher Quality • Managerial and Administrative Environment of School
- 23. Unit – 14 IssuesRelated to Universalization of School Education
- 24. • Concept ofWastage • Concept of Stagnation • Causes of Wastage and Stagnation • How to Reduce Wastage and Stagnation? • Medium of Instruction
- 25. Wastage • Hartog Committee •The premature withdrawal of children from school at any stage before the completion of the primary class
- 26. Stagnation • Child spendsmore number of years to complete a given course than prescribed for it. • Index of Stagnation = 100 1- Total Optimum Years Total Years actually taken
- 27. Causes of wastageand stagnation • Socio-Economic Causes • Educational Causes • Miscellaneous Causes
- 28. Socio-Economic Causes • EconomicallyBackwardness of the Family • Excessive Involvement of Children in Domestic Work • Occupation • Educational Status of the Family • Early Marriage or Betrothal • Indifference of Parents • Parental Opposition
- 29. Educational Causes • Lackof Conducive conditions at Home and School • Absence of Relationship between Educational system and Economic Needs of the Community • Weak Infrastructure
- 30. Miscellaneous Causes • Difficultnatural and geographical conditions • Physical illness of pupils • Heterogeneity in Age-composition of the Pupils
- 31. How to Reduce Wastageand Stagnation? • Problem is quite serious • Need motivation to overcome the problem
- 32. Strategies to Reduce Wastageand Stagnation • Improvement of School Facilities • School Management • Improvement of Teacher Performance • Classroom related Strategies
- 33. District Primary EducationProgramme • DPEP – 1993 • 42 districts in 7 states • Assam, Karnataka, Kerala, Madhya Pradesh, Maharashtra, Orissa, Tamil Nadu • Target 1993 – 98 – 110 districts – whole country
- 34. National Literacy Mission •NLM – 1988 • 80 million adults 15-35 age group by 1990-95 • Feb 1994 – 258 districts – covered by Total Literacy Campaigns • 80 Districts by Post-Literacy Campaigns • Influence UEE – Successful • Post-Literacy Centres – 22,000 – Jana Siksha Nilayam - JSNs
- 35. Non- Formal Education •Revise POA 1992 • 9-14 yrs • 25:75 – 40:60 • 2,38,000 NFE centres March 1993 – 6 million • 400 voluntary agencies – participating
- 36. Minimum Level ofLearning • Assessment of the existing levels of learning achievement • A definition of MLLs for the area and the time frame within which it will be achieved • Clear-cut definition of the role of the teacher and curriculum • Competency-based teaching • Continuous, Comprehensive evaluation • Review – text books • Upgradation of physical and other facilities
- 37. Improving the qualityof Pre- service and In-service Training Programmes for Primary School Teachers
- 38. • Programme forMassive Orientation of School Teachers (PMOST 1986-89) - - Training Camps • Operation Black Board Scheme (19889- 1992) - - OB Kits • Special Orientation Programme for Teachers (SPOT 1993-94 to 1996-97) - - Generating Awareness, In-Service Training Programmes
- 39. Decentralised Planning and Managementof Education • District Board, Blocks and Panchayats • New Panchayat Raj Act – 1992 • Panchayat for a village – Village Education Committee – power – Micro-planning
- 40. • Advising parentsto send their children to school • Activating parent-teacher associations • Running NFE centres effectively • Helping in bringing school and village- community closer and reducing truancy cases • Mobilizing enrolment of girls • Aiding school in running remedial classes, and helping poor parents in meeting the educational needs of the child.
- 41. Medium of Instruction •1000 languages • 18 national languages • English and Hindi – Official Languages • Dropouts – • Need to improve • Instructional materials • Posting tribal teachers • More women teachers • Ashram schools • Effort – to overcome social maladjustment of the child • Emotional problems of the pupils – handled sympathetically and in a friendly manner
- 42. Unit – 15 IssuesRelated to the Present Examination System
- 43. • Evaluation • Statusof the present Examination System at the School Stage • Shortcomings of the Present System • Innovation in Examination System
- 44. Evaluation • Educational Evaluation •Evaluation of Pupil Growth and Examinations
- 45. Educational Evaluation • Systematiceducational evaluation consists of a formal appraisal of the quality of educational phenomena
- 46. Evaluation of Pupil Growthand Examinations • Objectives • Learning Experiences • Method of Teaching • Evaluation – Techniques and tools
- 47. Status of thepresent Examination System at the School Stage • Haryana, Punjab and Himachal Pradesh – 8th -Public examination – State Board – Middle examination
- 48. Status of thepresent Examination System at the School Stage • Model of Industry • Mudaliyar Commission – 1952 • The Kothari Commission – 1964 • The Yashpal Committee • The National Policy on Education – 1986 • The Acharya Ramamurthy Committee - 1990
- 49. Shortcomings of thePresent System • Memorization • Scholastic-Oriented • Validity of a Single-stroke Examination • Creation of Fear and Tension • Low Quality of Question Paper • Prevalence of Essay type Question • Subjectivity in Marking • Limited Application of Assessment Techniques
- 50. • Mismanagement ofExaminations • Inappropriate Interpretation of Raw Scores • Non-application of Scaling Techniques • Numerical Marking System Versus Grading • Awarding of Grace Marks • Predominance of the Examination system over the Teaching-learning Process • Lack of Credibility of Public Examinations
- 51. Innovation in ExaminationSystem • Semester System • Continuous and Comprehensive Evaluation (CCE) • Question Banks • Re-evaluation and Returning of Marked Answer Scripts • Multiple Sets of Question Paper • Open Book Examinations • Credit Accumulation and Credit Transfer
- 52. Unit – 16 IssuesRelated to Vocationalization of Secondary Education
- 53. • Need forVocationalization of Secondary Education • Historical Development of Vocationalization of Education • Policy Making in Vocational Education (VE) • Present Status of Vocationalisation at the School • Problems • Issues for the Future
- 54. Need for Vocationalizationof Secondary Education
- 55. Meaning • UNESCO - •Education action to prepare for work and active life
- 56.
- 57. Merits of Vocationlisationof Education • Education related to productivity • Preparation of individual for jobs • Employment opportunities • Broadening of horizons • Dignity of labour • Maximum utilisation of the material resources of the country
- 58. Historical Development of Vocationalizationof Education • Wood’s Despatch (1854) • Hunter Commission • Hartog Committee (1929) • Sargent Plan (1944) • Mudaliyar Commission (1952-53) • Kothari Commission (1964-66) • Working Group (1985) • National Policy on Education (1986, 1992) • Ramamurthy Committee (1990) • The Current Debate
- 59. Policy Making inVocational Education (VE) • NCERT – National Council for Educational Research and Training • SCERT – State Council of Educational Research and Training • AICTE – All India Council for Technical Education • RDAT – Regional Directorate of Apprenticeship Training • CSTARI – Central Staff Training and Research Institute
- 60. • FTI –Foreman Training Institute • ATI – Advanced Training Institute • ITI – Industrial Training Institute • NCTVT – National Council for Training in Vocational Trades • CAC – Central Apprenticeship Council • DE & T – Directorate of Employment and Training • SCTVT – State Council for Training in Vocational Trades
- 61. Present Status of Vocationalisationat the School • Polytechnics • Industrial Training Institutes (ITTs) • Specialised Institutions and Schools like Technical, Arts and Craft Schools, Agriculture Schools, Forestry Schools, Nursing Schools Commercial Training Schools etc., • Vocational Education at the +2 level within the school system
- 62. Problems • Irrelevance ofcourses leading to a mismatch between the labour market needs and the training skills • Lack of focus on emerging areas of industrial development • Inadequate syllabi being followed in schools and use of obsolete equipment • Inadequate practical training skills acquired by the students which are not useful in practical life
- 63. • Lack ofsocial acceptability • Lack of employment opportunities, and • Overall poor enrolment in vocational stream in such schools
- 64. Issues for theFuture • School-based system of vocational education • Separate vocational institutions • Polytechnics and ITIs – School-based • Polytechnics and ITIs – Industry • Academic Stature of vocational courses
- 65.