Learn: Teacher Education with reference to National Policy on Education (1968)

Teacher Education with reference to National Policy on Education (1968)

Q. What are the salient features of the national policy on Education? What is its significance?

Ans.

The education commission (1964-66) was appointed to advise government on the national pattern of education and on the general principles and policies for the development of education at all stages and in all aspects. A general consensus on the national policy on education emerged in the course of these discussions. Accordingly, the resolution of national policy on education was presented in the parliament on July 24, 1968. The following main considerations were kept in view while formulating the policy:

The Government of India accordingly resolves to promote the development of education in the country in accordance with the following principles:

1. Free and compulsory education.

· Strenuous effort should be made for the early fulfilment of the directive principle under Article 45 of the constitution seeking to provide free and compulsory education for all children up to the age of 14.

· Suitable programmes should be developed to reduce the prevailing wastage and stagnation in schools and to ensure that every child who is enrolled in school successfully completes the prescribe course.

2. Status, Emoluments and Education of teachers.

(a)

· Of all the factors which determine the quality of education and its contribution to national development, the teacher is undoubtedly the most important.

· It is on his personal qualities and character, his educational qualifications and professional competence that the success of all educational endeavours must ultimately depend.

· Teachers must, therefore, be accorded an honoured place in society. Their emoluments and other service conditions should be adequate and satisfactory, having regard to their qualifications and responsibilities.

(b)

· The academic freedom of teachers to pursue and publish independent studies and researches and to speak and write about significant national and international issues should be protected.

(c)

· Teacher education, particularly in-service education, should receive due emphasis.

3. Development of languages.

(a) Regional languages.

· The energetic development of Indian languages and literature is a sine qua non for educational and cultural development.

· The regional languages are already in use as media of education at the primary and secondary stages.

· Urgent steps should now be taken to adopt them as media of education at the university stage.

(b) Three-Languages Formula.

· At the secondary stage, the state Governments should adopt, and vigorously implement the three-language formula which includes the study of the modern Indian language, preferably one of the southern languages apart from Hindi and English in the Hindi-speaking States, and of Hindi along with the regional language and English in the non-Hindi-speaking states.

· Suitable courses in Hindi and/or English should also be available in universities and colleges with a view to improving the proficiency of student in these languages up to the prescribed university standards.

· Every effort should be made to promote the development in Hindi.

· In development Hindi as the link language, due care should be taken to ensure that it will serve as provided for in article 351 of the constitution, as a medium of expression for all elements of the composite culture of India.

(d) Sanskrit.

· Considering the special importance of Sanskrit to the growth and development of Indian languages and its unique contribution to the cultural unity of the country, facilities for its teaching at the school and university stages should be offered on a more liberal scale.

(e) International languages.

· Special emphasis needs to be laid on the study of English and other international languages.

4. Equalisation of Educational Opportunity. Strenuous efforts should be made to equalise educational opportunity.

(a) Regional imbalances in the provisions of educational facilities should be corrected and good educational facilities should be provided in rural and other backward areas.

(b) To promote social cohesion and national integration, the common school system as recommended by the education commission should be adopted. All special schools like public schools should be required to admit students on the basis of merit and also to provide a prescribe proportion of free studentships to prevent segregation of social classes.

(c) The education of girls should receive emphasis, not only on grounds of social justice, but also because it accelerates social transformation.

(d) More intensive efforts are needed to develop education among the backward classes and especially among the tribal people.

(e) Educational facilities for the physically and mentally handicapped children should be expanded and attempts should be made to develop integrated programmes enabling the handicapped children to study in regular schools.

5. Identification of talent.

· For the cultivation of excellence, it is necessary this talent in diverse fields should be identified at as early an age as possible, and every stimulus and opportunity given for its full development.

6. Work Experience and National Service.

· The school and the community should be brought closer through suitable programmes of mutual service and support.

· Work experience and national service including participation in meaningful and challenging programmes of community service and national reconstruction should accordingly become an integral part of education.

7. Science Education and Research.

· With a view to accelerating the growth of the national economy, science education and research should receive high priority.

· Science and mathematics should be an integral part of general education till the end of the school stage.

8. Education for Agriculture and Industry

(a) There should be at least one agricultural university in every state. Other universities may also be assisted, where the necessary potential exists, to develop strong departments for the study of one or more aspects of agriculture.

(b) In technical education, practical training in industry should from an integral part of such education.

(c) There should be a continuous review of the agricultural, industrial and other technical man-power needs of the country and efforts should be made continuously to maintain a proper balance between the output of the educational institution and employment opportunities.

9. Production of Books.

· The quality of books should be improved by attracting the best writing talent through a liberal policy of incentives and remuneration.

· The possibility of establishing autonomous book corporations on commercial lines should be made to have a few basic textbooks common throughout the country.

· Special attention should be given to books for children and to university level books in regional languages.

10. Examinations.

· A major goal of examination reform should be to improve the reliability and validity of examinations and to make evaluation a continuous process aimed at helping the student to improve his level of achievement rather than at ’certifying’ the quality of his performance at a given moment of time.

11. Secondary Education.

(a)

· Educational opportunity at the secondary (and higher) level is a major instrument of social change and transformation.

· Facilities for secondary education should accordingly be extended expeditiously to areas and classes which have been denied these in the past.

(b)

· There is need to increase facilities for secondary and vocational education should conform broadly to requirements of the developing economy and real employment opportunities.

· Such linkage is necessary to make technical and vocational education at the secondary stage effectively terminal.

12. University Education.

(a)

o The number of whole-time students to be admitted to a college or university department should be determined with reference to the laboratory, library and other facilities and to the strength of the staff.

(b)

o Considerable care is needed in establishing new universities.

o These should be started only after an adequate provision of funds has been made for the purpose and due care has been taken to ensure proper standards.

(c)

· Special attention should be given to the organisation of the post-graduate courses and to the improvement of standards of training and research at this level.

(d)

· Centres of advanced study should be strengthened and a small number of ‘clusters of centres’ aiming at the higher possible standards in research and training should be established.

(e)

· There is needed to give increased support to research in universities generally.

13. Part-time Education and Correspondence Courses.

· Part-time education and correspondence courses should be developed on a large scale at the university stage.

· Such facilities should also be developed for secondary school students, for teachers and for agricultural, industrial and other workers.

· Education through part-time and correspondence courses should be given the same status as full-time education.

14. Spread of Literacy and Adult Education.

(a)

· the liquidation of mass illiteracy is necessary not only for promoting participation in the working of democratic institutions and for accelerating programmes of production, especially in agriculture but for quickening the tempo of national development in general.

· Employees in large commercial, industrial and other concerns should be made functionally literate as early as possible.

· A lead in this direction should come from the industrial undertaking in the public sector.

(b)

· Special emphasis should be given to the education of young practising farmers and to the training of youth for self-employment.

15. Games and Sports.

· Games and sports should be developed on a large scale with the object of improving the physical fitness and sportsmanship of the averaged student as well as of those who excel in this department.

· Where playing field and other facilities for developing a nationwide programme of physical education do not exist, these should be provided on a priority basis.

16. Education of Minorities.

· Every effort should be made not only to protect the rights of minorities but to promote their educational interests.

17. The Educational Structure.

· It will be advantageous to have a broadly uniform educational structure in all parts of the country.

· The ultimate objective should be to adopt the 10+2+3 pattern, the higher secondary stages of two year being located in schools, colleges or both according to local condition.

General Observations

An Important Milestone.

The NIE journal in its editorial of vol. 111, Number 1, sept. 1968 hailed it as an important milestone in our progress toward improving the quality and content of education in the country. The editorial observed: “The fact that policy was evolved after a board consensus of opinion among vice-chancellors of Indian Universities, leading educationists, State education ministers and other representatives’ interests cannot be easily ignored. Nor can the significance of its general acceptance by pedagogical experts be minimised. As a document of educational development it is strikingly comprehensive and seeks to give a sense of direction for future policy growth. We had many committees and commission on education for the first time since Independence we have a National Policy which provides an avowed outline of educational development in important field.” The document has been hailed as a milestone because:

1. It has rightly put emphasis on equalisation of educational opportunity and provision of educational facilities in rural and backward areas.

2. The decision to raise the investment in education from the present level of about 2.7 per cent to 6 per cent of the national income is a praiseworthy one.

3. Its recommendation for a uniform educational structure in all parts of the country, with the ultimate objective of having a 10-year schooling period up to the high school, a two-year higher secondary course, and a three-year period for the degree course is to be commended.

4. Its stress on academic freedom of teachers to purse and publish independent studies and researchers and to speak and write about significant national and international issues is another redeeming feature.

Qualitative Improvement and Curriculum Reconstruction

Ans.

The curriculum places a premium on bookish knowledge and role learning, makes inadequate provision for practical activities and experience, and is dominated by examinations, external and internal. Moreover, as the development of useful skills and inculcation of the right kind of interests, attitudes and values are not given sufficient emphasis, the curriculum becomes not only out of step with modern knowledge, but also out of tune with the life of the people. There is thus urgent need to raise, upgrade and improve the school curriculum”.

Following are the main causes of reform in curriculum:

1. Explosion of knowledge and need for incorporating new ideas, concepts and principles.

2. Rethinking on general education.

3. New aims of education in term of secularism, socialism and democracy.

4. Dynamic and stimulated methods based on the new technology of teaching-learning.

5. Relating education to productivity.

6. Balancing of scientific and spiritual values.

Defects in the Traditional curriculum

1. It is bookish.

2. It is theoretical.

3. It is overcrowded.

4. It does not provide rich and significant contents.

5. It is narrowly conceived.

6. It makes inadequate provision for practical activities.

7. It does not cater to the various needs and capacities of the adolescents.

8. It is dominated too much by examinations.

9. It does not include technical and vocational subjects which are so necessary for training the students to take part in the industrial and economic development of the country.

The curriculum suggested by the education commission 1964-66 attempts to remove the drawbacks of the traditional curriculum.

Recommendations of the Kothari commission on curriculum

1. Lower Primary Stage. (Classes 1-5).

(A). One language, the mother tongue or the regional language.

(b). Mathematics.

(c). Study of the environment (covering science and social studies in classes 111 and 1V).

(d). Creative Activities.

(e). Work-expression and social service.

(f). Health Education.

2. Higher primary stage. (Classes 6-8).

(a) Twc language (1) the mother-tongue or the regional language, and (2) Hindi and English.

NOTE— A third language (English, Hindi or the regional language) may be studied on an optional basis.

(b) Mathematics.

(d) Social science (or History, Geography and Civics).

(e) Art.

(f) work-experience and social service.

(g) Physical Education.

(h) Education in moral and spiritual values.

3. Lower Secondary Stages (Classes 9-10).—Common Curriculum.

(a) Three languages—In non-Hindi speaking areas, these languages will normally, be (1) the mother-tongue or the regional language, (2) Hindi at a higher or a lower level, (3) English at a higher or a lower level. In Hindi-speaking areas, they will normally be (1) the mother-tongue or the regional language, (2) English (or Hindi, if English has already been taken as the mother-tongue), and (2) a modern Indian language other than Hindi.

(b) Mathematics.

(d) Social science (or History, Geography and Civics).

(e) Art.

(f) work-experience and social service.

(g) Physical Education.

(h) Education in moral and spiritual values.

Curriculum at the Higher Secondary stage (11 and 12).

· The commission observed that after the completion of the first ten years of schooling, the special interest and abilities of a student would have been generally formed and with a good system of guidance and counselling, he can be helped in the choice of future career and educational course.

· An extensive and varied programme of vocational educational should be provided at this stage. 5() per cent of those who wish to continue their studies beyond Class X are expected to take up full-time vocational courses and 50 per cent will be in courses of general education.

· The latter type of courses will be diversified to enable the students to select for special study a group of any three subjects based on the work already done at the lower secondary scheme, the primary objective of the new diversification is to provide opportunity in the last two year of schooling for the development of the special academic interest of the students.

Subject Areas in the Higher Secondary Course (Class XI and XII)
I. Any two languages, including any modern Indian language, any modern foreign language and any classical language.
2. Any three subjects from the following:
(a) An additional language, (b) History, (c) Geography,
(d) Economics, (e) Logic, (f) Psychology, (g) Sociology, (h) Art, (I) Physics, (j) Chemistry, (k) Mathematics, (I) Biology, (in) Geology, and (n) Home Science.
3. Work-experience and Social Service.
4. Physical Education.
5. Art or Craft.
6. Education in Moral and Spiritual Values.

Advanced and Enrichment Programmes at Different Stages.

· The State Education Departments should prepare advanced courses in the different school subjects and good schools Should adopt these courses by introducing the changes in one or two subjects in the beginning and gradually covering the entire school curriculum in a phased programme suited to their convenience.

· Even where it is not possible for a school to adopt an advanced course in a subject for all its pupils in a particular class, it can give the benefit of such a course to the gifted children. In other words a good school can have two kinds of curricula at a particular stage or even in a particular class —-one being the common curriculum for the pupils who are average in ability, and the other being an advanced Curriculum for the very bright pupils.

Curriculum Suggested by the Secondary Education. Commission1952- 53 (IX to XI)
Keeping in view the changed political, economic, Social and cultural set-up of the country, the Secondary Education Commission had envisaged the following curriculum of a Higher Secondary School.

(i) Mother-tongue or Regional language or a Composite course of the mother-tongue and a classical language.

(ii) One other language to be chosen from among the following:

(a) Hindi (for those whose mother-tongue is not Hindi).

(b) Elementary English (for those who have not studied it in the middle stage).

(d) A modern Indian language (other than Hindi).

(e) A modern foreign language (other than English).

(f) A classical language.

(i) Social Studies — general course (for the first two years only).
(ii) General Science including Mathematics—general course (for the first two years only).

C. One Craft to be chosen from the following list (which may be added according to needs).

(a) Spinning and weaving;

(b) Wood-work;

(d) Gardening;

(e) Tailoring;

(f) Typography;

(g) Workshop Practice;

(h) Sewing, Needle Work and Embroidery; and

(I) Modelling.

D. Three subjects from one of the following Groups.

Group 1. (Humanities)

(a) A classical language or a third language from A (ii) not already taken,

(b) History,

(d) Elements of Economics and Civics,

(e) Elements of Psychology and Logic,

(f) Mathematics,

(g) Music, and

(h) Domestic Science.

Group 2. (Science)

(a) Physics.

(b) Chemistry,

(d) Geography,
(e) Elements of Physiology and Hygiene not to be taken with Biology, and

(f) Mathematics.

Group 3. (Technical)
(a) Applied Mathematics and Geometrical Drawing,

(b) Applied Science,

Group 4. (Commercial)
(a) Commercial Practice,

(b) Book-keeping,

(d) Shorthand and Type-writing.

Group 5. (Agriculture)
(a) General Agriculture.

(b) Animal Husbandry,

(d) Agricultural Chemistry and Botany.

Group 7. (Home Science)
(a) Home Economics,

(b) Nutrition and Cookery,

(d) Household Management and Home Nursing.

E. Besides the above student may take at his options one additional subject from any of the above groups irrespective of whether or not he baa chosen his other options from that particular group. A review of the above shows that a student of a Higher Secondary class is expected to take up the following subject:

(a) Two languages of which one should be his mother-tongue.

(b) A general course in social studies and general science, if he has not taken up these or allied subjects among his optional.

(d) One craft chosen by him.

(e) One additional subject chosen by him from any of the groups irrespective of whether or not he has chosen his other options from that particular group. This subject will be taken up purely at his option.

New Pattern of Education

Q. Explain the salient features of the new pattern of education with special reference to:

(a) Duration of Secondary Education

(b) Specialisation of Education
(c) Vocationalisation of Education.

Ans.

The new pattern was introduced in Delhi in 1975 and in all the Secondary Schools affiliated to the Central Board of Secondary Education.
Plus two systems have been implemented in almost all States and Union Territories in India.

Main Characteristics of the New Pattern,
A. Duration
(1) The first degree course is of three years duration after 12 years of schooling.

(2) It provides for 12 years of schooling in place of II.

(3) The first, university degree is obtained after 15 years of study.

(4) It provides for adopting selective approach in upgrading the existing higher secondary schools.

(5) There is common l0 year schooling.

B. Curriculum
(1) It provides for the compulsory teaching of two languages, Mathematics, Science Social Studies, Work-experience1 Moral Education and Physical Education in classes IX and X.

(2) It provides for two levels of courses in various subjects—advanced level arid ordinary.

(3) It takes care of individual differences of students by providing for grouping of students based on their attainment in different subjects. It will be possible to have a student doing advanced level work in one subject and ordinary level work in another.

C. Vocational Courses and Socially Useful Productive Work
(1) It aims at establishing a close link between the school and the environment by modifying the present emphasis on theoretical aspects of education,

(2) It provides for appropriate opportunity to students to take up vocational courses.

D. Specialisation after Class X
It provides for specialization only after 10 years of schooling in classes XI and XII.

E. Reduction of Pressure at the Universities

It aims at reducing pressure on the universities by providing for alternative courses and training facilities at higher secondary stage.

F. Raising the Standard of Education
It is intended to raise the standard of school education which in turn will help the universities to raise their first degree.

Merits of the Pattern

1. Strengthening of National Unity.

· A broadly uniform structure assists in strengthening national integration. Uniformity and unity have both literal and psychological proximity. Both words have the prefix ‘uni’ meaning ‘one’.

· Both the words connote ‘Oneness’. India very much needs this sense of oneness’ belonging the awareness of parts that constitute a whole.

· The uniformity of educational structure in all parts of the country brings up a visual image of belonging to the same country, doing the same thing, intellectually maturing the same way, maintaining the same standards, achieving the common objectives and nearing the common goals.

2. Inter-State Adjustments.

· Uniformity of structure facilitates education of the mobile population which is continuously increasing in the country.

· Differences in structures and standards cause considerable inconvenience to students migrating from State to State.

· The opening of Central Schools by the Central School Organization may be one small answer to a part of the problem, but it does not solve the whole problem.

3. Specialisation at the Appropriate Times.

· The New Pattern provides reasonable opportunities at the appropriate time to the students to take decisions about the particular stream to be studied by them after a terminal point.

· Thus it does away with the criticism that is usually levelled against the higher secondary system that the students are required to take a decision at too early an age. Modern research has pointed out that streaming of pupils into specialized groups from class IX is undesirable.

· The world trends in secondary education are in the direction of lengthening the period of general education and postponing divrsif1cation and specialization to the higher stage of secondary education.

· The Education Commission recommended that in the non-vocational schools a common curriculum of general education should be provided in the first ten years of school education and that diversification of studies and specialization should begin only at the higher secondary stage.

4. Implementation of National Programmes of School Improvement.

· A broadly uniform pattern in all parts of the country is intended to facilitate the implementation of educational programmes, production of books and teaching material, reforms in evaluation and training of teachers.

· Centre can play a stimulating, innovative, consultative and promotional role in educational development and can make larger grants available for the Central as well as centrally sponsored sectors.

· With uniform structure all over the country the scope for useful activity by the Centre becomes almost unlimited.

5. Mature Students.

· With a 2-year preparation, instead of one year after class X, students will became more mature and will be able to do more advanced work than is possible now.

6. Raising of Standard of Education.

· The indiscriminate rush to universities may be stemmed and more places in colleges may be released for those best fitted for higher education.

· This would tend to raise the standard of higher education. There has been an open door policy regarding access to colleges.

· A stage has now reached when the policy of selective admission will have to be extended to all places of higher education.

· Indian economy neither has the funds to expand on this scale nor capacity to find suitable employment for all those who enter the portals of colleges and universities.

7. Vocationalization of Education.

· Vocationalization of education at the higher secondary stage is another limiting factor in higher education.

· Vocationalization is an essential and urgent reform intertwined with the New Pattern and the programme for this purpose will have to be based upon detailed man-power estimates formulated on the basis of district surveys, it must ensure that the school leaver is ready to enter the world of work either as an employee or as a self-employed person.

8. Education for Employment.

· The New Pattern envisages great help in providing employment after completing secondary education.

· Many can now enter public services after class Xli. The position is comparatively less advantageous after class XI when one is below the prescribed minimum age (generally 18) or does not warrant enough maturity for employment.

9. Upgrading for the First Degree Course.

· Now, why 15 years! Besides other things, the standard of education will have to be raised if India has to, take her rightful place among nations.

· No advanced country in the world honours a young man with the award of a first degree in less than 15 years of preparation and hard work.

· In the U.S.A., the high school is up to 12th grade which is followed by a 4-year course in a college or university leading to a bachelor’s degree.

· In the U.S.S.R., the complete secondary education ends with grade 10 and then begins 5 years of higher education in a university.

· In England, after 13 years of schooling, three years are needed in a college or university to obtain the first degree.

· Thus it will take total 16 years in U.S.A., 15 years in U.S.S.R. and 16 years in England to be awarded the first degree.

· This is why a graduate from India will not be considered equivalent to a graduate in U.K. and therefore a graduate needs to graduate again in U.K. before pursuing higher education for which B.A. is the minimum qualification. The 10+2+3 pattern provides the answer.

Limitations sod Demerits of the System
1. Costliness of the Scheme.

· The new pattern is very costly.

· Adding one more class to school involves a lot of expenditure.

· This means more educational expenditure on the part of Central Government, the State Government and private bodies.

2. Loss to Parents and Children.

· The parents have to support their children for 12 years instead of 11 under the old system.

· Thus the parents spend more money in educating their children in school.

· The students themselves spend 12 years to schools and 15 years in getting the first degree.

3. Heavy Curriculum.

· The curriculum laid down for school is very heavy. It was in recognition of this fact that a Review Committee was appointed in 1977.

· The Committee suggested a drastic cut in the curriculum.

4. Ill-equipped Schools.

· The success of the new scheme depends upon well-equipped laboratories, workshops, libraries etc.

· However a majority of schools do not provide these facilities.

· The scheme of vocationalisation cannot be a success unless necessary facilities are provided.

5. Non-availability of Teachers.

· Suitable teachers for work- experience are not available.

· Likewise, there is dearth of trained teachers for teaching vocational subjects.

· The colleges of education have not revised their syllabi to train teachers according to the new pattern.

· The new curriculum envisages disciplinary approach replacing the prevailing general approach.

· One science teachers or one social studies teacher can teach General Science or Social Studies, as an integrated subject, but for teaching Physics, Chemistry, Biology, Geography, Economics etc., separate teachers are needed.

6. Rush to Universities has not decreased.

· The introduction of the new pattern has not decreased pressure for admission on colleges and universities. College education has become a status symbol in India.

· So even after putting in twelve years of secondary education, students continue to go in for a graduate degree.

Critics of the Pattern
The critics of the pattern do not consider it revolutionary in any way. They call it a fraud, a fad and a fallacy.

1. New Pattern in a Fraud. They argue that the implementation has been a fraud as we have miserably failed to provide necessary teachers, building; equipment etc.

2. New pattern Is a Fad. It is fad because it envisages that the compulsory introduction of science and mathematics will lead to the development of scientific temper of mind of the students. On the other hand they have disregarded the aptitude and ability of the students.

3. New Pattern is a Fallacy. It is a fallacy to assume that by adding one year at the school sage, e would be turning out more mature students

Problems in implementation
The following are some of the problems in the effective implementation of the New Pattern of Education:

1. Problem of Finance. With the introduction of the new pattern, the duration of schooling has increased to 12 years. This meant an extra year in school.

2. Problems Concerning Teachers.

· Because of the enriched curriculum in the new pattern, the teachers must be properly trained and able to deliver the goods.

· At present some teachers are not able to teach successfully General Science and modern Mathematics, the two subjects that are compulsory till the 10^th class.

· Again suitable teachers to teach the vocational courses are not available. This is a big problem and needs solution.

· The programme in the training colleges needs to be changed to train suitable teachers. Besides, facilities for in-service education for teachers need to be expanded.

· Refresher courses n various subjects should be organised to re-orient the teachers.

3. Problems Concerning Production of Suitable Books, and Teaching Material. As the curriculum has undergone a complete change in the new pattern, there is the problem of preparation and production of suitable books and teaching material. A general criticism is that the books are above the level of an average student. Likewise, there is need for producing suitable teachers’ guides.

4. Problems Concerning Socially Useful Productive Work.

· Socially useful productive work is a new subject for schools, so teaches and all others connected with education have to be properly oriented to it. Care has to be exercised in selecting proper items for this work.

· Co-operation of other persons such as farmers, factory owners etc., has to be sought for productive work.

5. Problems Concerning the Upgrading of Schools. Suitable norms need to be laid for upgrading schools to the plus two stages.

6. Problems Concerning Selection of Suitable Courses. Students should be given proper educational and vocational guidance so that they are able to make a proper selection of the various vocational courses.

7. Problems Related to Man-power Requirements. A Survey of the vocational opportunities open in a district region should be undertaken for the proper guidance of the students. There should be no waste of trained man-power.

8. Problems Related to Co-operation with Various Agencies. Co-operation of various agencies such as banks, companies, factory owners has to be sought for the success 01 the new pattern. The services of the trained persons in these organisations have also to be utilized.

9. Problems Concerning Reorganisation of Administrative and Supervisory Machinery. The Directorate of Education at the State level and the Inspectorate at the District level have to be strengthened to meet the special requirements of the vocational Courses.

10. Problems Concerning Evaluation and Research. Evaluation tools needs to he developed for assessing the achievement of objectives in various subjects. Moreover, research needs to be done on the various aspects of the new pattern.

11. Problems Concerning Determination of Equivalence of Diplomas. Steps are needed for determining the equivalence of the diplomas awarded under plus two scheme so that a student knows that a particular course will lead him to a specific job. Moreover, there should be opportunities for higher education for those students who wish to pursue it after a two-year vocational course.

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Tuesday 12 February 2019

Teacher Education with reference to National Policy on Education (1968)

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