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7/28/2019 14812 National Education Policy
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NATIONAL POLICY OFEDUCATION1986
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EQUALITY OF EDUCATIONAL OPPORTUNITY FOCUS ON FOUR GROUPS:
WOMEN- 46% OF THE POPULATION; EDUCATED VERY FEW SCHEDULED CASTES MINORITIES HANDICAPPED OR NEGLECTED PERSONS UNIVERSALIZATION OF ELEMENTARY EDUCATION COMMON STRUCTURE OF EDUCATION 10+2+3 NATIONAL CORE CURRICULUM FOR NATIONAL UNITY MINIMUM LEVEL OF LEARNING TO BE TESTED CHILD CENTERED EDUCATION SHOULD BE THERE VALUE EDUCATIONEXAMINATIONS SHOULD DO PROPEREVALUATIONAVAILABILITY OF FACILITIES ININSTITUTIONSCOMMUNITY INVOLVEMENTTEACHER STATUS/TEACHER EDUCATION
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MINISTRY OF HUMAN RESOURCE DEVELOPMENT, GOVT. OFINDIA CONSTITUTED 23 TASK FORCES FOR THEIMPLEMENTATION OF THE NATIONAL POLICY.
REORGANIZATION OF EDUCATION AT DIFFERENT STAGES EARLY CHILDHOOD CARE AND EDUCATION
ECCE INVOLVES THE TOTAL DEVELOPMENT OF THECHILD; PHYSICAL, MOTOR, COGNITIVE, LANGUAGE,EMOTIONAL, SOCIAL AND MORAL (AGE:0-6 YRS). 70% OF THE TARGET GROUPS TO BE COVERED TILL2000AD 20 LAKH CENTRES TO BE ESTABLISHED TILL 2000AD AT PRESENT ONLY 10% OF THE AGE GROUP ISCOVERED
SUGGESTIONS INTEGRATED CHILD DEVELOPMENT SERVICES (ICDS)
ANGANWADI CENTRES, PRACTICAL TRAINING,MATERIAL FOR CHILDREN; PICTURE BOOKS,POSTERS, PLAY MATERIAL
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ELEMENTRY EDUCATION
UNIVERSAL ENROLEMENT AND RETENTION
PRESENTLY, 60% CHILDREN DROPOUT BETWEENCLASSES 1ST -5TH AND 75% BETWEEN 1ST -8TH
A SUBSTANTIAL IMPROVEMENT IN THE EQUALITY OF EDUN
PRIMARY SCHOOL FOR THE POPULATION OF 200
SPECIAL SCHOOLS AND MOBILE CRECHES
NO CORPORAL PUNISHMENT
MANUAL WORK AS EDUCATIONAL ACTIVITY
POLICY OF NON-DETENTION
REWARDS AND RECOGNITION FOR INDIVIDUALS ANDINSTITUTIONS
OPERATION BLACK-BOARD; TO ENSURE PROVISION OFMINIMUM ESSENTIAL FACILITIES IN PRIMARY SCHOOLS;OPERATION IMPLIES GOALS ARE CLEAR AND WELL-DEFINEDAND GOVT. AS WELL AS PEOPLE ARE DETERMINED TO ACHIEVE
THESE GOALS WITHIN A PREDETERMINED TIME FRAME.IT INCLUDES:
-TWO LARGE ROOMS, NECESSARY TOYS AND GAMEMATERIAL, BLACK-BOARDS, MAPS, CHARTS, ETC.
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SECONDARY SCHOOLS IN UNSERVED AREAS
SCHOOL MAPPING PROGRAMME
EMPHASIS ON BACKWARD AREAS AND GIRLS
SETTING UP OF NAVODAYA VIDYALAYAS
PACE SETTING SCHOOLS
QUALITY EDUCATION
RESERVATION 75% RURAL, 15% SC AND 7.5% ST COVERAGE OF GIRLS
FREE EDUCATION
INNOVATION AND EXPERIMENTATION
NATIONAL INTEGRATION
TARGET: PROGRAMME CAN BE TAKEN-UP BY NIEPA INCO-OPERATION WITH SCERTs;
1989 ONWARDS IT COULD BE IMPLIMENTED, AND BY2000, THE UNSERVED AREAS WILL BE FULLY SERVED
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Development of Organizational Structure Joint Council for Vocational Education; set up by
MHRD for policy planning and co-ordination ofvocational education Central Institutes of Vocational Education; underNCERT set up to perform research and
development, monitoring and evaluationfunctions Other Appropriate Bodies and Organizations;State Councils of Vocational Education, State
Institutes of Vocational Education, Technicalteacher Training Institutes, Distt. VocationalTraining Centres, Deptts of Vocational Educationand district level co-ordination committees asper need and requirements
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8+ level 10+ level Tertiary level programmes; Diploma inVocational Subjects, Advanced DiplomaProgrammes and Degree Programmes Self Employment Skills; Entrepreneurial orself-employment skills through curriculum,
special training programmes as well aspaid apprenticeship facilities. Career Guidance Cells at district level
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INVOLVING INDUSTRY; JCVE will evolvescheme to involve public/private sectorindustry in vocational education throughappropriate incentive/rewards
PROGRAMMES FOR RURAL SECTORS; toengage: all polytechnic institutes, ITIs, otherV&TTIs and selected schools, colleges andspecial institutes will impart vocationaleducation through non-formal programmes in aphased manner
PROGRAMMES FOR SPECIAL GROUPS; women,physically and mentally disabled, tribals, otherweaker section and those already employed
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IMPLIMENTATION STRATEGIES
Reforms in the system of selection of teachers Improvement in living and working/serving conditions
Creation of an effective machinery for removal of
grievances
Involvement in planning and management of education
Involvement of teacher associations in upholding the
dignity of teachers, their professional integrity and
curbing professional misconduct
Preparation of a code of professional ethics and
ensuring that teachers perform their duties in
accordance with acceptable norms
Creation of opportunities and atmosphere to promote
autonomy and innovation among teachers
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LIVING AND WORKING CONDITIONS
o Pay and allowances acc. to expected status insociety
o Professional growtho Retirement and old age benefits
o Housing and study leave facilities
o Posting and transfers of teachers
TEACHERS PARTICIPATION
Implementation of NPE Policy making and management forum; Central
Advisory Board of Education, SABE, District boards ofEducation, Village Education Committee etc.
RECRUITMENT OF TEACHERS
Objectivity, merit and conformity
Interest in teaching, love for children, a spirit ofadventure and creativity, and commitment for socialupliftment
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PRE-REQUISITES:
Professional Training Waived: where there is severe shortage of teachers
Presently: inadequate facilities; human, physical and
academic to provide good professional education
Curricula remain unrevised for years
o DISTRICT INSTITUTE OF EDUCATION AND TRAININGo DIETs for pre-service and in-service teachers
o NATIONAL COUNCIL FOR TEACHER EDUCATION
o NCTE will be given the statutory status to play its role
o
USE OF LATEST TECHNOLOGY; Computer based learning,VCR, TV etc will be provided at DIETs
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Responsibility rests with colleges of teachereducation affiliated to universities
Revision and development of curriculum withemphasis on
Integration of education and culture
Study of Indian cultureProblems of unity and integration of India
Work-experience
Physical education and sports
Planning and managementIndian philosophical and psychological
concepts of education
NCERT and UGC would undertake the
responsibility of preparing new learningmaterials
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RESPONCIBILITY: SCERT for Planning,Sponsoring, Monitoring and Evaluating the
training programmes for all levels of teachers,instructors and other educational personnel
NEED: Arises due to Change in National Goals,Revision of National Curricula, Additional inputs
in Teaching-Learning System, inadequate
background of teachers etc.
AGENCIES FOR CONDUCTING PROGRAMMES:
DIETs, Teacher Training Institutions and the
Centers for Continuing Education
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To meet emerging challenges NCTE will beconferred autonomous and statutory status. Itwould perform the following functions:Accreditation/dis-accreditation of teachereducation institutionsLaying down the standards and norms forinstitutionsDevelopment of guidelines for curricula andmethods of teacher educationEarning of credits for in-service education,duration of various coursesPreparation of learning material in co-operationwith NCERT and SCERTs.
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CREATION OF ENVIRONMENT: A pre-requisite foreradication of illiteracy-
Active co-operation from political parties, massorganizations of workers, peasants, women, youthand students
All development departments to work for thefurtherance of this objective
The entire educational system will commit itself tothis cause
The district, tehsil and thana level machinary willbe involved in National Programme of AdultEducation
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Restart of the programme of Functional Literacy
of Woman (FLOW) as an integrated part ofIntegrated Child Development Service (ICDS)
Development of SC/ST and other educationally
backward sections in adult education
Involvement of employers for organizing literacy andskill development programmes for employees
Effective involvement of Nehru Yuva Kendras
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Involvement of students
Institutional incentives
Encouraging organizations ofpeople
Encouraging individuals
Use of mass media andtechnology
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EVALUATION OF LEARNER-Learning in a self-reliant manner-Skill development-Awareness
OPEN UNIVERSITY AND DISTANCEEDUCATION-NPE 1986 recommended openuniversity system e.g. IGNOU,Bhoj Open University Bhopal,etc.
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Recommendations of NPE implemented in 1986 Effectiveness was reviewed in 1990 by Rammurti
Committee
Central Advisory Board of Education appointed a
committee; named Janardan Reddy Committee inJuly 1991 to revise NPE and modify its POA
In 1992, Committee reported:
Little need for reformulations of NPE
POA -1986 needed to be revised 22 task forces were constituted on different
subject areas and POA was reformulated
carefully
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Education for women equality Rural; doubly disadvantaged; work at home
Programmes for continuing education
Education; effective tool for women empowerment
Education for SC, ST and OBC
Adequate incentives for SC, ST and OBC children
Operation Blackboard to cover all schools in SC & ST areas
Incentive for girls and minimum level of learning to ensure
Adult education and reservations
Minorities Education
Education for Handicapped
Integrated schools for disabled children
Special schools for handicapped children
Learning material in Braille Method
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Adult and Continuing Education
Mass campaign approach
Environment building
Early Childhood Care and Education (ECCE)
Adequate no. of workers
Balwadis and day care centres
Pre-primary schools
Maternal and child health services
Elementary Education
Education for all has been encouraged
Scope of operation blackboard enlarged; 50% teachers to
be women
Minimum level learning for each stage, laid down
Load of school bag & academic burden to be decreased
Secondary Education
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Secondary Education
Common education structure= 10(5+3+2)+2
10+2+3 structure has been suggested
Higher participation of girls, SCs and STs to be ensured
Role of boards of secondary education to be strengthened Content to be oriented through semesterization
Navodaya Vidyalayas
All districts to be covered
Admission tests to be evaluated Recruitment of talented teachers
Vocational Education
Apprenticeship training
Teacher training
Vocational guidance linkages & self-employment
Vocational education for girls
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Higher Education
Consolidation and expansion of institutions
Autonomous colleges and departments
Training of teachers and strengthening research
Introduction of NET & JRF
Establishment of Academic Staff Colleges
Proposal for establishing National Accreditationand Assessment Council (NAAC)
Open Education
Development of new employment programmes by
IGNOU Progressive use of electronic media in expansion of
open learning
National open school to be established
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Rural Universities and Institutes
Central Council of Rural Institution to be set up
shortly
Technical and Management Education
Modernization of technical education
Review of IIMs and IITs
Review of community polytechnics
Research and Development
Main problems and shortcomings Monitoring of programmes
The cultural perspective
In middle and secondary stage Indias national and
cultural heritage should be taught
At university level cultural courses like, music, fine
arts, performing arts etc.
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