SCERT

Contents
Page
BLOCK 1:
UNIT- 1
UNIT - 2
CHALLENGES OF ELEMENTARY EDUCATION IN MANIPUR

ELEMENTARY EDUCATION IN MANIPUR: DEMOGRAPHIC, SOCIOECONOMIC AND SOCIO-CULTURAL FACTORS.
STRUCTURE OF PRIMARY AND UPPER PRIMARY EDUCATION.
UNIT - 3
UNIVERSALIZATION OF ELEMENTARY SCHOOL INITIATIVE TAKEN UP BY

CENTRE AND STATE LEVEL IN THE CONTEXT OF SSA
BLOCK 2: CHILD RIGHTS
UNIT - 4
EDUCATION AND ITS FUNDAMENTAL RIGHTS UNDER UNIVERAL
DECLARATION OF HUMAN RIGHTS (ARTICLE 26) 1948, 86TH
CONSTITUTIONAL AMENDMENT 2002
UNIT - 5
RIGHT TO EDUCATION ACT 2009
UNIT - 6
RIGHT TO EDUCATION RULES 2010 OF MANIPUR
UNIT - 7
STRATEGIES FOR PROTECTION OF CHILDS RIGHT
BLOCK 3 EVALUALATION OF TEACHING LEARNING

UNIT - 8
NATIONAL CURRICULUM FRAMEWORK 2005
UNIT- 9
LEARNERS CHARACTERISTICS
UNIT -10
CURRENT TRENDS OF TEACHING LEARNING PROCESS
UNIT 11
CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) WITH A SPECIAL

REFERENCE TO ELEMENTARY LEVEL
INCLUSIVE EDUCATION AND ROLE OF TEACHERS
UNIT- 12
BLOCK 4 MANAGEMENT OF ELEMENTARY SCHOOLS

UNIT- 13
SCHOOL MANAGEMENT COMMITTEES COMPOSITION, OBJECTIVES AND
THEIR ROLES
UNIT -14
SCHOOL DEVELOPMENT PLANNING
UNIT 15
UNIT 16
THE ROLE OF DIFFERENT AGENCIES FOR THE IMPROVEMENT OF SCHOOLS

TEACHERS
PARENT TEACHER ASSOCIATION, SCHOOL PARENT COMMUNITY
COORDINATION
BLOCK 1:
UNIT 1: ELEMENTARY EDUCATION IN MANIPUR: DEMOGRAPHIC, SOCIO- ECONOMIC AND

SOCIO-CULTURAL FACTORS.
STRUCTURE
1.1 Objectives
1.2 Introduction
1.3 Elementary Education in Manipur
1.3.1 Demographic Feature
a) Social Context
b) Economic Factors
c) Socio -Cultural Factors
1.4 Let us sum up
1.5 Unit End Exercise
1.6 References and Further Readings
UNIT 2: STRUCTURE OF PRIMARY AND UPPER PRIMARY EDUCATION.
STRUCTURE
2.1
Objectives
2.2
Introduction
2.3
Structure of primary and upper primary education in the state
2.4
Management wise number of institutions
2.5
Progress of primary education
2.6
Progress of middle/upper primary education:
2.7
Untrained teachers of primary and upper primary schools of Manipur:
2.8
Unit End Exercise
2.9
References and Further Readings
UNIT 3: UNIVERSALIZATION OF ELEMENTARY SCHOOL INITIATIVE TAKEN UP BY CENTRE
AND STATE LEVEL IN THE CONTEXT OF SSA:
STRUCTURE
3.1
Objectives
3.2
Introduction
3.3
Sarva Shiksha Abhiyan (SSA)
3.4
Existing provisions under SSA
3.5
Up-gradation of EGS into regular schools under RTE Act.
3.6
Alternative and Innovative Education (AIE)
3.7
Education for SC/ST and minority girls
3.8
Special schemes for SC/ST/ minority Community
3.9
Mapping neighbour-hood and schools:
3.10 School mapping steps
3.11 SSA norms under RTE Act 2009
3.12 Universalization of Elementary Education (UEE)
3.13 Universal access
3.14 Social access
3.15 Universal retention:
3.16 Initiative taken up by the Centre
3.17 Initiative taken up by the State
3.18 Let us sum up:
3.19 Unit End Exercise
2
BLOCK 2:
CHILD RIGHTS
UNIT 4: EDUCATION AND ITS FUNDAMENTAL RIGHTS UNDER UNIVERAL DECLARATION OF

HUMAN RIGHTS (ARTICLE 26) 1948, 86TH CONSTITUTIONAL AMENDMENT 2002
STRUCTURE
4.1
Objectives
4.2
Introduction
4.3
Education as Fundamental Right under Universal Declaration of Human Rights
(Article 26), 1948.
4.4
86th amendment of the 2002 (Right To Education)
4.5
Making Elementary Education a Fundamental Right in India
4.6
Let us sum up
4.7
Unit- End Exercise
4.8
References and further readings
UNIT -5: RIGHT TO EDUCATION ACT 2009
STRUCTURE
5.1
Objectives
5.2
Introduction
5.3
Characteristics of Right To Education Act 2009
5.3.1 Free and Compulsory Education
5.3.2 Provisions of Right to Education act 2009 Concerning with child right
5.3.3 The Schedule of Right to Education Act 2009
5.4
Let Us Sum Up
5.5
Unit End Exercise
5.6
UNIT -6: RIGHT TO EDUCATION RULES 2010 OF MANIPUR
STRUCTURE
6.1
Objectives
6.2
Introduction
6.3
Right of a child in the school
6.4
Right to free materials
6.6
Right to special training
6.5
Right to access school facility
6.7
Initiative taken up by the state government regarding child rights
6.8
Let Us Sum Up
6.9
Unit End Exercise
6.10 References and further readings
UNIT -7: STRATEGIES FOR PROTECTION OF CHILDS RIGHT
STRUCTURE
7.1
Objectives
7.2
Introduction
7.3
Meaning of Child Right
7.4
Child Abuse
7.5
Protection of Child Right
7.6
Let Us Sum Up
7.7
7.8
Unit End Exercise

3
BLOCK 3 EVALUALATION OF TEACHING LEARNING

UNIT 8: NATIONAL CURRICULUM FRAMEWORK 2005
STRUCTURE
8.1
Objectives
8.2
Introduction
8.3
Meaning and nature of Curriculum:
8.4
National Curriculum Framework Dec. 2005 (NCF-2005).
8.5
Pedagogy:
8.6
Examination Reforms:
8.7
Flexibility in Assessment:
8.8
Let us sum up
8.9
8.10
Unit End Exercise

UNIT- 9: LEARNERS CHARACTERISTICS
STRUCTURE
9.1 Objectives
9.2 Introduction
9.3 Characteristics of Learners
9.4 Differentiation Among the Learners
9.4.1 The Slow Learners
9.4.1.1 Characteristics of Slow Learners
9.4.1.2 Identifying the Slow Learners
9.4.1.3 Changes of Teaching Methodology for Slow Learners
9.4.2 The Gifted Learners
9.4.2.1 Characteristics of the Gifted Learners
9.4.2.2 Identifying the Gifted Learners
9.4.2.3 Strategies for Teaching the Gifted Learners
9.5 Zone of Proximal Development
9.6 Changes of Teaching Methodology for Slow Learners
9.7 Let Us Sum Up
9.8 Unit-end Exercises
9.9. References and further readings
UNIT -10: CURRENT TRENDS OF TEACHING LEARNING PROCESS
STRUCTURE
10.1 Objectives
10.2
Introduction
10.3 School Readiness:
10.4 Understanding the School Environment
10.5 What these Trends Mean
10.6 Nature of A Childs Needs
10. 7 Systemic Issues Guiding Principles
10.8 Suggested Activities
10.9 Goals of Teaching
UNIT 11: CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) WITH A SPECIAL

REFERENCE TO ELEMENTARY LEVEL
STRUCTURE
11.1. Objectives
11.2. Introduction
11.3 Understanding continuous and comprehensive evaluation
11.3.1 Concept of continuous and comprehensive evaluation .
11.3.2 Why do we need to implement CCE at elementary stage?
11.3.3 Implementation strategies of CCE.
11.4 Let Us Sum Up
11.5 Unit end exercise
UNIT- 12: INCLUSIVE EDUCATION AND ROLE OF TEACHERS
STRUCTURE 12.1 Objectives.

12.2
12.3
12.4
12.5
12.6
12.7
12.8
12.9
12.10
Introduction
Inclusive Education: Meaning.
Who are the Children with Special Needs?
Guidelines of Inclusive Education of Disabled Children (IEDC).
Benefits of Inclusive Education.
Roles of principal, parents, teachers and the communities.
Let us sum up.
Unit end exercises.
BLOCK 4 MANAGEMENT OF ELEMENTARY SCHOOLS

UNIT- 13: SCHOOL MANAGEMENT COMMITTEES COMPOSITION, OBJECTIVES AND
THEIR ROLES
STRUCTURE
13.1 Objectives
13.2
Introduction
13.3 Meaning
13.4 Needs
13.5 Roles
13.6 Sum up
13.7 Unit -End Exercise
UNIT -14: SCHOOL DEVELOPMENT PLANNING
STRUCTURE
14.1 Objectives
14.2 Introduction
14.3 Concept of School Development Planning
14.4 Main Areas of School Development Planning
14.5 Factors affecting school Development planning
14.6 Let us sum up
14.7 Unit- End activities
14.8 References and further readings
UNIT 15: THE ROLE OF DIFFERENT AGENCIES FOR THE IMPROVEMENT OF SCHOOLS
TEACHERS
STRUCTURE
15.1 OBJECTIVES
15.2 INTRODUCTION
15.3 AGENCIES FOR IMPROVEMENT OF SCHOOLS AND TEACHERS
15.3.1 Central Agencies
15.3.1.1 Central Advisory Board of Education (CABE)
15.3.1.2 Central Board of Secondary Education (CBSE)
15.3.1.3 National Council for Educational Research and Training (NCERT)
15.3.14 National Council for Teacher Education (NCTE)
15.3.1.5 National University of Educational Planning and Administration (NUEPA)
15.3.1.6 Ministry of Human Resource Development (MHRD)
153.3.2 Regional Agencies
15.3.3 State Agencies
15.3.3.1 State Council for Educational Research and Training(SCERT)
15.3.3.2 Board of secondary Education (BSE)
15.3.3.3 State Mission Authority: Sarva Siksha Abhiyan (SMA-SSA)
15.3.4 District/Zonal Level Agencies
15.3.4.1 District Institute for Education and training (DIET)
15.3.4.2 Zonal Education Office
15.3.4.3 Autonomous District Council (ADC)
15.3.4.4 Chief Education Office (CEO)
15.3.5 Local Organisations
6
15.3.5.1 School Management Committee(SMC)

15.3.5.2 Parrent Teacher Association(PTA)
15.4 Let Us Sum up
15.5 Unit end exercise(activities)
15.6 Points for Discussion
UNIT 16: PARENT TEACHER ASSOCIATION, SCHOOL PARENT COMMUNITY
COORDINATION
STRUCTURE
16.1 Objectives
16.2 Introduction
16.3 Understanding of PTA , School Parent Community coordination
16.3.1
Defining PTA
16.3.2 Defining School Parent Community coordination
16.4 Objectives of PTA and Roles of parents, teachers and community
16.4.1 Objectives of PTA
16.4.2 roles of parents ,teachers and community
16.4.3 Importance of community participation
16.5 Activities of PTA and school parent community coordination
16. 5.1
activities of PTA
16.5.2
activities of school parent community coordination
16.6 Let us sum up
16.7 Unit end exercises
BLOCK 1
UNIT 1:
ELEMENTARY EDUCATION IN MANIPUR: DEMOGRAPHIC,

SOCIO- ECONOMIC AND SOCIO-CULTURAL FACTORS.
STRUCTURE
1.1
Objectives
1.2
Introduction
1.3
Elementary Education in Manipur
1.3.1 Demographic Feature
a) Social Context
b) Economic Factors
c) Socio -Cultural Factors
1.4
Let us sum up
1.5
Unit End Exercise
1.6
1.1 Objectives:
After studying this unit, you should be able to:
* understand the growth of Elementary Education in Manipur.
* highlight the different interventional programmes taken up by the government to promote
Elementary Education in Manipur.
* indicate the increase or decrease of the number of enrolment of students at the Elementary
Level.
* describe the demographic structure of Manipur.
* explain the socio-economic and cultural factors affecting Elementary Education.
1.2 INTRODUCTION
Ancient educational transmission of knowledge was through oral tradition /rendition
and memorisation of the texts before it was transcribed in the manuscripts. Formal modern
education took shape after rapid industrialisation in the West. It seems Manipur had a late
start in formal modern education.
Until 1872, there was no primary school for formal education in Manipur. Attempts
by the political agents, Captain Gordon and Major General W.F. Nuthal, to open vernacular
schools failed due to the negative attitude of the people towards formal education. This
impeded the growth of primary education in Manipur. In course of time, Maharaj Chandra
Kirti gave his consent to Sir James Johnstone for establishing a school in 1885 at Imphal,
which later on came to be known as Johnstone Middle English School . During the period,
from 1893 95 , four Lower Primary Schools, three in Imphal and one in the hill area (at
Mao ) were opened. The enrolment at that time was confined to boys only as parents were
unwilling to send their daughters to these schools. Five years later, in the year 1899 ,a
separate Girls Primary School was established at Moirangkhom. Twelve girls came forward
to join the school.
By 1901 -02, there were one Middle English School and 17 Primary schools in
Manipur. The first batch who received formal education in Manipur appeared at the Matric
Examination in 1909 in Sylhet. During the thirties a few more high schools came up to meet
the growing demands for education. Some incentives were given in the form of scholarships,
free textbooks, free exercise books etc. Yet, students attendance was rather poor as education
was not made free during the British rule.
Education in Manipur suffered a major setback during 1939-1943 because of the
outbreak of World War II and thus slowed down the educational pace .In 1944, few schools
started functioning. After World War II, there was a sharp increase both in the number of
schools and enrolment in Manipur.
The progress of Elementary Education in Manipur from 1901 to 1948 is 17 Primary
Schools increased to 278 and 1 Middle School to 13.
During the Year 1946 there was no separate establishment of education. One Durbar member
acted as the Head of Department of Education, and he was assisted in his day-to-day works
by one D.I and two Inspecting Pandits.
After more than forty years of independence, positive growth in the establishment of
institutions (from 278 in 1947 to 3225 in 1990-91),increase in gross enrolment of children
(from 25,000 in 1947 to 1,87,846 in 1990-91) and more appointment of teachers(from 507 in
1947 to 9854 in 1990-1991) were made.
1.3 ELEMENTARY EDUCATION IN MANIPUR: The Present Scenario
Elementary Education refers to the period from Class I to Class VIII. Class I to Class V is
referred as Primary Level and Class VI to Class-VIII as Upper Primary Level. This is now
recognised as a period of compulsory schooling vide the Constitution Amendment making
education a fundamental right (NCF-2005).Hence, all children from six years upto the age of
fourteen years is to be given free and compulsory education as constitutional commitment in
India.
Universal access to education is one of the most important components through which
access to both Primary and Upper Primary schooling facilities is assessed. This is measured
in terms of availability of Primary and Upper Primary schools/sections within a distance of
one and three kilometers respectively from the habitation. Apart from the distance, opening
of the school is also linked to the habitations size of the population, which is 300 and 500
respectively in case of Primary and Upper Primary schools/sections. The Plan of Action
(POA) 1992 also envisaged an Upper Primary School for every set of two Primary Schools.
As in the other states of India, Elementary Education in Manipur too has been given a major
thrust as part of growing national aspiration and ambition in the implementation of Universal
Elementary Education (UEE). This can be viewed from the weightage given to universal
access, universal enrolment, universal retention and universal quality of education. The four
components gain importance in fulfilling the goals of UEE.
Launching of the Sarva Shiksha Abhiyan in 2001 and certain provisions made in the Right to
Education Act 2009 provide the Governments interventional policies in view of the
promotion of Elementary Education.
On 22nd June, 2004, an outlay of Rs. 4,601.13 lakhs was approved for implementation of SSA
in Manipur. The objective of the SSA Project is to ensure Universal Elementary Education
for children in the age group of 6-14 years. During 2004-05, the grant released by the Central
and State Government was Rs.17.25 crores and 3.68 crores respectively. Under the scheme,
text books were provided to 2,34, 299 girls, ST/SC children in class I-VIII were given text
books worth Rs. 150 per child. Again during the year 2007-08, free text books worth Rs.3.96
crores have been provided to 2,76,120 students of ST/SC and all girls in the Government and
Aided Schools of 68,159 school children are covered out of a total of 74,368 Class I-VIII.
10
Several programmes like National Programme of Nutrition Support to primary

education (Mid-Day Meal scheme) and promotion of girls education were also undertaken in
the state. Under Mid-Day Meal scheme, the state is provided 3kgs of rice per student per
month to the student of class I-V reading in 2997 Govt. and aided schools having primary
classes. Under the scheme (Expanded Operation Black Board) of the Govt. of India,
minimum teaching learning materials, for teachers, books for library, furnitures etc. were
produced for 398 upper primary school of the state.
The total enrolment of the primary stage (Class I toV) increased from 213.19
thousand in 2001-02 to 355.35 thousand in 2002-03. Of these, the relative share of girls
enrolment decreased from 48.78 percent in 2001-02 to 48.30 percent in 2002-03. Total
enrolment at the middle/upper primary stage (class VI to VII) in 2002-03 is 124.59 thousands
as against 151.45 thousand in 2001-02. The relative share of girls enrolment was 48.55
percent in 2002-03 as against 47 percent in 2001-02. Table- 1. presents the number of
students enrolled by stages.
Table 1
Sl.
no
1
1
2
3
4
5
6
7
8
9
year
2
1970-71
1975-76
1980-81
1985-86
1990-91
1995-96
2000-01
2001-02
2002-03
Schools
Primary (class I to V)
Boys
3
93,055
1,16,532
90,952
96,920
1,03,630
85,837
1,05,757
1,09,206
1,83,711
Girls
4
63,390
87,313
69,787
76,682
85,655
79,841
1,01,496
1,03,986
1,71,642
Total
5
1,56,445
2,03,845
1,60,739
1,73,602
1,89,285
1,65,678
2,07,253
2,13,192
3,55,353
Middle/Upper Primary (ClassVI

to VIII)
Boys
Girls
Total
6
7
8
29,089
15,931
45,020
33,940
16,308
50,248
29,233
22,066
51,299
39,569
27,574
67,143
40,352
34,748
75,100
62,1155 50,120
1,12,336
76,614
68,674
1,45,288
80,271
71,181
1,51,452
64,098
60,488
1,24,586
The table below shows the present scenario of Elementary Education in Manipur.
Table 1.1
Progress since 2006-07
2006-07
2011-12
2012-13
Primary Schools(Govt.+Aided)
2410
2335
2664
Upper Primary Schools
750
717
1016
(Govt.+Aided)
Total Primary Enrolment (in lakhs)
3.43
3.66
3.86
Total Upper Primary Enrolment (in
1.19
1.42
1.51
lakhs)
Total Elementary Enrolment (in lakhs) 4.62
5.08
5.40
GER Primary
100
109.81
100.25
NER Primary
57.09
88.69
93.84
GER Upper Primary
70.91
94.56
87.79
NER Upper Primary
100
74.60
81.06
Teachers in Govt. Schools
12506
14801
16722
Out of Schools Children
69005
9632
19554
Source: Economy Survey Manipur 2012-13.
11
The above table shows that the State has opened large number of Government schools
for the past few years. As a result, the numbers of Govt and Aided Primary and Upper school
have been increased. The percentage share of the government schools is 78% in the state.
The enrolment at the primary and upper primary level has increased from the previous year
and the increase is very substantial in both the levels. It has been observed that there is 6%
increase in enrolment at both levels, but the GER has decreased and NER has increased by
6% at primary level and 7% at upper primary level respectively, which shows the divergence
in the population data. Therefore, there is a need to do House Hold survey to ascertain the 614 age group child population in the state.
SCHOOLS BY MANAGEMENT
Table 1.2
Academic Dept.of
Tribal/ Local
Year
education welfare Body
Dept.
2012-13
2137
955
0
2011-12
1506
953
0
2010-11
1494
889
0
2009-10
1630
866
1
2008-09
1682
864
5
All
Govt.
Aided
Unaided Pvt.
Total
unrecognized Schools
3092
2479
2402
2512
2563
609
573
573
572
565
826
842
785
842
826
126
114
117
0
0
472847
395639
387738
392639
395439
Source: Appraisal Report of Annual Work Plan and Budget 2013-14 (SSA).
The above table depicts the spread of schools amongst various managements. It is
evident that the Department of Education is the main provider of elementary education in the
State followed by Govt. Aided schools and schools run by the Welfare department. The Share
of Department of Education run schools is about 45%. The table also reveals that the State
has 20% schools run by Pvt. Unaided, other management. There is a substantial increase in
the number of government schools.
1.3.1 Demographic features:
a) Social- context:
Socio demographic phenomena refers to the relation between the general socio-cultural
factors on the one hand and the population processes on the other, there being a reciprocal
link between the two.
An understanding of the population of Manipur becomes necessary in order to assess the
position of Elementary Education since population of a state is the most important asset and
demographic indicator.
Geo-climatically, the state may be clubbed into 2 (two) regions such as the hills and the
valley. The valley region is very small with an area of 2,238sq kms which is 10% of the total
state area, but this is one of the most thickly populated regions of the state. The hill
constitutes 20,089 sq. kms. i.e., 90 per cent of the total State area and therefore it is 9 times
the size of the valley area. The density of population per sq.km in the hill is 47 as against 730
in the valley. District-wise breakup of area and population of Manipur as per the final result
of 2011 census is presented in the table below.
12
Table 1.2
Region/District Area
1
A.Hill
Senapati
Tamenglong
Churachanpur
Chandel
Ukhrul
Sq.km
2
20,089
3,271
4391
4,570
3,313
4,544
Population
000 Nos.
4
937
194
141
274
144
184
P.C. total
3
90.0
14.7
19.7
20.5
14.8
20.3
Population
density (per
sq.km)
P.C. to total
5
36.4
7.5
5.4
10.7
5.6
7.2
6
47
59
32
60
44
40
B. Valley
Imphal East
Imphal West
Bishnupur
Thoubal
2,238
709
519
496
514
10.0
3.2
2.3
2.2
2.3
1633
456
518
237
422
63.6
17.8
20.2
9.2
16.4
730
643
998
479
821
Manipur
22,327
100.0
2,570
100.0
115
Source: Office of the Registrar General of India.

The population of Manipur as per 2011 census was 25,70,390 comprising 12.90 lakhs
of males and 12.80 lakhs of females. Population of Manipur constitute nearly 0.21 percent of
the total population of India.Population pressure is found to be increasing day by day
reducing the man-land ratio from about 1:7.85 hectares in 1901 to 1:0.87 hectares in 2011.
The density of population of Manipur as per 2011 census was 115 persons per
sq.km.as against 103 persons per sq.km in 2001 census. The sex ratio for the state as a whole
has improved from 947 females per 1000 males in 2001 to 992 females per 1000 males in
2011.
In terms of literacy, Manipur ranks fifth among the North Eastern states of India as
per 2011 census. The literacy rate has increased from 70.50 percent in 2001 to 79.21 percent
in2011. Among the males, it has increased from 80.30 percent in 2001 to 86.06 percent in
2011, whereas among females, it has increased from 60.50 percent in 2001 to 72.37 in 2011.
The literacy rate in Manipur has gone up from 11 percent in1951 to 70.5 percent in 2001. In
the state, the rate of male literacy was as high as 80.3 percent while rate of the female literacy
stood at 60.5 percent in 2001.
One of the direct causes for the increase in enrolment both at the Primary and Upper
Primary levels as seen in Table 1.1 can be attributed to higher literacy rates in the state.
Despite the rise in literacy rate, the absolute number of illiterates has increased due to
fast growing population. Districtwise number of literates, illiterates and literacy rate
according to 2001 census are presented in the table below.
Table1.3: Districtwise number of literates, illiterates and literacy rate of Manipur according to
2001 census.
13
Table 1.3
Sl.
no
State/district
2
Manipur
1.
2
3
Senapati
Tamenglong
Churachandp
u
Chandel
Ukhrul
Imphal East
Imphal west
Bishnupur
Thoubal
4
5
6
7
8
9
No.of literates
No.of illiterates
Person
3
13,10,53
4
80,507
56,819
1,39,080
Male
4
7,53,466
Female
5
5,57,068
Person
6
9,83,362
Male
7
4,08,486
Female
8
5,74,876
46,922
34,329
78,871
33,585
22,490
60,209
2,03,144
54,680
88,825
99,626
23,685
38,361
1,03,488
30,995
50,464
57,460
87,549
2,55,956
3,11,238
1,19,823
2,02,102
33,147
50,208
1,45,377
1,71,996
70,507
1,22,109
24,313
37,341
1,10,579
1,39,242
49,316
79,993
60,867
53,229
1,38,920
1,33,144
88,545
1,62,038
26,594
23,257
52,994
49,785
34,043
60,141
34,273
29,972
85,926
83,359
54,502
101,897
Source: Directorate of Census Operations, Manipur.

Demographic factors also affect social processes for e.g. poor health status of
children has an impact on their education attainment. It has been found that poor health and
low nutritional status of the mother and child can actually prove to be a barrier to childrens
school attendance and educational attainment Infant mortality rate has reduce to 21% in 1998
to 12.00% in 2007 (Gender Statistics Manipur 2010). This is indicative of the improvement
of the health status of the mother and child and their care. However a study on the nutrition
status of children of Manipur state would give a clearer picture of the health status of the
school going children in Manipur.
It has often been reported by teachers that there is a direct linkage between
malnourishment and non participation among children in elementary schools. The Mid Day
Meals scheme aimed to serve as incentive for enrolment and retention in elementary schools,
but implementation of this project is taking time to deliver effectively in all parts of the state,
especially in the rural areas. Provision of one hot cooked meal ends classroom hunger and
child participation in school.
Absence of adequate Early Childhood Care and Education often tends to lead to poor
school participation by the childrens. The impact of the establishment of 4,500 Anganwadi
Centres in 2003 & 2004 is yet to be seen. Pre- school learning leads to improving school
preparedness of children and bridges the gap of a learning environment at home. A general
observation is that boys are more likely to attend schools and complete primary and middle
school education. Parental motivation for educating a boy is high in a patriarchal society due
to the economic advantage accruing from his employment. Household or family size refering
to the number of children also affects elemetary education of children in a family.
14
b) Economic factors:
The role of economic factors and their influence on educational decisions of families
is widely acknowledged. Education is often treated as an investment. Under conditions of
socio economic deprivation, cost and benefits of this investments are rationally annalysed:
expectations of benefits, which may be economic and non-economic in nature, the abilities of
family to sustain both the direct and indirect costs involved in schooling. The absence of any
of these could lead to a situation of educational deprivation characterised by non-enrolment,
irregular attendence and discontinuance. Conversely, it has also been found that economic
well being facilitates this process of schooling.
The income group of a family is co-related with enrolment. Enrolment and
participation rates are lower for lower income groups, while greater household wealth
enhances school participation of both boys and girls. Non-agricultural households have
greater chance of children attending school than agricultural ones.
Manipurs economy is basically drawn from the agricultural sector, about 71% of the
total working force is engaged in agricultural sector alone.It contributes a major share to the
total state domestic product and provides employment to about 52.19% of the total workers in
Manipur. Despite the crucial importance of this primary sector in the states economy, the
irregular and erratic behaviour of monsson accompanied by inadequate irrigation facilities
have resulted in severe fluctuations in agricultural production. Thus, from the view point of
employment and income, agriculture plays a very crucial role in the states economy.
Per capita income is considered as the most effective indicator for ascertaining the
economic welfare of a state. It enables one to know the average size of the income and the
standard of living of the people.
The net per capita income of Manipur is worked out to be Rs 23,093 and Rs 20,106 in
2007-08 at current and constant (2004-05) prices respectively as against Rs 18,640 in 200405.
The net per capita income at current and constant (2004-05) prices in 2010-11 are
estimated to be Rs 29,684 and Rs 23,298 respectively showing an increase of 8.61% and
4.20% over the previous year.
Land ownership status also exerts a great influence on enrolment. Higher enrolments
are from families with larger landholdings. Those with small or marginal landholdings or
living on rent (from the rural sector) often face a problem as their children are withdrawn to
work on land or do small time jobs or run errands.
Percentage of population below poverty line,India vis--vis Manipur in the period
2004-05 stands at 22.3 in Manipur and 28.3 in India in the Rural Sector and 3.3 in Manipur
and 25.7 in India in the Urban Sector.This being the case, more governmental intervention
programmes become crucial to facilitate access to elementary education particularly in the
rural sectors of Manipur and India as a whole for any overall progress of the nation.
c) Socio - Cultural factors:
Socio cultural factors refers to the social behaviour of individuals and groups as
govern by their culture. In a Manipuri society, some of the prominent social group of which a
person is a member own his family, extended kin group, caste or tribe and religion.
Educational decisions of children is a group decision taken by the family or the household.
This behaviouralistic pattern is seen to be prevalent in the rural area than in the urban areas of
Manipur.
15
GER/NER Primary Level (State)
Year
2008-09
2009-10
2010-11
2011-12
2012-13
Year
2008-09
2009-10
2010-11
2011-12
2012-13
Boys
103
109
105.71
109.49
100.40
GER
Girls
112
112
97.40
110.15
100.10
NER
Girls
82.8
80.10
85.04
88.74
93.71
Total
79.47
79.78
87.39
88.69
93.84
Boys
73.43
79.55
62.51
92.86
88.57
GER/NER- Upper Primary Level (State)

GER
NER
Girls
Total
Boys
Girls
75.18
74.29
50.20
51.78
81.05
80.29
58.09
58.30
65.56
65.81
61.61
64.61
96.33
94.56
73.89
75.34
87.02
87.79
82.00
80.14
Total
50.98
58.19
64.37
74.60
81.06
Total
107
111
104.84
109.81
100.25
Boys
76.95
79.47
91.32
88.64
93.71
Source: Appraisal Report of Annual Work Plan and Budget 2013-14

The above table reveals a substantial increase in GER at Upper Primary level over the
years. This is possibly due to opening up gradually of large number of Upper Primary schools
in the State over the years.
It would be interesting to study variations in female school attendance in different
areas and over periods of time. It may also be interesting to note that as the level of male
literacy rises in a particular community, female education becomes an asset instead of a
liability. It is so because literate male aspires to marry literate brides. The educational status
of both parents is known to have a positive impact of the elementary schooling of the children
both boys as well as girls. The percentage of dropouts also falls as parental education level
rises
Physical segregation of families residing in difficult terrains reduces the accessibility
to elementary education. Tribals living in scattered habitations in remote or inaccessible
settlements in hilly areas or forests maybe physically isolated from other communities. There
is also extensive use of family labour as both women and children actively participate in
various economic activities. Being economically and culturally marginalized, tribal children
have low school participation levels. Cultural and linguistic problems may also result in
dropout rates or poor levels of achievement. In the Gender Statistics Manipur 2010, the
total number of tribal students in the Pre-Primary/ Primary /J.B . Schools is 61,876 in the hill
and 2,620 in the valley during 2001-02. Whereas the Middle/Jr. High/ Sr. Basic Schools had
a total of 53,984 in the hill and 3,610 in the valley for 2001-02.Nowadays caste may also be
seen as a facilitator of education. Education has spurred social mobility. The total number of
scheduled caste students in the Pre-Primary/ Primary/JB/UJB Schools is a total of 145 in the
hill area and 4,341 in the valley during 2001-02. On the other hand, Middle /Jr. High/Sr.
.Basic Schools had total of 131 students in the hill and 2,053 in the valley during 2001-02.
16
1.4 LET US SUM UP:

Combinations of a number of forces work together while determining participation of
children at the Elementary level. It would be correct to conclude that Governmental
interventions across the state have led to a progress in the universalization of UEE which is
evident in the improved provision of schooling, rising enrolments, higher attendance of girls
in school and higher literacy levels.
It can also be said that Socio-economic and cultural factors contributing to the
decision of the parents in the enrolment, retention of their children at the elementary levels.
Therefore, poorer households are educationally disadvantaged with lower enrolment, high
discontinuation and dropout rates.
Recent trends, however, indicate that parents have begun to send their children to
schools in larger numbers, than before, and that parental attitudes are positively changing,
due to parental literacy and higher levels of awareness amongst them.
1.5 UNIT END EXERCISE
1. When was the first primary school established in Manipur? Name the School?
2. State the year in which the first girl primary school was established in Manipur and Name
it.
3. What is the population of Manipur as per 2011 census? State Literacy percentages of
Manipur according to this census.
4. Distinguish between primary and elementary education. Name the central sponsored
schemes for providing universalisation of Elementary Education in India. When it was
implemented in Manipur?
1.6 REFERENCES AND FURTHER READINGS
1)GOM: Education in Manipur: Towards a new Education Order, Report I and II, Imphal,
1992.
2. GOM: Gender Statistics 2010, Directorate of Economics and Statistics, Imphal, 2010
3. GOM: Economic Survey, Manipur 2012-13
4. GOM: Apprasial Report of Annual Workplan and Budget, 2013-14 (SSA, KGBV):
Manipur.
5. NCERT: National Curriculum Framework 2005, New Delhi, 2005
________
17
UNIT 2: STRUCTURE OF PRIMARY AND UPPER PRIMARY EDUCATION

STRUCTURE
2.1
Objectives
2.2
Introduction
2.3
Structure of primary and upper primary education in the state
2.4
Management wise number of institutions
2.5
Progress of primary education
2.6
Progress of middle/upper primary education:
2.7
Untrained teachers of primary and upper primary schools of Manipur:
2.8
Unit End Exercises
2.9
2.1 OBJECTIVES:
After going through this unit, the learner can
i)
relate that the progress of primary education and the upper primary school
education in Manipur.
ii)
compare the increasing number of schools and enrolment of children after the
world war II in Manipur
iii)
understand the pattern of educational structure in school education
iv)
state the management of primary and upper primary schools
v)
discuss the number of primary as well as upper primary teachers since the
beginning of primary education in the state.
vi)
State the percentage and numbers of untrained teachers of primary and upper
primary teachers
vii)
Discuss some of the issues for consideration in our primary and upper primary
education.
viii)
2.2 INTRODUCTION:
Since Independence, Manipur has been making strides in the spread of Education,
especially Primary Education with the introduction of free by compulsory Education in India
for all children up to the age of 14 years.
Until 1872, there was no Primary school for formal Education in Manipur. In course
of time, Maharaj Chandra Kirti gave his consent to Sir James Johnstone for establishing an
English School in 1885 at Imphal, known as Johnstone Middle School. Soon, during 189395, four Lower Primary Schools, three in Imphal and one in the hill area at Mao were opened.
The enrolment at time was confined to boys only as the parents were unwilling to send their
daughters to these schools. Inspite of such prejudice against female education, a separate
girls primary school was established in 1899. Only 12 girls came forward to join the school.
In 1901 20, there were one Middle School and 17 Primary Schools in Manipur. It is
on record that the 1st batch of students appeared in Matric examination at Sylhet in 1909.
18
During 1939-1943, Education in Manipur was greatly affected because of the

outbreak of the World War II. It was only after 1944 that few schools started functioning in
Manipur.
After World War II there has been a sharp increase both in the number of schools
and enrolment in Manipur. In the year 2005 06 the enrolment in class (I V) was 3,62,999
in 2521 primary schools and that of class VI VIII became 1,17,370 in 807 upper primary
schools.
2.3 STRUCTURE OF PRIMARY AND UPPER PRIMARY EDUCATION IN THE

STATE:
The National pattern of Educational structure ie 10 (8+2)+2+3, is followed in Manipur.
The first 10 years of school Education are broadly divided into 3 sections,
i)
Primary section Class I V
ii)
Upper Primary/ Middle Section Class VI VIII
iii)
Secondary Section Class IX X
The Primary Section may be an independent unit of a Primary School or may be an
integral part of a Junior High School (having classes upto VIII). An important feature is that
there are a number of schools having only classes I and II. Such schools are known as Lower
Primary Schools.
Thus in the first stage of Educational structure, there are the following categories of
schools in Manipur.
i)
High schools having
a) IX X, b) VI X , c) I X, d) Nursury/KG VIII
ii)
Junior High shools having
a) Vi VIII, b) I VIII, c) Nursery/KG VIII
iii)
Primary Schools having
a) I to V, b) Nursery to V
iv)
Lower Primary Schools having
a) I II, b) Nursery/KG II
2.4 MANAGEMENT WISE NUMBER OF INSTITUTIONS
Prior to 1979 there were few Government institutions in Manipur. Most of the
Educational institutions were Government aided or purely private schools.
Primary schools in 1990 91 were 3220 schools (2102 were Government, 435 were
aided and 679 were Unaided). Now the number of Primary schools in 2012 13 is 2958
under Government, Private aided is 503 and Private unaided is 820, with a total of 4281
primary schools.
Whereas, the number of institutions at upper primary were 299 under Government, 85
were aided and 303 were unaided with a total of 687 middle schools in 1990 91. Later in
2012 -13, Upper Primary Schools were 805 under the Government with 172 Private Aided
and 793 Private Unaided Schools which are 1770 schools in total.
Neverthless, there are still many institutions managed privately with or without
Government aids. Besides, there are a number of schools set up and run by the Christian
missions or other religious groups. Primary schools in the hill areas are managed by the
Autonomous District Councils.
Thus, Management wise the schools are divided into the following categories:
i)
Government schools,
ii)
Government aided schools
19
iii)
iv)
Private schools mission schools, school run in pattern of mission schools,

schools run with nominal fees.
District Council Schools.
2.5 PROGRESS OF PRIMARY EDUCATION:

In the field of Primary Education in Manipur, the number of schools in 1947 was 278
with an enrolment of 25,400 including 1,700 girl students and with 507 teachers. In 1972
73 it rose to 2,426 schools with an enrolment of 1,70,493 students and the total number of
teachers was 7,496. Out of these teachers about 54% were trained. In 1980 81, there were
2,860 Primary schools with an enrolment of 1,60,739 and number of teachers are 9,195
(including 1,099 females). Later in 1990 -91 the institutions were 3,225 in numbers with an
enrolment of 1,87,846 with 9,854 teachers including 2,216 female teachers.
Now in the year 2012 13, the number of primary schools has increased to 4,281
(2,958 are Government, 503 are Private aided and 820 are Private unaided).
2.6 PROGRESS OF MIDDLE/UPPER PRIMARY EDUCATION:

The number of Middle/ Upper primary schools in 1947 was 13 only. It rose to 378 in
1970 71 and to 436 in 1986. The enrolment in the upper primary classes were 1,360 in
1947. It went up to 31,000 (including 11,000 girls) in 1970 -71 and it reached 68,464 in 1986.
The number of teachers was 76 in 1947, 1777 in 1970 -17 and 4219 (including 1036 female
teachers) in 1985 86.
In 1985 -86 Upper primary schools were 436 according to the 5th All India Education survey
and it reached 687 schools in 1990 -91 with 75,100 enrolments with a total of 4,453 teachers
including 967 female teachers
Now in the year 2012 13 the number of upper primary schools have increased to 1,770
(Government are 805, 172 private aided and 793 private unaided).
2.7 UNTRAINED TEACHERS OF PRIMAY AND UPPER PRIMARY SCHOOLS OF
MANIPUR:
It is noteworthy that more than half of the teachers in the state were untrained as
shown in the fifth All India survey of education (1989) for Manipur.
In the year 1991, the untrained teachers at the primary school stages was 43.20% whereas in
the upper primary school was s high as 62.51%.
Untrained primary and upper primary teachers after 2012 is 6,583 including teachers
of Government aided schools.
This is indeed a serious matter so far as quality of teaching learning Process is concerned.
Out of 12772 rural teachers in 1986, almost half (49.53%) were untrained. The
position in urban areas was more alarming with 52.47% of teachers being untrained out of
5,466 total number of teachers.
2.8 UNIT END EXERCISES:
i)
What steps should be taken to remove the backlog of untrained/ under-qualified
teachers?
ii)
What measures should be adopted to ensure regular supply of qualified/trained
personal for the teaching profession?
iii)
How to attract the best talents to the teaching profession at the time of
recruitment?
iv)
What can be done to improve the existing service conditions of the primary and
upper primary teachers in the state?
20
v)
vi)
What should be done for proper career development of the primary and upper
primary teachers of Manipur?
What should be the revised pay scales of the priary and upper primary teachers of
Manipur.

1)GOM: Education in Manipur: Towards a new Education Order, Report I and II, Imphal,
1992.
2. GOM: Economic Survey, Manipur 2012-13
3. GOM: Apprasial Report of Annual Workplan and Budget, 2013-14 (SSA, KGBV):
Manipur.
_____
21
UNIT 3: UNIVERSALIZATION OF ELEMENTARY SCHOOL INITIATIVE

TAKEN UP BY CENTRE AND STATE LEVEL IN THE CONTEXT OF SSA:
STRUCTURE
3.1
Objectives
3.2
Introduction
3.3
Sarva Shiksha Abhiyan (SSA):
3.4
Existing provisions under SSA:
3.5
Up-gradation of EGS into regular schools under RTE Act.
3.6
Alternative and Innovative Education (AIE) :
3.7
Education for SC/ST and minority girls :
3.8
Special schemes for SC/ST/ minority Community:
3.9
Mapping neighbour-hood and schools:
3.10
School mapping steps:
3.11
SSA norms under RTE Act 2009:
3.12
Universalization of Elementary Education (UEE) :
3.13
Universal access :
3.14
Social access :
3.15
Universal retention:
3.16
Initiative taken up by the Centre:
3.17
Initiative taken up by the State:
3.18
Let us sum up:
3.19
Unit End Exercises
3.20
3.1 Objectives:
After going through this module you shall be able :
- To understand what SSA is.
- To realise what universalization of elementary education (UEE) is.
- To understand what free and compulsory education mean.
- To understand what existing provisions are under the SSA.
- To understand special schemes for SC/ST and minority girls.
- To understand how to do Mapping neighbour-hood and schools.
- To understand the Universal access, school access and social access
22
3.2 Introduction:
SSA ( Sarbha Shiksa Abhiyan) was implemented as one of Indias flagship
programmes for universalizing Elementary education in 2001. Under the Article 21 A of the
Constitution on right to education, free and compulsory education to all children up to the
age of fourteen is the main goal and it is a Constitutional commitement in India. It aims at
achieving universal elementary education of satisfactory quality by 2010. Its overall goals
include universal access and retention, bridging of gender gaps and social category gaps in
Elementary education and enhancement in learning levels of children. SSA provides a variety
of interventions, including inter alia opening of new schools and alternate schooling facilities,
construction of schools and additional class rooms, toilets and drinking water, provisioning
for teachers, periodic teacher training and academic resource support, text books and support
for learning achievement.
3.3 Sarva Shiksha Abhiyan (SSA):
SSA is one of the biggest Centre sponsoredprogrammes of India. It is governed at the
centre by a General Body chaired by the Prime minister, an executive Committee and a
Project Approval Board. In the states, it is implemented through separate registered societies
with staff deputed from the state government. A Governing Body and an Executive
Committee functions in every state too. A State Project Director oversees the SSA at the state
level, which is a new project post; an addition to the already existing Director/Commissioner
of Education.
3.4 Existing provisions under SSA:
SSA provides for opening of new primary schools as per State norms, to ensure that
all children have access to primary school within one kilometer of their habitation and to an
upper primary school, within three kilometers of the habitation.
However, it is necessary to accommodate the special needs of children living in very
small hamlets ( such as in desert areas or remote tribal areas) by providing free transportation
to school, residential facilities etc. , in relaxation of the norms. Further, there are children
belonging to special and vulnerable groups such as children without adult protection, without
stable habitations etc who would also need special provisions such as residential schools to
access schooling.
There are children in internal strife /conflict situations in several parts of the country,
where school access is hampered severely . In several states affected by extremism, use of
schools by security personnel for any stay seems to be linked to the destruction of school
buildings, and this practice needs to be discontinued.
3.5 Up-gradation of EGS into regular schools under RTE Act.
Centres under the Education Guarantee Scheme (EGS) are intended to provide access
to formal schooling, through a regular curriculum and text books, to children in habitations
that do not qualify for a regular school due to existing state norms for opening schools and
upgrade these EGS centres to regular schools within two years . In addition, RTE Act. 2009
now lays down the norms and standards for a school. This means that all the children are
entitled to elementary schooling in regular schools that meet the norms and standards
specified in the Schedule under Section 19 of the RTE. The implication is that all EGS
centres currently running under SSA will need to be upgraded to regular primary schools
within three years or closed down. No grants can be provided for EGS centres under SSA or
any State schemes, after three years of the commencement of the RTE act. Since all EGS
schools have to be upgraded to regular primary schools in a time bound manner, the 10 states
where they continue to operate should be urged to effect this up-gradation at the earliest.
23
Similarly, AIE centres of various kinds ( residential and non residential) that have hitherto
been funded under SSA, will have to recast to function as facilities for special training as
required under section 4 of the RTE Act, for children in regular elementary schools.
3.6 Alternative and Innovative Education (AIE) :
(AIE) centres are intended for children in difficult circumstances, with no regular
schooling experience or whose schooling has been disrupted ( street children, children from
migrant families, Children with special needs, children who have never enrolled or dropped
out of schooling) AIE centres prepare them to attend formal schools within a condensed and
pedagogic practices that seek to impart the required ages /grade specific knowledge and
skills, so that the child is ready to enroll in a regular school and continue her studies there.
3.7 Education for SC/ST and minority girls :
Girls from SC/ST and minority communities and from families below poverty line
face greater challenge in continuing education after the primary stage. Residential schools for
such girls are provided at the upper primary level under SSA. These schools are opened in
educationally backward blocks, with low levels of female literacy.
3.8 Special schemes for SC/ST/ minority Community:
Within the ambit of SSA two special schemes KGBV and NPEGEL have been
effective in building an environment for girl education. The targeted approach of these
programmes has been particularly useful in reaching out to girls from marginalized
communities. Below are some suggestions for further improving these schemes so that they
continue significantly to meeting the needs and challenges of RTE.
3.9 Mapping neighbour-hood and schools:
States /UTs would need to arrive at a clear picture of current availability of schools
within defined area or limits of neighbour-hoods. This will require mapping of neighbourhoods. This will require mapping of neighbour-hoods/habitations and linking them to specific
schools. It is possible that a neighbour-hood may be linked to more than one school.
Similarly, a school may be linked to more than one neighbour-hood. This exercise can help
identify existing gaps, where new schools would have to be opened.
However, school mapping would need to go beyond spatial planning and preparation
of distance matrices for school location. Provision of schooling facilities at appropriate
locations is an essential prerequisite to universal elementary education. But mere provision is
insufficient to ensure that all children attend school and participate in the learning process.
The school may be there, but children may not attend ;they drop out after a few months; or
may be absent too many days and can not cope with the learning load. School mapping
exercises will have to incorporate social mapping and should be undertaken with community
involvement, to ensure that all children who can not access school for social, cultural and
economic reasons, are able to do so. School and social mapping is a powerful means of
mobilizing the community to ensure that all children attend schools and complete elementary
education.
A school mapping will help determine the changes necessary in schools and build a
dynamic vision of the education services, including infrastructure, teachers, and equipment,
required so that all children, irrespective of their caste, religion or gender, are provided
education of reasonable quality.
24
3.10 School mapping steps:

School mapping would include the following steps:
(i)
Environmental building in the village.
(ii)
Formation of a Village Education Committee.
(iii)
Preparation of a rough map of the village.
(v)
Conduct of a household survey,
(vi)
Preparation of a final map indicating different households, the number of
children in each household and their participation status in school,
(vii) Preparation of a village school education register,
(viii) Presentation of the map and analysis to the people,
(ix)
Preparation of a proposal for improved education facilities in the village.
(x)
No of teachers in the schools.
3.11 SSA norms under RTE Act 2009:
Teachers on the basis of enrolment
Admitted
children
Up to 60
61-90
91-120
121-200
Above
150
Above 200
02
03
04
05
05+1 head
master
PTR (excluding
head teacher) shall
not exceed 40
Teachers
One teacher per class, so that at least one teacher for

Science and Mathematics; Social Studies; and language
At least one teacher for every 35 children.
Where admission of children is above 100.
A full time Head teacher.
Part time instructors for
Art Education
Health and physical Education
Work Education.
3.12 Universalization of Elementary Education (UEE) :

SSA provides free and compulsory education to all children of the age 6-14. Every
child, 6-14 years, shall have a right to free and compulsory education in a neighbour-hood
school till the completion of elementary education.
Here free education is often meant to imply non-payment of fees. Other expenses
related to education could include costs towards text-books, copies and writing material,
uniforms, transportation, educational and support materials for disabled children ( hearing
aids, spectacles, Braille book, crutches and so on). Thus, fee is only a part of educational
expenses, and poor families are often not able to raise the funds required for other expenses
necessary for education. The phenomenon of drop-outs, in particular, is related to the
inability of parents to meet the educational expense of their children during the course of
elementary education. Keeping in mind, the Act at section 3(2) enlarges the term free by
mandating that no child shall be liable to pay any kind of fee or charges or expenses which
25
may prevent him or her from pursuing and completing elementary education. Hence, UEE
ensures Universal access, social assess and Universal retention. We can discuss them one
after another.
3.13 Universal access :
Universal access to schooling requires schooling facilities within reasonable reach of
all children. If schools are not located in or near the habitations where children reside, they
are unlikely to attend in schools or continue schooling even if they are formally enrolled to
elementary schools within define or limits of neighbour-hood Under the RTE Act, 2009
one school should be within the radius of one km. in the case of Primary school and one
school within the radius of 3 km. in the case of Upper Primary school.
Universal access requires schools of equitable quality. It is important to ensure that
the accident of birth in a particular religion, class, caste or creed or gender does not define
ones life chances for all times to come.
Elementary Schooling has a big role to play in ensuring comparable opportunity to all
children. However, all schools are not the same in terms of their physical infrastructure or in
the quality of teaching. There are differences between the rural and the urban schools, public
and private schools and even within public and private schools. Clearly all the children do not
have the same learning opportunities. So the state has to ensure that all children have access
to quality schooling and this will mean investing more in upgrading the quality of schooling.
For such children in particular, specific provisions will have to be made in teacher training,
both Pre- service and In service, for enabling teachers to promote class room practices that
are inclusive so that social access can be ensured.
3.14 Social access :
Social access to schooling is as important as physical access. In a country with
tremendous diversity in terms of language, caste, socio-economic status etc it is important to
ensure that the school recognize these differences. If the language of instruction in a school
in a tribal area is the state language, from class 1 itself then the child is likely to find the
school environment alienating. If the teachers in the schools have not been sensitized to
actively dispel traditional perceptions regarding the gender or caste rules, they are likely to
take measures which would help girls students and children from marginalized community to
pursue education which is equitable and free of anxiety. The teachers own patterns of
communication with children, the seating arrangement in the class room, allocation of work
between children, can serve to reinforce (or dispel ) societal perceptions about the proper
role and place of girls and and children from marginalized communities SC/ST and minority
community. Government schools have a high proportion of first generation school goers and
children from marginalized communities. Teachers need to be sensitive to the fact that the
home environments of many of these children do not facilitate homework or revision of
schoolwork. If these lapses by the child are published or the school does not help such
children to cope with studies, the child is punished or the school does not help such children
cope with studies, the child is likely to feel discouraged and drop-out of formal schooling.
The curriculum and text books also need to be intrinsically connected with the childs life
outside the school, and need to reinforce the childs pride in her language, society and way of
life, at the same time affording opportunities for learning about the wider world. Thus,
ensuring access to schooling is a wider challenge and is not confined merely to opening
schools in or near the habitations where children reside.
26
3.15 Universal retention:

While there have been significant improvement in the enrolment and retention figures
of girls, girls especially from disadvantaged communities continue to form the bulk the out of
school children. Retention should be considered an equity issue, as SC, ST, Muslim girls, are
the most vulnerable and likely to drop-out. It goes without saying that parents of children
from such communities do not have deep pockets and any adversity could compel girls
from such communities to leave the system that they had difficulty entering in the first place.
The overt and tacit forms of discrimination that are embedded in the school environment
(classrooms and beyond) make the schooling a difficult experience.
With regard to access and retention the focus should be on older girls, where the need
is the greatest. Support measures that address economic, academic and social dimensions that
lead to drop out would need to be planned as a cohesive intervention. At present, the
approach is fragmented. Measures could include transport, escort, counselling, helping them
negotiate domestic work burdens, community support mechanisms and academic support
depending on the nature of the problem. Attention also needs to be paid to addressing the
particular needs of girls from other disadvantaged groups or living in difficult circumstances (
street children, migrant children, girls in conflict situations). The localized context must be
analyzed and strategies must be developed.
The mapping exercise envisaged ( a task that has been assigned to the local authorities
in the RTE ) would be critical to accurately identify out-of-school children. Actually,
bringing such girls into the school system will require community support and monitoring.
The support of NGOs and womens groups should be elicited.
3.16 Initiative taken up by the Centre:

The centre takes an important role in the effective implementation of the programme
in the country. In this regard, the centre advise all the states to adopt proper mechanism to
carry out the programme smoothly. If any discrepancy or complaint arise the final decision
will be made at the NCPCR.
3.17 Initiative taken up by the State:
Under the Article 21 A of the Constitution on right to education , the State takes up
the initiatives to provide free and compulsory education to all children of six to fourteen
years in such a manner as the state may, by law, determine. The state also shall endeavour to
provide early childhood care and education for all children until they complete the age of six.
Under the article 51 A of the constitution, clause (k), the state has to find out who is
a parent or guardian to provide education to his child or, as the case may be, ward between
the age of six and fourteen years.
Under the RTE Act, the state provides neighbour-hood schools of a prescribed
minimum quality to each child within three years and maintains norms of PTRs in each
school as given above. The state also laid down qualifications within five years and provides
education that is inclusive, non-discriminatory and of equitable quality for all children,
including those with disabilities and constitute mandatory School Management Committee
consisting of mostly parents and designate local authority. The task of implementing the Act
within the stipulated time is daunting task.
The state requires urgent action on several fronts to ensure effective delivery
mechanisms such as putting in place adequate number of teachers in the schools, ensuring
their training to eliminate backlog of untrained teachers, adopt appropriate teacher
recruitment procedures, develop teacher education / training institutions, and work towards
27
interstate agency coordination, active engagement of PRIs, community and parent, and
putting in place monitoring mechanisms to address and deal with violations of the Act.
3.18 Let us sum up:
SSA is one of the biggest programmes of India which were implemented in 2001. It
has a committee comprising Prime minister and an executive committee and a project
Approval Board at the centre. It is governed at the centre by a General Body chaired by the
Prime minister , an executive Committee and a Project Approval Board.It has many
provisions which deal with EGS ( Education Guarantee Scheme), AIE ( Alternative
Innovative Education), Education for SC/ST and minority community. The main objective of
this progrmme is to have a universal access bridging the gaps of gender and social category in
elementary education and an enhancement in learning levels of children.
3.19 UNIT END EXERCISES :
1.
What is Sarva Shiksa Abhiyan?
2.
What is Universalization of Elementary Education?
3.
What is meant by free and compulsory education?
4.
What are the existing provisions under SSA.
5.
What is school and neighbour-hood mapping?
6.
What facility should be given to the SC/ST/Minority girls in order to bring them to the
mainstream of education?
7.
What is Universal retention?
1. GOM: 5th All India Survey of Education for Manipur, Directorate of School Education,
Imphal 1990
2. GOI: Education Guarantee Scheme and Alternative and Innovative Education, MHRD,
New Delhi, 2005
3. GOI: SSA Program for Universal Elementary Education: Framework for Implemantion,
MHRD, New Delhi.
4. GOI: SSA A Program for Universal Elementary Education: Manual for Planning and
Apprasial, MHRD, New Delhi, 2005
_____
28
BLOCK 2
CHILD RIGHTS
UNIT 4:
EDUCATION AND ITS FUNDAMENTAL RIGHTS UNDER

UNIVERAL DECLARATION OF HUMAN RIGHTS (ARTICLE 26) 1948, 86 TH
CONSTITUTIONAL AMENDMENT 2002
STRUCTURE
4.1
Objectives
4.2
Introduction
4.3
Education as Fundamental Right under Universal Declaration of Human Rights

(Article 26), 1948.
4.4
86th amendment of the 2002 (Right To Education)
4.5
Making Elementary Education a Fundamental Right in India
4.6
Let us sum up
4.7
Unit- End Exercise
4.8
4.1
OBJECTIVES:
After studying this unit, you will able to
Understand the Fundamental Rights under Universal Declaration of Human
Rights (Article26) 1948.
Describe 86th Constitutional Amendment 2002.
Discuss the article 45 of Directive Principal of State Policy (1950)
Understand the Fundamental duty of parents under Article 51 A (k).
i)
ii)
iii)
iv)
4.2
INTRODUCTION:
Universal Declaration of Human Rights had been adopted by UN General Assembly
Resolution 217 (111) on 10th December, 1948. Article 26 of Fundamental Rights under
Universal Declaration of Human Rights declared elementary education as free and
compulsory. It is also proclaimed that everyone has right to education.
With reference to the universal declaration of Human Rights (Article 26 ) 1948, Indian
constitution also made primary education free and compulsory for all children upto the 14
years of age under article 45 ie. Directive Principal of State Policy (1950). Inspite of many
efforts , the constitutional target could not be fulfilled due to several reasons. Then 86th
Amendment of Indian Constitution 2002 introduced elementary Education as Fundamental
Right ie. Right to Education for all Children (6 14 yrs).
29
4.3
EDUCATION AS FUNDAMENTAL RIGHT UNDER UNIVERSAL

DECLARATION OF HUMAN RIGHTS (Article 26), 1948.
Universal Declaration of Human Rights, 1948.

The history of human rights has roots in the great events of the world and it has
sustained the struggle for freedom and equality everywhere. The International community has
grown and changed enormously during the course of the 20th century. The aftermath of the
World War II prompted the victors to try to assemble a forum,. First to deal with ssome of the
Wars consequences and secondly to provide a way to prevent such appealing events in
future. As a result, the United Nations was born. The magnitude of the task is still not clearly
recognised. Former Secretary General, U. Thant show in the promotion and protection of
human rights an essence of human freedom, progress, peace and prosperity of all the
International attempts, the Universal Declaration of Human Rights, 1948 has won a place of
honour as a basic international code of conduct by wehich performance in promoting and
protecting human rights is to be measured, Two more international instruments were also
concluded. They are (1) International Covenant on Economic, Social and Cultural Rights
and (2) International Covenant on Civil and Political Rights.
These documents were adopted in 1966 and came into force after 10 (ten) years. An
operational protocol; top the latter Covenant also provided machninery for the handing of
complaints from individuals under specific circumstances. These 3 (three) documents
together constitute the International Bill of Human Rights. They jhave directly inspired a very
wide range of complementary instruments :-on the prevention of discrimination whether by sex, race, greed, color, belief or in education.
-on slavery and forced child labour.
-on political rights of women and children.
-on marriage and family
-on childhood and youth
We, however, limit our study to the Universal Declaration of Human Rights, 1948,
although the spirit of inquiry would not ignore anyway. The preamble to the Universal
Declaration of Human Rights, 1948 act as a mirror through which the essence of this
instrument could be visualised. It embodies the expectations of the humanity as also
foundation of freedom, justice, peace and protection by law against tyranny and oppression.
The preamble lays emphasis on equal rights of men, women and children and the need to live
with dignity, promotion of universal respect and observance of human rights and fundamental
freedoms on the basic tenets of the preamble. The Universal Declaration of Human Rights as
a common standard of achievement for all people and all nations, to the end that every
individual and every organ of the society, keeping the declaration constantly in mind, shall
strive by teaching and education to promote respect for these rights and freedom and by
progressive measures, national and international, to secure their universal and effective
recognition, both amongst the peoples of the territories under their jurisdiction.
In fact, the preamble to the charter of the United Nations, the people of the United
Nations declare their determination to save preceding generations from the scourge of War to
reaffirm social progress and to ensure better standards of life in larger freedom. There are 30
(thirty) rights given in the Universal Declaration of Human Rights, 1948. Out of them,
Article No. 26 is concerned with education. It has been reproduced below:-
30
1.
Everyone has the right to education. Education shall be free at least in the elementary
and fundamental stages. Elementary education shall be compulsory Technical and
professional education shall be made generally available and higher education shall be
equally accessible to all on the basis of merit.
2.
Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental freedoms. It shall
promote understanding, tolerance and friendship among all nations, racial or religious groups
and shall further the activities of the United Nations for the maintenance of peace.
3.
Parents have a prior right to choose the kind of education that shall be given to
their children.
In the field of education, the priorities of various countries differ. In a large part of the
world, Universal literacy has not been achieved because of many reasons like deprivation,
poverty, exclusion and discrimination. In most of the countries where primary education is
free and compulsory, educational choice and educational opportunities may be affected by
the location of the schools, imbalance in financing , Library and equipment or standard of
teacher training.
4.4
86th AMENDMENT OF THE 2002 (RIGHT TO EDUCATION):
Indian constitution is a vital document which has united one of the worlds oldest and
largest civilizations and created a large nation speaking many languages. It containes 412
Articles and 12 schedules and undoubtedly one of the longest constitutions of the world.
Every article of the constitution aims to provide happiness and peaceful living to each of us.
Before the most important articles dealing with human rights are discussed, let us see the
preamble to the constitution of India at a glance.
The preamble epitomises the collective will and aspirations of all Indians. It describes
the fundamental objectives of the constitution as follows :We, the people of India, having solemnly resolved to constitute India into a
sovereign Socialist Secular democratic Republic and to secure to all its citizens :Justice, social, economic and political; liberty of thought, expression, belief, faith and
worship ;
Equality of status and of opportunity; and to promote among them all
Fraternity assuming the dignity of the individual and the unity and integrity of the nation.
The preamble provide for all citizens justice, liberty, equality and fraternity. It has
implications in allwalks of life of an India. In school situation, it ensures to every child the
right to life, liberty and security and freedom from any form of cruelty, inhuman or degrading
treatment in any way.
It is the obligation of the Indian citizens to favour in making elementary education of
the children of the age group 6 14 years a Fundamental Right in the Constitution. It is
continuation of the Article 45 of the Directive Principles of state Policy (1950) which states:
The State shall endeavour to provide within a period of ten years from the
commencement of this constitution fo free and compulsory education for all children until
they complete the age of fourteen years.
Due to various factors, this could not fulfill within the constitutional target. Then , till
1976 , Indian constitution provides education as a state subject with certain provision at the
central level. The 42nd amendment, 1976 brought about drastic changes in the Indian
Constitution.
Thus on 18th December 1976, the status of education is put in the con current list.
By having education in the concurrent list, the centre can implement directly by policy
31
decision in the status. So, the National Policy on Education 1986, Programme of Action
(PDA) 1986 and a revised National Policy on Education 1992 and Programme of Action
1992 envisaged that free and compulsory education of satisfactory quality should be provided
to all children upto the age of 14 years before the commencement of 21st century.
The 93rd Constitutional Amendment bill has been introduced in the Rajya Sabha to
make the right to elementary education a fundamental duty. The National Elementary
Education Mission is being set up for facilitating the achievement of Universalisation of
Elementary Education (UEE) within a given time frame. Forty eight percent (48%) of the
central plan was earmarked on elementary education in the eight plan.
The 86th Amendment of Indian constitution 2002 includes three (3) Articles ie. Article
21 A, Article 45,and Article 51 A (K). The three Articles are as follows:
Article 21 A: The State shall provide free and compulsory education to all children
of the age of six to fourteen years in such manner as the State may, bylaw, determine.
The earlier words of Article 45 (1950) was being changed and substituted by the
following words. The State hall endeavour to provide early childhood care and education
for all children until they complete the age of six years. (w.e.f. 1st April 2010)
Article 51 A (K): Who is a parent or guardian to provide opportunities for
education to his child or as the case may be, ward between the age of six and fourteen years.
4.5
MAKING ELEMENTARY EDUCATION A FUNDAMNTAL RIGHT IN INDIA:
In a democratic set-up people are given great importance in the whole philosophy of a
state. It emphasises the fact that the state exists for the individual. Hence,, certain rights of
men, women and children are absolutely necessary for tjhe effective functioning of a
democratic government., Democratic governments functioning in different parts of the world
meant government by the majority with the full freedom to the minority. In order that the
democratic Principles may operate successfully, the citizens require protection of their life,
liberty and property and free opportunity to assemble and express their opinion. In order to
obtain these objectives, certain rights, which are generally recognised as vital and essential
for effective social , political;, religious and economic life of the country, are recognised and
guaranteed in the most in the most modern constitutions. The constitution of India is no
exception to this philosophy. Descriptions of all fundamental rights as enshrined in the
constitution is a stupendous task. However, some of the fundamental rights important from
the points of view of school education are discussed below :I. Right to equality
The concept of equality is the guiding principle of our social living. Dynamics of
social change speaks of the fact that equality in every spheres of life is essentially required.
-Article 14 deals with equality before law and equal protection of law. This provision asserts
the supremacy of rule of law. It also means equality of rights and duties. It means that among
equals, the law should be equalkty administered. This provision further states that all persons
shall be entitled to the protection of equal laws.
-Article 15 prohibits discrimination on grounds of religion, race, caste, sex and place of birth.
-Article 16 guarantees equality of opportunity.
-Article 17 lays down that no title, not being military or academic, shall be conferred by the
state.
32
II. Right to freedom

The right to freedom has been explained in Article 19 to 22 of the constitution. They are :-Article 19 codifies the usual liberties of men, women and children. It secures freedom of
speech and expression, assembly, association, movement, residence, acquisition and
disposition of property, right and right to practise any profession to carry on any occupation,
trade or business. However, there are some reasonable restrictions imposed for the purpose.
-Article 20 offers protection in respect of conviction for certain offences.
-Article 21 provides that no person shall be deprived of his life or personal liberty except
according to the procedure established by law.
-Article 22 states that no person shall be detained in custody without being informed of the
grounds of such arrest/detention nor he is to be denied the right to consult or to be offended
by a legal practitioner of his choice.
III. Right against exploitation
Article 23 of the constitution prohibits traffic in human beings and forced labour , any
contravention of this provision is an offence punishable in accordance with the law of the
land. Similarly, Article 24 guarantees prohibition of employment of children in factories who
are below 14 years of age.
IV. Right to freedom of religion.
Article 25 states that subject to public order, morality and health, all persons are
equally entitled to freedom of conscience and the right to profess, practice and propagate any
religion.
Article 28 emphasises that no religious instruction shall be provided i9n any
educational institution wholly maintained out of state funeds except in those institutions
established under a trust.
V. Cultural and Educational rights.
Article 29(i) states that any section of the citizens residing in the territory of India or
any part thereof, having a distinct language, script or culture of its own shall have3 the right
to conserve the same.
Article 29 (ii) emphasises that no citizen shall be denied admission into any
educational institution maintained by the state on grounds only of religion, race, caste,
language or any of them.
VI. Right to Constitutional Remedies
The right of every man, woman and child to move the Supreme Court or the High
Courts by appropriate proceedings, for the enforcement of Fundamental Rights is recognised
and guaranteed under the constitution. The remedies available to the citizen are petitions for
the issue of directions/orders or writs in the nature of Habeas Corpus, mandamus, prohibition,
quo-warranto, Certioraris etc.
The Supreme Court under Article 32 and the High Courts under Article 226 have the
powers to issue writs or orders for the enforcement of these fundamental rights.
Education has now become one of the basic needs of life. In democratic country,
education shall be a fundamental right, which is also known as Right of Education. Both
the Indian Parliament (Lok Sabha and Rajya Sabha) have passed the bill for introducing
education as Fundamental Right recently in August 2009. Now education for the children of
the age group of 6 14 years has become Fundamental Right in Indian Constitution. Thus,
the right of children of free and compulsory education (RTE) Act 2009 represents the
consequential legislation which envisaged under Article 21 A. Article 21 A and the RTE ct
33
come into effect on 1st April, 2010. Now, India has moved forward to a right based
framework that casts a legal obligation on the Central and State Governments to implement
this fundamental child right as enshrined in the Article 21 A of the Constitution, in
accordance with the provisions of the RTE Act. 2009.
4.6
LET US SUM UP:

Now, that we have come to the end of the lesion, let us list all the major points that we
have learnt in this unit.
In the fundamental right under Universal Declaration of Human Right (Article 26),
elementary education is made free and compulsory education and parents have a prior right
to choose the kind of education for their children.
In India, under Article 45 of the Directive Principles of State Policy, all children upto
fourteen years should be given free and compulsory primary education within a period of ten
years. But the expected aim could not b achieved due to many factors, education is put in the
concurrent list in 1976, National Policy on Education 1986, Programme of Action 1986and a
revised National Policy on Education (NPE) 1992 and Programme of Action 1992 envisaged
free and compulsory education for all children until they complete the age of 14 years. This
also could not fulfill its constitutional target. Then, a bill was passed by Indian Parliament for
introducing Elementary education a fundamental right in Indian Constitution ie. Right of
Education (RTE) under the article 21 A, the 86th Amendment Act 2002. Thus , the RTE Act
come into effect on 1st April 2010.
4.7
UNIT- EDN EXERCISE:

1. Write the fundamental right under Universal Declaration of Human Right (Article
26) 1948.
2. Describe Article 45 of Directive Principles of State Policy (1950).
3. Describe the Statements which are given in Article 21 A.
4. Write the fundamental duty of parents under Article 51 A(K).
4.8
REFERENCES AND FURTHER READINGS

1. Babu, D.D: Human Rights in Constitutional Law, Prentice Hall, New Delhi, 1994
2. Goldrick, D. MC: Human Rights: Its role in the development of International
convents on civic and Political, Clarendon Press, Oxford, 1991
3. Singh, N: Human Rights and the Future Mankind, Vanity Books, 1981
4. UN: The united Nations and Human Rights, Department of Public Information, UN,
New York, 1948
5. UNICEF: The Rights to be a child, UNICIEF office, New Delhi.
_________
34
UNIT -5: RIGHT TO EDUCATION ACT 2009

STRUCTURE
5.1
Objectives
5.2
Introduction
5.3
Characteristics of Right To Education Act 2009
5.3.1 Free and Compulsory Education

5.3.2 Provisions of Right to Education act 2009 Concerning with child right
5.3.3 The Schedule of Right to Education Act 2009
5.4
Let Us Sum Up
5.5
Unit End Exercise
5.6
5.1
*
*
*
*
OBJECTIVES:
Discuss the characteristics of Right to Education Act 2009.
Explain the concept of Free and Compulsory Education.
Analyse the provisions of Right to Education Act 2009 related to Child Rights.
Explain the section 19 and 25 and the schedule for related to Norms and Standards a
school.
5.2
INTRODUCTION:
Right to Education Act 2009 (RTE) is an Act to provide for free and compulsory education to
all children of the age of six to fourteen published in the Gazette of India on Thursday,
August 27, 2009 (Extraordinary No. 391)New Delhi. This Act extend to the whole of India
except the State of Jammu and Kashmir.
CHARACTERISTICS OF RIGHT TO EDUCATION ACT 2009
Right to Education Act 2009 means the right of children to free and compulsory
education. Children age from six to fourteen years of as on 1st September of the year of
admission is covered by this act. Hence it is an act to provide for free and compulsory
education to all children including children belonging to socially disadvantaged and weaker
sections ie. children belonging to Scheduled caste, Schedule tribe, Orphans, Children with
special need, HIV affected/ infected children and children belonging to Backward class,
Minorities, OBCs etc.
5.3
5.3.1 FREE AND COMPULSORY EDUCATION:

Free education means no child shall be liable to pay admission fee, tuition fee
examination fee and any other fees or charges of expenses which may prevent him of her
from pursuing and completing elementary education and also includes providing free text
books, note books (one note book per subject) other than writing materials, uniforms and
mid-day meals.
35
Compulsory education means obligation of the appropriate government to provide

free elementary education and ensure compulsory admission, attendance and completion of
elementary education to every child in six to fourteen age group.
5.3.2 PROVISIONS OF RIGHT TO EDUCATION ACT 2009 CONCERNING
WITH CHILD RIGHT:
i)
Section 3 provides and explains the right to free and compulsory education to every
child of the age of six to fourteen years the right to free and compulsory education in a
neighbourhood school till the completion of elementary education. RTC Act does not restrict
in the choice of the child to seek admission in a school which may not be in the
neighbourhood of the childs residence and there is no compulsion on the child to seek
admission only in the school in his/her neighbourhood.
ii)
Section 4 provides children above six years, who have either not been admitted to any
school or having been admitted have not completed elementary education and have dropped
out, the right to be admitted to a school in a class appropriate to his or her age for completing
elementary education.
iii)
Section 5 provides children the right to seek transfer from a Government or
Government aided school to another such school in order to complete elementary education
and for immediate issue of Transfer Certificate to a child seeking admission to another
school. It also provides that delay in producing Transfer Certificate shall not be a reason for
denying or delaying admission in another school.
iv)
Section 10 provides a moral responsibility on every parent/ guardian to admit their
children/ wards to school, and ensure that children are not deprived of their right to
v)
Section 12 explains the responsibility of schools for providing free and compulsory
education to children as
a)
All Government schools shall provide free and compulsory education to all
children.
b)
Government aided institutions shall provide free and compulsory education to
such percentage of students in elementary classes which equals the percentage of
recurring aid received by it from the Government to the annual recurring expenditure
incurred by the school, subject to a minimum of 25%.
c)
Private unaided institutions and special category schools shall provide free and
compulsory education to at least 25% children belonging to disadvantaged groups and
weaker sections admitted to Class I or pre- primary classes.
vi)
Section 13 provides that no school or person shall collect capitation fee and subject
a child to any screening procedure and prescribes a penalty for contravention of these
provisions.
vii)
Section 15 prohibits schools from denial of admission to a child irrespective of the
time in the academic year in which admission is sought. Admission of a child in school is a
fundamental right and it cant be denied at any point of time. Ideally, all children should be
enrolled in school at the beginning of the academic session. However, in the case of children
in different circumstances, including children affected by migration, displacement or ill
health etc. schools may need to be flexible to allow admission at any time during the session.
It also provides that children admitted after six months of the beginning of the academic
session may be provided Special Training as determined by the Head Teacher of the school to
enable him/her to complete studies.
viii) Section 17 prohibits any child being subjected to physical punishment or mental
harassment.
36
5.3.3 THE SCHEDULE OF RIGHT TO EDUCATION ACT 2009

The schedule is a planned list or order of things to be done to establish a normal
standard school under section 19 and 25 of Right to Education Act 2009 consist of seven
main items namely
A)
The first and second items are related to pupil teacher ratio and physical
infrastructure of a school
1) Teacher pupil ratio
a) Class I to V
Sl. No.
1
2
3
4
5
No. of Students
0 to 60
61 to 90
91 to 120
121 to 200
150
No. of Teachers
2
3
4
5
5 + one head teacher
N.B. If the admitted children is above 200, pupil teacher ratio excluding head teacher
shall not exceed forty.
Class vi to viii
2) At least one teacher per class ie Science and Mathematics one teacher.
Social Science one teacher. Language one teacher.
3) At least one teacher for every thirty five children.
4) If no. of children >100
a) One full time head teacher,
b) One part time instructor for
i)
Art education
ii)
Health and Physical education
iii)
Work education
B)
Building and Physical Infrastructure :
a)
At least one class room for every teacher and one head teachers room
cum office cum store room.
b)
Separate toilet of boys and girls.
c)
Safe drinking water facility to all children.
d)
A kitchen for mid-day meal
e)
Play grounds.
f)
Proper fencing or boundary wall.
C)
3rd point and 4th point related to no. of working days and hour per year and no.
of working hours per week for teacher.
Sl. No.
1
2
3
4
Classes
I to V
VI to VIII
I to V
VI to VIII
For one academic year

200 working days
220 working days
800 instructional hrs.
1000 instructional hrs.
N.B. Minimum no. of working hours per week for the teacher is forty-five hours.
D)
The 5th item is related to Teaching learning equipments and TLE shall be
provided to each class as requirement.
E)
The 6th point is related to Library and each school shall have library providing
newspapers, magazines and books.
37
F)
The last 7th item is related to games and sports materials and equipments shall
be provided to each class as required.
5.4
*
*
*
*
*
LET US SUM UP:

Right to Education Act- 2009 means the right of children to free and compulsory
education.
Socially disadvantage child A child belonging to socially disadvantaged group
means they are belonging go Schedule Caste, Schedule Tribe, Orphans, Children with
Special Need and HIV affected/ infected children.
Weaker Section Child A child belonging to weaker sections means a child
belonging to backward class, Minorities and includes other backward classes.
Free Education It means no children shall be liable to pay any type of fees.
Compulsory Education It means to provide compulsory admission, attendance and
completion of elementary education to every child in six to fourteen age group.
There are 38 sections in Right to Education Act 2009.

Section no. 3, 4, 5, 10, 12, 13, 15 and 17 of the Right to Education Act 2009 are
closely related to Child Right.
*
The pupil teacher ratio is 30:1. If there is large no. of pupil is above 200 pupil teacher
ratio shall not exceed forty for class I to VI.
*
The no. of teachers for class VI to VIII is one teacher one subject. If no. of pupils is
greater than 100 there should be one full time head teacher and one part time
instructor for Art education, Health physical education and work education.
*
For a standard school it should have
a)
One class room for one teacher,
b) Separate toilet of boys and girls
c)
Safe drinking water,
d) A kitchen
e)
Play ground,
f) Proper fencing
*
From class I to V 200 working days and 800 instructional hours for one academic year
is required.
*
From class VI to VIII 220 working days and 1000 institutional hours per academic
year is required.
*
TLC shall be provided to each class as required.
*
Each school shall have library providing reading material like newspaper,
magazines and books.
*
Sports materials and equipments shall be provided to each and every class as required.
1. What is meant by free and compulsory Education?
2. Explain the concept of Neibourhood school in relation to RTE Act 2009.
3. State the duties of the teachers given under section 24(1) of RTE Act 2009.
4. Briefly discuss the norms and standards of a school in the scheduled of RTE Act 2009.
*
*
5.6
1. GOI: The Right of Children to Free and Compulsory Education Act, 2009, Ministry of
Law and Justice, Extra-ordinary Gazette of India No. 391, 27th August 2009.
38
UNIT -6: RIGHT TO EDUCATION RULES 2010 OF MANIPUR

STRUCTURE
6.1
Objectives
6.2
Introduction
6.3
Right of a child in the school
6.4
Right to free materials
6.6
Right to special training
6.5
Right to access school facility
6.7
Initiative taken up by the state government regarding child rights
6.8
Let Us Sum Up
6.9
Unit End Exercise
6.10
6.1 OBJECTIVES:
After studying this unit, you should be able to help your students to
1. Define rights to Education Rules, Manipur
2. Explain Free and Compulsory Education
3. State materials entitled to all the children
4. Explain Rights to Access School Facility
5. Identify various Rights of a child
6. Describe child Rights are Constitutional and Fundamental
6.2 INTRODUCTION:
The Right of children to free and compulsory Education Rules 2010 come into force
from 19th April 2011 in Manipur with the notification in the official Gazette no. 25 on 15th
April 2011. These rules are extend to the whole of state of Manipur. It covered any child of
the State of the age group of six to fourteen years, first class to eight class and also includes a
child who has completed 5 years of age as on 1st September of the year of admission.
The words Free and Compulsory Education means no child shall be liable to pay
any kind of fee or charges or expenses which may prevent a child from pursuing and
completing elementary education. It is an obligation of the central or state Government to
provide free elementary education and ensure compulsory admission, attendance and
completion of elementary education to every child in the six to fourteen age group. It also
includes to provide free text books, note books and other writing materials, uniforms and
midday meals in neighbourhood schools. These rules give free passes to a child of 6-14 in
terms of admission and examination while pursuing elementary education. It provides that no
child is required to pass board examination till the completion of elementary education. These
rules make a child free from fear and punishment and instead encouraging a child to express
views freely and frankly. More importantly, it emphasises on learning through activities,
discovery and exploration in a child friendly and child - centred manner. It makes teaching
learning process free from stress and anxiety. There are provisions prohibiting corporal
39
punishment, detention and expulsion. Violation of these rules is liable to charge fine and
invite penalties .
6.3 RIGHT OF A CHILD IN THE SCHOOL
1. Every child has a right to teach him or her by qualified and trained teacher, to
promote to next class without Board examination. No child is required to pass board
examination till he or she completed elementary education.
2. A child has a right to be treated understandingly in the classroom. No child shall be
subjected to physical punishment or mental harassment. And no child admitted in the
school shall also be held back or retain in any class or expelled from school till the
completion of elementary education.
3. A child has a right to admit in any school he/she likes without screening procedure
and school shall not deny admission to any child for lack of age proof or on the
ground of religion, caste or race, birth place or any of them.
4. A child has a right to use separate toilet for boys and girls, proper drinking water
facility, kitchen for Mid-Day Meals and has right to avail teaching-learning materials,
library and play/sport/ equipments.
5. A child with disabilities and special Needs Children have the right to receive special
training.
6. No child is subjected to caste, class, religious or gender abuse in the school. No child
belonging to weaker section and disadvantage group shall be segregated or
discriminated against in the classroom, during Mid Day Meals, in the playgrounds, in
the use of common drinking water and toilet facilities.
7. A child of weaker section and disadvantage group attending Kendriya Vidyalaya,
Navodaya Vidyalaya, Sainik School and Un-Aided schools has a right to learn with
other children in the same class room. They shall not be segregated from the other
children nor shall their classes be held at places and timings different from the classes
held for the other children.
8. A child of weaker section and disadvantage group attending Kendriya Vidyalaya,
Navodaya Vidyalaya and Sainik School and Un- aided schools shall not be
discriminated from the rest of the children in any manner pertaining to entitlement
and facilities such as free text books, uniforms, writing materials, library and
information communication technology facilities, Co- curricular activities and sports.
9. No child shall be liable to pay any kind of fee or charges or expenses which may
prevent him or her from pursuing and completing the elementary education. No child
shall also be barred from attending the school on account of social and cultural
factors.
10. An elementary teacher teaching 6 to 14 years of children are strictly prohibited from
private tuition.
11. Right to Education Rules 2010, Manipur provides that children between the age group
6 and 14 are entitled to access elementary schools within a walking distance of 1
kilometre for Classes I V and 3 kilometres for classes VI VIII.
12. A child has a right to claim certificate of completion of elementary education within
one month.
13. A child has a right to attend the school free from danger such as difficult terrain,
risk of landslide, floods and lack of approach roads from their home to the school.
6.4 RIGHT TO FREE MATERIALS
40
1. A child attending a school established, owned or controlled by the central or state or

the local authority such as Municipal corporation, Municipal Council, Jila parishad,
Nagar panchayat and Autonomous District Council shall be entitled to free textbooks, writing materials and uniforms.
2. A child attending a school of Kendriya Vidaylaya, Navodaya Vidyalaya, Sainik
School or any other school having a distinct character specified by the centre or state
shall be entitled to free text-books, writing materials and uniforms.
3. A child attending an aided sdchool receiving aid or grants to meet the whole or parts
of its expenses from the central or state or the local authority shall be entitled to free
text books, , writing materials and uniforms.
4. Unaided schools or private schools not receiving any aids or grants shall admit in
class I to the extent of 25% of the strength of that class to those children belonging to
backward classes, minorities whose parents income does not exceed Rs. 40,000 per
annum and also children belonging to scheduled tribe, scheduled caste, orphans,
Children with Special Needs and HIV infected children in the neighbourhood shall be
provided free and compulsory education till its completion. The same school shall
claim reimbursement from the appropriate government.
5. A child with disabilities attending a school established, owned or controlled by the
central or state or the local authority or specified category schools or aided or unaided
schools shall be provided free special learning and support materials apart from free
text books, , writing materials and school uniforms.
6.5 RIGHT TO ACCESS SCHOOL FACILITY
1. A child of classes I V and in whose neighbourhood no school exist has a right to
have school facilities within a walking distance of one kilometre of the
neighbourhood.
2. A child of classes VI VIII and whose neighbourhood does not exist a school has a
right to attend school within a walking distance of 3 kilometres of the neighbourhood.
3. For a child of classes I V from hamlets where no school exist within a walking
distance of 1 kilometre of the neighbourhood and for a child of classes VI VIII from
hamlets where no schools exist within a walking distance of the neighbourhood,
adequate arrangements such as residential facilities and other necessary facilities
shall be made for providing elementary education in a school.
4. For children living in areas with high population density, establishment of more than
one neighbourhood school may be considered with having regard to the number of
children in the age group 6 14 years.
5. For children with disabilities, which prevent them from attending the school, the state
government shall make appropriate and safe transportation arrangement till
completion of elementary education. In case of severe disabilities, the government
shall make arrangement for home based education of such children.
6.6 RIGHT TO SPECIAL TRAINING
1. The local authority shall identify children requiring special training based on specially
designed and age appropriate learning materials and impart special training to those
identified children to be at par with other children.
2. The training shall be provided in classes held in the premises of the school or through
classes organized in safe residential facilities.
41
3. After imparting training, a child shall be inducted into the age appropriate class and
continue to receive special attention by the teacher to enable him or her to integrate
with the rest of the class. The duration of special training shall be for a minimum
period of three months which may be extended based on periodical assessment of
learning process.
6.7 INITIATIVE TAKEN UP BY THE STATE GOVERNMENT REGARDING
CHILD RIGHTS
After enactment of right to education rules 2010 of Manipur, the state government had
taken up initiatives regarding partial fulfilment of child rights which includes a) Inclusive Education of Children with Disabilities under SSA
b) Constituted State Commission for Protection of Child Rights
c) One Day State Level Sensitisation Programme for Mandatory Training of Untrained
Teachers under SCERT
d) Diploma in Elementary Education (DElEd) for In-Service Elementary Teachers
a) Inclusive Education of Children with Disabilities under SSA:
Inclusive Education of Children with Disabilities cell of SSA, Manipur has
identified 432 children with disabilities who shall be provided necessary learning
materials and support materials which will help them to come closer to the Inclusive
Education.
b) Right to Education Protection Authority (REPA):
As the state does not have its commission till date for protection of child
Rights, the state Government in order to protect child Rights has constitutional an
interim authority known as the Right to Education protection Authority (REPA) in
2011. The state Government may further take immediate steps to constitute the
commission so as to place commission in its proper position.
c) Sensitisation Programme for Untrained Elementary Teachers at State and
District Level SCERT:
One day state level Sensitisation Programme for Mandatory Training of Untrained
Elementary Teachers was held on 16th June 2013 at SCERT, Lamphelpat, Imphal.
Consequently, one day district level sensitisation programme for mandatory training
of untrained elementary teachers was also subsequently held in all 8 DIETs of
Manipur simultaneously namely Imphal, Kakching, Moirang, Chandel,
Churachandpur, Senapati, Ukhrul and Tamei DIETs from 21st to 29th June 2013
respectively.
d) Diploma in Elementary Education (DElEd) for In-Service Elementary
Teachers:
Diploma in Elementary Education (DElEd) course for In-service Elementary
Teachers of Tribal Affairs and Hills, Education (S) and Social Welfare Department
of Manipur has been prepared and everything is set to start its session by January
2014. This programme will be organised through Open Distance Learning mode
under tied-up of IGNOU, SCERT, Education (S) and Tribal Affairs and Hills,
Government of Manipur.
6.8
LET US SUM UP
Right to Education Rules, Manipur 2010 was made in relation to section 38 of the Right of
Children to free and compulsory Education Act 2009 (35 of 2009). It embodies all those
42
provisions of the act to pave the way for its effective implementation in relation in relation to
local situations. The rules are the guiding principles of the state plan of action for the
universalisation of Elementary Education for children in the age group 6-14 years.
1. Explain the relationship between RTE Act 2009 and Right of Children to free and
compulsory Education Rules 2010 of the State.
2. When RTE Rules of Manipur 2010 had been enforced to the state. Cite the gazattee
notification No. of the Government of Manipur in this regard.
3. State the composition and functions of the school Management committee under RTE
Rules 2010 along with amendment.
4. Explain the functions of the state commission for protection of Child Rights along with the
composition of its interim body the right to education protection Authority.
5. Discuss briefly the constitution and functions of the state advisory council given under
section 26th of the RTE rules of Manipur 2010.
1. GOI Right of Children to Free and Compulsory Education Act 2009 (No 35 of 2009)
2. GOM: The Right of Children to free and compulsory Education Rules, 2010
3. GOM: The Rights of Children to free an compulsory Education (Ammandment Rules 2011
43
UNIT -7: STRATEGIES FOR PROTECTION OF CHILDS RIGHT

STRUCTURE
7.1
Objectives
7.2
Introduction
7.3
Meaning of Child Right
7.4
Child Abuse
7.5
Protection of Child Right
7.6
Let Us Sum Up
7.7
Unit End Exercise
7.8
7.1 OBJECTIVES:
After studying this unit you shall able to
- Explain the meaning of the childs right
- Describe the concept and form of child abuse
- Discuss the protection of childs right
- Enumerate the strategies for protection of childs right
7.2 INTRODUCTION:
Child constitute principal assets of any country. Childrens development is as
important as the development of material resource. Childhood is a state of wonder a time
when the world is a fresh and every event is interesting. All living species nurture their young
ones. Human being (infant) has the longest period of dependency on adult and is the most
vulnerable to deprivation. It emphasises the importance of the family and need to make an
environment conducive to the healthy growth and development of children. India has the
largest child population in the world. The country renews its commitment and determination
to give the highest priority to the basic need and right of all children. Children are the most
vulnerable to exploitation and abuse.
7.3 MEANING OF CHILD RIGHT:
In many societies, view persist that children are their parents property. The child that
is hungry must be fed and the child that is sick must be nursed. All are done by the parent and
it is the duty of a parent. Human being below the age of eighteen years unless under the law
applicable is consider as a child.
Child rights are human rights with particular attention to protection, care afforded to
the child. Interpretation of childs right ranges from allowing children the capacity for
autonomous action to the empowerment of children, physically, mentally or emotionally free
from abuse. Millions of children have no access to education, work long hours under
hazardous condition, to serve as soldiers in armed conflict areas as well as of languish in
institution or detention centres. Young and immature are often easily exploited in many
cases. They are abused by the individual.
44
In 1989, the worlds leaders officially recognised the human right of all children and
young people under 18 years by signing the UNITED NATION COMVENTIION ON THE
RIGHT OF THE CHILD. We believe that every child, no matter who they are or where they
live, has right to grow up safe, happy and healthy.
The convention (UNCRC) emphasises that every child has
- The right to a childhood (including protection from harm)
- The right to be educated ( including all girls and boys completing primary education)
- The right to be healthy (including having clean water, nutritious food and medical
care)
- The right to be treated fairly (including changing laws and protection that are unfair
on children)
- The right to be heard (including considering childrens view)
The UN convention of chid right is guided by the principles of best interest of the child
and non-discrimination. It draw attention to four sets of civil, political, social economic and
cultural rights i.e. survival, protection, development, participation etc.
a) Right to survival includes
- Right to life
- The highest attainable standard of health
- Nutrition
- Adequate standard of living
- A name and a nationality
b) Right to development includes
- Right to education
- Support for early childhood care and development
- Social security
- Leisure, recreation and cultural activities
c) Right to participation include
- Respect for the views of the child
- Freedom of expression
- Access to appropriate information
- Freedom of thought, conscience and religion
d) Right to protection includes
- Freedom from all forms of exploitation
- Abuse
- Inhuman or degrading treatment
- Neglect
- Special protection in situation of emergency.
All the united nation member states except for the united states and Somalia have
approved the convention. The United Kingdom signed it on 19th April, 1990 and rectified it
on 16th December, 1991. It come into force in UK on 15th Jan, 1992. India rectify it on 11th
December, 1992.
7.4 CHILD ABUSE:
The term child abuse was first officially used in Britain in 1980. It is an act of failure
to act on the child by the caretaker or parent resulting serious physical or emotional harm.
Children are treated as property of the family. Parent particularly father had great attitude
over the treatment and discipline of child. Child abuse is simply defined as the physical or
emotional of sexual mistreatment of children or neglect of children.
45
Child abuse consists of any act that could endanger or impaire a childs physical or
emotional development. It includes any damage done to a child which cannot be reasonably
explained and often represented by an injury or series of injuries.
Forms of Child Abuse:
a) Physical abuse Any non accidental injury to a child include, hitting, kicking,
slapping, shaking, burning , pinching, hair pulling, biting , chocking, throwing,
shoving, whipping , padding etc.
b) Sexual Abuse Any sexual act between an adult and child. This include fondling
penetration, exploitation, child prostitution, group sex, oral sex, making forced
observation of sexual act.
c) Neglect Failure to provide for a childs physical needs. This include lack of
supervision, inappropriate housing or shelter, inadequate provision of food and water,
inappropriate clothing for season or weather etc.
d) Emotional abuse An attitude or behaviour which interfere with a childs mental
health and social development. This includes yelling, screaming, name calling,
shamming, negative comparison to others etc. It also include the failure to provide
the affection and support necessary for development
a childs emotional,
social, physical, and intellectual well being.
According to UNICEF violence against children, may be physical, mental , neglect ,
and sexual is child abuse. Violence may take place in home, school, orphanage
residential care facilities, on streets, in the workplace etc.
In 2007, the Ministry of women and child development (MWCD) it is estimated that
150 million girls and 73 million boys under 18 have been subjected to sexual violence
(world-wide). Children between the age of 5 12 are at the highest risk for abuse and
exploitation. The study of children physically abused; 52.91% of boys and 47.09% of
girls abused in their family environment.
Child abuse in India is often a hidden phenomena, especially when it happens in the
home or by family members. Focus with regard to abuse has generally been in the more
public domain such as child labour and prostitution.
7.5 PROTECTION OF CHILD RIGHT:
India has the largest child population in the world. The country renews its
commitment and determination to give the highest priority to the basic needs and right to
all children. Children are the most vulnerable to exploitation and abuse. Child protection
means, preventing and responding to violence, exploitation and abuse against children. It
can be said as protection of human rights of the worlds most vulnerable peoples. Our
constitution had given the Constitutional provisions for the protection of childs right and
welfare of children.
There are several Constitutional provisions for children. Some of them are
Article 14, provide that state shall not deny to any person equality before law
or the equal protection of law within the territory of India.
Article 21, provide that no person shall be deprived of his life or personal
liberty except according to procedure established by law.
Article 21(A) direct the state shall provide free and compulsory education to
all children of the age of 6 to 14 year in such manner as the state may by law determine.
Article 24 prohibits employment of children below the age of 14 years in
factories, mines or any other hazardous occupations.
Article 25 and 28 provide freedom of conscience and free professional
practice and propagation of religion.
46
The objective of protection of childs right is to promote and fulfill childrens right to
protection from abuse, neglect and exploitation. For the protection of childs right, the
national commission for protection of childs right was set up in March, 2007 under the
protection of child right act 2005. The National Commission for Protection of Child Right
(NCPCR) emphasizes the principle of universality and inviolability of child right and
recognizes the sense of urgency in all the child related policies of the country. Childs
rights are a set of principles or ideals. They are entitlements and some of them are
justificable in a court of law. Protection is a framework or system by which the right of a
child can be made. NCPCR do the monitoring of childs right to education. The
Commission performed the following functions, namely
a) Examine and review safeguards for right provided by or under the act and recommend
measures for their effective implementation.
b) Inquire into complaints relating to childs right to free and compulsory education.
c) Take necessary steps for the childs admission to the school.
The commission is to serve as a monitoring body to check various child rights violation
case in the state like rape, molestation, murder and the like which are reported from different
parts of a country.
State Commission for protection of childs right were to be established in each state as
per the provisions of the Commissions for protection of child right Act 2005. It was set up-to
protect, promote and defend child right in each state. The commission consists of a
chairperson and six members who are well versed in child welfare. It has been expected that
state Commission for protection of child right would help in proper implementation of Right
to Education Act 2009 which guaranteed free and compulsory education to all children in the
age group of 6 to 14 years as a fundamental right under the Constitution. In Manipur, SCPCR
was established under the chairmanship of Shri Nabachandra, Former Director of Social
Welfare, Manipur. The state has a SCPRC, since last September, 2012. The commission is to
serve as a monitoring body to check various child right violation cases in the state like rape,
molestation, murder and the like which are reported from different parts of state.
Strategies to be adopted for the protection of child right
To a better environment, improvement, protection from such violation of child
right, some strategies may follow as:
i)
National Commission for protection of child right should strictly look into the
matter of child marriage, child labour and any other kinds of violation of child
right which is rampant in the country.
ii)
An adequate legislation providing for abolition of labour by children is urgently
required, An honest and regular monitoring of enforcement provision must be
done.
iii)
SCPCR of the state should consist of members who are well known about child
right and should give an awareness to all (parent, teacher, care giver etc).
iv)
Some kind of financial incentives may also be considered for those who are
prepared to send their children to school, instead of work place or abuse in any
way.
v)
Close relationship between public and SCPCR members should be made.
7.6
LET US SUM UP
Protection of Child right is essentially required as the child is the asset of the Nation.
Adequate arrangement will have to be made for nurturing the child giving all the rights and
duties entitled to each and every child so that the child may be in a p[osition to develop to the
fulliest extent with all constitutional safeguards. Such an arrangwement will pave the way for
all round personality development of the child without any interruption.
47
7.8. UNIT END EXERCISE

1. What is child Right?
2. Explain the right of the child given in the UNCRC.
3. Discuss the implications of child abuse in relation to RTE Act 2009
4. Explain the strategy to be adopted for the Protection of Child Right in relation to Manipur.
5. State the role of UNICEF in the protection of Child Right at the Global level.
7.9
1. GOI: The Commissions for the Protection of Child Rights Act 2005 (No. 4 of 2006)
2. GOI: The Juvenile Justice (Care and Protection of Children) Amendment Act, 2006 No. 33
of 2006)
3. GOI: The Commissions for Protection of Child Rights (Amendment Act 2006 No. 4 of
2009)
48
BLOCK 3
EVALUALATION OF TEACHING LEARNING
UNIT 8: NATIONAL CURRICULUM FRAMEWORK 2005

STRUCTURE
8.1
Objectives
8.2
Introduction
8.3
Meaning and nature of Curriculum:
8.4
National Curriculum Framework Dec. 2005 (NCF-2005).
8.5
Pedagogy:
8.6
Examination Reforms:
8.7
Flexibility in Assessment:
8.8
Let us sum up
8.9
Unit End Exercise
8.10
8.1 OBJECTIVES:
After going through this unit, you will be able to:
Explain the meaning and nature of curriculum
Explain the concept of National Curriculum Framework-2005
Explain the five guiding principles of NCF-2005.
Know NCF2005.
8.2 INTRODUCTION:
Education is being organised to realise national objectives. It is an instrument to bring
about modification in childrens behaviour in a desired direction. To ensure realisation of the
objectives, the system of education has to be made efficient for which some essentials
measures will have to taken concerning the organisation of the system to be evolved with
proper vision and mission..
8.3 MEANING AND NATURE OF CURRICULUM:
The term curriculum is defined in several ways. Curriculum includes all experiences
which are provided to children either inside or outside school to achieve the desired
objectives of education. Every child gets a number of experiences in the school, some are
based on the prescribed syllabi and textbooks, while some others are based on the cocurricular activities organised by the school. Curriculum is the totality of experiences,
syllabus based or syllabus free, that are planned and provided to children inside and outside
the classrooms. The children also gain experiences from the behaviours, attitudes and values
of their teachers and peers. Curriculum includes objectives, contents (syllabus), instructional
materials like textbooks and workbooks, teaching-learning strategies and evaluation. The
49
curriculum is dynamic in nature. It gets changed and modified with the changing needs and
aspirations of society.
The pupil-teachers will have to do activities to acquire new knowledge and developing
appropriate skills and attitudes for teaching.
Work sheet No 1.
Sl. No
1.
2
Agenda
Make a list of all the activities which you
generally organise in your school for pupils.
Make a list of all the activities which you like to
organise in your school.
Activities
Group/individual
work,
collects, Collate and discuss.
Group/ individual work,
A glance at the list of activities shows that these are effective means for providing
learning experiences to children. Can you think of a common term encompassing these
activities? It is clear that curriculum refers to all the activities and experiences experiences
that you plan and organise for learners in educational institutions to realise the objectives of
education.
A national curricular frame work has to be an essential feature of the national system
of education. At the national level, only a curricular framework has been developed so as to
provide sufficient flexibility to the states to devise their own curricula. An uniform
curriculum is developed at the national level is not likely relevant to the needs and demands
of different states/ union territories of the country. The State Board/ Council/ the Academic
Authority (SCERT, Manipur) has to develop the states own curriculum commensurate with
different levels. The Directorate of State Council of Educational Research and Training,
Manipur shall have to prepare the curriculum & Syllabus for Classes of I to VIII of the State
based on the National Curriculum Framework 2005 by incorporating the local specific needs
and demands in the forms of local inputs.
Work sheet No 2.
Sl. No
1.
Agenda
Make a list of changes that have happened in
school curriculum and changes of your subject
during the last 3 years.
Why have these changes taken place? Who do
develop/ frame the curriculum for elementary
level in the State
Do you know curriculum framework is changed
from time to time? Why?
Activities
Group/individual
work,
collects, Collate and discuss
8.4 NATIONAL CURRICULUM FRAMEWORK DEC. 2005 (NCF-2005).

The National Policy on Education (NPE, 1986) proposed the National Curriculum
Framework as a means of evolving a national system of education, recommending a core
component of derived from the vision of national development, enshrined in the Constitution.
50
The 10(ten) Core-curricular areas of programme of Action 1986 (POA, 1986) are (i) History
of Indians Freedom movement, (ii) Constitutional obligations, (iii) Content necessary to
nurture national identity, (iv) Indias common cultural heritage, (v) egalitarianism, secularism
and democracy, (vi) equality of sex (vii) protection of the e3nvironment, (viii) removal of
social barriers, (ix) observation of small family norms and (x) inculcation of scientific
temper. The Programme of Action (PoA,1992) elaborated this focus by emphasising
relevance, flexibility and equality. Seeking guidance from the Constitutional vision of India
as a secular, egalitarian and pluralistic society, founded on the values of social justice and
equality, certain broad aims of education have been identified in the NCF 2005. For teaching
to serve as a means of strengthening our democratic way of life, it must respond to the
presence of first generation learners whose enrolment is imperative owing to the 86th
Constitutional amendment that has made elementary education a fundamental right of every
child. Ensuring health, nutrition and an inclusive school environment empowering all
children in their learning, across differences of caste, religion, gender, and disability is
enjoined upon by the Constitutional amendment. Learning has become a source of burden
with stress on both learners and parents are an evidence of distortion in educational aims and
quality. But it should be made joyful experience In order to rectify the distortions the
document NCF-2005 proposes five guiding principles for curriculum development:
1. Connecting knowledge to life outside the school,

2. Ensuring that learning is sifted away from rote methods,
3. Enriching the curriculum to provide for overall development of children rather than
remain textbook centric,
4. Making examinations more flexible and integrated into classroom life and,
5. Nurturing an over-riding identity informed by caring concerns within the democratic
polity of the country.
8.5 PEDAGOGY:
The NCF-2005 calls for a constructivist Approach to teaching and learning, where learners
make sense of the world around them. This is to be done through Critical Pedagogy with
foregrounds questions of inequality and justice and enables learner to initiate transformative
action. Such an arrangement requires appropriate pedagogical approach and language policy
of far reaching consequences.
Pedagogic approaches for better learning:
The teacher centred approach, and teacher-dominated pedagogy, placing children in a passive
role, is undesirable, yet for most parts of India this style and method remains as the generally
aedopted norms. Instead of, it has to encourage child-centred, active pedagogy, cooperative
learning and development of critical thinking and problem solving skills. It will have to be
supplemented an appropriate language policy conducive to the various category of learners as
vehicle of thought.
Language Policy:
The choice of language(S) used in school is outmost importance for the quality of teaching
and learning. Using the learners mother tongue/first language will improve learning and
cognitive development of the learners. It would also ensure better learning a second language
after a few years. A gradual transition is to be made to the second language stepby step with
proper planning.
51
8.6 EXAMINATION REFORMS:

We have discussed briefly the guiding principles of NCF-2005 relating to its
objectives. But reformation of assessment and evaluation is also significant in the present
context of elementary education. The NCF-2005 emphasises the need for making
examinations more flexible and integrated into classroom life. The goals of assessment are to
give learners and teachers a sense of what is being learnt and how in order to improve
learning and teaching practices. It must show what progress the child had made in respect to
his/ her performance over time, and is not meant to compare one child with another. In our
present prevailing system the examination used to create competition for eliminating
children who are found to be weak on the basis of their poor marks. The prevailing system of
examination treats evaluation as a means of judging and passing on a verdict. Such practice
is incompatible with the concept of child centred education. In view of the above practices
and principles of NCF-2005, examination has to be replaced by Continuous and
Comprehensive Evaluation (CCE). CCE essentially means that assessment should be treated
as an integral part of teaching and learning through observation of children and maintaining
records of their performance in portfolio, rather than as a judgement. Effort should be made
to give self assessment exercises to learners so that they can creatively articulate what they
can do and what they need support for, as is effectively done in progressive interventions
with children.
8.7 FLEXIBILITY IN ASSESSMENT:
The principle of one- exam- fits-all is not a learner centred assessment. This model of
assessment needs to be replaced by a more humanistic and differentiated one. The Indian
examination system will also need to become more open, flexible, creative and user friendly.
There should be more varied modes of assessment beyond the exam hall paper- pencil test.
Oral testing and group work evaluation are also encouraged. The state need to be able to sift
towards school based assessment, and devise ways to make such internal assessment more
credible. Each school should evolve a flexible and implementable scheme of CCE, primarily
for diagnosis, remediation and enhancing of learning in the school in relation to the
objectives of CCE. They are:(a)To make evaluation an integral paart of the teaching-learning process.
(b)To use evaluation for improvement of the learnersachievement through diagnosis and
remediation.
(c)To make sound judgement and to make timely decisions for lelarners growth, learning
process, learning pace and learning environment.
(d)To provide scope for self-evaluation.
There are certain principlels on which CCE is to be3 based and developed. They
consisted of (a) Flexibility, (b) functionality, (c) Accountability, (d) economy and (e)
Illumination.
8.8
LET US SUM UP
National Curriculum Framework 2005 is the further refinement of National Curriculum

Framework for School Education 2000. It is an integral component of NPE 1986 and POA
1986 and Modifications made in NPE 1992 and POA 1992. NCF 2005 emphasis on
52
curriculum and examination reform giving emphasis on 10 (ten) core curricular areas and
CCE is a big way.
1. What is curriculum? Explain the need of curriculum in the teaching-learning process.
2. Give the areas covered by 10 (ten) core curricular areas as recommended by POA 1986 for
school education.
3. Explain CCE its objectives and Principles
4. State the guiding principles of NCF 2005.
8.10
1. GOI: National Policy of Education 1986 (Modifications made in 1992) MHRD, New
Delhi, 1986 and 1992.
2. GOI: Programme of Action 1996 and 1992, MHRD, New Delhi 1986 and 1992
3. NCERT: Continuous and Comprehensive Evaluation, New Delhi, 2003
4. NCERT: National Curriculum Framework for School Education, New Delhi 2001
5. NCERT: National Curriculum Framework, New Delhi, Dec. 2005
6. NCTE: Evaluation in Elementary Teachers Education, New Delhi, Dec. 2007
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UNIT- 9: LEARNERS CHARACTERISTICS

Structure
9.1 Objectives
9.2 Introduction
9.3 Characteristics of Learners
9.4 Differentiation Among the Learners
9.4.1 The Slow Learners
9.4.1.1 Characteristics of Slow Learners
9.4.1.4 Identifying the Slow Learners
9.4.1.5 Changes of Teaching Methodology for Slow Learners
9.4.2 The Gifted Learners
9.4.2.1 Characteristics of the Gifted Learners
9.4.2.2 Identifying the Gifted Learners
9.4.2.3 Strategies for Teaching the Gifted Learners
9.5 Zone of Proximal Development
9.6 Changes of Teaching Methodology for Slow Learners
9.7 Let Us Sum Up
9.8 Unit-end Exercises
9.9. References and further readings
9.1 OBJECTIVES
After going through this unit, you should be able to help learners to:
- To identify the learners.
- To identify the individual differences among the learners.
- To understand the characteristics of the learners.
- To differentiate between the slow and gifted learners.
- To formulate the teaching methodology of the slow and gifted learners.
- To know the importance of the concept of Zone of Proximal Development (ZPD)
of the learners.
9.2 INTRODUCTION:
The concept of learner characteristics is used in the science of learning and cognition
to designate a target group of learners and define those aspects of their personal, academic,
social or cognitive self that may influence how and what they learn. Learner characteristics
are important for instructional designers as they allow them to design and create instructions
for a target group. It is expected that by taking account of the characteristics of learners, more
efficient, effective and/or motivating instructional materials can be designed and developed
for the benefit of various category of learners.
Who are the Learners?
People learn. Learning is fundamental to human beings. It is the specialization that we
used to become fully human (Fischer & Immordino-Yang, 2008). A learner is someone
(especially a child) who learns (as from a teacher) or takes up knowledge or beliefs. A learner
works with an expert to learn a trade, or something new to a field or activity, e.g, an
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apprentice in a printing establishment. A learner may be a student, pupil, scholar, novice,

beginner, trainee, apprentice, disciple, neotype, etc.
9.3 CHARACTERISTICS OF LEARNERS
There are various characteristics of learners. Some of the important characteristics are given
below:
(a)Learners have an experimental attitude and behaviour; they are divergent thinkers;
enjoy in finding alternate ways of solving problems.
(b)Implications for the classroom These learners need opportunities to make choices
about their learning. They like independent work without intervention.
(c)These learners require structures, frameworks, timelines, and organization to their
learning. They like self-directed activities.
(d)These learners prefer presentations and discussion that have substance and are rational
and sequential in nature.
(e)Learners live in a world of feelings and emotions, associate the medium with the
message; evaluate learning experience as and when required.
(f)Learners prefer to receive information in group discussion, cooperative groups and to
work as partners facilitate learning.
(g)Another distinguishing characteristic that makes brains unique is emotional
intelligence, or the ability to use ones emotions intelligently. Students differ dramatically
with respect to demonstrating competencies in each of these domains.
(h)Parents and teachers prepare students for a world, they will never know. It is an
unfamiliar world.
9.4 DIFFERENTIATION AMONG THE LEARNERS
Individual differences: Individual differences stand for the variations or deviations
among individuals in regard to a single characteristic or a number of characteristics.
Individual differences also stand for those differences which in their totality
distinguish one individual from another. The differences among individuals that distinguish,
or separate them from one another and make one as a unique individual, may be termed as
individual differences.
Variations of individual differences: physical difference, mental differences,
differences in motor ability, differences in achievements, emotional differences, differences
in interest and aptitudes, differences in attitudes, beliefs and opinions, learning differences,
differences in social and moral development, etc. There are various categories of learners.
Some of them which need to discuss are given below one after another.
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9.4.1 THE SLOW LEARNERS

Slow learners are learners who learn more slowly than their peers, yet do not have a
disability requiring special education. Psychologists and educationists used a range of terms
to refer to learners whose achievement is low. In this unit the term slow learners, who are
defined as children who are doing poorly in school, yet are not eligible for special education
is taken into consideration It can be evident from the following characteristics of the slow
learners.
9.4.1.1 CHARACTERISTICS OF A SLOW LEARNER
1.
2.
3.
4.
5.
Function with ability, but significantly below grade level;

Prone to immature interpersonal relationships;
Finding difficulty in following multi-step directions;
Believes in the present and does not have long range goals;
Adopts few internal strategies (i.e., organizational skills, difficulty transferring and
generalizing information);
6. Scores consistently low on achievement tests;
7. Works well with hands-on material (i.e., labs, manipulative, activities.);
8. Shows a poor self-image;
9. Works on all tasks slowly; and
10. Masters skills slowly; some skills may not be mastered at all.
Many slow learners show difficulties in perception. They tend to ignore details and go for
overall comprehension and production. They also do not notice, for instance, the apostrophe
or the plural forms when reading. In the same way, some may omit forms of speech when
writing or speaking. Hence the need arises to identify slow learners so that they can be given
appropriate type of education commensurate with their terms of understanding. He lies the
need to identify slow learners.
9.4.1.2
IDENTIFYING THE SLOW LEARNERS
The most commonly used strategy for identifying the slow learners is the method of
observation, followed by continuous assessment. Some of the strategies are given below for
this purpose:A slow learner is not a diagnostic category, it is a term used to describe a student who
has the ability to learn necessary academic skills, but at rate and depth below average of the
same age peers. In order to grasp new concepts, a slow learner needs more time, more
repetition, and often more resources from teachers to be successful. Reasoning skills are
typically delayed, which makes new concepts difficult to learn. A slow learner does not meet
criteria for an Intellectual Disability (also called mental retardation). However, he/she learns
slower than average students and will need additional help to succeed. They are quite
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different from gifted children. The need therefore arises to identify and formulate suitable
strategy for educating gifted children with all precautionary measures to be taken for them.
9.4.1.3
CHANGES OF TEACHING METHODOLOGY FOR SLOW LEARNERS
Harmer (2001) suggests that students learn more quickly if the teaching methods used match
their preferred learning styles. As learning improves, so it does self-esteem. This has a further
positive effect on learning. Students who have become bored with learning may become
interested once again. The student-teacher relationship can improve, because, the student is
more successful and is more interested in learning. A number of strategies are suggested in
the psychological literature for supporting motivating slow learners. Lescano (1995), for
example, suggests the following:
Give daily evaluations.
Use simple vocabulary in directions and instructions.
Use standard formats and limited type of responses for each assignment.
Provide multi-sensory prompts to elicit correct responses.
Analyze and break down difficult tasks.
Increase time-on-task rates (more teacher questions, group participation, effective use
of signals, gestures, etc.).
Typically, a slow learner has difficulty with higher order thinking or reasoning skills. This
suggests that it will be more challenging to learn new concepts. New skills need to be based
upon already mastered concepts. This can be difficult when the majority of the class has
already mastered a concept and is moving on, while the slow learner needs more time. It can
lead to gaps in knowledge and basic skills. The more gaps in a content area, the more
challenging it is for anyone to learn new concepts. It is also important to recognize that these
students are typically keenly aware they are struggling and self confidence can be an issue.
They are prone to anxiety, low self image, and eventually may be quick to give up. They
often feel stupid and start hating school. They spend all day doing something that is
difficult for them, it can be very draining. Finding other activities that the student can be
successful in is very important. There should be emphasis on strengths as well as weakness.
Special Education services are provided for students who have a disability. Slow
learners typically do not have a disability, even though they need extra support. Cognitive
abilities are too high for these learners to be considered for an Intellectual Disability.
However, the abilities are usually too low to be considered for a Learning Disability.
Consider that a learning disability consists of discrepancies between average abilities and
below average academics, coupled with a processing deficit. Schools often look for a
discrepancy between a students ability and where they are performing. Slow learners tend to
perform at their ability level which is below average. To the disappointment of many, slow
learners often do not receive special education services.
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9.4.2 THE GIFTED LEARNERS

Gifted learners are learners who have great capabilities of high performance in areas, such as
intellectual, creative, artistic, or leadership capacity, etc.
9.4.2.1 CHARACTERISTICS OF THE GIFTED LEARNERS
1. Gifted children learn more quickly, with better comprehension of the nuances of
language.
2. Gifted children often read widely, quickly, and intensively and have large
vocabularies.
3. Gifted children commonly learn basic skills better, more quickly, and less practice.
4. They are better able to construct and handle abstractions.
5. They often pick up and interpret nonverbal cues and can draw inferences.
6. They can work independently at an earlier age and can concentrate for longer periods.
7. They usually respond and relate well to parents, and other adults.
8. They like to learn new things.
9. They have a wide general knowledge and interest in the world.
9.4.2.2 IDENTIFYING THE GIFTED LEARNERS
Some of the important guidelines that help in identifying these learners are as follows:
Extensive vocabulary,
Difficulty with written expression,
Ability to understand complex ideas,
Easily frustrated,
Wide area of interest,
Highly sensitive,
Creative,
Stubborn and opinionated,
Specific areas of strength,
Highly developed sense of humor, and
Curious and inquisitive.
9.4.2.3 STRATEGIES FOR TEACHING THE GIFTED LEARNERS

Research has shown that one of the most important things for gifted children is to be
in good terms with other gifted children, the more often the better. This entails having cluster
groups within a grade level, in which the gifted children are grouped together homogeneously
in the areas of their strengths (reading and/or math) while the rest of the grade-level students
58
are grouped heterogeneously. This may sound elitist, but it is not. It merely provides the
gifted students with the same learning challenges like other learners.
It may be pointed out that teachers as early as the third grade recombine their classes
for reading and/or math. It should always keep in mind that a student is not gifted in all
subject areas, just as an athlete is not gifted in all sports.) This type of homogeneous subject
grouping makes it easier for teachers to avoid giving gifted students "more of the same" type
of problems, reviewing things they already know, expecting them to help less able students. It
also allows the teacher to give gifted students in greater depth at their own cognitive level
rather than simply having them "work ahead" with lessons or resources designed for older
students.
Techniques require for planning and executing lessons for the high ability students
include curriculum compacting, creating learning contracts, designing independent study
contracts and evaluating the work of gifted students at regular intervals. Susan Winebrenner,
in Teaching Gifted Kids in the Regular Classroom, clearly defines, and demonstrates with
specific examples, each of these approaches to teaching. She offers many non-traditional
types of scoring options to use when evaluating and grading products. Here lies the question
of Zone of Proximal Development.
9.5 THE ZONE OF PROXIMAL DEVELOPMENT
The Zone of Proximal Development is the gap between what a learner has already
mastered (the actual level of development) and what he or she can achieve when provided
with educational support (potential development). This concept was originally developed by
Lev Vygotsky. It gives an understanding on the concrete and particular relationship between
instruction and development. It is actually the difference between what a child can do
independently and what he or she is capable of doing with targeted assistance (scaffolding).
The goal of teaching in the ZPD is ultimately to benefit the learners, maintaining this
type of teaching and learning dynamic also provide substantial benefit for teachers and
administrators.
Among the highly effective practices include tool and activities that:
1. include clear goals and objectives;
2. use available space and appropriate resources;
3. involve movement around the classroom;
4. include a range of individual, small group and whole group instruction; and
5. promote and encourage inquiries and discussions.
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9.6 CURRENT APPLICATIONS OF ZPD

With a growing focus on differentiating instruction to meet each childs needs in the
context of response to intervention, ZPD helps to ensure that all learners are progressing at an
appropriate pace.
Technology based tools can be indispensable in this regard. New computer-based,
web-based and mobile applications are being developed at a rapid pace. As such, the learners
cognitive processes and social and emotional skills can be developed to the fullest extent.
9.7 LET US SUM UP
In this unit, we have talked about the following:
The concept of learners,
The objectives of the learners,
The characteristics of the learners
The individual differences
The characteristics and indentifying of the slow learners,
The characteristics and indentifying of the gifted learners,
Strategies for teaching the gifted learners,
The concept of the Zone of Proximal Development,
Strategies for teaching the slow learners, and
Changes in the teaching methodology for slow learners.
9. 8.UNIT-END EXERCISES
1.
2.
3.
4.
What do you mean by a learner?

What the individual differences stand for?
Why the teaching methodology for the slow learners should change?
What is the importance of Zone of Proximal Development?
9.9. REFERENCES AND FURTHER READINGS

1. NCERT: National Curriculum Framework for School Education, New Delhi 2001
2. Salvin, R: Cooperative and Individual Learning, Neelam Heights, MA, Allen and Bacon,
1995
3. Vyyotsky, L.:Thought and Language, MIT Press, Cambridge, 1986.
_________
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UNIT -10: CURRENT TRENDS OF TEACHING LEARNING PROCESS

STRUCTURE
10.1 Objectives
10.2
Introduction
10.3
School Readiness:
10.4
Understanding the School Environment
10.5
What these Trends Mean
10.6
Nature of A Childs Needs
10. 7 Systemic Issues Guiding Principles

10.8
Suggested Activities
10.9
Goals of Teaching

10.1 OBJECTIVES:
To acquaint the trainees about the current trends of learning.
To discuss factors influencing learning.
To acquaint the trainees the process of learning and how children construct
knowledge.
To provide awareness about creating a conductive learning environment.
To provide knowledge and understanding about the expected role of teacher in the
learning of children.
10.2 INTRODUCTION:
This unit is planned to discuss and understand the current trends of teaching-learning process.
How learning takes place and what are the necessary conditions for achieving optimal
learning potential of children.
According to J. Krishnamurti Education is... to educate your children to understand
the whole of life and not merely segment of life like the physical, emotional, mental,
psychological or spiritual; to have not the compartmental, divided outlook but a whole total
integrated outlook life to bring out through education a human being who is creative, who is
capable, who possess that intelligence which is not burdened and which is not shaped in any
particular direction but is total, who is not belonging to any particular society, caste or
religion so that through that education and with that intelligence he arrived at a maturity and
therefore, is capable of making his life, not merely as a technician but as a human being.
The elementary school years, the years 6 through 14 in a childs life are action packed
in many areas of development. They are filled with both motion and emotion as the child
faces the diverse demands of school. Children acquire the intellectual tools during these years
that make them realise the way of world is put together. The intellectual tools that children
develop in this period were labelled concrete operations by Piagets. This period of childhood
is named concrete operational stage. The concrete operational child organises the world by
using hierarchies. In these hierarchies a given thing can fall somewhere on more than one
dimension at the same time. In many ways, then, the concrete operational childs thinking
shows a power and versatility that would have been impossible in the pre operational period.
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On the other hand, this more advanced level of thought has its limits. The operations are
concrete in the sense that they are tied to the real world of objects and events. The child can
think clearly about things that are real, but not very clearly about more hypothetical
propositions.
It is also hard for the concrete operational child to grasp the broad meaning of
abstract concepts such as freedom, integrity and truth. These limitations means that
intellectual growth in later childhood is still incomplete. Learning by and large depends on
the quality of interaction of children with socio cultural environment. We need to enrich the
quality of this interaction and the factors which influence the learning process of children
would be focussed. The role of the family and community in the process of socialization is
responsible for learning needs to be understand. Children learn and gather from multiple
contacts and situations at home, school community and peer groups. The bindings of these
contacts need not create barriers, rather they should facilitate creation of a vital link between
the experience of the child gathered in school, community and between peer groups.
10.3 SCHOOL READINESS:
Research has shown that those children who come into class I after attending on Early
childhood education programme show much better rates of retention and better
achievement in the primary grades, since they come in better prepared. To promote
universaliation of elementary education and to ensure that children stay in school and
learn, we need to strengthen our Pre primary education programme.
Most children come into class I straight from their homes without having the
necessary readiness or preparedness for schooling. Very often their homes lack the kind
of environment that could help develop readiness. Preferably in the beginning period of
class I, school readiness programme could be conducted.
To help children feel secure the teacher must try to establish rapport with them and
keep them happy. School Readiness involves three kinds of readiness
Personal Social Readiness, Academic Readiness and Readiness for Co-Curricular
Activities.
Personal Social Readiness:
We need to develop in the child
A sense of security in the child
Good personal habits of regularity
Punctuality and cleanliness
Pro- social habits like sharing co-operation with other children, waiting for
ones turn respecting others right and property, participating in group
activities etc.
Academic Readiness:
It involves readiness for the 3 Rs
Readiness to read through
Good vocabulary and verbal expression in the standard language
Sound discrimination skill
Social visual association
Habit of working from left to right
Habit of handling books properly
Readiness for number work through
Readiness for Co-Curricular Activities:
- Preparing children for activities like dance, creative art and craft, sports, games,
drama, etc
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- Development of basic verbal and non verbal communication skills

- Strengthening of larger and fine muscle co-ordination.
When a child enters Class I, she brings to school a lot of different experiences and
some kinds of a knowledge base and vocabulary. It is important to build on experience that a
child brings to school. New learning is to be developed on what the child already knows and
understands.
At the primary level, it is necessary to understand how children learn in order to
determine how each child can be assessed during the teaching learning process. Like
- Every child can learn if they are allowed to do so at his/her own pace and follow
his/her own way of learning.
- Children learn more through play or activities and learn better from each other and if
they actually do things.
- Learning is a continuous process and classroom learning should be linked to what
happens outside the classroom.
- Based on their previous experiences children construct their own knowledge and do
not only learn when and what the teacher teaches. Every child makes sense of what
information she is expressed to base on her previous experience and learning. Only
then the child arrive at her own understanding and conclusions. Each child has a
unique approach to acquire knowledge.
- Children at the primary level learn better and more easily through experiences, play,
exploration, trying out various things and actually participating in different activities.
- Children learn in a spiral way and not in a linear way. Therefore revising concepts
again and again helps them to understand better. The act of learning involves a
process of establishing connection among facts observed, experienced or realised by
children. The new learning is to be based not only on the proceeding facts and
information. It could be related even to things acquired long back in school, home or
elsewhere. Therefore learning does not proceed in a linear manner.
- Children learn through mistakes and errors they make.
- Learning takes place in a holistic manner therefore an integrated approach to learning
is better.
10.4 UNDERSTANDING THE SCHOOL ENVIRONMENT:
A secure and happy school environment can help children learn better and achieve
more. Schools should have necessary facilities such as learning materials, aids, equipment
and space for doing activities, working together and playing.
At the primary classes child centred approach should be taken up. In a child centred
classroom the teacher provides learning opportunities and guides a range of meaningful
learning.
- Children participate actively in different activities/ tasks.
- The teacher provides learning situations that give children an opportunity to observe,
explore question and experience and develop their own understanding of various
concepts.
- Children construct knowledge on their own, based on their experience inside and
outside school.
- Children work both individually and also in groups, discussing, sharing, cooperating
and respecting others viewpoints.
- Timetable is flexible depending on what children want to do.
- Seating arrangement could be changed according to the activity being organised.
- Children make use of the materials aids and equipments available in the class.
Children are engrossed in what they are doing
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Children are assessed while doing activities or tasks.

A report conveys the learning and progress of the child.
Childrens progress is reported in qualitative terms and on all aspects of development.
Assessment:
In a child centred classroom, it should take into consideration differences between
learners. It should be flexible, need based and appropriate to the childs age and level. It
should cater to each childs needs, pace and style of learning. It should be a part of the
continuous and comprehensive teaching-learning process.
Since education is concerned with the all around development of the child, assessment should
be undertaken for a whole range of activities that the child participates in both inside and
outside the school classroom.
The assessment process needs to be a way of providing information and feedback on
the extent to which the school and teachers have been successful in imparting quality
education to every child.
Assessment should focus on

The childs learning and performance in different subjects areas over a period of time.
Different dimensions of childs personality development over a period of time
Aspect of childrens skills interacts attitudes and motivation.
Childrens response to different situations and opportunities both in and out of school.
Assessment should be done
Daily basis- continuously assessing them both in situations inside and outside the
classroom.
Periodic assessment should be done
Once in every 3 to 4 months. This should however be not in the form of a
test/examination but for purpose of reflection.
Methods of Assessment:
There are four basic methods of organising assessment namely, individual assessment,
group assessment, self-assessment and peer assessment.
Individual assessment
It focuses on the child while she is doing an activity or task and thus individual
work and accomplishments.
Group Assessment
Focuses on the learning and progress of a group of children working on a task
together with the objective of completing it. This method is useful in assessing social
skills, co-operative learning processes and other value related dimensions of a childs
behaviour.
Self Assessment
The childs own assessment in her learning and progress in knowledge, skills,
processes interests attitudes etc. will help to a great extent in realising his/her strengths
and weaknesses in comparison with fellow learners.
Peer Assessment
This can be conducted in pairs or groups. The child is assessed by other
children.
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No single assessment tool or method is capable of providing information about

a childs progress and learning in different areas of development. The teacher must be
clear about why he or she is assessing the child.
A child should not be labelled as slow, poor, intelligent, disturbing and make
comparisons between children. A resourceful teacher must use a variety of ways to collect
information about the childs learning and progress in different subjects crossing curricular
boundaries. She must collect information continuously and record the same systematically.
The teacher must be sensitive to every childs responses. She should not make
negative statements, use technical language during assessment or while providing feedback to
the child, parents or others.
Feedbacks should be provided in clear and simple language which will lead to
positive action and help the child to do better in future.
Teaching learning trends internationally
a) Research and Teaching are understood as mutually complementary rather than being
antithetical.
b) Course time devoted to discovery based learning
- Inquiring based,
- Resource based,
- Project based and active participation over the traditional lecture modes of
transmitting knowledge.
c) In teaching emphasis has moved away from memorising facts towards finding,
evaluating and using information.
d) Teachers are realising that what they teach is not the same as what students learn.
They are modifying the curriculum accordingly. Teach less learn more should be the
motto.
New teaching and learning styles give rooms to diverse terms and groups course
contents may be interdisciplinary, interdepartmental and team teaching.
Course content is publicly accessible and shared beyond the members of all individual
courses.
Teaching-learning process extent beyond the classroom, the campus and community.
Assessment is multilevel and complex, incorporating both formative and summative
types of evaluation and involving reciprocal evaluation of how well teachers teach and how
well students learn.
Todays students have grown up with technology and are very comfortable with the
use of computers and other technological devices.
Blended learning is combining computers with traditional teaching. Knowing that
todays learners are worried of all times teachers are directing students natural online
proclivity towards school work. It referred as different things reverse teaching, flip teaching
backwards classroom or reverse instruction. But it all means the same thing students conduct
research, watch videos and participate in collaborative online discussions and so on at school
and home.
10.5 WHAT THESE TRENDS MEAN
Given the growing momentum of these trends. What does it mean for students teachers,
schools and community at large.
- Teacher and student relationships are changing as they mutually learn from each other.
- Teachers roles are shifting from owning information to facilitators and guides to
learning.
- Educators are finding different ways of using class time and talk time.
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Introverted students are finding ways to participate in class discussions online.

Different approaches to teaching are being used in the same class depending on the need of
the students. They are getting a global perspective in their teaching-learning process both online and off line.
10.6 NATURE OF A CHILDS NEEDS
Primary grade children particularly classes I, II and III learn from the symbolic experiences
of reading books and listening to stories. Their understanding of what they read is based on
their ability to relate the written words to their own experiences. They also learn to
communicate through written language by dictating or writing stories about their own
experiences or fantasies. The mathematical concepts develop from their own thinking involve
quantification such as coding of carpentry. Children need the following kinds of experiences
in order to attain their developmental goals.
a) Freedom from adult restraints through
- Exploration
- Experimentation
- Encouragement
- Challenge.
b) Happiness of achievement for the individual through Opportunity, Guidance,
Support, Security and Safety.
c) Adapting to be a member of a collective by Cooperating, Listening, Sharing.
10. 7 SYSTEMIC ISSUES GUIDING PRINCIPLES
- Need to connect knowledge to life outside the school.
- Ensure that learning is shifted away from rote methods.
- Enrich the curriculum to promote overall development of children rather than remain
textbook centred.
- Make examination more flexible and integrated to classroom life and
- Nurturing an over-riding identity informed by caring concern within the democratic
policy of the country.
For effective and joyful learning to take place, learning may be meaningful to the
students without considering the level and age of the students and this may make the students
able to learn anything properly. This could lead to the learning efficiently in children. Heavy
school bags filled with books can be a physical burden to the child. Home work should not be
given to the students as it has spoiled creativity of the learners.
Unassimilated ideas, undigested facts could become mental burden to the child. For
joyful learning to take place, all sorts of incentives and encouragement should be given to the
student. Supervised study at school should be encouraged. Quick learning and long retention
should be the trend of teaching learning process.
In order to motivate the students, students psychology should be observed by the
teacher. Reciprocal relationship between student and teacher should be there. Teachers
should be ready to teach and students should be also ready to learn with interest and
enthusiasm.
Children learn through experience making and doing things, experimentation, reading,
discussion, asking, listening, thinking, reflecting and expressing them self through speech or
movement or writing. Children require opportunities of all kinds in the course of their
development.
All children are naturally motivated to learn and are capable of learning.
Learning takes place within as well as outside the school.
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Making meaning, developing the capacity of abstract thinking, reflection and problem
solving are the most important aspects of learning.
Teaching something to the child before he is cognitively ready may lead to distraction
in learning. Children remember many facts, but they may not understand them or be able to
relate them to the world around them.
Learning must be self-paced so that it allows learners to engage with concepts with
deep understanding rather than remembering only to forget after examination. Learning must
provide variety and challenge and must be interesting and engaging.
Learning takes place through interaction with the environment, nature, things people
bolt through action and language, learning how to learn, willingness to unlearn and relearn
are important for responding to new situations. Education and training needs to emphasise the
process of constructing knowledge. Teaching-learning process in schools need to take place
in an aesthetically pleasing environment. Learning is greatly influenced by the social
environment from which learner and teacher hailed. The social climate of the school and the
classroom exert a deep impact on the process of learning and education as a whole.
Teachers role needs to be shifted from a source of knowledge to facilitator,
transforming information into knowledge and wisdom through multiple exposers.
Knowledge is to be taken as something continuous generated from experiences in
actual field through observation, verification, participation, etc.
Conceptual inputs in teacher training need to be such that teachers are able to explain,
understand on educational phenomena in terms of concepts application, action points/ tasks
learning process and events.
10.8 SUGGESTED ACTIVITIES

1. Observation of classroom practices in relation to the learning process.
2. Sharing experiences
3. Small group discussion on case studies
4. Visit to schools for observation to improve classroom practices
5. Problem solving questions
6. The teacher keeps notes on learners difficulties with the lesson being taught to them,
discuss them with the learners
7. Monitoring learners during a controlled practice activity.
10.9 GOALS OF TEACHING
1. Develop knowledge and skills in all areas of development
2. Help children learn how to learn
3. Respect individual styles and timings of lerning
4. Understand individual differences and learning styles strategies for classroom
interactions
5. Provide concrete experiences to the learners
6. Teaching through peer group interaction
7. Encourage inter learning among the students.
8. Use the project method to initiate integrated learning
9. Work for the active involvement of children
10. Utilise drama for language teaching.
Ultimately, the best curriculum can be made successful only by a trained and sensitive
teacher. A new type of teacher is required i.e. one who is professionally trained and
specifically sensitised to the perspectives of child development, understanding the learners
67
needs to be given proper attention. The learner should be seen as an active participant, rather
than a passive recipient in the process of learning.

1. The Reflective Teaching
Organisation of In service Training of the Teachers of Elementary Schools under
SSA NCERT (2007)
2. Introduction to Psychology
By: Blifford T. Morgan
Richard A. King
John K Weisz
John Schopler (Tata McGraw Hill 1956)
3. Source Book on Assessment
Class I V , NCERT 2008
4. NCF 2005.
_______
68
UNIT 11: CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)

WITH A SPECIAL REFERENCE TO ELEMENTARY LEVEL
STRUCTURE
11.1. Objectives
11.2. Introduction
11.3 Understanding continuous and comprehensive evaluation
11.3.1 Concept of continuous and comprehensive evaluation .
11.3.2 Why do we need to implement CCE at elementary stage?
11.3.3 Implementation strategies of CCE.
11.4 Let Us Sum Up
11.5 Unit end exercise
11.1 OBJECTIVES
After going through this unit, the learner will be able to
1. Explain the meaning of the three key words Continuous, Comprehensive and Evaluation.
2. Distinguish the terms scholastic and co-scholastic.
3. Discuss the need for implementing CCE at elementary level.
4. Mention the possible strategies for effective implementation of CCE.
11.2 INTRODUCTION
We may begin this unit with the following views which are very common among the
teachers.
To implement CCE is to remove the burden from pupils and put it on the teachers.
Workload of teachers will be unbearable if CCE is implemented.
If evaluation is to be taken continuously right from the beginning of the course upto the end
of the course, then how many tests will be taken in an academic year,uncountable.
But the objective for introducing Continuous and Comprehensive Evaluation (CCE) at
elementary level contradicts the above views. A clear understanding of the concept of CCE
will convince the teachers that evaluation is not one time session- end activity nor is it an
extra burden which requires additional effort and time. Moreover, following CCE scheme of
school based evaluation will not increase the workload of teachers; rather it will help the
teachers in assessing their students in an enjoyable way. The continuous and comprehensive
system of evaluation provides the opportunity for using multiple tools and techniques. It is
not necessary to set only written question papers every time we assess students progress.
Hence, the focus of this unit will be to discuss about the concept and importance of
CCE, and why it should be made mandatory to implement CCE at elementary level and what
are the possible measures that can be taken up to make its implementation more effective. A
framework of CCE developed by SCERT, Manipur is also included in this unit.
69
11.3 UNDERSTANDING CONTINUOUS AND COMPREHENSIVE EVALUATION

11.3.1. CONCEPT OF CONTINUOUS AND COMPREHENSIVE EVALUATION.
Continuous and Comprehensive Evaluation refers to a system of school based
evaluation which aims at all round personality development of students. For a clear
understanding of the concept of CCE, the three key words i.e Continuous, Comprehensive
and Evaluation need to be explained thoroughly. The term Continuous refers to continuity
and regularity of assessment during the whole session. Since growth and development in a
child is a continuous process, assessment should be taken continuously and not as a onetime
assessment which is taken at the end of the academic session. This continuity can be
maintained by
- The frequency of class tests, unit tests and terminal tests.
- Making evaluation an integral part of teaching-learning process.
- Analysis of learning gaps and applying corrective measures.
- Retesting and giving feedback to both teachers and students for their self
evaluation.
The word comprehensive refers to the areas of assessment covering all aspects of a
childs growth and development i.e. scholastic and co-scholastic aspects. Scholastic aspects
include curricular areas or subject specific areas, whereas co-scholastic aspects include life
skills, co-curricular activities, attitude and values. The term Comprehensive also includes the
variety of evaluation tools and techniques to be employed for the assessment of scholastic
and co-scholastic areas. The third important component is evaluation. It is the process of
collecting, analyzing and interpretation of the evidences about students progress in scholastic
and co-scholastic areas.
Check Your Progress
Notes: a) Write your answer in the space given below.
Explain the concept of continuous and comprehensive evaluation.
2. Distinguish between the terms scholastic and co-scholastic aspects.
11.3.2 WHY DO WE NEED TO IMPLEMENT CCE AT ELEMENTARY LEVEL?

Before we discuss about the need for implementation of CCE, the following questions
may be asked
1.
Can we assess the achievement of a student for the whole academic year by means of
paper pencil-test which is conducted at the end of the academic session and passing a
judgment on that particular student according to his/her performance in the said
terminal/annual examination?
70
2.
Do you think we are doing justification on the students?

Let us share one incident Tomba is a student of class v. All his school teachers know
that he is a brilliant student. His classroom performances were excellent and he always
completed allotted assignments in time. Unluckily, Tomba was seriously ill just a few days
before the annual examination and could not appear. He was detained in the same class
because of the prevailing system of examination which gives emphasis on deciding the faith
of a student based on his performance in annual exam alone.
Implementation of CCE scheme of school based evaluation will be the solution of
such unexpected situation that may happen to any child just like Tomba.
From the context of educational aims, it is very much required to develop life skills
i.e. skills which enable a child/individual to become a responsible, productive and useful
member of the society among the young learners. This can be achieved if assessment is
comprehensive by covering all aspects of students growth and development. Such needs can
be met by the systematic implementation of CCE.
CCE scheme of school based evaluation will support better learning and enable school
to achieve one of the objectives of making learning more enjoyable by the students.
Terminal examination conducted at the end of academic session creates a headache
not only to students but also to the teachers. No doubt, children should be aware of fact that
they are being assessed, but this must be seen by them as a part of teaching-learning process
and not as a fearful constant threat. Such threat can be removed by Continuous assessment of
students performance over the entire span of academic session.
Moreover, preparing question paper for written test is not an easy task for the teacher
and this is also time consuming.
Comprehensive assessment by applying a variety of tools and techniques will help to
reduce stress on teachers as well as to the learners for all practical purposes.
School based Continuous and Comprehensive Evaluation will provide opportunities
for the teachers for creative teaching. Assessing students continuously at regular intervals
covering all aspects of students development will help to build among the young learners, a
habit of wide reading, self-study and regular study. School based assessment provides a tool
to identify learning difficulties in order to improve learning, through remedial instruction.
Check your progress.

What are the advantages of implementing CCE at primary and upper primary classes?
..
71
11.3.3 IMPLEMENTATION STRATEGIES OF CCE

For successful implementation of CCE at elementary level, the following strategies
can be adopted with great benefit.
1. Headmaster along with teaching and non-teaching staffs of the school need to sit
together and discuss about the importance of CCE. If necessary, they can take help
from DIET personnel who have a thorough knowledge about CCE.
2. We should never understand the difficulties faced by the teachers in trying to meet the
challenges posed by the Continuous and Comprehensive assessment. To lessen such
difficulties every school should develop an action plan indicating the scheme of evaluation,
identifying the task and role of different teachers, different activities and their time schedule,
mode of implementation and feedback mechanism along with remediation strategies. For
preparing the action plan, they can refer to the schemes developed by SCERT, Manipur.
While preparing action plan, principle of flexibility, functionality and illuminativeness must
be taken into account. Flexibility means freedom should be given to the school to organize
assessment, diagnosed and remediation according to needs, convenience and availability of
infrastructure and other related aspects. Economy covers both the time for assessment as well
as teaching. In view of functionality, the plan need not to be too technical or ambitious i.e it
should be workable in the existing school environment. Illuminativeness implies taking into
account all the conditions, persons and resources (financial, physicals human) to throw light
on various aspects of pupil learning.
3. Parents and all the stakeholders in our society need to be made aware of the
importance of holistic assessment to enable them to encourage their children to develop skills
in all areas. Educational agencies like NCERT, SCERT, DIETs ZEOs etc need to have a
dialogue with the parents to bring home to them the context and meaning of Continuous and
Comprehensive Evaluation, so that, they are active partners in realizing the potential of their
children.
4. Proper monitoring and supervision is also necessary for successful implementation of
CCE. Each and every student is well known by the concerned teacher. But when
implementing school based evaluation which give emphasis on assessing students by using a
variety of tools and techniques, such as, assignments, project work, debate, elocution etc,
there will always arise the question of subjectivity. It is important to know how honestly and
sincerely the teachers are working. Therefore, monitoring and supervision will help to reduce
to some extent, the quantum of subjectivity that may arise among the teachers. A monitoring
team comprising of personnel of DIET, BRC/CRC, or any responsible members of the
society such as students organization, and civil organization can visit the school to monitor
whether CCE scheme of evaluation is implemented correctly and effectively.
5. Another effective strategy is to encourage headmasters and teachers to attend training
programmes run by SCERT and ZEO to strengthen their teaching and testing skills and also
to update their knowledge to review the scheme of CCE whenever necessary.
72
Check your progress.

Give suggestion for an effective implementation of CCE.
..
11.4 LET US SUM UP

In this unit, we have studied the concept of Continuous and Comprehensive
Evaluation, the need for implementing CCE at elementary level and we have also discussed
about the possible strategies that can be taken up for making implementation process more
effective.
11.5 UNIT-END EXERCISES

1. Visit some schools in your neighbourhood, which are run by the state government and find
out whether CCE is implemented at primary and upper primary classes effectively.
a) If CCE is implemented, collect a copy of the Action Plan developed by the school.
b) If not implemented, find out the reasons of not implementing CCE.
2. Participation of parents, student organizations and civil organizations will help in the
implementation of CCE in its true sense. Do you agree or disagree? Justify your answer.

1. Aggarwal, R.N. and Vipin Asthna: Educational Measurement and Evaluation, Vinod
Pustak Mandir, Agra 1983
2. Ebel, R.L. and Frisbel, D.A: Essentials of Educatiuonal Measurement, Prentice Hall, New
Delhi, 1981
3. NCERT: Continuous and Comprehensive Evaluation, New Delhi, 2001
4. NCTE: Evaluation in Elementary Teacher Education, New Delhi, 2007.
_________
73
UNIT- 12: INCLUSIVE EDUCATION AND ROLE OF TEACHERS

STRUCTURE
12.1
Objectives.
12.2
Introduction
12.3
Inclusive Education: Meaning.
12.4
Who are the Children with Special Needs?
12.5
Guidelines of Inclusive Education of Disabled Children (IEDC).
12.6
Benefits of Inclusive Education.
12.7
Roles of principal, parents, teachers and the communities.
12.8
Let us sum up.
12.9
Unit end exercises.
12.1
OBJECTIVES
After reading this unit, you should be able to:

- explain the meaning of inclusive education;
- identify the Children With Special Needs
- list some of the guidelines of Inclusive Education of Children with
Disabilities(IECD);
- analyse the benefits of Inclusive education;
- identify the role of the principal, parent, teacher, special teacher and the
community;
- describe the importance of having a friendly environment at school, home and in
public places;
12.2
INTRODUCTION
We all know that home, school and public places are the places where students learnt
and mixed with different individuals. The changing scenario and trend of education bring
rapid changes in the field of education. In the early days, school was a place only for normal
children and the Children With Special Needs are being segregated for their education to
different separate or alternate schools such as, Blind school for the blind children and special
schools for the mentally retarded, deaf and mute and physically challenged children. They are
totally segregated from the normal children. Not only school but also in public places, they
are not given a warm welcome by the society. They are not treated well by their parents,
family members and other normal children.
Nowadays, after the passing of the Disabled Act, all the Children with Special Need
(CWSN) are to attend to an inclusive school along with normal children under the formal
education system. Under SSA, there is provision to provide ramps and rail handles for all the
Govt. And Aided School to make inclusive education effective. This will certainly give a
platform to all the children to share their love, desire, thought and helping hands inside the
74
classroom as well as in the playground. Not only the children but also the teacher needs to
change their outlook and attitude towards the CWSN making it a welcoming environment.
Right to Education Act, 2009, highlights on Inclusive Education rather than the
segregation. Inclusive education has appeared as an alternative approach to the challenge of
provision with students with special needs. Hence, a suitable, friendly, congenial atmosphere
has to be planned in tune with the needs and interests of different types of children.
It is a well known fact that teacher plays an important role in establishing expectations and
modeling appropriate standards. Inclusion of students with special needs, particularly
students who have been excluded from school or isolated in segregated programmes, require
a high emphasis on achieving a friendly environment in school and within the classroom.
Providing ramps and rail handles wherever necessary enhance inclusive education .Hence,
the involvement of the school principal and parent-teacher coordination help in achieving
successful inclusion of students with special needs.
One of the most promising approaches in supporting classroom teachers with
inclusion is to provide support or training to the regular teachers. Special teacher also play a
very important role in bringing inclusive education. They help the teacher with all the other
complications associated with providing quality instruction to children with special needs
students in a regular class. This unit essentially gives an idea about inclusive education and
the role needed to be played by all sections of the society in Manipur in general and teachers
in particular to pave the way for providing inclusive education in an effective way for
children under this category.
12.3
WHAT IS INCLUSIVE EDUCATION?

The fundamental principle of an inclusive school is that all children should learn
together, regardless of any difficulties or differences. To be an inclusive school, means that
the school accommodates the needs of all students and welcomes diversity as a way to enrich
learning for everyone.
Inclusive education means that all students attend and are welcomed by their
neighborhood schools in age-appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the school. Inclusive education brings all
students together in one classroom and community, regardless of their strengths or
weaknesses in any area and seeks to maximize the potential of all students. Inclusive
education is about how to develop and design our schools, classrooms, programmes and
activities so that all students learn and participate together.
12.4
CHILDREN WITH SPECIAL NEED (CWSN)

Children with special needs are those children with one or more disabilities that make
learning and other daily activities difficult. Children with special needs are those children
with mental retardation, speech and language Impairment, physical Disability, learning
Disabilities and emotional Disabilities.
12.5
INCLUSIVE EDUCATION OF CHILDREN WITH DISABILITIES (IECD)

In Manipur, State Government has taken up numerous steps to give inclusive
education to all the children under the Directorate of Education (S). The key objective of SSA
in Manipur is Universalization of Elementary Education (UEE) as is done in other states, UTs
of India.The major thrust of SSA is on inclusion or mainstreaming CWSN into the fabric of
formal elementary schooling. Three important aspects of UEE are access, enrolment and
retention of all children in 6-14 years of age. This goal of UEE, has further been facilitated by
the Constitutional (86th Amendment) Act,2002 making free and compulsory elementary
75
education Fundamental Right, for all the children including Children with special need in the
age group of 6-18 years.
Those children with special needs who are already identified so far by the state
government both in the hill and valley districts are given Aids and Appliances to assist them
in their daily life and to attend to school. The BRP/CRP is given training on sensitization
under Inclusive Education of Children with Disability. In Manipur, SSA identified 432
special needs children out of the 675 for the year 2013. These children will receive the
necessary assistive aids and appliances so that they can be made an indispensible part of
Inclusive Education. Regular teachers from 9 districts had been given foundation course to
meet the challenges of inclusive education. Under SSA, there is provision to provide ramps
and rail handles for all the Govt. schools to make inclusive education more effective.
Here are some important guidelines to be followed in order to implement inclusive
education effectively in Manipur under the stipulations of SSA and RTE Act, 2009.
- To ensure that no child with special needs is denied admission in Mainstream
Education.
- To modify the existing physical infrastructure and teaching methodologies of all
the schools to meet the needs of all children including Children with Special
Needs by making them disabled friendly and barrier free access.
- To provide support through trained teachers.
- To ensure an adequate number of sign language interpreters, transcription services
and hearing aids for the hearing handicapped students.
- To ensure regular in-service training of teachers in inclusive education at the
elementary and secondary level.
12.6
BENEFITS OF INCLUSIVE EDUCATION
Not only children, but also the parents will benefit from inclusive education. It helps
to change the mindset and attitude of the parents. Nowadays, they are ready to send their
special needs children to school to get education along with normal children. They now
believed that sending their children to get Inclusive education help to respond to the diversity
of students in their locality. Inclusive education allows the parents and their special children
to involve activelly in their education and in all the activities of their school. It also provides
opportunities to learn about and accept individual differences, lessening the impact of
harassment and maltreatment. It helps in bringing out a positive effect in school, at home and
in the community.
12.7 ROLES OF THE PRINCIPAL, PARENTS, TEACHERS AND THE
COMMUNITY.
The role of the principal is very important in compromising all the individual
differences in a composite school and classroom. The principal must ensures that the
environment, school building, library, toilets and the playground are barrier free and
construct ramps and rail handles wherever necessary. The school authority, teachers and the
parents should have a free and fair discussion for the improvement of the CWSN and identify
the lapses for remedial education.
Parents of both mentally retarded and normal children should play a critical role in
supporting inclusive education. They must learn to move individually and collectively toward
a vision and recognize the benefits of their children likely to get from an inclusive school
activity. Parents should be a part of their childrens education at all levels, and special
attention should be given to young children as well as adults with disabilities who may have
76
not received the kind of education they deserved at a younger age because of a lack of public
services or for other.
An important factor in determining the success of inclusion is the accommodative and
welcoming attitude of the teacher. They need to have a positive attitude while dealing with
children of diverse backgrounds in their school.
They must adjust their curriculum and teaching methodologies so that all children
receive maximum benefit. All regular teachers need to be trained to meet the diverse
backgrounds of the children including CWSN .The role of the supportive or special teachers
is very important in exploring and developing new ideas and ways of working to be initiated
to the regular teachers for all round development of CWSN based on their needs, aspirations
and requirements.
Community participation is necessary at every level to bring equity in education.
Here, the role and participation of the School Management and Development Committee
(SMDC) is very important for making inclusive education effective. Individuals, or a single
group of concerned members of the community, cannot effectively promote education of
children with special needs single-handedly. Parents, siblings, children with special needs
themselves, members of the extended family and members of various professional groups
represented in the community need to be involved in Community based support programmes
to help in bring-up inclusive education for the benefit of CWSN.
12.8
LET US SUM UP
In this unit, we have discussed about inclusive education, its meaning, benefits and the role of
the school authority, parents and teachers. Inclusive education can only be implemented fully
in Manipur when the attitudes of the parent, teacher and the society change toward positive
thinking and outlook of the CWSN and work together for a better society. The barrier free
environment of the school and warm welcoming attitude of the teachers and peers also help
CWSN to come closer to inclusive education.
12.9
UNIT END EXERCISES
1.
2.
3.
4.
5.
What is inclusive education?

Who are the Children With Special Need (CWSN)?
What are the guidelines of inclusive education?
What are the roles of the teachers in inclusive education?
State the benefit of inclusive education.

1. Biswas, M: Mentally Retarded and Normal Children, Starling Publishers, New Delhi 1980
2. Deo, Pratibha: Gifted Adolescents, NCERT, New Delhi, 1976
3. Khan, A.M.: Education for gifted children, Arya Book Depot, New Delhi, 1975
4. Shukla, L.R. : Educational Psychology, Nanda Kishore and Bros, Varanasi, 1970.
_________
77
BLOCK 4
MANAGEMENT OF ELEMENTARY SCHOOLS
UNIT- 13:
SCHOOL MANAGEMENT COMMITTEES COMPOSITION,

OBJECTIVES AND THEIR ROLES
STRUCTURE
13.1 Objectives
13.2
Introduction
13.3 Meaning
13.4 Components
13.5 Needs
13.6 Roles
13.7 Let us Sum up
13.8 Unit -End Exercise
13.1 OBJECTIVES:
-
Explain the meaning of School Management Committee (SMC)

Enumerate the different compositions of School Management Committee (SMC) in
Manipur.
understand the need of School Management Committee (SMC)
highlight the various functions of School Management Committee (SMC)
13.2 INTRODUCTION:
A school is the place where the formal education is to be implemented.
Universalisation of Elementary Education and bringing about quality education depends
largely on a democratic and well managed school system . Therefore, every school requires a
well-built up school organisational system.
13.3 MEANING OF SCHOOL MANAGEMENT COMMITTEE (SMC):

Every school requires a well-built organisational structure for the smooth functioning
of the school. To fulfil the aims and objectives set by the school, depends largely on quality
of human resources. In every school there various working groups and among the work group
School Management Committee (SMC) is a formal type of work group comprises of elected
members from the local authority, parents/guardians and teachers of the school where their
wards are studying. 50% of the total members should be women.
According to Right of Children to Free and Compulsory Education (First
Amendment) Rules, 2011 published in Gazette of Manipur Extraordinary No. 257 dated 19th
April 2011.
78
A School Management Committee shall be constituted in every school, other than an

unaided school, within its jurisdiction, within six months of the appointed date (1st April
2010) and constituted every year.
To manage its affairs, the Headmaster or the senior most teacher in the absence of
the Headmaster shall be the ex-office Chairperson of the School Management and
Development Committee and the Committee shall elect a Vice-chairperson and a member
Convenor from amongst the parent/guardian members.
13.4 COMPONENTS OF SCHOOL MANGEMENT COMMITTEE (SMC):
SMDC comprises of parents, local authorities and teachers of the school where their
wards are studying. The strength of SMC shall be 14 members with the following
composition:
- Ten members from parents/guardians of the students.
- One elected member of the local authority.
- One local educationist.
- Headmaster of the school or the senior most teacher in the absence of the headmaster.
Senior most teacher in the school and in case the senior most teacher is acting as the
headmaster of the school, the senior most teacher shall be the member.
By the Amendment Rules, 2011, it is compulsory to all the elementary schools of
Manipur to form School Management Committee (SMC) for smooth management of the
schools.
13.5 NEEDS OF SCHOOL MANAGEMENT COMMITTEE (SMC):
In order to attain the goal of elementary education, RTE Act 2009 is enforced. Now,
for effective implementations of various provisions, ensuring that childrens right to
education along with various entitlements specified in the RTE Act rests with the School
Management Committee and the school heads. It is the parents who take immense role for the
functioning of SMC. SMC also support the system of school by monitoring activities of the
school system.
13.6 FUNCTIONS OF SMC:
To manage the affairs, the School Management Committee (SMC) shall elect a
Chairperson and Vice-chairperson from amongst the parent members. The Headmaster or in
absence of headmaster the senior most teacher of the school will be the ex-officio MemberConvenor of the SMC. The SMC shall hold meeting at least once in three months and after
recording the decisions should be made available to the public.
The SMC will perform the following main functions, they are to
a) Monitor the working of the school :
- ensure to maintain regularity and punctuality of the teachers, hold regular
meeting with parents/guardians to check the progress of the children and to
check whether teachers engage himself/herself in private tuition/private
teaching activity.
- monitor that teachers are not burdened with non- academic duties other than
decennial census, disaster relief duties or duties relating to elections.
79
ensure the enrolment and continued attendance of all the children from the
neighbourhood in the school.
bring to the notice of the Education(S) Department, Manipur any deviation

from the rights of the child.
monitor the identification and enrolment of, and facilities for learning by
disabled children, and ensure their participation in, and completion of
b) Prepare and Recommend school development plan which shall be 3 years plan
comprising three annual sub plans.
c) Monitor the utilisation of grants received from the appropriate Government or
local authority or any other source.
- Prepare an annual account of receipts expenditure of the school.
- ii)
Any money received by the SMDC shall be kept in a separate account,
to be made available for audit every year.
- The accounts should be operated jointly by the chairperson/vice-chairperson
and SMC and made available to the local authority within one month of their
preparation.
d)
Communicate in simple and creative ways to the population in the
neighbourhood of the school, the rights of the child as enunciated in the Act, as
also the duties of the State Govt. Local authority, school, parent or guardian.
13. 7 LET US SUM UP:
For smooth functioning of a school, it is mandatory to form a School Management
and Development Committee (SMDC) for each school. The strength of SMDC is 14
comprising of local authority, parents, and teachers and in which 50% of the total strength
should be women. In the context of Manipur SMDC plays four main roles such as
- Monitoring the working of the school.
- Preparing and recommending school development plan.
- Monitoring the utilisation of grants and funds received.
- Communicating the public about RTE-Act and duties of the State Government,
Local authority, schools, parents/guardians.
13. 8 UNIT END EXERCISE
Visit a few schools in your locality and check whether the criteria of SMDC are fulfilled or
not.
Develop an action plan to communicate with public about RTE Act 2009.
How many times do you hold meeting of SMDC? Mention some points that you have
discussed during the meeting.
1. GOI: Right of children to free and compulsory Education Act 2009 (No. 35 of 2009)
2. GOM: The right of Children to free and compulsory Education Rules 2010.
3.Khana (Ed): Educational Administration, planning, Supervision and Financing, Doba
House, Delhi, 2003
4. Mukherjee, S.N. : Adminuistration of Education: Planning and Finance, Acharya Book
Depot, Baroda, 1970.
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UNIT -14: SCHOOL DEVELOPMENT PLANNING

STRUCTURE
14.1
14.2
14.3
14.4
14.5
14.6
14.7
14.8
Objectives
Introduction
Concept of School Development Planning
Main Areas of School Development Planning
Factors affecting school Development planning
Let us sum up
Unit- End activities
14.1 OBJECTIVES:
At the end of this unit, teachers will be able to
- grasp the concept of School Development Planning (SDP)
- describe the different areas of SDP.
- taking care of the different factors affecting SDP.
14.2 INTRODUCTION: The build environment of the school has to be inviting,
attractive and comfortable to the child so that the child is motivated to enrol in and attend
school regularly. At the national level, the vision of a school is to develop a well built
environment as an ecosystem for learning. The development of a school is the determiner for
fulfilling the vision of the school.
14.3 CONCEPT OF SCHOOL DEVELOPMENT PLANNING: It is a combination of

educational plan that guides the infrastructure plan and its effective uses in the learning
process. It is the master plan and the base of document for schools educational as well as
infrastructure work along with its development in phases. Its planning is seen as an evolving
long term process rather than one time activity.
In the context of Manipur State, the SMDC will prepare a School Development Plan
at least for three months (Nov/Dec) before the end of financial year in which it is first
constituted under the RTE Act. It shall be three year plan comprising three annual sub plans.
The School Development Plan should be signed jointly by the Chairperson/Vice- Chairperson
and the convenor the School Management Committee and submitted to the local authority
before the end of the financial year in which it is to be prepared.
14.4 MAIN AREAS OF SCHOOL DEVELOPMENT PLANNING:
The school development planning can be done under the following main areas
(a) Estimated class-wise enrolment
(b) Teachers requirement
(c) Physical requirement
(d) Financial requirement
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(a) Estimated class-wise enrolment: The SMDC has to plan an estimated class-wise
enrolment for three continuous years. An example of format is given in the following
table
Sl. No.
1
2
3
4
5
6
7
8
Class
Section Est. Envl.

Year I
B
G
Total
Year II
B
G
Year III
B
G
I
II
III
IV
V
VI
VII
VII
(b) Teachers requirements: Requirements of teachers over the three years period of the
number of additional teacher including Head Teacher, subject teacher and part time
instructor, separately for Classes I V and Classes VI to VIII , calculated with norms
specified in schedule.
(c) Physical Requirements: This is necessary for a clear identification of school gaps in
infrastructure vis-avis RTE requirements. A survey measured school campus map can be
undertaken with community, facilitated by the SMDC jointly with engineers and
architects.
Each new school will have a composite building, containing all features specified in the
schedule to the RTE Act 2009 i.e. the school shall have the requisite number of rooms, toilets
and drinking water facilities, MDM kitchen shed, fence/ boundary wall, playground, sports
requirements, teaching- learning material (TLM) and library. In the context of Manipur all
the needed physical facilities to be available by 31st March 2013.
Setting up design cell at State and District Level
A design cell in the civil works unit at the State and District Level is essential. The
unit must consists of design engineers, architects, structural engineers well conservant with
earthquake resistance design and experts in energy efficiently/ Green building issues, experts
from pedagogy, gender and inclusive education etc. who are well oriented on the philosophy
of SSA. The Design cell experts can either be on deputation or on contract or an
empanelment.
Financial requirement Financial requirement over the three years period, year wise
in respect of teachers requirements, providing special training facilities, entitlement of
children such as free text books and uniforms and any other additional financial requirements
for fulfilling the responsibilities of the school under the RTE Act 2009. The unit-cost, where
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not specifically mentioned in the SSA norms would be based on State Schedule of Rates
(SOR) duly notified by State Government.
14.5 FACTORS EFFECTING SCHOOL DEVELOPMENT PLANNING:
In the context of the State scenario the main factors affecting in the process of school
development planning are
Socio political
Socio economy
Socio culture
*
Socio- political: The long hands of politics always reach upto the level of school.
So, in the decision making process many factors arises like influence of higher authority,
local authority, bands, blockades, sudden outbreak of unwanted happenings.
*
Socio-economy: In view of economy, Manipur is a backward state. Planning of
infrastructure largely depends on economy of the States.
*
Socio-cultural: Manipur is a State of diverse culture. Festivals, functions,
ceremonies etc. affect much on planning of the school development.
14.6 LET US SUM-UP: School development planning is a three year plan at the school
level which is taken up by the SMDC. Planning is done following the rules and provision
given by RTE Act, 2009. In matter of financial planning, it should follow the state norms.
In the process of planning many factors like socio political, socio economy and socio
cultural factors influences to a great extent.
14.7
UNIT AND EXPERCISE/ACTIVITY

(a)
As a teacher, show the planned sheet of your school.
(b)
In a government primary school if there is no kitchen shed then what
initiative/ suggestion can you make?
(c)
Make a list of factors influencing in your school development planning and
suggest some measure to overcome them.

1. GOI: National Policy on Educatio 1986 (Modifications made in 1992), Managers of
Publications, New Delhi 1986 and 1992.
2. GOI: Programme of Action 1986 and 1992, Managers of Publications, New Delhi 1986
and 1992.
3. GOI: SSA: A programme for Universal Elementary Education: Manual on financial
Management and Procurement, MHRD, New Delhi, 2004
4. GOI: SSA: A programme for Universal Elementary Education, Manual for planning and
appraisal, MHRD, New Delhi, 2005.
_______
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UNIT 15: THE ROLE OF DIFFERENT AGENCIES FOR THE

IMPROVEMENT OF SCHOOLS TEACHERS
STRUCTURE
15.1 OBJECTIVES
15.2 INTRODUCTION
15.3 AGENCIES FOR IMPROVEMENT OF SCHOOLS AND TEACHERS
15.3.1 Central Agencies
15.3.1.1 Central Advisory Board of Education (CABE)
15.3.1.2 Central Board of Secondary Education (CBSE)
15.3.1.3 National Council for Educational Research and Training (NCERT)
15.3.14 National Council for Teacher Education (NCTE)
15.3.1.5 National University of Educational Planning and Administration (NUEPA)
15.3.1.6 Ministry of Human Resource Development (MHRD)
153.3.2 Regional Agencies
15.3.3 State Agencies
15.3.3.1 State Council for Educational Research and Training(SCERT)
15.3.3.2 Board of secondary Education (BSE)
15.3.3.3 State Mission Authority: Sarva Siksha Abhiyan (SMA-SSA)
15.3.4 District/Zonal Level Agencies
15.3.4.1 District Institute for Education and training (DIET)
15.3.4.2 Zonal Education Office
15.3.4.3 Autonomous District Council (ADC)
15.3.4.4 Chief Education Office (CEO)
15.3.5 Local Organisations
15.3.5.1 School Management Committee(SMC)
15.3.5.2 Parrent Teacher Association(PTA)
15.4 Let Us Sum up
15.5 Unit end exercise(activities)
15.6 Points for Discussion
15.1 OBJECTIVES:
- Identify the existing agencies which contribute in empowering schools and teachers.
- Describe the roles of various agencies at different levels.
- State the relationship among various agencies at different levels.
15.2 INTRODUCTION
The school is a social organisation created, to cater to its needs. Therefore, to
administer, regulate and empower the schools, different bodies and authorities are created by
the society at different levels in our country .According to the stipulation of the 42nd
Amendment of the Indian Constitution 1976, school Education has become the joint
responsibility of the State and the Central Governments keeping it in the con-current list.
Therefore, agencies like CABE, CBSE, National Council of Teacher Education,
National Council for Educational Research and Training etc. Work at the central level and
agencies like State Council for Educational Research and Training, Board of Secondary
Education, Council of Higher Secondary Education, etc., Work at State level. At the lower
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level, Autonomous District Councils, District Institute of Education and Training, Zonal
Education Office etc work together to meet the needs of the society.
In this unit, we will discuss the different agencies and their roles at different levels of
the society which work together to empower the schools and teachers to meet the ultimate
needs of UEE.
15.3 AGENCIES FOR EMPOWERMENT OF SCHOOLS AND TEACHERS
15.3.1 Central agencies: To improve standards of education at schools, improve status of
teachers and organise teacher education programmes, the following agencies at central level
work with proper vision and mission.
15.3.1.1 Central Advisory Board of Education(CABE):
CABE was established in 1920. It was dissolved in 1923 and again revived in 1935.
The chairman of the Board is the Union Minister of HRD and members consists of MPs ,state
govt. Representatives ,Central govt.representatives, and educationists.
The role of CABE are:
- To advise on educational matters which may be referred to it by the govt.of India
or by the state.
- To call for information and circulate it with recommendations to the Govt. Of
India and to state governments.
- To assess the achievements of the previous year and recommend educational
programmes for the next year.
15.3.1.2 Central Board of Secondary Education (CBSE):
This board was established in 1929.The Govt. Of India reconstituted it in 1962.
The function of CBSE are to
- to prescribe syllabus for secondary.
- to conduct examinations for higher secondary schools.
- to affiliate secondary and higher secondary schools.
- to develop curriculum and textual materials for secondary and higher secondary
schools.
15.3.1.3 National Council for Educational Research and Training (NCERT) :

It is an autonomous organisation which acts as an advisor to the MHRD. It was
established in 1961. The Union Minister of MHRD is its President and Members are the
Education Minister of States and Union Territories. Other members are Chairman of UGC,
Secretary MHRD, and Four Vice-Chancellors. It is fully financed by the Central
Government. It has the following institutions under its control-
National Institute of Education

Central Institute of Educational Technology
Regional Institutes at Bhubaneshwar, Ajmir, Bhopal, Mysore and Shillong.
Central Institute of Vocational Education, Bhopal
The departments working under it are :- Pre-School, Policy Planning, Elementary

Education, Special Education, Educational Research, Science and Mathematics Education,
Social Science and Humanities, Educational Measurement and Evaluation, Publication
Division and Teacher Education, Filed Advisors, etc.
85
Its functions are:- undertake studies, investigations and surveys relating to school education
- disseminate improved educational techniques and practices in schools
- act as apex body for approval of ideas and information on all matters relating to
school education
- finance research on school education, and
- formulate policies and programmes in school education.
The council develops curriculum frameworks, model text-books and guide books for
teachers for all levels of school education. It also publishes journal and research reports
periodically.
15.3.1.4 National Council for Teacher Education (NCTE):
It was established in 1995 as a statutory body of the Central Government. It has Executive
Committee and a Regional Committee. Its functions are to:-
promote co-ordinated development of teacher education

determine and maintain standards of teacher education programme at primary and
secondary levels
regulate the establishment of institutions of teacher education
lay emphasis on continuing education of teachers
reduce the gap between supply and demand of teacher, and
advise Central Government, state Government, UGC, Universities and other
agencies in matters relating to teacher education (plans, programmes, policies,
etc.)
15.3.1.5 National University of Educational Planning and Administration (NUEPA) :It was established in the year 1962 as the UNESCO regional centre for Training of
Educational Planners, Administrators and Supervisors in Asia and the Pacific. Later, it was
renamed as Asian Institute of Educational Planning and Administration, and again as
National Institute of Educational Planning and Administration. Now, it has been renamed as
National University of Educational Planning and Administration (NUEPA) elevating to the
state of a Deemed University.
Its functions are to:-
improve the quality of planning and administration in education by means of

studying, generation of new ideas, and techniques and disseminating them through
interaction with, and training of strategic groups and to advise the same.
organise pre-service and in-service training, conferences, workshops, meetings,
seminars and briefings for senior educational officials of the Central, state and
Union Territories.
organise orientation and training programmes and refresher courses for university
and college administrators connected with educational planning and
administration.
undertake, aid, promote and co-ordinate research in various aspects of educational
planning and administration, including comparative studies in planning and
86
administrative procedures in different states of the country and in other countries

of the world
15.3.1.6 Ministry of Human Resource Development (MHRD):The Department of Education in the MHRD is responsible for all matters pertaining to
education including overall planning of programmes and providing guidance for their
implementation. The introduction SSA project by the MHRD to realise national educational
goal which is an interpretation of the UEE programme has also catalysed the progress of
educational improvement at the elementary level in the country. In partial realisation of the
theme of Universalisation of Elementary Education, the SSA has worked in every field
relating to the educational development at the elementary level.
15.3.2 REGIONAL AGENCIES:
There are 5 (five) Regional Institutes of Education in India. (RIE) They are and each
at Bhubaneshwar, Ajmir, Bhopal, Mysore and Shillong.
15.3.2.1 NERIE : North East Regional Institute of Education (NERIE) was established in
1995 to cater to the educational needs of the north East States. It performs the functions as
that of the other RIEs, at the Regional level for educational development and enhancement.
15.3.3 STATE AGENCIES FOR EMPOWERMENT OF SCHOOLS AND TEACHERS:
15.3.3.1 State Council for Educational Research and Training(SCERT):It is the academic authority of the state Department of Education. It provides guidance to
the Regional Officers, Zonal Education Officers, chief Executive Officers, Principals of
Schools, Block Resource Persons and Cluster Resource Persons of SSA, etc. Under this
directorate, there are a number of working units like Planning and Development, Textbook
production, Examination Unit, Educational Technology, Curriculum development, Science
and Mathematics Education, Information and Communication Technology (ICT), Guidance
and Counselling, Physical Education, Vocational Guidance, etc. Its main functions are :- It provides in-service training to teachers and officers at different levels.
- It supports teacher-training programme of elementary and secondary levels in the
state and also frames teacher education curriculum.
- It prepares the curriculum and text book for school education.
- It conducts research and feeds input for policy making.
- It provides scholarship, stipend and incentives to children of different categories.
- It supports the improvement of teaching-learning process with modern techniques.
- It keeps academic linkage with NCERT, NCTE and other agencies.
15.3.3.2 Board of Secondary Education (BSE) :
On recommendation of Secondary Education Commission 1952-53, the BSE was
established in 1954. The functions of the Board are to:- grant affiliation / recognization to Schools.
- prescribe syllabi and text books for Schools.
- conduct public examinations at 10th Standard.
- maintain standards of secondary schools in the state.
- improve evaluation practices at secondary school level.
- cooperate with the SCERT to provide in-service training to school teachers.
- organise training programmes for examiners and question setters.
87
conduct special examinations for the award of scholarships and talent search
examination, and
maintain close relationship with State Department of Education, SCERT and SSA.
15.3.3.3 State Mission Authority SSA (SMA-SSA): SSA envisages achievement of

Universal Elementary Educational (UEE) by 2010. UEE implies universalisation of access,
participation (i.e. enrolment, regular attendance and retention), and achievement of prescribed
essential levels of learning. Teachers working at elementary level have varied backwards,
motivation levels, qualification and training to achieve the goal of UEE / SSA, it is necessary
to train them so that they are able to effectively discharge their role in SSA mission. So the
SMA-SSA joining hands with Education Department, SCERT and DIETs give training to
them in various modes of interceptions like orientation programme, induction programme,
regular training, short term courses, etc. The SMA-SSA also looks after the school facilities
such as infrastructure, student grants, Mid-Day Meal, etc along with other specific issues like
enrolment, retention, inclusive education, etc. The SSA has resource centre at the block level
and cluster level which form the Block Resource Persons (BRP) and Cluster Resource
Persons (CRP) with the help of the SCERT and DIETs to enable them to deal with the new
challenges of the SSA mission.
15.3.3.4 Autonomous District Council (ADC) :
In the hill districts, the Autonomous District Council is the academic authority of
school education besides the State Education Department. It works at the district level headed
by a Chief Executive Officer which functions as the District Education Officer / Zonal
Education Officer. The members of the ADC are elected members.
15.3.4 District / Zonal Level Agencies:
3.3.4.1 District Institute of Education and Training (DIET):
DIET has been established as envisaged by NPE 1986 and its POA 1986 of in all
districts of the country.
The functions of the DIETs are to:
- Conduct in-service and pre-service training programmes for elementary school
teachers.
- Improve the competence of teachers in subjects and methods of training.
- Conduct action research and training of teachers for action research.
- Survey the local needs and problems in elementary education, and
- Promote the quality of learning in schools.
15.3.4.2 Zonal Education Office:
The district has two / three / four Zonal Education Offices under a Zonal Educational
Officer for assisting in the administration. There are Deputy Inspectors and Assistant
Inspectors also under hem.
The functions of ZEO are :- Supervising Schools to ensure rules and regulations.
- Communicate orders from Directorate to Schools.
- Appoint, transfer, grant leave and look after the promotion of teaching and nonteaching staffs.
- Advise and assist development of Schools.
- Establish links between State / District level agencies and schools.
- Collect data about the School and provide it to the Government.
- Guide curricular and co-curricular programme of the schools, and
88
Attend to grievances.
15.3.4.3 Chief Executive Officer (CEO):

The CEOs take care of the functions of ZEOs at the district level of the hill district
where there are ADCs.
15.3.5 Local Organisations:
The 73rd and 74th Amendment of the Constitution 1992 envisages the introduction of
democratically elected bodies at the district, block and panchayat levels. Earlier, Zila
Parisads, the Panchayat Samitis, the Gram Panchayat and VEC for rural areas; and municipal
council / corporation, Nagar Palika , local clubs for urban areas were constituted to take part
in the school development and management with separate roles assigned to them. But now
after the introduction of SSA for elementary education as a national policy, the School
Management Committee (SMC) looks after the entire programme of school management and
development.
15.3.5.1 The School Management Committee (SMC): The School Management committee
(SMC) is a body constituted by 14 members out of which 8 are from parent community.
Some functions of the SMC are to:- Monitor the working of school,
- Prepare and recommend school development plan,
- Monitor the utilisation of grants received from Government, local or any other
source.
- Perform such other function as may be prescribed.
15.3.5.2 Parent-Teacher Association (PTA) :
The PTA plays a major role in the school management.
The functions of the PTA are to :- Facilitate normal functioning of the school and teachers.
- Suggest the SMC on various school related programmes.
- Look into the welfare of students and teachers.
- Negotiate with authorities regarding service conditions and pay scales of teaches.
- Suggest SMC for improvement and modification of school when required.
15.4 LET US SUM UP:
In this session, you have learnt about the different agencies at different levels working
for the improvement of schools and teachers. The funds are coming mostly from MHRD
through SSA for the improvement of education at the elementary level. Other national level
agencies like NCERT, NUEPS, NCTE, etc are providing inputs like guidelines, training,
material, etc for improvisation of teaching-learning process. Again, State agencies
likeSCERT and DIETs at the district level are conducting and organising programmes for the
betterment of elementary education. Local agencies like SMC and PTA are also contributing
their parts for the improvement of school education.
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15.5 UNIT END:

- Visit the DIET and find the ways to regulate the education of school through different
agencies.
- Name the Agencies responsible for empowerment of Schools and teachers at Central
Level.
- Write the functions of a DIET.
- State the functions of SMC.
15.6 POINTS FOR DISCUSSION
Effectiveness of present-day SMC.
ADC and improvement of education
1. Decentralisation of Educational Management : Experience from South Asia, IIEP
UNESCO : R.Govinda
2. Educational Administration and Management : S.S. Mathur
_______
90
UNIT 16: PARENT TEACHER ASSOCIATION, SCHOOL PARENT

COMMUNITY COORDINATION
STRUCTURE
16.1 Objectives
16.2 Introduction
16.3 Understanding of PTA , School Parent Community coordination
16.3.1
Defining PTA
16.4 Objectives of PTA and Roles of parents, teachers and community
16.4.1 Objectives of PTA
16.4.2 roles of parents ,teachers and community
16.4.3 Importance of community participation
16.5 Activities of PTA and school parent community coordination
16. 5.1
activities of PTA
16.5.2
activities of school parent community coordination
16.6 Let us sum up
16.7 Unit end exercises
16.1 OBJECTIVES:
- define PTA and School Parent Community coordination.
- discuss the objectives of PTA and roles of school, parent and community.
- organize the activities of PTA and School Parent Community coordination
16.2 INTRODUCTION:
Education is a social process and it is understood that parents play a pivotal role in
students readiness for learning their attitudes regarding the education and academic
achievements and their continued school performance. The active involvement of parents is
particularly important when students and school staff experience challenges in the areas of
academic, behavior and health.
All institutions of society have necessary parts to play in addressing the underlying
social causes of high-risk behavior. Policy makers, educators and others involved in
education are seeking ways to utilize limited resources effectively and efficiently in order to
Identify and solve problems in the education sector and to provide quality education for
children.
National Educational policies have been formulated recommending active involvement
of local community members in the functioning of educational institutions. Bringing into our
Manipur context, Meira paibis, DESAM, AMSU and others are some of the groups involve in
educational functions.
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16.3 UNDERSTANDING OF PTA AND SCHOOL PARENT COMMUNITY

COORDINATION.
16.3.1 Defining PTA
A Parent Teacher Association (PTA) is an organization composed of parents, teachers
and school staff intended to facilitate parental participation in a school.
Due to the setting-up of SMC,PTA has been scaled down especially in govt. schools but
there are some PTAs still existing in private schools.
It is an organization formed among the schools parents communities in order to
uphold the children for their well beings in education. Each group plays different roles in
contributing to childrens education.
There should be efforts to make a bridge between them in order to maximize their
contributions.
16.4 OBJECTIVES OF PTA AND ROLES OF PARENTS, TEACHERS AND
COMMUNITIES
You have already understood what PTAs and Parent School Community
Coordination. Here you will find some objectives of these organizations.
4.4.1 Objectives of PTA are:i)
To foster better relationships between parents and their childrens schools
The association should meet to exchange mutually the views about the progress, growth and
problems of children at home and school.
ii)
To bring home and the school in close contact:

Nowadays, teachers and parents do not come in close contact with each other. Parents
also do not know the teacher. Both should meet each other on occasions for the proper
planning of learners.
Meeting with staffs of the school can be intimidating and unsettling experience for parents.
When the meeting is at school, the simple act of coming school can be frightening to some
parents. The staffs of the School have a well-articulated and comprehensive picture of their
concerns, supported by a wealth of documentation. Parents, on the other hand, frequently do
not even know or fully understand what the concerns are that prompted the meeting.
iii)
To promote the welfare of the children in home and community.

Parents are busy in their professions. They do not find time to visit the school and
take interest in childs progress. The school invites parents to help them to know about the
childs performance and the problems of the child. Parents and teachers may co-operate with
each other intelligently in the training of a child. If both of them come closer, know each
other, understand each other, it helps in planning for the growth and development of childs
progress.
PTA also helps school to inform the community of what it is doing and the problems it
facing. The involvement of parents and the community might help a school to raise resources
for its various activities. The PTAs are the school level community structures set up mainly
for improving the functions of schools.
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16.4.2 Roles of Parents, Teachers and Community

Role of Parents
Parents would need to play a more active role in school in monitoring and
implementing of RTE Act 2009 stipulations and facilitating children to learn at their own
pace without fear, anxiety and stress. Parents have a crucial role in understanding and
appreciating the individual potentials of every child. Parents need to be involved in
discussion to understand the significance of interactive learning free from stress and anxiety,
tests and examinations being replaced by a system of CCC, the fact that there should be no
corporal punishment, no tuition, and no detention. Once they are convinced of this, it would
be easier to solicit their participation in the school development and management processes.
Another challenging aspect before the community is to identify out-of- school children in the
locality and bring them to age appropriate class in a school. Efforts made in SSA for
community participation will need to focus on awareness and participation of parents as an
important partner.
Role of Teachers
The teacher
- Designs and implements activities taking into consideration the individual
differences of each child.
- Formulates innovative techniques and practices for the class.
- Set tasks and gives instructions in accordance with the learning capacity of
children.
It is an established fact that teachers perform better and with enthusiasm if they get
wholehearted parental and community support.
Role of Community
The primary mission of schools is to provide quality instruction in safe learning
environments. It is not the job of schools to provide a panacea for all of social problems.
Community institutions and organizations other than schools have responsibilities to fulfill in
the remediation of students who have pathological problems or those becoming severely and
chronically disruptive to the educational process.
16.4.3 Importance of Community Participation:
In the post independence India, there have been constant efforts in terms of new policies
and programmes for promoting community involvement in education including literacy. In
this case, the constitution of India has played an important role in providing direction and
guidelines for seeking community involvement in education.
The National Policy of Education (NPE) 1986 and Programmes of Action (POA) 1986
revised in 1992 have emphasized the importance of decentralizing planning and management
of education at all levels and peoples participation in education. The formation of Village
Education committee (VEC) and various other participatory structures and their involvement
in education is a result of the constitutional commitment and policy recommendation.
Community participation would be a central and overarching factor in planning
implementation and monitoring interventions for Universal Elementary Education (UEE).
Sarva Siksha Abhiyan (SSA) offices would need to join hands with experienced and active
civil society organizations.
The civil society need to be viewed as partners in implementation of the RTE Act 2009.
NGOs have always been considered as the principal agency of the civil society. The role of
the local authority has been clearly outlined in the Act. Expectations from the local
authorities are considered and challenging. Long term partnerships between NGOs and
Panchayati Raj Institutions (PRIs) would therefore be required to enable local authorities to
meet these challenges.
93
Community participation has been translated into reality with the creation of various
grass root level structures such as, village Education Committee (VEC), School Management
Committee (SMC), School Management and Development committee (SMDC), Parent
Teacher Association (PTA), Mother Teacher Association (MTA), Mother associations such
as Women Motivator Group (WMG) such as Meira Paibis of Manipur. Students Pressure
Group such as DESAM, AMSU, MSF, AISF etc have also involved in the welfare of
childrens education in Manipur.
16.5 ACTIVITIES OF PTA AND SCHOOL-PARENT-COMMUNITY
There are various activities which can be done by PTA and School Parent
Community. They are given one after another for the sake of connivance in our present
study:16.5.1 Activities of Parent Teacher Association ( PTA):
Some of the functions performed by the Parent Teacher Association (PTA) are as follows:- Performance of child is discussed.
- Personal as well as academic problems of a child can be discussed jointly and
efforts can be made to solve these problems.
- Parents assist the teacher in conducting school activities.
- Help teacher in conducting door to door surveys.
- Assist the teacher in pursuing the parents of un-enrolled children for bringing
them to school.
- Provide feedback to the teachers about educational progress of their children.
16.5.2 Activities of School-Parent-Community :
School, parent and community can work productively together to improve community
participation for better childrens performance.
Parenting to help all families to create congenial home environments that support
children studying at school
Community to design effective forms of school-to-home and home-to-school
communication that enable parents to learn about school programmes and their childrens
progress in schools as well as help teachers to learn about how children do at home.
Volunteering to recruit and organize parental help and support.
Learning at home to provide information and ideas to families about how to help
students at home with homework and other curriculum related activities, decisions and
planning.
Decision making to include families in school decisions, to have parent leaders and
representatives in school meetings.
Collaborating with the community to identify and integrate resources as well as
services from the community in order to strengthen school programmes, family practices, and
student learning.
Regarding the activities performed by the student pressure group like DESAM,
AMSU, MSF, AISF etc are discussed as follows.
- Assisting the school authority in organising school activities.
- Providing feedback to parents and teachers about the educational progress of their
children.
- Checking of attendance for children as well as for teachers.
- Checking the use of school development fund effectively.
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16.6 LET US SUM UP:

Every school has organizations which help school to fulfill its commitments and
obligations towards citizens. Organisations like PTA / MTA are the school level community
structures set-up mainly for improving the functions of schools. School parent-communityorganizations also need to have certain knowledge, skills and attitudes to realize full
community participation in education. Preparing the environment that can facilitate active
community participation is also important. There are various functions and activities for PTA
and School-Parent-Community coordination that can be done in the upbringing of quality
education for children.
16.7 UNIT END EXERCISES:
1. What will be your contributions to the school of your child, if you were a parent?
2. Meet a member of Meira Paibi from your locality and enquire about their activities
regarding education for primary schools.
3. How will you react on quality education for children, as a teacher?
1. Principles and Techniques of Education by R.N. Safaya & B.d.Shaida
2. Course books for master in Education ------------IGNOU
3. SSA Framework of implementation (In the Light of Right to Education Act, 2009)
4. http://en.wikipedia.org/wiki/Parent-Teacher-Association
5. http://www.state.nj.us/education/students/irs/coordination.pdf
6. http://www.scsk12.org/uf/policy/files/2013/ParentTeacherAssociation.pdf
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Contents

CHALLENGES OF ELEMENTARY EDUCATION IN MANIPUR

UNIVERSALIZATION OF ELEMENTARY SCHOOL INITIATIVE TAKEN UP BY

RIGHT TO EDUCATION RULES 2010 OF MANIPUR

STRATEGIES FOR PROTECTION OF CHILDS RIGHT

BLOCK 3 EVALUALATION OF TEACHING LEARNING

CURRENT TRENDS OF TEACHING LEARNING PROCESS

CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) WITH A SPECIAL

BLOCK 4 MANAGEMENT OF ELEMENTARY SCHOOLS

THE ROLE OF DIFFERENT AGENCIES FOR THE IMPROVEMENT OF SCHOOLS

CHALLENGES OF ELEMENTARY EDUCATION IN MANIPUR

UNIT 1: ELEMENTARY EDUCATION IN MANIPUR: DEMOGRAPHIC, SOCIO- ECONOMIC AND

UNIT 4: EDUCATION AND ITS FUNDAMENTAL RIGHTS UNDER UNIVERAL DECLARATION OF

Unit End Exercise

BLOCK 3 EVALUALATION OF TEACHING LEARNING

Unit End Exercise

UNIT- 9: LEARNERS CHARACTERISTICS

UNIT 11: CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) WITH A SPECIAL

STRUCTURE 12.1 Objectives.

BLOCK 4 MANAGEMENT OF ELEMENTARY SCHOOLS

15.3.5.1 School Management Committee(SMC)

ELEMENTARY EDUCATION IN MANIPUR: DEMOGRAPHIC,

Several programmes like National Programme of Nutrition Support to primary

Middle/Upper Primary (ClassVI

Source: Office of the Registrar General of India.

Source: Directorate of Census Operations, Manipur.

GER/NER Primary Level (State)

GER/NER- Upper Primary Level (State)

Source: Appraisal Report of Annual Work Plan and Budget 2013-14

1.4 LET US SUM UP:

UNIT 2: STRUCTURE OF PRIMARY AND UPPER PRIMARY EDUCATION

Structure of primary and upper primary education in the state

Management wise number of institutions

Progress of primary education

Progress of middle/upper primary education:

Untrained teachers of primary and upper primary schools of Manipur:

Unit End Exercises

References and Further Readings

During 1939-1943, Education in Manipur was greatly affected because of the

2.3 STRUCTURE OF PRIMARY AND UPPER PRIMARY EDUCATION IN THE

Private schools mission schools, school run in pattern of mission schools,

2.5 PROGRESS OF PRIMARY EDUCATION:

2.6 PROGRESS OF MIDDLE/UPPER PRIMARY EDUCATION:

2.9 REFERENCES AND FURTHER READINGS

UNIT 3: UNIVERSALIZATION OF ELEMENTARY SCHOOL INITIATIVE

Sarva Shiksha Abhiyan (SSA):

Existing provisions under SSA:

Up-gradation of EGS into regular schools under RTE Act.

Alternative and Innovative Education (AIE) :

Education for SC/ST and minority girls :

Special schemes for SC/ST/ minority Community:

Mapping neighbour-hood and schools:

School mapping steps:

SSA norms under RTE Act 2009:

Universalization of Elementary Education (UEE) :

Initiative taken up by the Centre:

Initiative taken up by the State:

Let us sum up:

Unit End Exercises

References and Further Readings

3.10 School mapping steps:

One teacher per class, so that at least one teacher for

3.12 Universalization of Elementary Education (UEE) :

3.15 Universal retention: