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This article throws light upon the top five agencies for improvement of primary education in India. The agencies are: 1. National Council of Educational Research and Training 2. State Council of Educational Research and Training 3. District Institute of Education and Training 4. District Primary Education Programme 5. Operation Black Board.
Agencies for Improvement of Primary Education:
- National Council of Educational Research and Training
- State Council of Educational Research and Training
- District Institute of Education and Training
- District Primary Education Programme
- Operation Black Board
Agency # 1. National Council of Educational Research and Training (NCERT):
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The National Council of Educational Research and Training (NCERT) is an autonomous body, which was established on 1st September, 1961 at New Delhi to act as the main academic adviser to the ministry of education under MHRD on all matters pertaining to school education. The NCERT has a general body, where all the State Ministers of Education and eminent educationists and teachers are it’s of India.
For the improvement of school education the council undertakes the following activities:
(i) To undertake, promote and co-ordinate research in all branches of education.
(ii) To organize Pre-Service and in-service training mainly at an advance level.
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(iii) To organize extension service for such institutions in the country which are engaged in educational research, training of teachers or provision of extension services at school.
(iv) To develop and assimilate improved educational techniques and practice at school.
(v) To prepare instructional materials required by teachers and students.
(vi) To undertake and organize studies, investigations and surveys relating to educational matters.
(vii) To act as clearing house for ideas and information on all matters relating to school education.
(viii) To advise the center and the states as well as other academic institutions in matters pertaining to school education.
The council works in co-operation with the state education departments, universities and other institutions for promoting school education. The NCERT has National Institute of education (NIE) and centers of educational Technology (CET) at New Delhi. The council runs in Regional institutes of education (RIE) at Ajmer, Bhopal, Bhubaneswar and Mysore.
It has also a publication cell which publishes different books, journals, manuals, practice books etc., for the improvement of school education. The workshops of NCERT produce different science kits and distributes those kits to various schools. So the main function of NCERT is to improve the quality of school education at large.
Agency # 2. State Council of Educational Research and Training (SCERT):
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The SCERT was established is Orissa, Bhubaneswar on January 1979 to act as a principal agent of bringing improvement in school education teacher education, non-formal education and as a center of advanced studies and research in education. Prior to 1979 it was named as state institute of education. Now it has also been working as the directorate of Teacher Education.
For the qualitative improvement of education, research and training in the state Orissa, SCERT undertakes the following activities:
(i) To undertake, promote and coordinate research at different stages of education.
(ii) To look to the improvement of teacher education and non-formal education in the state of Orissa.
(iii) To act as an agent for the advancement of primary education.
(iv) To prescribe curricula and text books for the school and teacher training institutions.
(v) To supervise the working of the teacher training Colleges, Secondary Training schools. Elementary Training schools DIETS.
(vi) To provide extension service to Teacher-Training institutions at all levels in the state.
(vii) The SCERT has been assigned the work of implementing UNICEF and UNESCO projects in the state of Orissa.
(viii) To organize some special educational projects sponsored by the NCERT and UNICEF for the progress and development of school education.
(ix) To organize pre-service and in-service training for the teachers, teacher educators and inspecting officers.
(x) To produce instructional materials for the sue of teacher- educations.
(xi) To undertake investigations on different problems of school education.
(xii) To conduct the public examinations specially at terminal stages like the end of class-Ill and class-V etc. With a view to selecting students for scholarships.
The highest administrative authority and the academic advisor of the SCERT is the Director who is assisted by one Deputy Director in administration and other in academic matters. There are so many other officials belonging to class I and class II cadre of the state Government, who assist the Director to run the administrative machinery of the council.
There are thirteen departments in the SCERT to aid and advice the Director. The Programme Advisory committee of the SCERT functions under the chairmanship of the Minister, education and Youth services Department of Orissa. There are also special Advisory committees for programmes live population education. Educational Technology and Non-Formal education.
Agency # 3. District Institute of Education and Training (DIET):
The NPE 1986 and programme of Action 1986 (POA) envisages that a task force will be constituted for the evaluation of the activities of all Elementary Training Schools in the state. Training of teachers in primary schools was given priority for the qualitative improvement of primary education in the NPE 1986.
In order to fulfill this target some of the model training schools were selected and up graded by the Task Force and named those institutions as District institute of Education and Training (DIET) in every district. These institutions took a number of steps for the qualitative improvement of both primary and non-formal education.
The DIETs are meant for the training of pre-service and in-service teachers in primary schools. The principal is the head of the DIET.
Objectives of DIET:
The following are the objectives of DIET:
i. To develop company in universalisation in Primary Education
ii. To provide occupational literacy programme for the age group of 15-35 years of adult learners.
iii. To spread adult education or mass education through functional literacy programme.
Role of DIET for Quality Improvement of Primary Education:
The following are some of the steps which have been undertaken by DIET in order to bring qualitative improvement of primary education:
i. To undertake action research programme on the problems created in primary education.
ii. To undertake research activities on the problems of adult education or mass education and provide some guidelines for proper implementation of adult education.
iii. To provide pre-service and in-service training facilities for primary school teachers.
iv. To provide training facilities for the teacher or facilitators of non- formal education and adult education.
v. To provide orientation programmes for headmasters and other assistant teachers.
vi. To organize training and orientation programmes for the personnel engaged in institutional planning and its implementation.
vii. To organize training programmes for the community Leaders, members of voluntary organizations and members of NGOs.
viii. To review curriculum and learning materials. One of the wings of the DIET which deals with curriculum and learning materials for elementary teachers.
ix. To look after the material equipment in the elementary schools because most of the elementary schools are shoot of needed learning materials.
x. To promote literacy programmes by adopting certain blocks in a district and undertake programmes for adult literacy.
xi. To develop competency in universalization of elementary education.
xii. To work for early childhood care and education.
xiii. To pay special attention to girls’ education in the age group of 6- 14 years.
xiv. To improve evaluation procedure for elementary education.
Lastly we can say that the quality of primary education can be improved and the target of universalization can be fulfilled if the DIET will take innovative steps for the progress of primary education.
Agency # 4. District Primary Education Programme (DPEP):
The District Primary Education Programme (DPEP) was launched in 1994 as a major initiative to achieve Universalisation of Primary education. The DPEP adopts a holistic approach to universalize access, improve retention and learning achievements and to reduce gender disparities, regional disparities and disparities among socially disadvantaged groups.
It seeks to operationally the strategy of universalization of primary education through district specific planning with emphasis on decentralized management, participatory processes, empowerment and capacity building at all levels.
Since its initiation in November 1994, when DPEP covered 42 districts in seven states, its reach has spread to 248 districts in 18 states, namely Assam, Haryana, Karnataka, Kerala, Maharashtra, Tamil Nadu, Madhya Pradesh, Chhattisgarh, Gujarat, Himachal Pradesh, Orissa, Andhra Pradesh, West Bengal, Uttar Pradesh Uttaranchal, Bihar, Jharkhand and Rajasthan.
The Programme is being expanded to another 23 districts of Rajasthan, Orissa and Gujarat. By November 2000 more than 11,000 new formal schools and over 53,000 alternative schools had been established under the DPEP. More than 50,000 pre primary education centers (Angan wadies) strengthened under the programme. It has provided training to over three million community members and about one million teachers.
Objectives of DPEP:
The following are objectives of DPEP for effective universalization of primary education:
i. It aims at providing access to primary education for all children.
ii. To reduce primary drop-out rates to less than 10 percent.
iii. To reduce the gender and social gap to less than five percent.
iv. To provide alternative education programme for backward class students.
v. To give priority on girls education.
vi. To provide improved facilities for primary schools.
vii. To make community involvement in school management.
In order to bring qualitative improvement of primary education the role of DPEP are as follows:
i. DPEP takes steps for extension and construction of school building.
ii. It establishes block resource centres.
iii. It provides learning and writing materials to the students of backward classes.
iv. It provided grants to every teacher for preparation of learning materials.
v. It allocates annual grants for the development of primary schools.
vi. It establishes alternative schools.
vii. It establishes village education committee for well management of educational institutions.
viii. It organizes different teacher training programmes
ix. It makes special provision for S.C and ST girls students.
x. It evaluates the day to day teaching activities of primary school teachers.
The success of this programme depends upon the local community, without the cooperation of the members of the local community, the District primary Education programme will not be effective and fruitful.
Agency # 5. Operation Black Board:
The scheme of Operation Blackboard was launched in 1987-88 which was the contribution of NPE 1986 for the quantitative and qualitative improvement of primary education. Its aim was to provide improved infrastructure in schools. The scheme intended to improve human and physical resources available in primary schools of the country.
Under operation Black board scheme the following provision were made for qualitative improvement of primary education:
(i) At least two large rooms for every primary school.
(ii) At least two teachers out of which one should be a lady teacher in every primary school.
(iii) Essential teaching learning materials for every existing primary school.
During 1993-94, the operation Blackboard scheme was extended to cover upper primary schools. It provided for three rooms for primary schools, an additional teacher for upper primary schools and a third teacher for primary school which enrolment of more than 100 students.
The scheme is implemented through state governments. The scheme provides for 100 percent central assistance for Teaching Learning Equipment and for salary of teacher during plan period. The Department of Rural Development has worked out a scheme to make funds available for construction of school buildings on sharing basis with state Governments, under Jawahar Gram Samridhi Yojana (JGSY).
Besides these the revised formulation of NPE, 1992 has recommended contain proposals for the effective implementation of operation Blackboard scheme in order to bring qualitative improvement in primary education.
They are as follows:
(i) Training programmes for the proper use of supplied teaching learning equipment’s.
(ii) Responsibility was given to the state Governments for repairing and changing the damaged Learning Equipment’s.
(iii) Establishment of at least three roomed school and appointment of three trained teachers in primary school.
(iv) Provision of separate room for the work of Headmaster and office work.
(v) Provision of more books for school library.
(vi) Preparation of teaching aids on the basis of curriculum and local needs.
(vii) Importance on appointment of lady teachers in order to attract the girl students in primary schools.
During the period, 1987-88 to 200-2001, TLE has been sanctioned to 5, 22, 902 primary schools and 1, 38, 009 upper primary schools. Lastly, the responsibility has been given both to central and state Govt. for successful working of this scheme.