NATIONAL COUNCIL OF EDUCATIONAL RESEARCH ANDTRAINING
ANNUAL REPORT 1971-72
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING ANNUAL REPORT, 1971-72
National Council of Educational Research and Training NEW DELHI-110016 Chaltra '7il?f
P. U I. T.
© Nat10nal Counctl of Educational Research and Traimng, 1973
PU'DLISBED AT THE PUBLICATION tJNtT BY SHRI M. c. VERa!&.. BBCBltTABY, NATION.&.L OOCt'I'CtL Or EDUCATIONAL RESEARCH AND TRAINUIIO, N,I,E, CAVPUB, Bltl .&OR0DJNDO MARO, NEW DELHI 110016 AND PRINTED AT TUE EVEREST PRESS \ 4, OBA.'HELU.N ROAD, DELHI 110006, CONTENTS
Page THE COUNCIL AND ITS ACTIVITIES 3
HIGHLIGHTS OF 1971·72 11
ACKNO~GEMENTS 25 APPENDICES
1 Membership of the Council and its Committees 1971-72 31
2 Summary of Minutes of the Meetmgs of the Council and Its Committees held During 1971-72 40 3 Statement of Account ofNCERT of the Year 1971-72 43 4 Development of Campuses 44 5. NlE Library 45
6 Curnculum Development 46
7 National Science Talent Search Scheme 54 8 National IntegratiOn Projects 56
9 Population EducatiOn 58 10 Rural Talent Search Scheme 59 11 Exammation Reform 60 12 UNESCO Silver Jubilee Celebrations 62 13 Grants to Professional Educational Orgamsations 63 14 Research Studies, Investlgabons and Surveys 64 15 Grant-in-Aid for Approved Research Projects (GARP) 76
16 Traming Programmes 79 17 ExtensiOn and Field Services 85 18 Collaboration with the States and Union Territories 95 19 Collaboration With the Mmistry of Educal!on and Social Welfare 101 20 InternatiOnal CollaboratiOn 104
21 PublicatiOns 1971-72 110 The Council and its Activities THE COUNCIL AND ITS ACTIVITIES
• 1. The NatiOnal Counctl of EducatiOnal Research and Trammg, popularly known as the N C.E.R.T., was estabhshed on 1st September, 1961 as an autonomous orgamsatton under the Socteties Registration Act, 1860. On its estabhshment, it took over the Central Institute of Education (1947), the Central Bureau of Textbooks Research (1954), the Central Bureau of EducatiOnal and Vocational GUidance (1954), the All-Indta Counctl for Secondary Education (1955), the Dtrectorate of ExtensiOn Programmes for Secondary EducatiOn (1955, 1959), the Nattonal Institute of Baste EducatiOn (1956), the Nattonal Fundamental Education Centre (1956) and the NatiOnal Institute of Audio-V1sual Education (1959). All these organisations had been set up by the Government of Indta wtth a vtew to provtde facthties for the Improve ment of school educatiOn. After taking over these orgamsatiOns, the Counctl reorganised tts work so that it could function in an effective manner.
2. The Council ts financed entirely by the Government of Indta. It functtons as the academtc wmg of the M1mstry of Education and Soctal Welfare and assists the Mtmstry m the formulation and tmple ment,atiOn of tts pohctes and programmes m the field of school educatton. Broadly, the functions of the Council are :
(a) To undertake studtes, investtgattons and surveys relatmg to school education ; tb) To orgamse pre-servtce and m-serv1ce trammg, mainly at an advanced level ; (c) To orgamse extension services ; (d) To d1sseminate 1mproved educational techmques and practices ; and (e) To act as a clearing-house for tdeas and mformation on all matters relating to school educatiOn.
3. In order to carry out such functiOns effectively, the Council works m close cooperatiOn w1th the EducatiOn Departments in the States and the Umvers1t1es and generally w1th all mst1tu!lons set up m the country for furthermg the objectives of school education In add11lon, the Collnctl main tams close contacl wtth s1m1lar international and nat1onal organisations throughout the world. In order to make .the results o: 1ts work known to the pubhc, 1t undertakes the pubhcat1on of books, JOUr nals and other hterature. 4. The Counc1l has set up several inst1tut1ons for. organising 1ts traming and extensiOn programmes and for carrymg out and promotmg research activities. It maintains a close ha1son w1th all the State Govern ments through 1ts network of offices of F1eld Adv1sel'S. The Counctl has its headquarters in Delhi. 5. At Delhi, the Council has 1ts National Institute of Education. Th1s inst1tut10n IS pnmanly concerned wtth research, short-duration tram ing, etc. The National lnst1tute of Education has several Departments hke the Department of Pre-Pnmary and Pnmary EducatiOn, the Department of Textbooks, the Department of Teacher EducatiOn, the Department of Social Sc1ences and Humanities, the Department of Educational Psycho logy and Foundations of Education, the Department of Sc1ence EducatiOn, the Department of Teachmg A1ds, the Data Processmg and EducatiOnal Survey Umt and the NIE L1brary, Documentation and InformatiOn Services. Each one of the Departments 1s concerned w1th projects ass1gned to it. In add1t1on, a certam amount of fundamental work necessary for the fulfilment of the Counctl's objectives IS also undertaken. But, by and large, most of the investigations undertaken are of an appli ed character and are expected to be of an immedmte utthty value
6. The Central Institute of Education at Delht which offers B. Ed , M. Ed. and Ph. D. courses is run by the Counctl as a Constituent College of the Umversity of Delhi. It is hkely to be transferred to the Un~vemty of Delhi shortly.
7. The Counc1l runs four Reg10nal Colleges of Educat1on at Ajmer, Bhopal, Bhubaneswar and Mysore These inst1tut1ons are campus colleges with extenstve laboratory, hbrary and res1dentml fac1httes. They. run a content-cum-pedagogy course of four years' durat1on leadmg to the B. Sc., B. Ed. m science and the B A., B. Ed. m languages. These courses have been fashioned takmg mto account the prevathng views in certam other countnes of the world It is generally beheved m several countries that education should be treated as a professiOnal subject hke engmeenng, medicine, etc., and students must be tramed in the subjects and m peda gogy Simultaneously. The four-year courses run m the Reg10nal Colleges are meant to implement th1s VIew. In add1tion, the Reg10nal Colleges run one-year B. Ed. courses also. Of specml Significance among one-year B. Ed. courses are those pertammg to sc1ence, agriculture, commerce and languages. To the extent poss1ble, the students undertakmg trammg are afforded opportumtles for acquirmg work-expenence, so that they could inject the same into school teaching when they .become t~a.ch.ers at 4 schools. Three of the Regtonal Colleges at Ajmer, Bhopal and Bhubnes war are offermg M Ed courses, whtle two of them (AJrner and Bhubnes war) provtde facthttes for Ph. D. m educatton. The Regtonal Colleges also orgamse m-servtce educatiOn courses, parttcularly m work-experience for teacher educators and school teachers of thetr respecttve regtons. The Reg10nal Colleges are bemg developed to functton as models or centres of excellence for the four regtons of the country. They work m close collaboratton wtth the umverstttes and instttuttons and also the State Departments of EducatiOn m thetr respecttve regtons. Each Reg10nal College has a Management Commtttee Wtth Vtce-Chancellor of the Umverstty to whtch tt ts affihated, as tts Chatrman. The Management Commtttee tenders advtce to the Executtve Commtttee of the Council on all matters of dtrect mterest to the College concerned. 8 The Counctl has a Pubhcatton Umt whtch looks after the print ing of educatiOnal hterature pro·duced by the vanous constttuent units of the Counctl The hterature falls into the followmg major categones : (a) Textbooks and teachers' manuals (b) Supplementary readmg matenal (c) Yearbooks (d) Research monographs (e) Instructtonal matenal (f) Brochures and pamphlets (g) Educattonal journals (h) Repnnts of foretgn books ; etc. 9. The General Body of the Counctl has the Mmister mcharge of the portfoho of Educatton m the Unton Counctl of Mmtsters as its President. All Mtmsters of EducatiOn m the States of the Umon and in Umon Terntones havmg legtslatures, and the Chtef Executtve Councillor, Delht are members of the Counctl. Other members of the Council are : Chatrman of the Umverstty Grants CommissiOn, Secretary to the Govern ment of Indta in the Mnustry of EducatiOn and Soctal Welfare, four Vtce-Chancellors of Universtttes-one from each region, 12 nominees of the Government of Indta among whom four are teachers, and all mem bers of the Executive Commtttee. Wtth such a constttution, it becomes posstble to take pohcy dectstons at the htghest level and in a mutually agreed manner. It ts agamst this background that the Government of Indta has requested the NCERT to functton as the Nattonal Board of School Educatton. 10. The admmtstratton of the Council is vested in an Executive Commtttee wtth Umon Mtntster mcharge of Educatton and Soctal Welfare as 1ts Prestdent and Mmtster of State for EducatiOn and Soctal Welfare as its Vtce-Prestdent. Among others, one of the Deputy Mmisters of Educatton in the Umon Mtmstry of EducatiOn and Soctal Welfare is 1ts 5 member. Other members of the Executive Committee are : the Director and the Joint D1rector of the Counc1l, the Cha1rman of the University Grants CommiSSIOn, one representative each of the Union Ministry of EducatiOn and Soc.al Welfare and the Umon Mimstry of Fmance, two teachers, three members of the Faculty of the Counc1l and. two eminent educatiOnists. Th1s Executive Comm1ttee takes deciSions on all matters concerning the affa1rs of the Counc1l. In order to ass1st the Executive Comm1ttee m takmg dec•s•ons on academic matters, the Council has a Programme Adv1sory Comm1ttee wh1ch scrutlmses and mit.ates the academiC programmes and wh1ch has representatives from umvers1ty departments of education and State Institutes of Educat1on m add1tion to the Faculty of the Council. A Fmance Committee adv1ses the Executive Comm1ttee on all matters havmg financ.al 1mplicat10ns, while the Estab lishment Comm1ttee renders ass1stance on establishment matters. II. In addit10n, the Executive Comm1ttee generally appoints standmg comm1ttees to deal w1th a vanety of spec•fic 1ssues w•th repre sentatives of the Counc•l and experts in the field from d1fferent parts of Ind.a. Thus, problems pertammg to study !!roups m science, problems pertammg to UNESCO/UNICEF-mded p1lot prOJect for the Improve ment of sc1ence educat1on m the country, the nat1onal sc1ence talent search scheme, etc. which reqUire handling, m the first mstance, at the level of acknowledged experts are cons1dered by the Sc1ence Adv1sory Committee. S•m•larly, problems relatmg to publicat1ons of the Council are first considered by 1ts Publication Adv1sory Comm1ttee and problems concerning construction of bUI!dmgs, etc by its BUI!dmg and Works Committee.
12. The Mm1stry of Education and Soc.al Welfare sets up several comn11ttecs or boards. The Counc1l JS generally represented on these boards and, wherever necessary, 1! prov1des the reqUired expert adv1ce m addition to collaboratmg w1th the boards and committees m the1r day-to-day work. Thus, the Counc1l works m close cooperatiOn With the Central Adv1sory Board of Educat10n, the Nat1ona! Board of School Textbooks, etc The link between the Mm1stry of Education and Soc1al Welfare and 1ts comm1ttee, etc. on the one hand and the Councll on the other 1s so contmuous and so close that it becomes Impossible to define in preCISe terms Clther tlus hnk or the manner m wh1ch the Council functions distmctly as a separate ent1ty Such a close be-up conduces to the effective funct10nmg of the Counc1l and ass1sts 1ts work to a remark able degree, particularly m the implementatiOn of 1ts programmes.
13. The Counc1I has already made a s1gn1ficant impact on school education and teacher education throughout Ind.a. It has published a vanety of model school textbooks wh1ch have attracted the attentiOn not only of cducallon•sts m the country but outs1de also. It has assisted 6 several State Boards of Secondary Education in improving their exami nation systems. It has developed, wtth the assistance of the UNESCO UNICEF, a considerable amount of sctence teaching matenal. So far, about 550 teacher trammg mstituttons have been provtded wtth labora tory equipment and about 1,100 pnmary and mtddle schools with science kits. In addttwn, the science books pubhshed under· the UNESCO UNICEF pilot project have been translated into several regwnal languages.
14 Th~ Counctl conducts an all-India competition to select talented students m the field of science under tts scheme of NatiOnal Sctence Talent Search. Thts scheme has become extremely popular and provides an opportunity to students coming from even poor famihes to pursue their studtes unmterrupted and free from financial worry up to the htgh est level in education, vtz , the Ph D. The examinatiOns for thts scheme are now being conducted m ali the languages of the Union and the entire procedure ts kept constantly under revtew to effect improvements.
15. The Counctl has evaluated and ts continuously evaluating text books prepared by dtfferent orgamsattons from a vanety of standpoints. There are continued requests to the Counctl. to evaluate books even at the manuscnpt stage from several State organisattons The Counctl has developed brochures on the preparation and evaluation of textbooks m dtfferent school subjects for the guidance of textbook writers and evaluators.
16. The Council's scheme of gtvmg grant-in-aid for research projects has enabled many umversity departments of education, teacher training colleges, research mstttutions, etc. to embark on research of stgmficant value. Some of the results of these researches have already had an tmpact on school education. The Counctl also provtdes financial assts tance to mdtviduals for the pubhcation of outstandmg researches in the field of educatton. In addttton, it gtves grants to professiOnal educational orgamsations operatmg at natwnalfregtonal levels for the tmprovement of school educatiOn. It also encourages school teachers to undertake expenmenta\ projects which would help them solve thetr classroom problems. In order to asstst promtsmg young research scholars, the Counctl offers junior and semor fellowshtps of the monthly value of Rs. 300/- and Rs. 500/- respectively and provides factlittes for their pro fessiOnal growth.
17. The Council has embarked on a special project to clear the backlog of untrained teachers through its Regional Colleges of Education. In thts scheme, mtensive vacation-cum-correspondence instruction ts provided to employed untrained teachers in order to assist them to quahfy for the B. Ed. 7 18. A normal feature of the work of the Council is organisation of a variety of summer institutes to provide facilities and opportumties of growth to school teachers and teacher educators. Among them, summer science institutes are of great significance. Further, m order to make its work meanmgful, the Council provides academic guidance to pnmary and secondary extension services centres spread throughout the country. The Council also orgamses seminars and workshops to train resource person nel and teachers and other experts drawn from all parts of India. There is a continuous and unendmg demand for the experts employed by the Council from most of the States and from several orgamsat1ons interested in school education includmg the State Boards of Education, etc. 19. In order to mfuse in the minds of children the concept of national mtegration and the bas1c umty of India ; the Council pubhshes literature of value and organises inter-State camps of students and teachers. Some of the textual material, community singing matenal, etc. developed by it has attracted special attention of the schools. Recently, the Council has started work in the area of populatiOn education. 20. The above description gives a broad picture of the way m wh1ch the work of the Council IS organised and admm1stered as also of the various actlVllles in which the Council is engaged.
8 Highlights of 1971-72 HIGHLIGHTS OF 1971-72
1. Introduction The National Counctl of Eductional Research and Traming, whtch was formed through the merger of several subordmate offices of the Mmtstry of EducatiOn into an autonomous orgamsatlon m 1961, complet ed a decade of tts existence in 1971. Dunng thts decade, there was pro gress and there was also cntlctsm about the work of the Counctl. A commtttee had been appointed to revtew tts work and make recommen datiOn for tts future development. Another commtttee looked into the polictes and procedures for recruitment. The findmgs of these commi ttees constitute the basis for tmprovmg the work of the Council. In re cent years, the expendtture of the Council was reported to be on the htgh stde. Thts reqmred a detatled exammation. This section is primanly concerned Wtth how the Counctl has dealt wtth the problems descnbed and wtth htghhghting the important work done during 1971-72. 2. Expenditure As against a request for about Rs 316lakhs in 1969-70 and Rs. 344 lakhs m 1970-71, the Counctl asked for general grant for the runnmg of the NCERT of about Rs 274 lakhs only dunng 1971-72. In recent years, tlus ts perhaps the smallest grant asked for. Out of thts grant, about Rs. 27 lakhs are accounted for as payment of scholarshtps to National Sctence Talent Search scholars, about Rs. 16 lakhs for Summer Instttutes whtch were previOusly run by the Umvcr,tty Grants Commtsston and about Rs. 10 lakhs for advance purchase of paper for prmtmg durmg 1972-73. In addttlon, a sum of about Rs. 10 lakhs ts outstandmg as dues from governmental' and other orgamsatmns for textbooks sold. Therefore, the total expendtture grant on both capttal and revenue for the year 1971-72 comes to about Rs. 2lllakhs. Out of thts, 9 lakhs were spent on the Central Instttute of Eductaion, Rs. 84 lakhs on the four Regional Colleges of Education at AJmer, Bhubaneswar, Bhopal and Mysore and Rs. 56 lakhs on the NatiOnal [nstttute of Education at Delht. The non-recurring expendtture on butldmgs, parttcularly staff quarters for lower staff and equipment, was Rs. 16lakhs. The balance of about Rs. 46lakhs was spent on the NCERT headquarters and offices of field advi sers whtch do liaison work with the States and whtch are located in the dtfferent parts of India. In government department, accounts are mam- 11 tained by the Accountant General and they do not figure in the expendi ture of the departments. Bmldmgs are bmlt and main tamed by the Public Works Department and the expenditure does not figure in that of a government department. But, both these Items figure m the expend!• ture of the NCERT headquarters. It has to be remembered that the NCERT has over 2,000 employees whose mdividual accounts, etc have to be maintained and It has a large number of bmldmgs. For mamten ance of such bmldmgs, the PWD charges much more than what 1t would debit for a correspondmg government department. Even for aud1tmg, the Council has to pay fees. Smce the Council Is an autonomous orgamsatwn, 11 has to pay taxes at h1gh rates to Mumc1pal Corporation Takmg all these factors into account, the expenditure on the headquarters IS also not h1gh.
Significant reduction in expenditure in 1971-72 was made possible through a senes of measures for cuttmg expenditure Without affectmg either the quality of work or the number of useful programmes. Stipends for summer school-cum-correspondence B. Ed. course students were abo lished. For regular students m the Regional Colleges, the award of sti pends was limited to about fifty per cent of the mtake. Semmars, work shops, conferences and other programmes which did not justify gettmg orgamsed on the baSIS of the actual preparatiOn made on the objecuves to be served were all cut. In this connection, 1t may be pointed out that the expenditure on semmars and workshops wh1ch stood at Rs. 6 15 lakhs during 1969-70 was brought down toRs 3 34lakhs during 1971-72. The payment of da1ly allowance to participants 111 different programmes was rationalised. The pnntmg programmes of the Council were modified. The number of cop1es to be prmted was reduced drastically wherever 1mmed1ate d1stnbution or sale was not expected. In several cases, reports of seminars, workshops, conferences, etc were only mimeographed to reduce expenditure and to provide adequate workload for the mimeogra phing faciht1es available.
The detailed statement showing Consolidated Receipts and Pay ments Account for the year 1971-72 1s given 111 Appendix 3.
3. Staff In any institution, good work can always be done by getting the willmg and active cooperation of all categones of staff. The general philo sophy wluch pays good dlVIdends is to enthuse workers to work on their own through a realisation of the social responsibilities of the 1l1d1VIdual. The staff had been conunuously complain111g and the Review Committee had also highlighted that an 111stitution of the type of the Counc1I should not 111definitely continue to function Without regulations. Draft regula uons were therefore made and got approved by the Government of India. 12 These have been promulgated and brought into force with effect (rom 12-5-71. These regulatiOns provide the m1mmum norms of procedure necessary m recruitment, in the mcurnng of expenditure or the exercise of powers by the different authorities of the Council. The Council had hundreds of persons workmg on da1ly wages for years Social justice demanded that this meqmtable Situation should be put to an end. Th1s question was considered m considerable detail. As several of these da1ly wage employees were on proJects whose duratiOn was, at least for the present, very limited, it was decided to set up a Special Projects Establish ment and absorb the daily wage employees servmg in the Council in such an Establishment These employees get many of the pnv1leges of the regular staff like leave, house rent allowance, c1ty compensatory allowance and pay at rates prevailing m the Government. This has removed a maJor source of discontent among the Council's employees. In VIew of the fact that regular recrUitment was practically stopped smce 1967, several appomtments were bemg made on an ad hoc basis. Further, the holders of such appomtments often got their services termi nated at the end of an academic year This created a measure of msta bility In teaching mstitutions, the quality of teachmg suffered. Further, this procedure of recrmtmg and termmatmg the services of staff was not consistent w1th social justice. In addition, contmumg ad hoc appomt ments for penods longer than a few months was defimtely megular. Therefore, the Council decided to advertise the posts which were absolu tely necessary and fill them on a two-year contract basis. In takmg this actiOn, the Council was confident that w1thm about two years the struc tural pattern of the NCER T and the procedures for recrUitment would have been evolved on proper lines. One of the irntants to all categones of staff IS the lack of recrUit ment rules. RecrUitment rules have been prepared and circulated to all staff associatiOns and to all establishments of the Council The VIews of every one concerned have been obtamed. These together With a modi fied form of th~ ongmal draft are before the Executive Committee for consideratiOn. After gettmg the advice of the Government of India in the matter, these rules are expected to be finalised. 4. Programmes The Council had a very large number of programmes. Some of them have been d1scontmued. In a few cases, even when the programme was not likely to yield results of 1mmed1ate applicatiOn value, It was con tmued because a large amount of funds had already been mvested and the additional expenditure mvolved was small But, generally, every at tempt was made to recast programmes of the Council on the basis of the adv1ce of the Programme Advisory Committee. A bnef descnpt1on of the maJor programmes of the Council IS given m what follows. 13 (a) Curriculum Development In the field of school education, curnculum development IS a major programme of mterest to the parents, students, teachers and the Govern ments of State concerned. Any mechanical wntmg of a syllabus destroys the very purpose of educa!ton. A broad-based VIew of a programme of educa!ton at the elementary, m1ddle and secondary school levels has to be taken and this has to be based on the National Pohcy. There is al ready the Na!tonal Po hey Resolution of the Government of Ind1a wh1ch recommends the !0+ 2+ 3 pattern of educat1on, the last three years cor respondmg to umvers1ty educa!ton. At all levels of school educat1on, work expenence should preferably be made compulsory. There can be varia tions m the effic1enctes of scholos or m the general effic1ency of a Depart ment of EducatiOn lookmg after a network of schools. Th1s has to be kept m mmd and allowed for m any actual planning.
Based on the overall plan, a certam number of subjects have to be mcluded in a school curnculum w1th a broad appor!tonment of time. In each subJect, the curnculum development has to be based on the objec tives which the curriculum is meant to serve. Thus, firstly, instructiOn has to be utilised to develop the reasoning capac1ty of students. Secondly, instruction has to be u!tlised to develop m the students a capacity to exercise judgement and take dec1sions. Lastly, mstruc!ton has to be uti lised to equip the students With a certam amount of information and the procedure they have to adopt to add to their mformation at any time. In addition to these objectives, there are over-nding considerations. The first one IS concerned wnh the development of proper values and attitudes. The second one is concerned w1th a proper apprec1at10n of the Country, 1ts resources and all it stands for It may be stressed here that the deve lopment of proper values and attitudes cannot get reflected by a mere syllabus but through the proper wnting of a textbook on the syllabus.
Mere curnculum or a textbook loses its value if the teachers who have to do their jobs are not properly trained to appreciate the objec tives for which the curnculum has been developed and the values and at titudes they are requ1red to build up m the younger generation. There fore, mstruct10n to the teacher IS an Important auxiliary to curri culum development. Th1s has two facets. The first one could be an exhaustive teachers' gmde or teachers' handbook. Such a manual would broadly md1cate how the teacher should get about his job, where he should use laboratory facilities and where he should use charts, films, slides, etc. In addition, 1t IS the pnmary job of the teacher to relate the teach mg to the environment m which the children live and develop proper values and attitudes. Th1s cannot be done by a teacher unless there 1s a proper m-serv1ce education programme for !urn. Therefore, teachers' manu als and m-serviCC education programmes become necessary parts of cum- 14 culum development. Even a good curriculum, a good textbook, a good teachers' guide and a good programme for in-servtce education may have no impact tf the procedures for evaluation and exammations are defective. In fact, the maJor bottleneck for progress m the field of school educatiOn is our present programmes of exammattons which encourage cramming and destroy the pnmary objectives of education. Therefore, curnculum development has to mvolve the persons concerned m prepanng a scheme for exammat10n reform. If such a scheme vtsuahses a two-hour paper wtth five questions, the five questions would correspond to five units. In each umt, there should be a large number of well thoughtout and well destgned questions. The preparatiOn of such question banks becomes a pre-requiSite for proper curriculum development. The question banks provtde the base for the students to know how they are gomg to be eva luated and to apprectate the manner in whtch they have to study. So far as the teachers are concerned, they can eastly pick up one question for each umt and prepare a questiOn paper whtch would be well-destgned and well-thought out. In addttiOn, the question bank could be utthsed for continuous evaluatiOn throughout the year. Therefore, any attempt to evade the preparatiOn of questiOn banks may destroy the very baste objectives of curnculum development
Curriculum development reqUires persons who wtll do the hack work of prepanng the curnculum and follow tt up by the wnting of a textbook or the preparatiOn of question banks. But, each one of these asstgnments requires scrutmy. Thts is best done by the best brams the country can provtde in the area. Consequently, settmg up of panels of experts for each area of knowledge, seeking theu advice on draft curncu lum, on draft textbooks and on question banks and contmuously assoctat mg such htgh level persons wtth the work is a pre-requisite for proper pro gress. Examining the question on these broad hnes, the Counctl pro ceeded to set up appropnate panels for dtfferent subjects. By the coopera tive work of the Counctl's staff, special mvitees includmg teachers and students and the advice of the panels, it ts hoped that htgh-level material for use in schools could become available A master plan on these lines is now under preparation and this may mcidentally lead to the restructur ing of some of the establishments of the Council.
The work done in the area of curriculum development durmg 1971-72 ts descnbed in Appendtx 6.
(b) School Science Project
Under a Unesco/Unicef AsSISted ProJect of the Government of Indta, the Counctl has developed and is developmg stmple and cheap laboratory eqUipment for all branches of sctence for being used m the pnmary, middle and secondary schools. This eqUipment IS bemg develop- lS ed on the bas1s of curriculum prepared and books wntten for the different stages of school education. Several States have already started a p!lot proJect ullhsmg all this matenal. They have translated and printed the textbooks and the teachers' guides. In the second phase, nearly 5% of all pnmary schools and nearly 30% of all m1ddlc schools may get covered by the supply of school science eqmpment.
In th1s project, a major deficiency came for notice. Unless the tea chers who were to teach were properly trained, the equipment and the books would be of no value. Trainmg a large number of teachers can not be undertaken m JUSt one or two institutions m a State. Further, umversahzatlon of such fac1hties would imply trammg of all teachers. For th1s purpose, centres are proposed to be set up m the Regional Colleges of Education to train pnmary teacher educators and secondary teacher educa tors from all the teacher tranming institutions m the States The Govern ment of Indm has already proposed to equip all pnmary teacher trainmg mst1tut10ns and colleges of education with the requisite equ1pment and a small hbrary. Hence, 1f the teacher educators from these institutiOns are pro perly trained m the Reg10nal Colleges of Education and 1f an expert from a Reg10nal College of EducatiOn VISits each of the mst1tut10ns, the teacher educators could be properly initiated to prepare a programme of m-service education m science for primary or secondary teachers Teachers from groups of schools could be called to such an institution, trained and sent back. If teachers are called in groups of 30 or 40 the correspondmg insti tutiOns could be closed for the four weeks when trainmg would be g1ven. Thinkmg broadly on these hnes, a project has already been prepared to tram all the teacher educators m science in the four Reg10nal Colleges of Education. When the project goes through, it will prov1de an all-Ind1a base for the m-service educallon in sc1ence for all the teachers. The Government of Ind1a and the Umcef have already agreed to finance the project.
(c) Nat1onal Sc1ence Talent Search Scheme
In 1963, the Counc1l launched this scheme with a view to pick up prom1smg young persons with an aptitude for science and encourage them for further stud1es in sc1ence It was noticed at the outset that many who quahfied for the scholarsh1p came from the major cities of the country. It was felt that this defect could partly be rectified by conducting the exammation for the selection of scholars in all the reg1onal languages used for mstruct10n m the country. Therefore, the Nat10nal Sc1ence Talent Search tests are now being conducted in all the regiOnal languages. Th1s has resulted in a better spread of the award of scholarshipS. In the recent NSTS tests, the boy who stood second appears to come from a VIllage. Thought IS being g1ven to lay stress more on mtellectual capacity rather than on mformat10n in the conduct of exammat10ns. 16 The number of awardees who availed themselves of the NSTS scholarships dunng the year 1971-72 is as follows : BSc. 1st Year 219 2nd Year 226 3rd Year 242 M.Sc. 1st Year 124 2nd Year 161 PhD. 93
Total 1065
A study of such figures revealed that all the students who are awarded scholarships do not accept the same. One of the reasons was that some of them preferred to go for engineering or medicme and gave up pure science. This is a questiOn of choice. The second reason was the fact that the quantum of scholarship was not adequate to fully support a student m a college. This has been rectified by permittmg such bnlhant students to accept other scholarships and other forms of finances which they can receive along With NSTS scholarship. Many students expenenced hardships m the regular receipt of scholarships. This has been partially rectified by sendmg the scholarship amount m advance for a half year to the institutiOn which the student joins. The question of requestmg all mstitutions approved by the Council to admit such students Without insistmg on pnor payment of fees is also under exammatwn m order to avmd some of the initial hardships.
A large number of students give up the scholarship after qualifymg for the B Sc. It was noticed that some of these preferred to go abroad. Similarly, several students who qualified for the M.Sc. did not proceed for the Ph.D. as they preferred to go abroad for spectalised research. The present rules prevent approvmg institutiOns outside India from being recogmsed for the award of NSTS scholarships. Therefore, this rule has been modified but With the restnction that a scholar continuing his studies would be paid the scholarship m rupees only to the credit of his bankers in India subject to receipt of reports of progress from the approved mstitution.
Some of the students found it difficult to get admission to the Ph.D. courses. One of the reasons for this was found to be that CSIR or UGC's scholars bnng with them a certain amount as contmgent grant to the institutiOn they jom. ThiS helps the mstitution to spend on consum ab\es. The NSTS scholars were only paid scholarships and the insti- 17 tutions they JOmed dtd not get any contnbution for contingent expendi ture. This defect has now been rectified A close look 1s bemg given to the procedures adopted for evaluation wtth a VIew to reduce further any uncertamties that any evaluatiOn scheme is bound to gtve nse to. Summer schools are run for the benefit of NSTS scholars at dtfferent levels A close look is bemg gtven to 1mprovmg this programme. In 1974, the scheme would have been m existence for I 0 years on an all-Indta basts Therefore, an over-all evaluation of the entire project includmg the provision of facilities through staff for continued observation, advtce and guidance ts under exammat10n A report on the workmg of the scheme durmg 1971-72 is gtven m AppendiX 7.
(d) Professwnal Growth of Teachers Improvement of school educatiOn depends pnmanly on teachers The NCERT has been most concerned With the problem of generating zest and enthusiasm among the teachers. This IS bemg done through a vancty of extension servtces Some of them to whtch greater attention has been patd durmg the year under report and which are likely to get expanded, m sp1te of difficulties, are worth menhonmg The first one IS the Semmar Readmgs Programme. In thiS programme, any teacher 1s permitted to write about anythmg novel he has done for making teaching more effective or for adoptmg better techmques of teachmg. The paper the teacher wntes IS first read at an extensiOn centre. Thereafter, the best papers from a State get selected. These are evalu ated and pnzes awarded for the best all-Indta papers in the Semmar Readmgs Programme. The best papers are prmted and widely circulated. Thts has encouraged many good teachers to take greater mterest m their work m spite of prevailing frustratiOn.
Another scheme IS the one on Expenmental Projects. In this scheme, any teacher who has a novel idea either for tmprovmg the techmque of teachmg or for preparmg a gadget can submit a project. If it IS found good, a small grant is made to assist the teacher to do hts work. Several teachers all over India have tned to take advantage of this scheme wtth good results.
Takmg an over-all view of these two projects, 1t was felt that the tempo of work m the two projects should get stepped up. Therefore, these schemes are gomg to get decentralised. The Princtpals of the Regional Colleges of Education are gomg to be authonsed to announce the schemes properly, get applicalions and process them for all teachers livmg in the regiOn for whtch the College caters. The Regional Colleges
18 of EducatiOn have people well-versed in different languages of the States concerned, subject experts and educatiOn experts. Wttb these facilities, it is felt that the Reg10nal Colleges could step up the tempo of actiVity m these areas.
Whether a person belongs to the fighting forces or 1s in c1vil employment, 1t is very necessary that he gets period1cal refreshmg both of knowledge and expenence m order to maintam a h1gh level of effic1ency. Thts apphes w1th equal force to teachers. Therefore, a variety of m·serv1ce programmes for teachers have been launched both d1rectly from the headquarters and through the Reg1onal Colleges of EducatiOn. Some of these programmes wh1ch are novel, are attractmg considerable atten tion. In one programme, batches of secondary teachers are bemg called to a Regional College of EducatiOn and gtven trammg m horticulture so that they could introduce horticulture as work experience m the secondary schools m which they teach. In another scheme, batches of phys1cs teachers are being called and gtven mstrucbon m the use of workshop tools and engmeermg materials. Thereafter, they are made to do a project for prepanng something useful to them m thetr schools. The same teachers are called agam m another summer along wtth four or five of thetr students. The teachers are made to give projects m the same manner to the students and get the work done In this, the teachers are asststed and supervised by the staff of the Regtonal College. Thts scheme ts progressmg very sabsfactonly and attempts are now bemg made to get project work mtroduced as an alternative to phystcs practteal at the htgher secondary stage.
The current thmkmg the world over ts that we should integrate the subjects and pedagogy in any scheme of teacher education. The durat10n of teacher trammg would not be longer, but the teachers would learn stmultaneously the subjects they have to teach and pedagogy. This approach is regarded as sounder for several reasons. Fustly, we do not get the best of brams for the teachmg professton and a long penod of mdoctrmat10n has to be preferred. Thus, teacher education IS being regarded as professiOnal educatiOn hke engmeenng, medtcme, etc The second reason that actuates thts thmking IS the fact that teachers have to teach at least two subjects. One of them could be work expenence. Imt1ation mto subjects of work expenence cannot be g1ven successfully to elderly people Further, th1s work IS done effectively only when spread over a number of years. The curriculum m the umvers1ttes is more made v.1th a v1ew to takmg students for the master's degree and research; whereas the curriculum for a teacher has to be fash10ned with spec1al reference to the job he IS gomg to do. At the secondary level, knowledge of the subject w1th spec1fic reference to what is to be taught at the school level, 1s far more important than pedagogy. For these
19 reasons, integrated courses are very much m favour. The possibility of uttlising facilities of an arts or a sctence college and the facilities of a college of educatiOn for giVIng th1s combined course and 1ts effectiveness are bemg exammed. It IS now wtdely recogmsed that a one-year B.Ed. cannot serve the purpose of good secondary teacher educatiOn. If any integrated course IS not practicable on an all-India baSIS, the only alternative would be extenstve m-servtce educatiOn and curricula, plans and programmes for the purpose w1ll have to be drawn and natiOnalised.
Both at the NIE at Delhi and in the Reg10nal Colleges of EducatiOn, the Council has recently been most concerned w1th the teacher educator or the professiOnal man who mans the primary teacher trainmg mstttutions and the colleges of educatiOn A vanety of programmes of in service training of such teacher educators have been drawn up and are being contmuously Implemented. Some of them come up m the form of givmg more of content Some of them come up in the form of dissemi nating 1m proved techmques. In a few of them attentiOn is pa1d to the problem of mjectmg 1deas, knowledge and application of instructiOnal technology, an area of knowledge that 1s now fast growmg the world over.
The actiVIties of the Counc1l m per-serv1ce trainmg of secondary school teachers and m-serv1ce traming of educational workers of vanous catcgones durmg 1971·72 are descnbed m Append1x 16. A descnpt1on of the work done m the area of educatiOnal extensiOn durmg the year 1s g1ven m AppendiX 17.
(e) Work Expenence
In order to fit a ch1ld successfully into the society of tomorrow, 1t 1s very necessary to make the ch1ld realise the value of workmg both w1th the hand and the bram. It 1s also necessary for the child to realise that somethmg made has to conform to standards for bemg sold. Th1s requ1res a certain degree of applicatiOn w1th a v1ew to realising quality and reproduct1b1lity. In add1tion, a knowledge of marketable products m a soph1st1cated technological soc1ety and the pnce at which it would sell, IS Important. It is only thts way that a ch1ld can apprec1ate the value of 1ts contnbut1on m terms of money as it grows. Therefore, in most countries of the world, work expenence constitutes a very essen ttal part of the education of all children at all levels at school. In fact, work expenence counts as much for cred1ts, passmg etc. as mathe matics, sc1ence or languages. The Educat1on Commiss10n (1964-66) had recommended introduction of work expenence at the school level. The Counc1l has been most concerned With this problem and is applymg its mmd to th1s area with a special emphas1s on work expenence in agn culture as the large majority of our schools are in rural areas. Training in work expenence in the field of agnculture was g1ven to several
20 batches of pnmary teacher educators in one of the Regwnal Colleges of Educatwn. Plans are afoot for ratwnahsed mtroduction of work expenence in all classes in the demonstration schools attached to the RegiOnal Colleges of Educatwn. When th1s scheme gets gomg on standard lines and this will not be long, any set of experts from any State could VISit the demonstration schools of the Council to see how work experience has been injected and form the1r own opm1on about the results ach1eved.
(f) Current Problems in Education Problems of educatwn at school level are many and findmg solu twns to them are mtricate. In several cases, 1t is necessary to have an intimate knowledge of the background of practices in other countnes of the world mcludmg the costs of such projects. Before solutions are evolved, 1t 1s necessary to educate all concerned m th1s area. Therefore, a new senes of booklets on current problems m educatiOn are bemg published by the Council dealing With a vanety of problems of current interest to the country. Technology IS bemg applied m an mcreasmg manner in the field of education. Thus, 1t IS felt that use of tape recorders, language Jabora tones and other audio-v1sual aids can make language teaching most effective and also reduce the t1me reqmred for learning a language. The Council had appomted a Committee to go into the problem. Thereafter, Messrs. Bharat Electromcs were entrusted with the responsibility of undertakmg md1genous development of the eqmpment required. Messrs Bharat Electromcs may get ready with the proto-types very soon. Simultaneously, thought bas been g1ven to the preparation of soft-ware. It IS proposed to go ahead With this prOJect as soon as Messrs. Bharat Electronics are ready to go mto productiOn.
What is most Important in the education of teachers is micro teachmg. The teachers must see an actual classroom situatwn where a good teacher IS teachmg and observe the classroom responses. This IS best done by recording classroom situation at video-tape and repro ducmg the same.
In some cases, it is necessary to allow a child to Jearn at h1s own speed or at his own rate repeatmg, listening to or understanding a specific problem mcluding an answer to the same. For this purpose, programmed mstruction is of immense value and attention to utilisation of the ideas behmd progammed instruction for use m schools is under exammatwn, particularly for primary schools.
There is no doubt that a limited use of extremely cheap computers called 'mmi-computers' can asSISt the storage and reproduction of any
21 deSired informatiOn. Hence, the manner in which such extremely cheap computors could be put to use for mstructwnal purposes atleast m schools and colleges of educatwn is also receiving attention. 5. Relation with States Durmg the past few years, several States are taking increasing advantage of the facilities developed by the Council. Thus States like Assam, Rajasthan, West Bengal, Mysore, Madhya Pradesh, Gujarat, Punjab and Haryana have sought the assistance of the Council for the traimng of their personnel m the settmg of questions and generally in the Improvement of the1r exammatlon programmes.
The States of Bthar and Jammu & Kashmtr sought the assistance of the Council for revtewing the manuscripts of textbooks prepared for them so that proper dec!Sions could be taken before the publication of the books.
The States of Andhra Pradesh, Bthar, Haryana, Mysore, Rajasthan and Kerala sought the assistance of the Council in the preparation of books on soctal studtes, languages, etc. Several States have adopted or adapted NCERT publications.
The most mterestmg developments for mttmate contacts wtth the States came through the two maJor programmes of the Council. The first one IS the Crash Programme for the evaluatiOn of textbooks from the stand pomt of national integration Almost all the States took up the project In thts project, a list of books recommended for use m the different classes (from classes 1 to 11) by the Director of EducatiOn or by the Secondary Exammatwn Board 1s first prepared. Three copies of each book are purchased. One copy of the book and one copy of a spectal evaluatiOn tool developed IS sent to a school teacher teachmg the subject. He prepares the evaluatwn report. The book together with the evaluation report goes to an expert who checks 1t. Thereafter, 1t goes to the expert committee Thus, the expert committee gets three sets of such evaluation reports. One of these IS through the State channels. Most of the States magmficently cooperated wtth the Council and asstst ed m thts evaluatwn. As a result of such evaluations, the required assessment has already been completed for Andhra Pradesh, Gujarat, Kerala, Nagaland, Jammu & Kashmir, Haryana, Htmachal Pradesh, Mampur, Mysore, Bthar, Delh1, Onssa, Madhya Pradesh, Punjab and West Bengal. The evaluatiOn has shown that about 3% of the books were such that they had to be Withdrawn from further use. About 20-30% of the books had matenal which e1ther had to be deleted or portions of the book had to be re-wntten. When the reports of the expert com mittee were sent to the authorities concerned, most of the States aGted promptly and d1d the needful. 22 The setting up of the offices of Field Advisers for different States and groups of States has assisted considerably in improving contacts with the States and in giving advice and assistance. On the initiative of some of the Council's Field Advisers, several States have embarked on modification of their programmes. Further details about the collaboration activities between the NCERT and the State Governments/Union Territory Administrations during 1971-72 are given in Appendix 18. 6. Regional Colleges of Education The four Regional Colleges of Education have on their rolls about 4,000 students for the degree and post-graduate courses. In a modest way, the Ph.D. programme has also got started. In addition, the four Demonstration Schools attached to the four Regional Colleges of Education have about 2,000 students. Thus, the Council provides instructional facilities through these Colleges for 4,000 university students and about 2,000 school students. A special feature of these colleges is the experiments they are conducting in teacher education in a variety of ways. They are all campus colleges having adequate facilities in a variety of disciplines. The facilities are regarded as sufficient for instruc tional and experimental purposes in the field of school education. Thus, the Regional Colleges are basically multi-faculty institutions. Having regard to the variety of their programmes, some of the universities to which they are affiliated are thinking in terms of granting them an autonomous status. The results of these Regional Colleges both in the university examinations and in the school examinations are extraordinarily good and the wastage is negligible. Many of the products of the Regional Colleges who have gone for post-graduate courses have done very well in these courses. The standard maintained for admission is extremely high. Thus, for science courses, ordinarily only those who get 55 per cent and above marks in the higher secondary examination are admitted. The very high standards maintained by some of these Regional Colleges has also contributed to their affiliating universities contemplating giving them an autonomous status.
A very important area of activity of these Regional Colleges is in the field of in-service education of teachers and teacher educators. A beginning has been made to look into the interests of primary teacher educators and this being an important area, the present plans are to step up the tempo of this activity considerably.
A special feature of the courses in the Regional Colleges of Edu cation is the attention they pay to work experience in teacher education. Ours is a poor country and teachers at school are required to teach at least two subjects. It is not practicable to employ separate teachers for 23 work experience. Therefore, 1f science or arts teachers are also qualified m the field of work expenence, they can handle th1s work in additiOn to teaching one or two subjects at schools.
So far as DemonstratiOn Schools attached to the Regwnal Colleges of Education are concerned, plans have been made and would bj: imple mented next year to have formalised work expenence instruction in all classes in the schools.
The work of each Regwnal College of Education is looked after by a Management Committee on which there are representatives of all the States m the reg1on. The Vice-Chancellor of the umversity to which the college is affiliated is the chairman of the· Management Committee. A large number of programmes pertammg to the college are invanably dtscussed by its Management Committee. In fact, the in-service pro grammes for teachers and teacher educators from the different States are orgamsed on a request or a suggestion from the representatives of the State concerned.
7. Research
Research has to be a major activity of the Council. Incidental to the development of programmes of d1fferent vanettes, a certain amount of research ts done. In the field of curriculum development, textbook production and evaluation, a measure of research has always to accom pany the programme tf the programme is to be meanmgful. To this extent, some research has always been done. This is true not only of the NIE but also of the Reg10nal Colleges of Educatwn. In additiOn, some attentwn is bemg paid to baste research where investigations are earned out for thetr own sake but the results of mvest1gations could throw up problems only after the mvestigatwns are complete Such investigations are long drawn out processes. In one such mvestigatwn, VIZ., Developmental Norms Project for ch1ldren of the age-group 2! to 5 years, the results of the study are now ava1lable. As a result of these investigations carried out m urban and rural areas around Ahmedabad, Allahabad, Bombay, Delhi, Calcutta, Hyderabad and Madras, it has now been found that rural cluldren are less ready or less prepared for recetving pnmary educatiOn at 5+than urban ch1ldren. In fact, the factlities available in rural areas do not enable the children's mmd to grow as well as m urban areas. The penod 2! to 5 years is a period when the mental growth is most raptd. Consequently, the investtgatwns and the results obtamed there from pose a fundamental problem. If some form of pre-school education is giVen to children before they enter primary schools, probably rural chtldren may be better prepared to rece1ve pnmary education and wastage and stagnation could be reduced. Further, With tlus kmd of facility for pre-pnmary educatwn, children coming from weaker secttons of the 24 community may grow better mtellectually dunng the period 2! to 5 years. In such a case, they may take to educatiOn Without d1fficulty. If this proves a reahty, 1t may not be necessary t6 think in terms of reservation of seats or spec1al scholarshipS in the later years of the chtld's hfe.
In •another mvestlgatwn, vtz , Mother Tongue and Equahty of Opportumty m Educatwn, c1rt1cal stud1es have been made, both from the sctent1fic pomt of v1ew and from the pomt of v1ew of practlcabthty on the basts of avat!able data, on the medmm of mstructwn to be adopted at schools and colleges. Exhaustive data pertammg to Indtan cond1t10ns ' have also been made avat!able The conclusiOn from th1s mvesttgatwn is that the mother tongue IS the best med1um of mstructwn. One could argue that th1s IS a known fact. To some extent, th1s 1s true However, the detatls and hmitmg condttwns imposed on the problem m 1ts w;br perspective are very necessary m the practtcaltmplementatwn of polictes and programmes. Thts long-felt need or gap m our knowledge has been filled by thts investigatiOn A •bnef descnptwn of research studtes, mvesttgattons and edu catiOnal surveys completed/undertaken durmg 1971-72 ts furmshed m Appendtx 14.
In addttton, the Counc1l gtves grant-m-atd for research work m the umvers1t1es and other mstltutwns of htgher learnmg for the pubhcatwn of research reports, etc. Many of the research proJects take a number of years to get completed. The results of such research projects are pubhshed etther as reports or as papers m professwnal JOurnals. So far, 96 proJects deahng wtth a vanety of tmportant aspects of educatton have been farmed out to vanous mst1tutions m dtfferent parts of the country under the Counc1l's scheme of grant-m-atd for approved research projects ( GARP).
The names of mstltutlons and the tttles of projects for whtch grants amountmg to Rs. 73,450 were released under the GARP scheme dunn 1971-72 are gtven m Appendtx 15
8. Publications The NCERT 1s probably one of the btggest pubhshers of school textbooks m the country selling as tt does about 30 to 40 lakhs rupees worth of books. So far, very httle cnticism has been recetved about factual maccuractes or defictenctes m the get-up and productio~ of these books In fact, several mdtvtduals have expressed apprectatton of NCERT books. For costmg, the practice has been to pnce publicattons on a no-profit-no-loss basts. A small margin above actual costs is mamtamed to allow for booksellers dtscount and other inctdental Counc1l's costs. Yet, the NCERT publications are the cheapest avatlablc 25 in the market. They all get sold out and frequent complaints of lack of coptes of NCERT publications are recetved. This is because advance orders are not placed by pnvate school managements and chtldren have to go about to get. the books Plans have already been made to print more coptes and to make available copies of NCERT publications easily to the pubhc. The settmg up of a Sales Depot m Connaught Place area of New Delhi has already been approved. It is significant to point out that through the sale of textbooks, the excess of income over expenditure amounted to over 61akhs of rupees during 1971-72. If the publication programme ts freed from some of the restnctions of governmental rules and norms, it may be possible to sell a much larger number of books and make the results of NCERT's work avatlable to a larger student popu lation. If, futher, the NCERT is permitted to translate tts publicatiOns mto, the d11ferent regJOnallanguages and pnnt them, the sale of NCERT publicatiOns m1ght reach extremely htgh figures These wtder questions are currently engagmg the attentiOn of the Counctl A classified hst of NCERT publicatiOns released dunng 1971-72 IS gJVen m Appendix 21. An up-to-date hst of Counctl's textbooks recommended or prescnbed by vanous States/Umon Territones, etc. may be seen m the Annexure to thts Append1x.
26 Details in respect of the followmg subjects are furn1shed in the Appendix mentioned agamst each : Membership of the Council and its Committees Appendix I Summary of Mmutes of the Meet- ings of the Council and its Com mittees held During 1971-72 Appendix 2 Development of Campus Appendix 4 NIB Library Appendix 5 National Integration Project Append1x 8 Population Education Appendix 9 Rural Talent Search Scheme Appendix 10 Examination Reform Appendix 11 UNESCO Sliver Jub!lee Celebrations Appendix 12 Grants' to Professional Educational Orgamsations Appendix 13 Collaboration with the Ministry of Education and Social Welfare Appendix 19 International Collaboration AppendiX 20
27,: ACKNOWLEDGEMENTS • -, - The Counctl feels mdebted to the Umon Mtmster and the State Minister for Education and Soctal Wellare 'for ~mci~g keen mterest m .. ,I ' - its affatrs.' The Counctl also expresses tts gr~tttude to _ali the staff of the Mtmstry of EducatiOn and Social Welfare 'for exten4in~ sevs:ral factlittes ,~, r,. i to tt from time to ttme durmg the· year under report. The Counctl is ,, .. .- . - '~ gratefullo several indtvtduals who spared thetr valuable time to _serve \ ' on its commtttees. and extended help in many other ways Th!ii)lcS are also due to several orgamsattons and mstttuttons and espectally '"the State Depart~ertts of Education for thetr unstmted 'cooQeratton with the' ~~ -, - ~.: Counctl II\ carrying out tts acttvtttes Last butyot the least, )he Cguncil expresses its gratefulness to the UNESco;"tlie UNI~Ii_F, th~ uNU~. the Bnttsh Council, ihe CEDO, the USAID, the us· National Scien~/ Foun- \ .... - ... ~ ,- ,- .., - " dation and the Governments of the USSR, the United Kingdom lmd the ..... - ~ German Democratic Repubhc for the assistance they rendered in one form ~~the other \ -::;•
28- Appendices APPENDIX I Membership of the Council and its Committees 1971-72
A. The Council
I Shn S1ddhartha Shankar Ray 8 Educatton Mm1ster Union Mm1ster for Education Andhra Pradesh and Soc1al Welfare Hyderabad Shastn Bhavan New Delh1 (Prwdent) 9 Education Mmister Assam 2 Dr. D.S. Kathan Shlllong Chatrman 10 Education Mmister University Grants CommissiOn B1har Bahadurshah Zafar Marg Patna NewDelh1 II. Education Mm1ster 3. Shn T.P. Smgh Gujarat Secretary to the Government Ahmedabad oflnd1a Mm1stry of Education and 12 Education Mmister Soc.al Welfare Haryana Shastn Bhavan Chand1garh New Delhi 13 Education Mmtstcr 4. Dr. K.L Shnmah Hunachal Pradesh VIce-Chancellor Sun! a Banaras Hmdu Untversity Varanas1 14 Deputy Education Mmtster Jammu & Kashrmr 5. Prof. S.N. Sen Srmagar V1ce-Chancellor 15 EducatiOn Mtntstcr Calcutta Umvers1ty Kerala Calcutta Tnvandrum
6. Slm N D. Sundaravad1velu 16. Education Mmtster V1ce-Chancellor Madhya Pradesh Madras Umvers1ty Bhopal Madras 17 EducatiOn Mm1ster Maharashtra 7. Smt Sharda Divan Bombay VIce-Chancellor S.N.D.T. Women's Umversity 18. Education Mmister I, Nath1ba1 Thackersey Road Mysore Bombay-20 B.R. Bangalore 31 19. Education Mm1ster 32 Prof D P Yadav Nagai and Deputy Mtolster Koh1ma M1mstry of Educatwn and Soc1al Welfare 20. Education Mtmster Onssa Shastn Bhavan Bhubancswar New Delh•
A1ya 21 Education Mmtster 33. Prof. S V.C Punjab Dtrector Chand1garh National Counc1l of Educational Research and Trammg NewDelh1 22. Educat1on Mmtster Rajasthan Prof. M V Mathur Ja1pur 34 Director Asian Jnst1tute of Educational 23. Educat1on Mmtster Plannmg and Admmistratwn Tam•L Nadu NewDelh1 Madras 35 Prof. Shant1 Narayan 24 Educatton Minister Dean of Colleges Uttar Pradesh Umvemty of Delhi Lucknow Delhi Education MiniSter 25. 36 Shn S Udapachar West Bengal Headmaster Calcutta Nrupatunga Multipurpose H1gher Secondary School 26. Ch1ef Execut1ve Councillor Hyderabad Delht AdmtmstratiOn Delhi 37. Shn D.S. Ba)pal Pnnc1pal 27. Education Mamster Kendnya V1dyalaya Goa, Daman & Dau Indian Institute of Technology Pana)l (Goa) Kanpur
28. EducatiOn Mamster 38. Jomt Director Government of Pondacherry NatiOnal Council of Educational Pond1cherry Research and Trammg New Delh• 29. Education M1n1ster Government of Tnpura 39. Dr. R H. Dave Head of the Department of Al!llrtala Textbooks Natwnal Counc1l of EducatiOnal 30. Educat1on M1n1stcr Meghalaya Research and Trammg Shlllong New Delh•
31 Prof S Nurul Hasan 40 Dr M.C Pant Mtmster of State Head of the Department of Mm1stry of Educat10r Sc1ence Education and Soc1al Welfare Nattonal Council of "Educational Shastri Bhavan Research and Trammg New Delh1 NewDelh1 32 41. Shn PD. Sharma 49. Shn D.B Phatangare Pnnctpal Thombre Buddmg Regional College of Education Kopargaon Bhubaneswar Distt Ahmednagar (Maharashtra) 42 Shn T.R. Jayaraman so. Shn S.V. Chithbabu Jomt Secretary Duector of School Educallon Mmtstry of Education and Tamil Nadu Social Welfare Madras-6 New Delhi 51. Km. K. Pasncha 43. Shn O.P Mohla Pnncipal Fmancial Adviser (NCERT) Kanya Maoavidyalaya Mmtstry of Educat1on and Jullundur CitY Social Welfare New Delhi 52. Dr. D.N. Gokhale 44. Shn Bhakt Darshan 12 Fergusson College Campus 15-Gurudwara Rakab GaDJ Road Poona-4 New Delhi-! 53. Dr K Kuruvda Jacob 45. Shri H. Narasimbaiah Pnnc1pal Pnnctpal The Cathedral & John Connon School The Nauonal College 6 Outram Road Bangalore-4 Bombay-!
46. Shn I J Patel 54. Shn M. Abdul Gham Saheb Chauman 429 P R Street State Board of Teacher Educallon Mushmpur State Institute of Educatton Vaniyambadi Raikhad Distt North Arcot (Tamil Nadu) Ahmedabad ss Shn K. Sukumaran 47. Shri S.P Verma Education Officer Deputy Secretary to the Govt of Kendnya VIdyalaya Sangathan Madhya Pradesh Nehru House Education Department Bahadur Shah Zafar Marg Bhopal New Delhi· I
48. Prof RaiS Ahmed Secretary Head of the Department of Physics Nat1onal Council of Educational Ahgarh Mushm Umvemty Research and Trammg Ahgarh New Delhi (Secretary) '
B. Executive Committee
Shri Siddhartha Shankar Ray 2 Prof S. Nurul Hasan Umon Mmtster for Education Mtmster of State and Social Welfare Mm1stry of EducatiOn Shastn Bhavan and Soc1al Welfare New Delhi (Pres1dent) Shastri Bhavan New Delhi (V1ce-Pres1dent) 33 3. Prof D.P Yadav 10. Jomt Dtrector Deputy Mmtster NatiOnal Council of Educational Mmtstry of EducatiOn Research and Trammg and Soctal Welfare New Deihl Shastn Bhavan NewDelh• II Dr. R.H. Dave Head of the Department of Textbooks 4. Prof. S V.C Atya National Council of Educational Duector Research and Tratnmg Nattonal Counc•l of EducatiOnal New Deihl Research and Trammg NewDelht 12. Dr. M C. Pant 5. Dr. D.S. Kothart Head of the Department of Sctence Chatrman Education Umvers1ty Grants Commtsston National Council of Educational NewDelht Research and Trammg NewDelht 6. Prof M.V. Mathur Dtrector 13. Shrt P.D Sharma Asian Institute of Educational Pnnc1pal Plannmg and Admmtstrahon RegiOnal College of Ed ucat10n New Delhi Bhubaneswar
7. Prof. Shantl Narayan 14 Shri T.R Jayaraman Dean of Colleges Jomt Secretary Untverslty of Deihl Mtmstry of Educauon and Soctal Delh• Welfare New Delhi 8 Shrt S Udapachar Headmaster 15 Shrt 0 P Mohla Nrupatunga Muhtpurpose Htgher f"lnanctal Advtser (NCERT) Secondary School Mmtstry of Educatton and Soctal Hyderabad Welfare New Delhi 9 Shrt D S BaJpat Pnnctpal Secretary Kendrtya Vtdya\aya National Council of Educahonal lndtan Institute of Technology Research and Trammg Kanpur New Delhi (Secretary)
C. Finance Committee
Shn T.R Jayaraman 3 Prof M V Mathur Jomt Secretary D•rector M1mstry of Education and Socml Asmn Institute of Educational Welfare Planmng and Admtmstratlon New Deihl (CIIa~rman) New Delh• 2. Prof. S. V.C Aiya Duector 4. Prof. Shanti Narayan Nahonal Counctl of Educational Dean of Colleges Research and Traming Umvemty of Delht New Dellu Delh1 34 S. Shri O.P. Mohla Shn S A. Ab1dm F1nanc1al Adv1ser (NCERT) Secretary M1n1stry of Education and Soc1al National Council of Educational Welfare Research and Trammg New Delhi New Delhi (Secretary)
D. Programme Advisory Committee
!. Duector 9 Dr. N. K Upasam NatiOnal Council of Educational Dtrector Research and Trammg State Institute of Educatton New Delhi (Chalfman) M. S Sadash1v Peeth Kumthekar Road 2 Jomt Dtrector Poena National Council ot Educational Research and Trammg 10. Shri M. Ghosh New Delhi ( Vzce·Chairman) Pnnctpal 3 Prof. H B Majumdar State Institute of Education Prmctpal Bani pur Vtsva Bharah Umvers1ty P 0 Baigach1 P.O Shant1mketan DJSt 24 Parganas
4 Dr.D M Desai II. Shn T R. Deenadayal Dean D1rector Faculty of Educat1on and Psychology State Counctl of Educational M S Umvemty of Baroda Research and Traming Baroda 6-2·688 Chmtalhast1 s. Smt. M. A Thankamma Hyderabad Head of the Department of Educat1on Umversaty of Kerala 12. Begum M. Qureshi Thycand Duector Tnvandrum State Instatute of Education Srmagar 6 Prof. V R T ane)a Dean and Head Department of Education Members of Staff of the NCERT Punjab UmversttY Chand1garh 13 Shn S L. Ahluwaha Head Prof C S. Bennur 7. Department of Teaching Aids Dean and Pririctpal New Delhi Umvemt) College of Education Karnatak Umversity 14. Staff Representative from Dh2.rwar Reg1onal College of Education Directors of State Institutes of Education <\jmer (Vacant)
8 Dr. (Km) A Nanda IS. Km.A. Chan Duector CommissiOner State Institute of Education Kendnya V1dyalaya Sangathan Delhi NewDelh1 .35 16 Dr. R C Dass 25. Dr. M. C. Pant PrinCipal Head Regional College of Educauon Department of Sc1ence Education Ajmer NewDelh1
17. Dr.R. H Dave 26. Shn D. S. Rawat Head Incharge Department of Textbooks Department of Pre-Prunary and New Delhi Pnmary EducatiOn New Delh1
18. Staff Representative from Regional College of Education 27. Prof P K Roy Bhopal (Vacant) Prmc1pal Central Institute of EducatiOn Deihl 19. Dr. (Km.) S Dutt Reader Central Institute of Education 28. Shn N K Sanyal Delhi F1eld Adv1ser Department of Sctence Education New Delhi 20. Shri C. V Govmda Rao Offictating Prmc1pal Regional College of Educallon 29. Dr. A. N. Sharma Mysore Reader Department of Educational Psychology and FoundatiOns of Education 21. Dr. (Km.) E. Marr New Delhi Reader Department of Teacher EducatiOn New Delh1 30. ShriP. D. Sharma Pnncipal RegiOnal College of Education 22. Dr. (Smt.) Perm H Mehta Bhubaneswar Offg. Head Department of EducatiOnal Psychology and FoundatiOns 31. Shn Shanlcar Narayan of Educallon Reader New Delhi Department of Teachmg A1ds New Delhi
23. Shn T. S. Mehta 32. Dr G S. Shnkanlla Incharge Prof and Head of the Department of Department of Soc1al Sciences and Science Education Humanities, New Delh1 Regional College of Educat1on Bhubaneswar 24. Dr R. G. M1sra Incharge 33. Prof. J. K. Shukla Data Process1ng and EducatiOnal Prine• pal Survey Umt RegiOnal College of Educat1on New Delh1 Bhopal 36 E. Publication Advisory Committee
I Prof. A. Muj1b 8 Shn D R. Mankekar VIce-Chancellor 39 Bharatl Nagar Jarma M1lha Islam1a New Delhi New Deihl (Ch01rman) 9. Begum M Qureshi 2. Shri N. K Sundaram Director Assistant Educational Adv1ser State Institute of EducatiOn Publication Umt Srmagar Mm1stry of Education and Social Welfare 10. Prof. C S. Bennur New Delhi Dean and Prmc1pal Umversity College of Education Karnatak Umverstty 3. Km.A.Chari Dharwar-1 Commtsstoner Kendnya VIdyalaya Sangathan Nehru House 11. Shn T. S. Sadasivan Bahadur Shah Zafar Marg Head of the Botany Department New Delhi-! Madras University Madras
4. Shn U.S. Seolekar Duector 12 Shn T. V Thimme Gowda Maharashtra State Bureau of Duector of Textbooks Textbooks Production and 30/30-A Kumar Park West Curnculum Bengalore-20 •surekh' Umvers1ty Road Poona-16 13. Shr1 K. L Bordia Chairman Board of Secondary EducatiOn s. Shn M. P. N. Sharma RaJasthan Managing Director AJmer Bihar State Textbooks Pubhshmg Corporation Pvt Ltd. WhiteHouse 14. Shn S. S. Sodhi Buddha Marg Chairman Pdtna-1 PunJab School Education Board Chand•garh
6. Shri N. Narayan Rao 15. Shn D. S. Bajpai Ditector Prmc1pal Andhra Pradesh Textbooks Press Kendnya VIdyalaya Mmt Compound Indian Institute of Technology Hyderabad Kanpur
7. Shri A. E. T. Barrow 16. Shn N Chakravarty Secretary Incharge Council for the Ind1an Schools Publication Unit Certificate Exammation National Council of Educational B-27 Nizamuddin Eait Research and Trammg New Delhl-13 (Member-Secretary) 37 F. Science Advisory Committee
I. Dr, D. S. Kothari 8 Dr. B. M. Johr1 Chairman Professor and Head Univers•tY Grants CommlsSJon Department of Botany New Delht (Cha~rman) Untverstty of Delht Delht 2. Dr. R. C. Mehrotra Professor and Head 9. Shr1 S. Udapachar Department of Chemtstry Headmaster RaJasthan Untversity Nrupatunga MultiPurpose Jaipur Htgher Secondary School 3. Dr. A. M. Ghose Hyderabad Professor Bose Institute 10. Prof. V. R. Taneja 93/1 Acharya Prafulla Chandra Road Dean and Head Calcutta-9 Department of Educatton PunJab Untverstty 4. Shr1 R, K. Rath Chandigarh Secretary to the Govt of Onssa Education Department Bhubaneswar II Shrt M. Ghose Pnncipal S Prof. B. Venkatarantan State Institute of Education Tala Institute of Fundamental Bantpur Research P. 0. Batgacht Home Bhaba Road Dtstt. 24 Parganas Bombay Dr. R. C Das 6. Dr. A. R Vasudeva Murthy 12 Professor lnorgamc and Pnnctpal Regtonal College of Education Mtneral Chemtstry Indian Institute of ScJence Ajmer Bangalore-12 L 13. Dr. M. C. Pant 7. Dr. Rats Ahmed Head Professor of PhystcS Department of Sctence Educauon Department of Phystcs Nattonal Council of Educational Ahgarh Musltm Untversity Research and Trainmg Ahgarh New Delhi (Member-Secretary)
G. Building and Works Committee
I. Prof. S. V. C. Atya 2. Shr1 B. Rama Rao . \ Director Superintendmg_ National Counctl of Educational Surveyor of Works (I) _, Research and Trammg Central Publtc Works Department New Delht (Chairman) Nirman Bhavan New Delht 38. 3. Shri B. R. Gambhir 7 Shn S. C. Varshney Assistance Fmancial Adviser Deputy General Manager Mm1stry of F1nance (Works) Delhi Electric Supply Undertakmg Numan Bhavan Raj Ghat Power House New Delh1 New Delhi
Shri S M. Hasnam "4. Shn J. M. Ben.~amm 8. Senior Architect(!) Executive Engmeer (Bldg ) CPWD (Consultmg Arch1tect of MuniCipal Corporation of Delht the Council) Town Hall N1rman Bhavan Delhi New Delhi 9 Prof. Shanu Narayan Dean ol Colleges Shn 0 P. Mohla 5. Umversity of Delhi Fmanc1al Adv1ser (NCERT) Delhi Mm1stry of Education and Soc1al Welfare 10 Jomt Dtrector Shastri Bhavan National Council of Educataonal New Deihl Research and Traming New Delhi 6. Shn T. R. Jayaraman Joint Secretary 11. Shn S. A Ab1dm M1mstry of Educatmn Secretary and Soc1al Welfare Nataonal Council of Educational Shastn Bhavan Research and Tramtng New Delhi New Delhi (Member-Secretary)
H. Establishment Committee 1. Dr. D. S. Kothan 6. Prof. Shantt Narayan Chatrman Dean of Colleges University Grants Commisston Un1vers1ty of Delhi New Delh1 (Chairman) Delhi 2. Prof. S. V. C. A1ya Director 7 Prof S P. Luthra NatiOnal Councd of Educational Jnd1an Institute of Technology Research and Trammg New Delhi Ne.w Delhi
3 Joint Duector 8. Dr. B N. Ganguh . National Council of Educational 7-B Hauz Khas Enclave Research and Trammg Ish war llhavan New Delh1 New Delhl-16 4. Shri T. R. Jayaraman Jomt Secretary 9. Dr B R. Seshachar Head of the Department ol Zoology Mmistry of Education and Soc1al Welfare Un1vemty of Delhi New Delh1 Delhi
5. Shrt 0. P. Mohla 10. Shrl S. A. Ab1d1n Fmanc1al Adv1ser (NCERT) Secretary M1nistry of Educat1on and · National Council of Educational Soc1al Welfare Research and Tram10g New Deihl New Delhi (Member-Secretary) 39 APPENDIX 2 Summary of Minutes of the Meetings of the Council and its Committees held During 1971-72
A Spectal meetmg of the General Body of the Counctl \\as held at New Delht on 24th January, 1972, to constder and approve the amendments to Rule 3 and Rule 23 of the Rules of the Counctl.
The Executive Comnuttee of the Council met four t1mes durmg the year, I.e on 23rd June, 1971, 28th January, lOth February, and 4th March, 1972. A summary of the Important decisions taken m these meeungs 1s gtven below
(t) The Executive Committee approved the proposal regardmg the continuation of publicatiOn of textbooks by the NCERT and settmg up of textbook panels m dtffer ent subject areas (n) The Executtve Commtttee approved the creatiOn of a post of Welfare Officer in the Council. (til) The Executive Committee approved contmuatlon of the Offices of the Fteld Advtsers m the States till the end of February, 1973. It also resolved that necessary steps should be taken to set up Offices of Fteld Advtsers m larger States as early as possible, so that lia1son work with the States could be earned out effectively (tv) The Executive Commtttee approved the merger of the Tnbal Education Untt m the Department of Pre-Pnmary and Pnmary Educatton of the National lnshtute of Education. This umt was previOusly bemg financed by the Government of India, Department of Soctal Welfare. (v) The E (vti) The Executive Committee resolved that every effort should be made to effect transfer of the Central Instnute of Education to the Untverstty of Delht from the academtc sesston 1972-73. (viii) The Executtve Comnuttee approved the proposal regardmg absorptoon of the employees workmg on datlY wages m vanous Departments of the NIE and in dtffcrent Sections of the Counctl Secretanat under the Special ProJect Estabhshment (SPE). Except for sentonty and promotiOns based on sentonty, the staff of the SPE wtll get most of the benefits whtch regular employees of the Counctl are getting, vtz. leave, weekly and other holidays and salary m the regular pay scales, etc. (tx) The Executtve Committee resolved that all Professors of outstandtng merit, who had put m at least five years of contmuous servtce should be ehgtble for the selection grade of Rs. 160().1800. It was, however, stressed that the worktng out of 40 the procedure was extremely Important as only the best men should get a chance of being appomted tn the selection grade (x) The Executive Commtttee accepted the report of the 4-year language course cornnuttee m toto and resolved that the Government be moved for mtttaUng action on a long-term basts (x1} While cons1denng the demands of the Mm1stenal Staff Assoc1atwn, the Executive Comnuttee resolved that steps should be taken for the creation of a Com passionate Fund m the Council. (xu) The Executive Comnuttee resolved that whenever a teacher m a teachmg Institution of the Council attams the age of superannuation dunng an academ1c term, the services of such a person should automattcally be contmued till the end of the academtc tenn. The Comnuttee suggested that a suttable draft regulation may be framed m thts regard. The Fmance Conmuttee of the Council met tw1ce m the year, I.e on 7th August and 5th November, 1971. In us first meeting, the Committee made recommendatiOns to the Executive Committee on a number of problems hke fixatiOn of rates of remuner atiOn for settmg question papers, evaluation of answerbooks, etc. m connection with the diploma course m educatiOnal and vocational guidance ; fixation of rates for the use of the Audltonum of the Department of Teachmg Atds; permtsstOn to gtve 15% discount to the Central Schools on the purchase of Council's textbooks subject to certam conditions , revival of the scheme of financial assistance for orgamsauon of science clubs and science faus ; and raising the rates of TA and DA for Research Fellows so as to make them at par with those admtssible to Lecturers m the Council In Its second meetmg, the Committee mamly devoted Itself to the cons1derahon of the Rev1sed Estimates for 1971-72 and Budget Estimates for 1972-73 of the Counc1l In this meetmg, the Committee also suggested gutdehnes for the preparation of the Council's budget 1n future The Programme Adv1sory Comrmttee of the Council met only once durmg the year, i.e. on 17th and 18th September, 1971 The Committee considered and approved the reviSed programmes for 1971-72 and draft proposals for 1972-73 of d1fferent Departments of the NIE, Reg1onal CoUeges of Education and the Central Institute of Education. The Commtttee noted with satisfaction that the Executive Comm1ttee had approved the continuation of new 4-year courses m languages m the Regtonal Colleges of Education and suggested that a committee conststtng of one Reader or Lecturer m English from each Reg•onal College may be formed to develop a su1table curnculum for the ne\\' 4-year mtegrated course m English. The committee further suggested that a curnculum committee for the development of 4-year language courses should be formed to prov1de broad gUidelines to the Regwnal Colleges The Commlltee considered an evaluatiOn report on the National Integration ProJect, as submitted by the Department of Social Sctences and Humantties, and authonsed Its Chauman to appomt a small expert comm1ttee for adviSing to NCERT on aU matters relating to thiS project. The Comnuttee noted that the Council bad appomted an Evaluation Committee for gomg mto the vanous aspects of the programme of summer science mst1tutes With Shn M.V Rajagopal as Its Chairman. The Comnuttee constdered the evaluation report of the comnuttee appomted earlier by the Council to assess the working of the scheme of "Expenmental Projects." The Committee recom mended that the responSiblllly for the ImplementatiOn of the scheme of Expenmental ProJects in secondary schools and in primary schools and JUmor teacher trammg mstltullons costmg up to Rs. 500 each may be transferred to the Reg1onal Colleges of 41 I Education All experimental projects to be undertaken by secondary schools and by pnmary schools and jumor teacher trammg insututmns and costmg more than Rs. 500/- each may be referred by the RegiOnal Colleges to the Department of Teacher Education and the Department of Pre-Pnmary and Prnnary Education respecttvely for scrutiny and approval. The Commtttee appomted a sub-conumttee to suggest the procedures for the purchase of films and filmstnps by the Department of Teachmg A1ds and also to revzew the membershtp of d1fferent panels for prev1ewmg of films The Commtttee also cons1dered and approved the recommendatiOns made by Its vari ous sub-committees, 1.e. GARP Sub--Committee, Research Sub-Comm1~tee on Semmars and Trammg Programmes The Committee recommended that the present Research Sub-Committee and Sub-Committee on Semmars and Trammg Programmes may be redesignated respectively as Sub-Committee for Research and Development Projects and Programmes Sub..Comm.tttee. One of the stgmficant recommendatiOns made by the Programme Advtsory Commtttee to the Executive Commtttee pertams to the orgamsat10n of science faus. The Commtttee recommended that orgamsat~on of sc1ence faus should be supported by the NCERT and the Counc1l itself should orgamse ali-Indta sctcnce fatrs to promote sctence educatton m the country. 42 APPENDIX 3 Statement of Accounts of National Council of Educational Research and Training for the rear 1971-72 Consolidated Receipts and Payments Attount (In Rs.) REOEIP'l'B PAYMENTS Opening Balance 29,94,698.10 NON-PLAN EXPENDITURE 2,01,65,743 10 Granrs rece1ved from GovernmenJ : (a) Pay & Allowances, Progranunes, 2,74,18,350.00 etc. 1,97,90,294.90 (a) General Grant for NCERT (b) Loans and Advances 6,16,380 00 Less Recovenes (-) 2,40,931.80 3,75,448.20 (b) SpecifiC Grants 27,86,543 00 PLAN EXPENDITURE 1,08,69,479.27 Contribution from other sources 8,000.00 Expenditure out of Spectfic Grants 23,01,516 29 Receipts : (a) Sale proceeds of publicatiOns etc. 28,32,961.58 Provident Fund 6,54,071.25 (b) Other receipts 17,00,869.01 Deposits, Advances, Suspense Provident Fund 13,06,320.39 and Remittances 19,23,494 75 Deposits, Advances, Suspense and Rem•ttances 9,97,703.98 Closmg Balance 41,31,141.40 Total 4,00,45,446.06 Total 4,00,45,446 06 APPENDIX 4 Development of Campuses (a) NIE Campus The construction of 32 each type II and type Ill quarters and the Director's quarter for whtch admmtstrative and financml sanction had been accorded tn 1970-71, was nearmg completion The constructiOn of 32 type I, 16 type IV and 8 type V quarters whach was approved In 197()..71, could not, however, be started dunn& 1971-72. The uneven vacant plots of land overgrown w1th shrubs at the NIE Campus were levelled durmg the year undet report and are proposed to be dressed by the CPWD so as to g1ve a good look to the surroundmgs. The supply of dnnkmg water by the Munic1pa! CorporatiOn of Delh1 to the NIE Campus was started on 4th December, 1971. Tubewell water wh1ch was found to be unpotable and wh1ch was h1therto flowmg mto the bathrooms was disconnected to replace sweet water. The tubewell water IS now bemg used for horticultural purposes. Durmg the year under report, the construction of 40,000 gaUons capacity under ground tank near the overhead reservOir for stonng filtered water was completed at the NIE Campus. Bes1dcs, pumps were also installed near the underground tank for pumpmg filtered water from the underground tank to the overhead reservotr. The construction of car park, cycle and scooter sheds was taken up towards the end of the financ~al year 1971-72. The work IS hkely to be completed m a couple of months. (b) Campuses In the Regional Colleges of EducaliOn As regards development of campuses m the Reg1onal Colleges of EducatiOn, major works have already been completed. Dunng the year under report, emphasis m the Colleges was !a1d on the construction of staff quarters to meet the demand for rcstdentlal accommodation. It was dec1ded that henceforth construction of new works and mamtenance of e ..sung budd1ngs in the RegiOnal Colleges would be entrusted to the Central Pubhc Works Department 1n place of State P.W D. 44 APPENDIX 5 NIE Library The National Institute of Education (NIE) has a fairly b1g L1brary at New Delhi Campus of the CouncJ\. The hbrary mamly caters to the needs of the research staff of vanous Departments/Umts of the NIE. The chentale also mcludes persons work~ mg m other research and academ1c orgamsatlons. The hbrary 1s also used by the teacher tramees and State level representatives attendmg semmars, workshops, etc. m the NIE Campus throughout the year. Bas1des, the hbrary prov1des inter·hbrary loan fac1httes to many local mshtuttons. The collectiOn of the N!E L1brary has touched the mark of about one lakh books and about 40,000 bound JOurnals As many as 280 journals, both lnd.an and foreign, are bemg subscnbed to annually and as many as 75 JOUrnals are received free To meet the growing demands of Its chentale, the NIE L1brary adds every month about 150 new volumes, representing baste and semmal material on educatiOnal thmk ing and related subjects. During the year under report, about 2,500 new books were added to the hbrary. A hst of these new arrivals were Circulated to all Departments of the NIE. Dunng 1971·72, fum1ture and equ1pment costmg a httle over Rs 56,000/· was acquued for the library to overcome the problem of overcrowding m the library's stock hall and reference room, to mcrease the seatmg capac1ty of the readmg room and to improve the serv1ces of the hbrary. The NIE Library Comm1ttee, known as the Kesavan Committee, which was appomted last year to go mto the problems of accommadatJOn, staff, furmture and equipment for the library, subm1tted 1ts report m 1971-72. The Comnuttee made •m• portant recommendations regardmg the des1gn of hbrary block, optJmum holdmgs of the hbrary and also the reqmrements of the hbrary staff and thm grades 45 APPENDIX 6 Curriculum Development A bnef account of the progress m the area of curriculum development dunng the year 1971·72 IS g1ven below · 1. Science and Mathematics 1.01 Science at the Pr~mary School Level c Curnculum development m science at the primary schooflevel aims at improvmg sctence teachmg through active participation of children In the learnmg process. In this approach, emphasts IS laid on the 'process~ of Sctence rather than its 'products' Durmg the year under report a textbook "Sc1ence ts Domg" for class V was written, ed1ted and cyclostyled. The cyclostyled cop1es were mailed to the States of Andhra Pradesh, Mysore, Kerala, Tamd Nadu, Gujarat, Maharashtra, PunJab and Jammu and Kashmtr for adoptiOn/adaptation, translation mto regtonal languages and prmting by them. The manuscnpt of th1s textbook (Enghsh and Hmd1 versions) was also sent to the Press by the Department of Sc1ence Educauon durmg the year. The art pulls of the Illustrations of the textbook were made available to the States for printmg of the book m the regional languages. The manuscnpt of the accompanymg teachers* gutde was also prepared 1n Engl1sh and translated mto Hmd1. Coptes of another textbook ~'Evalua tion Brochure" for classes III and IV were made available to the States for use by the supervisors dunng their vas1ts to schools. 1.02 Secondary Sc1ence Teac/ung ProJect (UNESCO-assrsted) Th1s 1s an on·gomg prOJect. Durmg 1971-72, the first draft; of the textual mate· rials for the first year of the secondary school stage were developed tn different sctence subjects and also made press-worthy. Textual matenals mall SCience subJects for the second year of the m1ddle school stage were rev1sed and pubhshed. Textbooks for the third year of the same stage were made press-worthy. The subJect-w•sc detalls of the work done 1s as follows : Plrysrcs Phys1cs part I for class IX was wntten, cyclostyled and d1stnbuted to the States for ccmments On the basis of the comments received, 1t "'as revtsed and made press worthy except for Illustrations Draft outhnes of four chapters of physics part II for class X were prepared and the first chapter was also wntten. The textbook for class VII was rev1sed and prmted, whtle that for class Vlll was revised and translated mto Hmd1 and sent to the press. The teachers' gu1des for classes VI and VIII were thoroughly revised. The k1t gu1des for classes VI and VII w1th write-up for a !muted number of exper.ments were mimeographed and made available for d1stnbutton. The demonstratiOn and pup1l's k1ts for classes VII and VIII were finahsed and the proto types produced. ClremiSiry 1 The first drafts of SIK chapters of the textbook for class IX were prepared, out OJ .46 Which three were finahsed by the Editonal Conumttee Chemistry textbook part I and part II for mtddle classes (both Enghsh and Hmdt versiOns) was revised for the reprmt edition. A new teachers' gutde for chemistry part I was prepared, finalised and pnnt ed on the basts of the revised textbook. A ktt gmde for chemtstry demonstration was prepared and mimeographed. Prototype for chemistry for the middle school stage was also designed and finahsed B1ology ~ The work on the wnting of the btology textbook for class IX was m progress. Biology part II and part III for the mtddle school stage were revtsed and sent for prmt mg The mstructlonal manual for the biOlogy ktt was also finalised and mtmeographed. MathematiCS Anthmetic-algebra and geometry textbooks for class VI and teachers' gutde for "'3.rithmettc-algebra were revtsed on the basts of the comments recetved from dtfferent parts of the country Revised drafts of anthrnetac-a1gebra for class VIII and teachers' gUide for anthmehc-algebra part II and part Ill were also prepared. The first draft of algebra and geometry for c1ass IX were prepared and d1scussed With the experts. The audiO-VIsual aids, demonstratiOn kits and laboratory ktts were under preparation The first draft of 'Insight into Mathematics' part II for class II was also ready. 1.03 A Comprehensive Scheme for the Improvement of Scrence Education (Study Groups) 1971-72 was a crucial year for the Study Groups. The Biology and Chemistry Study Groups mostly completed their assignments of producmg textbooks and teachers• guides for the entuc school stage. Except the Convener study group, all other study groups m these two subjects were wound up from 1st April, 1971. Physics Study Group at Jaipur was abolished from lst Apnl, 1972 The remammg four study groups m th1s subject at New Delhi, Calcutta, Nag pur and Debra Dun decided to produce useful material through collaborative efforts Except for mechamcs, the textbook for the first two years of the high school stage was developed and the draft was bemg finahsed. Physics part III for the mtddle school stage was sent for prmtmg The curriculum matenal for the middle school stage and the textbook and laboratory manual for the first year of the high school stage were pnnted tn chemistry. The teachers' guide m chemistry for the first year of the h1gh school stage was sent to the press and the laboratory manual m that subJect for the second and the thud years of the high school stage was made prcss·worthy The work on developmg teachers' guide m chemistry for the last two years of the high school stage was m progress and was expected to be completed shortly. With the appomtrnent of Dr J N. Kapur as Vtce-Chancetlor of Meerut University, It was decided to start one study group m mathematics at Meerut to utilise his services. Th1s new Mathematics Study Group developed matenals during the year under report mostly for the first and second years of the h1gh school stage. So far, middle school geometry books (3 10 number) and algebra books (2 10 number) have been pnnted. Pnntmg of Book III ts proposed to be taken up shortly. Bestdes, teachers' gUide for geometry Book I and Book II were also printed and those for geometry and algebra Book II and Book III were sent to the press. Cop1es of the textual matenals were sent to the State Insututes of Sc1ence Education and Teacher Traimng C.olleges for com ments The comments would be processed after they are received 1.04 Unesco-Umcef-assisted Prlot ProJect for Strengthemng of Science Teachrng at the School Stoge Under an agreement executed by the M10Istry of EducatiOn with UNESCO and UNICEF 10 Apnl1967, a project was launched from the beg10n10g of the school year 47 1970 to expand and 1m prove the teachmg of science throughout the school stage in the country By 1971-72, all States and three Umon Terntor1es had agreed to Implement th1s project on a pilot baSJS m 50 of their selected pr1mary schools and 30 m1ddle schools. The Council worked dunng the year very closely wnh the officers of the UNICEF statiOned m New Deihl and assisted them m 1mplementmg the pilot project m the participating StatesfUmon Terntones The instructional matenals (textbooks and teachers' gu1des together w1th syllabi) developed by the Council were made a vall able to the States for adoption/adaptation and translatiOn mto regJOnallanguages for use m the expenmental schools. Hmd1 versions of these matenals were supplied d~rectly by the Council to all the HmdJ-speakmg States. Sample k1ts of sc1ence eqmp ment were also supplied by the Council for use m the exper~mental schools for the teachang of new science courses. The Council orgamsed onentat10n courses for key personel from the State Institutes of Science Education, who m turn were requued to orgamse trammg courses for expenmental school teachers m theu respective States. Bcs.dcs, the Council made arrangement for the distribution of UNICEF equipment to 100 teacher trammg colleges and 400 teacher trammg schools selected under the Pro .. ject dur1ng 1971-72. The total value of the eqmpment supplied to 500 teacher tram mg mstatut1ons was of the order of about Rs 95 lakhs. Durmg the year under report, supplies of cover paper and text paper were also received from UNICEF at the ports of Bombay and Madras The cover paper was dtstrlbuted to the States m accordance wnh the orders of the Mm1stry of Education and Social Welfare. The balance of cover paper was stored w1th the Publication Umt of the NCERT at New Delhi pendmg fur ther d1stnbut10n Simtlarly, m the case of text paper the balance from Rombay port was stored With Pubhcauon Umt at New Delhi and the paper from the Madras port was stored at the Reg10nal Colleges of Education pendmg further dJstnbution to the States concerned The value of the cover paper rece1ved from UNICEF IS Rs. 6.25 lakhs while that of text paper JS Rs 56lakhs approximately. 1.05 Product ton of Supplementary Readmg Materials r'1r Sctence Durmg the year under report, work contmued on the preparation of supplemen tary rendmg Matermls m sctence The progress of work 1s g1ven below : I. Tilles wluclr were sent to the press (I) The B1rd M•grauon (2) ABC of Atom (3) Hmd1 vers1on of 'L1fe and Work of Meghnad Saba' (4) F1ght Agamst D1seases----<:hemotherapy (5) Plants Vuuses (6) Our Agnculture (7) The Sp1ces (8) Man-Made Forests (9) BJOlogJcal Clocks II. Titles wluch reaC'hed the page proof stage of pubilcatlon (I) The Story of Transport (2) Our Tree Ne1ghbours (3) Manne Plants (4) Microbes (5) Med1cmal Plants III. Mamtscr1pts whrclr reached the final stage of approval, etC', (I) The Story of Glass 48 (2) The Story of Oil (3) Anunals wtthout Backbone IV. Manuscnpts wh1ch were reJected/dropped (I) The Rtddle of Ltfe (2) Power from Water Out of remammg 30 titles, about 10 reached the manuscr•pt stage and were etther sent to the reviewers or returned to the authors after a prehmmary rev1ew for modtfica tions, etc. 1.06 ProductiOn of Sc1ence K1ts The Central Sc1ence Workshop of the Counc1l contmued to support the curri culum development programme of science by preparmg prototypes of new sctence equipment and also by undertakmg batch production of kits for use m the expen mental schools selected under the UNESCO-UNICEF-asststed ptlot project Phystcs Demonstration Ktt No Ill meant for the final year of the m1ddle school stage was developed dunng the year under report This completes the senes of phystcs kt ts for that stage Improvised apparatus was developed m the subJeCt area of light, magne tism and electricity A prototype was developed and tned m the laboratory. Based on this design, whtch will have 74 Items includmg the kit box, the kit will be produced m a batch of 600 Nos. to be supphed to the expenmental schools durmg 1972-73. The top of the ktt box wtll be wtde enough to be utthsed as a small demonstratiOn table m the village schools where separate tables may not be available. The kit will not create any storage problem as 1t can be kept m the corner of a room Physics Pupils' K1t No Ill was also developed. The Pupils' k1t con tams a number of Items which can be used by the students themselves. Th1s kit IS meant for use by 45 students at a t1me Students can work m batches of two or more accordmg to the reqmrements. To provide an adequate opportumty to the students to perform expenments m chem1sa try, a special kit (Supplementary to Chemistry DemonstratiOn K1t for middle schools) was also developed Two or more students can work on It at a time The k1t cona tams 37 Items m a tmy alummtum box. The k1t has been designed m such a way that 1t can be used m a village school which may not have any demonstration table. Under phase II of the UNESCO-UNICEF-asststed ptlot proJeCt on sctence teachmg, about 600 Nos of each of the followmg ktts were produced m the Central Sctence Workshop of the Counctl dunng 1971-72 · (I) Phystcs Demonstration Ktt No. II. (2) Chemtstry Demonstration Ktt for Mtddle Schools (3) Btology Demonstratton Ktt for Mtddle Schools. In addition, 15 kits required by the Phystcs Study Group were also prepared m the workshop. These kits were despatched to States for use m the key mstltutlons and expenmental schools 1.07 lnstrucllonal Material Centre for Sc1ence EducatiOn The InstructiOnal Matenal Centre for Science Educat1on contmued to dtscharge 1ts functiOns of collection and dJssemmauon of knowledge pertammg to school sctence dunng the year under report. The acttvJtles undertaken by the centre were as follows: 49 (l) Reorgamsat1on of the matenals displayed for a better and meaningful pre· sentatlon, (2) AddJtJon of teachmg a1ds and sc1ence matenals received from the German Democratic Republic, (3) Organisation of sc1ence exh1b1tJons at Bhubaneswar, NIE Compus, Bal Bhavan and NatiOnal PhySical Laboratory, New Delh1. (fhe exh1bitions at NIE Campus and National Ph) SJcal Laboratory were organised m connec tion w1th the UNESCO Silver Jubilee celebrahons), and (4) Preparation of pamphlets m connectiOn w1th the sc1ence exhibition held at Bhubaneswar. The Center 1s rece1vmg science JOurnals and other secondary sc1ence matenals from 24 mternat10nal orgamsat1ons on exchange bas1s Durmg the year under report, the Centre was v1S1ted by a number of teacher educators, mspectors of schools, sc1ence supervisors, sc1ence councellors, key persons from the States and fore1gn educators Some headway was made m the estabhshment of a Pnmary Sc.ence Centre m the Department of Sc1ence Education of the NIE. Dtfferent stages m the develop· ment of pr1mary science mstruct10nal matenals together w1th demonstration of actt· v1Ues based on equipment from the k1ts and on Improvised equ1pment are on d1splay m th1s Centre 1.08 Ancrl/ary Curriculum Project The film "Sc1ence IS Domg" was prepared m English under th1s Project to ex· plam the new approach to the philosophy and teachmg of pnmary science. The film was dubbed m Hmd1 for d1stnbut10n to the States under the UNESCO-UNICEF assJsted pilot project for use m thelf teacher trammg schools. The profile for the second film m pnmary science on "Rocks, Soils and Mmerals" was also prepared and discussed The shootmg scnpt was almost ready for the third film on "Teachmg of Elementary Physics Today " The purpose of th1s film IS to h1ghhght the effectiveness of the new educauonal technology at the mtddle school stage. Durmg the year under report, two sets of shdes on pnmary sc1ence teachmg and teachmg of physiCS were duphcated and sent to about 100 teacher trammg mstltutiOns throughout the country. An mtens1ve programme for the production of 20 shdes and 2 filmstrtps for each sc1ence subject and for each year of the nuddle schools stage was also planned. The shootmg scrtpt for a set of 20 and 30 shdes was prepared for m1ddle school phys1cs and b1ology respectively The filmstnp on pressure hqutds m phys1cs was nearmg completion and the work on mathematiCS filmstnp symmetry was started. The shootmg scnpt was also wr1tten for the mtddle school phys1cs filmstnp "Structure of Matter." Cyclostyled cop1es of Textbook Evaluatton Brochure for classes III and IV were mnde available to the States for use by the Supcrv1sors durmg the1r VISits to schools. S1milar brouchurcs were also prepared for class VI m phys1cs and btology and for class VIII m physacs and chem1stry. Illustrated ktt gmdes were prepared and m1meogra· phed, cop1es of wh1ch were supplied to the expenmental schools under the UNESCO UNICEF·assJsted pdot proJect on sc1ence teachmg. The work on preparing a brochure on •copem1cus' for Copern1cus Centenary to be celebrated m February, 1973 was also m1t1ated. 50 2. Social Sciences and Humanities 2.01 Social Stud~es A comprehensive handbook m social studies for teacher educators was finalised. The manuscnpt was ready for bemg sent to the press. The work on the preparation of the textbook m social studtes (Volume II) for higher secondary classes made steady progress. Draft syllabus m social studies for classes I to XI was revtsed. A set of workbooks m soctal studies for classes I to V, was prepared by the Council m collaboratiOn with the expenmental school at liT, Kanpur 2 02 Hrstory At present there 1s a noticeable trend to mtroduce world history as one of the papers to be stud ted at the higher secondary stage. Very often, there 1s no rationale be hmd the formulatiOn of thts course For ensurmg proper h1stoncal perspective and teachmg of the paper, the Council undertook a project on world history dunng 1971-72 The project a1med at formulation of curnculum m world history for higher secondary classes This mvolved workmg m detail the rational, scheme of studies and detailed specifications for different umts pcrtammg to the content The syllabus was prepared and finalised man all-India workshop held at Lucknow. A format for a handbook for htstory teachers of mtddle grades was prepared by a workmg group. The workmg group also discussed and finalised a few chapters for the hanbook A textbook m Htstory 'Modern lnd1a' for class VIII was prepared and published. As a follow-up of the all-India semmar on student-participation 1n the teachmg of history at the secondary stage, the work on the preparation of a brochure was contmued durmg the year The manuscript of the brochure IS likely to be sent to the press soon. Some of the chapters of the handbook for htstory teachers for secondary schools were translated from Enghsh mto Hmd1. 2.03 CIVICS The syllabus m CIVICS for higher secondary classes was developed m a workshop held m November, 1971. The draft outhne of the syllabus was detailed out m the Department of Soc1al Sctences and Humanttles of the NIE and was placed before a revtew group for finahsatlon. The manusl'npt IS expected to be sent to the press soon. The manuscnpt of 'Independent Ind1a' (CIVICS textbook for class VIII) was revtewed by a review group of expenenced persons m the field of CIVICS m 1ts meetmg held durmg June-July7 1971. On the bas1s of the report of the review group, the manuscnpt was finahsed m the Department of Soc1al Sciences and Humamt1es of the NIE. The manus cnpt was later sent for prmtmg, With this book, the sencs of textbooks m CIVICS for the m1ddle school stage was completed 2 04 Geography The manuscnpts of class VIII geography textbook 'Europe and lnd1a', both Hmd1 and Enghsh ver~ions, were completed last year. The Illustrations and the work con nected wtth the prmting of these books were completed dunng the year under report. The Hmdt versiOn of the book was released m August, 1971. The work on the Enghsh versiOn was m 1ts final stage and the book was expected to be published shortly, 2 05 EconomiCS The matenal for the teachers· handbook m economics for secondary schools was developed and finalised m a workshop orgamsed m November, 1971 51 2.06 Mother Tongue The final drafts of the 'Kavya Bharat1' and 'Gadya Bhart1', new textbooks of Hmdt Poetry selectiOn and Hmd Prose selection respectively for htgher secondary classes. were prepared and were ready for bemg sent to the press. The new Hmdi pruner prepared by the Department of Social Sciences and Humamttes was sent to the Department of Textbooks for comments. The comments were received and were bemg looked mto 2 07 Second Languages The press-copy of the first textbook m Bengali as a second language and its Illustrations were prepared. The book was sent to the press for prmtmg. 2.08 Sanskrit Work was started on the first textbook m Sanskrit. The first and second text books m this senes are expected to be ready durmg 1972-73. 2 09 Product toll of Supplementary Readmg Materra/s m Sacral Sciences Durmg the year under report, the manuscnpts of the followmg supplementary readers were finalised and sent to the Publication Umt of the Counc1l for pnntmg. I. GmraJ H1malaya 2. Peeps Through the M11lenmum 3. Van Sampat1 2"1.0. Coordmated Curr1culum Plan for School Education The coordmated curriculum for general education covermg the enhre school stage was prepared durmg the year under report. The plan mcludes the goals of school education at the elementary and secondary school stages, the scheme of stud1es, the allotment of mstruct10nal t1me to vanous sub;ects, and detailed courses of stud1cs m Hmd1 as a first and second language, soc1al studtes, history, geography, CIVICS, health and phystcal educatiOn and populatiOn educatiOn. 2.11 Preparatwn of /nstructwnal Mater~als Twenty-four teachmg umts m h1story and geography were finalised dunng 1971-72. F1vc brochures contammg teachmg umts m these two subjects were prepared and sent for pnntmg durmg the year 2.12 Transfer of tlte Project on 'Development of Methods and Materrals for the lmprmemer~t of Teaclung Languages' /rom the NCERTto the Central Jnsll/ute of Ind1all La11guages, Mysore In pursuance of the dectston of the Umon Mamstry of Education and Soctal Welfare commumcated vide Its letter No. F. 8-17/71-L 2 dated 28th May, 1971 the ProJect on 'Development of Methods and Matenals for the Improvement of Teaching Languages' was transferred from the NCERT to the Central Institute of Indian Languages (CIIL), Mysore. As the funds for Implementation of the scheme dunng 1971-72 had been provided m the Council's budget, It was decided that the duector, CIIL would assume adm1mstrat1ve control for the tmplementatJon of the projects wh1ch had been asSigned by the NCERT to the Central Institute of Enghsh, Hyderabad, Centre for Advanced Study 10 Lmgutstlcs m Annamala1 Umverstty and the Deccan Ccllege, Poona with Immediate effect. The NCERT would release funds to these bodies for the Implementation of the project durmg 1971-72 on the recommendatiOns 52 of the Director, CUL, Mysore The Council also agreed to provide necessary personnel to help the Duector, CIIL m superv1smg the projects. From 1972·73, necessary provtsJon for ImplementatiOn of the project would be made m the budget of the CIIL, Mysore 3. Development of National Curriculum Standards for the Pnmary Stage Development of mm1mum curnculum standards for the pnmary stage education IS a new project m the field of curnculum plannmg. The 1dea IS to arnve at a nat10nal consensus about the mm1mum targets of achievements m vanous aspects of education which are considered to be necessary for every school gomg ch1ld Durmg the year under report, learnmg outcomes at the pnmary stage were worked out in an all·lnd1a workshop which was attended by representatives of the State Departments of Educatton, State Institutes of Education and non.officJal spec1ahsts m the field. Learmng outcomes thus developed are proposed to be processed further for develop. mg a curnculum. 4. Curriculum in Work·Experience The curnculum m work·experience developed by the Counctl was tned out durmg 1971-72 m 30 selected schools of Hyderabad City and diStnct. The teachers of these schools were given onentatton to the curnculum m work-expenence and were also prov1ded wtth the equipment for tmplementmg the programme 5. Teachmg Aids The Counc1l has been workmg on a programme of promotmg the use of teachmg aids m educatton at the entire school stage dunng the last several years This mcludes mexpensJVe techmques such as flannelgraph ktts, graphtc ktts, etc wh!Ch are very useful at the school stage In addttion, a considerable amount of filmstnps, charts, d~agrams and other relevant matenals are produced m vanous school subJects Durmg dle year under report, the followmg matenals are produced F1lms . A film on 'Science IS Domg' was produced 100 prmts of the film were got duplicated The film was also dubbed m Hmd1 Treatment scnpt for another film 'Teachmg of Elementary Physics Today9 was prepared and revised. Four pnnts of children's film 'Suno Katha Shn Ram K1' were got prepared and supphed to the Mm1stry of External Affaus Fzlmstnps The followmg filmstnps were completed · 1) Jammu and Kashmir n) Road Safety 111) 3-D Teachmg Aids 10 Plaster of Pans IV) Department of Teachmg Aids Posters on Nat10nal Emergency Dunng nattonal emergency, the followmg posters were designed, prmted and dastnbuted among the educational mst1tut1ons of Delhi 1) Donate Blood n) Naya Desh Bangia Desh m) Rashtnya Ekta tv) 'Ghus K.hor1' IS a Soctal Cnme v) 'Socho' Study Krt on 'Our Jndra' A rev1sed versiOn of the study kit on 'Our Ind1a' was prepared History Packages on Anczent Jnd1a The work regardmg the completion of history packages on anc1ent Ind1a made progress durmg the year under report. 53 APPENDIX 7 National Science Talent Search Scheme In the science talent search exammatton held m 1971, about 1,000 candidates quahficd for mterv1ew On the basis of interview, 359 candidates were finally selected for awards. A stateeWJSe distnbution of candtdates selected for awards durmg 1968-71 IS given m the Annexure The science talent search exammauon of 1972 was held at 350 centres throughout the country, where about 7,200 candidates took the test. The awards for thts exami nation wtll be made m June, 1972 after the mtervaews Nmeteen summer schools of four weeks' durauon each were planned for under graduate awardees, out of whtch eighteen could be orgamsed dunng May-June, 1971 at different umvcrs1ty centres. The postgraduate awardees were placed for theu summer programmes at about twenty five nat1onal laboratories and msututes of advanced stud1es m d1fferent parts of the country. A team of IS talented students m sc1ence from the U.K and U.S.A. VISited Ind1a m September, 1971. A specJal functton was orgamsed for the VISitmg team to meet the. NSTS awardees of Delhi 54 ANNEXURE State-wise Distribution of Candidates Selected for Awards (1968-1971) under the NSTS Scheme Sl No Name of State/ Number of ScholarshiPS Awarded Umon Terntory 1968 1969 1970 1971 I. Andhra Pradesh 4 11 3 11 2. Assam 4 5 3 3. B1har 7 14 6 8 4. Gujarat 4 7 3 6 5. Haryana I 6. Jammu & Kashm1r I 7. Kerala 32 II 13 10 8. Madhya Pradesh 9 10 8 IS 9. Maharashtra 30 35 36 54 10. Mysore 30 5 12 15 II. Nagaland 12 Onssa 3 2 - 2 10 13. Punjab 3 2 6 ' 2 14. Rajasthan 9 8 20 4 15. Tamil Nadu 16 21 28 32 16 Uttar Pradesh 46 25 IS 24 17. West Bengal 55 77 54 72 18. Andaman & N1cobar Islands 19. Chand1garh I 2 20. Delhi 100 124 149 93 21 Goa 22. H1machal Pradesh I I I 23. Laccad1ve, Mtmcoy & Ammdtvl Islands 24. Mampur 1 25. N.E.FA 26. Pond1cherry 27. Tnpura Total 355 359 359 359 (5) (10) (II) (11) Note: F1gures m parentheses represent the number of cand1dates awarded scholarship for a study of Mathematics, APPENDIX 8 National Integration Projects The MiniStry of Educauon and Soc1al Welfare has entrusted to the Counc1l the task of fostermg national mtegrat10n among school children through vanous educational programmes The major programmes undertaken by the Council under the Nat1onal Integration ProJeCt are as follows: (a) Orgamsatton of mter-State camps for students and teachers and separate camps for teachers and school pnncJpals, (b) InttJatJon of 'Our Indta Project' m selected schools, and (c) Preparation and product1on of suitable mstructlonal mater1als relevant to the subJect for students and teachers A braef account of actiVIties conducted durmg the year under report under each of these programmes IS g1ven below · (a) Orgamsation of Inter-State CampJ Durmg May-June, 1971 seven mter-State student-teacher camps were organised at Srmagar. Poona, Tnvandrum, Darjeehng, Chhamba, Netarhat and Mt Abu Ten camps wCre planned for bemg orgamsed durmg November-December, 1971 and January, 1972, but due to nat10nal emergency only two camps could be held at Bhatmda and Kanpur. In each of these camps, students and teachers were mv1ted from five States. By now all States have been covered and over a dozen schools have participated from each State m the mter-State student-teacher camps. Pnor to the organisatiOn of each senes of camps, a two-day onentat10n meet for the Camp Duectors and Orgamsers was arranged at the NIE Campus The actJVIties m student-teacher camps mcluded learnmg languages of the fellow campers, talks, discussions and debates, exhibitions, field tnps and excursiOns, actiVIIJcs for the promotion of physical health and safety; cultural and recreatiOnal actJvlttes, etc. Two mter-State camps exclusively for teachers were orgamsed m May-June 1971 at Baroda and Co1mbatore. The duration of each camp was ten days. Teachers from almost all the States participated m these camps. The activ1tles in the teachers' camps mcluded the proJeCt "Know our State" ; preparatton of mstructtonal matenals relevant to the theme ; and talks by experts on topics hke teacher's role m fostenng national tntcgrauon among children, national mtegration through soc1at studies, national mtcgratJon through geography and creattve dramatics m the serv1ce of national mtegration. One camp exclusavely meant for prmc1pals of schools was organised at Lucknow m November, 1971. Seventy one pnnc•pals from all States except Assam and Jammu and Kashmir paruc1pated m the camp. Emment guest speakers were mv1ted to talk to the campers The campers were dtvided mto stx groups, each group deahng w1th one of the followmg subjects 56 (I) Curriculum (2) Cumcular actiVIties (3) Knowmg through exchanges (4) School and community (5) Our lnd1a exh1b1t1on (6) Coordmatlon The matenal prepared by these groups was complied in the form of a handbook which could be used as gu1dehnes for orgamsmg activities m schools for promotmg national mtegratton. The matenal Is bemg processed and the handbook IS proposed to be published. The part1c1pants m the pnnc1pals' camp had brought w1th them some matenal which depicted special features of their States. The matenal was put up m the form of an exhtbitlon m the camp. (b) 'Our Ind1a Project' 'Our India Project' forms an Integral part of the overall programme of fostenng natiOnal mtegrat1on among school children through educatiOnal activities. The main objective of th ts project IS to make the children understand the umty m d1vers1ty which 1s a special charactenstlc of our country. The spec1fic ObJeCtives of the project are. (1} To remforce the achievements and expenences gamed at the inter-State camps, (2) To follow up the work of tnter-State student-teacher camps tn .md1v1dual schools, and (3) To w1den the area of 1mpact of mter-State student-teacher camps by mvolvmg all part1c1patmg schools m the prOJect for the development of a nallonal perspective among the students. Under th1s project, grants were sanctiOned by the Mm1stry of Education and Soc1al Welfare to 100 selected schools at the rate of Rs. 1,000/-per school. The achv1Ues undertaken by the schools under the project mcluded essay, recita tion, elocutiOn and debate competitions; pubhcatton of hand-written magazmes to which articles were contnbuted by the students ; preparation of charts, models, maps, graphs, etc. dep1ctmg h1stoncal, geographical, cultural and economic aspects of the States undertaken for study. (c) Preparatron and Productwn of Instructional Materrals for StudenJs and Teachers Under th1s aspect of the proJect, 1t IS proposed to bring out useful instructional matertals both for students and teachers. A handbook ent1tled "Geography and National Integrattonn was under preparation dunng the )ear under report for teachers teachmg geography at the h1gher secondary stage. A number of songs on natiOnal mtegratlon from vanous languages of lnd1a were also collected and comp1led tn the form of a book. The book "Our NatiOnal Songs" was to be placed before the Screen mg Committee of the Nattonallntegration ProJect. A suplementary reader "Bharat Ko Praknte Ke Uphar'" was under preparation for the benefit of students m the age group 12-14 years. A study k1t on nat1onal mtegrat1on was also bemg develpoed wh1ch IS a general teachmg-learnmg device consistmg of correlated assemblage of vanous types of audto-v1sual mater1als and alhed literature pertammg to the theme. 51 APPENDIX 9 Population Education Population explosiOn ts causmg great concern m the developmg countries ltke ours The frutts of development are eroded by the phenomenal mcrease m population. Population education whach 1s a nascent field ts, therefore, bemg constdered necessary all the world over. In v1ew of the Sigmficance of population education at the school stage, the Umon Mm1stry of EducatiOn and Soctal Welfare entrusted a new project m populatton educatton to the NCERT durmg 1969-70 The Counctl set up m 1970·71 a Spectal Unit tn the Department of Soctal Sctences and Humamttes (NlE) to formulate and Implement appropnate programmes tn tlus area. During the year under report, the untt developed the drafts syllabus m population education for the entue school stage and mauated work on the preparation of mstruc tJOnal matenal and tmplementatlon of the programme m the States. It also organtsed an all-India conference of Directors of Public Instructwn!Duectors of Educatton and Dtrectors of State Institutes of Education of dtfferent States m order to acquamt them wtth the syllabus and other matenals produced by the umt. The conference made useful recommendations for the Implementation of populatiOn educatton for school children, teacher tramees and out-of-school youth. Meetmgs of two review groups for reviewmg instructional matenals produced by the umt, vtz story books and handbook on nutrttton, were held dunng the year. A workshop for developmg syllabus on populatiOn education for pre-servtce and m-servtce trammg of teachers was also orgam sed. Another workshop on populatiOn educatton was orgamsed by the Counctl m collaboration with the Haryana Government The officers of the Populatton Educat•on Umt partiCipated in programmes related to population education and other allied subjects orgamsed by outsJde agenctes like Famtly Plannmg Association of India, the Colombo Plan Bureau, Colombo, Umon Mtntstry of Health and Famtly Plannmg, New Delht, Indian Med1cal Assoc•atton, New Delhi, State Institutes of Education, Udaipur, Patna and Gurgaon, etc. Bestdes, the umt produced literature dunng the year under report, whtch mctudes • (1) Report of the National Semmar on Population EducatiOn, (11) Population Educatton m School Curncula, (m) Readmgs m Populatton Educatton, (tv) Populatoon Educatton-A Draft Syllabus, (v) Indtan Popul atton Sttuatton, (vt) A Btbhography on Populalton Education, (vn) Plug Pomts for Population Education m School Curricula, and (vm) Popu:atwn Educatmn under the Current Problems m Education Senes. The manuscrtpts of two pubhcattons . (t) Report of the Nattonal Conference held tn October, 1971 at Vtgyan Bhavan, New Delhi, and (n) Readtngs m Populatton Education (Second Volume) were sent to the press for pnntmg. APPENDIX 10 Rural Talent Search Scheme The M1mstry of EducatiOn and Soc1al Welfare has started a nat10nal scholarship scheme at the secondary stage for talented children from rural areas. While the admmistrative responsibility of the scheme hes With the Mmtstr) of Education, the NCERT has been asked to undertake the responsibility of providing academic guidance to the States m Jdent•fymg talented children from rural areas for the award of nat1onal scholarshtps. The Council has been further asked to coordmate academtc aspect of this scheme and conduct research for 1dent1fymg talented children and brmgmg curncula of different States as close as possible from the standpomt of thetr compara bihty. A spec1al unit IS proposed to be set up m the Council to discharge academic res· ponstbtlttJes under thts scheme. The Executtve Committee of the Council m Its meet mg held on lOth February, 1972 observed that the scope and functions of such a umt should be enlarged so as to brmg mto the functtons of the untt the question of dtscover ing talent from amongst the weaker sections of the commumty. The Executive Com mittee appointed a sub-comrmttee to go mto the questton of establtshmg the proposed special umt m the Council and also to define tts functions, etc. Pendmg establishment of such a umt, the Council made ad-hoc arrangements dunng 1971-72 for prov1dmg gmdance to the States for the tmplementatton of the scheme on the basts of Its experience gamed through the tmplementatton of the exammatJon reform programme. 15 States and Umon Terr1tones took advantage of such gutdance. More systematic and sctenttfic work m respect of the procedures for tdenttfymg talented chtldren from rural areas Will be undertaken after the proposed umt ts set up m the Council. 59 APPENDIX 11 Examination Reform For many years, the Counctl has been engaged m tmproving the exammat10n system 1n the country. The exammatton reform programme of the Councd has two major goals • (t) to make exammauons vahd and reliable mstruments of measunng puptl growth; and (11) to make them powerful mstruments for tmprovmg the enure teachmg.teammg process The comprehensive programme of exammatmn reform developed by the Counctl incorporates the unprovement of questions, question papers, scormg procedures and other simllaP-aspects in regard to written exammat10n , constderattOns of both the process and product of evaluatiOn m practical exammat1ons and the inclusion of verbal expression as well as orgamsatlon of content m oral exammatlons. The pro gramme also advocates the extension of evaluation techntques to observatiOn, mter VJews, ratmg scales, etc It also aims at 1mprovmg the mechamcs of conductmg exami nations and the use of test scores not only for gradmg, classdicatton and certificatiOn, but also for the purposes of diagnOSIS, remedtal instructiOn, academtc predictiOn, etc. Consequential changes m the area of curnculum, textbooks, mstructional methods and mater~&ls and m the trammg of teachers are also not Jost s1ght of m the pro gramme. Certam far-reachmg outcomes of the programme of exammatton reform of the Council, which have been observed, are as follows • (1) mterest shown by the neighbouring countnes, such as Nepal, m the pro gramme; (11) voluntary efforts by several State level educatiOnal agenctes to pursue the programme as developed by the NCERT ; (til) percolation of reforms mtroduced m exanunauons of the vanous Boards at the school stage , (1v) use of matenals and techniques developed by the NCERT by some universi ties and State Boards of Techntcal Educatton , and (v) productiOn of literature m educatiOnal evaluhon by vartous mdiv1duals tramed under the programme. In the reorgamsed set up of the Nat10nal Institute of Education, a suitable machmery for pursumg the programme of exanunatton reform 1s yet to be developed. Durmg the year under report, the Department of Textbooks where most of the officers earher working on examtnahon reform have been posted, took up some work m th1s field. The actiVIties earned out durmg the year mcluded completiOn of the analy SIS of results of 1969-70 of secondary exammauons conducted by various Boards of Secondary Education; IDIIIahon of work on the analysiS of the results of 1970-71 ; 60 evaluation of internal assessment project m Rajasthan wtth a vtew to further tmproving and strengthenmg Jt ; contmuat10n of analysts of the B. Ed. syllabi of vartous umverst ties m regard to the content of educational evaluatiOn With a v1ew to developmg a revised versiOn of compulsory and specialisation course on the subJeCt ctrculated earlier to the umversthes , organisation of e1ght evaluat10nworlc shops for the State Boards of Secondary Education of Madhya Pradesh, Mysore and Rajasthan, for the Council of Indtan School Certificate Exammatton and for the Department of Education, Goa, Daman and DIU ; and holdmg of a semmar for the officers m charge of evaluation programmes m d1fferent States 61 APPENDIX 12 Unesco Silver Jubilee Celebrations At the mstance of the Indian NatiOnal CommiSSIOn for CooperatiOn with UNESCO, MmiStry of Education and Social Walfare, the NCERT celebrated the 25th anmversary of UNESCO durmg the year under report The mam function mcluded an address by Dr. Malcolm S. AdiSeshiah, former Deputy Director-General of UNESCO and presently Director, Madras Institute of Development Studies, Madras on uuNESCO in Twenty-Five Year-A Retrospect and A Prospect". Printed copies of the address were Circulated to the diStinguiShed audience which mcluded officers of UNESCO, UNICEF, UNDP, WHO, FAO, etc statiOned m Delhi, Officers of the USAID, the BritiSh Council and the Umon MiniStry of EducatiOn and Social Welfare and the NCERT. The other features of the mam function were. pubhcatton of a brochure entitled uA Children's Sctence 111Jechon Programme" authored by Prof S.V.C. A1ya, Director, NCERT, plantmg of a sapling of a tree by Dr. AdiSeshiah at the NIE Cam pus and orgamsation of a scaence exh1b1tton at the NIE Campus for the benefit of ., school teachers and students. Apart from other mv1tees to the exh1bit10n, the local Sc1ence Talent Search awardees were also mvtted. The celebrations held at the RegiOnal Colleges of Education and the Central Institute of EducatiOn mcluded orgamsatlon of symposia, lectures by guest speakers, cultural programmes, debates, essays and declarnahon contests, educatiOnal films on UNESCO's contnbuuon, etc. 62 APPENDIX 13 Grants to Professional Educational Organisations (1971-72) There are a number of professtonal educational orgamsattons in the country which undertake work that is of value etther dtrectly or tndtrectly to school education. The NCERT has been operating a scheme of financial asststance to such orgamsattons m the past few years on the hnes of the scheme of assistance to voluntary educational orgamsatwns started by the Umon Mmtstry of Education dunng the Fust Five Year Plan. The details m respect of financtal assistance provided by the Counctl to vanous professional educational orgamsatlons durmg 1971-72 are given hereunder SI.No. Name of Professzonal Amount Sane/zoned Educatzonal Orgamsatzon (rn&) I Indtan AssociatiOn of Teacher Educators, 10,000 00 • DELHI 2. All-Ind1a Science Teachers' Assoctatton, 8,500.00 Lodh1 Estate, NEW DELHI 3 Alt-Indta FederatiOn of EducatiOnal Assoctattons, 3,000.00 NEW DELHI 4. Ind1an Association for Pre-School EducatiOn, 4,500.00 NEW DELHI 5 Association of Mathematics Teachers of Ind1a, 5,700.00 MADRAS 6. Association for the Promotton of Science Education, 3,500 00 MADRAS 7. National Parent.. Teacher Association of Ind1a, 2,500 00 NEW DELHI 8. Bangtya Vtjnan Panshad 3,500 00 CALCUTTA 9 Institute of Chlldren's Films, >,00000 Rabmdra Sarobar, CALCUTTA 10. Association of Geography Teachers of Indta, 4,000 00 MADRAS Total 50,20000 63 APPENDIX 14 Research Studies ln~estigations and Surveys (1971-72) Durmg the year under report, further progress was made on the on-gomg proJects and a few new studtes, mvestJgattons and surveys were also undertaken. A brtef descr1puon of research stud1es, mvest1gat1ons and educatiOnal surveys completed/under taken durmg the year ts gtven below: A. STUDIES 1. Test Development 1.01 Cooperatrve Test Developmenl Projeet The project a1ms at developmg two psychological tools-a test of mtelhgence and an mtcrcst mventory Durmg 1971-72, sequential tests of mtelhgence for the ages 7-16 10 parallel forms were printed m Bengali, Malayalam and Tamtl for normative data collection. Juntor form for school boys and sensor form for college boys of mterest mventory were prmted in Hmd1, Maratht and Kannada for admtmstratton on students and ten selected occupational groups. Development of norms and other stattsttcal analysts m respect of both the mstruments was m progress dunng the year. 1 02 D1jJerenrtal Aprttude Tests Battery Tryout test booklets admmtstered tn two States tn the previous year were scored and two sets of Item analysts were carrted out m 1971-72 Items were selected on the basts of item-analysiS data. The tests were then edtted and mstructiOns were modtfied accordmg to requirements wtth a view to prepa.rmg final forms for norms study. The test booklets were prmted. Three answer sheets were destgned and prmted. A sample of about 240 schools spread over Hmdt-speakmg States was selected. The concerned State nuthortttes were contacted for organtstng testmg programme m the States 1.03 De~·elopmg a Dragnostic Test on 'lndrces and Surds' The NIE-HEW Project entitled 'Ail-lnd1a Achievement m Mathematics Survey' had shown that the topic of lnd1ccs and Surds was comparatively difficult. It was, therefore, felt that a dtagnostic test may be developed to locate weaknesses of students In thts topic Once the weaknesses are tdentlfied through such a test. 1t will not be dtfficult to develop matertal for more effective mstructton m thts toptc. Durmg the year under report, the wntmg of test ttems was taken m hand after completing preh mmary studies m the field. The test ttems are proposed to be tried out for preparmg the final test. The final test w11l be released for general use by school teachers 1 04 StandardtsatiOn of Achtevemenl Test Battery for Classes I- VII Work was mJttated on standardtsatlon of achtevement test batterv for classes I to Vll at the Reg1onal College of Fducauon, Mysore durmg 1971-72. • 1.05 ConstrllCiton and Standardtsa/1on of A.chrevemenJ Tests ln Book-keeprng and Elements of Commerce 64 The RegiOnal College of Education, Bhubaneswar undertook construction and standardisation of achievement tests m book-keepmg and In e;ements of commerce The drafts of tests were pr!pared and adnumstered to a sample of h1gher secondary schools m the eastern region. 1.06 Second Mental Measurement Handbook for Ind10 The first Mental Measurement Handbook for Ind10 was pubhshed m 1966. Reahsmg the need for brmgmg 1t uptodate, a project for tts revtston was undertaken durmg the year under report. 2. Gu1dance and Counselling Teachmg of Occupations The atm of this project IS to study and evaluate different methods of teachmg occupatiOns m classes VIII and X Durmg 1971-72, the expenmental work was earned on In science and commerce streams of class ~. Three sections from each stream were taken up for study. 3. Child Development 3.01 Development Norms Project for Children m the Age-Group 2i to 5 Years This project a1ms at evolvmg norms of development of Indian children m the age-group 2i to 5 years. Durmg 1971-72, the followmg reports were prepared· (1) Motor Development of pre-school children ; and (11) A companson of norms as obtamed by cross-sectional and Iongatudmal methods. 3.02 Developmental Norms Project for Ch1ldren m the Age-Group 5i to II Years The broad objective of the project IS to understand the development of Indaan children m the age-range Sj--11 years with a view to amprovmg the process of their educatiOn. The focus of the studymg as on explormg the relatmnsh1ps between environ mental process vanables m the home and the school and studymg the effect of these on school achievement and cogntt1ve and soc1al development of children. Besides, norms for vanous aspects of development are also to be worked out from the available data. Th1s proJect has been undertaken m collaboratiOn With five centres at the Umversities of Bombay, Kerala, Osmama, Bangalore and Ranch1 and at one centre at the Gandh1an Institute of Studies, Varanas1. A core study has also been planned for the Delhi Centre Durmg the year under report, the tools required for the study were developed. Also the pilot studies at vanous centres were completed or were nearing completiOn. 3.03 A Study of Concept Formallon m Pre-School Groups Taught by Two Methods The study aims at findmg out the con~paratlve effectiveness m concept formation and personal-social adjustment of sense trammg 10 Isolation through structured experi ences and sense trammg in the context of other expenenccs which form part of the pre-school education programme. Durmg 1971-72, the data were processed and the first draft of the report was also prepared. 4. Adolescence 4 01 Developmenl of a Persona/tty Inventory for Adolescents The final form of personality mventory for adolescents havmg 250 ttems In 10 sub-scales was completed durmg 1971-72 for further studies 1 e. norms and validity. 65 Its manual of mstruct1ons was also prepared. 4 02 Development of a Scale to Measure Adolescents' Att1tude Towards Authonty Durmg the year under report, the 1tem selecuon was continued. It ts expected that the final form of attitude scale w1ll be ready by May, 1972 for further validation and norms studies. 4.03 Cooperative Research on Adolescence A hst of dassertatlons on Adolescence from two umvers•Ues-Jamia M1lha Islam•• and the UmverSJty of Delhi were prepared and put m bibhographlcal form by the Delhi Centre. Further work on the project was suspended pendmg a decision to be taken by the Council regardmg the patter_n of workmg of Cooperative Research Projects. 5. Social Psychology Appllcatron of Social Remforcement Techmque to 1mprove Study Behavrour of Students The a 1m of thas project is to apply soc1al remforcement techmque to tmprove study habits of students. Dunng 1971-72, the study was completed and the draft report prepared Fmdmgs of the study suggest that the teachers can motivate thetr students to ach1eve higher level of performance with the help of thts techntque. 6. Programmed Learning A Study of Relat1ve Effectiveness of IndiVIdual Vs Group Pacmg m the Context of Programmed Learmng The project a1ms at developmg programmed umts m statistiCS for htgher second ary stage and polynomtals for class VII. The matenals so developed are proposed to be used m d1fferent S1tuat1ons for learnmg, hke tndivldual learnmg, group learnmg when the group IS controlled by the teacher, group learnmg when the groups are small 10 s1ze and based on homogeneous and heterogenous abiltttes and are free to work out the1r own strategtes of gomg through the programmed matenals. The matcrml in statistics conststs of three unJtS-{I) Introduction to certam terms and clnss•ficnuon of data, (11) Measures of Central Tendency, and (Ill) Measures of Dis per· sion Of these, two umts were prepared dunng the year under report for use and the th1rd unit was bemg duphcated. Umt on polynomtals m algebra was also duphcated. It IS proposed to test these matenals m certam schools of Delhi 10 the situations men tioned above and to analyse the results to find out thetr relative effectiveness 7. Talent 7.01 ldentljicaflon of Talent m Elementary a11d Secondary Schools A research project on 'Identification of Talent m Elementary and Secondary Schools' was started m 1964, as one of the NIE-HEW ProJeCts Durmg the first phase wh1ch termmated m March, 1967, a number of tests on 1denhficat10n of talent m elementary and secondary schools were developed The second phase wh1ch mvolved revis1on of tests of adentificatton of talent already developed and the study of mter· relationships between measures of talent and age, sex. soc1al status, personality and rural-urban variables was started from Apnl, 1967 upto March, 1971, revtston of most of the tests had been completed. Bestdes, four new tests on creatiVIty were also deve loped. Dunng 1971-72, the rev1s1on of all tests m the battery was completed and the 66 tnter-relahonships between the measures of talent, age, sex, personality and rural and urban variables were anahsed on the bas1s of data obtamed from schools tn Uttar Pradesh, RaJasthan and Delht 7.02 A Comparatrve Study of the Characterrstrcs of Awardees and Non-awardees of the National Sczence Talent Search Scheme The a1m of th1s study IS to tdentify the charactensttcs of awardees and non awardees of National Science Talent Search Scheme A large battery of tests, measur10g both cogmtive and non-cogmhve aspects of personahty, was admmtstered to awardees and non-awardees tn B Sc. and M. Sc. classes of all the colleges of Delht Umverstty. It was also admm1stered to non-awardees of Uttar Pradesh (study10g m colleges at Lucknow and Allahabad), Maharashtra (studymg m colleges at Bombay and Poona), Madhya Pradesh (studymg tn colleges at Jabalpur), Tamtl Nadu (studytng tn colleges at Madras and Madurat) and Mysore (studymg m colleges at Bangalore) 8. History of Education 8 01 Mother Tongue and Equalrty of Opportunrty m EducatiOn A Research Project 'Mother Tongue and Equality of Opportumty m EducatiOn' was undertaken m Apnl, 1971. It was completed 10 December, 1971 On completion. the report of the study was sent to the press for pr10t10g. ln this study, the relation ship between the provJston of a foreign medmm of mstruct10n and the practtce of equality of opportumty of education has been exammed m htstoncal perspective The roam findmg of the study IS that English as the mediUm of 10struction espectally at the Umverstty level has done much harm to the practice of educational equahty 10 Indta. The study therefore, recommends that mother tongue should be made the mediUm of mstructlon at all levels. 8 02 Teachmg of Soc tal Scrences m Jndran Schools and rts Development Smce Independence A study to assess the 1mpact or changmg socJo-pohttcal conditiOns on the syllabi of different branches of soctal sc1ences, to evaluate the textbooks followed m these subjects, to examme whether the teachers teachmg them were bemg kept properly eqmpped through re-onentattOn programmes, etc. and to enq mre whether the edu cational administrators were aware of the recent demand about br10gmg about changes m th1s branch of study, was contmued dunng the year under report The data collected durmg 1970..71 from the Delht schools was analysed It 1s proposed to cover m the study all States of lndta m due course The questJOnnaue was ma1led to the States for collectmg data 9. Comparative Education 9.01 Pressures on Access to Secondary Educatron and Choice of School Subjects-A Comparatrve Study The roam obJectives of the study are · 1) To analyse the nature of pressures exerted on the access to secondary education and on the chotec of school subjeCts m dtfferent countnes; and h) To find out the degree of mdtvidual success and the freedom of chotec. Durmg the year under report, the papers prepared on the basts of work under taken at 12 centres tn the countrv were ed1ted. Additional data were also Incorporated m these papers The report of the study was sent to the PubhcatJOn Umt for prmtmg Bes1des, work on the collection of data from Nepal~ Ceylon and the Phtlhpmes was in progress 67 9.02 A. Study of Factors Influencing Languages Pollczes 111 Selected Countrzes-A. Com paratlv~ Approach The atms and obJeCtives of the study are as under . 1) To 1dent1fy and analyse some of the 1m port ant factors wh1ch play a deciSive role m the formulation, adoptJon and Implementation of the langua~e pohcy m multllmgual countrieS. and ii) To make a comparative study on the bas1s of the same set of variables of dafferent educational systems wtth particular reference to their language pohctes. Dunng 1971-72, reference matenal already collected for the study was analysed wtth a v1ew to mdcnt1fymg factors affectmg language pohc1es m multilingual countries. The first draft of the Introductory chapter was also prepared 10. Curriculum and Evaluation 10.01 Lmgurstrc Analysis and Descrrpt10n of Phonolog•cal Varzat10ns m Standard Hmd1 Last year, the data m the form of speech samples from 19 dialect regiOns of all the Hmdt speakmg States and Unton Terntor1es were collected from such mformants · who speak one of the daalects of Hmdi as their mother tongue m their famdtes and standard Hmdt as theu general first language m outs1de society. An after phonetic transcription and analysas of the data, the phonologacal vanahons, as available tn different dialect regions of Hmd1, were tdent1fied and studted. But to discover the norms of standard spoken Hmd1, It was decided m a workmg group meeung of the experts that such mformants should also be recorded who do not speak any one of the dtalects of Htnd1 and use standard Hmd1, Hmdustan1 or Urdu as their mother tongue. Durmg 1971-72, tools for data collecllon were, therefore, developed and the necessary data from the nahve speakers of standard Hmdt, Hmdustam and Urdu from Allahabad, Agra and Luck.now respectively were recorded, transcnbed and analysed The reports of these studies were also drafted. Smce the stress was not marked m the prev10usly colleted data from 19 dialect regaons of Hmd1, 57,000 word Itetru previously recorded, were agam studied and stress in all the Items was found to be diStmctly marked. 10.02 Fundamental Research on Language The Second NatiOnal Semmar on Fundamental Research on Language was held at the Sansknt Universtty, Varanas1 m March, B72. About 25 scholars representing various branches of Indian thought relating to philosophy, grammer, poetics, etc. partiCipated m the semmar. The papers presented at the semmar are bemg edited which will be published 10 the form of a book. 10.03 GraphemiC AnalySIS of D.vnagr1 Scr~pt as Used for Wrllmg Hmd1 The project was undertaken to study the wntmg system of Hmdt, whtch uses the Devnagn scnpt. The Hmd1 wntmg system was analysed at paragraph, sentence, clause, phrase, word, and grapheme levels and phono~graphologJcal correspondence was also studied. Besides, the Hmd1 graphemes i.e. letters were analysed mto graphs and allographs and the1r dJstnbutton was stated. Along w1th spacmg, structurmg and clustering of Hmdi graphemes, the number of order and the strokes which make a grapheme. were also studied on the bas1s of the data collected from the native Hmdi Speaker's hand-writing. The report of the study IS bemg finaliSed. 68 10.04 A Study of Existmg Levels of Obtam of Ch1ldren m Mother Tongue (Hindi) at Primary and M1dd/e School Stages Some prehmmary work was done on tlt1s project durmg 1971-72 It was also dectded that tt may be undertaken as an mter-departmental project mvolving the Departments of Social Sciences and Humamttes and EducatiOnal Psychology and Foundations of EducatiOn 10 05 Developing an Educational Vocabulary m Hmd1 for School Ch1ldren This project was JOintly undertaken by the Department of Soc1al Sciences and Humamt1es and the Department of Pre-primary and Pnmary EducatiOn The data for spoken vocabulary from pnmary school children were collected. The analysis of data was also started. 10 06 A Study ofthe Status of the World HIStory m the School Syllabi of D1.fferen1 States The work on studymg the status of world h1story m the school syllabi of different States was undertaken durmg 1971-72 The analys1s of the syllabi mcluded h1ghhghtmg the scheme of sub;ect followed m the syllabus, penods allotted per week, suggestions for practical work, methods of teachmg and evaluation. A brochure on the pos1hon of world h1story based on the analys1s of the syllabi 1s proposed to be published soon. 10.07 A Study of the Status of C1v1cs m the School Syllabi of Different States A study of the status of CIVIcs m syllabi of 14 States was made durmg the year under report. The study formed the basts for developmg a new syllabus m CIVICS for the h1gher secondary stage. 10 08 A comparative study of bdmgual teachmg and the structural approach to the teachmg of Enghsh to Indian ch1ldren was undertaken m the Reg1onal College of Education, Bhubaneswar durmg the year. The study could not make much head way because of the shortage of staff. It IS proposed to pursue the study m 1972-73. 10.09 A Study to Fmd Out the Efficacy of Language Laboratory Techmques m Teach1ng Hmd1 to Non.Hmdl Speakers An expenmental study was conducted in the language laboratory of the Council m 1971-72 to find out the efficacy of language laboratory techmques In teaching Hmd1 to non·Htndl speakers The study was conducted m collaboration w1th Umvers1ty of Delhi. 10.10 All Analytical Study of Some MaJor ObJectives of Teach1ng Soc1al Stud~es and Ways of Attmmng Them The study was completed at the Regional College of EducatiOn, Mysore and the report brought out dunng the year. 10.11 AnalysiS of Results of the Hwh Schooi/H1gher SecondJJry Exam1nat1ons ConducJ ed by the State Boards of Secondary Educatwn Dunng the year under report, the analySIS of results of high scbool/h1gher secondary exanunahon conducted by the State Boards of Secondary Education in 1969-70 was completed and the work was started on the analysis of results of examma tions held m 1970-71. 69 10.12 A Study to Evaluote Internal Assessment Programme A study to evaluate the mternal assessment programme m RaJaSthan was conti nued dunng the year wath a vaew to further 1mprovmg and strengthenmg It. 10.13 A Study of B.Ed Syl/abiiVIIh Regard to Tlrm Content m Educatwnal EvaluatiOn The work was contmued durmg 1971-72 on the analysis of BEd. Syllabi of vanous umversatles wtth regard to theu content m educational evaluation with a vtew to developmg a rev1sed vers10n of compulsory and specaallzation course on the subJect circulated to different umvers1ttes earlier 11. Pre-Primary Education A Study of Behavioural Otdcomes vts-a-vts ActlVIItes for Chrfdren at the Pre-Przmary School Pre-school education ts largely controlled by pr1vate enterpnse and, therefore, different mst1tut10ns pursue thear own practices m arrangmg mstttutwnal programmes actlvtttcs To have a knowledge of such activities and also to d1ssemmate the good ones to other mshtut1ons m the country, th1s project was undertaken by the Council. Durmg the year under report, tools of mveshgatJon were prepared and finalized. Responses from about 60 teachers were also received 12. Primary Education 12 01 A P1lot Pro;ect on Ungraded School System to Reduce Wastage and Stagnation at the Primary Stage The Council has undertaken a ptlot project on 'ungraded school system' m Lam Block (Meerut Distrtct) of Uttar Pradesh wtth a vtew to studymg Its Impact on rcducmg wastage and stagnation at the pnmary stage. The project covers 20 pnmary schools out of whtch 10 are m the ex penmen tal group and another 10 m the control group. Durmg the year under report, the work regardmg collection of data for work mg out mctdence of wastage and stagnation m the last 10 years was continued and the data from 6 schools were collected. After gtvmg onentatiOn to the headmasters and ass1stant teachers of the part1c1patmg schools to the baste 1deas uoderlymg the ungrad ed schools system, the project was launched on 1st September 1971. The then exostmg class I m 10 schools or the expenmental group was placed under ungraded pattern wath possibtlitles of new-comersjoimng the gro-.1p. 12.02 A Study of the Impact of Readmg on the Ach~evemmt of Pup1ls m Different School SubJects rn Pr~mary Schools The first phase of the study mvolves preparation of a SCientifically developed hst of vocabulary for ch1ldren of classes I to V. Durmg 1971-72, background rnatenal and tools for the collcchon of vocabulary were prepared through an mter-departmental approach mvolvmg the Department of Pre-Prunary and Pnmary Educat10n, Depart ment of Textbooks, Department of Social Scaences and Humamtles and Department of Educational Psychology and Foundations of Education. The State Institutes of Education were entrusted w1th the responsibility of collectmg vocabulary. The vocabu lary thus collected was processed m the Department of Pre-Pnmary and Pnmary Educauon. 12 03 Mult1ple Class Teaclrmg m Pr~mary Schools Durmg 1971-72, a pilot project was started in selected pnmary schools of Gurgaon (Haryana Slate) for developing multiple class teachmg techniques and literature. 70 The design of th; project was finalised with the help of the State Institute of Educa tton, Haryana and the selected teachers. The teachers were given onentatton tn the concept of multiple class teachmg and the preparation of teachmg units Teachmg umts m different school subJects at the pnmary stage were also developed. The work Is proposed to be contmued m the commg years. 13. Tribal Education 13.01 A Study of Wastage and Stagnalwn Among Trzbal Students m Prtmary and Mtddle Schools The study was undertaken w1th the objecttve of findmg out ways and means of reducmg wastage and stagnation among tnbal students m primary and middle schools In thts connection, work on the preparation of a draft of an action pro gramme was taken m hand. 13.02 A Study of the Asp~rat10ns and Mottves ofTnbal Youth The study aims at tdenttfymg the problems of tnbal youth due to education and modermzahon m the background of their aspuat10ns and motives Th1s IS a project wh1ch IS bemgjomtly undertaken by the Tnbal Education Umt of the Department of Pre-Pnmary and Pnmary EducatiOn and the Department of Educational Psychology and Foundations of EducatiOn. The research destgn of the study prepared last year was revtsed dunng 1971-72. 13.03 A Study of the Impact of EducatiOn on Trtbal Students The study aJms at findmg out the Impact of education on tnbal students w1th reference to the1r readmg ability, performance, comprehenSion and sense of mtegratlon. A designed of the study was formulated durmg the year 13.04 A Study of Educatton and SoctO-Economrc Mobdrty m Trrba/ Areas The study aims at exammmg the contnbuhon of education to the sh1ft m occupational structure, detnbahzatJon, cultural change and economic, soctal and geographu.al mobility m tnbal areas. The design of the study was prepared durmg the year. 13.05 A Study of the Impact ofTrrbal Dra/ects on the Education of Trrbal Students The study a1ms at findmg out whether the textbooks m tnbal dtalects w1th regional scnpt Will be helpful m reducmg wastage and stagnation among tnbal students, create mterest m them for learmng and make them responsive to stud1es. Smce the textbooks prepared m trtbal dialects were to be mtroduced m different States, the concurrence of the State Governments concerned was sought The concurrence from B1har and West Bengal was receaved durmg the year and It was ana1ted from the Government of Onssa. The textbooks are proposed to be Introduced m these three States on pt!ot basts 14. Teacher EducatiOn 14 01 Promoti011 of Research m Colleges of EducatiOn The fourth semmar on plannmg research projects for teacher educators of the eastern region was held at the RegiOnal College of Education, Bhubaneswar from 7th to 16th October, 1971. The semmar was attended by teacher educators from the States of West Bengal, Bthar, Ortssa and Assam. Each parhctpant was helped 71 . . to plan a research proJect. Research designs were prepared by the participants m the areas of development of education, measurement and problems of school education and teacher education 14.02 Development of an Instrument for Gradmg Traimng Colleges Durmg the year under report) draft mformatlon blank for the collection of ttems and formulation of criteria pertammg to essential aspects under the foUowmg areas was prepared · (i) Physical resources, (n) Manpower resources. (111) Instructional programme, and (tv) Ennchment programme. 14.03 Improvement m Evaluation Practices m Teacher Trammg Instrtut10ns Question papers, syllabi and other relevant literature regardmg B. Ed. courses and elementary teacher trammg courses were collected from all over lnd1a. Out of all the umvers1t1es and exammmg bod1es for secondary teacher trammg instttutJOns, 16 were selected as a sample The1r syllabi were analysed With respect to their objectives The draft report entitled 'The Objectives of the Syllabi' was also prepared. 14.04 A Study of AdmiSSion Procedures m the Reg1onat College of Education, Blrubaneswar A follow-up study of prev1ous batches of students was conducted m the Reg10nal College of Education, Bhubaneswar to Improve procedures of adm1sston to the college As the stipends have now been restncted to 50 per cent of the enrolled students. developing proper procedures for setect1on has come up as a special need and 1t ts expected that the study would help m thiS dtrechon. 14.05 A Follow-up Study of Graduates of Four-year and One-year B. Ed. Courses A follow-up study of graduates who passed out of four-year and one-year B.Ed. courc;es from the Regional College of Education, Mysore was undertaken dunng the year. 15. Educational Technology About 300 books, reports, papers, articles and other unportant documents on educational technology were annotated durmg 1971-72 for the benefit of teachers and teacher education. 16. Textbook Preparation and E\aluatlon 16.01 A Study of the PoSition of Nat1onal1sed Textbooks The work on thiS study was 1mhated last year. The study was completed durmg the year under report. 16.02 A Study of the PoSition a/Textbooks m the Mmority Language Groups m D1jferent Stales Th1s study was undertaken last year m pursuance of a recommendatiOn made at the second meetmg of the Nat1onal Board of School Textbooks. The study was com pleted m some of the states during 1971-72. 72 16 03 A Study of.SelectiOII and Presentation of Content in HIStory The work on th1s study wh1ch was 101t1ated last year contmued during 1971-72 also. 16 04 Prmcrp/es and Procedures of Preparatron and Evaluatwn of Textbooks in Dzfferent School Subjects This is a research-cum-development project. The work mvolves evolvmg pnncip les and procedures for the preparation of textbooks m a particular subject field. The findings of such a study are placed before a representative group of subJect experts, pedagogy spec1ahsts, teachers, etc. After validation of the findmgs by such a group, they are cuculated for w1der comments. Simultaneously, work IS also started on developmg brochures and tools for evaluation of textbooks for vanous purposes such as •mprovement, selectton, short reviews, etc. Thts 1s followed by the preparation of a brochure contammg all these materials. The brochure is discussed by a team of specialists, reviewed, finalised and published. Before Its actual prmttng, an expert mental edition 1s also prepared Under this project, 1t ts proposed to cover all school subJects m a phased manner. Durmg 1969-70 and 1970-71, the work was completed m respect of etght subJects Durmg 1911·72, final ed1t1ons of four of these brochures m history, geography, biology and mathematics were sent to the press. Three more sub Jects-second language, general science and CIVICS, were also covered durmg the year under report and stmdar work was mthated m the subjects of economics and chemistry. 17. Other Studies 17.01 A Study of the Social Status of Teachers A study of the soc1al status of teachers was completed dunng 1971-12 at the Reg1onal College of EducatiOn, Bhubaneswar by one of the staff members of the college under the UGC scheme of assistance for research projects 17.02 An Empmcal VaildaiiDn ofTaxonomy of Educatwnal Objectives usmg Mcqwl/y"s Herrarchrca/ Syndrome Analysrs The study was completed at the Reg1onal College of EducatiOn, Mysore and the report brought out dunng the year 17.03 Load of Language Learmng, Jntelbgellce a11d Academic AchrevemenJ The study was completed at the Reg10nal College of EducatiOn, Mysore and the report brought out durmg the year. 17.04 A Study of Socio-Economic Env~ronment as Related to Non- Verbal lntelllgenu of Students The study was completed at the Reg1onal College of Educat1on, Mysore and the report brought out dunng the year. B. EDUCATIONAL SURVSYS 1. Sample Survey of Secondary School Teachers iD India The report of th1s survey covering the followmg aspects was completed and mimeographed durmg 1971-72: (1) Secondary schools m lnd1a (generalmformation about the schools included 1n the sample) (u) Teachers 1n secondary schools 73 (hi) Teachers' attitude towards teachmg profession (tv) Teachers' professtonal problems (v) Teachers and natiOnal mtegratJOn (v1) Headmasters' perception of teachers Work on school mteractlon, a socJOmatnc study, of about 1500 teachers emergmg out of the above survey was also nearmg completion. z. Sample Survey of FacUlties Available in High/Higher Secondary Scbools/lntermedtate Colleges for Academic Growth of Pupils The survey a1ms at collectmg mformatJOn on such aspects as fac1ht1es for library and readmg room, laboratones, workshops, audm-v1sua1 a1ds, subject clubs and associ ations, gu1dance serv1ces, mtd-day meals, school health services, etc. A sample survey covermg 3 per cent high/higher secondary schools and mtermed1ate colleges m the country was conducted durmg 1970-71. Durmg the year under report, the survey was extended to another 3 per cent sample school all over the country. The collectton of data from additiOnal 3 per cent sample schools was completed and the analysts of data collected durmg 1970-71 was progressmg dunng the year 3. A Study of Malpractices in Pubhc Examinations at the Secondary Stage The study covers vanous types of malpractices m vogue at d1fferent levels, machtnery to tackle the problem, vanous academ1c as well as admmtstrahve steps taken to solve the problem, nature of pumshment awarded for different types of mat.. practtces and the opt mons of the authortttes m solvmg the problem Vanous types of malpracttces detected and reported durmg the years 1969, 1970 and 1971 exammattons (both regular and supplementary) conducted by all the Boards of Secondary Educa tton were stud ted The report of the study ts expected to be ready by the mtddle of 1972. 4. Third All-India Educational Survey Prehmmary work was started tn 1971-72 on the Thtrd All-Indta Fducattonal Survey. S. A Survey of Facilities for Educational and Vocational Guidance in India A study of the facthtaes avatlable for educatiOnal and vocatlonal gutdance m dtfferent States and Unton Terntones was conducted covenng the followmg aspects: (i) Number of mstttutlons havmg whole-time counsellors, teacher counsellors, vtstttng counsellors and career masters. (11) EducatiOnal and vocational gmdance programmes run m these mstltutiOns. (ui) Number of tramed counsellors available m dtfferent States/Unton Tern tones (tv) The type of personnel available m the rnam agency m each State, v1z State Bureau of Educational and Vocational Gu1dance, and (v) Fmanc1al outlay provtded for educational and vocational guidance m the 4th plan of each State and Umon Terntory. 6. A Survey of Parent-Teacher Associations A survey of parent-teacher associattons was conducted m Delht m 1971-72. The report of the survey whtch deals w1th the growth of parent-teacher assoctattons, the composition of the executive committees of such associations, fees charged from mem bers, programmes taken up by the assoc1atlons, etc. was prepared. 4. number ot use ful suggestions have been given m the report about the projects whtch can be under taken by the PTAs A model constitutiOn of a PTA has also been suggested m one of the appcndtces to the report. 74 7 • Third National Survey of Secondary Teacher Education The questionnaire for the survey was prmted and mailed to all the colleges of education m the country Thirty five per cent of the total number of colleges of education returned the filled·tn queshonnaJre. The non-respondmg mstituhons were remmded to expedite the supply of mformatlon. 8. National Survey of Elementary Teacher Education The questtonnatre for the survey was pnnted and despatched to all the elementary teacher trammg mstltutiOns m the country through the State Institutes of Education m the States and through the Directors of Public InstructJon/Dtrectors of EducatiOn in the Umon Terrttortes. The data were collected by the State Institutes of EducatiOn and would be analysed by the staff of the Institutes to prepare State-wiSe reports. The data to be received from elementary teacher trammg mstitutrons through the Umon Terntones would be analysed m the Councd 9. A Survey of the Need, Availability and Use of Audio-Visual Equipment and Material in Secondary Teacher Training Colleges A survey of the need, avaJiabthty and use of audro-vtsual equipment and matenal m seccndary teacher trammg colleges m dtfferent Stales/Umon Terntories was under taken dunng 1971-72 The prmted questtonatre for the survey was matled to all the secondary teacher trammg colleges m the country. Repltes are bemg recetved 10. A Survey of the Status of Development of Audio-Visual Education at the State Level A survey of the status of development of audiO-VIsual educatiOn at the State level was conducted dunng 1971-72. The requisite data were collected from different States. The analysis of the data was under way. 11. A Survey of Pre-Schools in India In connectiOn wtth thts project, the questlonnaue which had been developed ear her was tned out m a few schools and finahsed m the hght of the try-out m 1971·72 The survey ts bemg conducted JOmtly by the Department of Pre-Pnmary and Primary EducatiOn and the Data Processmg and EducatiOnal Survey Umt 12. A Survey of the Status of Commerce Education in Bihar State A questiOnnaire for the survey was matled to all the secondary schools m Brhar States. Rephes V¥ere rece1ved from some schools wh1ch were bemg processed. c. EXPERIMENTAL PROJECTS Dunng the year under report, out of 359 project proposals recetved from second ary schools, 255 were approved and grants to the tune of Rs. 86,000 sanctioned. Bestdes, the scope of this scheme was expanded to mclude pr1mary schools and Jumor teacher trammg mstttutiOns. Out of 200 project proposal recetved durmg the year from pnmary schools and Jun1or teacher trammg mshtutions located in dtfferent States, 100 mvolvmg grants amountmg to Rs. 10,000 were approved. Onentatton programmes for resource persons for gu1dmg expenmental projects 1n secondary schools and m pnmary schools and Junior teacher trammg mst1tut1ons were also organtsed during 1971·72 The Conumttee set up m 1969-70 to evaluate the work of the scheme of expenmental projects m secondary schools submitted tts report to the Programme AdviSory Comm1ttee of the Council. 75 APPEND I X 15 Grant-in-Aid for Approved Research Projects (GARP) (19!1-72) Under th1s scheme. financial assistance was provided tor 3 new and 11 on-gomg projects during 1971-72. The names of mstttuttons and the tttles of the projects for wh1ch grants were released are furmshed m the Annexure. 76 Annexure Statement Showing Grants Released During the Year 1971-72 Under the Scheme of Grants-in-A1d for Approved Research Projects in Education Sl. No. Name of Inshtutlon T1tle of Research Project Amount of Grant Released (mRs) 2 3 4 t. Department of Philosophy, UD1vers1ty of An Inveshgatton mto Some Correlates of Job Onentatton 11,700.00 RaJasthan, Ja1pur of Umverslty Students 2. St. Ann's Trammg College, Mangalore An Investigation mto the Understandmg of Certam Con 1,000.00 cepts 1n Science of Students of IX Standard 3. Untverstty Trainmg College, Nagpur Umver Survey of EducatiOnally Backward Ch1ldren Between the 550 48 s•ty, Nagpur Age-Group 8 plus to 12 plus m Nagpur Schools 4. Bas1c Teachers' Tratning College, Gandhi Expenmentation m Teachmg Methods m Trammg 5,000.00 V1dya Mandlf, Sardarshahar Colleges 5 Department of Education, Ahgarh Muslim Language Development Dunng Early Childhood 2,430.00 Umvers1ty, Ahgarh (Conld) (Contd.) 2 3 4 6. Institute of Enghsh, Calcutta Teachmg Bengali as Second Language m Schools m West 14,870 00 Bengal 7 UmversJty Teachmg Department of Psycho Construction and Standard1satton of Diagnostic Test of 7,000 00 logy, Rav1shankar Umvers1ty, Ra1pur Basac Sktlls m RegiOnal/Federal Hmd1 8. Govt. Trammg College, Tnchur Impact of Certain Sociological Factors on the Teaching 2,000.00 Ab1hty m Classroom 9. State EducatiOnal Research Bureau, H1story of Education 10 Mysore State 1,000.00 Ban galore ..., 10. G H. G Khalsa College of Education, Guru Follow up of the Alummt of the Trammg Colleges : Post 2,50000 00 sac Sadhar, Ludhtana College Employment and AdJustment 11 V1dya Bhawan G. S Teachers' College, Developmg a Reahst1c Programme of Teacher Education 10,000 00 Uda1pur on the Bas1s of an Analys1s of The1r ProfessiOnal Jobs 12. Women's Trammg College, Dayalbagh, Agra Current Superv1sory Pract1ces-The1r EvaluatiOn and 5,000 00 Improvement 13. G. K Institute of Rural Education, Gargot1, An Ungraded Umt for Grades I to IV ID Pnmary 50000 D1stt. Kolhapur Schools 14 Faculty of EducatiOn, Banaras Hmdu Umvcr Development of Teacher Att1tude Inventory and a Study 9,900 00 Sity, Varanas1 of the Change m Profess1onal Attitudes of Student· Teachers Total 73,450 48 APPEND IX 16 Training Programmes (1971-72) As m the prevtous years, the Council gave 1ts best attention m 1971-72 to the pre-serv1ce education of teachers and m-servtce education of teachers and teacher educators through ats vanous trammg programmes as mentioned below 1. Pre-service Education 1.01 Central lnstllute of Education During the year under report, the Centrallnstttute of EducatiOn at Delht con tmued to offer regular courses leadmg to the B Ed. and M. Ed. degrees of the Umverstty of Delh•. The Institute also contmued wtth us two-year part-hme evenmg course leadmg to the M. Ed. degree and a research course m education leadmg to the Ph D. degree of the same umverstty. Two scholars, Shn Jagd1sh M1tter Mahajan and Km. A. Vasantha were declared ehg1ble for the award of the Ph. D degree durmg the year B. Ed correspondence course was dtscontmued from 1911·72. The total enrolment m the Institute durmg the year under report was 210 whtch was composed of 171 B Ed. regular course, 20M. Ed. regular course and 19M Ed. part-ttme evenmg course I 02 Regional Colleges of Educatron The Council has four Region~! Colleges of Educat1on at AJmer, Bhopal, Bhuban eswar and Mysore as Its constituent umts The mam purpose of estabhshmg these colleges was to prepare teachers through 4-year mtegrated courses after higher second ary combmmg teachmg m dtfferent subject areas and pedagogical trammg The 4-year courses m technology and commerce m the Regtonal Colleges were abohsh ed from 1968-69 and 1970-71 respectively However, education m 4-year commerce courses at the Regtonal Colleges. Bhopal and Mysore and 4-year course In technology at the Regional College, AJmer contmued to be Imparted to the students who were already on the rolls Durmg the year under report, 4-year Integrated courses m science and Enghsh were continued Besides, revised courses m these subjects were also mtroduced. The Regional Colleges continued wtth thetr one-year B Ed course for graduate teachers m agncu1ture, commerce, sctence and languages. A hmtted amount of facihty also contmued to be afforded for the M Ed course at the Regional Colleges of EducatiOn, Bhopal and Bhubaneswar. Bestdes, M. Ed course m sctence education was started at the Regional College of Education, A)mer from July, 1971 The total enrolment m the four-year mtegrated courses and one-vear B. Ed. courses m all the RegiOnal Colleges dunng the academtc sessiOn 1971-72 was 1997. The number of students admitted to the M. Ed course at the Reg1onal College of Education, Bhopal was 6 and at the Regtonal Colleges of Education, AJmer and Bhubaneswar was 10 each Wtth a vtew to cleanng the backlog of untramed teachers tn high/htgher secondary schools m the country, the Counctl has been organtsmg summer school-cum correspondence courses leadmg to the B. Ed degree at 1ts four Regtonal Colleges of EducatiOn. Thts course mcludes full-ttme mtensJVe tramtng dunng the two summer 79 vacations (four months) and mstructaon through correspondence dunng the ten months' penod between the two summer vacations. The total enrolment m thas course at the four Colleges durmg 1971-72 was 1,781. 2. In-service Education A bnef descnptlon of the work done by the Council dunng the year under report 10 offenng short-term and long.term 10·servace courses to teachers and other educational workers connected w1th school education ts gtven below . 2.01 Summer lnstrtute in Scrence (a) To keep the secondary schooi/PUC/mtermedl3te college/trammg college teachers of Scaence and Mathematics abreast of the latest developments m thetr subject areas, the NCERT 10 collaboration w1th the Umversaty Grants Commtsston and Nat1onal Council for Sc1ence Education has been orgamsmg summer mshtutes dunng the last few years. The durat1on of a summer mstltute as generally 5-6 weeks and at as held under the chaarmansh1p of a umverstty professor With the help of resource personnel from the untversataes/colleges. Durmg the year under report, 64 summer msututes m scaence and mathematics were organased at different centres all over the country. The Council set up a commtttee dunng the year under the chairmanship of Shn M. V. RaJagopal to revtew the working of the programme of summer sctence mstltutes. The commtttee has submitted Its report and made Sigmficant recommenda tions to Improve the effectiveness and uhhty of these mshtutes. From 1972 and onwards, the NCERT wh1ch w11l be solely responsible for runnmg the summer scaence Institutes w1ll be gutded by the recommendations of the RaJagopal Commtttee. 84 such mstttutes have been planned for the summer of 1972. (b) A summer Institute in sctence and mathematics was orgamsed by the Counctl in collaboration w1th the State Board of Teacher Education, GuJarat for elementary teacher educators from 31st May to 12th June, 1971. The purpose of the mstttute was to gave orientation to the participants to the revised curnculum which had then been mtroduced m elementary teacher trammg 1nstttuttons in the State 49 teacher educators attended the mstltute. 2.02 Summer Jnstlttlles m Socral Sciences and Humamtles (a) A suummer mstnute m soc1al studies and language was orgamsed by the Council an collaboration w1th the State Board of Teacher Education, Gujarat for elementary teacher educators from 6th to lith June, 1971. 40 teacher educators of soc1al studies and about 50 teacher educators of language from elementary teacher trammg mstltutions of Gujarat State attended the mst1tute In soc1al stud1es, the ~mphns1s was la1d on teaching the subJect as an mtegrated whole for the development of mtcrnntaonal understandmg and world peace. In language, the Importance was gaven to oral work and correct pronunciation m mother tongue. (b) A summer mslltute m applied hngmst1cs and language teachmg was organised from 27th May to 30th June, 1971 at Debra Dun The mstltute was organised at two !levels : one, general level and the other advanced level. General level course was open to new participants, wh1le advanced level course was spectally destgned for the benefit of those who had partlctpated m such courses conducted by the Council earher or have had the benefit of similar trammg elsewhere 34 participants m general level course and 16 participants in advanced level course attended the mstt tute from varaous umvers1ty departments or education, teacher trammg colleges and secondary schools. All the participants were either teachers of Hmdi language and literature or were domg research an th1s area. 80 2.03 Summer Instrtute in Project Technology The Regional College of Education, Bhubaneswar orgamsed a summer mstitute -tn project technology (work expenence) from 1.6.1971 to 57 1971 to tram physics teachers of the eastern region. 17 teachers participated m the mstltute The participants prepared scientific projects mcludmg design, construction and expenmentatmn. In all, 175 projects were prepared 2 04 Summer Instttute on Contemporary Problems of Indran EducatiOn Th1s mshtute was orgamsed at Udaipur from 20th May to 19th June, 1971. It covered a wtde range of problems of Indian education such as quahty versus quantity in education, education and economiC development, modermsatiOn and educatiOn, neighbourhood schools and vocatlonalasatiOn of educatiOn, etc The mst1tute was open to teacher educators from trammg colleges. 2 05 Summer Institute m Learmng, Motrvatton and Group Processes Th1s institute was orgamsed at the umvers1ty of Mysore for lecturers of training colleges and departments of education and psychology of umvers1t1es and their affiliated colleges The purpose of the mst1tute was to Improve the knowledge of teacher educators m the areas of learnmg, mot1vat10n and group processes who m turn ~ere expected to improve the pre.servlce trammg of teachers. 2.06 Wmter lnstztute on Research Methodology m Gutdance This mst1tute was offered to persons who were etther teachmg gmdance in teacher trammg Institutions or conductmg or gUidmg research m the area of guidance. The purpose of the mstltute was to Improve the knowledge of the partiCipants m research methodology relevant to guidance. The mstitute was orgamsed at the State Instttu te of Educt Jon, Poona In all, 25 participants attended the mstltute from different parts of the country The mstJtute was planned to be run for 35 days, but had to be closed after 18 days, due to national emergency. Durmg these 18 days, almost 50 per cent of the syllabus was covered. It was decJded to complete the trammg of these partici pants by mv1tmg them to the Institute to be orgamsed on th1s subject durmg the summer of 1972 2 07 D1ploma Course m EducatiOnal and Vocatronal Gwdance The 11th full·tJme post-graduate diploma course m educational and vocational guidance was held from 15th July 1971 to 14th Apnl, 1972 The course IS deSigned to tram counsellors for State Gu1dance Bureaus and schools and also to tram teacher educators who teach guidance m trammg colleges. As agamst the mtake capacity of 5, 22 candidateS JOined the course and 20 completed It. Out of these 20, 10 had been deputed by the State Governments. 2 08 Other Short-Term Trammg Programmes A number of other short-term trammg programmes were also conducted m different fields. A bnef report on these progranunes 1s given below · (t) A three week programme was orgamsed to tram teachers as career masters for the h1gher secondary schools of Delh1. 52 teachers attended the programme. (11) A trammg programme on the use of various audtO·VJsual equipment m secondary schools was orgamsed for the teachers of Deihl. 81 (Ill) A trammg programme on the effccttve utthsatton of school hbranes was organised for the hbrandns workmg m secondary schools of Delhi. The programme was attended by 41 school hbranans. (1v) Two one-week trammg programmes were conducted at the request of the Delhi Municipal Corporation, Dellu to tram the sponsors of sc1ence clubs m vanous acttvtt1es 77 teachers attended the programmes (v) A trammg programme on the teachmg of geography at the h1gher secondary stage was orgamsed for geography teachers of Delhi schools. (v1) A trammg programme on dcvclopmg expenmental project des1gns was orgamsed for the teachers of Delht (vu) A s1x-week trammg course m audiO-visual educatiOn was orgamsed from 12th Ma} to 22nd June, 1971 m wh1ch 22 teacher educators representmg teacher trammg colleges and State Institutes of Education participated (vm) A one-month tcchmcal trammg course for the operatiOn, mamtenance and repa1r of audio-visual equipment was orgamsed durmg October-November, 1971. 12 oartlc1pants from different parts of the country attended the course (IX) A one month regtonal trammg course m audiO-VIsual education was orgamsed m August, 1971 at the RegiOnal College of Education, Bhubaneswar. 16 teacher educators represcntmg teacher trammg colleges of the eastern reg1on participated m the course. The emphasis was latd on mexpcns1ve audio-v1sual a1ds m the course (x) An ortcntat1on progro.mme for teacher educators of elementary teacher tram ing mst1tutsons and personnel of the State Institutes of Educat1on was held at Hydera bad to acquamt the partlctpants w•th the the prc~serv1ce trammg programme m soc1al studieS developed by the Council and to anent them to tmplement the programme m the States. (x1) Two trainmg programmes m Hmdt for Class I Officers of the Government of lnd1a were organtscd m the language laboratory of the Counctl m collaboration w1th the Central Hmd1 Institute. (xu) A one-month trammg course was orgamsed m January, 1972 m the teachmg of Engltsh as a second language at the pnmary level for teacher educators from NEFA. The course combmed the content and methodology of teachmg Enghsh as a foretgn language. (XIII) A trammg course was conducted m the language laboratory of the Council in October. 1971 for lecturers of trammg colleges and teachers of h1gher secondary schools m the usc of tape recorders and language laboratory m teachmg a second or a thtrd language (xtv) An oncntatlon course for teachers tcachmg m pnmary classes was organised m the language laboratory of the Counctlm May, 1971. (xv) Two trammg programmes Y.t:re conducted-one at Rancht dunng October November, 1971 and the other at Dclht durmg December, 1971-January, 1972 foJ pnmary school teachers The objectives of the programmes were as follows (a) To impart knowledge of trtbal culture and values to the part1c1pants, (b) To acquamt them w1th spcc1al problems of tnbal education, (c) To Improve classroom condtttons smtmg the trtbal children, and (d) To develop achtevemet mottvatton among tr1bal children (XVI) An onentatlon programme was organised for pnmary teacher educators for conductmg expcnmental projects 82 (xvn) At the request of the Education Department of the Mumc1pal Corporation of Delht, a three-day trammg course was conducted for teachers and supervisors of selected pnmary schools for developtng action programmes to reduce wastage and stagnatton In pnmary schools (xvm) A two-week trammg course m child develpment was orgamsed for teacher educators from pre-prtmary and pnmary teacher trainmg mslltutmns of northern regton. 23 partlctpants attended the course. (xtx) A sequential course (level II) on behaviOur modtficat1on was organised at Delh1 from 9th to 22nd March, 1972. 35 part1c1pants from d1fferent parts of the country attended the course. The obJectives of the course were as follows . (a) To acqua1nt the partiCipants with the recent advances m the field of beha VIour modtficatlon, (b) To acqua1nt the partiCipants with vanous techmques of behaviour modlfica· t10n useful m classroom SituatiOns, and (c) To explore new areas of application with special reference to Indian school settmg. (xx) An m-serv1ce trammg course m teachmg Enghsh grammer was orgamsed at the Regional College of Education, Bhubaneswar m Apnl, 1971. 23 teachers of Enghsh from Onssa schools participated m the course The mam objeCtive of the course was to onent them m modern lmgUJshc approaches to the teachmg of grammer (XXI) At the request of the State Department of Education, Government of Ortssa, the Regional College of Education, Bhubaneswar orgamsed a course for the trammg of supervisors for the functional literacy programme m June, 1971. Partici pants from Intensive Agncultural Development D1stncts of Onssa attended the course (xxu) A special m·serv1ce trammg course for teachers of biology from secondary schools of Orissa was arranged at the Regtonal College of Education, Bhubaneswar for SIX days m January, 1972 The objective of the course was to acquamt the parti Cipants with some of the Important developments m the content and methodology of teachmg b10logy with particular reference to secondary school stage (xxm) A meetmg of a selected group of lecturers from teacher trammg colleges m the eastern regaon was convened to discuss the B Ed. programme m psychology with a v1ew to formulatmg the objectives of teachmg psychology. The Imphcahons of the syllabus and the method of teachmg to achieve those objectives were also discussed 10 teacher educators partiCipated m the dtscussions whtch contmued for five days. (xxtv) A trammg programme for teachers of English from Onssa schools was orgamsed dunng the year under report The mam theme of discussion and onenta tlon was "Spoken English." Prmciples of phonetiCS were emphasised With due stress on pronunciation 19 teachers participated m the programme, whtch lasted for SIX days m March, 1972. (xxv) A trammg course for Honorary Dtrectors and Coord ana tors of pnmary and secondary extenston services centres from the States of Punjab, Haryana~ H1machal Pradesh, Jammu and Kashm1r, Uttar Pradesh, Onssa, West Bengal and the Umon Terntones of Delht and Chand1garh wao:. orgamsed at Delh1 from 13th to 22nd March, 1972. The maan objectives of the course were · 83 To acquamt the parttctpants wtth the developing concept, methods and techni~ ques, scope and strategy of m~serv1ce education with vartous kmds of programmes, researches and studtes conducted m different departments of the NIE and the Reg1onal Colleges of EducatiOn, and with the spectal aspects of extension work presently being Implemented m different centres (xxv1) An onentat1on programme for heads and teachers of cooperatmg schools for the four-year B. Sc.Ed and B. A. Ed. mternsh1p-m-teachmg programme was held at the Regwnal College of Educatwn, Mysore from 6-7-1971 to 9-7-1971 40 heads of schools and teachers part1c1pated m the programme The partiCipants were ortented to the obJectJve~based approach to teachmg and evaluatiOn. (xxvtt) An oncntat10n programme for the heads and teachers of cooperatmg schools for the one-year B. Ed. mtemsh1p~m-teachmg programme was held at the Reg1onal College of EducatiOn, Mysore from 10-11-1971 to 12-11-1971. 73 heads and teachers partlctpatcd m the programme ObJective-based approach to lesson plann1ng, teachmg and evaluatton was dtscussed by the partJctpants. (xxvni) A one~weck ortentatton programme wac; organised for teacher educators in sctence and mathcmattcs from the States of PunJab, Haryana and Himachal Pradesh to plan the1r B. Ed. syllab1 to be adopted by the umvemues of these States. The programme was orgamscd JOIDtly by the Departments of Sctence Education and Teacher Education. (xx1x) An onentatlon programme of 10 days' duration was orgamsed for Duec tors of State Inst1tutes of Sc1ence Educatton and other key personnel from the States to acquamt them with the new approach and content of curncular mater1als developed for teachmg science at the pnmary and mtddle school stages. They were also famth ansed wtth the ktts and equtpment for teachmg science at these two stages. Thts trammg programme formed a part of the UNESCO-UNICEF-asSISted Ptlot ProJect for the Improvement of Sctcnce Teachmg at the School Stage (xxx) The s1xth sequential course on programmed Jearnmg was held at the RegiOnal College of EducatiOn, Bhopalm June, 1971. 84 APPENDIX 17 Extension and Field Services The progress of work m provtdmg extenston and field servtces dunng 1971-72 is given m the followmg paragraphs . 1. Extension Services Centres The admmistratlve and financial control of 95 secondary and 45 pnmary exten SIOn servtces centres located m selected teacher trammg mstltuttons m the country was transferred to the re~pechve State Governments wath effect from 1-4-1971. Academic gut dance was, however, contmued to be provtded to these centres on a hm1ted scale by the Field Advisers of the NCERT m the States and also by the officers of vanous Departments of the Natwnallnshtute of Education and Reg tonal Colleges of Educa tiOn. A bnef descnptwn of the guadance provtded by the Fteld Adv1sers 1s g1ven below: The annual conference of extenston ~ervtces centres m Rajasthan was held m March, 1972. The conference revtewed the expenences of the past year and formu lated programmes for 1972·73. The representatives of four extension servtces centres newly started by the Government of Rajasthan also attended the conference. The Fteld Adviser, Jatpur helped the participants m finahsmg the programmes of extension servtces centres for 1972-73. It was decided to continue some of the activities m 1972-73 that had proved useful m the past such as, expenmental projects, semmar readmgs, mtenstve development of a few schools, hbrary project, mshtuttonal plannmg, demonstration lessons, dtffuston of tested practices, school complexes, headmasters' forums and teachers' study circles, evaluation programme and Balwad1 project At the suggestion of the Field Advtser, the parhctpants agreed to launch and develop new programmes in the followmg areas · (a) Speedmg up learnmg by children. (b) Helping teachers to realise the contnbution of education to nattonal develop ment and socml and economtc equality. (c) Formulatmg public opm10n about defects m the educational system so as to mduce the society and the Go\ ernment to eradicate them by Implementmg dectstons hke those contamed m the National Education Polley Document, 1968. (d) National mtegratiOn through educatiOnal activities The Field Adviser (Shlllong) made all efforts to persuade the Goverrunent of Assam to take over the extensiOn servtces centres m the State. He orgamsed a confer· ence of Honorary Directors and Coordmators of extensiOn services centres of Mantpur and Tnpura at ]mphal to March, 1972 m collaboration with the Government of Mampur. He presented two papers m the conference-one on "Techmques of Plannmg Extension Programmes., and the other on '"Htstory and Organasattons of the NCERT and the Present Programmes of NIE Departments" The lecturer of the Field Office, Shlllong also presented a paper on "The Role of Extension Centres m Educational Development " Honorary Directors and Coordmators of seven pnmary extension centres of Mampur and the Coordmators of pnmary extension centre of Agartala, part1c1pated tn the conference. 85 At the State level conference, the Field Advtser (Tnvandrum) gave onentat10n to heads of secondary schools, supervisors of schools and d1stnct education officers of Kerala m modern irends m educatiOn and the role of the NCERT m the promo tion of research on problems emergmg m classroom s1tuat10ns The F1eld AdviSer (Delhi and Uttar Pradesh) pursued w1th the Government of Uttar Pradesh the question of contmumg the extens1on services centres tn the State on a permanent bas1s. He participated m the Senter EducatiOn Officers• Conference held at Lucknow m August, 1971. The conference, among other thmgs, passed a resolution urgmg the State Government not only to matntam the existtng extenston services centres but also to start new ones The Field Advtser (Delhi and Uttar Pra desh) guided the deltberattons of the two regional conferences of Honorary Dtrectors and Coordmators from secondary extension services centres held at Lucknow and Muzzafarnagar. Several admm1stratave and academic problems of the centres were discussed m these conferences. The F1eld Adv1ser (PunJab, Haryana, Jammu and Kashmir, H1machal Pradesh and Chandtgarh) provided academic guidance to the State level conferences for the States of Punjab, Haryana, Htmachal Pradesh. Jammu and Kashmtr and the Umon Territory of Chandtgarh. These conferences were attended by Education Mtmsters, Education Secretanes, Dtrectors of Public InstructiOn/Dtrectors of Education, Jomt Directors of Public InstructlonfJomt Duectors of Education, Prmc1pals of teacher trammg college~, Dtrectors of State Institutes of Education, Dtrectors of States Insti tutes of Scaence Education, pnncapals of teacher trammg schools and heads of State Evaluataon and Guidance Bureaus. These State level conferences provided a forum for the participants to dascuss extensiOn work m the field of education from the total State pomt of v1ew The relat1onsh1p between the NCERT and the State Departments of Educataon were also dascusscd m the conferences. The F1eld Adv1ser orgamsed a con ference of Honorary Directors and Coordmators of extension servtces centres m the States of Punjab, Haryana, Hamachal Pradesh. Jammu and Kashmtr and the Unton Territory of Chandagarh. 20 Honorary Directors and Coordmators participated m the conference. The mam objectives of the conference were : (a) To review the work done durmg the last two years , (b) To prepare a plan of work for the next year watha vtew to makmg extenston work functional and oriented to the classroom needs, (c) To study the kmd of coordmatlon between vanous t'S:tensaon agencies m the States, (d) To study some of the admm1strat1ve and financial problems faced by the centres, (e) To dtscuss the trends of educatiOn m dtfferent States, and (f) To ascertam the expectataons of dafferent extension services centres from the NCERT. The F1eld Advtser (Pul\iab, Haryana, Jammu & Kashm1r, Himachal Pradesh and Chand1garh) tn collaboration With the F1eld Advtser (Delhi and Uttar Pradesh) organased a trammg course for Honorary Directors and Coordtnators of pnmary and secondary exiens10n serv~ces centres at Delhi from 13th to 22nd March, 1972. Hono rary Dtrectors and Coordmators from the States of PunJab, Haryana. Himachal Pradesh, Jammu and Kashmir, Uttar Pradesh, Omsa and West Bengal and from the Umon Terntones of Delhi and Chand1garh attended the course The roam obJective of the tnumng course was to acquamt the participants wath the developmg concept, methods and techmques and scope and strategy of in-serv1ce education. The partlct- 86 pants were also provtded mformatlon about the vanous kmds of programmes, re searches and studtes conducted m the constituent unats of the NCERT and the special aspects of extensiOn work that were gomg on m dtfferent ex.tenston centres The Fteld Adviser (Punjab, Haryana, Jammu and Kashmtr, Htmachal Pradesh and Chandtgarh) orgamsed a workshop on ungraded system at Delht The partici pants held dtscussions on usmg the ungraded system for teducmg wastage and stagnation and as a new techntque to provtde student~ an opportumty to learn at thetr own pace. The partiCipants developed a procedure for achtevmg these objectives They c1anfied the concept of ungraded '\chool and exammed Its ImphcatJons an curnculum; orgamsatlon and admmtstratton of classroom situatiOns, cxammauon and evaluation procedures, methods of teachmg, preparation of sequential assignments, adm1ntst a hve tmphcattons for students, te:tchers and mspectors, and prepJratton of self-study matenal. The participants also developed model umts m language, mathematics and science. It ts proposed to revtse these units and use them for further development. Durmg the dehberattons, a thtrd dtmenston of the ungraded system also attracted attention of the parttctpants Thts pertams to Its effectiveness m helpmg to achteve the objective of umversaltsation of education at the pnmary stage The Field Advtser, Bhubaneswar organised two programmes for the Improvement of classroom mstructton m the schools of A. & N Islands He gutded the delibera tiOns of the two conferences held at Patna and Calcutta from 13th to 15th July,l971 and on 27th July '71 respectively m which the Hony. Directors and Coordmators of extension servtces centres (both pnmary and secondary) from the States of B1har and West Bengal participated The F1eld Adviser assisted the parucapants m drawmg up the programmes of their centres for 1972-73 The Field Adviser, Bhopal helped the State Governments of Maharashtra, Gu)arat and Madhya Pradesh tn the smooth take-over of ex.tens1on servtces centres. He per suaded the Government of Maharashtra to start extenston centres m each d1stnct of the State. He also ass1ssted the committee set up by the Government whtch went mto the question of re-orgamsauon of extension centres m the State 2. Semmar Readings Dunng 1971-72, 154 papers were rece1ved from 17 States and 3 Unaon Terntones for the Ntnth NatiOnal Competition of Semmar Read10g., Programme Out of these, 65 were selected for final screenmg on the bas1s of a prehmmary evaluat&on m wh1ch each paper was JUdged. mdependently by two evaluators from the NIE Departments and Regtonal Colleges of EducatiOn. These 65 papers were agam screened finally by two evaluators Stnctly on the basis of ment, 30 papers were selected at the national level. Due to natiOnal emergency, the annual natiOnal meet of awarde~s could not be held and certificates and cash award of Rs 500/- each were sent to them by post. The subJect-wtse d1stnbutton of 30 pap~rs selected for awards was as follows (1) Improvement of teachmg of school subjects like sc1ence, modern mathema- tics, Enghsh and Hindi 14 (11) Expenmentatton m classroom sttuat1ons relatmg to a vanety of problems 9 (111) SocJOIOgtcal factors in education 2 (tv) EducatiOnal admm1strat10n 1 (v) Tests and exammat1ons 2 (vt) Extra-curncular activities 1 (vu) Analysis of textbooks 1 Total. 30 87 3.Seminars, Workshops, Meetings, Conferences, etc A number of semmars, workshops, meetmgs, conferences, etc. were orgamsed m different areas durmg 1971-72, a bnef account ofwh1ch ts g1ven below (i) The th1rd senunar-cum-trammg programme for the personnel of the State Inst1tutes of EducatiOn was organiSed at Delhi from 13th to 25th September, 1971. The mam purpose of the programme was to discuss new ideas and mnovauons m the fields of curnculum, mstruct10nal matenals and methods, evaluation, teachmg atds, etc. A talk by Shn Ramesh Chandra, mcharge T V. (Satellite), All-IndiO Rad1o on "Satellite Commumcallon and 1ts Imphcat10ns for Education at the Pnmary and Secondary Stages" formed a part of the programme. 24 participants representing almost all the S1Es attended the programme. They also diScussed the Important pro grammes of thetr mstJtutes. (n) A seminar was orgamsed by the Counc1l m collaboration w1th the States Board of Teacher Education, Gujarat, at GuJarat V1dyapeeth, Ahmedabad from 31-5- 1971 to 5-6-1971 for the prmc1pals and lecturers of Graduate BaSic Trammg Centres of Gujarat State 26 participants representmg 6 Graduate Basic Trammg Centres attended the scm mar. The revtsed curnculum developed for these centres and the detads of its Implementation were dascussed by the partiCipants. (Ill) Under the JOint ausp1ces of the NCERT and the State Board of Teacher Education, Gujarat, a conference was orgamsed for the prmc1pals of B Ed. colleges of education 1n Gujarat at GuJarat V1dyapeeth, Ahmeda!>ad from 1st to 4th June, 1971 Rev1s1on of syllabus, Improvement of evaluatiOn procedures and other aspects of teacher trammg programme were dtscussed m the conference (1v) A workshop was orgamsed at the Department of Education, Gauhatt Um vemty from 2nd to 8th July, 1971, to finahse the B.Ed. curriculum. 20 teacher educa tors from Gauhah and D1brugarh Umvers1t1es participated m the workshop. Major portion of the B.Ed curnculum was finalised for adoption and tmplcmentatlon m these two untvers1t1es from the academtc session commencing from January, 1972. (v) A scmmar-cum-workshop for the onentat1on of teacher educators m sc1ence was organiSed at Government College of Education, Chand1garh from 4th to 16th October, 1971. Eleven lecturers of sc1cnce from the Colleges of education of Haryana, Pul\)ab, H1machal Pradesh and Chand1garh attended the workshop. The cumculum of "Teachmg of General Sc1ence" was d1v1ded mto 9 umts and a teachers' gutde for each umt was prepared. (vi) A seminar-cum-workshop on teachmg of Enghsh was orgamsed m co11abo rahon With the Reg1onal Institute of English, Chand1garh from 27th September to 9th October, 1971 The seminar was attended by 27 lecturers of Enghsh work1ng m the B Ed colleges of education of the umvers1t1es of Punjab, Guru Nanak. Kurukshetra and Htmachal Pradesh. The matn objective of the semmar was to gtve onentatton to the teacher educators m teachmg the new syllabus w1th improved methods and techni ques The partiCipants recommended that modem techntques of evaluation in the teachmg of Enghsh should be Introduced m the B Ed. programme. (vu) A semmar-cum-workshop on teachmg of mathematics was orgamsed jam tty _by the Department of Teacher Education and the Department of Sc1ence Education of the NIE at Delhi from 13th to 25th March, 1972. 15 teacher educators of mathema tiCS from Pul\)ab, Haryana and H1machal Pradesh attended the workshop. 88 The following topics with reference to new mathematics were discussed m the semmar: (a) Number system (b) RelatiOn and func!tons (c) Sets (d) Base system (e) Symbolic log1c (f) Nature of proof (g) Euclidean and noneuclidean geometry (h) Algebraic system (1) Computer mathematics (J) Curnculum in mathematics (k) Evaluation in mathemattcs. (vm) A workshop for trammg resource personnel for gmdmg experimental pro~ jects m secondary schools was held at the Regmnal College of Educatmn, Bhubaneswar from 15th to 20th September, 1971. 18 partiCipants from d1fferent States attended the workshop. (1x) To create awareness and arouse consciousness among the school teachers about the preparatiOn and use of Improvised teachmg a1ds, a scheme for organiSing a competition was started m 1970-71. Durmg the year under report, the scheme was advertised m daily English newspapers and entnes were mv1ted for the competition. About 300 descnphve outlines were received. Seven a1ds were finally recommended for the natiOnal pnze of the value of Rs 250/-each by a Committee of experts appomted by theN C.E.R.T. (x) Another scheme for g1vmg away national awards With a VIew to encouraging the pnvate producers to produce standard audm~v1sual aids requued by the schools m the country was also formulated last year. Dunng 1971~72, this scheme was advertised m 10 daily English newspapers. The Committee of experts appomted by the Council · recommended two atds for the award of first prize of Rs. 500/--each and seven a1ds for the award of second pnze of Rs. 250/-each. (x•) Durmg the year under report, 134 films were added to the Central F1lm L1brary of the Council, bnngmg the total number of films available w1th the library to 7,098. The Library 1ssued 10,843 films and 141 filmstnps to 1ts member IDSiltutJons during the year. (xu) The Central Customs Department offered to the Council a number of confiscated films free of cost. The Council selected 31 films out of the Jot for acquisi tion. These films have smce been got censored and put into c1rculatton through the Central Fum Library (xm) The NCERT m collaboration w1th the Ind1an Standard Instttuhon finali sed the standard for productiOn of filmstrips-cum-slide projector. The standard was given wide circulation, so that the manufacturers could take up Its productiOn from md1genous material. (x1v) The second national semmar on Fundamental Research on Language was held at Sansknt Umvemty at VaranaSJ m March, 1972. About 25 scholarsr epresent mg various branches of Indian thought relating to philosophy, grammer and poetiCS 89 nartic1pated in the semmar. The papers read by the parttcJpants are bemg ed1ted and w11l be published m the form of a book. (xv) An All-lnd1an conference on Population EducatiOn was orgamsed at Delht m October, 1971. The Directors of Public InstructiOn/Directors of Education and Dtrectors of State Institutes of Education of different States/Umon Terntones parhctpated in the conference. The purpose of the conference was to acquamt the part1c1pants w1th the syllabus and other matenals on population educatiOn produced by the Council. The conference made useful recommendatiOns for the teachmg of population education m the schools and teacher trammg mstltuuons The conference also recommended that a programme may be developed for Jmpartmg mstructwn m population educatiOn to out-of-school youth. The report of the conference has smce been prmted. (xvt) A workshop was orgamsed for developmg syllabi for pre-service and m service trammg of teachers m population educatiOn durmg the year. (xvu) An ali-Ind1a workshop was convened for developmg the concept and objectives of a rural Balwadt and for suggesting some of the major actlvttJes/prog rammes wh1ch should be undertaken by tt As an outcome of the workshop "A Handbook for Balwad1 Teachers" was wntten Draft of the handbook was finalised by a workmg group and sent for prmtmg (xvi 11) An ai1-Ind1a workshop for developing mmtmum curnculum standards for the primary stage of educatiOn was organised whtch was attended by the representa tives of the State Departments of Education, State Institutes of EducatiOn and non offictal specmhsts tn pnmary education, etc. The workshop continued tts dehberattons for 10 days and produced Iearnmg outcomes at the pnmary stage. These learmng outcomes arc proposed to be processed further for developmg a curnculum (x1x) An ali-IndiB workshop for developmg smtable cntena for evaluatmg pnmary school children was convened dunng the year In the workshop, the general cntena were developed and thetr 1mphcat10ns for d1fferent curncular areas were worked out. A draft manual for the use of the cr1tena was also prepared. (xx) In connection With the ptlot project on ungraded school system m the Lom Block (Meerut D1stnct), the following workshopsfsemmars were orgamsed dur· mg 1971-72: (o) Workshop for preparmg teaching umts m general sc1ence, art and crafts, (b) Seminar on ungraded school system, (c) Workshop for preparmg teachmg umts m mathematics, (d) Workshop for preparmg teaching units m Hmd1. The teachmg umts m d1fferent s!lb;ects m these workshops were prepared keep mg m v1ew the syllabus of Uttar Pradesh for classes III to V (XXI) A semmar on pr1mary, secondary and vocational education of tnbal people was organiSed during the year. (xxi1) A workshop for developmg tools for the collectiOn of vocabulary for primary school children was organiSed In the workshop, the tools for collectiOn of four types of vocabulary VIZ. llstenmg, speaking, readmg and wntmg were developed The tools for the spoken and wntten vocabulary were mod1fied m the light of try out m some schools. 90 (xxm) An all-India workshop on action programmes to reduce wastage and stagnation at the pnmary level was held durmg 1971-72. The workshop was attended by representatives of the State Departments of Education, the Umon M101stry of Education and Social Welfare, the NCERT, D1stnct Education Committees, Mumci pal Corporations and Committees, etc. (xxiV) Ten State level semmars were orgamsed 10 different States to Improve the quahtahve and quantitative aspects of girls' educatiOn. The recommendations of these semmars are bemg implemented by the States concerned (xxv) In pursuance of the recommendations of the lOth NatiOnal Semmar on Elementary EducatiOn, 12 State level semmars were held m different States 10 1971-72 The recommendatiOns of these semmar are to be discussed in the 11th NatiOnal Seminar on Elementary Education scheduled to be held m April, 1972 Dunng the year under report, workmg papers, background matenals and consolidated report of progress of work m the States/Umon Terr1tones were finahsed for use m the llth National Semmar. (xxv1) A workshop on vocational work-expenence for farm youth was held at the Regaonal College of Education, Bhubaneswar for the agnculture teachers of West Bengal and B1har from 22.10.1971 to 27 10 1971. (xxvn) A workshop on audiO-VIsual education was held for social studres tea chers of Central Schools located m the eastern regiOn. Eight participants attended the workshop for 7 days and prepared different atds for makmg teachmg of soc1al studies effective. Spectal kits on Mahatma Gandhi, etc. prepared by the Council for fostenng nattonal IntegratiOn among children were also used m the workshop. (xxvm) A workshop on mst1tut1onal plannmg was organtsed for the headmasters of schools and officers of the Educatton Dtrectorates m the eastern region About 15 participants attended the workshop for five days and evolved sUitable mst1tutmna plans With focus on qualitative Improvement. (xxtx) A workshop on work-expenence was arranged for the headmasters and teachers of Onssa schools for four days to explore the poss1b1hty of mtroducmg work-expenence m secondary schools The concept of work-expenence and different ways m wh1ch 1t could be Implemented m schools were discussed m the workshop (xxx) The NCERT m collaboratiOn w1th the Mm1stry of Educahon and Soc1al Welfare orgamsed a conference of D1stnct Education Officers/Inspectors of Schools and Duectors of State Inslltutes of Educahon of the eastern reg10n from 29th October to 1st November, 1971 at the Reg1onal College of EducatiOn, Bhubaneswar. 38 parti Cipants from B1har, West Bengal, Or1ssa and Nagaland attended the conference. Representatives of the Umon Ministry of Educat1on and Social Welfare, the NCERT, As1an Institute of Educational Plannmg and Admmistrauon, Kendnya Vtdya1aya Sangathan and Indian NatiOnal Science Academy also partiCipated m the conference. The purpose of the conference was to giVe onentat1on to the participants m the new Ideas and mnovattons m the field of school education. (xxx1) A conference of prtnclpals/headmasters and subJect teachers of cooperatmg schools was arranged at the RegiOnal College of EducatiOn, Bhubaneswar for two days 1n November, 1971. 30 pnnc1pals/headmasters and subJect teachers of schools in the eastern reg1on attended the conference. The purpose of the conference was to onent the participants to supervtsJOn and evaluatiOn of mternsh1p of student teachers 91 (xxxti) Conferences for the superv&sors of the summer courses were orgamsed by the Reg1onal College of Education, Bhopal at Nagpur, Poona, Baroda, Gwahor and Indore. (xxxm) A conference for the pnnc&pals and teachers of cooperatmg schools was convened from 24th to 26th October, 1971 by the Reg1onal College of Educahon, Bhopal. (XXXIV) A conference of the Deans, Faculties of EducatiOn and Science and the science method masters of the western reg1on was held at the RegiOnal College of Education, Bhopal, from 4tb. to 6th November, 1971. (xxxv) The followmg conferences/meetmgs were organised at the State Instttute of Education, Poona from !3th to 15th March, 1972 by the Regional College of Education, Bhopal m collaboration w1th the F1eld Adv1ser (Bhopal) of the Council· (a) Reg1onal Conference of the Chaumen of Textbook Corporations, (b) Regional Conference of the Duectors of State Institutes of EducatiOn, (c) Reg1onal Conference on AudiO-VISual Education, (d) Reg1onal meetmg of the Secretanes of State Boards of Teacher EducatiOn, and (e) Reg1onal meetmg of the Duectors of Pubhc Instructlon/Duectors of Educa tion. (xxxv1) Under Its programme of development and dissemmation of matenals on textbook production and evaluation, the Council produced brochures on pnnc1ples and . procedures of preparation and evaluation of textbooks m general sc1ence, CIVIcs and second language, during the year under report. In add1t1on, SRET (Supplementary Readmg Evaluation Tool) was also prmted w1th 1ts manual both m English and Hmd1 The followmg other materials were also cyclostyled and cuculated to relevant agenctes in the country : (a) Three papers on management techniques m book production, (b) E1ght papers on reading matenal on textbooks, and (c) A few teaching units by way of textual matenals. (xxxvu) Steps were taken to collect mformahon from textbook agencies about textbook authors and revtewers m vanous school subjects A duectory ts bemg compi led on the basis of the matenal so procured. From t&me, to time, the State agencies as well as the Umon Mimstry of EducatiOn and Soc10l Welfare were helped by supplying relevant mformat&on from thts collectton. (xxxvm) The NatiOnal Centre of Textual Matenals set up by the Council conti nued to procure textbooks and textual matenals from various parts of the country and also from abroad dunng the year under report. The textbooks and the materials rece1ved were catalogued and added to the stock of the centre. The centre was put to vanous kmds of uses, e.g. arrangmg book exh1btt1ons, consultatiOn by authors and supply of books for rev1ew purposes. (XXXIX) A workshop on sociometry tn the classroom for teacher educators and counsellors of northern regwn was orgamsed at Snnagar m October7 1971. 22 parti Cipants belong1ng to the States of Jammu & Kaslumr, Haryana, PuDJab, RaJasthan and H1machal Pradesh attended the workshop. 92 (xl) In pursuance of a recommendation made by the Heads of State Bureaus of Guidance, a five-day workshop to develop the prototype of a guidance ktt was orgamsed m 1971-72. It was attended by representatives from 12 States and 7 gmd ance workers from Delhi. A report of the workshop ts bemg prepared whtch will provtde a detatled descnpttOn of the content of the gutdance ktt. (xh) An all-India conference on vocattonal guidance and aptitude testing was organised at Delhi on 2nd and 3rd June, 1971 m collaboratiOn w1th the Duectorate General of Employment and Trammg, New Delht. The subJects diScussed m the conference were. (t) collaboration among vanous agenctes concerned wath providmg vocational gmdance , and (u) collaboratton among vanous agencies for deveJopmg aptttude tests, mamly the adaptation to Indian condthons of the general aptitude test battery of the U.S Employment Service. Representatives from the Duectorates of Pubhc Instructwn/Duectorates of Education from vanous States/ Umon Terntones, State Dnectors of Employment, Heads of State Bureaus of Edu cational and Vocattonal Guidance, Officers of the D.G E. & T., Plannmg Commission, Umon Mtmstry of Educatton and Soctal Welfare and the NCERT part1c1pated m the conference (xlu) The Gu1dance Laboratory of the Counctl provtded occupatiOnal and educational mformahon to a large number of persons through correspondence (xhu) A two-day semmar on "New Approaches to Teachmg Science· was conducted on 20th and 21st August, 1971. 22 sctence teachers from h1gh schools of Mysore City partiCipated m the semmar. Demonstration lessons were given by experts which were foHowed by dtscussion by the parttc1pants. Use of Improvised apparatus m science teachmg was another feature of the programme (xh v) A workshop, was held at Government Teacher Trammg Institute, Mysore to onent pnmary teacher educators of Mysore city m lesson plannmg. 72 teacher , educators participated m the workshop. Objectives and specifications m terms of behaviOural outcomes were spelt out m lesson plans wh1ch were prepared by the participants m English, Kannada, Social Studies, General Sc1ence and Mathematics (xlv) A semmar on btology by mvest1gatwn for the teachers of Co1mbatore was held from 26th to 28th October, 1971 at the request of some of the heads of h1gh schools of Cotmbatore. 18 teachers attended the semmar. (xlvt) A three-day semmar on teachmg of biology for teachers of Tumkur was held from 4th to 6th November, 1971, at the request of the school authonhes of Tumkur. 15 teachers participated m the semmar. (xlvu) A semmar on teachmg of btology for the teachers of Salem was held from 9th to lith December, 1971 at the request of the school authortttes of Salem. 43 teachers attended the semmar. (xlvm) A five-day semmar on modern methods of teachmg English With special emphasis on the structural approach and the teachmg of grammer was orgamsed for the teachers of secondary schools of Mysore City. 18 teachers partiCipated m the semmar (xlix) A two-day conference of the Directors of State Institutes of Science Educatton/LtaJSon Officers was held on 20th and 21st July, 1971 to dtscuss the progress made m the 1mplementat10n of the UNESCO-UNICEF-asSJSted Pilot Project on Science Teachmg m various States and to develop the future programme. 93 APPEND IX 18 Collabnratwn with the States and Union Territories (197 I-72) A bncf account of the programmes mdtcahng collaboratiOn between the State Governments and the Council durmg 1971-72 IS furniShed below 1. Improving Teaching of Science 1.01 Collaboration m thiS area was extended m the form of supply of syllabus and mstructlonal matenals for the pnmary and m1ddle school stages m all the sc1ence subJects, supply of pnmary sctence and m1ddle school ktts and deputat1on of resource person., to help the States-UniOn Terntones conduct their trammg programmes for the teachers of expenmenta1 schools under the UNESCO-UNICEF-asSisted P1lot Project on Sctence Teachmg. All the non-Hmd1 speakmg States were supphed wtth 11tustrat1ons for sc1cnce textbooks for thetr use m the language verstons prepared by them The Hmd1 speakmg States of Uttar Pradesh, Madhya Pradesh, RaJasthan, Bahar, Haryana, H1machal Pradesh and the Umon Terntory of Delhi were su pphed w1th Hmd1 vers1on of the textbooks. The total number of textbooks supplied durmg the year was 96,5500 pnmary 16,950 and m1ddle 79,550) BeSides teachers' gu1des m Enghsh were also supplied to the States at the1r request. The States/Umon Terr1tones were also supphed w1th 3,435 pnmary sc1ence and m1ddle school stage ktts. Supplies of cover paper and text paper recetved from UNICEF were also d1stnbuted to the partiCI pating StatesfUmon Terntones. Laboratory equtpment was g1ven to the State Institutes of Sctcnce EducatiOn, State Institutes of Educatton, teacher trammg colleges and teacher trammg schools. State-wtse dastnbut1on of mstruct10nal matertals, paper, laboratory equ1pmcnt, etc ts shown m the Annexure 2. Improving Teaching of Social Sciences and Humamhes 2.01 Three workshops were organ1sed-one each m Haryana, Himachal Pradesh and Kcrala-to tram resource persons m the State educational systems m curriculum development and Improvement of syllab1 1n soc1al sc1ences and humamtles. 150 persons attended the workshops. In Haryana, the resource persons were tramed m the rev1ston and Improvement of syllabi m h1story, geography, CIVIcs and Hmd1 for the mtddlc school stage, m H1machal Pradesh, the trammg related to the Improvement of syllabi m soc1al studaes and Hmdt for the pnmary school stage , and m Kerata, trammg was tmparted for the Improvement of syllabi m Htndt, Sansknt, Malayalam, hastory, geog1aphy, CIVICS and cconomtcs for the lugh school stage 2.02 The Council aS!,ISted theK endnya Vtdyalaya Sangathan m conductmg 1ts sumrner institutes m socml stud1es for the teachers of m1ddle school stage The teachers were oncnted to the effect1ve use of textbooks tn soctal studaes, h1story, geography and CIVlCS produced by the Counc1l. The Delh1 Mumc1pal CorporatiOn was rendered necessary help m the onentatton 94 of Its headmasters and supervtsory staff in the effective use of social stud1es textbooks of the Council 2 03 Asststance was rendered to the State Departments of Educatton m an onentatton programme for teacher educators of elementary teacher trammg mstitutions and personnel of the State Instttutes of Education. The onentatlon programme was held at the State Council of Educational Research and Trammg, Hyderabad. The purpose of the programme was to acquamt the parhctpants with the pre-servtce trammg programme m soctal studtes developed by the Counctl so as to Improve the quahty of teacher education m the States with reference to the teachmg of social studtes 2 04 Teacher educators from the Umon Terntory of N E FA were Imparted trammg m the teachmg of English as a second language at the pnmary stage. The one-month trammg course combmed the content and methodology of teachmg English as a foretgn language 3 Introduction of Population Education in School Syllabi Many States have commumcated thetr Willingness to accept population educa tiOn as a part of their school curricula. bunng the year under report, the Council helped the State Derpartments of Education, Haryana, Maharashtra, Kerala, Bihar and Rajasthan m mcorporatmg population educatmn Ideas m thetr extstmg school syllabi 4 The ExaminatiOn Reform The Boards of Secondary Education, Madhya Pradesh and Rajasthan were provid ed asststance by the Council m the orgamsatton of workshops for preparing resource peisons m evaluatiOn m dtfferent school subjects. The Board of Secondary Education, Rajasthan, was also helped m tts programme of mternal assessment The Council asststed the Mysore Board of Secondary Education m orgamsmg a workshop for Its paper-setters At the request of the Government of Goa, Daman and D1u, an evaluatmn workshop was conducted at Panaji m October, 1971 for education officers of the UniOn Tern tory Administration. The Counctl orgamsed a semmar for the officers mcharge of evaluation programmes m dtfferent States m Apnl, 1971 wh1ch was attended by 16 officers 5 Evaluation of Textbooks Received from the States The Council rev1ewed the manuscnpts of textbook received from the State text book agencaes and State Departments of Education. Review reports were sent to the agencies concerned 6 Dissemination of Mater1als on Textbook Production Literature relatmg to ba stc prmciples and procedures for the preparation and evaluat1on of textbooks m general science, civiCS and second language produced by the Counc1l dunng the year under report was dtstnbuted to the State textbook agencies In addition, SRET (Supplementary Readmg Evaluation Tool) was prmted along With 1ts manual, both m English and Hmdt and d1stnbuted to the textbook agencies m vanous States The followmg matena1s were also cyclostyled and cuculated to relevant agenc1es m the country (I) Three papers regardmg modem management techmques tn book production, 95 (11) Readmg material on textbooks-8 papers, (m) A few teachmg umts by way of textual mateCial. 7 Training, Extension and Consultative Services on Textbook Production and Evaluation The Council rendered help to the DJCectorate of Textbooks, Government of Mysore m orgamsmg and onentahon programme for textbook authors and evaluators m geography, h1story and CIVIcs. Bes1des, a number of agencies undertaking studies and research m the field of textbook evaluatiOn were also helped through 1deas and matenals. 8. Orientation of Teachers in Organizing Science Clubs At the request of the Delht Muntcipal Corporatton, Delht, two one-week trammg programmes were orgamsed to gtve onentat1on to the teachers of Municipal pnmary schools 10 orgamsmg sctence clubs. 77 teachers attended the programmes. 9. A Survey of Facilities Available In Secondary Schools of Assam for Academic Growth of Pupils Two officers of the Drrectorate of Pubhc Instruction, Assam, were provtded help and gutdance m conductm& a survey of facdttles avallable m secondary schools of Assam for the academtc growth of pupils. 10. Improvement of Girls' Education In order to Improve qualitatiVe as well as quant1tattve aspects of g1rls' educatton, the Counc1l helped the State Governments and Umon Tern tory Admm1str at10ns m orgamsmg 10 State level seminars dunng the year under report. The recommenda tions of these semmars are bemg Implemented by the concerned States/Umon Terr1tones. 11. Workshop to Develop Action Programmes to Reduce Wastage and Stagnation in Primary Schools At the request of the Education Department of the Mumc1pal CorporatiOn of Delhi, a three-day workshop was conducted to g1ve onentat10n to the pnmary school teachers m the techmques and methods of developmg suitable act1on programmes to reduce wastage and stagnatiOn m pnmary schools run by the Corporation. 11. Pre-service and In-service Training of Pre-School Teachers The Boards of Teacher Eduction, Maharashtra and Gujarat were rendered assastance to make use of the currtcula for pre-service and m-serv1ce trammg of pre school teachers developed by the Council 13 Developing a Programme of Work-Experience Dunng 1971-72, the Counc1l collaborated w1th the Kendnya Y1dyalaya Sangathan m developmg and 1mplementmg the programme of work-expenence 10 Central Schools. 14. De> eloping a Programme of Ungraded Teaching Guadance and consultative services were provided to the selected teachers and supervisors of the Mumc1pal Corporation of Ahmedabad m develop1ng a programme of ungraded teachang tn 50 selected pnmary schools. 96 15. Orientation of Career Masters The Council prov1ded assistance to the Delhi Admmistrahon, Delhi m orgamsmg an orientatiOn course for career masters 16. Trainmg of Supervisiors in Functmnal Literacy Programme At the request of the State Department of Education, Or1ssa, the Council organis ed a tratnmg course for supervisors m the functional literacy programme m June, 1971. Parttctpants from Intenstve Agncultural Development Dtstncts of Onssa and a re presentative from B1har attended the trammg prog.ramme 17 Establishment of a State Council of Educational Research and Training in Uttar Pradesh At the request of the Duector of Education, Uttar Pradesh, a detailed proposal regardmg the establishment of a State Council of Educational Research and Trammg was formulated and submttted to the State Government 18. In-service Training Courses in Horticulture for Graduate Teachers of High Schools in Mysore State At the suggestion of the Department of Pubhc lnstruchon, Government of Mysore, three courses m Horticulture for a penod of 2 months each for the graduate teachers of lugh schools of Mysore State were orgamsed. In all, 79 teachers attended the courses. Practical trammg m kstchen gardening, ornamental gardenmg and pot-culture was Imparted m these courses. 19 In-service Training Course for Drawing Teachers of Primary Teacher Training Institutions of Mysore State At the request of the State Department of Public Instruction, Mysore Govern ment, a two-week m-servtce trammg course for drawmg teachers of pnmary teacher trammg mstitutions of Mysore was conducted from 21-10-1971 to 3-11-1971 Twenty four teacher educators parttctpated m the course In addtt1on to drawmg and pamt mg, trammg m different media ltke clay, plaster of pans, wax, etc was also gtven. 20 In-serv1ce Training Course in Work-Experience for Primary Teacher Educators of Mysore State At the request of the State Department of Pubhc Instruction, Mysore, two short term trammg courses tn work·expenence were orgamsed for pnmary teachers of Mysore from 25·11-1971 to 4-12-1971 and 8-12-1971 to 17-12-1971 Forty-stx and thirty four teacher educators partiCipated m the first and second courses respectively. Trammg was Imparted to the partlctpants m kitchen gardenmg, ornamental garden mg. pot-culture under horticulture craft, and wood work and sheet metal work under techmcal crafts 21 Drafting of Secondary School Syllabus in Physics The State Institute of Sc1ence EducatiOn, Poena was rendered ass1stance in orgamsmg a 10-day programme for teacher educators of Maharashtra State for drafting the secondary school syllabus m Physics 22 L•a•son w1th States through Field Contacts The F1eld Adv1sers of the Council m the States v1s1ted as many Extension Servtces 97 Centres under thetr JUrisdtctton as they could and provtded the reqmred assistance to solve thetr admmtstrattve and academtc problems The Ftcld Advisers also brought to the notice of the State authonttes the programmes undertaken by dtfferent Depart ments of the NIE and the Regional Colleges of EducatiOn. In particular, they helped the State Governments m the 1mplementat10n of the UNESCO-UNICEF-asSisted P1lot Project on Sctence Teachmg The roam problem dunng the year under report was the take-over of the Exten sion Servtces Centres by the respecttve State Gevernments and Unton Terntory Ad· mmistrat10ns. The Fteld Advtsers of the Council through personal contacts wtth the concerned officers of the Departments of Education of thetr respecttve States made all efforts to solve thiS problem. One of the mam acttvtttes of hatson was holdmg of State level conferences bv the F1eld Adv1sers of the NCERT. The F1eld Adv1ser (Punjab, Haryana, Htmachal Pradesh, Jammu & Kashnnr and Chandtgarh) orgamsed such conferences These conferences were attended by Educatton Mtntsters, Education Secretartes, Dtrectors of Publtc Instructton/Dtrectors of Education, Jomt Directors of Pubhc Inst ructton}Jomt Dtrectors of Education, Pnnctpals of Trammg Colleges, Directors of State Institutes of Education, Dtrectors of State Instttutes of Sctence EducatiOn, Pnnctpals of TeJ.cher Tramtng Schools and Heads of State Evaluatton Umts, Gutdance Bureaus, etc. The conferences proved extremely useful and enable the State education offictals to have a new look on extenston work trom the total State pomt of vtew and to have a workmg relationship w1th the NCERT The F1eld Adv1ser, Tnvandrum prov1ded onentatton to heads of secondary schools, supervtsors of schools and dtstrtct edu catiOnal officers of Kerala at the State level conferences 10 modern trends 10 educa tion and the role of NCERT tn promotmg research on problems emergmg from classroom sttuattons. Bestdes, annual conferences of Honorary Directors and Co ordmators of ExtensiOn Servtces Centres were also convened by the F1eld Advisers to thctr respective States. 98 ANNEXURE State-W1se DistrtbutJon of Primary Science and M1ddle School Science Kits, Books, Paper and Laboratory Equipment Under UNESCO-UNICEF-asSJSted Pdot Project on Sc1ence Teachmg (1971-72) No of Number of K1ts supplied Bookssupphed Paper I aboratory equrpment Sl. State schools Pry Phy. l'hy. H10. H10. Chem. Total Pry M1dd!e supphed supphed to Trg Insts No Pry M1ddle (redms) S I Sc S I. E.T T.C. T. T S. Edn I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Andhra Pradesh 50 30 51 35 31 33 31 31 212 I 7 91 ..' Assam 50 30 I 3 6 21 3. B1har 50 30 51 35 31 35 31 31 214 6,000 I I 6 27 "' 4. GuJarat 50 30 50 31 31 30 31 31 204 6,748 24 63 5 Haryana 50 30 51 31 31 31 31 31 206 1500 4,200 I 5 8 6 H1machal Pradesh 25 10 26 II 12 II 12 12 84 1500 850 2 2 7. Jammu & Kashmir 40 30 40 40 40 I 123 1 6 8 Kerala 50 30 51 30 31 31 31 31 205 25,510 I 10 26 9. Madhya Pradesh 50 30 51 31 31 31 31 31 206 3000 28,300 17,496 I 1 5 8 10. Maharashtra 45 30 46 41 45 46 45 45 274 13,898 7 19 11. Mampur I I 12. Meghalaya 13. Mysorc 50 30 50 30 31 31 31 31 204 I 3 11 14. Nagaland 30 30 31 31 31• 31 31• 3!• 186 1650• 10,2oo• 3 I 2 3 4 5 6 7 8 9 10 II 12 13 14 IS 16 17 18 15. Orissa 50 30 51 31 31 I 116 17,204 I 4 21 16. Punjab 50 30 52 32 31 32 31 31 209 2,200 I I 11 8 17. Rajasthan 50 30 51 33 31 31 31 31 208 4,500 17,500 I 3 9 18. Tamd Nadu 50 30 51 31 32 31 32 32 210 3,720 I 10 39 19. Tnpura 20 10 20 10 10 43 606 20. Uttar Pradesh 50 30 51 32 31 31 31 31 107 2800 12,500 14,000 9 54 21. West Bengal 51 31 I 31 I 116 I I I 22. A & NIsland 20 10 I I 3 0 23. NEFA 13 13 13 13 13 39 -0 24. Dadra & Nagar Haveh 25. Delh1 50 all 50 50 17080 4,600 I 3 26. Goa, Daman & DIU I 27 Laccad1ve) 2 I 28 M1zoram 29. Pond1cherry 50 30 50 30 30 110 300 I •mcludes numbers under delivery. Legend · Pry. = Pnmary BIO ~ B10logy S I. Sc. Edn. State Institute of Sc1ence EducatiOn Phy. Phys1cs Chern.== Chem1s.try S I.E. State Institute of Education - T.TC Teacher Trammg College T.TS. Teacher Trammg School. APPENDIX 19 Collaboration with the Ministry of Education and Social Welfare (1971-72) The Council acttvely associated itself With the work of the M1mstry of Education and Social Welfare during the year under report A bnef report of the Council's participation m all such work IS gtven below : I. National Board of School Textbooks The NatiOnal Board of School Textbooks was established by the Government of Indta In December, 1968 to coordmate and gmde the activities of the national and state level orgamsatlons for productiOn and Improvement of textbooks The Depart ment of Textbooks which was created m June. 1969 continued to serve as the Academtc Secretanat of the National Board of School Textbooks durmg the year under report. Follow-up action on recommendations of the first and second meetmgs of the Board held respecllvely 1n Apnl 1969 and May 1970 was taken dunng 1971-72 No meetmg of the Board could, however, be held dunng the year 2 Evaluation of Textbooks Received from the Ministry of Education and Social Welfare A number of textbooks rece1ved from the M101stry of Education and Soctal Welfare were screened by the officers of the Council for controversial subject-matter Evaluation reports m respect of these books were sent to the Mmtstry 3 Intensive Educational District Development Project (IEDDP) The Counctl extended techmcal asststance to the Mmtstry of Education and Soc1al Welfare m workmg out details of ptlot proJects, m developmg destgn of surveys and studies and m the preparation of dtstrtct project reports and trammg of dtstnct project staff. 4 Crash Programme of Textbook Evaluation In 1970-71, the Mmtstry of Education and Soctal Welfare had eotrusted to the Council the responsibility of 1mplementmg a crash programme of evaluatmg school textbooks w1lh a v1ew to tdenufymg the matenal prejUdiCial to national mtegration. Dunng the year under report, textbooks prcscnbed tn schools ol the followmg s1x States and one Umon Territory were evaluated · Andhra Pradesh Bthar Madhya Pradesh Onssa PullJab West Bengal Delht The recommendations of the Expert Comm1ttee were sent to these States/Unton Territory for consideration. 101 S. Orientation Conference of District Education Officers, etc The Council m collaboration wtth the Mmistry of Education and Social Welfare orgamsed an onentat10n conference of District Education Officers/Inspectors of Schools and Directors of State Institutes of Education of the Eastern RegiOn from 29th October to 1st November, 1971 at the Reg10nal College of EducatiOn, Bhubaneswar. Thirty eight officers from the States of Bihar, Onssa, Nagaland and West Bengal participated m the conference. The conference was also attended by the representatives of the Mmistry of Education and Soctal Welfare, NCERT, Asian Institute of EducatiOnal Plannmg and Admmistratlon, Kendnya VIdyalaya Sangathan and Indian National Science Academy. The purpose of the conference was to exchange Ideas about the mnovahve practices tried out by different States and to suggest concrete programmes for adoption/adaptation of these practices m the concerned States. 6 National Prize Competition for Children's Literature The National Prize CompetitiOn for Children's Literature whtch was earher conducted by the Mm1stry of Education and Social Welfare was entrusted to the Counc1l for 1mplementat10n from the year 1970-71. Steps were taken by the Council tn 1971~72 to organise the 16th National Pnze CompetitiOn. In all 225 entnes were recetved m dttferent regional l.tnguages for the competltJOn, out of which 13 were selected for awardmg pnzes of the award wmnmg entnes, two were m Hmd1, and one each m Kannada, Bcngah, Assamese, Urdu, Maratht, Gujarati, Tamil, Smdh1, Onya, Telugu and Malayalam. Action was also taken for holdmg the 17th competitiOn durmg the year by way of mviting entnes through advertisements m all the leadmg newspapers of the country. Bes1des, a study was undertaken to evaluate the Impact of the scheme on the quahty and quantity of the production of children's literature. A report of the study was finahsed On the baSIS of the findings of this study, 11 1s proposed to modafy the scheme to make 1t more effective 7. Rural Talent Search Programme The Council cooperated With the Mmistry of Education and Social Welfare m unplementmg the scheme of national scholarshaps at the secondary stage for talented ch.IIdren from rural areas. Under thts scheme, two 'children from class VII or VIII selected from each community development block on the bas1s of a competlttve exammatton specially conducted for the purpose are to be awarded scholarships. 1 he value of each scholarship 1s Rs. 500/- per annum for day scholars and Rs 1,000/- _ per annum for those staymg m recognised hostels or selected famthes SubJect to satisfactory progress of the scholars, the scholarshtps wtll contmue for two to four years covenng the secondary stage The admmastrattve responstb1hty of the scheme ltes wath the Mmtstry of Education and Social Welfare. The Mmistry w1ll run the scheme in collaboratiOn w1th the State Governments. The Council has been entrusted wath the responsibility of prov1dmg academtc guidance to the States. It IS proposed to set up a special unat ID the Council for undertaking th1s respons1b1hty. Till such time the proposed unit IS set up, the Council dunng the year under report offered guidance to the States through some adhoc arrangements The adhoc arrangements had been worked out on the basts of experiences gamed through the 1mplementatton of the Council's examination reform programme 8. National integration Project In 1970-71, the Mtnistry of EducatiOn and Soctal Welfare entrusted to the Council the task of promoting national Integration among school children through vanous edu· cataonal ~rogrammes which consisted of orgamsatlon of mter-state camps for students 102 and·teachers and exclustve camps for teachers and prmcipals of schools • Initiating of 'Our India Project • m selected schools • and preparatton and productmn of instruc tional materials relevant to the theme for students and teacher~. The report of the wqrk done under thts project dunng 1971-72 has already heen gtven m Appondtx VII. 9. PopulatiOn Education At the mstance of Mmtstry of EducatiOn and Social Welfare, a spectal umt was set up m the Department of Soctal Sctences and Humanities of the NatiOnal Institute of Education In 1970-71. The untt was entrusted wtth the responsibility of formulatmg and tmplementmg appropnate programmes on populatton educatton at the school stage. The work done by the untt durmg 1971-72 has already been reported m the text of the report 10. Celebration of Silver Jubilee of UNESCO In November, 1971, the Council collaborated With the Indian National Commts· siOn for Cooperation with UNESCO In organism& functions to commemorate the Silver Jubtlee of UNESCO The programmes earned out on thts occasion mcluded holdmg of exhtbthons; lectures by emment scholars on the contnbutton of UNESCO , and orgamsatton of film shows, essay and declamation contests, debates, sympos1a, etc. 103 A~P P E N D I X 20 International Collaboration (1971-72) Durmg the year under report, the Counctl continued to recetve ass1stance from the mtcrnat10nal agcnc1es, hke the, UNESCO, the UNICEF and the UNDP. AsSIStance was also receavcd from the Bnt1sh Council, the USAID, the US. National Sctence Founda tion, the Governments of the USSR, the Umted Kmgdom and the German Demo cratic Republic Many officers ot the Counctl went abroad either to attend mter nahonal conference/semmars or on special assignments or for advanced level trammg under vanous fcllowshap programmes Several experts from overseas VISited the Counc1l and 1ts mstatut1ons. Some of them worked wtth the Council as Consultants, while others underwent trammg. A detatled account of achvtttes undertaken m thts sphere dunng 1971-72 IS g1ven m the followmg paragraphs 1. Equipment and Expertise Received from Overseas 1.01 Under the UNESCO-asSISted Secondary Sc1ence Teach1ng Pr01ect, 7 UNESCO experts contmued to ass1st the Council m 1971-72 m developmg mstructtonal rnatenals, equipment and audto-vtsual atds m science and mathematics. 1.02 Under the UNICEF-asSISted Pilot Project for the Improvement of Sc1ence Teachmg at the School Stage, one UNESCO expert contmued to as~1st the Counctl m the development of curnculum matenals m science for the pnmary stage practically for the whole year. 1.03 10 sc1ence filniS were rece1ved as a g1ft from the U K. under the Colombo A1d funds. These films ha\'e smce been got censored and put into circulation through the Central F1lm Ltbrary of the Department of Teachmg A1ds of the Nat1onal Inshtute of Educat1on 2. Council's Collaboration in International Research Projects The Council contmued to collaborate during 197t-72 in the research project of the Internattonal Assocmhon for the Evaluataon of Educational Achtevement 20 countries mcludmg Ind1a are part1c1patmg m th1s project. The mam purpose of the pro Ject IS to relate mput varmbles hke orgamsat10n and structure of school and Its mate nat fac1hties, qualifications. expenence, motivatiOn and attitudes of teachers and socio economic background of students With achtevement m some school subjects. Dunng the first half of the year under report, the data for the project were collected, got punched and sent to the International Centre During the second half of the year, the computer output rece1ved from the InternatiOnal Centre was gone through and occas SIOnal quer1es received from Stockholm were also rephed 3. Council"s Training Programmes for Foreign Educators 3 01 A four-month trammg programme 1n audao·visual educat1on whtch was orgamsed for the three Afghan nationals deputed under the USAID Th~rd Country 104 PrOgramme was completed on 30th June, 1971 The mam areas covered in the pro gramme wer~ photography, audiO-visual equtpment and graphics. 3.02 A teacher-educator from Afghan1stan under the USAID Programme was Imparted trammg m techmques involved m the production of educational filmstr1ps and shdes for a penod of one month m June-July 1971 3.03 A one-week tram1ng programme In teachmg aids was arranged for an Indo ?eSian national dunng July 1971 under the WHO Fellowship Programme.. The tram In& mvolved preparatiOn of mexpens1ve teach1ng atds such as sdk screen pnntmg, charts, posters, etc. 3.04 Two Afghan nationals S/Shn M I Shaffiq and Syed Mohd Zahlf Khushbm, who VISited Ind1a dunng the year under report under the UNESCO Fellowship Pro gramme, received trammg m the vartous Departments of the National Institute of EducatiOn and the RegiOnal Colleges ot Education at Bhubaneshwar and A)mer 4. Assistance Provided to UNICEF for Finalising Play Equipment for Family and Chlld Welfare Projects AsSIStance was provided to the UNICEF m finahsmg play equ1pment for the family and child welfare projects These proJects are run by the Government of India With the aSSistance from the UNICEF. 5. Supply of Material to UNESCO/UNICEF 5.01 B1bhographtes and abstracts of the pubhcationo;; on vocational guidance m India were prepared and sent to the InternatiOnal Bureau of Education, UNESCO 5 02 The UNICEF 1s currently engaged m explonng the contnbutlon 11 can make towards Improvmg the condition of pre-,chool children m Ind1a tn the context of the present programmes of governmental and non-governmental agencies. In this connection, two officers of the Council at the request of the UNICEF, prepared posi· t10n papers-one on "Voluntary Orgamsattons wh1ch Serve Pre-school Children m India'" and the other on "A Cnttcal Review of Existing Fac1hties IS Pre-school Teacher Trammg in India." 6. Deputation of Council's Officers Abroad for Participation in Internntionnl Conferences/Seminars and Advanced Training under Fellowship Programmes 6 01 Dr. (Smt ) Perin H Mehta, offic1atmg Head, Dept!. of Educational Psycho logy and Foundations of EducatiOn was deputed to attend the meeting of the Asso Ciation for Evaluation of Educatwnal Achievements held m Budapest (Hungary) from 25th to 29th October, !971. 6 02 Shn S L. Ahluwalia, Head, Department of Teachmg A1ds was deputed to participate m EducatiOnal Workshop on Audm-v1sual Instruction m As1a orgamsed by the NatJOnal!nstltute for Educational Research, Japan from 14th May to lith June, 1971. 6.03 Shrt T. S Mehta, Incharge, Department of Soc1al Sctences and Humanities attended from 21st to 30th June, 1972 the Nat1onal Semmar on PopulatiOn Education orgamsed by the Government of Ceylon under the Colombo Plan Bureau, Colombo. 6.04 Dr. C. H. K M1sra, Reader m the Department of Educational Psychology and Foundations of Education (now on fore1gn scrvtce w1th Central Institute of Ind1an Languages, Mysore) was deputed to partiCipate m the meetmg of the Steenng Comnu- !05 ttee of the Experimental Project on Programmed InstructiOn m As1a held in Bangkok from 4th to 8th October, 1971. 6OS Prof P. K. Roy, PrmcJpal, Central Ins!Jtute of Educallon, Delh1 attended the meeting of the Internatwnal Work1ng Group convened by the UNESCO-sponsor ed As1an Inst1tute for Teacher Educators, Mamla (the Ph1hppmes) from 11-1-1972 to 20-1-1972. 6 06 The followmg officers of the Council were deputed to partiCipate m the International Semmar for Advanced Trammg m Curnculum Development and In· novatwn, convened by the I.E.A. m Granna (Sweden) from 4th July to 14th August, 1971 I. Dr. R. C. Das, Prmc1pal, Reg1onal College of Educallon, AJmer. 2. Shn N K Sanyal, F1eld Adv1ser, Department of Science Education 3. Smt. A. Khanna, Reader, Deptt of Textbooks 4. Shn Ami V1dyalankar, Reader, Deptt. of Social Sctences and Humamt1es 5. Dr. G. N. Kaul, F1eld Adv1ser, NCERT 6 Shn H. S. Snvastava, Reader, Department of Textbooks. Dr. R. H. Dave, Head, Department of Textbooks and Dr M C Pant, Head, Department of Sctence Education, acted as faculty members m the semmar 6 07 The followmg officers of the Counc•l went for advanced stud1es under the Commonwealth Teacher Trammg Bursanes, U K. : Shn R N. Karnawat, Lecturer m Sc1ence, Reg1onal College of EducatiOn, AJmer-20-10-1971 to 19·9-1972 (granted leave as due) 2 Shn R S. Kathan, Lecturer m Mathematics, Regional College of Education AJmer- 16-9-1971 to 15-8-1972 (granted leave as due). 3. Shn C L. Anand, Lecturer m EducatiOn, Regtonal College of EducatiOn, Mysore, 17-9-19711111 October, 1972 (granted spec1al leave). 6 08 Under UNESCO.asSJSted Secondary Sc1ence Teachmg Project S/Shn Chhoten Smgh and P. K Bhattacharya of the Department of Sc1ence Educatwn were deputed for advanced trammg abroad. 6 09 Dr (Smt) V. S. Anand, Lecturer m the Department of Textbooks, who went for advanced studies under the Commonwealth Teacher Trammg Bursanes, U. K on l-10-1970 completed her stud1es on 4-7-1971 7. Council's Officers who went Abroad on Special Assignments 7.01 Dr. A. Raoof, F1eld Adv1ser m the Council contmued to be on fore1gn serv1ce to UNESCO as a Spec1ahst m Prmc1ples of Tcachmg at the Kabul Academy for Teacher Educatwn, Kabul. 7.02 Shn S. S. Sharma, Lecturer in the Central Institute of Educatwn, Delhi continued to be on foreign service to UNESCO as a Specialist m Teacher Traimng m Afghamstan under the Spec1al Fund Component of the UN Development programme. 7 03 Dr. (Smt ) B Raju, Reader m the Central Institute of Education, Delhi, contmued on deputation to UNESCO as Sen10r Lecturer in Educational Planning and Admimstrallon at Umvemty College, Nauob1 (Kenya). !06 7.04 Shri N. K Jang1ra, s~ Research Assistant m the Department of Pre Primary and Pnmary Education contmued on deputatton as Pnnctpal, Teacher Tram mg Inst1tute, Pellmg (Gyalshmg), Government of S1kk1m 1 OS Shrt C. G Nagarj, Teacher, Demonstration Multipurpose Higher Secon darY School attached to the Regwnal College of EducatiOn, Mysore was granted leave as due from 5-8-1971 for a penod of one year to take up a teachmg assignment m East Orange H1gh School, East Orange, New Jessey (USA) under Teacher Exchange Pro gramme. 8. Foreign Dignitaries and Experts who Visited the Council A number of foreign d1gmtanes and experts VISited the NCERT durmg 1971-72. A bnef account of VISits by outstandmg personalities 1s given below . 8 01 A team of seven leading educatiOnzsts from Indonesia accompamed by two members of staff of the Ford FoundatiOn VISited the Department of Teacher Educa tiOn of the Natwnal Institute of Education m Apnl, 1971 The subJects diScussed w1th the VISitors mcJuded multipurpose schools, demonstration schools and programmes of teacher trammg, etc. 8.02 A UNESCO delegation led by Shn John E Fobes, Deputy Director Gene ral, UNESCO, VISited the Council on 17-8-1971. The members of the delegation went round the Department of Sc1ence EducatiOn and Central Sc1ence Workshop They evmced keen mterest m the sctence study kth and mstructmnal matenals bemg produc~ ed by the Council. They also held dJScusSJons w1th the D1rector, NCERT, Heads of Departments of the NIE and UNESCO experts workmg w1th the Council on UNESCO -assisted Scrence Teachmg Project and on relationships between the Council and the Umon Ministry of EducatiOn and Social Welfare on the one hand and between the State Governments and the Council on the other 8 03 Shn Oduro-Kwarten, ChaJTman of the Board of Directors of the Ghana News Agency, Shn W. Lightfoot, UNESCO-UNICEF expert at New York and Shn Phd1p R. Thomforde, UNICEF LJaJSon Officer, F.A 0., Rome VISited the Department of Sc1ence Education m June 1971 and were shown the matenals developed under the UNICEF-asSJsted Pdot Project on Sc1ence Teachmg at the School Stage. 8.04 Shn Mohammed Ayyub, PrmcJpal, H1gher Teachers' College, Kabul, VISited the Council m June, 1971 and had discussions w1th the officers of the Depart ments of Sctence Education and Teacher Educatmn. 8.05 Shri Gul Rahman Hak1m, D1rector of AdmJSSJons, Kabul VISited the Coun cil m June, 1971 to acquamt himself w1th the organisation of testmg programme m schools undertaken by the Council 8.06 Dr J. L Handerson, SeniOr Lecturer m History and InternatiOnal Atfatrs of the Umvers1ty of London, VISited the Central Institute of Educatmn, Dellu on 29th July, 1971 and delivered a talk on 'Student and Soc1ety.' 8.07 Dr. Homend M1 F11ts, WHO Consultant m Health Educat1on, NC Central Untversity, Durham, VISited the Department of Science Education on 2-8-1971 and was shown round the Central Science Workshop He was mamly mterested to see what components of health education had been mcluded m the science programmes of the Council. 8 08 Shn y K. Lule, ASSistant Secretary-General mcharge of EducatiOn of the Common-wealth Secretariat, London, vtstted the Council on 19th August, 1971. !07 He was shown round the Central Science Workshop. He held d1scuss1ons with the D~rector, NCERT and Heads of Departments of the NIE 8 09 Two members of the Swed1sh Parliament, Shn Sllgalemyr and Smt. Cec1ha Mettlebrand v1s1ted the Counc1l on 8th September, 1971. They where shown round the Central Sc1ence Work•hop and Dempartment of Sc1ence EducatiOn. They held d1scuss1ons w1th the Director, NCERT and Heads of Department .. of the NIE. 8.10 Prof. Harry F. Memers, Professor of Phys1cs, Rensselaer Polltechmc Insti tute, New York v1s1ted the Department of Sc1ence Education on 13-9-1971 and held discussion w1th the officers of the Department on the development of new demonstra tion eqUipment m physiCS 8.11 Dr. Garth Howell, Head, Sc1ence Education Sect10n of the BntJSh Council, U K. and Dr. R. M Dnmmelen, Assoc1ate UNESCO Expert m Educational Research, UNESCO Reg1onal Office for Education m As1a, Bangkok, v1s1ted the Department of Science Education and Central Sctence Workshop m November, 1971 and held dtscus sJons with the officers of the department and workshop on science educatiOn pro grammes of the Council. 8 12 Shn Ach, UNESCO expert on sc1ence equ1pment v1s1ted the Department of Science Educatmn and Central Science Workshop and exammed m detail vanous drawmgs of sctence equipment and kits wtth the actual specimens for the purpose of making bulk purchace of science equ1pment from the manufactures 8.13 Dr. Odolen Smekal, Head of the Department of lndology, Charles Umver Sity, Prauge (C2echoslovak.a) VISited the Department of Textbooks on 11-1-1972 Dr. Smekal had prepared some Hmd1 books for adults res1dmg m Czechoslovak.a. He was mterested m the textbooks prepared by the NCERT. He had d1scuss1ons w1th the Head and the language team of the Department of Textbooks about the books pre pared by the Council. He found most of the Council's books useful and took a numw her of them w1th h1m as sample material 8.14 Shn Robert Moms, Deputy D~rector General, Centre for EducatiOnal Development Overseas, London, accornpamed by Shn Stanley Hodgson, represent alive for Ind.a m the Bnt1sh Council, v1s1ted the NCERT on 14th February, 1972 Shn Morris addressed the faculty members. In h1s addre~s. he gave an account of the expenences m curnculurn development In different countnes of the world where the CEDO had on-gomg programmes. He also descnbed the expenences and the prachce followed m this field m the Umted Kingdom. 8 IS The f ollowmg members of UNESCO-NIER Evaluation M1ss1on v1s1ted the NCERT on 1st March, 1972: I. Dr. Gordon Arv~dson of UNESCO Reg1onal Office for EducatiOn m As1a, Bangkok 2. Dr. Kihei KoJzumi, representative of the NIER, Japan 3. Dr. Iraj Ayman of the Nat1onal Institute of Psychology, Iran The member of the m•sston vtstted the Department of Sctence EducatiOn and Central Sc1ence Workshop and held d1scuss1ons w1th the Heads of Departments of the NIB about the research prOJeCts that the UNESCO South East As1a Centre, wh1ch was proposed to be established at Bangkok, could take up m the near future. 8.16 Dr. Nelson Max, Director of Topology F1lms Project at E.D.C. v1s1ted the 108 Department of Science EducatiOn and discussed with the officers of the Department the possibility of the usc of computer ammat10n m the field of science He also showed films on mathematics where computer ammation was used 8 17 Shn A.A Sm1rnov, Deputy Fore1gn MmJSter of the USSR and Smt Smirnov who had come to Delhi m connection with the Indo-Sovtet Cultural Agree ment v1s1ted the NCERT on 8th March, 1972. They were shown round the Depart ment of Science Educahon and Central Sctence Workshop They held discussiOns w1th the Duector, NCERT and Heads of Departments of the NIE on the programmes of the NCERT w1th particular reference to UNESCO-asSISted Secondary Sc1ence Teachmg Project where UNESCO experts from the USSR were workmg 8 18 Shn S Murday, Permanent Secretary, Mm1stry of EducatiOn and Cultural Affairs, Maunt1us VISited the Central Science Workshop m M:uch, 1972 and showed keen mterest m the curncular mater~als m sctence, parttcularly the sctence ktts He also explored the poss1bd1ty of collaboratiOn With the NCERT m developmg su Jtable programmes m science education m his own country. 9 Fore1gn Experts on Deputation to the Council 9.01 As stated earher, seven experts contmued to assist the Council m 1971-72 under the UNESCO-assisted Secondary Sctence Teachmg ProJeCt Three experts, Dr. V M. Galushm, Dr B I. Baulm and Dr A.W. Tome left durmg the year on completion of their assignments 9 02 Dr. D Ietnch Blandow, an expert m work-expenence from the German DemocratiC Republic worked with the Department of Pre-Pnmary and Pnmary EducatiOn and v1s1ted the Regional Colleges of Education, AJmer, Bhubneswar and My.!.ore and discussed w1th the staff of the Colleges the posstb1ht1es of trammg of teachers m work -expenence 10 Assistance to Fore1gn Countries A team 0 f officers from the NCERT was deputed to help the Government of Bhutan to develop currtculum and mstructional matenal for its school. A trammg programme was orgamsed for this purpose at Teacher Trammg Institute, Samch1 (Bhutan) from 14th to 27th February, 1972, m wh1ch about 60 secondary school teachers of Bhutan parttcJpated II. International Book Year, 1972 !972 has been declared as the International Book Year by UNESCO. Durmg 1971·72, plannmg was done by the Department ofTexbooks (NIE) and the publicatiOn Umt of the Council to undertake a number of programmes to commemorate 1972 as the International Book Year 109 APPEND IX 21 Publications 1971-72 TEXTBOOKS 1. A Textbook of ChemiStry for H1gher Senondary Schools Part-Il 2. Geometry for M 1ddle Schools Part I (Reprmt) 3. Rashtra Bharati Part I (Reprmt) 4. English Reader Rook IV (Spec~al Senes) S. Ekank1 Sankalan (Repnnt) 6. Bhaut1k1 Part I (Reprmt) 7 Jeev V1gyan Part I (Reprmt) 8. Chalo Pathshala Chalen (Reprmt) 9. Kavya Ke Ang (Reprmt) 10 Swatantra Bharat - C1v1cs Textbook for Class VIII II. Rasayan V1gyan- Part I (Repn~t) 12 Sc1ence IS Domg for Class IV 13. Bharat Aur Sansar (Reprmt) 14 PhySics Part lll (Reprmt) 15 Sama)lk Adhyan Part I (Reprmt) 16 B1ology Part I (Reprmt) 17. Phys1cs Part I (Reprmt) 18. SamaJik Adhyan Part ll (Reprmt) 19. Sthamya Shasan (Reprmt) 20 English Reader Book II (Spec1al Senes) 21. English Reader Book V (Specml Senes) 22. Australia Aur Amenca- A Geography Toxtbook for Class VI! (Reprmt) 23. Sc1ence IS Domg for Class lll (Reprmt) 24. Ram Madan Amar (Reprmt) 25. Aao Hum Padhcn (Reprmt) 26. Kaham Sankalan (Repnnt) 27. ChemiStrY Part II (Reprmt) 28. Geometry Part lll (Repnnt) 29. English Reader for Class VI (Specml Senes) 30 Anthmetlc- Algebra Part II (English) (Reprmt) 31. Aao Padhen Aur KhoJen (Reprmt) 32. B1ology Part Ill (Reprmt) 33. Aao Hum Padhen (Reprmt) 34 Sc~tnce IS Domg for Class IV (Reprmt) 35 Anthmet1c- Algebra Part lll (Reprmt) 36 Modern Indm- A Textbook for Secondary Schools 37. Jeev V1gyan Part II (Reprmt) 38. Sanskntoduya (Reprmt) 39. Bhaut1k1 Part lll (Reprmt) 40 Europe Aur Bhar•t- Geography Textbook for Class Vlll (Hmd1) 41 ChemiStry Part I (ReviSed Ed1t1on) 42. Aadhun1k Bharat- <\.Textbook of HIStory for Class Vlll 43 Ank Gnnu Bee) Gamt- Part II (Reprmt) 44 Jeev V1gyan Section IV-Y (Hmd1) 110 45 Social Studies for Higher Secondary Schools- Volume I (Reprmt) 46. Chemistry for Secondary Schools Part I (Reprmt) 47. Afnca Aur As1a (Repnnt) 48. Our Const1tut10n and the Government 49 Rasayan V1gyan Part I (Revised Ed1t10n) 50 Ancient Ind1a (Repnnt) 51 Medieval Ind1a (Reprmt) 52. B10logy SectiOn VI-VII (Reprmt) 53 Rashtra Bharat1 Part I (Reprmt) 54 Hmdt V1yakaran Aur Rachana 55. Enghsh Reader Book V (General Senes) 56. Hmd1 Reader Book II (Reprmt) 57 Hmd 1 Reader Book in (Reprmt) 58. Hmdt Reader Book V (Repr mt) 59. Chemistry Part II (Reprmt) 60. Anthmetic Algebra Part I (Repnnt) 61. Aao Padhen Aur Seekhen (Reprint) 62. Practical Geography (Reprmt) 63. Geometry Part II (Repnnt) 64 Biology for Secondary Schools Section I (Repnnt) 65 B1ology for Secondary Schools -SectiOn III (Reprmt) 66 Prachm Bharat (Reprmt) 67 Bhaut1k1 Part II (Reprmt) TEACHERS' GUIDES AND WORKBOOKS 68. Teachers' Gu1de for Geometry Textbook II for Class VI (Study Group) 69 Teachers' Gmde for Ins1ght mto Mathematics Book I 70. Teachers' Manual for Physics Part II 71 Workbook to Hmd1 Primer (Reprmt) 72. Workbook to Hmd1 Reader I (Reprmt) 73 Workbook to Enghsh Reader for Class VI 74 Science IS Domg -Teachers' Gu1de for Class IV (Hmd1) 75. Teachers' Gmde for Enghsh Reader for Class tX (Special Senes) (Reprmt) 76 Workbook for Enghsh Reader Book II (Special Senes) 77 Teachers' Gmde for Sctence 1s Domg for Class IV 78 Samanya V1gyan Part II- A Teachers' Handbook of ActiVIties 79. Teachers' Gmde for Our Country India Part I 80 Teachers' Gu1de for Our Country Ind1a Part II 81. Teachers' Gmde for Our Country Ind1a Part II (Hmd•) 82. Workbook for Let's Learn Enghsh Book I (Spec1ai·Senes (Reprmt) 83. Workbook to Hmd• Reader II for Class II SUPPLEMENTARY READERS 84. Sant Tukaram (Hmd1) 85. Swam• Dayanand Saraswat1 86. Bankmg K1 Manohar1ta 87. Bharat K1 Kathayen (Repnnt) 88 Bahuroop1 Gandhi (Hmd•) 89. The Romance of Transport 90 The ConstitutiOn of Ind1a for the Young Reader 91 Our Agnculture 92 Mahakav1 Kahdas (Hmd1) 93 Sn Aurobmdo (Hmd1) 94. Lucknow Residency Ka Ghera Ill 95 Ishwara Chandra Vidyasagar (Enghsh) 96 La! Bahadur Shastn (Hmdo) 97 Gautam Buddha (Hmdo) 98 Antanksh Mctn Haman Pr 1 thv1 OTHER PUBLICATIONS 99. Wcstage and Stagna two at the Pr1mary Level-A Handhook for Supervisors 100 Supplementary Readers Evaluation Tool 101. Supplementary Readers Evaluatoon Tool (Hmdo) 102. Mannual of Instructions for Supplementary Readers FvaluatiOn Tool 103 Manual of In,tructlons for Supplementary Readers Evaluatoon Tool (Hmdo) 104. Rules of the NCERT (Hmdo) 105. Report of the Education Commossoon- Volume IV 106. Report of the Commottee to Evolve Model Syllabo for Elementary Teacher Edu- catton 107. The Teacher Speals -Volume VII 108 Catalogue of Folms Index- Volume I 109. An Ex.perJment tn Contmuat1on Education for School Leavers After the Comw pulsory EducatiOn Age L1m1t of Eleven 110 School SituatiOnal BehaviOurs and Ratmg Scales for Assessmg Personality Traots of Promary School Pupols 111. Syllabus for Enghsh Readers (Specoal Senes) (Reprmt) 112 Syllabus for Enghsh Reader (General Seroes) (Reprmt) 113 IdentificatiOn of Educational Problems of Saara of Or1ssa 114. Developmental Needs of the Trobal People 115 Current Problems m Education- Youth Servtce 116. Current Problems tn Ed ucatwn - A School Science ProJect of Ind1a 117 Current Problems m Education -PopulatiOn Education 118 Populatoon Education- A Draft Syllabus 119. An Integrated and Comparative Study of a Selected Trobal 120. Commumty L1vmg m Contiguous Areas 121 Plug Pomts for Population EducatiOn m School Curriculum 122 UNESCO on Twcnty-Fove Years 123 Catalogue of NCERT Textbooks 124 A Children's Sc1cncc Injection Programme 125. Magnotude of Ilhtcracy 126. Symbols of Unoty and Freedom 127 Students' Heme at Kamptcc 128. Why Indoa Loves? 129 Retorcmcnt Benefits for the Employees of the NCERT 130 Survey of School Textbooks on Indoa 131. Educational Evaluation and Assessment 132. Education and Econom1c CondttJOn and Employment Posttton of Etght~en Tnbcs 133 Teachmg Unots for Moddle Schools on Geography-- Volume III 134. Measurement of Educational Wastage 135 Rules of the NCERT (Hondo) 136 A School Sctence Project of Indoa (Hmdo) 137 Teachong Untts m Covocs for Moddle Stage Volume I 138. Teachmg Umts m C1v1cs for M1ddle Stage Volume II 139. Folder on Scmmar Readmgs 140 Technology for Educatoon (Hondo) 141. Folder for Expenmental ProJcCls 112 142 Rules and Regul,;tiOns of the NCERT 143. Report of the EducatiOn CommSSlon-Ommbus Volume 144. AudiO-VIsual Trammg Matenals-A Source Guide 145 Report of the Committee on Exammatlons 146. Memorandum of Assoc1at10n of NCERT (Reprmt) 147. A Bibliography on Population Education 148. Harmara Jism (Urdu) 149. NCERT Research Grant Schemes 150. Current Problems m EducatiOn Senes-Youth SerYices (Repnnt) 151. NCERT m the Service of Nation's Children 152 The Cns1s of 1971 153 Current Problems m EducatiOn Series-Pre-School Education 154. Current Problems m Education Senes-A School Science Project of India (Reprmt) 155 Current Problems m Education Senes-Technology for Education (Rrpnnt) !56. NCERT Pubhc1ty Folders 157. National Emergency and School Programmes 158 Wastage and Stagnation m Pnmary and M1ddle Schools (Reprint) 159. Loktantra Aur Swadhmta K1 Raksha 160. Desh Bhakt Tere Roop Anek JOURNALS I. NIE Journal-January, March, May-July 1971 2. School Science-December 1970, March 1971 3. NIE Newsletter-March, June 1971 4 Indian Educational Review-July 1971. 113 Annexure STATEP/U:rnoN TERBJTOJUEP, E.To. WBICB HAVE REOOUMENDED OR PaESCBIBJCD NCERT TEXTBOOKS S1 No. T1tle StatefUmon Terntory which State/Unton Terntory/ OrgamsatJOn/ have recommended Un1versaty wh1ch have prescnbed I 2 3 4 TEXTBOOKS (ENGLISH VERSION) GENERAL SCIENCE I. General Science for You Volume I: A Textbook The book has been sent to States/ for Secondary Schools Umon Terntones for Comments/ - approval -""' 2. Sc1ence IS Domg-A Textbook (for Class III) Kendnya V1dya!aya Sangathan 3. Sc1ence 1s Domg-A Textbook.. (for Class IV) -do- BIOLOGY 4. BIV!ogy: Sc1ence for Middle Schools Part !(for } Andhra Pradesh, Gujarat Kendnya V1dya!aya Sangathan, Mampur Class VI) (Translatmg mto Mampurt), Jammu & 5. Biology· Sc1ence for M1ddle Schools Part II Kashmu (Translated mto Urdu) Part I (for Class VII) only 6 Biology, Sc1ence for M1ddle Schools Part III Kendrtya V1dyalaya Sangathan, Mampur (for Class VIII) (Translating mto Mampun) 7. B1ology. A Textbook for H1gher Secondary Andhra Prades~, Uttar Pradesh Madhya Pradesh, Tam1! Nadu, Nagaland, Schools Section I Pim;ab, A&N Islands, Central Board of .. Secondary EducatiOn, Goa, Daman & Dm 2 3 4 8 Biology, A Textbook for Higher Secondary Himachal Pradesh, Mampur, Haryana, Schools Sect Ion II Kendnya VIdyalava Sangathan 9. Biology, A Textbook for Higher Secondary Madhya Pradesh, Tamil Nadu, Punjab, Schools SectiOns lll Nagaland, A&N Islands, Central Board of Secondary Education, Goa, Daman & DIU, Himachal Pradesh, Mampur, Har~ yana, Kendnya VIdyalya Sangathan 10 Biology A Textbook for. Higher Secondary Andhra Pradesh, Uttar Pradesh Madhya Pradesh, Tamil Nadu, Punjab, Schools Sechons IV and V Nagaland, A&N Islands, Central Board of 11 BIOlogy A Textbook for Higher Secondary Secondary Education, Goa, Daman & Schools Section VI and VII Dm, Mampur, Haryana, Himachal - Pradesh, Kendnya VIdyalaya Sangathan CHEMISTRY 12 Chemistry Science for Middle Schools Part I Andhra Pradesh (Adapted and Mantpur (Translating mto Man1pun), (for Class VII) translated mto Telugu), GuJarat Kendnya VIdyalaya Sangathan 13. Chemistry. Science for Middle Schools Part II (for Class Vlll) 14. Chemistry A Textbook for Secondary Schools The book has been sent to States/ Part I Umon Terntones for comments/ approval PHYSICS IS. Physics. Science for Middle Schools Part I (for Andhra Pradesh, Gujarat Kendnya VIdyalaya Sangathan, Mampur Class VI) (Translatmg mto Mampun), Jammu & Kashmir (Translated mto Urdu) I 2 3 4 J6 Phys1cs· Science for Moddle Class Schools Andhra Pradesh, Gujarat Mampur (Translatmg mto Mlntpun), Part II (for Class VII) Kendroya Vodyalaya Sangathan 17. PhySICS Sc1ence for Moddle Schools Part Ill -do- (for Class VJJI) 18. Physocs A Textbook for Hosher Secondary Mysore, Laccad1ves, Kerala, Schools Part I Andhra Pradesh, Haryana, Pun Jab, Rajasthan, H1machal Pradesh, Chandogarh - MATHEMATICS 19 Anthmctoc-Algebra· MathematiCs for Moddle Andhra Pradesh Kendroya Vodyalaya Sangathan "' Schools Part I (for Class VI) 20. Anthmetoc-Aigebra MathematiCS for Moddle -do- Schools Part I (for Class VII) 21. Arothmetoc-Aigebra· Mathematics for Moddle -do- Schools Part Ill (for Class VIII) 22. Geometry MathematicS for Moddle Schools Andhra Pradesh -d.>- Part I (for Class VI) 23 Geometry: Mathemattcs for M oddle Schools -do- Part II (for Class VII) 24. Geometry. MathematiCS for Moddle Schools -do- Part lll (for Class VJII) 1 2 3 4 25. Algebra· A Textbook for Secondary Schools Kerala, Andhra Pradesh, Mysore, Nagaland, A&N Islands, Central Board of Part I Maharashtra, Goa, Daman & Secondary Education, Mampur, Kendnya 26 Algebra· A Textbook for Secondary Schools Dm, Tamil Nadu, Rajasthan Vtdyalaya Sangathan Part II 27. Elements of Probab1hty-A Textbook for Kera1a, Mysore, Goa, Daman & Secondary Schools D1u, Rajasthan, POndtcherry 28 Ins1ght 1nto Mathemat1cs Book I (for Class I) Bihar (Translated), Jammu & Kashmtr (Translatmg tnto Urdu), Kendnya Vldya laya Sangathan Jns1ght mto Mathematics Book II (for Class II) Kendnya V1dyalaya Sangathan -.... TECHNOLOGY 30. Engmeenng Drawmg A Textbook for Techn1cal Tam1l Nadu, Kerala (Translating Central Board of Secondary Education, Schools mto Malayalam), Mysore, Pond1· Punjab, H1machal Pradesh, Mantpur cherry, Uttar Pradesh 31, Elements of Electncal Engmeermg A Textbook Gujarat, Andhra Pradesh, Dadra Punjab, Haryana, H1machal Pradesh for Techmcal Schools & Nagar Have11, Mysore, Tamd Nadu, Kerala (Translating mto Malayalam) 32. Elements of Mechmcal Engmeenng A Textbook Andhra Pradesh, Mysore, Kerala, for Techntcal Schools Tamil Nadu 33. Workshop Practice. A TeKtbook for Techmcal Andhra Pradesh, Mysore, Gujaral, Sehools Part I Kerala, Tam1l Nadu 2 3 4 34. Workshop Practice· A Te 3S Readmg Blue-Pnnts and Sketchmg A Textbook The book has been sent to States/ for Techmcal and VocatiOnal Schools Unton Terntor1es for their com~ mentsfapproval. SOCIAL STUmES 36. Our Country Ind1a Book I (for Class Ill) Jammu & Kashmlf, Madhya Mampur (Translatmg Into Mampurt), ..... Pradesh, Kerala, Tr1pura, Maha Kendnya V1dyalya Sangathan ..... rashtra, Mysore, Andhra Pradesh 00 31 Our Country lnd1a Book II (for Class IV) Maharashtra, Goa, Daman and -do- DIU, Tripura, Mysore, Kerala, 38. Ind1a and the World Book III (for Class V) Jammu & Kashmir, Madhya -do- Pradesh, Andhra Pradesh 39. Local Government. A Textbook of CIVICS for M1ddle Schools (for Class VI) 40 Our ConstitutiOn and the Government (for The book 1s bemg sent to States/ Class VII) Umon Terntones for comments/ approval. 41. Soc1al Studies· A Textbook for H1gher Secondary Kendnya V1dyalaya Sangathan Schools Volume I I 2 3 4 GEOGRAPHY 42 Practical Geography A Textbook for Secondary Mysore, Andhra Pradesh, Tamtl Central Board of Secondary Educatton, Schools Nadu, Kerala, RaJasthan, Pond•• Mampur, Punjab, Haryana, Madras Um cherry, Gujarat, Dadra & N~gar versltY (for PUC), Kerala (Translatmg Havell into Malayalam), Htmachal Pradesh, Ken dnya V1dyalaya Sangathan 43. Economic Geography A Textbook for Secondary Mysore Andhr• Pradesh Tam1l H1machal Pradesh, Kendnya V1dyalaya Schools Nadu, Kerala, Pond1cherry, RaJa Sangathan, Central Board of Secondary sthan, Loccad1ves Education, A&N Islands, Mampur, Punjab, Haryana, Kerala (Translated mto .... Malayalam) "' 44. Phys1cal Geography A Textbook for SecondarY Tanul Nadu, Goa, Daman & DIU, Mysore University (Translated mto Schools Kerala Kannada), Kerala (Tt anslatmg mto Mala yalam), Kendnya V1dyalaya Sangathan 45 Afnca and As1a A Geography Textbook• for Andhra Pradesh M1ddle Schools Part I (for Class VI) 46. Australia and Americas-Textbook for Clas" VII The book has been sent to States/ Umon Terntones for comments/ approval. HISTORY 47. Anc1ent Ind1a A Textbook of H1story for Mysore, Andhra Pradesh, Maha Mantpur (Translatmg mto Man1pun), M1ddle Schools (for Class VI) rashtra, Tamtl Nadu Laccad1ves 48. Med1eval Ind1a A Textbook of H1story for Andhra Pradesh, Jammu & Kash Mampur (Translating mto Mampun) M1ddle Schools (for Class VII) mtr, Tamil Nadu, Kerala 1 2 3 4 COMMERCE 49 Elements of Book-keepmg and Accountancy Central Board of Secondary Education, A Textbook for Classes lX-XI Kendnya Vtdyalaya Sangathan so. Commerctal and Economtc Geography. A Text Andhra Pradesh, Kerala book for Secondray Schools ENGLISH (ASPECIAL SERIES) • 51. Let's Learn Enghsh Book I (for Class lll) Arunachal Pradesh, Kendnya Vtdyalaya Sangathan S2 Let's Learn Enghsh Book 11 (for Class IV) Kendnya Vtdyalaya Sangathan -!:: 53. Enghsh Reader Book I for Class VI -do- 54. Enghsh Reader Book II for Class VII ·do- 55. Enghsh Reader Book IV for Class IX ·do· 56 Engltsh Reader Book V for Class X -do· ENGLISH (GENERAL SERIES) S1. Enghsh Reader Book I for Class VI Bthar, Arunachal Pradesh, Maharashtra Board· 58 English Reader Book IV for Class IX Maharash\ra Board, Punjab Board, Arullllchal Pradesh 59 Engltsh Reader Book V for Ctass X Guru Nanak Untverstty (for PUC) I 2 3 4 TEXTBOOKS (HINDI VEJ.tSION) BIOLOGY 60 Biology: Sc1ence for M1ddle Schools Part I (for Andhra Pradesh, Gu)arat Delh1 Admonostratoon Class VI) 61 Biology: Sc1ence for Middle Schools Part II (for -do- Class VII) 62. B1ology. Sc1ence for M1ddle Schools Part III (for -do- Class VIII) 63. B1ology: A Textbook for H1gher Secondary Andhra Pradesh, Uttar Pradesh Central Board of Secondary Education, Schools Section I Haryana, Punjab, Goa, Daman & Dm, -N..... H1machal Pradesh, Madhya Pradesh 64 B1ology A Textbook for H1gher Secondary -do- Central Board of Secondary Educatoon, Schools Section II HJ.ryana, Punjab, Himachal Pradesh • 65. B1ology. A Textbook for H1gher Secondary Central Board of Secondary Education Schools Sect10n III 66. BIOlogy. A Textbook for H1gher Secondary The book 1s bemg sent to States/ -do- Schools Sections IV and V Unton Terntories for comments/ approval CHEMISTRY 67. Chemistry· Sc1ence for M1dd1e Schools Part I Gujarat, Andhra Pradesh (Ada Delhi Admm1strat•on (for Class VII) pted and Translated mto Telugu) 68. Chemostry. Scoence for M1ddle Schools Part II Delhi Admm1strahon (for Class VIII) I 2 3 4 PHYSICS 69. Physics ; Sc1ence for Middle Schools Part I (for Andhra Pradesh Delhi Admmtstrat1on Class VI) 70. Physics : Sc1ence for Middle Schools Part II (for • Andhra Pradesh, Gujarat Delht Admimstrat1on Classvm 71. PhySJcs: Science for M1ddle Schools Paft II (for Delh1 Adm•nistrat1on Class VIII) • MATHEMATICS 72. Anthmetic-Algebra : Mathemat1cs for M1ddle Andhra Pradesh Delh1 Admmistratton Schools Part I (for Class VI) 73. Anthmet1c-Aigebra: Mathematics for M1ddle Delhi AdmmJstratJon Schools Part II (for Class VII) 74. Ar1thmet1c-Aigebra Mathematics for M1ddle Delhi AdmmJstratJon Schools Part Ill (for Class VIII) 75. Geometry : Mathemahcs for M1ddle Schools Andhra Pradesh Delhi Admm1strat10n Part I (for Class VI) 76 Geometry : MathematiCS for M 1ddle Schools Delht Admimstration Part II (for Class VII) 77. Geometry: Mathematics for M1ddle Schools Delh1 Admmistrat10n Part III (for Class Vlll) I 2 3 4 SOCIAL STUDIES 78. Haman D1lh (for Class Ill) Jammu & Kashmu, Madhya Delh1 Admm1strat10n, B1har (Adopted Pradesh and renamed as "Hamara Bihar"), • A&N J slands 79. Hamara Desh Bharat (for Class IV) -do- Delht Admmistrat1on, Bihar, Haryana, A&N Islands 80. Bharat Aur Sansar (for Class V) Kendnya V1dyalaya Sangathan, Delh1 AdmmistratiOn, B1har, A&N Islands 8\ SamaJik Adhyan Part I (for Class V) Kendnya V 1dyalaya Sangathan 82. SamaJik Adhyan Part II (for Class IV) -do- 83. Sthamya Shasan : A Textbook of C1v1cs for Bihar, Delh1 Administration, Kendr1ya Middle Schools (for Class VI) V1dyalaya Sangathan 84. Shasan Aur Samv1dhan-A Textbook of C1v1cs The book has been sent to States/ Delh• Admm1stratiOn, Kendnya V1dyalaya for M1ddle Schools (for Class VII) Umon Terntones for comments/ Sangathan approval. • 85. Swatantra Bharat-A Textbook of CIVICS for Middle Schools (for Class VIII) -do- GEOGRAPHY 86. Afnca Aur As1a A Textbook for M1ddle -do- Schools (for Class VI) 87. Australia Uttar Va Dakshm Amenca : A Text -do- book for M1ddle Schools (for Class VII) 88. Europe Aur Bharat -do- I 2 3 4 HISTORY 89 Prachon Bharat A Textbook for Moddle Schools Mysore, Andhra Pradesh, Delhi Admtmstratton, Bahar, Kendnya (for Class VI) Maharashtra, Tamil Nadu Vodyalaya Sangathan 90. Madhyakahn Bharat A Textbook for Moddle -do- Schools (for Class VII) 91. Aadhunok Bharat: A Textbook for Moddle Delhi Admmistrat1on, Bahar, Kendnya Schools (for Class Vlll) Vodyalaya Sangathan HINDI 92. Rani Madan Amar . Hmdt Primer for Beginners Mysore Bihar, Delh1 AdmmJstrauon, A&N Islands, Laccad1Ves,~ Kendnya V1dyalaya Sangathan, Arunachal Pradesh (for Class lll) 93. Chalo Pathshala Chalen Hondo Reader (for Mysore Delht AdmtmstratiOn, A&N Islands, Arun Class I) achal Pradesh (for Class IV), Bobar 94. Aao Hum Padhen Hondo Reader (for Class II) Andhra Pradesh, Mysore Delh1 Ddmm JstratJOn, A&N Islands, B1har, Kendnya. V 1dyalaya Sangathan, Arunachal Pradesh (for Class V) 95. Aao Padhen Aur SamJhen : Hondo Reader (for Andhra Pradesh, Mysore, Goa, Delh~ Admmostratoon, Bobar, A&N Class III) Daman &DIU Islands, Arunachal Pradesh... (for Class VI) '• 96 Aao Padhen Aur Seekhen : Hondo Reader (for Mysore, Jammu & Kashmir Delht AdmmistratJOn, B1har, A&N Class IV) Islands, Ar-unachal Pradesh (for Class Vll), Kendroya Vodyalaya Sangathan I 2 3 4 ·• 97. Aao Padhen Aur Khojen Hmd1 Reader (for Kerafa, Mysore Delhi Admmtstrat1on, Bthar, Kendnya Class V) VJdya!aya Sangathan, A&N Islands, Arunachal Pradesh (for Class VIII) 98 Rashtra Bharall Part I Hmd1 Reader (for Class Andhra Pradesh, Mysore, Delh• AdmmJstratJon, Kendnya V1dya!aya • VI) Maharashtra, Dadra & Nagar Sangathan, A&N Islands, Mampur; B1har Haveh, Gujarat • 99. Rashtra Bharah Part II: Hmd1 Reader (for Class Mysore, Goa, Daman & DIU Delhi AdmJmstrahon, A&N Islands, VII) B1har, Kendnya V1dyalaya Sangathan 100 Rashtra Bharall Part Ill : Hmd1 Reader (for Class Mysore Delhi AdmJmstrahon, A&N Islands, N VIIJ) Bth~r, Kendr1ya Vtdyalaya Sangathan -VI 101. Kavya Sankalan · A Textbook for Secondary Punjab Haryana, Htmachal Pradesh, Central Schools Board of Secondary EducatiOn, Andhra Pradesh, West Bengal, Kendrtya Vtdya laya Sangathan, ~1har 102 Gady,il Sankalan . A Textbook for Secondary Punjab Andhra Pra'desh, Har~ana, H1machal Schools Pradesh, Central Board of Secondary Education, West Bengal, PUnjab Umver Slty (Included four essays m the book • pubhshed by them), Kendnya V1dyalaya Sangathan, B1har 103. Ekank1 Sankalan A Textbook for Secondary Punjab Central Board of Secondary EducatiOn, Schools Kendnya V1dyalaya Sangathan, Madhya Pradesh, Haryana, Himachal Pradesh 2 3 4 • • 104. Kavya Kc Ang . A Textbook for Secondary Madhya Pradesh, Central · Board of Sehools Second&')' Edjlcation, Kenduya Vtdyalaya ·sangothan lOS. Jeevano Sankalan A Textbook for Secondary ..tr~ryana, Homachal Pradesh . · Schools 106 Hrndo Sahotya Ka Iubas :A Texrbook for Secon Punjab Board. dary Schools 107. Kahan• Sankalan A Textbook for Secondary Haryana, Htmactlal Pradesh, Central ~ Schools Board of Secon&,:Y Educatton. Kendroya · Vtdyalaya Sangathar N -0\ 108 Kavya Sankalan b M.S. Unoverstty of Baroda Gadya Sankalan ICom med Edotton 109. Hondo Vtyakaran Aur Rachana The book os beong sent to State\;/ Un1on Terr~toCJes for comments/ approval SANSKRIT llO Sanskntodayah A Textbook for Secondary Kerala, Tamil Nadu, Mahatashtra, Central Board. of .Secondary Education/~ Schoqls ' Goa, Daman & DJu • Mampur, A&l'J, Isldnds, • Jammu & Kashmrr Unrverstty (for JIUC). Kendr~ya Vtdyataya Sangathan