APRIL 2006
NCERT’s ‘Fair Venue’ — A Big Attraction
SEVENTEENTH WORLD BOOK FAIR, 2006
T
he National Council of Educational Research and
Training (NCERT) had a big show at the 17th World Book
Fair organised by the National Book Trust, India at Pragati
Maidan from 27 January to 4 February 2006.
The Council this time had special focus on dissemination
of information to the public, without confining only to the
areas of printed material.
The NCERT stall at the World Book Fair was one of the
main attractions among different segments of visitors such
as students, parents, teachers, and general public at large.
On an average about 4,500-5,000 visitors visited the stall
on working days which doubled on holidays.
It was really a combined show of the Publication
Department, Department of Education in Science and
Mathematics and Central Institute of Educational Technology
at the World Book Fair, 2006. Unlike previous years, this time
the Council had booked a bigger space at the Fair Venue and
displayed all available kits and models including audio-video
material apart from the whole range of printed materials
published by NCERT. These printed materials included mainly
supplementary reading materials for children, research studies
and monographs, books on vocational education and work
experience, all educational journals and teachers guides etc.
LIFE ETERNAL THROUGH
LEARNING
SPECIAL ATTRACTIONS
Bahuroop Gandhi – Hindi Edition
Arts Education
Constructive Approach to Teaching and Learning
What on Earth is Energy?
During the nine days of the Book Fair, Publication
Department sold books worth more than Rs 2.10 lakhs and
every care was taken to see that no customer should stand
in long queues before being attended to.
SOME COMMENTS FROM THE VISITOR’S BOOK
The show put up by the NCERT was impressive.
The staff attending customers were courteous and
helpful.
The display was well organised and proper.
The NCERT should try and bring out its journals on
a regular basis without running behind schedule.
The NCERT should also introduce carry bags like
other publishers if permissible and possible.
The intertwined Hansas
symbolise the integration of three
aspects of the work of the
National Council of Educational
Research and Training (NCERT):
(i) Research and Development,
(ii) Training, and (iii) Extension.
The design has been adapted from an
Ashokan period relic of the third
century B.C. found in excavations
near Maske in the Raichur district
of Karnataka.
The motto has been taken from the
Isavasya Upanishad and means
life eternal through learning.
Second Meeting of the NRG on Sarva Shiksha Abhiyan
The second meeting of the National Resource
Group (NRG) on Sarva Shiksha Abhiyan held
on 10 March 2006, was chaired by Ms. Kumud
Bansal, Secretary, DEE&L, MHRD, Govt. of India.
A presentation on the National Curriculum
Framework-2005 was made by the Secretary,
NCERT and some faculty members. This led to
detailed discussions on the support required by
the States for Curriculum Renewal
and Material Development. As desired by
Ms. Kumud Bansal, the Monitoring Tools for
Assessment of Quality under SSA were presented
before the NRG members. Intensive
brainstorming was taken up on the issue of
Institutional strengthening and networking at
sub district levels and on the role of the BRC and
the CRCs. As proposed in the agenda, a
presentation was made on the Learning
Achievement Tests at the Elementary level
conducted by the NCER T. The Revised
Guidelines for Annual In-service Teacher
Training under SSA prepared by the Department
of Teacher Education (DTEE), NCERT was also
presented. Ms. Vrinda Sarup, J.S., DEE&L
summed up the meeting and elicited action points
and a road map to be followed before the NRG
meet for the third time which would be held
sometime in July or August 2006.
World Conference on Arts Education
Arts in Education Observatory
NCER T is looking into the possibility of
establishing an Arts in Education Observatory.
This proposal was triggered by an action plan
prepared by Bangkok regional office of UNESCO
for the establishment of Arts in Education
Observatories in different regions. The observatory
will be a clearing house for disseminating
information of best practices in arts education.
UNESCO had organised a four-day World
Conference on Arts Education at Culture Centre
of Belem, Lisbon, Portugal from 6-9 March
2006, where workshops and panel discussions
on global issues concerning the arts education
were held. Around 1200 delegates, participants
and observers from 98 member countries
attended the conference.
A three-member Indian delegation led by
Bhaswati Mukherji, Ambassador to UNESCO,
Paris; Sunil Kumar, Reader and Jyotsna Tiwari,
Lecturer, from NCERT, New Delhi participated
in the conference.
Capacity Building of Primary School Teachers from Tribal Areas
Thirty-nine school teachers from the districts of
Badvani and Khargaon of Madhya Pradesh
participated in the training programme for
primary teachers from tribal areas of Madhya
Pradesh. This five-day programme was
organised by the Department of Educational
Measurement and Evaluation in collaboration
with SCERT, Madhya Pradesh. The participants
included two faculty members from DIET and
two from Zila Shiksha Kendra, Indore.
The concept of evaluation, introduction to
CCE, assessment in scholastic and co-scholastic
and personal qualities under CCE, criterion
referenced test, grading, recording and reporting
of students performance were discussed.
Participants were given hands-on practices in
various practical aspects of CCE. The teachers
were also oriented on handling the difficulties
of ST children.
National Conference on Pupil Assessment System
at the Elementary Stage
T
he Department of Elementary Education
organised National Conference on Pupil
Assessment System at the Elementary Stage
2
from 20-22 March 2006 at NCERT, New Delhi.
The main objectives of the Conference were to
assess the current status, sharing experiences
NCERT NEWS/April 2006
related to successful innovative initiatives and
research and to evolve an effective model for
pupil assessment for adaptation at national level
with a view to effect qualitative improvements
by using pupil assessment as a viable diagnostic
tool to enhance learning among children.
More than 75 academicians, experts,
teachers, officials and representatives from
various organisations including MHRD, Ed-CIL,
NCER T, SCER Ts, DIETs, Department of
Education/College of Education in different
Universities, NGOs and individual researchers
participated in the deliberations on various
themes of the conference through seven plenary
sessions, four technical sessions and an expert
panel discussion. In his keynote address,
Professor H.S. Srivastava emphasised the need
to develop competencies among children. It was
also suggested to utilise unconventional tools
for assessment to include scholastic and nonscholastic aspects of human growth and not just
academic achievements. He deliberated on the
innovative initiatives taken in the states like
Tamil Nadu, Kerala, Assam, Manipur, Gujarat
and J&K etc. to enrich evaluation, in her address,
Smt. Vrinda Sarup, Joint Secretary, MHRD
and the Chief Guest at the conference observed
that there was a need to evolve a workable and
practical system taking into consideration the
realities existing in the field with a view to enhance
learning among children. The impact of the ASER
Study by the NGO Pratham was highlighted by
her and she also appreciated the efforts of NCERT
for initiating timely discussion on the important
aspects of pupil assessment. She observed that
the practice of promoting children to higher
classes without appropriate learning should be
discouraged and expressed that there is need to
evaluate students as well as teachers for achieving
desired improvements. She suggested to evolve
collaborative arrangements with various
developing countries to share experiences and
learn from successful initiatives for which the
assistance from organisations like UNESCO,
UNICEF etc. could be taken.
Professors Jacob Tharu, Preetam Singh and
H.S. Srivastava participated in the panel
discussion. Speaking at the closing ceremony
Professor Krishna Kumar, Director, NCERT
discussed the salient features of NCF–2005
NCERT NEWS/April 2006
related to pupil assessment and emphasised
that pupil assessment system (PAS) need to be
taken as an integral part of teaching-learning
process and the assessment must help them in
learning at their own pace.
IMPORTANT RECOMMENDATIONS
Evolving national pupil assessment model
with provisions to take care of specific needs
at state and district levels involving the
requisite participation of stakeholders —
teachers, parents, panchayats, NGOs,
educationists and experts;
learning from experiences and taking
comprehensive view on innovations and
success stories in different states, as well
as learning from various national and
international studies/experience;
modification in teacher’s training
curriculum to sensitise them in pupil
assessment and continuous and
comprehensive evaluation
introduction of standardised test;
resource support to teachers;
teacher’s assessment based on their
competencies in pupil assessment system
and CCE; and
provisions of remedial teaching in schools
to promote learning.
The need for constitution of an expert
committee to examine the issues in their greater
detail to recommend the framework for
development of pupils assessment system was
also expressed during the conference.
Madhulika S. Patel, Reader, co-ordinated the
organisation and proceedings of the conference.
3
Diploma Course in Guidance and Counselling 2005-06
T
he six-month Diploma Course in Guidance
and Counselling was held in the
Department of Educational Psychology and
Foundations of Education (DEPFE) from 15
September 2005 to 14 March 2006. The course
was attended by thirty-two teachers and teacher
educators. Out of these, seven were deputed by
the Government of Bhutan, one from Fiji Island
and twenty-four from fourteen State
Governments across the country. The course,
specially designed on ‘Teacher as a Counsellor
model’, emphasises teachers’ special role in
helping and guiding students. The course aims
to empower teachers to be guides and mentors
rather than only subject experts and bring
about changes in their attitudes and
perceptions and ways of interacting with
students. The course consists of theoretical and
practical components on guidance and
counselling processes and procedures, human
adjustment, career development, and
information and psychological assessment and
appraisal. T rainees were provided field
experience in schools and related agency
settings aiming at inculcating skills of planning
and organising various group and individual
guidance and counselling activities.
Guest lectures and workshops were also
arranged by way of enrichment in the course
delivered by experts and practitioners in the
field on specialised areas of counselling such
as ‘Gestalt Therapy’, ‘Transactional Analysis’,
‘Family Counselling’, ‘Computer Aided Testing’,
4
‘Use of Role Play and Drama for Enhancing Self
Understanding’, Counselling for Drug Deaddiction and HIV/AIDS etc.
Teacher motivation is a crucial aspect.
Motivating means reorienting teachers to the
new methodology, enhancing their confidence
levels, enabling them to partcipate at all stages
of the innovation and giving them a sense of
self worth and status. This is done through
teachers meetings, teachers trainings and
school visits.
— National Focus Groups; Position Papers
VOL-I. (NCF 2005)
Local field trips were organised to
institutions such as Child Guidance Centre, at
the National Institute of Public Cooperation and
Child Development, ‘SAHAN’, a school for
mentally challenged and the Counselling Centre
at Air Force Golden Jubilee Institute to expose
the trainees to counselling activities of these
institutions. An educational tour to Mumbai
was also organised to orient them to the working
of a number of professional organisations in
counselling.
Internship programme organised in school
and agency settings gave trainees on-the-job
experience of skills acquired in classroom. The
trainees observed the real life counselling
sessions and group activities, reviewed and
discussed counselling case records, and
interacted with clients receiving counselling.
The valedictory function of the course was
held on 14 March 2006. Dr. A.K. Sharma
former Director, NCERT in his valedictory
address reiterated the essentiality of guidance
and the counsellor role of the teacher in the
entire educational process. However, to equip
the teacher with needed competencies,
guidance and counselling has to be
introduced in the inservice and pre-service
teacher training. Prof Puran Chand, Joint
Dir ector, NCER T also highlighted the
importance of guidance and counselling
services for schools in the current social
scenario especially in the context of plans for
universalisation of secondary education.
NCERT NEWS/April 2006
Forum
HOMI JAHANGIR BHABHA MEMORIAL LECTURE
Vision
REGIONAL SYMPOSIUM OF SAARC COUNTRIES ON
ARTS EDUCATION
A three-day symposium will be organised at
NCER T, New Delhi in October 2007 in
collaboration with UNESCO. Research based
papers on best practices and action research are
invited for the symposium on the following
themes;
Sharing experiences in development of
curriculum and syllabus.
Integrating arts education across the
curriculum.
Teaching-learning processes/methods
including Information Technology Methods of
evaluation (procedure).
Need of changes in Teacher education
curriculum.
Need of advocacy for arts education.
Capacity building for effective implementation of arts education.
Interested institutions and individuals may
contact for further details regarding the
symposium at: jyotsana.ncert@nic.in.
HARD FACTS
37 per cent people in India lack literacy
skills. About 53 per cent children drop out at
the elementary stage. 75 per cent of our rural
schools are multigrade.
— National Curriculum Framework, 2005
NCERT NEWS/April 2006
Dr. R.A. Mashelkar, Director General, CSIR
and Secretary, Scientific and Industrial
Research, Government of India, in his lecture
on Making Hi-tech Work for Poor, laid stress
on making technology accessible, available,
appropriate and affordable to the poor.
Unless the requirements of poor is taken into
consideration, technological developments
will remain inconsequential and irrelevant,
he said. This lecture was organised on 17
March 2006 at NITTTR Auditorium,
Shyamla Hills, Bhopal.
Workshops and Meetings
“National Workshop to Evolve Research
Designs Leading to Multi-centric Studies on
Issues/Concerns related to Education of
Children belonging to SCs & STs” was
organised by DERPP NCERT, New Delhi
from 20-22 February 2006.
“Orientation of Action Research
Workshop for Collaboration and Providing
Support under capacity building for
conduction of Action Research among
Practitioners for Elementary School Level”
was held at Guwahati, Assam from 6-10
March 2006.
“Multi-centric Studies on Pre-service
Teacher Education Programme in India:
Phase II — Comparative Analysis of Data
collected at different centres for preparation
of National Report” was a organised by
DERPP, New Delhi from 20-22 March, 2006.
A one-day meeting of the Sub-group of
National Group on Assessment in Elementary
Education (NGAEE) was held on 8 March
2006 at NCERT. Besides the members, the
Director and Secretary, NCERT also attended
the meeting. The issue — Systemic Quality
Index (SQI) was discussed in detail. Some of
the factors to be considered for defining SQI
at different levels i.e. at district, state, and
national level were shared. It was proposed
that a pilot study regarding development of
SQI should be undertaken on the basis of
5
the data collected for the Baseline Survey of
Class III. Subsequently the scope of this
study will be expanded when the data of
Mid-term Achievement Survey of Class V is
available.
The Distance Education Course Material
in Educational Evaluation was developed
in the Department of Educational
Measurement and Evaluation in 2004-05.
It was tried out on secondary school
teachers from Navodaya Vidyalayas,
Kendriya Vidyalayas, government schools
and public schools from all over the country.
The feedback about the material was taken
from the participating teachers in a
Feedback Contact Programme organised
from 30 January to 3 February 2006 at NIE
Campus. In the light of the observations and
suggestions made by the participants the
material was modified and finalised.
The
Department
of
Educational
Measurement and Evaluation organised a 5day Workshop from 16-20 January 2005 at
NIE Campus, NCER T, New Delhi for
Development of Diagnostic Tests in
Languages and Mathematics for Class III. In
this workshop faculty members one each from
RIE, Bhopal and Mysore and 15 teachers
from Delhi participated. Besides, two primary
teachers, one teacher each from DM School
Ajmer and Bhopal also participated. The
learning difficulties of Class III students in
Mathematics, English and Hindi languages
were identified and approximately 30 tests
in each subject were developed.
FOCUS GROUPS
A two-day meeting of the National Focus
Group on Examination Reforms was held 23
to 24 March, 2006 at NIE Campus to develop
a road map for implementation of
examination reforms. Also a one-day meeting
of the National Focus Group on ECE was
organised on 20 March 2006. This meeting
aimed at formulating a Programme of Action
reflecting a road map for deliberating the
ideas reflected in NCF-2005 and the Position
Paper on ECE, with States. The meeting was
held under the Chairpersonship of Smt. Mina
Swaminathan. The members of the Focus
Group, attended the meeting.
6
Three meetings were organised in March
2006 to evolve a plan of action on the
recommendations of the Reports of National
Focus Group. Professor J.S. Gill, Member
Secretary, besides other members attended
the meeting of the Focus Group on Teaching
of Science held at Homi Bhabha Centre for
Science Education, Mumbai with its Director
Prof. Arvind Kumar as Chairman. The
meeting of the Focus Group on Habitat and
Learning, held in New Delhi, was chaired by
Prof. Madhav Gadgil and attended by Prof.
M. Chandra, Member Secretary and other
members. The Focus Group on Mathematics
with Prof. Ramanujam as Chairman and
Prof. Hukum Singh, Member Secretary, was
held in the DESM which was attended by all
members of the Group.
WORKSHOP ON LOW-COST TOYS
The DESM organised a two-day workshop
on 27 and 28 March 2006 to finalise the
Kit of Essential Play Materials for the Preschoolers. The draft manual for the Kit was
also developed. Experts and practising
teachers participated in the workshop,
which was coordinated by Prof. P.K.
Bhattacharya. The main objective of the
workshop has been to design and develop
low-cost toys and try them out before these
are taken up for batch production.
SYLLABUS REVISION COMMITTEE CONSTITUTED
The Council has constituted a syllabus
Revision Committee with Professor Madhav
Gadgil, Indian Institute of Science,
Bangalore as its Chairperson to modify the
existing syllabus of Elementary Education
(EE) for schools in the light of
recommendations of the NCF–2005 and the
Report of the National Focus Group on
Habitat and Learning. Several brainstorming
sessions were held in different parts of the
country in regard to the modified EE
Syllabus to be developed. It was given a
tentative shape on 22-23 March 2006 at NIE
Campus. Accordingly, as per NCF-2005, EE
will be taught as an infused model, wherever
possible. A compulsory course on EE may
be included at the Higher Secondary Stage
on the lines of NCF-2005.
NCERT NEWS/April 2006
Staff News
APPOINTMENTS
Sh. D.S. Bhattacharjee, Principal, NERIE,
Shillong on 2.1.06.
Sh. A.K. Mishra, Professor, NERIE, Shillong
on 14.2.06.
Smt. Ph. Brajayanti Devi, Reader, NERIE,
Shillong on 13.2.06.
Sh. Daksha M. Parmar, Lecturer, NERIE,
Shillong on 16.3.06.
Sh. Sharad Kumar Pandey, Lecturer, NERIE,
Shillong on 13.3.06.
Ms. Melissa Gracil Wallang, Lecturer, NERIE,
Shillong on 31.3.06.
Sh. T asongwi Newmei, Lecturer, NERIE,
Shillong on 21.3.06.
SUPERANNUATIONS
Sh. C. Threja, APC retired on 31.1.06.
Sh. B.S. Mohanty, Section Officer on 28.2.06.
Sh. Kamlesh Kumar, APC voluntarily retired,
w.e.f. 2.1.2006 (FN).
Sh. Sukumar Das, Reader, RIE, Bhubaneswar
on 28.2.06.
Sh. S.C. Jain, Reader, RIE, Ajmer on 31.1.06.
Sh. J. Sundam, Lecturer, RIE, Ajmer on 31.1.06.
Smt. Veena Vyas, PGT, RIE, Bhopal on 31.1.06
Eric Projects
During the months of January to March, 2006,
five projects were completed including two
projects under special scheme for RIEs as
small projects and three under national
funding scheme.
PROJECTS COMPLETED
Preparation of Classroom Teaching of
Aquatic Plants by Studying the Waters of
Two Lakes of Bhubaneswar
P.I. — Dr. A.K. Parida RIE, Bhubaneswar
Pre-Service Secondary Teacher Education
for Emerging Diverse Educational Contexts
in Karnataka : Perspectives, Practices and
Prospects
P.I. — Dr. M.D. Usha Devi, Bangalore
P.I. — Dr. Ramakar Raizada, Regional
Institute of Education, Bhopal
Studies in Decentralised Governance
of Rural Elementary Education from
Grass-Root Perspectives – A Case Study of
Vamanapuram Block in Thiruvanathapuram District, Kerala.
P.I. - Dr. C. Gokuladasan Pillai, SCERT,
Thiruvananthapuram
Pre-Service Teacher Education for Emerging
Diverse Educational Contexts: Perspectives,
Practices and Prospects
P.I. Dr. U. Lakminarayana, RIE, Bhopal
NEW PUBLICATIONS
Tabiyat Part II, Class – XI
Hayatiyat Part II, Class – XII
Nafsiyat Ka Taruf, Part II, Class – XI
Karobari Uloom, Part II, Class – XI
Hayatiyat Part II, Class – XI
What on Earth is Energy ? (Revised Edition)
Bahuroop Gandhi – A Supplementary
Reader in Hindi
Self–Learning Material for Teacher
Educators
Inservice Teacher Education–Package for
Primary schools, Vol. I
Journal of Indian Education : August 2004
Journal of Indian Education : November
2004 issue
School Science : March 2005
NCERT NEWS/April 2006
We must acknowledge the fact that
poor children, especially first
generation learners, just do not
have support systems for learning
at home. No child must be pushed
out of school for being a slow learner
or for non-comprehension. The
entire education system must be
geared to support the requirements
of such children, and treat with
sensitivity and respect, so that they
to feel encouraged to return to school
to each day.
— National Focus Group, Position
Papers, Systemic Reforms.
(NCF-2005)
7
Thursday Lecture Series
Back Margin
The following lectures were organised by DERPP
under the Thursday Lecturer Series.
“Experiencing Pedagogical Process
Dimension” by Prof. Daryao S. Khatri, USA
on 5 January 2006.
Despite widespread awareness that children
need hands-on experience, the daily life of most
primary school continues to revolve around
book-based teaching. At a new school block built
with SSA funds, I recently saw little children
sitting in fixed rows ? fixed because the school
has tat-patti instead of daree ? poring over their
textbooks and writing in notebooks. There was
no equipment for hands-on experience in sight.
The straight lines in which children are
settled symbolise the conventional wisdom that
teachers carry in their mind and their training
institutions fail to dispel. The idea that learning
depends on the child’s experience and not on
what we tell them, that therefore, many
experiences are best provided outside the
classroom, are widely known, but very seldom
implemented. Conventional wisdom says that
it is the teacher’s word that matters. Apart from
an inhibition, the feeling that there is no reason
to take initiative and spend extra energy for
using the milieu as a daily resource is well
entrenched. Routine training programmes have
a fixed, generalised approach. The effort needed
to make the average teacher bold and
enthusiastic enough to make exploration of the
school’s surroundings as a regular activity is
just not made.
It is not a question of recognising the
importance of activities; the real blind spot is
our inability to think from the child’s point of
view. How else can one explain the practice of
hanging pictures, posters and children’s
drawings at a height far above the child’s eyelevel? At the school I visited, these displays were
touching the roof. They were clearly meant to
impress the visitor, not to help creating a positive
ethos in the school. The question why they were
hanging at such a great height was answered
by the usual reference to children’s tendency to
tear them up. Apparently, the faith that education
improves the children was lacking among
teachers themselves.
“Who will go to Secondary School and Why?—
Developing the dialogue towards 2015’’ by
Prof. Keith Lewin, University of Sussex,
London on 12 January 2006.
“Knowledge and Design in Education”
by Roger Francies Gautheir, Paris on
19 January 2006.
“Annual Status of Education Report” by Dr.
Rukmani Banerjee, Pratham Resource
Centre on 2 February 2006.
“Evaluation of Environment Component
Infused in the Syllabus” by Dr. K.V. Sarabhai,
Director of Environment Education on 9
February 2006.
“Teaching Biology — New Perspectives” by
Prof. K. Muralidhar, Delhi University on 16
February 2006.
Screening of Film — “Chakachak” — An
environment oriented film by Ms. Sai
Paranjpe, Mumbai on 23 February 2006.
“Teacher’s Development Programme” by
Ms. Sunny, Director, Consilum Futurity
Education on 9 March 2006.
“New Age Pedagogy for New Age Careers” Film
show and talk on “Inclusive Schooling of
Differently Abled” by Ms. Neerja Chowdhury
on 16 March 2006.
“Aesthetics in Education” by Dr Apoorvanand,
Delhi University on 23 March 2006.
“The Frail Femme — Facts and Fiction” by
Dr Monica Dos, Gargi College, Delhi
University on 30 March 2006.
Publication Team
P. Rajakumar
Shabnam Sinha
Meenakshi Khar
Shveta Uppal
Arun Chitkara
KRISHNA KUMAR
Website : www.ncert.nic.in, E-mail: publica@nda.vsnl.net.in
Published at the Publication Department by the Secretary, National Council of Educational Research and
Training, Sri Aurobindo Marg, New Delhi 110 016, Lasertypeset in-house and printed at Bengal Offset
Works, A-56, Sector 5, NIODA, U.P. 201 301
8
NCERT NEWS/April 2006