Inequality in School Education, Issues Related to Universalization of School Education, Present Examination System, Vocationalization of Secondary Education

1. Education and Society
M.Vijayalakshmi
Assistant Professor
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
Inequality in 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 : Its Nature
• Caste discrimination
• Welfare state
• Wealth and Power
• Poverty
• Changes - Time and Space

7. Historical Typology
• Exogenous Factors – Outside the Education
System
• Economic, social, political, technological
and cultural factors
• Education system, delivery of education, etc
• Exogenous Factors - Within the educational
domain
• Poor organizational climate of school-
system

8. • Qualitative inequalities
• Social barriers, malnutrition, lack
of guidance etc
• Quantitative inequalities
• Low income, low achievement
grades, etc

9. Consequences of Inequality in Education
• Economic Consequences
• Social Consequences
• Political Consequences
• Cultural Consequences
• Educational Consequences

10. Educational Disparities at the
Elementary Stage of Education
• Article 45 and 46
• Free and compulsory ‘Basic Education’
(Primary Education)
• Age 6-14
• Far Behind States - Assam, Andhra
Pradesh, Bihar, Jammu & Kashmir,
Madhya Pradesh, Orissa, Rajasthan, Uttar
Pradesh and West Bengal

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 to Reduce
Inequality in Education
• Micro – Planning
• Mobilizing community participation in villages
• Decentralizing educational administration
• Inviting and strengthening local administrative
and resource support system
• Ascertaining educational requirement of the
area
• Seeing that all children participate in the
learning process at school
• Planning for infrastructural improvement of
school/non-formal education centres

13. • 3 types of districts
• High literacy districts – Quality and
achievement
• Total literacy Districts – To achieve UEE
• Low literacy districts – Cover environment
building
• At present – 247 Educationally backward
districts in India
• Need “Crash Programme’ – DPEP
implemented

14. Minimum Levels of Learning
• Assessment of the existing levels of
learning achievement
• A definition of MLLs for the area and
the time frame within which it will be
achieved
• Clear-cut definition of the role of the
teacher and curriculum

15. Structural Changes
• Factors determine - student learning
• Sources ?
• Sources – Within input or out of school
control
• Role of the Socio-economic background of
the student and peer group
• Govt or Private – successful ?
• Policy ?
• Which factors to be focussed most ?

16. Researches

17. The Effect of Teacher Training
• NCERT
• Programme for Massive Orientation of
School Teachers (PMOST 1986-89)
• Operation Black Board Scheme (19889-
1992)
• Special Orientation Programme for
Teachers (SPOT 1993-94 to 1996-97)
• District Primary Education Programme
(DPEP) - In-service training

18. • Cost effectiveness of improvements in
teacher training
• Upgrading of existing teachers -
enrichment materials
• In-service training for poorly trained or
untrained teachers
• Retraining of teachers for new curricula
• Improvements in initial or pre-service
training – concrete and realistic

19. Specialist Teacher Educator –
Resource Person –
Teachers

20. Role of NGOs

21. Language at Home and School
• Mudaliar Commission – 1952-53
• Mother tongue – medium of instruction
• Two languages – secondary stage

22. School/Teacher’s Role
• Constitutive Action
• Pupil’s Characteristics – Categorising the
students in terms of -
• Fixed Characteristics
• Grade Specific Characteristics
• Pupil’s Family Background Characteristics
• Peer Group Characteristics
• School Characteristics -
• School Quality
• Teacher Quality
• Managerial and Administrative Environment of
School

23. Unit – 14
Issues Related to
Universalization of School
Education

24. • Concept of Wastage
• 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 spends more number of years to complete
a given course than prescribed for it.
• Index of Stagnation = 100 1- Total Optimum Years
Total Years actually taken

27. Causes of wastage and stagnation
• Socio-Economic Causes
• Educational Causes
• Miscellaneous Causes

28. Socio-Economic Causes
• Economically Backwardness of the Family
• Excessive Involvement of Children in
Domestic Work
• Occupation
• Educational Status of the Family
• Early Marriage or Betrothal
• Indifference of Parents
• Parental Opposition

29. Educational Causes
• Lack of Conducive conditions at Home and
School
• Absence of Relationship between
Educational system and Economic Needs of
the Community
• Weak Infrastructure

30. Miscellaneous Causes
• Difficult natural and geographical
conditions
• Physical illness of pupils
• Heterogeneity in Age-composition
of the Pupils

31. How to Reduce
Wastage and Stagnation?
• Problem is quite serious
• Need motivation to overcome
the problem

32. Strategies to Reduce
Wastage and Stagnation
• Improvement of School Facilities
• School Management
• Improvement of Teacher
Performance
• Classroom related Strategies

33. District Primary Education Programme
• DPEP – 1993
• 42 districts in 7 states
• Assam, Karnataka, Kerala, Madhya
Pradesh, Maharashtra, Orissa, Tamil
Nadu
• Target 1993 – 98 – 110 districts – whole
country

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 of Learning
• Assessment of the existing levels of learning
achievement
• A definition of MLLs for the area and the
time frame within which it will be achieved
• Clear-cut definition of the role of the
teacher and curriculum
• Competency-based teaching
• Continuous, Comprehensive evaluation
• Review – text books
• Upgradation of physical and other facilities

37. Improving the quality of Pre-
service and In-service
Training Programmes for
Primary School Teachers

38. • Programme for Massive Orientation of
School Teachers (PMOST 1986-89) -
- Training Camps
• Operation Black Board Scheme (19889-
1992) -
- OB Kits
• Special Orientation Programme for
Teachers (SPOT 1993-94 to 1996-97) -
- Generating Awareness, In-Service Training
Programmes

39. Decentralised Planning and
Management of Education
• District Board, Blocks and Panchayats
• New Panchayat Raj Act – 1992
• Panchayat for a village – Village Education
Committee – power – Micro-planning

40. • Advising parents to send their children to
school
• Activating parent-teacher associations
• Running NFE centres effectively
• Helping in bringing school and village-
community closer and reducing truancy
cases
• Mobilizing enrolment of girls
• Aiding school in running remedial classes,
and helping poor parents in meeting the
educational needs of the child.

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
Issues Related to the Present
Examination System

43. • Evaluation
• Status of 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
• Systematic educational
evaluation consists of a
formal appraisal of the
quality of educational
phenomena

46. Evaluation of
Pupil Growth and Examinations
• Objectives
• Learning Experiences
• Method of Teaching
• Evaluation – Techniques and tools

47. Status of the present Examination
System at the School Stage
• Haryana, Punjab and Himachal
Pradesh – 8th -Public
examination – State Board –
Middle examination

48. Status of the present Examination
System at the School Stage
• Model of Industry
• Mudaliyar Commission – 1952
• The Kothari Commission – 1964
• The Yashpal Committee
• The National Policy on Education – 1986
• The Acharya Ramamurthy Committee -
1990

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

50. • Mismanagement of Examinations
• Inappropriate Interpretation of Raw Scores
• Non-application of Scaling Techniques
• Numerical Marking System Versus Grading
• Awarding of Grace Marks
• Predominance of the Examination system
over the Teaching-learning Process
• Lack of Credibility of Public Examinations

51. Innovation in Examination System
• Semester System
• Continuous and Comprehensive Evaluation
(CCE)
• Question Banks
• Re-evaluation and Returning of Marked
Answer Scripts
• Multiple Sets of Question Paper
• Open Book Examinations
• Credit Accumulation and Credit Transfer

52. Unit – 16
Issues Related to
Vocationalization of Secondary
Education

53. • Need for Vocationalization of Secondary
Education
• Historical Development of Vocationalization
of Education
• Policy Making in Vocational Education (VE)
• Present Status of Vocationalisation at the
School
• Problems
• Issues for the Future

54. Need for Vocationalization of
Secondary Education

55. Meaning
• UNESCO -
• Education action to prepare
for work and active life

56. Philosophy of
Vocationalisation

57. Merits of Vocationlisation of Education
• Education related to productivity
• Preparation of individual for jobs
• Employment opportunities
• Broadening of horizons
• Dignity of labour
• Maximum utilisation of the material
resources of the country

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

59. Policy Making in Vocational Education (VE)
• NCERT – National Council for Educational
Research and Training
• SCERT – State Council of Educational
Research and Training
• AICTE – All India Council for Technical
Education
• RDAT – Regional Directorate of
Apprenticeship Training
• CSTARI – Central Staff Training and
Research Institute

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
Vocationalisation at the School
• Polytechnics
• Industrial Training Institutes (ITTs)
• Specialised Institutions and Schools like
Technical, Arts and Craft Schools,
Agriculture Schools, Forestry Schools,
Nursing Schools Commercial Training
Schools etc.,
• Vocational Education at the +2 level within
the school system

62. Problems
• Irrelevance of courses leading to a
mismatch between the labour market needs
and the training skills
• Lack of focus on emerging areas of
industrial development
• Inadequate syllabi being followed in schools
and use of obsolete equipment
• Inadequate practical training skills
acquired by the students which are not
useful in practical life

63. • Lack of social acceptability
• Lack of employment opportunities,
and
• Overall poor enrolment in
vocational stream in such schools

64. Issues for the Future
• School-based system of vocational education
• Separate vocational institutions
• Polytechnics and ITIs – School-based
• Polytechnics and ITIs – Industry
• Academic Stature of vocational courses

65. Thank You