NATIONAL POLICY OF EDUCATION 1986

DECLARATION:

Nov. 1984 by Mr. Rajeev Gandhi to do something in the field of education To enable the nation sail properly into 21st century

CHALLENGE OF EDUCATION -a policy perspective: published by Govt. of India in May 1985 in 11 Indian languages and distributed free
Opposition complimented the

EQUALITY OF EDUCATIONAL OPPORTUNITY FOCUS ON FOUR GROUPS: WOMEN- 46% OF THE POPULATION; EDUCATED VERY FEW SCHEDULED CASTES MINORITIES HANDICAPPED OR NEGLECTED PERSONS UNIVERSALIZATION OF ELEMENTARY EDUCATION COMMON STRUCTURE OF EDUCATION 10+2+3 NATIONAL CORE CURRICULUM FOR NATIONAL UNITY MINIMUM LEVEL OF LEARNING TO BE TESTED CHILD CENTERED EDUCATION SHOULD BE THERE VALUE EDUCATION

EXAMINATIONS SHOULD DO PROPER EVALUATION AVAILABILITY OF FACILITIES IN INSTITUTIONS COMMUNITY INVOLVEMENT TEACHER STATUS/TEACHER EDUCATION

 MINISTRY OF HUMAN RESOURCE DEVELOPMENT, GOVT. OF INDIA CONSTITUTED 23 TASK FORCES FOR THE IMPLEMENTATION OF THE NATIONAL POLICY. REORGANIZATION OF EDUCATION AT DIFFERENT STAGES EARLY CHILDHOOD CARE AND EDUCATION ECCE INVOLVES THE TOTAL DEVELOPMENT OF THE CHILD; PHYSICAL, MOTOR, COGNITIVE, LANGUAGE, EMOTIONAL, SOCIAL AND MORAL (AGE:0-6 YRS). 70% OF THE TARGET GROUPS TO BE COVERED TILL 2000AD 20 LAKH CENTRES TO BE ESTABLISHED TILL 2000AD AT PRESENT ONLY 10% OF THE AGE GROUP IS COVERED SUGGESTIONS INTEGRATED CHILD DEVELOPMENT SERVICES (ICDS) ANGANWADI CENTRES, PRACTICAL TRAINING, MATERIAL FOR CHILDREN; PICTURE BOOKS, POSTERS, PLAY MATERIAL

 ELEMENTRY EDUCATION UNIVERSAL ENROLEMENT AND RETENTION PRESENTLY, 60% CHILDREN DROPOUT BETWEEN CLASSES 1ST -5TH AND 75% BETWEEN 1ST -8TH A SUBSTANTIAL IMPROVEMENT IN THE EQUALITY OF EDUN PRIMARY SCHOOL FOR THE POPULATION OF 200 SPECIAL SCHOOLS AND MOBILE CRECHES NO CORPORAL PUNISHMENT MANUAL WORK AS EDUCATIONAL ACTIVITY POLICY OF NON-DETENTION REWARDS AND RECOGNITION FOR INDIVIDUALS AND INSTITUTIONS OPERATION BLACK-BOARD; TO ENSURE PROVISION OF MINIMUM ESSENTIAL FACILITIES IN PRIMARY SCHOOLS; OPERATION IMPLIES GOALS ARE CLEAR AND WELL-DEFINED AND GOVT. AS WELL AS PEOPLE ARE DETERMINED TO ACHIEVE THESE GOALS WITHIN A PREDETERMINED TIME FRAME. IT INCLUDES: -TWO LARGE ROOMS, NECESSARY TOYS AND GAME MATERIAL, BLACK-BOARDS, MAPS, CHARTS, ETC.

SECONDARY SCHOOLS IN UNSERVED AREAS SCHOOL MAPPING PROGRAMME EMPHASIS ON BACKWARD AREAS AND GIRLS SETTING UP OF NAVODAYA VIDYALAYAS PACE SETTING SCHOOLS QUALITY EDUCATION RESERVATION 75% RURAL, 15% SC AND 7.5% ST COVERAGE OF GIRLS FREE EDUCATION INNOVATION AND EXPERIMENTATION NATIONAL INTEGRATION TARGET: PROGRAMME CAN BE TAKEN-UP BY NIEPA IN CO-OPERATION WITH SCERTs; 1989 ONWARDS IT COULD BE IMPLIMENTED, AND BY 2000, THE UNSERVED AREAS WILL BE FULLY SERVED

 Development of Organizational Structure Joint Council for Vocational Education; set up by MHRD for policy planning and co-ordination of vocational education Central Institutes of Vocational Education; under NCERT set up to perform research and development, monitoring and evaluation functions Other Appropriate Bodies and Organizations; State Councils of Vocational Education, State Institutes of Vocational Education, Technical teacher Training Institutes, Distt. Vocational Training Centres, Deptts of Vocational Education and district level co-ordination committees as per need and requirements

 8+ level 10+ level

Tertiary level programmes; Diploma in Vocational Subjects, Advanced Diploma Programmes and Degree Programmes Self Employment Skills; Entrepreneurial or self-employment skills through curriculum, special training programmes as well as paid apprenticeship facilities.

Career Guidance Cells at district level

 INVOLVING INDUSTRY; JCVE will evolve scheme to involve public/private sector industry in vocational education through appropriate incentive/rewards PROGRAMMES FOR RURAL SECTORS; to engage: all polytechnic institutes, ITIs, other V&TTIs and selected schools, colleges and special institutes will impart vocational education through non-formal programmes in a phased manner PROGRAMMES FOR SPECIAL GROUPS; women, physically and mentally disabled, tribals, other weaker section and those already employed

 Training of teachers, principals and key officials will be undertaken in the organizations like NCERT, RCE, SIVEs, TTTIs and state institutes of education

REVIEW: NCERT/CIVE and SCERT/SIVE will formulate schemes for periodic review of vocational programmes in accordance with the general guidelines laid down by JCVE.

 IMPLIMENTATION STRATEGIES Reforms in the system of selection of teachers Improvement in living and working/serving conditions Creation of an effective machinery for removal of grievances Involvement in planning and management of education Involvement of teacher associations in upholding the dignity of teachers, their professional integrity and curbing professional misconduct Preparation of a code of professional ethics and ensuring that teachers perform their duties in accordance with acceptable norms Creation of opportunities and atmosphere to promote autonomy and innovation among teachers

 LIVING AND WORKING CONDITIONS o Pay and allowances acc. to expected status in society o Professional growth o Retirement and old age benefits o Housing and study leave facilities o Posting and transfers of teachers TEACHERS PARTICIPATION Implementation of NPE Policy making and management forum; Central Advisory Board of Education, SABE, District boards of Education, Village Education Committee etc. RECRUITMENT OF TEACHERS Objectivity, merit and conformity Interest in teaching, love for children, a spirit of adventure and creativity, and commitment for social upliftment

 PRE-REQUISITES: Professional Training Waived: where there is severe shortage of teachers Presently: inadequate facilities; human, physical and academic to provide good professional education Curricula remain unrevised for years o DISTRICT INSTITUTE OF EDUCATION AND TRAINING o DIETs for pre-service and in-service teachers o NATIONAL COUNCIL FOR TEACHER EDUCATION o NCTE will be given the statutory status to play its role o USE OF LATEST TECHNOLOGY; Computer based learning, VCR, TV etc will be provided at DIETs

 Responsibility rests with colleges of teacher education affiliated to universities Revision and development of curriculum with emphasis on Integration of education and culture Study of Indian culture Problems of unity and integration of India Work-experience Physical education and sports Planning and management Indian philosophical and psychological concepts of education NCERT and UGC would undertake the responsibility of preparing new learning materials

 RESPONCIBILITY: SCERT for Planning, Sponsoring, Monitoring and Evaluating the training programmes for all levels of teachers, instructors and other educational personnel NEED: Arises due to Change in National Goals, Revision of National Curricula, Additional inputs in Teaching-Learning System, inadequate background of teachers etc. AGENCIES FOR CONDUCTING PROGRAMMES: DIETs, Teacher Training Institutions and the Centers for Continuing Education

 To meet emerging challenges NCTE will be conferred autonomous and statutory status. It would perform the following functions: Accreditation/dis-accreditation of teacher education institutions Laying down the standards and norms for institutions Development of guidelines for curricula and methods of teacher education Earning of credits for in-service education, duration of various courses Preparation of learning material in co-operation with NCERT and SCERTs.

 CREATION OF ENVIRONMENT: A pre-requisite for eradication of illiteracy Active co-operation from political parties, mass organizations of workers, peasants, women, youth and students All development departments to work for the furtherance of this objective The entire educational system will commit itself to this cause The district, tehsil and thana level machinary will be involved in National Programme of Adult Education

 Restart of the programme of Functional Literacy of Woman (FLOW) as an integrated part of Integrated Child Development Service (ICDS) Development of SC/ST and other educationally backward sections in adult education Involvement of employers for organizing literacy and skill development programmes for employees Effective involvement of Nehru Yuva Kendras

 Involvement of students Institutional incentives Encouraging organizations of people Encouraging individuals Use of mass media and technology

 EVALUATION OF LEARNER -Learning in a self-reliant manner -Skill development -Awareness

OPEN UNIVERSITY AND DISTANCE

EDUCATION -NPE 1986 recommended open university system e.g. IGNOU, Bhoj Open University Bhopal, etc.

 Recommendations of NPE implemented in 1986 Effectiveness was reviewed in 1990 by Rammurti Committee Central Advisory Board of Education appointed a committee; named Janardan Reddy Committee in July 1991 to revise NPE and modify its POA In 1992, Committee reported: Little need for reformulations of NPE POA -1986 needed to be revised 22 task forces were constituted on different subject areas and POA was reformulated carefully

 Movement to Save Education Some citizens regarded NPE-1986 as defective policy They feel NPE, not in the nations interest All India Education Convention in Madras Discouraged money-making and career building education Emphasized man-making and character building education Movement of Save Education suggested an Alternative National Policy of Education in 1988 In the light of this movement Govt. of India had set up a committee for revising NPE POA-1992.

 Education for women equality

Rural; doubly disadvantaged; work at home Programmes for continuing education Education; effective tool for women empowerment Education for SC, ST and OBC Adequate incentives for SC, ST and OBC children Operation Blackboard to cover all schools in SC & ST areas Incentive for girls and minimum level of learning to ensure Adult education and reservations Minorities Education Education for Handicapped Integrated schools for disabled children Special schools for handicapped children Learning material in Braille Method

 Adult and Continuing Education Mass campaign approach Environment building Early Childhood Care and Education (ECCE) Adequate no. of workers Balwadis and day care centres Pre-primary schools Maternal and child health services Elementary Education Education for all has been encouraged Scope of operation blackboard enlarged; 50% teachers to be women Minimum level learning for each stage, laid down Load of school bag & academic burden to be decreased

 Secondary Education Common education structure= 10(5+3+2)+2 10+2+3 structure has been suggested Higher participation of girls, SCs and STs to be ensured Role of boards of secondary education to be strengthened Content to be oriented through semesterization Navodaya Vidyalayas All districts to be covered Admission tests to be evaluated Recruitment of talented teachers Vocational Education Apprenticeship training Teacher training Vocational guidance linkages & self-employment Vocational education for girls

 Higher Education Consolidation and expansion of institutions Autonomous colleges and departments Training of teachers and strengthening research Introduction of NET & JRF Establishment of Academic Staff Colleges Proposal for establishing National Accreditation and Assessment Council (NAAC) Open Education Development of new employment programmes by IGNOU Progressive use of electronic media in expansion of open learning National open school to be established

 Rural Universities and Institutes Central Council of Rural Institution to be set up shortly Technical and Management Education Modernization of technical education Review of IIMs and IITs Review of community polytechnics Research and Development Main problems and shortcomings Monitoring of programmes The cultural perspective In middle and secondary stage Indias national and cultural heritage should be taught At university level cultural courses like, music, fine arts, performing arts etc.

 Development of Language Three language formula Media and Educational Technology Access of students to computer facilities Sports, Physical Education and Youth Physical education or Yoga for 45 minute a day Services of Nehru Yuva Kendra, NSS, NCC Evaluation Process and Examination Reforms Comprehensive continuous evaluation at elementary stage Selection test for university admission Teachers and their Training DIETs, CTEs, SCERTs, NCTE, computerization, teachers associations Management and Education Village education committee, Panchayat, NGOs, SABE and CABE.