OverviewGujarat Council of Educational Research and Training (GCERT) is a pivotal institution at the state level for the enhancement of qualitative education at primary and secondary schools.

It was "State Institute of Education" before 1988. It was later upgraded as a SCERT in 1988, under the resolution of State Education Department. The upgraded SCERT, now named as Gujarat Council of Educational Research and Training (GCERT) is a fully structured State level academic institution and is controlled and guided by a Governing body as well as an Executive Committee.

GCERT was shifted from Ahmedabad to Gandhinagar, the State Capital in 1997. State Education Department has allotted separate land for the GCERT for building in sector-12. Hence the GCERT has been functioning in the newly constructed building “VIDYABHAVAN” in sector-12 with modern infrastructure and latest equipment since 21st August, 2004 in view of the widening horizon.  Under the umbrella of GCERT, there are now 26 DIETs (District Institute of Education and Training) functional in 25 Districts. These DIETs impart pre-service and in-service training to the primary teachers of the State. There are seven branches namely Pre-service Teacher Education (PSTE), Work Experience (WE), District Resource Unit (DRU), Curriculum Material Development & Evaluation (CMDE), Educational Technology (ET), In-service Field interaction Innovation & Co-ordination (IFIC) and Planning & Management PM functioning in these DIETs. These DIETs are well equipped with qualified and experienced academic and administrative staff.

The GCERT works as a prominent institution for implementing the policies, programmes and researches in the State. It provides resource support and guidance to all the teacher education institutions and works in collaboration with the NGOs, Subject experts, Educationalists and pioneers in bringing about reforms in the remote and underserved areas of the State. It disseminates latest information with regard to modern trends and approaches in primary education, pre-service and in-service education, pedagogical advances in the country, wide use of distance education as a mode of training, organizing community awareness programmes and updation of curriculum of primary education in view of new and emerging concerns. Even the State Ministry of Education banks upon its expertise. The Council is committed to bringing about qualitative improvement in school education particularly Elementary Education, development of curriculum syllabi, instructional material and evaluation strategies to explore suitable solutions to educational challenges with the changing time. The GCERT has scaled a unique journey with experimentation from chalk to satellite, scaling an arduous terrain in the field of educational reforms.

Mission

Providing Quality Education on the philosophy of Child centered, Activity based, Burden free, Joyful learning of students of Primary Schools

Objectives of the Organization

  To bring about qualitative enhancement at all levels of educatio

n.

 To provide academic research extension and training support in the field of school education throughout the state.

 To assist / advise the Department of Education, Government of Gujarat to implement its policies and major programmes in the field of primary education.

 To provide academic backup, Leadership, guidance and suggestion for the qualitative improvement of primary education through reorientation of educational content and practice.

 To provide Leadership, academic guidance, suggestions to institutions such as DIETs, CTEs, IASEs and GBTC to achieve the goals of revamping primary education in Gujarat State.

 To organize innovative programmes for the propagation and dissemination for new trends and approaches related to education.

 To Guide and monitor the functioning of CTEs / IASEs and other institutions under the State Department of Education.

 To provide academic support and guidance to educational institutions through visits to concerned offices, CRCs and teachers.

  To publish educational Literature.

 To organize creative programmes like Science fairs, Balmela, Ramatotsav at grass-root level to promote the overall development of children.

Structure

Functions of the Organization

  To Undertake, assist, promote and co-ordinate researches in all branches of education.

 To organize in-service and pre-service training programmes for primary and secondary teachers mainly at advance level.

  To exercise academic and administrative control over DIETs, CTEs and IASEs.

 To exercise academic control over PTTIs and primary schools affiliated to District Education Committees.

 To conduct research, innovations, case studies and experiments, projects in the field of primary education.

 To develop and disseminate improved educational techniques and practices in the schools.

 To undertake the preparation and publication of reference material, supplementary materials, periodicals and other literature as may be necessary for furtherance of its objectives.

 To implement programmes related to DPEP, Adolescence Education, Population Education, IEDC, IPTT-ITV, Distance Education and Environment Education.

 To provide academic assistance/guidance to educational institutions through visits to concerned offices, CRCs, BRCs and schools.

 To improve, revise and upgrade the curriculum of training colleges with the changing times.

 

Financial Support Chart

GCERT seeks financial support from different agencies as mentioned below.

Director SaysI am very happy to handover this site to people. It give me immense pleasure to handover this site to all those who are interested in Quality Education- GCERT - Gujarat Council of Educational Research and Training is an advisory autonomous body looking after the fundamental aspect of education viz. Enrolment, Retention and Quality. Our main concerns are in-service and Pre-Service teacher education and Educational Research. We adopt various methods to impart training for maximum output of the training in terms of quality. The Council develops study material (in print, audio, video and CD format) for primary classes.

As a State level institute, we are doing pioneering work in the following fields:  Curriculum Design  Methodology  Distance Education  Adolescence Education  Inclusive Education (for disabled children)  Software (in print, audio, video and CD format) development  Learning without burden  Educational Research

Our endless efforts are for the betterment of a chill since our main focus is a Child. You may be a teacher, a parent, a professional or an NGO. We seek your support and ideas to meet a challenge of literacy in its real sense.

We welcome new ideas, new way of thinking and new approach. I wish in the era of rapid development we together will be able to guide the chill who is our ultimate focus. GCERT is having highly qualified staff always want to take up any challenge regarding education. We try to enrich this site will all our expertise. We welcome your response about the site and the work we do. We will be very happy to share our efforts in improving education.

With good wishes....Director,

GCERT, Gandhinagar.

Annual Workplan & BudgetYear : 2010-11

EDN–12 BudgetAnnual Budget of Special Programs/ProjectsIn-Service Teacher Training - Budget

Annual Report

Annual ReportYeeaarr ::: 22000099--10GGuuj jjaar rraat tt CCoouunnccci iil ll oof ff EEdduuc ccaat tti iioonnaal ll RReees sseeeaarrrccchh aanndd TTrrraai iinni iinngg - -- GGCCEERRTT"Vidya Bhavan", Sector-12, Gandhinagar-382016, GujaratPhone : 079-23256808-39, Fax : 079-23256812E-mail : gcert_21@yahoo.com, & gcert12@gmail.comWeb : www.gcert.gujarat.gov.inAnnual Report_2009-10.doc 2

Annual ReportYear: 2009-10IndexNo. Subject PageNo.1 Forward 32 GCERT- A Resource Organization in School Education 43 Teacher Education 84 Curriculum and Evaluation 125 Publication and Library 14

6 Research and Innovation 177 Science and Mathematics 188 Planning and Management 229 College for Teacher Education and Institute of Advanced Studies inEducation2310 Inclusive Education for Disabled at Secondary Stage 2411 Population Education 2612 Establishment and Account 2813 Programs and Activities Undertaken by DIETs 29Annual Report_2009-10.doc 3

ForwardGujarat Council of Educational Research and Training-GCERT is happy to present theAnnual Report on activities carried out during the year 2009-10.This is a summation of both types of activities undertaken during the year 2009-10:regular ones and innovative ones in the field of training and educational research alongwith other educational activities. It is hoped that this document will be useful to allthose who are interested.At this point, I would like to express our most sincere gratitude to Dr. Hasmukh Adhia,Principal Secretary, Education and Shri R. P. Gupta, Secretary, Primary Education forincessant inspiration and guidance. I would also like to thank all those who inspired andencouraged us in our search of quality during the Year.M. N. BhadDirectorGujarat Council of EducationalResearch and Training,Gandhinagar -Gujarat.Date : 31/3/2010Place : GandhinagarAnnual Report_2009-10.doc 4

GCERT- A Resource Organization in SchoolEducationIntroductionGujarat Council of Educational Research & Training is a prime institution in the field ofEducational research and training at elementary school level and also

plays importantrole in secondary education level and envisaged for curriculum reforms.In the beginning "State Institute of Education"(SIE) was established for undertakingactivities pertaining to Educational Research and Training. In the year 1988, it wasupgraded as State Council of Educational Research & Training. Now, it is calledGujarat Council of Educational Research & Training (GCERT).Autonomous status was acquired by GCERT on 7/2/1998 by getting registered underThe Societies Registration Act, 1860 (Act XXI of 1860) and under the Bombay PublicTrust Act, 1950 (XXIX of 1950) at the Public Trust Registration Office. However, for allpractical purposes, GCERT is governed as per the rules and procedures adopted by anyother state government office.Philosophically, GCERT imbibes inspiration from the experiments in education fromGijubhai Badheka, Gandhiji, Shri Aurobindo and Swami Vivekanand. These effortshave been aptly supported by Centrally Sponsored Scheme for Teacher Education. Thecreation of structure of DIETs through out the state has contributed to the knowledge ofteachers, awareness about quality concerns and penchant for effective class roomtransaction.The objectives of GCERT are as under.

To bring about qualitative enhancement at all levels of education. To conduct academic research, extension programs and training

activities in the fieldof elementary and secondary education.

To provide leadership, academic guidance, suggestions to educational institutes likeDIETs, CTEs, IASEs and B.Ed. colleges.

To assist / advise the State Education Department for implementation of policies andmajor programs pertaining to elementary and secondary education.

To guide and monitor the functioning of CTEs/IASEs. In order to have qualitative improvement and strengthen the

standards of elementaryeducation, trainings of various aspects are being conducted statewide.Annual Report_2009-10.doc 5

DepartmentsGujarat Council for Educational Research and Training (GCERT) provides academicand technical support for improvement of school education through its departments.The departments of GCERT are as shown below.

Teacher Education (TE) Curriculum and Evaluation(C & E) Publication and Library (P & L) Research and Innovation (R & I) Science and Mathematics (S & M) Information and Communication Technology (ICT) Planning and Management (P & M) Establishment and Account (E & A)

There are cells for special programs as under. Inclusive Education for Disabled at Secondary Stage (IEDSS) Population Education (PE) College for Teacher Education & Institute of Advanced Studies in

Education (CTE&IASE)Functions of Various Departments of GCERTDepartment FunctionTeacher Education R e d r e s s a l o f issues and problems related to Elementary Educationtranspiring from the results of educational research; development ofTLM for enhancement of quality and for betterment of classroomtransaction taking expressive support of SRG in training andpedagogy.Curriculum andEvaluationReviews the existing curriculum and addition, alteration, simplificationand rationalization of text book in context of results of the researches.Implementation of grade system and continuous evaluation of thestudents.Publication andLibraryPublication of Monthly magazine JIVAN SHIKSHAN, an educationaljournal and other modules and publications.Purchase, maintenance, preservation and cataloging of books &periodicals.Annual Report_2009-10.doc 6

Research andInnovationTo provide academic research extension supports in the field of schooleducation and execution of research related matters.Science andMathematicsTo monitor the science activities at school level and promote activities

related to experiments shown in the textbook.Conducting Science-Maths exhibitions at all levels.To Promote Maths and Science corner.Information andCommunicationTechnologyThe use of modern technology in the field of teacher education;training and promoting computer literacy.Planning andManagementPlanning of the educational training programs under various schemesof the Government.Preparation of annual work plan & budget and annual report.Preparation of project proposal for Teacher Education with MHRD.Creation of various statistical data for the purpose of teachers'education.Establishment andAccountsPersonnel Management & Financial Management of the GCERT.Co-ordinationGCERT coordinates with different bodies at different levels shown as under:State level

Government of Gujarat - GoG District Institute of Education and Training - DIET Commissionerate of School Directorate of Primary Education College for Teacher Education & Institute of Advanced Studies in

Education (CTE&IASE) Primary Teacher Training Institute - PTTI United Nations Children's Fund - UNICEF Gujarat Institute of Educational Technology - GIET Pre Primary Teacher Training Institute - Pre-PTTI Shikshak Sangh Gujarat State School Textbook Board - GSSTB District Center for English - DCE

Annual Report_2009-10.doc 7

Universities & B.Ed. colleges Gujarat Secondary & High Secondary Education Board - GS&HSEB State Examination Board - SEB Municipal School Board - MSB Non Government Organization - NGO

National and regional level Ministry of Human Resource Development - MHRD National Council of Educational Research & Training - NCERT National Council for Teacher Education - NCTE National University of Educational Planning Administration - NUEPA

United Nations Children's Fund - UNICEF Center for Cultural Resource & Training - CCRT Regional Institute of Education - RIE / Western Regional Committee -

WRC Non Government Organization - NGO

Financial supportGCERT receives financial support from different agencies as mentioned below.

Government of Gujarat; Education Department. - GoG, ED Ministry of Human Resource Development - MHRD National Council of Educational Research & Training - NCERT United Nations Children's Fund -UNICEF

The Governing Body of GCERTThe Governing Body of GCERT under MOA is constituted by following prominentpersonalities, among others:

President – Honorable Chief Minister Vice President – Honorable Education Minister Chairman; EC – Honorable Principal Secretary / Secretary (PE) Members of Executive Committee

Annual Report_2009-10.doc 8

The Executive CommitteeThe functions of the GCERT are monitored (also subjected to the Govt. Financial andadministrative rules and regulations) by an Executive committee. The meetings of ECare held regularly once or twice every year.Also, the following committees are constituted for providing technical support to fulfillfunctions and objectives of GCERT:

State Research Advisory Committee (SRAC) Editorial Committee for Jeevan Shikshan (monthly magazine) State Resource Group (SRG)

Teacher EducationTeacher Education works in following framework.FrameworkTeacher EducationPre-serviceIn-serviceDIETCTE/IASEDIETCTE/IASESec. & Hr. Sec.

Education(B.Ed.)PrimaryEducation(PTTIs)In-servicePrimaryTeachersSec. & Hr.Sec.TeachersAnnual Report_2009-10.doc 9

Training FrameworkTeacher’s training is given generally through cascade mode, but some crucial training isgiven through distance mode in which the direct contact with target group is possible.The applied strategy is as under.Distance Mode Teachers' Training (20-day Teachers’ Training)This branch strives for improvement of quality of elementary education. Twenty daysintensive training with reference to content and methodology to all primary teachers ofthe state was organized in two phases during which 59 KRPs, 1222 RPs/MTs and 26780CRGs were trained during the year.This program was conducted jointly by SSAM and GCERT in which all primaryteachers were trained through distance mode training ( teleconferencing) fromBhaskaracharya Institute for Space Application and Geo-informatics (BISAG). Aworkshop on Module Writing was conducted in February 2010. A total of 44 KRPs,1432 RPs/MTs and 23359 CRGs were trained for 20-day teachers' training for 2010-11.Training on Value EducationA total of 44 DIET lecturers were trained on Value Education Program with the help ofShri J.N.Sharma, Member Secretary, Citizenship Development Society, New Delhi; Mr.Hasmukh Patel (IPS), Deputy Inspector General of Police and Mr. S.S.Khandwala(IPS), Director General of Police gave keynote address to participants.GCERT

GCPESRGDRGBRGCRGDPCBRCCRCDIETTarget Group(Teachers )(2 lakh +)Annual Report_2009-10.doc 10

Capacity Building Workshop for IFIC Lecturers of DIETsIn a workshop organized in July-2009 at SPIPA, Ahmedabad, capacity building of IFIClecturers was taken up. A total of 44 lecturers from all over DIETs and GCERT facultieswere trained on Gunotsav, Distance mode education, Use of educational technology,Total quality management, Communication skill, Time management, Roll of trainers,Base paper for training.Shri R.P.Gupta, Secretary (Primary Education) had given keynote address in theprogram.Workshop for Skill Development for TrainersDIET lecturers were trained on skill development for trainers. This workshop wasorganized at DIET - Ahmedabad(Rural) in September 2009.Workshop for Distance Mode Modules Development SkillsIn order to orient DIET lecturers on "Distance Mode Module Development Skills" forthe subjects like English, Science & Technology, Mathematics etc, a workshop wasorganized in DIET – Ahmedabad (Urban) in September 2009.This workshop proved to be a very important facilitating program before actualcommencement of Distance Mode Education Program.Workshop on "Life Skill through Drama"A renowned TV star and stage actress turnededucationalist volunteered to conductseries of workshop on life skill through drama. Infour phases, the workshops were conducted fromDecember 2009 to March 2010 at DIET–Vadodara. 150 participants were trained during the

period.Workshop for KeNis & BRC Co-ordinatorsOne-day workshop for KeNis and BRC Coordinators were held in all the DIETs in July2009. Discussion on In-service training program, Bal mela, Science and mathsexhibition, Sport meet, Eco-club...etc took place during the workshop. Total participantswere 3500 plus.Annual Report_2009-10.doc 11

Bal Melas (Activity Melas)For promoting activity based joyful learning in school, Activity Melas were held at allgovernment run primary schools across the state. 14 different types of activities likestory telling, action songs, role play, puppetry, clay work, craft work, pasting, colorfeeling, educational games, drawing... etc. were performed by the students in ActivityMela.This activity mela provided children full opportunity and freedom to act or perform.Participation in this activity mela inspired children to create new, innovative andoriginal ideas. Bal mela develops hidden potentialities of students also. Grant of Rs.500/- were allotted to each primary school for Bal mela.Preparing Audio CD for Std. 7Audio CD containing poems of Gujarati, Hindi Englishtextbooks for Std. 7 was prepared with the financial help ofUNICEF. Primary teachers working in government schoolsoffered their services as artists.Distance Mode Education ProgramThis has been a very ambitious program conceived and conceptualized to enhancequality of Maths, Science and English education in far and remote areas of the statethrough the already existing distance mode networking in the State.Annual Report_2009-10.doc 12

The program also envisaged harvesting of various teaching resources spread all over thestate coupled with exposure opportunity to the students of std. 5-7 at the places likeBhaskaracharya Institute for Space Application and Geo-informatics (BISAG),Vidhansabha, Indroda Park, Nature Park, Akshardham, Sabarmati

Ashram ... etc.The students were fetched in the state transport buses to Gandhinagar. After the visit ofplaces of interest and BISAG studio, where they participated in state-wide classroomprogram, they were transported back at their respective villages. Tour of Science city,Ahmedabad was also arranged under the program separately.During the end of the year, a total of 1010 students from 12 primary schools with 48teachers and 159 experts participated. Further, a total of 9689 students from 110 villagesschools were taken to visit Science City under this program.

Curriculum and EvaluationCurriculum and Evaluation branch prepares curriculum and evaluation methodology toevaluate performance of students, schools and the state.State Resource Group (Pedagogy) SelectionThe preparation of curriculum is done with active participation of SRG and otherexperts. The SRG (Primary) was formed in 1997 while SRG (Upper Primary) wasformed in 2006-07. They played a crucial role in preparation of curriculum and helpedas expert in writing of textbooks for Std. 5-7 which came into force from 2008-09. TheSRG for Primary was very old; therefore, necessity was felt to reform SRF for primaryStd. 1-4.This process was taken up in 2009-10. The process was rather elaborative.An advertisement was published in Jeevan Shikshan in September 2009. A total of 3148applications were received by the scheduled date. A workshop for preparation of testpaper for the subjects Gujarati, Environment and Mathematics was held in September2009.Test was conducted on 11/10/2009. A total of 1738 teachers appeared in the test. A listof 100 in each subject was prepared. In March 2010, tests for aptitude, writing skill,group discussion and interventions were held at Junagadh, Ambaji and Kevadia colonyfor the group selected for different subjects. This paved the way for

formation of SRGfor providing technical support to SSAM and GSSTB, also.School Gradation ProjectSchool Gradation Project has been our exercise to measure performance of students andrating the schools Based on this performance of the student, schools ratings are given.Schools are given six tire rating A++, A+, A, B+, B, C.Annual Report_2009-10.doc 13

The tests were performed on Std. 4 & 7 students of 31822 & 20513 government runschools respectively. The final result is as under.School Gradation Project 2009 -(in percentage)

Standard GradeA++ A+ A B+ B CStd. IV 3.63 13.06 21.94 24.31 18.52 18.54Std. VII 0.97 8.67 19.15 24.24 23.06 23.90More details can be seen from our web site www.gcert.gujarat.gov.inRamatotsavRamatotsav has been one of our regular activities in elementary schools and PTTIs inascending stages – School level, CRC level, BRC level, District level, Zone and Statelevel. A total amount of Rs.2.40 crores was allocated from state plan budget for thisprogram.The state level Ramatotsav was held at DIET – Kathlal, District – Kheda on7-10/2/2010. Honorable Minister (Education) graced the occasion.Annual Report_2009-10.doc 14

Stage wise details of No. of Ramatotsavs and No. of participants are as under.Details Level No. ofRamatotsavsNo. of participants(students and teachers)School 33,234 6,50,000CRC 3,226 2,14,464BRC 225 14,400District 25 1,600Zone 5 1,664Primary SchoolState 01 320PTC College Zone 16 21,600State 01 768Total 34,733 9,04,816

Publications and LibraryThe activity for updating the knowledge of teachers and quality of education, referencefabric or supplementary material is essential. Latest trends and aspects are incorporatedin educational publications. Jivan Shikshan is such publication that also serves asreference material.

This branch published 12 issues of Jeevan Shikshan during the year and ensuredcirculation of 40,000 (approximate) copies to the primary schools of the state free ofcharge. It published essential supplementary reading material also.

The meetings of editorial group were regularly organized every month. During theyear, meetings were organized at DIET – Dahod, Bhuj, Vadodara, PalanpurAhmedabad (rural) and Surendranagar.

A workshop was organized to collect proper articles for "Jeevan Shikshan". In thisworkshop, review and writing of articles for Jeevan Shikshan were discussed. In thisgroup of 40 participants from primary teachers, lectures and members of editorialgroup remained present.As a result of the workshop, the skill of writing articles was sharpened. About 30articles were written by the participants. The quality of articles was found to havebeen improved and variety in articles was also noticed. These articles will bepublished in Jeevan Shikshan as and when required.Annual Report_2009-10.doc 15

Special Issues PublishedThis branch becomes instrumental in publishing following special issues during thisyear.

Vigyan Visheshank Praveshotsav Visheshank Gunotsav Visheshank

Financial StatusFor the printing of "Jeevan Shikshan" and enrichment of library/educational literature,magazines, an expenditure of Rs.49.87 lakh was incurred.Feedback

The feedback related to the publications is printed in the Jeevan Shikshan every month.The response is received from all corners of Gujarat especially from teachers, teachereducators, educationists, education lovers and other educational institutions.LibraryThis branch also looks after library to keep abreast with the new trends and approachesthe field of education and the other reference material/information. The institute has anexclusively rich library which is like a storehouse of knowledge.The library has about 9028 books and 1304 various types of researches. In this libraryaround 07 news papers and 46 educational literary reference magazines were subscribedthis year.Annual Report_2009-10.doc 16

Libraries of GCERT and 26 DIETs are having computerized record of books. All DIETlibraries along with GCERT libraries are going to join with each other by networking.All libraries are being updated every year.A workshop for librarian of all the DIETs was organized in December 2010 at DIET–Ahmedabad(rural). Details for "Vanche Gujarat" like the concept and implementationwere discussed during the workshop. More co-curricular activities related to "VancheGujarat" were also discussed.Purchase of booksFor the purchase of books and magazines for each DIET under the chairmanship of theDirector, Rs. 8.00 lakh grant was given for purchase of books, magazine and otherreading materials in the year. 297 books were purchased in GCERT library on differentsubjects in this year.List of magazines Subscribed and received complimentary in the GCERT library.Educational –

Abhyaskram ane Ayojan Adhyayan Adhyapan Balmurti Educational review Jivan Shikahan (Marathi from MSCERT)

Jivan Shikshan News letter Edutracks Indian Educational Review Indian Educational Abstract Bhartiya Adhunic Shiksha Journal of all India association for education research

Children related and General – Achala Safari Aditya Kiran Samudgar Akhand Anand Sandarbh Bal Srushti Shabd Ganan

Annual Report_2009-10.doc 17

Dhinga Masti Suman Saurav India Today Tadarthya Karmachari Vartul Vigyan Darshan Kavita Vigyan Jagruti Latest facts in General Knowledge Shikshan Ane Prakashan Maitri Pratisad Navneet Samarpan ICC news Nayamarg CEC Rajbhasha Sadhna Ramkrishna Jyot Shri Saraswat Readers Digest Vivekgrame Nitya Sanskruti Prathmik Sandesh Competition success review Olakh

List of Dailies1. The Times of India2. Gujarat Samachar3. Sandesh4. Gandhinagar Samachar5. Divya Bhaskar6. Ful Chhab7. Indian Express

Research and InnovationResearch and development in any field provides the foundation for future development.Research in the field of education is the demand of the day which providesmethodological and pedagogical input for the improvement in present scenario. Ourproblems and difficulties in the field of education further necessitate a purposeful andsustained research effort. Research provides new directions to our educational theories

and practices. Therefore Research plays an important role in the field of education.Research Abstract Series PreparationAs per guideline given by MHRD, all DIET faculties were instructed to undertakeresearch work. Each DIET was instructed to prepare Research Abstract Series based onAnnual Report_2009-10.doc 18

the researches done in their district this year. A total of 267 lecturers of DIETs weregiven grant @ Rs. 2000/- for Action Research and 26 DIETs were given grant @Rs. 10000/- for preparation of the Research Abstract Series.Gujarat Achievement at Primary (GAP:5)After completion of GAP-4, the task for GAP-5 was taken up. As the text-books of Std. 3to 7 have been reformed, it has become imperative that the entire GAP test tool bereviewed and further modified. All the test papers for the Std. 3 to 6 have beenstandardized.During year 2008-09, test papers for Std. 7 for both academic terms were standardizedand final data collection for Std. 3 to 6 for both terms were carried out. Final reports ofboth district as well as state level for both the terms are awaited.Gujarat Achievement at Primary for Urban (GAP:U)To know the achievement level of students studying in urban areas of the state, a newresearch project named GAP–U was launched this year. This project included all theurban areas of the districts across the state. The main responsibility to carry out thisproject was given to the DIET – Vadodara. The document is under process.Research Paper Writing WorkshopFor the capacity building of the DIET faculty in the field of research paper preparation, aworkshop was organized by DIET – Surat, in the month of January 2010. Faculties fromeach DIET participated in this workshop.As a result of above –

DIET lecturers have conducted more than 267 research studies at various levels.

At cluster level, primary school teachers have conducted more than 800 researches at

different level.

Science and MathematicsFor the development of Science and Mathematics attitude among the students ofGujarat, this unit undertakes following activities.

Science - Maths Exhibition. Science - Maths Club. Teachers' Training on Science & Maths subjects. Eco-Club.

Annual Report_2009-10.doc 19

Science - Math's ExhibitionNCERT-New Delhi, has been organizing National Science-Maths exhibition since 1971.From 1988 onwards, known as Jawaharlal Nehru Science-Maths exhibition for children.At state level, GCERT - Gujarat also organizes such exhibition every year with thevarious theme suggested by NCERT. In the year 2009-10, the main theme for Science-Maths exhibition was Science - Technology and Society with following sub themes:

Climate change - causes and consequences. Green energy. Biology in human welfare. Information and Communication Technology. Mathematics and everyday life. Science and technology in games and sports.

Mode of organizing Science - Math's ExhibitionIn Gujarat, Science Math's exhibitions are organized for Primary Schools children atdifferent level such as CRC, BRC, Corporation and District; for secondary & highersecondary school at SVS level and District; for PTTIs at Zone level and in the last phase.Best exhibits from various districts are displayed at State Level Exhibition.These types of exhibitions create positive response from local and district level officials.Community representatives remain present in district level exhibitions.In 2009-10, a total of 3776 Science-Maths exhibitions at different level were organizedacross the state in which 56640 primary, secondary and higher secondary schoolsparticipated and 71461 models were displayed. The statistics are as under.

No. of ParticipantsYear No. ofExhibitionNo. ofExhibitsSchools Students TeachersNo. ofVisitorsModelselectedatNationallevel2009-10 3776 71461 56640 142922 71461 3616850 06Annual Report_2009-10.doc 20

State level Science-Maths exhibition very well organized at Anand in November 2009.432 selected exhibits were displayed from various districts. It is satisfying to note thatsix exhibits were selected for National level science-maths exhibition since last twoyear. Details of last year exhibits selected for National level exhibition is as under.No. Name of Exhibits Name of School & District1 Rain water harvesting Vidyut Board VidhyalayaVadodara2 Electro fluid dynamic generator J. N. Balika Vidhyalaya,Saraspur Ahmedabad3 Phi ( _) every where Kamani Forward High SchoolAmreli4 Night vehicle rider's Aradhana VidhyaviharGandhinagar5 Combating climate change with NanotechnologyAdharshila English MediumSchool Gandhinagar6 Pollution free live plastic factory M. N. S. Girls' VidhyalayaKhedaThe main innovative interactions of state level exhibition were ---1. An interaction with Dr. J. J. Raval, Mumbai, Indian Space Scientist, Dr. NarendraBhandari, and Dr. J. Trivedi, Scientist, ISRO, Ahmedabad.2. Interaction through video conference with space scientist Dr. Jay Mehta, NASA,USA.

3. In due performance of their Corporate Social Responsibility, the famous Amul Dairyprovided free milk for all participants during the Science – Maths Exhibition.Specific Program on Science and MathsThis year GCERT has conducted one initiative program that teachers were trained in thesubjects of science and maths through distance mode with the help of BISAG. Sixlecturers of DIETs and 42 SRG teachers worked as a resource person and expert in thisprogram.Capacity Building at Cluster LevelFor the capacity building of teachers in science and mathematics subjects at the CRClevel, two members were selected from CRC comprising one for science and one formaths from each district of the state. They have done excellent work. A total of 6394CRG members were involved in this task.Eco ClubIt is the group of students & Teachers at school & DIET level, who works forenvironment awareness and maintenance of healthy environment.Annual Report_2009-10.doc 21

Eco Club was started in 2006. Presently the activities are done in all governmentprimary schools and all DIETs. A grant of Rs. 300/- for each school is given to eachschool to carry out following activities.

To prepare healthy soil and Compost pits. To develop Medicinal plants garden, kitchen garden. Rain water harvesting system. Visit of important Environment place. Education for cleanliness of public places. To conduct activities like Shala Safai, Medan Safai and decoration,

Quizcompetition on Environment equilibrium, Rally on prevention on use of plastic bag,Poster development competition, small exhibition on Environment protection atschool level.GCERT has also conducted state level key resource person training at Amreli, mastertrainer training at district level and teacher training at school level. Under eco-club,

various activities or initiatives taken are –1. Tree plantation in DIET – Ahmedabad (rural) by Hon. Ashokbhai Bhatt, ChairPerson, Gujarat Vidhansabha.2. Farmers' visit to school in Surendranagar. This gave information about land, herbalplants and seed to the farmers. Other experts discussed global warming,personal/individual hygiene and preparation of vermi compost also.3. Rajkot initiated "Environmental Soldier Yojna" in primary schools. Drip irrigationsystem was fitted in DIET.4. Forest Secretary visited Vavghantodi primary school in Banaskantha and motivatedstudents and teachers. Discussion was held on vermi culture project.5. Ambaji temple campus cleanliness drive was taken up by trainees and faculties ofMahesana DIET during their visit to Ambaji.Annual Report_2009-10.doc 22

Planning and ManagementPlanning and Management branch of GCERT is engaged in preparation of planactivities to ensure receipt of State and Central fund and design strategy forimplementation of activities. It is necessary to state that GCERT is not conductingcontent based program only but also need based innovative programs. The progress ofactivities is reviewed on quarterly and yearly basis.Annual Work Plan and Budget for 2010-11A Mini monograph of GCERT "Annual Work Plan and Budget" presents the futureplanning of the institute for the year under the state plan scheme. To prepare thisdocument, multi level participatory planning process were undertaken such as-

Meetings and deliberations with officers, research associates/Fellows andPrincipals and lecturers of DIETs.

Review of suggestions received. Plan out training programs. EDN -12 scheme budget planning.

However, In service Teachers Training Scheme and SSA Scheme Planning are fundedby the GOI under CSS, Non-plan budget head also included separately

in this document.Annual Report – Year: 2009-10A comprehensive narration of the activities implemented and carried out by GCERT isreflected in the documents with relative photographs. This document includes previousyear activities undertaken by different department of institutes and also Profile of thestate, GCERT background information, EDN 12 scheme review ... etc.Capacity Building of Lecturers Associated with P& M Branch of DIETsA one Day Meeting (Quarterly) and capacity building workshop for P&M lecturers ofDIETs were organized to review training programs under different schemes in DIETs,Planning of next year at DIET level, State level planning & budget and Annual planproposal for Central level fund... etcThe meetings and workshops were held on following DIET places.

Bharuch, Junagadh and Ahmedabad-rural.Project Proposal for Teacher Education (MHRD)Under the Centrally Sponsored Scheme of Teacher Education, GCERT prepared theAnnual Plan for the year 2010-11. The provision was made for DIETs, CTEs and IASEs.GCERT submitted the Annual Plan Proposal to MHRD in given prescribed Performa.Annual Report_2009-10.doc 23

The provision of Rs.3410.74 Lakh was proposed for Recurring Assistance for the year2010-11.The appraisal meeting of above Annual Plan was held on 4/3/10 at MHRD, New Delhiwith GCERT officials. They have promised to release of fund for the filled post ofDIETs with oral assurance that on recruitment of all the vacant post, the additional fundwould be given.Educational Inspection of DIETInspection Format was reformatted as per need of each branch. The planning of DIETinspection was prepared by this branch. Teams of GCERT officers and researchassociates were constituted for Educational Inspection of all the DIETs.EDN -12 Plan SchemeEDN-12 Plan Scheme is a state-sponsored scheme of Gujarat Govt. The

main objectiveof this scheme is to improve the quality of primary education. The process of Researchgets boosted through this scheme. The production of audio-video aids and educationalmaterials is also done under this scheme. Educational literature, magazines are beingpublished. The libraries of GCERT and DIETs are thus enriched through this scheme.The cluster, block, district, zone and state level Science fairs and Ramatotsav, Balmela(Activity Mela) and Eco Club are organized. Through this scheme the pre-service andin-service teachers are trained and the capacity building for Sr. lecturers and lecturers ofDIETs is also being done.As a result, the efficiency of DIETs and GCERT has increased. Multipurpose ConferenceHall and Hostel Building of DIET, Maintenance of STTI Building are also included inthis scheme. Training program for secondary teachers, Scout and Guide program andGradation of primary school are being implemented. This scheme had a total outlay ofRs. 1270.00 lakh.

College for Teacher Education andInstitute of Advanced Studies in EducationInstitute of Advanced Studies in Education (IASE)1. Department of Education, M. S. University, Vadodara.2. Shikshan Mahavidyalaya, Gujarat Vidhyapith, Ahmedabad.College for Teacher Education (CTE)\1. A.G. Teacher’s College of Education, Ahmedabad.2. Shri Rang Shikshan Mahavidyala, Bilimora.Annual Report_2009-10.doc 24

3. B.D. Shah College of Education, Modasa.4. M.B. Patel College of Education, Vallabha Vidyanagar.5. V.T. Choksi College of Education, Surat.6. L.N.K. College of Education, Patan.7. Shri G.H. Sanghvi Shikshan Mahavidyalaya, Bhavanagar.8. Ramba Graduate Teachers' College, Porbandar.This branch is working in GCERT under centrally sponsored scheme of teachereducation. Three review meetings were organized with a view to

review the activitiesconducted by different CTEs and IASEs. Rs. 45.00 lakh grant was allotted to thebranch.

Standardized Aptitudes tests and self efficacy scales are prepared on the subjects forthe guidance and counseling purpose of class 10 students in Chemistry, Biology,Physics, Math-1, Math-2, Social science, Commerce, Reading, Writing, Self efficacyscale of all the subjects.

Training of the resource persons for the "Karmayogi" on various subjects.

Training of the teacher educators on "Use of Computer in Data Analysis".

Training of the teacher educators on "Research Methodology". Workshop on integration of technology in classroom teaching for

teacher educatorsof Kheda & Anand districts.

Workshop on teachership: Skill and quality improvement for shikshan sahayak.

Training of the teachers of Maths, Science, English and Social Science.(>30% board result school teachers)

Workshop on poetry: A language within the language.17 Researches were undertaken on various subjects by different CTEs and IASEs.

Inclusive Education for Disabled at SecondaryStage (IEDSS)The National Policy of Education-1986 proposed Equality of opportunities for thedisabled children, which was accepted by the Government, as a result of which, theIntegrated Education for the Disabled Children scheme was implemented all over thecountry by the Ministry of Human Resources Development, Govt. of India.Annual Report_2009-10.doc 25

This scheme was implemented by various voluntary organizations working for theeducation and rehabilitation of the disabled children from 1986-87. As per the provisionsof the scheme, the IEDC Cell was established in 1992 by the Education

Department.From1/9/1998, the cell was transferred from Directorate of Primary Education toGCERT.MHRD has replaced this scheme by IEDSS scheme with effect from 1/4/2009 with aview to cover disabled students of secondary schools. In the campus of GCERT,a separate cell has been created with appointment of a Deputy Director, a projectcoordinator, a special educator and a junior clerk for the various activities related witheducation of disabled children.Management and StructureIEDSS Interventions

Cell is inspecting and monitoring volunteer organizations and providing intensiveguidance through regular meeting for better rehabilitation of the Disabled children.MHRDGovt. of Guj.NCERTRCIIEDSS CellGCERTRIEDEO, NGO &SupportingstaffDIETBRCCRCSchoolSpecial teachersParentsDisabled childrenAnnual Report_2009-10.doc 26

Cell has set up a proper planning to find out disabled children through survey, somore and more disabled children have been enrolled under this scheme and can berehabilitated.

Cell has published two separate modules - Pathdarshan 1& 2, for the specialteachers to empower and make them more efficient in the field of disability.

Various circulars are provided to NGOs regarding education and social welfare ofdisabled children.

4397 schools are covered under the scheme from all over Gujarat. Administrative Evaluation format is developed for NGO's audit under

this scheme. Category wise disable children are enrolled during the year: 2009-

10 under thisscheme.o Visually Impaired : 1574o Hearing Impaired : 457o Mentally Retarded : 847o Orthopedic Handicapped : 3879o Total Disabled Children : 6757

Population EducationThe population education cell creates awareness among the students, teachers andsociety against sex discrimination, girl feticide, reproductive system, health andphysical development of the adolescence coupled with mental & social growth,population extension, drugs, women empowerment, population and environment,population education ...etc.

Observance of World AIDS Day on first December, Celebration of World PopulationDay & Week on 11th July, Woman Empowerment Day on 8th March.

A workshop was held for review and finalization of population education trainingpackage.

Training for state resource person and in-service training for teacher trainees onpopulation education theme, issues and concerns were organized.Annual Report_2009-10.doc 27

Women empowerment day and week were celebrated and story writing and essaycompetitions were organized.

National level role play competition was organized at school level, district level,zone level and finally national level at NCERT, New Delhi. Gujarat represent atnational level.

Publication of population training package and poster – folder on populationeducation. One set of these posters were distributed to all the DIETs.

Two meetings were organized for effective monitoring and review of program.

One day HIV/AIDS orientation program organized for secondary school NSScoordinators.Scout Guide ProgramScout Guide Program is spread over in 24 districts. Out of these, 14 districts were newlycovered. Following activities were organized camp fire, residential camp, cleanlinessdrive, environmental protection, direction and symbol, book reading, literacy awarenessrally and drug abuse program.The statistics showing details of covered districts, troops and teachers and students areas under.Teachers No. Year No. of StudentsCovereddistrictsNo. oftroopsMale Female Total Scouter Guider Total1 2007-08 02 1000 805 195 1000 18671 4682 233532 2008-09 10 1000 500 500 1000 15230 15165 303953 2009-10 14 1900 1120 780 1900 29280 18720 48000Annual Report_2009-10.doc 28

Health Education and Life-skill Program (HELP)Under this program, four days training was organized in four districts as Panchmahal,Dahod, Vadodara and Anand for secondary school physical education teachers.For the above training, 30 KRPs and 100DRPs were trained. With the help of 100DRPs, physical education teachers weretrained under health education and life-skillprogram. More emphasis was given to conductco-curricular activities at school level underHELP.

Establishment and AccountEstablishment and Account department of GCERT are looking after human resourcesand management of financial funds. The establishment department is involved in servicematters of the employees. The Account department is managing affairs related withfinancial funds.

Financial statements and revised financial statements were prepared as per the directionissued by Finance and Education department.Administrative and Accounting Inspection of DIETs and GBTC, RGTAdministrative and Accounting Inspection of DIETs and GBTC, RGT during the yearwas carried out. The observations made during inspections are helpful in order to setright the mistakes undertaken during day to day administration and accounting affairs.ReconciliationReconciliation with Accountant General with respect to expenditure booked was carriedout on quarterly and annual basis regularly.To sum up the over all performance of GCERT during the year 2009-10 in regard toexpenditure under the State Plan Scheme as well as Centrally Sponsored Schemes is asunder.Detail Provision Expenditure % of ExpenditurePlan 12,60,00,000 12,24,14,000 97.15 %Non PlanAnnual Report_2009-10.doc 29

IEDC 65,00,000 64,82,900 99.74 %TE 20,35,00,000 19,92,36,000 97.90 %Total 21,00,00,000 20,57,18,900 97.96 %

Programs and Activities Undertaken by DIETsAll the DIETs across the State conducted manifold activities during the year which can betermed as 1) General and 2) Activities specific to the DIETs. The later includes types ofactivities which were conducted as per the need of the specific districts.To begin with, following are the general/common activities conducted by all the DIETs.

Monthly co-ordination meeting Monthly Keni, BRC, CRC meeting Annual planning preparation Annual activity report preparation Meeting of program advisory committee Training for newly recruited vidyasahayak Training for head master of primary school Celebration of World Population Day & Week

Training for De-addiction Tele conference on Std. 5-7 , Mathematics, Science, English Training for Joyful Education Training for Yoga Education Planning Meeting for CRC/Taluka Science-Maths Exhibition Planning Meeting for SVS/District Science-Maths Exhibition Shibir on Guidance for Science Exhibits Tree Plantation and Campus Development Scout Guide Awareness Training Scout Guide Advocacy Training for CRC Population Education Awareness Training Physical Education and Yoga Education Training

Annual Report_2009-10.doc 30

Celebration of World Literacy Day Workshop on paper preparation for half yearly examination Guidance Shibir for Exhibits to be presented at state level science-

maths exhibition Training for KeNi/BRC/CRC/Head master under school achievement

profile Celebration of World AIDS Day and Week Training on Population Awareness and De-addiction Bal Mela activities at school level Workshop on paper preparation for annual examination Workshop on paper preparation for PTC preliminary examination Celebration of Inter-national Women Day Science–Maths Exhibition at CRC/BRC/District/Corporation/State

level for primary Science–Maths Exhibition at SVS/District/State level for secondary

and h.secondary

Science–Maths Exhibition at Zone/District/State level for PTTIs Eco-club activities at school level Ramatotsav at school/CRC/BRC/District/Zone level for primary Ramatotsav at Zone/State level for PTC colleges Scout Guide activities School Gradation Program GAP - Urban Program Distance Education Program SRG Selection Test Panel Educational Inspection of PTTIs Kanya Kelavani and Shala Praveshotsav program N.S.S. Program Parent Meet (PTC first year trainees) Educational Tour Celebration of Teachers Day Web site updation

Internship program for PTTI traineesAnnual Report_2009-10.doc 31

Quality improvement school project - ABHINAV, ANUPAM, GAURAV,PANCHSHIL, AMULYA, NAIMISHARANYA, DIVYA, KALRAV, PRERNA,UMDA, NAVPALLAV, ANAND ... etc.

Co-curricular activities undertaken for PSTE trainees - Dramatization, prayerassembly in four different language, making book bank, Bal library, Coin exhibition,scout and guide, Debate Competition, Instant Eloquence, special day celebration,Guise competition, Cricket match, Ram dukan, Aushadhvan.... etc.In addition to the above mentioned activities, DIETs also undertook the followingactivities which require special mention:

Monitoring of Integrated Education Computer Software Creation training (std. 3-6) Video recording of video script for std. 7 Audio cassette/CD preparation (std. 7, Gujarati) Divya school meeting Workshop for Representative of Shikshak Sangh Workshop for preparation of subsidiary material related to std. 5

Social science ondistrict information

Dialect training for non Adivasi teachers in Danta and Amirgadh talukas of B.K.

English Spoken Training for PTTI trainees Eco-Club training for pay center head masters & MTs CD preparation training for AP 5 hard spots Workshop on evaluation and class up gradatin for second year PTTI

trainees of theDistrict B.K.

Action Research training for CRG Training on Project Work for PTTI trainees Training of Anganwadi Supervisors and Workers Meeting for strengthening of maths science mandal Educational visit of school Training on Sakshardeep Abhiyan Video Script Writing workshop on std.7 Social science

Annual Report_2009-10.doc 32

Training for Sanskrit Sambhashhan Training on CCRT activities Training on Maths and Science Training for PTTI lecturers Reorientation training for teacher CRC/BRC training on school evaluation classroom observation

Role Play Program Training for CPEd. teachers Newly recruited vidyasahayak training Subject wise CRG training Training for Principals of PTTIs Workshop for Bal mela activities documentation English training for Std. 5-7 CRG (English) Workshop for Eco-Club activities documentation Std.1-4 joyful and activity based training Std. 5-7 English/Maths/Science & Technology CRG training Reading shibir under Vanche Gujarat Abhiyan CRG Master Trainers training Std. 1-4 CRG training on procedure and techniques for reading &

writing Effective Classroom Interaction training for std.1-7 CRG Positive Attitude training for Std.1-7 CRG CRG training on Swarnim Gujarat and Right to Education National Role Play Competition for govt. secondary school Blood Donation Camp by trainees of PTTI Celebration of Gandhi week Training of Ashram School Teacher HELP training for Secondary Teachers Review workshop of CCRT training Workshop on Puppet Making and Use of it Workshop on Making Scientific Toys Training on Educational Leadership

Annual Report_2009-10.doc 33

ATD teacher's training Technician workshop – Training for awareness of deaddiction school Yoga Shibir for PTTI trainees Project based learning training Training for Computer Aided Learning Computer training for PTC lecturers of district Art / Drawing training CTE-IASE Principal Meeting Std. 1-4 Maths related material development workshop Head Masters Leadership training Art Mela by PTTI trainees Environment Shibir for first year PTTI trainees Workshop on Professional development Workshop on Life Skill through Drama National level Role Play competition Photo Gallery updation

Chronological Development

  1962 - State Institute of Education (SIE)  1988 - SIE Upgraded as GCERT  1998 – The council has been registered under the society registration act of 1860.

 

Achievements

Result of Ramtotsav - 2009

Winner of 37th State level Science-Maths ExhibitionPh.D. Holders in our Family

Achievements of GCERT

State Level Sports Festival- 2009

State Level Sports Festival : 2008 - 09 organized by District Education and Training

House, Navasari and Bharat Sevashram Sangh, Gangpur inspired by G. C. E. R. T. Ghandhinagar.

Date: 13, 14 February - 2009 Result

State Level Sports Festival of P. T. C. Colleges Date : 13, 14, February 2009 Result

 Cells

IEDSS

Background

Under the National Policy on Education 1986,Government of India has accepted to give equal opportunity for

education to children with disabilities like Vision impairment, Hearing impairment, Mental Retardation, Physical

disability, Learning disability and other disabilities. Article 26(a) of Persons with Disabilities Act1995provides for

statutory responsibility on the part of Central, State and Local Government to provide for free education in an

appropriate environment for all children with disabilities up to the age of 18 years.

Ministry of Human Resources Development, Government of India, New Delhi has implemented IEDC(Integrated

Education For Disabled Children)scheme from 1986, covering 90,000 schools benefiting over 2,00,000 children with

disabilities. This scheme has been replaced by IEDSS (Inclusive Education for Disabled at Secondary stage) from

dt.1/4/2009.The centrally sponsored scheme for Sarva Shiksha Abhiyan (SSA) has set time-bound targets for the

achievement of Universal Elementary Education by 2010.The programme provides support for the inclusion of children

with disabilities in general school at the elementary level. Under this programme 20 lakh children with disabilities have

been identified and over 15 lakhs children with disabilities in the age group of 6-14-years have been enrolled in general

schools The increase in enrolment at the elementary level is expected in the coming years to lead to a surge in the

demand for secondary education .This will include children with disabilities. The report of Central Advisory Board on

Education (CABE June-2005) recommends for universalisation of secondary education. The guiding principle of

universal secondary education should be Universal Access, Equality and Social Justice, Relevance and Development,

and Structural and Curricular Considerations. As per census 2001, about 2% of the total population constitutes persons

with disability. Children with disabilities constitute one of the largest groups that are still outside the fold of the general

education system. Under the existing IEDC scheme it has not been possible to cover all disabled children primarily,

because implementation has been based on receipt of viable proposals from the implementing agencies. No conscious

effort has been made to target all disabled children .As SSA supports inclusion of children with special needs at the

early childhood education and elementary education level, it is desirable to introduce a scheme for the disabled children

at secondary stage, The scheme for IEDSS( Inclusive Education of the Disabled at Secondary Stage) is therefore

envisaged to enable all children and young persons with disabilities to have access to secondary education and to

improve their enrolment, retention and achievement in the general education system. Under the scheme every school is

proposed to be made disable friendly. In Gujarat state this scheme is run through NGOs.

Constitution of IEDSS cell

 

Integrated Education Cell was first time constituted in the state in 1992 as a part of Integrated Education to Disabled

Children scheme. In September 1998 this cell was transferred from the office of Director Primary Education to the

office of Gujarat Council Of Educational Research and Training (GCERT) Gandhinagar. The old IEDC scheme was

replaced by a new IEDSS scheme from 1/4/2009 and consequently IEDC Cell was renamed as IEDSS Cell.

Aims and Objectives

 

To enable all students with disabilities completing eight years of elementary schooling, an opportunity to complete four

years of secondary schooling(standard IX to XII)in an inclusive and enabling environment.

 

Provide educational opportunities and facilities to students with disabilities in the general education system at the

secondary level.

 

Support the training of general school teachers to meet the needs of children with disabilities at the secondary level.

 

Objectives:-

 

Every child with disability-

  Will be identified at the secondary level and his educational need assessed  In need of aids and appliances, assistive devices, will be provided the same  Will be supplied learning material as per his /her requirement

 Will have access to support services like the appointment of special educators, Establishment of resource rooms in every block.

 All architectural barriers in the schools are removed so that students with disability have easy access to classrooms, laboratories, libraries and toilets in the School

 All general teachers at the secondary level will be provided basic training to teach students with disabilities within a period of 3 to 5 years

 

Target group

 

The scheme will cover all children of age 14+ passing out of elementary schools and studying in secondary stage in

Government ,Local body and Government -aided schools with one or more disabilities as defined under the persons

with Disabilities Act-1995 and the National Trust Act- 1999 in the age group 14+to 18+(standard IX to XII),namely

1.Blindness2.Low Vision3.Leprosy Cured4.Leprosy Cured5.Locomotor Disabilities6.Mental Retardation7.Mental illness8.Autism9.Cerebral palsy

And may eventually cover (i) Speech impairment and (ii) Learning disability etc.

 

Girls with disabilities:-

Girls with disabilities will receive special focus and efforts would be made under the scheme to help them gain access

to secondary school. Every disabled girl Will be given a monthly stipend of Rs.200/-.

Benefits of the scheme

To provide 1special teacher for 5 students Rs.3000/ per year to student with disability for the following

  Assessment of children and medical certificate  Books and stationery,  Uniform  Reader allowance to vision impaired student  Transport allowance to orthopedically handicapped students  Escort allowance to severely handicapped students  Therapeutic services to the needy  Hostel charges for students staying in hostels.

 Assistive devices like speech recognition software, screen reading software's, Audiotapes, talking books, books with large prints, crutches, goggles, tricycle, wheelchairs, helmets etc.

 

Other benefits

  Government of Gujarat will provide Rs.600/ per annum per student as scholarship  Provision of resource rooms and equipment in one school per block  Training to special and general teachers  Orientation of teachers, head masters, parents /guardians  Use of computer technology

Benefits of the scheme

To provide 1special teacher for 5 students Rs.3000/ per year to student with disability for the following

  Assessment of children and medical certificate  Books and stationery,  Uniform  Reader allowance to vision impaired student  Transport allowance to orthopedically handicapped students  Escort allowance to severely handicapped students  Therapeutic services to the needy  Hostel charges for students staying in hostels.

 Assistive devices like speech recognition software, screen reading software's, Audiotapes, talking books, books with large prints, crutches, goggles, tricycle, wheelchairs, helmets etc.

 

Other benefits

  Government of Gujarat will provide Rs.600/ per annum per student as scholarship  Provision of resource rooms and equipment in one school per block  Training to special and general teachers  Orientation of teachers, head masters, parents /guardians  Use of computer technology

Research Project

Case StudyThe Case Study of the District Education and Training Institutes under the Gujarat Council of Education Research and Training, Gandhinagar.

Sr Name of the D. E. T. B.and Researcher

Specialities

1. Surat, Dr. Raysing B. Chaudhary

Good co-operation with CRCChain of leadership is established very nicely. Leadership of principals, professors, trainees and non- educational employees are very good.Very good inter relation with teachers, supervisors and all.Very good prayer meeting.Changes, new ideas and new programs are given place in Teaching – education process

Trainees are given experience of creative research during the study only.Trainee is constantly evaluated during the whole yearMany novel methods are experimented in service oriented trainings.Pre planning of training programs is appreciable.Educational researches are done properly.Hard attempts are made to develop the literacy skill under the language development movementVery good response received to alternative schoolingScience laboratory is very good and invitations are given to schools for its use.

2 Valsad,,Dr. Raysing B. Chaudhary

Meeting and discussions of the principal and professors of the institute prior to the training.Worm relations between all.Enough freedom is given for planning to different branches.Opportunities are given to professors to improve educational qualifications.

A Study in School Education – Report

D:\jobs\GCERT\Gujarat_State2.doc

A Study in School EducationStatus, Issues and Future PerspectivesGUJARAT STATEGujarat Council for EducationalResearch and TrainingGandhinagarD:\jobs\GCERT\Gujarat_State2.doc

ForewordNational Council of Educational Research and Training, New Delhi, is an apex nationalinstitution which has actively participated in evolving a national system of education in thecountry. Its important and significant contribution to education, inter alia, include surveys

and six Educational Research Surveys.Towards the closing months of the twentieth century, NCERT has undertaken state level‘Studies on School Education’ with the active participation of states and Union Territories.Gujarat Council for Educational Research and Training (GCERT), Gujarat State accepted toconduct the State level study on School Education according to the plan prepared by NCERT.GCERT functioned as a nodal institution for the project.It seems that the Project Implementation Team, with guidance and active co-operation ofShri P.M.Patel, Secretary, GCERT and Academic coordinator for the project, made sincereand strenuous efforts to complete the project as planned by NCERT. Ms. Vaishali P. Shah,Research Associate, GCERT has made special efforts in preparing such a beautiful document.Whole team deserves congratulation for completing the work in time.I express our sincere gratitude to Shri Varesh Sinha, Education Secretary for his valuablesupport and encouragement in accomplishing the present study.I greatly appreciate the consultancy provided by Dr. Manubhai D. Trivedi as ProjectConsultant whose research insight in conducting the study and writing the report iscommendable.I appreciate the enthusiastic spirit of the entire Project Team to carry out the project tosuccessful completion.I hope the present study will be immensely useful to academicians, researchers andeducational planners.P.V.PatelDirectorGujarat Council of EducationalResearch and Training,March 31, 2001 GandhianagarD:\jobs\GCERT\Gujarat_State2.doc - 3 -

PrefaceIn pursuance of the discussions amongst NCERT, UNESCO and Planning Commission,NCERT decided to undertake State level studies, which would provide critical insights oncurrent status of school education, literacy and alternative schooling. As one of the states,Gujarat State was asked to join in this cooperative project. Gujarat Council of EducationalResearch and Training (GCERT), Gujarat State accepted the responsibility to conduct thestate level study on School Education according to the plan prepared by NCERT. GCERTfunctioned as a nodal institution for the project.The present study aims to look at the development of school education, literacy andalternative schooling in Gujarat during the last fifty years with focus on achievements andchallenges, relevant policies and initiatives undertaken to promote access, participation andquality of education. It covers all sub-sectors of school education from pre-primary to highersecondary stage.The study also deals with programmes of Education for All, including UEE and other relatedmatters such as availability of infrastructure and essential facilities in schools, reforms inschool curricula, pedagogical renewal processes, raising teacher competencies, implementingcentrally sponsored schemes to boost endeavours to accomplish UEE goals and upgradingquality of education in all sub-sectors of school education. The study attempts to throw lighton the present position of school education, to identify issues and future tasks to beundertaken.The report on hand is primarily based on data from secondary sources such as reports on

Five-year Plans, development plans of the State, yearly publications on progress of schooleducation including all sub-sectors of school education since Gujarat became a separate stateon May 1, 1960. Pertinent reports of State committees on policy initiatives and reforms havealso been referred to. All-India Educational surveys from the Third to Sixth have providedthe necessary information regarding the position of the State on all relevant aspects of schooleducation.D:\jobs\GCERT\Gujarat_State2.doc - 4 -

The report deals with not the quantitative but with qualitative analysis as well trying to bringout observations relevant for meaningful planning and organizing actions for the desirededucational development.We are happy to submit report to the authority concerned and express our feelings ofgratitude to NCERT for the confidence reposed in us. We are also thankful to all thoseacademicians and administrators who directly or indirectly helped us in compiling very usefuldata, either in person or through responding to the questionnaire and interview schedules.We hope this report on ‘Study in School Education in Gujarat’ will serve as an importantdocument and constituent of the comprehensive treatise prepared by NCERT.Manubhai D. Trivedi P.M.PatelVice-chairman SecretaryState Research Advisory Committee GCERTGCERT, Gandhinagar GandhinagarD:\jobs\GCERT\Gujarat_State2.doc - 5 -

CONTENTS1. Fifty Years of School Education 012. Education for All ( with focus on ECCE and UEE) 193. Education for All (with focus on Literacy, AlternativeSchooling and Education of Children with special needs) 354. Secondary and Senior Secondary Education 505. School Infrastructure and Facilities 576. Developments in School Curricula 627. Quality of School Education 668. Academic and Administrative Support Systems 769. Resources for School Education 8310. Future Tasks and Perspectives 8611. Earthquake- crippled Field of Education of Gujarat 89D:\jobs\GCERT\Gujarat_State2.doc - 6 -

Chapter 1Fifty Years of School EducationIntroductionSince the publication of Sixth All IndiaEducational Survey (1993) by NCERT,New Delhi no major survey of educationalscenario at the national level has beenundertaken, especially of school education.It was felt during discussions amongst

NCERT, UNESCO and PlanningCommission that NCERT shouldundertake state level studies of schooleducation, which would provide criticalinsight into current status of schooleducation, literacy and alternativeschooling. Consequently, NCERT decidedto take up these studies by the closingmonths of the 20th Century. Gujarataccepted the responsibility to undertakethe envisioned study of school covering allsub-sectors of education from pre-primaryto senior secondary stage.The study is expected to throw light on thepost-independence developments in schooleducation, growth of literacy andalternative schooling in Gujarat; withfocus on achievements, problems andissues.The Methodology of conducting the studyinvolved the collection of the relevant dataprimarily through secondary sources ondifferent aspects of school education andother available relevant material.Questionnaires and interview schedules,designed by NCERT for supplementingthe information, have been judiciouslyused. Data thus collected throw light notonly on quantitative aspects but also onqualitative nature of the development ofSchool Education in Gujarat during thefifty years of independence. To put itcorrectly, the study under reference coversvirtually a period of forty years, inasmuchas Gujarat attained an independentstatehood on May 1, 1960 as a result ofbifurcation of the erstwhile Bombay Stateinto Gujarat and Maharashtra.ObjectivesMain objectives of the Study were thoseset out by NCERT. These included:To study the progress achieved indevelopment of school education,promoting literacy and offeringprogrammes of alternative schooling inthe State during last 50 years.To identify the major policy initiativestaken, strategies adopted innovations

and experiments undertaken by theState to achieve goals and targets ofEducation for All.To identify the gaps and problemsfaced by the State in implementing thenational and state level policyobjectives of achieving Education forAll, promoting quality of schooleducation from pre-primary to sr.secondary classes, relevant curricula,modernizing teaching learningprocesses, etc.To study related matters such asprovision of school facilities and theirutilization, incentives to children fromthe weaker sections, teacherprofessionalism, role of nongovernmentalagencies, communityparticipation, academic supportsystem, mobilization of resources foreducation.D:\jobs\GCERT\Gujarat_State2.doc - 7 -

To study implementation ofeducational schemes and monitoringmechanism.To suggest strategies and a plan ofaction for the future so as to adequatelyaddress the issues, tasks which need tobe resolved and fulfilled in the Statekeeping in view the feasibility and theneed to meet the emerging futurechallenges of the new millenium.Organizational Set-upTwo State Level Project AdvisoryCommittee and the Project ImplementationTeam were set up.A state level Advisory Committeeconsisting of Education Commissioner/Secretary dealing with the schooleducation as Chairman, DPI, Chairmanof a Board of Secondary Education,three eminent educationaladministrators / teacher educators andDirector SCERT / SIE as members.Director SCERT, the Convener of theState Level Advisory Committee.A project Implementation Teamcomprising Director SCERT, academic

co-ordinator SCERT and consultant.Director SCERT , the nodal officer,responsible for the implementation ofthe project.Salient features of Gujarat StateThe erstwhile Bombay State wasbifurcated into Maharashtra and Gujarat.Gujarat attained the status of a separatestate on May 1, 1960.Location: Gujarat state is located on thewestern coast of India with 1600 km. longcoastline broken by several bays, inlets,road stades and estuaries. On the worldmap, it is situated between 20.01 – 24.07degrees North latitudes and 68.03 – 74.04degrees East longitudes. It touches threestate boundaries: Rajasthan in the North,Madhya Pradesh in the East andMaharashtra on the South and South East.Gujarat has an international boundaryhaving a common border with Pakistan onthe north – western fringe. The totalgeographical area of Gujarat, according to1991 Census, is 1.96 lakh sq.kms. whichconstitutes 5.96 per cent of the total area ofthe country, ranking seventh among theStates of India in respect of area.Gujarat State at present comprises 25administrative districts with 223 talukas.There are 18028 inhabited villages and264 urban areas.Population: According to 1991population Census, the population ofGujarat State is 4.13 crore, whichconstitutes around 5 per cent of the totalpopulation of the country. Gujarat rankstenth in the country in respect ofpopulation. The total population of Gujaratcomprises 65.5% of rural population and34.5% of urban population. Gujarat ranksfourth amongst the States of India. Thus,in respect of urbanization, compared to25.7% urban population of the country.The density of population in Gujarat in1991 was 211 persons per sq.km.The decadal growth of population inGujarat has shown a significant declinefrom 27.7 per cent between 1971 – 81 to

21.1 per cent between 1981 – 91.Compared to the corresponding growthrate of the country which was 22.7 per centduring 1981 – 91, Gujarat has registered asignificantly lower growth rate ofpopulation.The 1991 Census indic ated that theproportions of SC and ST population, were7.4 per cent and 14.9 per cent respectively.About 62.1 per cent of the SC populationand 91.9 per cent of the ST populationresided in rural areas, whereas 37.9 percent of SC and 8.1 per cent of STpopulation reside in urban areas.D:\jobs\GCERT\Gujarat_State2.doc - 8 -

Socio–economic Features: The percapita Net State Domestic Product(NSDP )at constant ( 1993 –94 ) prices is estimatedat Rs. 13709 for 1998 – 99 as against Rs.13286 for 1997 – 98, registering anincrease of 3.18 per cent during the year1998 – 99. The per capita income atcurrent prices is estimated at Rs. 18792 in1998 – 99 showing an increase of 10.55per cent over that in 1997 – 98.The industrial structure in Gujarat Statehas been of diversified nature comprisingindustries like Textile, Chemical, Petro –chemical, Fertilizer, Engineering,Ceramics, Oil mills, Marine and Agrobasedindustry.Since its formation as a separate State,Gujarat has achieved impressive industrialgrowth and development. Besides largescaleindustries, the State industrial sectoraround 2,33,777 small-scale units at theclose of 1999. Gujarat has emerged as animportant industrial State in the country.Literacy: As per Census 1991, theliteracy rate of Gujarat is 51.17 per cent ascompared to 30.45 per cent in 1961.Excluding 0 to 6-age population, effectiveliteracy rate in Gujarat State has increasedfrom 49.90 per cent in 1981 to 61.29 percent in 1991. Effective literacy rate amongmales increased from 62.07 per cent in1981 to 73.13 per cent in 1991. Amongfemales, it increased from 36.94 per cent (

1981) to 48.64 per cent in 1991. Theliteracy rates for Scheduled Castes andScheduled Tribes population wererespectively 61.07 per cent and 36.45 percent in 1991.In literacy amongst the States in India,Gujarat ranks ninth. As per 1991 Census,the literacy rates for rural and urban areaswere 53.09 per cent and 76.54 per centrespectively.Progress in School EducationAt the time of independence and thereafterwhen India became a sovereign Republic,Gujarat was a constituent of the erstwhileBombay State. In the then Bombay Stateinclusive of Gujarat, 91.58 per cent of thepopulation were served by primaryeducation ( 1957 ). According to theSecond All India Educational Survey( 1965 ), 97.70 per cent of the populationwere served by primary schools within thehabitation or a walking distance of a littleover one kilometer from the habitation.Growth in number of SchoolsSince Gujarat State came into existence onMay 1, 1960 acquiring the Status of aseparate state, it is pertinent to know thegrowth of school education since 1961.Information on number of schools atprimary and secondary levels, teachers atthese levels of education, enrolments etc.prior to 1960 is available in the records ofthe then Bombay State.For Gujarat State the relevant informationon school education for the period 1961 –1999 is shown in the paragraphs thatfollow. Growth in number of schools isindicated in Table 1.1D:\jobs\GCERT\Gujarat_State2.doc - 9 -

Table 1.1 Growth in number of schoolsYear Pre-primary Primary –Upper primarySecondary HigherSecondaryTotal1951 - -1961 NA 18512 1099 - 196111971 NA 21355 2263 - 23618

1981 NA 25076 2186 967 282291991 2354 31279 3639 1483 387551999 2663 35975 4188 1823 44649PercentageIncrease13.13 (baseyear 1991)94.33 ( baseyear 1961)281.1 ( baseyear 1961)88.52( baseyear 1981)78.32 ( baseyear 1961)

Growth In Number of Schools05000100001500020000250003000035000400001961 1971 1981 1991 1999P r e - p r i m a r yP r i m a r y – U p p e rprimarySecondaryH i g h e r S e c o n d a r y

D:\jobs\GCERT\Gujarat_State2.doc - 10 -Figures in Table 1.1 indicate that since theinception of Gujarat State (1960)a significant increase (78.32 per cent) intotal number of schools at differentstages of education during 1961-99 hastaken place.during the period 1961–99, thepercentage increase in elementaryschools (class I – VII) was 94.33 (i.e.around two fold) of secondary schools,incremental growth is 281 per centwhich was phenomenal.decadal growth in number of schools atdifferent levels of school educationshows a gradually increasing trend.Gujarat State implemented the 10 + 2pattern of secondary education from June

1976, and vocationalisation of education atplus 2 stage (classes XI –XII) was adoptedin pursuance of National Policy ofEducation, 1986. It is pertinent to mentionthat in Gujarat, junior colleges or Classes XI- XII attached to degree colleges are nonexistent.Pre – Primary EducationThe development of pre-primary educationin Gujarat during the period 1950-65 ispresented in Table 1.2.It will be seen that pre-primary educationhas yet to develop and expand even though,although over the years some progress hasbeen recorded.D:\jobs\GCERT\Gujarat_State2.doc - 11 -

Table 1.2 Progress of Pre-primary Education (1950-65)Item Year1950-51 1955-56 1960-61 1965-66Number of Institutions(a) for boys(b) for girls(c) Total5476115310163358-358627-627Enrolment(a) Boys(b) Girls(c) Total282119374758890652981420414381115662594725704

2158347287Number of Teachers(a) Men(b) Women(c) Total65841491151652801875177041969991195Percentage of Trained Teachers(a) Men(b) Women(c) Total50.823.835.639.130.333.971.155.959.973.552.355.7Direct Expenditure ( In lakh) 2.0 5.7 11.5 23.64Percentage to total Directeducational expenditure0.4 0.5 0.8 0.8Pupil Teacher Ratio 32 51 37 40Index of Growth(a) Institutions(b) Enrolment(c) Teachers(d) Expenditure100100100100

26729918828558754547257510289998021180Source : Educational Development in Gujarat State ( 1950-51 to 1965-66), Directorate of Education, GujaratState, Ahmedabad: 1972

Pre-primary Schools managed largely bynon-government organizations in the formof nurserys, kindergartens and balmandirs.Gujarat government announced itseducational policy in regard to Pre-primary(Balmandir) education in 1996, which thanspecifies child’s age of enrolment ( notless than 3 years by 31st August) , strengthof a class per teacher not exceeding 25(40 under special circumstances), andspecific curricula for two years. In theState, there are 11 Bal-Adhyapan Mandirs(pre-primary teachers training institutes) ason 1999.D:\jobs\GCERT\Gujarat_State2.doc - 12 -

Table 1.3 Growth of pre-primary schools (Balmandirs), enrolment ofChildren and TeachersYear Balmandirs Children( in lakh) Teachers ( Female)1991 2354 1.53 34581999 2663 1.67 4133Increase 309 0.14 675Per cent Increase 13.13% 9.15% 19.52%It is worthwhile to note, that during thenineties, the number of Balmandirs hasincreased by 13 percent, enrolment by 9per cent and the number of female teachersin pre-primary schools by around 20 percent.In view of the considerable enrolments ofeducational facilities, almost all thehabitations have an access to primary stageof schooling within a walking distance ofone km., and to upper primary educationwithin 3 km.Growth in enrolment of pupils in primary

schools achieved during the period 1961 –99 is shown in Table 1.4.Table 1.4 Growth in Primary School Enrolment (in lakhs), by genderClasses Primary including upper primary (I-VII)Year Boys Girls Total Per cent ofGirls to Total1951 - - - -1961 14.60 7.87 22.47 35.021971 22.70 13.34 36.04 37.011981 32.91 21.39 54.30 39.391991 40.15 30.05 70.20 40.811999 43.34 32.99 76.33 43.22Percentageincrease overbase year 1961196.85 319.19 239.7 8.2D:\jobs\GCERT\Gujarat_State2.doc - 13 -

Enrolment of GirlsCompared to the enrolment of boys,enrolment of girls has shown a remarkableincrease being to the tune of 319.19 percent as against 196.85 per cent for boys. Aglance at the overall enrolment of pupils atprimary schoolstage reveals an immenseincrease from 22.47 lakh in 1961 to 76.33lakh pupils in 1999, thus indicatingpercentage increase of 239.7. Girls’percentage enrolment to total enrolment inprimary schools has increased from 35.02in 1961 to 43.22 in 1999, which indicatesan incremental growth percentage of 8.2 ingirls’ enrolment during the period 1961-99. Increase in the enrolment of pupils,especially of girls in primary schooling,reflects the determination of the Stategovernment to successfully persuade andencourage parents to get their girl-childrenenrolled in primary schools. It also reflectsthe effort to reduce gender disparity inenrolment. Increase in girls’ enrolment inpercentage in the year 1999 as well as innumbers covered be ascribed tointervention inter alia like DPEP in threebackward districts of the State by the endof the 20th Century.Enrolments in Secondary schools (classesVIII - X) are shown in Table 1.5.Table 1.5 Growth in Secondary School Enrolment (in lakh), by gender

Classes Secondary School(VIII – X)Year Boys Girls Total Per cent of Girlsto Total1951 - - - -1961 1.71 0.55 2.26 24.341971 3.47 1.66 5.13 32.361981 5.40 2.91 8.31 35.021991 8.30 4.99 13.29 37.551999 9.92 6.62 16.54 40.02Percentageincrease overbase year 1961480.12 1103.64 631.86 15.68G r o w t h I n P r i m a r y S c h o o l E n r o l m e n t ,b y g e n d e r01 02 03 04 05 01 9 6 1 1 9 7 1 1 9 8 1 1 9 9 1 1 9 9 9BoysGirlsPer cent of Girls toTotalD:\jobs\GCERT\Gujarat_State2.doc - 14 -

ObservationsGender wise enrolments of pupils insecondary schools of Gujarat between1961 and 1999 (Table 1.5) reveal someimportant features. Remarkablytremendous increase in percentage of girls’enrolment from 1961 to 1999 isperceptible to the tune of around 1104registering 12 times growth as comparedto the enrolment in 1961. The totalenrolment of pupils in 1961 has gone upfrom 2.26 lakh to 16.54 lakh in 1999denoting around 6.32 per cent (7 times)increase. Out of the total enrolment ofpupils, percentage of girls’ enrolment hasincreased from 24.34 in 1961 to 40 in1999. Gender disparity index 76:24 in1961 has decreased to 60:40 in 1999.Table 1.6 Growth in Enrolment at Higher Secondary stage (in lakh), bygenderClasses Higher Secondary School(XI - XII)Year Boys Girls Total Per cent of girlsto total1981 1.29 0.64 1.93 33.161991 1.97 1.26 3.23 39.01

1999 2.14 1.74 3.88 44.85Percentageincrease overbase year 198165.89 171.88 101.04 11.69

Growth In Secondary SchoolEnrolment, by gender010203040501961 1971 1981 1991 1999BoysGirlsPer cent of Girls toTotalD:\jobs\GCERT\Gujarat_State2.doc - 15 -

In view of the 10 + 2 pattern of secondaryeducation having been implemented byGujarat State from June 1976, enrolmentfigures for the period 1981 – 99 areavailable as shown in Table 1.6. It isclearly evident from the data in Table 1.6that the total enrolment of pupils of boththe genders has increased by over 100 percent by 1999. It has thus become two-foldfrom 1981 to 1999. Percentage increase ingirls’ enrolment (171.88) is appreciablyhigher than that for boys during the sameperiod. It is interesting to note thatproportion of girls to the total enrolmenthas increased from 33 % in 1981 to 45% in1999. A comparison between secondaryschool and higher secondary schoolindicates that the latter has not grown veryfast. In 1981, higher secondary schoolenrolment constructed 23 percent ofsecondary school enrollment. Thispercentage has changed as in 1999 (23-4 percent). This would seem to indicatethat quote a number of childrendiscontinue education at the end of classX. Gujarat State has implementedvocational education at +2 stage since1988. Opting for diverse streams as well asvocational courses including home scienceby larger number of girls in the state seems

to have contributed to the incrementalgrowth in their enrolment percentage.Participation of Children inschoolingIn Gujarat, official entry age for primaryschools 5 years. In view of the country’scommitment to free universal elementaryeducation for all children upto the age offourteen years, it is worthwhile to knowhow far this goal has been achieved inGujarat as well as to know the extent towhich the number of children in the age –group of 6-14 years of elementary stage ofage are out of school. i.e. gross enrolmentratio (GER) of the total population in theage group of 6-14 years. This alsoindicates the participation rate of childrenin schooling. Data on GER prior to 1995are not available. However, GER for years1996,1999 and 2000 for boys and girls forgeneral, scheduled caste and scheduledtribes children (classes I – VII) areindicated in Table 1.7.

Growth In Higher Secondary SchoolEnrolment, by gender010203040501 2 31981 1991 1999BoysGirlsPer cent of girls to totalD:\jobs\GCERT\Gujarat_State2.doc - 16 -

Table 1.7 Gross Enrolment Ratios, by gender and by category(Classes I-VI)Category General Scheduled Castes Scheduled TribesYear Boys Girls Total Boys Girls Total Boys Girls Total1996 109.76 115.25 112.24 104.14 101.14 102.62 100.11 97.19 98.651999 116.39 122.28 139.33 116.33 112.23 114.28 111.88 109.63 110.752000 127.39 121.39 124.25 119.31 114.19 116.75 115.30 112.11 113.70Source: Directorate of Primary Education: Gujarat State

Gross Enrolment Ratios have shown anincreasing trend among all categories.During 1996-2000, GER for boys ingeneral category has gone up by about 18

percentage points, followed by 15percentage point increase in GER for SCand ST boys among children. GER for STand SC girls reveal marked increase by 13and 15 percentage points as compared tothe corresponding GER figure (6percentage point increase) for generalcategory. Spurt in GER, gender-wise andcategory-wise, in the last two yearscompared to the corresponding figures for1996 seems possibly due to such factors asschool readiness program, specialenrolment drive with emphasis on girlchildenrolment and communityparticipation in educational endeavours ofthe State.Net Enrolment RatioTable 1.8 Total Net EnrolmentRatios (NER) for Classes I - VYear Classes I-V1993 76.141995 86.011998 86.402000 93.13

Gross Enrolment Ratios, by genderand by category050100150Boys Girls Boys Girls Boys GirlsGeneral SC ST199619992000D:\jobs\GCERT\Gujarat_State2.doc - 17 -

ObservationAvailable data on NER for the last eightyearperiod of the twentieth Centuryindicate a rise of 17 per cent. NER 76.14%in 1993 touches a high of 93.13% in 2000.Considerably high NER (93.13%)achieved in the year 2000 is a testimony tothe State government’s successful attemptsto reach UEE goal.Policy Initiatives in view of UEEgoal

For fulfillment of the obligation to providefree universal compulsory elementaryeducation as per Article 45 of theconstitution for children in the age-group6-14, Gujarat government has takenimportant policy decisions for motivatingparents and guardians to get their schoolagechildren enrolled in primary schools,and allow them to complete primaryschooling cycle with regular attendance.Various schemes for the purpose havebeen initiated, Special incentive schemesfor children belonging to ScheduledCastes, Scheduled Tribes, socially andeducationally backward castes and otherbackward communities have beenlaunched and are operative. Infrastructuralfacilities in and for the entire gamut ofprimary education have been augmented.Past three decades of governance haveprovided concerted efforts towards theaccomplishment of UEE goal of accessand enrolment of all children of the schoolgoing age, increase in retention andcompletion rates, reducing genderdisparity by getting girl-children enrolledespecially from rural and backwardcommunities and castes.Special incentive schemes like providingMid-day meals operative from 1984, freeschool uniforms and free textbooksoperative from 1986 to primaryschoolchildren have been effectivelyinstrumental in enhancing not onlyenrolments but also the participation ofchildren in primary schooling. In additionto these incentive schemes, to encourageattendance at primary stage of schooling,the State has implemented an incentivescheme of awarding AttendanceScholarship of Rs. 100 per annum to everygirl child of classes V-VII who is regularin school attendance including thosebelonging to SC and ST categories. As asequel, girls’ participation has momentum.The number of beneficiaries under variousincentives is given below:Table 1.8 Various Incentive Schemes: Schools and Beneficiaries

Schemes Mid-day meal Free Uniform Free Textbooks AttendanceScholarship forgirlsYear Schools Beneficiaries (inlakh)Schools Beneficiaries (inlakh)Schools Beneficiaries (inlakh)Schools Beneficiaries (inlakh)1986 24961 47.82 17048 7.58 20834 20.35 NA NA1993 27333 15.11 12823 8.07 26895 15.11 7870 2.19Source: Fifth and Sixth All India Educational Surveys, NCERT, New DelhiNet Enrolment Ratio ( Classes I - V)0204060801001993 1995 1998 2000D:\jobs\GCERT\Gujarat_State2.doc - 18 -

Figures in Table 1.8 reveal the followingfeatures for the year 1993 over 1986...Schools availing of each category ofthe incentive scheme show anincreasing trend.Beneficiaries of Mid-day mealsscheme and those of the scheme ofFree Textbooks have decreased.Children availing of Free SchoolUniforms in 1986 have increased from7.58 lakh to 8.07 lakh in 1993, with adecline in number of schools from17048 to 12823. This implies thatlarger number of children from smallernumber of schools have received freeschool uniform.In 2000, around 27 lakh children were thebeneficiaries of the Mid-day meal scheme.Decline in the number of beneficiaries ofMid-day meals and FreeSchool Uniforms may be attributed toimprove socio-economic and culturalstatus of their parents who would not liketheir children to have such concessions.Nevertheless, the impact of the schemes is

positive contributing to reduction ofdropout rates.Since the implementation of the incentivescheme of supplying textbooks free of costto primary school children from 1986 till1999, around 57 lakh children have availedof this benefit. This has contributing inachieving 98% enrolment at primary stageof schooling in the State.The number of beneficiaries of the annualfinancial assistance to children ofScheduled Castes and Scheduled Tribessince the commencement of the scheme in1990 had risen to around 57600. The issueof girl-child’s access and enrolment inprimary schoolhas thus received animpetus with such an achievement.Book Bank scheme of the State for theprimary schoolchildren belonging to thebackward categories inclusive of SC andST, has been availed of by around one lakhof such children in a year.Important Policy InitiativesGujarat government has taken quite a fewimportant policy initiatives to promoteaccess, enrolment, retention as well asquality of school education. Majorinitiatives include:New grant-in-aid policy for privateprimary schools was initiated in 1976.During the year 2000, 657 suchschools were functioning.Separate Directorate of PrimaryEducation was established in 1978 forthe effective administration of primaryeducation system.Direct Salary Scheme for primaryschool teachers of private aidedschools was introduced from 1991,through Banks. In 2000, around 4100teachers were covered under thisscheme.DPEP was launched in three backwarddistricts of Banaskantha, Dangs andPanchmahals in 1996 and in other sixdistricts in 1999, for promoting UEEby enhancing access, enrolment,retention and by upgrading quality of

elementary education. Mid-termAssessment Survey (1999) has broughtout very encouraging results in theaforesaid aspects besides markedimprovement in learners’ achievementlevel.Minimum eligibility for admission toPrimary Teachers’ Training Institutes(PTC colleges) has been raised fromSSC pass to Higher Secondary Pass.(Class XII), with effect from 1997using a centralized admissionprocedure.‘Vidyasahayak’ scheme for recruitingqualified trained teachers on fixed payto fill up vacancies in primary schoolsD:\jobs\GCERT\Gujarat_State2.doc - 19 -

throughout the State by respectiveDistrict Primary Education Officerswas initiated in 1998. This has resultedin positive impact on realization ofUEE goals.Formation and functioning of Villagelevel Education Committees andMother Teacher Associations since1998-99 have been instrumental instrengthening and promoting the causeand goal of UEE in the State. (MAS1999).The year 2000 was marked withimportant policy decisions such as –(a) provision of computers for use byprimary school teachers and pupilsin Community Computer Centres(b) implementation of AlternativeSchooling Scheme with a view torealizing UEE goals(c) provision of better sanitationfacilities for girls besides those forboys to overcome dropout rates andaugment enrolment of girls. Morethan 2000 such sanitationcomplexes have been constructedby now.In the secondary education, the majorpolicy initiatives taken by the Stateinclude:(a) Introduction of direct pay schemefor secondary school teachers with

effect from 1973.(b) Setting up of norms for grant – in –aid for non-government secondaryschools from 1977.(c) According sanction to starting nongovernmentsecondary schools onthe basis of ‘No permanent grant’ .(d) Shikshan Sahayak Scheme forrecruiting qualified trainedsecondary school teachers withfixed pay was initiated in 1999.(e) The grant of financial assistance topurchase computers for secondaryschools was launched in 1999.(f) Gujarat State Secondary EducationBoard has been constituted and hasbeen functioning since 1974. TheBoard is empowered to accordsanction and registration to nongovernmentsecondary schools, todeal with important mattersrelating to teachers and nonteachingpersonnel as well ascurricular matters pertaining tosecondary education. This boardconducts S.S.C. and H.S.C.examinations in the State. StateHigher Secondary Education Boardwas reconstituted in 1992 fortaking policy decision on highersecondary education.(g) Secondary Education Tribunal wasset up in 1974 to settle disputesregarding service conditionsbetween employees of nongovernmentsecondary schools andschool managements.(h) Gujarat State School TextbooksBoard has been functioning since1973 and has been entrusted withthe task of preparing textbooks forclasses I to XII.(i) Vocationalisation of +2 stage wasinitiated in 1986 in pursuance ofNational Policy on Education(1986). From 1999, the two-yearpre-schools management courseunder Home Science is regarded as

being equivalent to the Pre-PTCcertificate course. It is significantto note that Home Science group ofvocational education has been verypopular among girls. In 1998-99, itwas Home-Science group had thehighest number of classes. 62%girls took benefit of vocationaleducation during 1998-99.For revising the Grant-in-aid patternfor primary and secondary schools, theState government appointed acommittees headed by Shri IshwarbhaiPatel in 1968. Another committee withShri R.S.Trivedi as the chairman in1976. The government has, by andlarge, accepted recommendations ofthe two committees. Consequently,D:\jobs\GCERT\Gujarat_State2.doc - 20 -

grants are disbursed to nongovernment-aided primary as well assecondary schools.In 1982, Primary Education ReformCommission submitted its report withrecommendations for improvingquality of primary education byvitalizing its infrastructure and otherphysical facilities, providing incentivesto augment enrolment, reduce genderdisparities and improving the teachersservice conditions. The Stategovernment has accepted the majorrecommendations of the committee.In 1986 a commission with Justice ShriMiyanbhai came out withrecommendations on improvement ofsecondary education. The Stategovernment has accepted the report.Other important policy initiatives andinnovations undertaken by the Statewhich deserve special mention include:Classes V, VI and VII werefrom middle schools to primaryschools with effect from 1965. InGujarat, the primary educationcomprises primary schools havingclasses I – VII, known usually aselementary education. Lately thehas been changed.

New curricula for general scienceand vocational areas of highersecondary schools have beenrevised and are in vogue. GujaratState School Textbooks Board hasbeen empowered to prepare andpublish school textbooks forClasses I to XII.State Institute of Education (SIE)has been upgraded to Gujarat(State) Council of EducationalResearch and Training (GCERT)with more powers and greaterautonomy. Each district has aDistrict Institute of Education andTraining (DIETs) for upgradingprimary education, DIETs havesections like PSTE, CMDE, IFIC,DRU, WE, ET and P & M forpromoting and upgrading primaryeducation.In the last decade, vital reforms havebeen effected in Public Examinations.These include:Bar code system in place of writingseat numbers on answer books hasbeen introduced.Centralized Assessment Systemhas been implemented. Eachquestion is assessed by anindividual evaluator.Examination results of SSC (X)and HSC (XII) examination aredeclared on internet. Students aregiven their mark sheets on thesame day.October examinations for X andXII repeaters have been abolished.Alternatively, those students whoare declared to have failed in onlyone subject are allowed to takespecial examination in that subjectwhich is usually held immediatelyin the month of July. This is amarked departure from the usualprocedure where student had towait for one year to clear theexamination.

Comprehensive and continuousevaluation has been introduced atthe secondary school level fromthe academic year 2000.ExpenditureTable 1.9 indicates plan and non-planexpenditure on elementary educationfrom 1980-81 to 1993-94 are presentedin Table 1.9.D:\jobs\GCERT\Gujarat_State2.doc - 21 -

Table 1.9 Plan and Non-Plan Expenditure on Elementary education(Rs. in ‘000)Year Plan Non-Plan Total1980-81 25883 955032 9809151981-82 43715 1011252 10549671982-83 60400 1150899 12112991983-84 71535 1215009 12865441984-85 84881 1822402 19072831985-86 59948 2214179 22741271986-87 74852 2319741 23945931987-88 122500 2568247 26907471988-89 204300 3087768 32920681989-90 262000 4030210 42922101990-91 114400 4513442 46278421991-92 133796 4635238 47690341992-93 137396 5391891 55292871993-94 172761 7619295 7792056Percentage increase( base year 1980-81)567.46( Six fold)697.80(Eight fold)694.36(Eight fold)Total Expenditure on elementaryeducation has increased eight-fold over theperiod 1980-81 to 1993-94. Likewise planexpenditure has increased six-fold by1993-94 compared to that in 1980-81.Similarly non-Plan expenditure has goneup and become eight-fold over the sameperiod. This is an indication ofGovernment of Gujarat’s commitment forrapid expansion and qualitativeimprovement in elementary education.In the five-year Plans of the State, GeneralEducation falls under the Social Services

sector. It comprises, inter alia, elementaryeducation, secondary education etc.Elementary education is also included as aprogram under the Minimum NeedsProgram (MNP). The bilingual BombayState was bifurcated during the Secondfive-year Plan and Gujarat State wasformed on 1 May 1960. The Third Five -Year Plan was the first concerted effort atthe development of all the areas includedin Gujarat State. State governmentprepares budget which, inter alia, includesvarious sectors of Education such aselementary education, secondaryeducation, higher education, adult0100000020000003000000400000050000006000000700000080000001 2 3 4

80-81 84-85 89-90 93-94Plan and Non-plan Expenditure on Elementary Education(Rs. In '000)PlanNon-PlanD:\jobs\GCERT\Gujarat_State2.doc - 22 -

education, technical education, languageeducation, physical education. GeneralEducation budget expenditure onEducation in for 1994-95 , 1995-96 and1996-97 under plan and non-Plan heads isindicated in Table 1.10Table 1.10 Budget Expenditure on Education in Gujarat(Rs. in Crore)Plan Non-Plan1994-95 1995-96 1996-97 1994-95 1995-96 1996-97SectorActual (RE) (BE) Actual (RE) (BE)Elementary 18.16 16.81 49.11 820.88 951.91 1033.59Secondary 4.31 5.46 5.47 489.15 582.76 563.07Higher 3.34 2.65 2.83 133.30 164.06 157.26Adult 3.82 3.95 3.95 2.59 2.63 2.75Technical 10.42 14.17 23.24 33.34 40.44 39.13Language 0.43 0.39 0.16 0.85 0.88 0.91Physical 0.00 0.00 0.00 0.72 0.80 0.91General 0.28 1.50 1.97 18.44 26.53 22.53

Total 40.76 44.94 86.73 1499.26 1770.01 1820.01RE = Revised Estimates BE = Budget EstimatesSource: Education Profile of States/Union Territories, Ministry of Human ResourceDevelopment, Department of Education, Government of India, New DelhiThe trend of expenditure since 1994-95indicates that State has given higherpriority to elementary education. The Statealso spends higher plan and nonplanfunds on education. This expenditureconstitutes 20.87 per cent of allexpenditure as compared to 19.60 per centat all India level. Non-plan expenditure isconsiderably high with a scope to includeexpenditures in exigent situations.Table 1.11 Sector-wise Eighth Plan Outlay(Rs.inCrores)Sector Gujarat AllStates/UtsOutlay Percentageof totalOutlay Percentage oftotalElementaryeducation149.82 47.26 6056.46 49.81Adult Education 22.47 7.09 394.44 3.24General Education(Total)227.00 71.61 10194.35 83.85Technical Education 90.00 28.39 1962.38 16.15Total (Gen+Tech) 317.00 100.00 12156.73 100.00Source: Analysis of Annual Plan 1990-91, 1991-92 and 1992-93 Education Division PlanningCommission, as mentioned in Education Profile of States/Union Territories, Governmentof India Department of Education, New Delhi.D:\jobs\GCERT\Gujarat_State2.doc - 23 -

Table1.11 shows that during Eighth Fiveyearplan Rs. 47.26 crores and Rs. 7.09crores of the total outlay were allocated toelementary and adult educationrespectively . Compared to All Indiaallocation figure.Gujarat State has provided proposaltowards more funds for adult education.This indicates that the State governmentgives higher priority to the wider spread ofliteracy and through post-literacyprogrammes.Table 1.12 Sector-wise Expenditure in Gujarat in Seventh Plan outlay andEighth Plan Outlay(Rs.incrores)

Sector SeventhPlan OutlayActual PlanExpenditureEighth PlanOutlayPercentage Increaseover Seventh PlanExpenditureElementaryeducation55.00 80.19 149.82 86.8Adult Education 9.20 7.63 22.47 194.5General Education 80.71 116.60 227.00 95.2Technical Education 18.20 17.66 90.00 410.6Total (Gen+Tech) 98.91 134.26 317.00 136.1Source: Analysis of Annual Plan 1990-91, 1991-92 and 1992-93 Education Division Planning Commission, asmentioned in Education Profile of States/Union Territories, Government of India Department ofEducation, New Delhi.

Table 1.12. indicates that there was anoverall increase of.136.1 per cent inEighth Plan outlay over the Seventh Planexpenditure. The increase in outlay onElementary education was 86.8 per cent.Table 1.13 Budgeted Expenditure of Education Department on specificsectors(Amount in percent)Year PrimaryEducationSecondaryEducationAdult/SpecialEducation1973-741983-841991-9250.353.551.028.129.432.03.20.60.9During the period 1973-92, budgetedexpenditure on primary educationaccounted for limit of 50 and 54 per cent.There seems to be an increasing trend in

the budgeted expenditure on Secondaryeducation. However, overall allotment toprimary education is much highercompared to secondary education. This isindicative of the government’s firmcommitment to UEE.Centrally Sponsored SchemesGujarat State avails of various centrallysponsored schemes in order to accelerateand improve the quality of Education inD:\jobs\GCERT\Gujarat_State2.doc - 24 -

various sectors, expenditure on thecentrally sponsored schemes for the period1992-93 to 1997-98 are shown in Table1.14..Table 1.14 Expenditure on Centrally Sponsored Schemes(Rs. in Lakh)Scheme 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98Operation Black Board 512.41 700.03 19.47 1696.60 0.00 3564.52Non Formal Education 42.89 8.57 9.11 100.27 83.84 60.81Teacher Education 554.83 36.00 284.36 317.65 259.75 418.55Vocational Education 1070.74 781.73 0.00 0.00 7.85 0.00Science Education 0.00 0.00 0.00 0.00 0.00 35.79Educational Technology 132.48 285.53 0.00 147.99 578.84 79.75Environmental Education 1.00 0.00 0.80 0.00 14.51 23.67Integrated Education ForDisabled Children.67.21 0.00 39.80 0.00 28.01 106.23JSN/PL&CE 100.00 40.25 172.70 131.65 0.00 0.00SAS 42.91 95.26 80.95 42.62 58.24 14.70Development of Sanskrit 0.48 0.48 0.60 0.30 0.82 0.49SC Talented children - - 0.86 - - -TLC/PLC 495.00 835.55 583.30 35.00 359.91 34.40District PrimaryEducation Programme.0.00 0.00 0.00 50.00 468.67 1056.00Source: Education Profile of States/Union Territories, Ministry of Human ResourceDevelopment, Department of Education, Government of India, New DelhiTable 1.14 indicates that expenditureincreased on Centrally Sponsored Schemesfrom 1992-93 to 1997-98. It may beobserved that of late Operation BlackBoard, Teacher Education and DPEP havebeen allocated more funds as compared toothers programmes.D:\jobs\GCERT\Gujarat_State2.doc - 25 -

Chapter 2

Education for AllElementary education: ABackdropSince Gujarat came into existence as aseparate state from May 1, 1960, when theimplementation of the Third Five-yearPlan 1960-61 to 1965-66 was to begin. Inview of the magnitude of the task offulfilling the constitutional obligation(since 1050) of providing free, universaland compulsory education for childrenupto the age of 14 year, facilitates foreducation of all children in the age-group6-11 need to be created to be followed byextension of education for the entire agegroup11-14 during the Fourth and FifthPlans. A large gap still exists between theproportions of boys and girls attendingschool.Elementary education under theFive year PlansAccording to the National policy onEducation 1986, the emphasis fromenrolment has been significantly shifted toparticipation and retention of childrenduring primary schooling stage, when theyshould be imparted education ofsatisfactorily good quality. Thus theprogram of uni versalisation of elementaryeducation aims at covering all children inthe age group 6 – 14 within a distance of 1km. or so. Following it’s inception as aseparate State , Gujarat enactedCompulsory Primary Education Act in1961.The state has implemented specialincentive schemes to promote UEE. Theschemes like providing mid-day meals,free textbooks, free school uniforms andscholarships to girls for regular attendancehave yielded positive and significantresults in the increasing of enrolment,participation and retention. Gujaratgovernment has made girls education freeat all the levels of education includinghigher education. This is a bold step takenby the State to promote girls’ education.

Detailed information regarding specialincentive schemes has been given inChapter 1. These incentive schemes havegreatly contributed to enhancingparticipation rates of boys in general andgirls in particular.The percentage of enrolled children inprimary schools has gone up from 22.5 in1961 to 76 in 1999. This indicates 3.5times increase in enrolment over thisperiod. The girls’ enrolment during theperiod of 1961 to 1999, it has gone upfrom 35% to 43% indicating an increase of8%. (See Table 1.3). This implies anincreasing trend in girls’ enrolment. Anoverall picture of enrolment during the lastdecade reveals a significant hike. The stateis seized with the problem of un-coveredareas to provide them into primary schoolfacilities within their reach, and urgeparents to get their children including girlchild enrolled in primary school, With thisend in view, the State has organizedcampaigns for ‘Shala Praveshotsav’.Per Capita Expenditure onPrimary EducationGujarat State government has beenspending per capita more money on pupilsfor primary schooling. This is clearlyevident.D:\jobs\GCERT\Gujarat_State2.doc - 26 -

Table 2.1 Per capita Expenditureon Pupils for primary stage ofschoolingYear Per capitaExpenditure( in Rupees)1961 331971 711981 1861991 5641999 2628Source: Educational Statistics for PrimaryEducation, Directorate of Primary Education,Gujarat State, 1999

Figures in Table 2.1 indicate 80 timesincrease in per capita expenditure duringthe period 1961-99 which indicates the

State’s to expand and improve the qualityof Primary Education.Progress of UEEEarly Childhood Care &Education (ECCE)The National Policy on Education (1986)recommended that ECCE program shouldbe strengthened as a support to UEE.According to this, the child is required tobe provided needful maturational andexperienced-based readiness, so as toenable it to meet the demands of theprimary education. The Integrated ChildDevelopment Services (ICDS) is thecomprehensive programmes under ECCE.It provides an integrated programme ofhealth, nutrition and early childhoodeducation in the form of non-formal preschooleducation. The ECCE programmesthrough ICDS contribute indirectly toenhancing enrolment and retention of girlsin primary schools. Crèches and Day-carecenter scheme aims at providing day-careservices for children below five years. InGujarat, voluntary organizations haveplayed an important role. In promotinggoals of such schemes, ECCE scheme wasintroduced with the main objective ofreducing the dropout rate and improvingthe retention rate of children in primaryschools. Voluntary agencies receivecentral assistance to run pre schooleducation centers such as Balwadis,Nursery Schools, Balmandirs and preprimaryschools. In Gujarat, GrossEnrolment Ratio (GER) in regard to theECCE programmes for 1990 was 16.35and for 1998 , 16.7. The GER for girls in1998 was at 17.4. In order to achievesubstantial improvement in primaryschooling the linkage between the ECCEprogrammes and primary education needsto be established.Gujarat State gives high priority toUniversalisation of elementary educationThe number of primary schools (Classes I– VII) has risen from 18512 in 1961 to35975 in 1999 which shows about twofold

increase. Since the implementation ofNational Policy on Education in 1986,there has been a significant increase in thenumber of primary schools(Classes I –VII) from 27765 in 1986 to 35975 in1999. This indicates 30 per cent increasein the numbers of primary schools duringthe period 1986-99.Per capita Expenditure on Primary school Pupils

01000200030001961 1971 1981 1991 1999Per capitaExpenditure( in Rupees)

D:\jobs\GCERT\Gujarat_State2.doc - 27 -

It is worthwhile to note that the enrolmentof boys and girls in primary schools hasalso shown an increasing trend during theperiod 1961-99. The total enrolment of22.47 lakh pupils in 1961 has considerablygone up to 76.33 lakh in 1999, whichshows 3.4 times hike in enrolment duringthe period 1961-99. In 1985, the totalenrolment of pupils was 57.5 lakh whichtouched 76.33 lakh in 1999. It is evidentthat since NPE 1986, the State hasattempted to increase total enrolment by32.75 per cent. The increase in theenrolment of girls has been moresubstantial. A steep rise from 7.87 lakh in1961 to 32.99 lakh in 1999, thus indicatinga fourfold increase in enrolment during theperiod 1961-99. Percentage of girls to totalenrolment has also gone up from 35.02 in1961 to 43.22 in 1999. (vide Table 1.4)Gender disparity in enrolment ratiosbetween boys and girls remains at 57: 43respectively.Pupils who are detained in a class onaccount of failure at the annualexamination, repeats in the same class.Percentage of repeaters in different classesis shown below in Table 2.1.Table 2.1 Percentage of Repeaters in different Classes, by Gender and byCommunityClass I II III IV I-IV V VI VII V-VIICommunity : AllBoys 0.00 0.00 11.06 8.17 4.65 6.76 4.02 2.11 4.51

Girls 0.00 0.00 11.30 8.26 4.63 6.48 3.97 2.05 4.39Total 0.00 0.00 11.17 8.21 4.64 6.64 4.00 2.09 4.46Community : Scheduled CastesBoys 0.00 0.00 12.64 8.73 5.29 8.79 6.33 3.02 6.29Girls 0.00 0.00 12.46 9.01 5.22 9.19 7.18 4.51 7.23Total 0.00 0.00 12.56 8.86 5.26 8.96 6.69 3.63 6.69Community : Scheduled TribesBoys 0.00 0.00 16.92 15.25 7.37 13.85 8.24 4.73 9.52Girls 0.00 0.00 16.56 14.15 6.82 10.94 7.29 4.19 7.93Total 0.00 0.00 16.76 14.77 7.12 12.61 7.85 4.51 8.85ObservationsPercentage of repeaters goes ondeclining from Class III to Class VII,irrespective of category and gender.Strikingly enough, Class III shows thehighest percentage of repeaters in allcommunities, boys as well as girls.This phenomenon may be attributed tothe fact that pupils in class III take theexamination for the first time,Because of the ‘no detention policy’for the Classes I and II, there are norepeaters. The experience of takingthe examination in succeeding yearshas seemingly been instrumental inreducing gradually the numbers ofrepeaters.Scheduled Tribes pupils show thehighest percentage of repeatersfollowed by those in the generalcategory.During the years of schooling, childrenbelonging to Scheduled Castes andScheduled Tribes together with thosebelonging to socially and economicallydeprived sections are required to earn andsupport the family income and do varioushousehold jobs while their parents areaway at work. They have inadequatephysical facilities at home. These factorsD:\jobs\GCERT\Gujarat_State2.doc - 28 -

are not very conducive to learning, lead totheir failure in the class.Universalisation of elementary educationaims at (a) access to primary schoolingwithin the reach of school-going-agechildren, (b) enrolment of all such children(c) retention, participation and completion

of primary schooling cycle within thestipulated period and (d) upgrading thequality of primary education.As stated earlier, Gujarat State hasachieved the goal of 100% enrolment ofchildren having access to primaryschooling within a distance of 1 km. andupper primary schooling to 95% within adistance of 3 kms. The State has madspecial efforts to promote girls’ enrolmentto the maximum. Enrolment drivesthrough door-to-door visits, organizing‘Shala Praveshotsav’ and launchingincentive schemes have been yieldingencouraging results in the form ofacceleration in enrolment, reduction ofdropouts, increase in participation rates,and decline in the percentage of repeaters.Retention rate up to Class V (1993-94) isgiven below in percentage.Boys Girls Total58.82 49.33 54.56This means that out of 100 boys and 100girls enrolled in Class I (1989-90), around59 boys and 49 girls completed five-yearcycle of primary schooling.The dropout Rate upto Class V is givenbelow.Dropout(In Percent)Year GenderBoys Girls Total1991 44.63 53.41 49.022000 23.77 20.83 22.30Over the last decade of the 20th Century,the dropout rate of boys upto Class V hasdeclined by around 21 per cent and that ofgirls considerably by 33 per cent. Figuresfor decadal dropout rate show a steep fallof 27 per cent. This phenomenon may beattributed to the various measures adoptedby the government..Drop-out RateYear I – V I – VII1993-94 44.6 62.31994-95 37.7 53.11995-96 36.9 51.21996-97 35.4 49.41997-98 35.2 48.4

1998-99 28.9 48.11999-2000 22.3 41.5Academic AchievementThe outcome of systematic assessment ofacademic achievements of pupils inelementary schools provides an indicatorof the progress of UEE in the State,besides enrolment and retention. GujaratCouncil of Educational Research andTraining (GCERT), Gandhinagar hadundertaken a research project entitled‘Profiles of Academic Achievement ofPrimary Schoolchildren of Gujarat’ incollaboration with PG Department ofEducation, Bhavnagar University. Theobject of the research was to assess theacademic achievement levels of pupils (ofgrades III – VI) studying in primaryschools of all districts of the State.Academic and research staff of all DistrictInstitutes of Education and Training cooperatedin constructing, standardizing andadministering 18 tests for 18 subjects to32232 pupils of Grade III to grade VIduring 1998-99.Contents of the tests werebased on the curricular contents of theMLL-based text-books. Gradewise andsubjectwise achievement profiles ofstudents are presented in Table 2.2D:\jobs\GCERT\Gujarat_State2.doc - 29 -

Table 2.2 Gradewise and subjectwise Achievement in Percentage at theState levelGrade Gujarati Mathematics Environ-mentalStudiesHindi Science SocialStudiesPhysical &HealthEducationIII 51.41 55.10 55.01 - - - -IV 49.14 57.96 53.78 - - - -V 34.35 31.05 - 48.28 45.71 43.53 52.02VI 47.89 47.27 - 46.10 48.20 43.44 55.18Gradewise and Subjectwise Achievement in Percentageat State level

4045

505560Gujarati Mathematics Environ-mental Studies

Class III Class IVGradewise and Subjectwise Achievement at Classes V and VI

0102030405060Gujarati Mathematics Hindi Science Social Studies Physical &HealthEducation

Class VClass VID:\jobs\GCERT\Gujarat_State2.doc - 30 -

A glance at the achievement percentagepoints in different subjects in Grades III toVI reveals thatFifth graders show a sudden decline ofachievement in Gujarati andMathematics compared to previousgrades.Their performance in other subjectsalso is below 50% except in Physicaland Health Education.The decline in achievement percentagemay be attributed to pupils’ studyingadditional four subjects, the burden ofwhich seems to have contributed to lack ofconcentrated efforts to study new subjectsat a stretch in a year, whereas there wereonly two or three subjects to study inprevious grades.Table 2.3 Gradewise and Subjectwise Achievement in Percentage at theState levelSubject Percentage Level of Achievement80% 50% 35%Grade – 3 Percentage of StudentsGujarati 24 53 64Mathematics 24 58 70EVS 19 61 76Grade – 4

Gujarati 15 50 67Mathematics 17 46 62EVS 36 77 88Grade – 5Gujarati 02 29 46Hindi 13 49 67Mathematics 02 27 40Science 11 42 62Social Studies 13 48 77Grade – 6Gujarati 06 49 69Hindi 10 47 64Mathematics 10 37 65Science 08 37 80Social Studies 11 38 56In regard to learning attainment at theprimary level of education in accordancewith the Minimum Levels of Learning ,75% students are expected to achieve 80%level of attainment in each subject of studyin a particular grade/class at the finalexamination. This is usually referred to as75x80 per cent criteria.On the basis of this content, only 24% ofthe third Graders in Gujarati andMathematics show 80% achievementlevel, whereas only 19% of students reachthis level in Environmental Study. Thoseachieving the level of 50% range between53% and 61%.In Grade – IV, only 15% and 17% ofstudents respectively in Gujarati andMathematics reach 80% achievementlevel. Hardly around 50% of studentsD:\jobs\GCERT\Gujarat_State2.doc - 31 -

attain 50% level of achievement in thesesubjects.An analysis of cut-off points of Grades Vand VI students in five subjects reveals avery dismal and disappointing picture.Only 2% of students in Grade V couldreach 80% level in Gujarati andMathematics. In Science, Hindi and SocialStudies only 11 to 13% of studentssucceeded in achieving 80% level ofachievement. 50% level achievers rangebetween 27% and 49%, with the minimumin Gujarati and Mathematics.More or less, a similar pattern of

performance obtains regarding percentageof students falling under the percentagelevels of achievement under considerationin the case of students in Grade VI in theranges 6-11% in 80% achievement leveland 27-49% in 50% level of achievement.In both Grades V and VI, subjects founddifficult or with small percentage ofachievers of 80% level rank are Gujarati,Mathematics, Science, Hindi and SocialStudies.To reach the MLL criteria of 75x80 percent, pedagogical renewal process needs tobe strengthened in regard to competencybasedteaching and learning. Teachers’training regarding with a view todeveloping competency to deal with‘hardspots’ (difficult competencies) go along way in improving the achievementlevels. Gradual implementation of newactivity-based textbooks and use ofimprovised TLM in primary classes areinstrumental in improving the situation.It is worthwhile to note that GujaratCouncil of Educational Research &Training (GCERT), Gandhinagar hadorganized in-service training programmefor Grade V teachers teaching subjects likeMathematics, Science, Social Studies andLanguage (poems and grammar) in themonths of November-December, 2000.The purpose was to help teachers make theteaching ‘hardspots’ easier for thestudents to grasp. GCERT aims atconducting surveys of primary schoolstudents academic achievements everyyear at the Taluka/Block levels in eachdistrict of the State so as to minimize‘hardspots’ and accelerate achievements inthe subjects. These studies would alsoindicate the special measures required toimprove the achievement of students.Regional DisparitiesIn Gujarat , about 75 per cent of thepopulation lives in villages . The lastninety years have witnessed of increasingurbanization, coupled with the growth ofindividual towns.

It is interesting to note that a total of 172mother tongues were recorded as beingspoken in the State by 1971 Census. Themost popular being Gujarati, which isspoken by 89.36% of the populations. Theother major languages spoken are: Urdu,Kachchhi, Hindi, Marathi, Sindhi,Kokana/Kokani/Kukna, Chodhari,Gamti/Gamit and Bhili/Bhilodi indecreasing proportion. The last four aredialects and are spoken mostly byAdivasis. Bhili is the dialect of the Bhils.A substantial population of Urdu speakersis found only in the districts of Junagadh,Ahmedabad, Kheda, Vadodara, Bharuchand Surat. Kachchhi which comes next toUrdu is the third most numerically stronglanguage in the State. In the southerndistricts of Surat, Valsad and Navsari,tribal languages and dialects predominateamong larger section of the population.98.03 per cent of the total population ofthe State speak one or the other of theseten languages as mother tongue in varyingproportions.The structural pattern based on religionand Caste in Gujarat has well definedstratification comprising Hindus, Muslims,Jains, Christians, Shikhs, Buddhist andD:\jobs\GCERT\Gujarat_State2.doc - 32 -

others, of which 89% of the populationconstitute Hindus.As per Fifth AIES, population ofScheduled Castes and Scheduled Tribesform 7.15% and 14.22% of the totalpopulation of the State respectively.Among the measures taken by theGovernment for the overall upliftment ofpeople of Scheduled Castes and ScheduledTribes since independence, educationoccupies an important place. A number ofconcessions, facilities and incentives havebeen made available for encouragingeducation among these sections. As aresult of these measures, there has been agreat expansion in the rate of literacy andnoteworthy growth in participation rate inelementary education.To accelerate the process of UEE, larger

numbers of children need to be enrolledand be retained in the schools. In order toachieve this, the State government hasbeen providing textbooks free of cost toSC; ST and those belonging into sociallyand educationally backward communities.With a view to raising literacy level andencouraging enrolment of Adivasi childrenresiding in Talukas having less than 10 percent literacy rate as well as the same lowrate of literacy among women and Adivasicommunities, the Government givesscholarship of Rs. 100 per annum to suchpupils of Classes I to IV. It is significant tonote that Gujarat has 33 Adivasi Talukas.(Operation Black Board SchemeOBBS)In pursuance of National Policy ofEducation-1986, the Central Governmentimplemented Operation Black Board(OBB) to equip primary schools withphysical facilities and educational aids. Inthis context, Gujarat Government hascovered primary schools with Classes I toIV from the year 1987-88 to 1992-93.Central Government has thereafterextended the implementation ofthis scheme for the benefit of Classes V,VI and VII during the eighth five-year planperiod. The State is providing basicphysical and educational facilities to theseupper primary schools which are managedby District Nagar Shikshan Samitis. Forthis purpose, equipments worth Rs. 50,000/- per school was provided. In Adivasiareas, the Central Government fully grantsRs. 50,000/- per school whereas in non-Adivasi areas Rs. 40,000/- per school isprovided as assistance and the remainingamount of Rs. 10,000/- is collectedthrough by the voluntary contribution atthe district level.The schools having Classes V to VII,which were covered in all districts andthe share of financial assistance grantedto them is given in Table 2.4.D:\jobs\GCERT\Gujarat_State2.doc - 33 -

Table 2.4 Schools covered during four phases of OBBS

Financial assistance(Rs.in lakh)Phase/Year District Beneficiaries(No. ofschools) CentralShareStateShareTotalExpenditure(Rs.in lakh)First1993-94Adivasi:Bharuch,Valsad,Banaskantha1439 719.50 - 719.50Second1995-96Non-Adivasi:Banaskantha,Ahmedabad, Vadodara,Amreli, Surendranagar,Bhavnagar,Adivasi: Vadodara3191 1696.90 391.90 2088.80Third andFourth1997-98Adivasi And Non-Adivasi: Rajkot, Surat,Panchmahal, Kutch,Sabarkantha, Kheda,Gandhinagar,Dang,Jamnagar,Junagadh,Mehsana, Bharuch,Gandhinagar-city,All 31 Nagarpalikas10446 4437.80 - 3305.22Note:New districts have been shown under old districts.

These facilities to the primary schools go along way in improving teaching-learningprocess in the classroom.District Primary EducationProgramWith the aim to improving access,increasing enrolment, enhancing retentionand achieving quality improvement ofelementary education, District PrimaryEducation Program (DPEP) has been in

operation in the three districts of Gujarat inthe second phase and other six districts inthe third phase.DPEP goal includes a specific focus onreduction of gender disparities ineducation as reflected in lower enrolment,retention and achievement of girlsparticularly those from socially andeconomically disadvantaged groups.Gujarat State has implemented specificstrategies to enhance girls’ access,enrolment and retention in the schools. Apedagogical renewal process undertakenincludes gender sensitive curricula andtextbooks. Alternative schooling centersspecially for girls have been opened for aminimum of 5 to 20 girls with a femaleteacher from the same locality. All newschool buildings have been provided withseparate toilets for girls.In pursuit of the goal in reducingdisparities between tribal and non-tribalchildren to achieve UEE, efforts areconstantly being made to increase tribalcommunity’s access to education andreduction of gap in learners’ achievementto less than 5 per cent compared to that ofgeneral community. In this regard, theresults of Mid-term Assessment Survey(MAS) show a positive trend ofimprovement.DPEP has devised its own strategies andinterventions to enlist communityD:\jobs\GCERT\Gujarat_State2.doc - 34 -

participation such as establishing andenergizing of VECs/MTAs/PTAs.Pre-primary EducationPre-primary and primary education shouldnot be viewed as a separate subsystem ofeducation. Pre-primary education shouldbe an essential adjunct of national systemof education. Children at this stage shouldbe given social experience rather thanformal instruction. The moderneducational trend is to emphasize preprimaryeducation officially as well asprivately.Gujarat Government has not accepted

direct responsibility for pre-primaryeducation. It is organised by local bodiesand non-government organizations (NGO).These organizations provide this service inrural as well as urban areas. Pre-primaryschools are given recognition by differentdepartments of the State Government,according to which they are classified. Thevarious types of pre-schools are:Balmandir receiving grant-in-aid fromEducation Department.Anganwadis and Balwadis sponsoredby Social Security Department.Balwadis managed by Social WelfareDepartment.Balwadis under the Integrated ChildDevelopment Scheme (ICDS) throughHealth Department.State government has fixed norms ofgrant-in-aid to pre-primary schools in ruralareas. Balmandirs recognized by DistrictEducation Committee are given grant-inaidby the State Education Department onthe basis of sanctioned set-up of thepreceding year. 90% of the pay and DAplus 20% of the other admissibleexpenditure constitutes the total grant-inaid.Gujarat government has accepted theprinciple of Learning without Burden andannounced its policy on pre-primaryeducation effective from the academic year1996. Guidelines for two-year curriculaprepared by the State envisage primarilyMontessori approach to teaching-learningprocess. Other specifications of the policy,interalia, include: specific age of child’senrolment (not less than 3 years by 31st

August), strength of a class for a teachernot exceeding 25 (40 under specialcircumstances), specific curricula for twoyears, abolishing of child’s personalinterview prior to admission, andprohibiting demand of compulsorydonation from parents for child’sadmission. Non-complying pre-schoolmanagement on donation are liable topunitive action by the government.In the State, facilities for pre-primary

education are available, by and large, in alldistricts, in rural as well as in urban areas.However, pre-primary schools areconspicuous by their absence in the districtof Dangs, which is tribally populateddistrict.The pre-primary education scenarioprevalent in 1994 indicates.(1) Out of 18003 villages, 11380villages (63.21%) have pre-schoolfacilities in the form ofBalwadis/Anganwadi, independentpre-primary school or pre-primaryclasses attached to primary schools.(2) 60.41% villages have the facilityof Balwadis/Anganwadi.(3) Out of 18003 villages, around 800villages have independent preprimaryschools.(4) In 1050 such schools, 46491children have been enrolled underthe care of 1229 teachers. Only 24villages have pre-primary classesattached to 9 schools. 28 suchinstitutions have enrolment of 3985children with 162 teachers. In ruralareas as a whole, 17322Balwadis/Anganwadis arefunctioning with 18530 teachersD:\jobs\GCERT\Gujarat_State2.doc - 35 -

and an enrolment of around 11.45lakh children.Urban areas have generally, betterfacilities for pre-primary education. Thereare 264 urban areas in the State, 2247Balwadis/Anganwadis are operative inurban areas with 2521 teachers and around1.7 lakh children.354 independent pre-primary schools aresituated in urban areas having 1124teachers and around 42000 children. Asregards pre-primary classes attached toschools in urban area, there are 722 suchinstitutions with 1704 teachers and around47000 children.State Education Department accords grantin-aid to recognized Balmandirs (preprimaryschools). In 1999, there were 2663such Balmandirs with enrolment of about

1.67 lakh children and 4133 trainedwomen teachers. In Gujarat, teachersworking in pre-primary education are, toall intent and purposes, women teachers.Private aided and unaided Balwadis,Anganwaids and Balmandirs are managedby voluntary non-governmentorganizations.The main weaknesses of pre-primaryinstitutions include: inadequateinfrastructural facilities, lack of conduciveenvironment, paucity of teaching-learningmaterial for children etc. Districts havingliteracy rates lower than the Nationalliteracy rate and having backwardcommunities like Scheduled Castes andTribes with low literacy rates do not havepre-school education facilities. InAnganwadis, it is observed that theworkers make little effort to involvechildren and make learning interesting andjoyful. However, most of the pre-schooleducation programme in Anganwadisinclude story sessions and song session asreported by Mohite and Shah (1990) in astudy report on status of pre-schoolcomponent in ICDS in three districts ofGujarat. There seems to be lack ofinterface between pre-schools and primaryschools except in Balmandirs situated inthe same campus having primary schoolsrun by the same NGO. These Balmandirsfaithfully follow government prescribedtwo-year curricula with Montessoriapproach. Development of children fromsuch Balmandirs seems to be better inprimary schools compared to that ofchildren who have not availed of preschooleducation.Research findings corroborate theobservation that for any primary educationprogram to be successful and effective,pre-primary and primary education shouldbe integrated and regarded as a continuumof the process of Education.UEE : Access to ElementaryeducationThe data of the state are not available in

the during the First All India EducationalSurvey (1957). Since Gujarat was not aState then, according to the Second AllIndia Educational Survey (1965), all urbanareas had fairly adequate facilities forprimary education (Class I to VII). 97.70per cent of the rural population was servedby a lower primary school section within awalking distance of one mile (1.6 km) and86.57 per cent of the rural populationcould avail of upper primary schoolingwithin a distance of 3 km.D:\jobs\GCERT\Gujarat_State2.doc - 36 -

Table 2.5 Habitations with Population size covered by primary schoolingfacilities (in percentage).Category General Scheduled Castes Scheduled TribesYear Within thehabitationUpto adistance of1 Km.Within thehabitationUpto adistance of1 Km.Within thehabitationUpto adistance of1 Km.1973 90.50 96.86 NA NA NA NA1978 94.96 98.14 85.71 96.43 82.28 92.781986 97.83 99.45 71.13 98.34 95.40 98.721993 97.12 98.78 91.18 96.27 94.27 97.70According to the Third All IndiaEducational Survey (1973), Gujarat Statehad the facility of primary schools within17069 rural habitations (out of 23069habitations) with a population of 90.50 %having primary schools within them;whereas other 3403 habitations had asaccess to primary schools within a distanceof less than 2 km. Thus 96.86% of ruralpopulation could avail of primaryschooling either within their habitations orupto a distance of less than 2 km. 96.86%is lower than the corresponding figure

(97.70%) at the time of second survey.This may be due to change in distancecriterion.Date in the Fourth All India EducationalSurvey (1978) on access to primaryeducation reveal that in Gujarat State94.96% of rural population had primaryschooling facilities within the habitationsand 98.14% had an access to primaryeducation upto a distance of 1 km.As regards access to primary educationfacility by Scheduled Castes andScheduled Tribes children, it is reported in1978 that in 28 habitations predominantlypopulated by Scheduled Castes 85.71% ofsuch population was served by primaryschooling facilities within their habitationswhereas for 96.43% of Scheduled Castespopulation, primary schools were availablewithin the reach of 1 km. Likewise in 4335habitations predominantly populated byScheduled Tribes 82.28% of suchpopulation were served by primaryeducation facilities within the habitations,whereas 92.78% of Scheduled Tribes ruralpopulation could avail of primaryschooling facilities upto a distance of 1km.According to the Fifth All IndiaEducational Survey (1986), 97.83% ofrural population in the scale was servedby primary schools within the habitations,whereas 99.45% of the rural populationhad an access to primary schoolingfacilities upto a distance of 1 km. In 1986,out of 118 rural habitations predominantlypopulated by Scheduled Castes, 71.13% ofScheduled Castes population had primaryschools within the habitation, whereasprimary schooling facilities were withinreach of 98.34% of the Scheduled Castepopulation upto a distance of 1 km.As regards to Scheduled Tribes, out of6310 rural habitations predominantlypopulated by Scheduled Tribes, 5586(88.53%) habitations had primary schoolswithin in the habitation areas serving95.40% of the Scheduled Tribes rural

population, 98.72% of population had anaccess to primary education upto adistance of 1 km.Sixth All India Educational Survey (1993)data indicate that out of 25749 habitations,25285 habitations (98.19%) covering97.12% of rural population were served byD:\jobs\GCERT\Gujarat_State2.doc - 37 -

primary schools within the habitations,facilities for primary schooling for 98.78%of rural population were accessible to themupto a distance of 1 km.Insofar as Scheduled Castes are covered,out of 378 predominantly ScheduledCastes populated rural habitations, 292(77.25%) habitations had primary schoolsavailable within the habitations serving91.18% of their rural population, whereas96.27% of Scheduled Castes ruralpopulation had an access to primaryschools upto a distance of 1 km.In respect of Scheduled Tribes, out of6884 habitation, predominantly populatedby Scheduled Tribes, 6012 (87.33%)habitations had primary schools within thehabitations, covering (94.27%) of theirScheduled tribes rural population, whereasfor 97.70% of Scheduled Tribes ruralpopulation, primary schools were availableupto a distance of 1 km.According to Sixth All India EducationalSurvey (1993) 49.35% of habitationscomprising 76.79% of rural population hadfacilities of upper primary schoolingwithin the habitation, whereas 94.48% ofrural population had access to upperprimary schools upto a distance of 3 km.Corresponding data for the years prior to1978 are not available. An analysis of thedata from 1978 onwards to 1993 clearlyindicates an increasing trend of growth inthe percentage of rural population availingof primary education within the habitation.This means that this facility has been thusaugmented in 1993 over 1978 whichshows that the facility for upper primaryschools has been made accessible to largerrural population upto a distance of 3 km.In rural habitations predominantly

populated by Scheduled Castes, facility forprimary education within the habitationshas been augmented during the period1978-93. Increase in coverage of ruralScheduled Caste population for primaryeducation from 85.71% in 1978 to 91.18%in 1993 showing a percentage increase ofover 5% reflects government’s resolve toincreasingly extend the facility of primaryeducation to Scheduled Castes populationin rural areas.A considerable increase to the tune of 12%in the coverage of Scheduled Tribes ruralpopulation from 82.28% in 1978 to94.27% in 1993 availing of the facility ofprimary education within the habitations isa clear evidence of the concerted efforts bythe State to reach out to larger populationof Scheduled Tribes under the program ofUEE.According to data in Fourth All IndiaEducational Survey (1978), in GujaratState, 71.71% of the rural population wasserved by upper primary schools withinthe habitations and 92.5% of the ruralpopulation could have facilities for upperprimary schools upto a distance of 3 km.Data reported in the Fifth survey (1986)indicate the corresponding percentagesrespectively as 74.91 and 94.43.On analyzing the data on access to primaryschools within the habitation, it is evidentthat the percentage of rural populationavailing primary education has graduallyincreased from 90.50 in 1973 to 97.12 in1993, showing an increase of about 7%. Inthe case of availability of primary schoolsupto a distance of 1 km., percentage ofrural population with this facility has goneup from 96.86 in 1973 to 98.78 in 1993,indicating a positive increase of 2 per centover the period of two decades.It is worthwhile to note that Gujarat Statehas, 33 Talukas (17.93%0 out of total 184,predominantly populated by tribals(Adivasis) during the year 1998-99 servedby 7425 primary schools having around9.8 lakh pupils and 25679 teachers.

(Source: Educational Statistics, Directorateof Primary Education, Gandhinagar, 1998-99)D:\jobs\GCERT\Gujarat_State2.doc - 38 -

Among 17.93% of Talukas comprisingAdivasis, primary schools in the Talukasrange from 88 (1.19%) in Uchchhal (Dist:Surat) to 615(8.28%) in Santrampur (Dist:Panchmahals). Out of 9.8 lakh pupils, theenrolment ranges between 7800 (0.8 %) inTilakwada (Dist: Vadodara) and 78958(8.1%) in Santrampur (Dist:Panchmahals). Minimum pupil-teacherratio is 19 in Khedbrahma (Dist:Sabarkantha) and maximum is 51 in Nizar(Dist: Surat). Considering the aggregateenrolment of pupils in primary schoolsspread over 33 Talukas, pupil-teacher ratiocomes to 39. The enrolment in theseTalukas constituted 12.78% of the overallenrolment in primary schools in 1998-99.The analyses of the data so far indicateTaluka disparities in regard to enrolmentetc. in tribal areas.Growth in EnrolmentAs referred to earlier in the previouschapter, total enrolment in Class I – VIIhas increased from 22.47 lakh in 1961 to76.33 lakh in 1999, showing 3.4 timesincrease between 1961-99. (vide Table 1. )Enrolment of boys has gone up from 14.60lakh in 1961 to 43.34 lakh in 1999, whichindicates three times increase during theperiod 1961-99. The emphasis onpromoting girl-child’s elementaryeducation is clearly evident from girl’senrolment during the period underreference. A little more than 4 timesgrowth of girls enrolment from 1961 to1999 and 8 percent increase in theproportion of girls in the total enrolmentover the said period has taken placeprimarily due to endeavours of the StateGovernment to accelerate the pace of UEEamong school– going age childreninclusive of girls in particular. Genderdisparity ratio from 65:35 (1961) has beenreduced to 57:43 (1999). The State

government is committed to bring downthis gap of 14 per cent to 5 per cent withthe implementation of DPEP project in thethree districts during the second phase andin additional six districts during the thirdphase.Scheduled Castes (SC) and Scheduled Tribes (ST) EnrolmentData for Gujarat State in regard the enrolment of SC and ST children in Classes I – VIII areavailable from 1973 onwards from Third All India Educational Survey (AIES) to the SixthAIES (1993). Relevant data for SC are indicated in Table 2. 6 .Table 2. 6 Growth in Scheduled Castes Enrolment in Class I – VIII, by genderScheduled Castes EnrolmentClass I –V Class VI – VIIIYear Girls Total(B+G)% of Girlsto Totalenrolment% of Girlsto Total(SC)Girls Total(B+G)% of Girlsto Totalenrolment% of Girlsto Total(SC)1973 96261 275455 8.06 34.95 14408 53658 6.94 26.851978 106176 295191 7.63 35.97 21294 74938 7.02 28.421986 199153 461923 9.34 43.11 53000 143860 9.61 36.841993 173418 380410 9.28 45.59 88824 219327 8.84 40.50Class I – VII1999 314528 687258 9.00 45.77D:\jobs\GCERT\Gujarat_State2.doc - 39 -

ObservationsSome significant points are to be notedfrom the figures in Table 2.A gradual increase in total SCenrolment in primary as well as upperprimary classes has taken place 1993 isevident.Percentage of SC girls to total SCenrolment has gone up from 34.95 in1973 to 45.59 in 1993 in classes I-Vand from 26.85 in 1973 to 40.50 in1993 in Classes VI-VIII. In the former,the growth in percentage of enrolmentis 10.64 points whereas it is 13.65percentage points increase in

enrolment in Classes VI-VIII,Likewise, percentage of SC childrenenrolment in the aggregate enrolmentof children of all communities alsoshows, by and large, an increasingtrend from 1978 onwards.This implies that with increasingawareness among SC parents together withthe government’s policy to encouragethem to get their children enrolled forprimary schooling in the rapidly changingsocial scenario, more and more children ingeneral and girls in particular from SCcommunities have been joiningElementary schools.Year Scheduled CastesEnrolment Per Cent1960-61 147613 7.661970-71 128902 8.141980-81 450588 8.951990-91 629065 9.981999-2000 787940 9.68Pertinent data on enrolment of ST childrenare presented in Table 2. 7.Table 2.7 Growth in Scheduled Tribes Enrolment in Class I – VIII, bygenderScheduled Tribes EnrolmentClasses I –V Classes VI – VIIIYear Girls Total % of Girlsto Totalenrolment% ofGirls toTotal(ST)Girls Total % of Girlsto Totalenrolment% ofGirls toTotal(ST)1973 128544 371012 10.86 34.65 11692 40714 5.27 28.921978 173437 465512 12.69 37.26 20973 69325 6.50 30.251986 299013 715672 14.47 41.78 60925 165534 11.05 36.811993 293029 663181 16.17 44.19 113445 285467 11.51 39.74Class I – VII1999 492338 1109923 14.54 44.36

D:\jobs\GCERT\Gujarat_State2.doc - 40 -

ObservationsAn analysis of this data indicated in Table2. 7 brings out some significant points.Aggregated enrolment of ST childrenin Classes I-V show a marked increasefrom 371012 in 1993 to 663181indicating 1.8 times growth in theenrolment during the period.Percentage of ST girls enrolment to thetotal enrolment of children belongingto all communities has gone up from10.86 % in 1973 in regard to Classes IVto 16.17% in 1993, indicating amarked increase of 5 percentagepoints. Similarly, an increase from5.27 % (1973) to 11.51%(1993) hastaken place observed in ST girlsenrolment in Classes VI-VIII, whichsignifies an increase of 6% during theperiod.Percentage of ST girls to total STenrolment in Classes I-V and VI-VIIIshows a gradually increasing trend,from respectively 34.65% and 28.92%to 44.19% and 39.74% during 1973-93. This indicates a significant rise ofabout 10% enrolment of ST girls tototal enrolment of all communities inClasses I-V 11% increase of ST girls tototal enrolment of all communities inClasses VI-VIII during 1973-99.Year Scheduled TribesEnrolment Per Cent1960-61 202458 10.501970-71 291398 11.881980-81 537018 12.371990-91 745000 11.861999-2000 1224069 15.04

Growth In Enrolment010203040501973 1978 1986 1993

% of Girls to Total (SC) % of Girls to Total (ST)D:\jobs\GCERT\Gujarat_State2.doc - 41 -

Chapter 3Education for All Adult ChildrenThe programme of Education for Allenvisions Education of all persons fallingin the age group 6 – 35 comprisingelementary education as well as theprogramme of eradication of illiteracyfrom among persons in the age group 15-35. At the time of independence, ournation was severely handicapped with theproblem of extremely low levels ofliteracy. National Adult EducationProgramme (NAEP) introduced by theGovernment of India in 1978 wasessentially based on removing illiteracythrough adult education. Launching ofNational Literacy Mission (NLM) on May5, 1988 marked a major shift of emphasisfrom centered based to volunteerbased approach to the programme with acampaign mode to spread literacy as amission.Eradication of illiteracySince the inception of Gujarat State, thegovernment has been keen on uprootingilliteracy from the masses. This is evidentfrom the data on literacy rate .Table 3.1 Literacy Rates ( in percentage) :1961-99Year Male Female Total1961 48.73 22.77 36.191971 53.78 29.00 41.841981 65.14 38.46 52.211991 72.54 48.50 60.911999 80.21 57.01 69.16Note: (i) The figures for 1961 and 1971 exclude persons in the agegroup 0-5 years.(ii) The figures for 1981 and 1991 exclude persons in the age group 0-7 years.(Effective literacy rate)

Effective literacy rate for the Statepopulation for 1991 has increased from60.91 in 1991 to 69.16 per cent by 1999 oran increase of 9 per cent. Likewise maleand female literacy rates have gone upfrom 72.54 per cent to 80.21 per cent and48.50 per cent to 57.01 per cent during1991 to 1999 respectively. In the four

decades, the total literacy rate in stateshows an increase of 33 per cent whereasfemale literacy rate shows a jump from 23per cent to 57 per cent i.e. percentageincrease of 34. Literacy among males,females and total population has increasedduring the last four decades of themillenium.D:\jobs\GCERT\Gujarat_State2.doc - 42 -

Districts with high incidence of illiteracyAccording to 1981 and 1991 census,literacy rates of total population, and maleand female population are recorded forvarious districts in Table 3.2Table 3.2 Districts with high incidence of illiteracy(Estimated Literacy Rates)District 1981 ( per cent) 1991( per cent)Male Female Total Male Female Total#Banaskantha 33.86# 11.20# 22.84# 44.58# 18.69# 32.08Panchmahals 40.80 14.92 28.14 49.04 22.65 36.16Dangs 38.48 21.20 29.96 46.90 27.74 37.39Kutch 44.07 26.72 35.39 52.89 34.43 43.78Surendranagar 48.24 25.30 37.17 56.21 34.08 45.58Sabarkantha 53.84 25.33 39.75 63.08 35.92 50.22*Bhavnagar 51.26 28.10 39.93 58.92 37.44 48.45Gujarat 54.53 32.31 43.75 61.44 41.17 51.64Gandhinagar 63.24 45.78@ 54.83 79.31@ 69.63@ 74.67@Ahmedabad 65.30@ 45.31 55.88@ 70.96 54.32 63.08Note : @ : Highest literacy rate # Lowest literacy rateRate of illiteracy = 100 – literacy rateBoth in 1981 and 1991 Banaskanthadistrict had the highest incidence ofilliteracy ( 77.16%) in 1981. Even thoughthe rate of literacy in Banaskantha hasincreased, it still occupied the firstposition in the incidence of illiteracyduring 1991. Ranks in regard to theincidence of illiteracy, Panchmahals,Dangs, Kutch and Surendranagar occupythe same positions in 1981 as well as inLiteracy Rate

020406080100

1961 1971 1981 1991 1999Male FemaleD:\jobs\GCERT\Gujarat_State2.doc - 43 -

1991. Sabarkantha with rank six in 1981has registered high literacy rate in 1991which, in other words, means lowerincidence of illiteracy compared to that in1981. Literacy rates for Gujarat during theyears under reference have been taken asreference rates for incidence of illiteracy inthe districts.Female literacy: An analysisAccording to 1981 census, female literacyrate which was 32.31 per cent has goneupto 41.17 per cent in 1991 showing animprovement of about 9 per cent. Rate offemale illiteracy was 88.8 per cent inBanaskantha (1981) which was highestamong the districts of Gujarat whereas,Gandhinagar had 54.22 per cent (1981)female illiteracy. Compared to femaleliteracy rate for Gujarat (1981), thedistricts with lower level of literacy wereBhavnagar (28.10), Sabarkantha (25.33),Surendranagar (25.30), Kutch ( 26.72),Dangs (21.20) and Panchmahals (14.92).This indicates that the prevalence ofilliteracy among women in these districtsranges from 71.90 per cent to 85.08 percent which is considerably high. As per1991 census figures, rate of femaleilliteracy was 81.31 per cent inBanaskantha, which was highest amongthe districts of the State whereas,Gandhinagar had 30.37 per cent illiteracy.Reduction in the extent of female illiteracyduring the decade 1981-91 in Gandhinagarmay be attributed to Adult EducationProgrammes implemented in the district.Compared to female literacy rate forGujarat (1991), the districts with lowerlevels were Bhavnagar (37.44),Sabarkantha (35.92), Kutch (34.43),Surendranagar (34.08), Dangs (27.74) andPanchmahals (22.65). Rate of illiteracyranged between 62.56 per cent and 77.35per cent. It is significant to note thatfemale literacy rate, which was 47.17 in

1991, substantially increased 57.01 in1999, indicating the positive impact ofShaksharta Abhiyan (Total LiteracyCampaign) undertaken in Gujarat duringthe last five years of the Millenium.Magnitude of literate persons inrelation to total district population(1991)The analysis of data on literacy have so farpresented figures in percentages and not innumbers. The magnitude of illiteratespersons needs to be indicated, in respect ofvarious districts and rural as well as urbanareas. The data in the Table that followindicates the magnitude of literate personsand illiterates.D:\jobs\GCERT\Gujarat_State2.doc - 44 -

Table 3.3 Magnitude of literate persons in relation to total districtpopulation(1991) , by area and gender7 plus age-group (in ‘000 )District Total Rural + Urban Ruralpopulation(a) /No. ofliterates(b)M+F Male (M) Female(F) M+F Male(M) Female(F)Jamnagar a 1545 790 755 931 474 457b 775 468 307 408 255 153Rajlot a 2509 1289 1220 1329 679 650b 1452 851 601 666 485 261Surendranagar a 1205 626 579 845 439 406b 549 352 197 331 224 107Bhavnagar a 2289 1173 1116 1486 759 727b 1108 691 417 620 407 213Amreli a 1251 631 620 982 494 488b 633 377 256 469 282 187Junagadh a 2392 1220 1172 1614 821 783b 1242 757 485 760 476 284Kutch a 1246 631 615 869 437 432b 546 334 212 323 204 119Sabarkantha a 1758 893 865 1573 798 775b 883 564 319 759 492 267Banaskantha a 2158 1116 1042 1939 1002 937b 693 498 195 567 422 145Mehsana a 2929 1501 1428 2204 1166 1118b 1616 888 728 1190 742 448Gandhinagar a 405 211 194 240 124 116b 302 167 135 177 97 80Ahmedabad a 4776 2514 2262 1205 627 578b 3023 1795 1228 567 380 107Kheda a 3438 1782 1646 2660 1388 1272

b 1950 1242 708 1421 938 483Panchmahals a 2948 1509 1439 2636 1348 1288b 1066 740 326 864 622 242Vadodara a 3073 1606 1467 1757 914 843b 1684 1022 662 758 498 260Bharuch a 1542 798 744 1215 625 588b 809 496 313 586 368 218Surat a 3391 1784 1607 1675 856 819b 1688 1002 686 756 453 303Valsad a 2173 1111 1062 1642 833 809D:\jobs\GCERT\Gujarat_State2.doc - 45 -b 1202 701 501 830 490 340Dangs a 143 72 71 128 64 64b 54 34 20 43 28 15Gujarat b 21275 12979 8296 12095 7863(65.01%)4232(34.98%)Gujarat Urban 9180 5116(55.72%)4064(44.27%)Source: Educational Statistics; Directorate of Adult Education, 1990-91A glance at the figures in the Table clearlyshows that the incidence of illiteracyamong women in rural area is higher thanthat in urban area by 9 per cent. Spread ofliteracy among males in rural area seemsto have been accelerated as is denoted by65 per cent literacy among males in ruralpopulation.Total Literacy Campaign (TLC)and National Literacy Mission(NLM)Notwithstanding the enforcement of thecompulsory primary education act and theprogram for UEE, a large number ofchildren of schoolgoing age are notenrolled in primary schools because theyare required either to help parents insupplementing their income or in lookingafter younger siblings. That is why theyremain illiterate.Adult Education Programme sponsored byCentral as well as State Governments havebeen implemented since 1978 under NAEPwith a view to spreading literacy amongilliterate masses especially among youngpersons in the age group 15 – 35. StateResource Center for Adult Education in

Gujarat Vidyapith has been trying toeradicate illiteracy. Till 1988 the NAEPwas center based which more or less failedto yield results commensurate witheffortsmade. During the period 1980-90,110891 adult education centers wereoperative under various schemes of AdultEducation through which, 4069876 adults(15 – 35) age group were covered.With the launching of National LiteracyMission (NLM), on 5th May 1988 TotalLiteracy Campaign (TLC) wasimplemented in the State, along with otherstates in the country. The ShakshartaAbhiyan Model of Gujarat Vidyapithserved as a prelude to TLC. It was astatewide mass campaign for the spread ofliteracy by District Panchayats.The National Policy on Education 1986declared, “The whole Nation must pledgeitself to the task of eradication of illiteracyin the 15-35 age group” and that thecentral government and state governments,political parties, voluntary organizations,the mass media and educational institutesmust fully address themselves to a massliteracy program.It was envisaged under the NLM directivesto make district as a unit for the campaignand mission mode of tackling TLCresulting in achieving total literacy in thedistrict. Gandhinagar district wasdeclared a Totally Literate District onMay 1, 1991 so far as persons in the agegroup 15-35 were concerned. Bhavnagardistrict was the second district to havebeen declared a Totally Literate District.The NLM – modeled TLC was areaspecific, volunteer-based, result oriented,cost-effective and time-bound. In 1990,TLC was launched in Gujarat especially inthe three districts of Gandhinagar,Bhavnagar and Dangs. District Panchayatsimplemented the TLC in cooperation withspecially registered bodies called DistrictShaksharta Samities. A three-tierD:\jobs\GCERT\Gujarat_State2.doc - 44 -

implementation structure was adoptednamely District, Taluka and Village levels.

In pursuance of specific guidelines givenby NLM, categories of persons trained inevery district chosen for TLC by AdultEducation Resource Center, GujaratVidyapith comprised key persons,Resource persons, master trainers andvolunteer instructors.ImpactAn external agency Sardar Patel Instituteof Economics and Social Research(SPIESR), Ahmedabad evaluated theentire program under TLC in all thedistricts except Gandhinagar by 1996. Forthe intensive appraisal , a total sampleconsisting of 74630 neo-literates, 2120volunteers, 1435 village leaders spreadover 1338 villages surveyed in 17 districtswas chosen.FindingsIt was found that_80 per cent of the adults had increasedawareness about importance ofpersonal hygiene.73 per cent became aware of the needfor immunization against infectiousdiseases.68 per cent learnt about newdevelopments in the field of animalhusbandry.57 per cent got information aboutmodern methods of agricultureincluding improved seeds, fertilizersetc.82 per cent learnt that exercising theright to vote in general election wasvaluable in democracy.79 per cent learners realized thatdowry was a social evil to beeradicated.70 per cent appreciated the importanceand utility of being a literate person.Thus TLC had an impact on generatinggeneral awareness levels of adult learners.Volunteer instructors and primaryschoolteachers who had put in strenuousefforts in making TLC result - orientedneed to be complimented.An achievement test prepared as per NLM

guidelines was given to the sampled neoliterates.Learning out comes on reading,writing and numeracy tests are as follows.About 62 per cent could read 30/35words in a minute.About 79 per cent could read boards ofS.T.bus, advertisement, and simplenewspaper items.67 per cent could read a post card.62 per cent could copy 7 words perminute from a notebook.About 64 per cent could write 5 wordsper minute from the book.60 per cent could do add two digitnumbers.50 per cent could do subtraction ofsimple numbers.Multiplication and division were foundto be difficult processes.Literacy CentersThe National Adult Education Program(NAEP) included various schemes foreradication of illiteracy under central andstate sponsorship as well as by NGOs andthrough college students. The schemesimplemented were: Rural FunctionalLiteracy Program (RFLP), State AdultEducation Program (SAEP), Centers runby Voluntary Agencies and Mass Programfor Functional Literacy (MPFL) bystudents. Total literacy centers under theseschemes and the number of adult illiterates( 15-35 age group) covered under them areindicated below.D:\jobs\GCERT\Gujarat_State2.doc - 45 -

Table 3.4 Literacy Centers and Illiterates coveredYear Literacy Centers underdifferent schemes of NAEPNo. of illiteratescovered1980-81 4506 1490721981-82 6116 1976511982-83 6173 2041811983-84 8155 2596591984-85 11680 4000881985-86 14328 4230001986-87 13885 4310961987-88 13578 413289

1988-89 15794 10348401989-90 13994 5111001990-91 14412 13393701991-92 15200 599000Total 137821 5962346Source: Saksharta Abhiyan, Dept. of information, Gujarat State, 1992.InstructorsInstructors were selected throughadvertisement followed by personalinterview. Minimum qualification for aninstructor was S.S.C.E. pass for maleinstructor and it was lowered for femaleinstructor. In rural areas, the eligibility tobe an instructor was even relaxed based onthe availability of instructors. Afterselection, they were given trainingprimarily by the Adult Education ResourceCenter (AERC), Gujarat Vidyapith.Training Programmesfor Shaksharta AbhiyanTwo-tier strategy was adopted. MasterTrainer’s one-day training workshops wereorganized by the AERC, GujaratVidyapith. Volunteers’ training wasconducted by the VAs through the mastertrainers at their local places of work. TheAERC has published Guidelines/Manualfor Volunteers training. The training-inchargewas generally the Head of theAshram school, high schoolor of the localvoluntary organization of the village.D:\jobs\GCERT\Gujarat_State2.doc - 46 -

The training manual/ guidebook containedsubject matter like (i) exposition anddiscussion on workpaper about theSaksharta Abhiyan – Need, Objectives,Strategy (ii) acquaintance with,understanding of and use of the miniliteracykit for imparting literacy duringthe Abhiyan; (iii) demonstration of theMethodology for Rapid Literacy Learningbased on the kit.Besides this, training strategy included (i)self-study assignment, (ii) explanation anddiscussion on the modalities of renderingthe entire village literate (iii) how to makeindividual contacts and mobilize themasses by enlisting people’s cooperation,

(iv) use of mass media and (v)reciting slogans and chorus songs onliteracy.Teaching-Learning MaterialTeaching material for instructors andlearning material for adult learners wereprepared and published by AERC, GujaratVidyapith.Learning Material for Adult Learners Teaching Material for InstructorsTeacher’s Guide for(e) Navjagaran Praudh Vachanmala(f) Navjagaran Mahila Vachanmala(g) Arithmetic ( Ganit Pothi)(h) Navjagaran Majoor Vachanmala(e) Navjagaran Rathwa VachanmalaCharts based on VachanmalaChitra Vachanpat – 1 ( Picture readingchart)Chitra Vachanpat – 2 ( Picture readingchart)Self – learning evaluation cardsChitra Pathavali – 1Chitra Pathavali – 2(a) Navjagaran Praudh Vachanmala(b) Navjagaran Mahila Vachanmala(c) Navjagaran Praudh Lekhan Pothi(d) Navjagaran Majoor Vachanmala(e)Navjagaran Rathwa Vachanmala( For tribal)(f)Navjagaran Praudh Mahila PothiJan Chetna Vachanmala SeriesAdult Learner’s Achievement Record( Evaluation Manual)Learning material used: Natureand ContentTwo sets of mini-literacy kits – LaghuSaksharta Samput I and II were publishedand used in the Abhiyan for Literacy,numeracy, awareness and national values.Kit – I focuses on functional literacy andnumeracy and awareness generation. Itconsists of 15 lessons on literacy by andlarge covering the entire alphabet, 5 onpost-literacy and the next 5 on functionalarithmetic. Kit – II deals with furtherfunctional literacy, numeracy and clearlyincorporates messages on awareness andnational values besides those in Kit – I.

The messages are: women’s parity, healthand hygiene, mother and child care, rightsof daily-wagers, small family norms,immunization, environment conservation,national integration, equal respect for allreligions etc.D:\jobs\GCERT\Gujarat_State2.doc - 47 -

The kits are accompanied with (i) anotebook for writing practice and (ii)evaluation tests. Kit – I contains 4concurrent self-evaluation tests to be takenby the learner generally after every 4lessons. They contain objectiverecognition type of items. The kits havealso the summative evaluation tests(objective tests) to be taken at the end.Audiocassettes on Kit – I have beenprepared. As stated earlier, training manualfor volunteer’s training has been publishedand is used by the VAs for local training.The expenditure per adult learner of theAbhiyan covers expenses on publication ofkits, campaign training, monitoring andevaluation. SRC which functions as anextension wing of the Gujarat Vidyapithalso spear-heads this program. 14 lakh Kit– I and 7 lakh Kit – II have been publishedand distributed.In addition to learning kits, teachinglearningmaterial which was prepared byAERC comprised Janchetna Vachan Mala– I, II and III, instructors’ guidebook, andtraining manual for trainers. Voluntaryagencies organized training programmesfor their volunteer instructors using thismaterial.Expected Standard of LiteracyLevelNLM has prescribed norms for learners’evaluation in regard to reading, writingand numeracy. An adult learner whoattains 80 per cent marks at the finalevaluation test in all the skills is declaredto have achieved the expected literacylevel and is considered as a totally literateperson.Role of NGOsDuring NAEP and TLC, prominent

voluntary agencies conducted programmesfor eradication of illiteracy under centrallysponsored scheme. More than 30 voluntaryagencies conducted such programme inthe State, chief among them were: GujaratCrime Prevention Trust, Ahmedabad;Akhand Jyot Foundation Trust,Ahmedabad; The New ProgressiveEducation Trust, Mehsana; Smt.B.K.Baljoshi Trust, Kalol and Bhil SevaMandal, Dahod. Gujarat Crime PreventionTrust conducted AE Classes primarily forwomen. To attract women to join literacyclasses, the trust also organized variousvocational and craft centered activitiesalso.Gujarat has the distinct tradition ofvoluntary agencies working for women’supliftment and social amelioration. NGOswith professionalised managementapproach and strategies joined their handsin the task of spreading literacy.Post Literacy and ContinuingEducationLiteracy levels achieved during TLCthrough campaign mode so not seem tohave stabilized. It was felt, to see that neoliterates retain literacy and enrich theircompetencies so as to create a learningsociety. The NLM provides for a PostLiteracy Campaign (PLC) where gains ofliteracy are consolidated and an effort ismade to link learning skills with life skills.With this end in view, the NLM supportsthe starting and functioning of ContinuingEducation Centers (CEC) in order tosustain the learning process in thecommunity.Government of India - sponsored schemefor setting up of Jan Shikshan Nilayams(JSN) has been in operation in severalparts of Gujarat. In different districts,AERC encouraged voluntary agencies toD:\jobs\GCERT\Gujarat_State2.doc - 48 -

set up JSNs aiming at ensuring retentionand enrichment of literacy amongneo-literates and continuing education forlife skills.

Post literacy centers have been workingmainly in places where learning centers ofTLCs were functioning. Learning materialfor PLCs prepared by AERC in the formof Janchetna Vachan Mala – IV onwards isused in Post Literacy Centers. ‘Preraks’for JSN and for PLC are selected andgiven performance based training withspecific time duration by AERC to enablethem to organize required activities at thecenters.Of late, it is the policy of centralgovernment, that as fallowup of TLC andPLC, Continuing Education programmeshould be undertaken with vigour as a lifelongeducation programme. That is why aDepartment of Continuing Education hasbeen working in place of the Departmentof Adult Education at the State level.Alternative Schooling:(Non Formal and Open Education)As the main strategy for covering out – of- schoolchildren - both non - starters anddroped - outs, a major change in thepolicy has been adopted to ensure theenrolment and eduication of drop - outsin the Elementary education system.Accordingly, every child in the age group6 to 14 shall continue to learn on a fulltime base, if possible, and on a part timebases, if necessary. It is in this contextthat, alternative schooling and non-formaleducation system have been recommendedby the Central government.Non-Formal EducationA programme of Non-Formal Educationwas launched by the central governmentnearly two decades ago in order to fulfilthe need for providing alternative means ofprimary education for deprived sections ofsociety. These sections consist of non -starters, droped - outs, children fromhabitations without schools, children whoassist parents in domestic works and girlswho are unable to attend formal schools.The NFE program has been revised andstrengthened in the last decade of thecentury. It has been extended to cover

urban slums, hilly, tribal and desert areas.Notwithstanding the fact that Gujarat Stateoccupies a higher position in literacycompared to educationally backward statesof the country, Govt. of India approvedthe NFE scheme from 1989-90 for theState.In pursuance of NPE – 1986, StateGovernment and voluntary agencies runNFE classes as per revised NFE policy inurban slums, hilly and tribal areas.Table 3.4Non-Formal Education Centers, by agency and by beneficiariesYear State Number of BeneficiariessponsoredCentersCenters byVoluntaryagencies Boys Girls Total1988-89 - 2119 25404 29724 551281989-90 - 2017 24197 30415 546121990-91 1533 2282 46192 41468 876601991-92 1533 2282 46192 41468 87660D:\jobs\GCERT\Gujarat_State2.doc - 49 -

Source: Shaksharta Abhiyan, Dept. of Information, Gujarat State, 1992Target groupThe target group includes children in theage group of 9 to 14 who belong tospecified categories mentioned earlier.Teaching – Learning MaterialThe curriculum for NFE has been preparedin joint collaboration with the Directorateof Adult Education, State Institute ofEducation, State SchoolTextbooks Boardand subject experts. Curriculum andteaching-learning material thus preparedare comparable to the for formal systemand relevant to local environment andlearners’ needs. A condensed course ofabout two years duration for lower primaryand three years for upper primary level istaken into consideration while preparingtextbooks for NFE.InstructorsCriteria for selection of Instructors are:Persons living in the local area andwith love for education and socialservice.A person belonging to sociallybackward category.

Preference to women candidate.Inspiring personality.Selected instructors undergo trainingconducted by trained Project Officersand Supervisors in phases of specifiedtime duration.EvaluationA procedure of continuous evaluation oflearning children as well as finalevaluation is adopted to assess theachievement of the learners. On the basisof final evaluation, a certificate is awardedat the conclusion of learning. Suchchildren are considered eligible for entryinto a particular class of formal system ofeducation.Alternative Schooling (AS)More than 2 lakh children are estimatedwho do not attend formal schools. DistrictPrimary Education Program (DPEP),therefore, has started Alternative Schoolsto provide access to primary education tochildren of disadvantaged sections livingin remote and small habitations, aiming toprovide schooling facility to non-startersand drop out children to a level where theycan rejoin the formal system of primaryeducation.Models for Alternative SchoolIn the project districts: Banaskantha,Dangs and Panchmahals, several ASmodels have been tried out for providingschooling facility to out of schoolchildren,that include:Back to School(2000 centers): AS center,Alternative School and Education Camp(yet to start)Bridge Courses (138 centers): Vacationcourse, Ashram Shalas, Tent School,Community Hostel, Salt Pan School andNight Class.Under Alternative Schooling System,DPEP Gujarat has achieved enormoussuccess. By February 2001, out of theproposed 2800 AS centers have beenopened under Back to School program,covering 40516 out of schoolchildren ofwhich 21974 are girls. Also, 138 Bridge

Course centers have been opened covering2347 working children and children ofmigrant laborers.D:\jobs\GCERT\Gujarat_State2.doc - 50 -

Table 3.5 Number of Alternative Schooling Centers and BeneficiariesDistricts No. of AS No. of StudentsCenters Boys Girls TotalBanaskantha 800 8793 10305 19098Dangs 60 515 583 1108Panchmahals 1140 9234 11076 20310Total 2000 18542 21964 40516Training CentersThe diverse educational needs of thechildren require a host of trained teacherswhose teaching and learning skills areconstantly upgraded. Keeping in mind, theneed for training and academic support tothe AS Instructors, Training Center forAlternative Schooling at Vav and Warahiin Banaskantha and Halol in Panchmahalswere set up.The main elements of the trainingobjectives are:To prepare the instructors to cope withthe diverse educational needs of thechildren i.e. children from remoteareas, small habitations and workingchildren.To develop Teaching/LearningMaterial (TLM) for AS centers bytrainees themselves.To equip teacher trainees with themethods of joyful and activity - basedteaching.Alternative Schooling instructors are given45 days-residential pre-service training attraining centers. The in-service training isconducted in three phases, each phasebeing of 15 days. In the first phase,induction training is given. The secondphase is a refresher course, while in thethird and fourth phase, the final training isconducted. Each phase of training isfollowed by 6 months of field experiences.Resource persons are drawn from StateProject Office, District Project Office,Block Resource Center and ClusterResource Center co-ordinators.

A special training kit has been developedon the basis of text-book content andMinimum Levels of Learning (MLL)which includes lesson cards, activity card,progress card and evaluation card.It has been found that girls do not come toschool regularly due to several problems,e.g., anti-social elements and distance ofthe school from their house. Even rules donot permit to open schools in remote andscattered habitations. To overcome theseproblems, AS centers specifically for girlshave been opened for a minimum of 5-20girls with a lady teacher from the samelocality.Table 3.6 Girl – Specific CentersDistrict No. of Centers No. of girlsBanaskantha 96 1802Dangs 16 175Panchmahals 48 581Total 160 2558D:\jobs\GCERT\Gujarat_State2.doc - 51 -

Tribal - Specific AS CentersTo bring the never enrolled and dropoutchildren to mainstream as many as 894tribal – specific AS centers have beenopened under Back to School program.Due to the intense mobilization, 19516children have been enrolled of whom10304 are girls. Proportion of girl’senrolment has been more than boy’senrolment, which is indeed a significantachievement.Education of Children withSpecial NeedsEducation Commission (1964-66)recommends that a reasonable target foreducation of the Handicapped children willbe to provide, by 1986, education for about15 per cent of the blind, deaf andorthopedically handicapped children andto about 5 per cent of the mentally retardedones.National Policy on Education (1986)envisages that every effort should be madeto expand educational opportunities tocover all handicapped children for theaccomplishment of the UEE. For the more

severely handicapped children, educationmay be provided in especially suitablesettings for the development of thepotential. Others could be placed in regularschools and provided with requisiteadditional facilities. Appropriate curriculaand techniques of teaching suited forhandicapped children should be evolved.Integrated Education for DisabledChildren (IEDC)In this context, Government of Indiainitiated a scheme of Integrated Educationof Disabled Children (IEDC) in 1986. it isexpected that children with various typesof disabilities can live with their parentsand receive education in a common schoolof their village or area along with commonchildren. IEDC scheme is a 100 per centcentrally sponsored scheme. Thedisabilities include Visual Impairment(VI), Hearing Impairment(HI), MentalRetardation(MR), OrthopedicHandicaped(OH) and MultifacetedDisability.Gujarat Council of Educational ResearchAnd Training (GCERT) looks aftereducation of the disabled through theIEDC Cell created in 1992 under StateEducation Department and its functioningunder GCERT since 1998.Convergencewith NGOs has strengthened theimplementation of the IEDC scheme inGujarat.Magnitude and coverageAccording to the Progress Report of theGujarat State Project Office, DPEP, asurvey of disabled children conducted in1997 estimated 17031 disabled childrenenrolled in schools and 2412 disabledchildren who were out of school in threeDPEP districts (Banaskantha, Dangs andPanchmahals). Endeavours are being madeto bring them to the regular mainstream.According to the report of IEDC cell ofGCERT, Gandhinagar, beneficiaries of theIEDC scheme during 1999-2000 were17287 disabled children with 338 specialteachers. Regular schools under 35 NGOs

catered to the educational needs of thedisabled children in the schools situated in116 Blocks/Talukas in 20 districts of theState. In 2000-2001, it is envisioned tocover 22955 disabled children under thecare of 622 special teachers with theconvergence of 56 NGOs in 176 Blocks ofall the 25 districts of Gujarat.A door-to-door survey of disabled childrenin 30 Talukas was conducted in cooperationwith NGOs (Voluntary agencies)with the UNICEF financial assistance in1999-2000. Out of estimated 36000D:\jobs\GCERT\Gujarat_State2.doc - 52 -

disabled children, 17287 children weremedically checked and were enrolledunder IEDC schemes. In 2000-2001, thetotal number of children with special needshas gone up to 22413. Parents of theremaining disabled children werecounseled and encouraged to get theirchildren enrolled in regular schools.Breakdown of such enrolled children isgiven in the Table 3.7 according to thenature of disability.Table 3.7 Enrolment of Children According to Nature of DisabilityNo. Category No. of children1999-2000 2000-20011. Visually Impaired 2,844 33832. Hearing Impaired 1190 16093. Mentally Retarded 1601 37314. Ortho. Handicapped 11652 13690Total 17287 22413Special Schools in Different DistrictsSchools with facility for visuallyimpaired children are situated inJamnagar, Bhavnagar, Amreli,Junagadh, Kutch, Sabarkantha,Mehsana, Ahmedabad, Kheda andSurat districts.The districts having schools withfacility for hearing impaired childrenare: Jamnagar, Bhavnagar, Amreli,Junagadh, Kutch, Sabarkantha,Mehsana, Ahmedabad, Panchmahals,Bharuch, Surat and Valsad.Mentally Retarded children have thefacility for schooleducation in the

districts Bhavnagar, Junagadh, Kutch,Mehsana, Gandhinagar, Ahmedabadand Kheda.Children who are Orthopadicallyhandicapped have schooling facility inJamnagar, Rajkot, Bhavnagar, Amreli,Junagadh, Kutch, Sabarkantha,Mehsana, Gandhinagar, Ahmedabad,Kheda and Surat districts.Teachers and their TrainingTeachers for disabled children areprovided training about the pedagogicalaspects of IEDC. For this, a proposal for abridge course was approved by RCI, NewDelhi. There are seven institutions in theState that organise training for the Specialteachers. Special teachers and lecturers ofDIETs were given training in regard to thisbridge-course at Blind Persons Association(BPA) Ahmedabad and NationalAssociation for the Blind(NAB) Visnagar.During1999-2000, five such bridgecourseswere organized.An Indo-Australian Training Program wasorganized and conducted at Gandhinagarfor Master Trainers, special ResourceTeachers for IEDC and lecturers fromDIETs in collaboration with MHRD, NewDelhi during 2000-2001.Government of Gujarat has issued GRdated 29-3-2000 specifying educationalqualification for a special teacher,experience, age and pay-scale. A specialTeacher is required to be appointed forevery 10 disabled pupils.D:\jobs\GCERT\Gujarat_State2.doc - 53 -

Aids and EquipmentsFor Visually Impaired: Braille Slatand Stylus, Brailler, Abacus, Braillepapers and Textbooks, ThermoformMachine, adjustable magnifiers.For Hearing Impaired: Individualhearing aids, Voice Trainer, Audiometer.For Mentally Retarded: Senserelated equipments, Maria-Montessori Kitor NCERT prepared ECCE Kit.For Orthopadically Handicapped:Adjustable Furniture.

Teaching-Learning Material(TLM)With a view to removing barrier to theeducation of children with special needs inGujarat and educating people as well asthe special teachers, a variety of bookletshave been prepared and published byGCERT under the IEDC scheme inaddition to the usual aids and equipmentnecessary for learning. They are:Integrated Education for the MentallyRetarded childrenIntegrated Education for the Deaf andDumb childrenIntegrated Education for the childrenwith Vision ImpairmentLow vision assessment: parts 1 and 2Guide book for the parents and thefamily of the disabled childModules for the training of (a) Coordinatorsof Cluster Resource Centersand (b) Resource PersonsGuidelines for the First and Secondyear PTC student-teachers on IEDCIt is worthwhile to note that the centrallysponsored IEDC scheme is beingimplemented through only the NGOs inthe State. By way of incentives to promoteeducation of children with special needs, acentral financial assistance to aschoolunder IEDC scheme is granted forthe purchase of educational aids andequipment within the limit of Rs. 30,000.Book and stationery allowance of Rs. 400is granted to school per disabled child. Rs.200 per year per child is given to theschool in lieu of school uniform.The Act for the Disabled children(1995)In accordance with the provisions of theAct for the Disabled children (1995), everydisabled child should be provided free,compulsory and universal education uptothe age of 18. A pertinent proposal in thisregard was submitted to the Stategovernment. The government has issuedan order on 20th October 1999 in thisconnection. DEOs, DPEOs,

Administrative Officers of theCorporation, Local Bodies and Principalsof DIETs are requested to take necessaryaction.D:\jobs\GCERT\Gujarat_State2.doc - 54 -

Chapter 4Secondary and Senior Secondary EducationSecondary EducationPrior to independence, geographical andadministrative in Gujarat comprisedBritish Gujarat, Baroda State and theprincely states of Saurashtra andKuchchha.The following figures throw light on theprogress achieved in secondary educationin the State before Independence.Table 4.1 Secondary Education, 1921-47Region No. of schools No. of students1921 1947 1921 1947British Gujarat 78 156 11853 63587Baroda State 68 162 11440 30724Saurashtra 115 103 16428 34246Kutchchh 13 17 1080 4844Source : Gazetteer of India, Part II, Gujarat State, Gandhinagar, 1991Post Independence Development:This period witnessed experimentation andfurther expansion of secondary education.Lok-Shalas with standards VIII to X andpost-basic schools were started under theinspiration and influence of Gandhianphilosophy of national basic education andvillage reconstruction. The idea of Lok-Shalas originated after Shri NanabhaiBhatt paid a visit to Denmark.The post-basic schools were started with aview to breaking economic andgeographical barriers between rural andurban populations and to bridge the gulfbetween culture and work, humanities andtechnologies and between the practical andthe ideal. In 1964-65 11 schools taughtagriculture and animal husbandry.Spinning and weaving were alsointroduced as subsidiary craft in some ofthe schools.Vocational schools were started in 1937-39 in Bombay State at such places asAbrama, Godhara, Avidha and

Ahmedabad in Gujarat area of BombayState. Their number was 13 in 1964-65 .Among the subjects taught, home scienceand fine arts were introduced in girls’schools. The total number of students inthese courses was 20545 out 0f 82177 whoappeared at the S.S.C. Examination in1964-65.During the second and subsequent Plans,there was rapid expansion of secondaryeducation mainly because of introductionof compulsory primary education from1956 onwards, and general prosperity,green revolution and social and politicalawareness among the rural population.The progress of secondary education afterindependence has been phenomenal as isevident in the Table below:D:\jobs\GCERT\Gujarat_State2.doc - 55 -

Table 4.2 Post - Independence Progress of Secondary EducationYear No. ofSchoolsNo. ofPupilsNo. ofTeachersPupil-TeacherRatio1950-51 333 146303 5981 241955-56 539 261094 10000 261960-61 1099 364853 14208 261965-66 1590 602738 22188 271970-71 2263 785865 29229 271975-76 2672 965301 34123 281980-81 3153 1026905 38436 271985-86 4297 1258341 46671 271990-91 5122 1652285 57957 291995-96 5713 1925083 64243 301998-99 6011 2042691 65231 31Source: Director of Education of Gujarat State, GandhinagarSecondary education has shown verysatisfactory progress. The number ofschools has increased from 333 in 1950-51to 6011 in 1998-99, showing 18 timesincrease; the number of students from 1.46lakh to 20.42 lakh, showing 14 timesincrease and teachers from 5981 to 65231,showing 11 times increase during the last

five decades. The pupil-teacher ratio hasincreased from 24 to 31 indicating thatappointment of teachers has always notaccompanied the increase in enrollment.The curricula of secondary schools (VIIIX)were upgraded and introduced from1973 from class VIII and onwardsgradually. The ultimate object is to providea secondary school within a radius of 5 kmfrom the home of the child.AccessIn view of the increasing number ofsecondary schools, proper planning oftheir location becomes extremelyimportant. About 17 per cent of habitationshad the facility of secondary educationwithin them in 1965, whereas 37 per centof the habitations had access to secondaryschool up to a distance of 5 km (3 miles).There were 12574 (54.54%) habitations asreported in the Third Survey, with acoverage of 66.31% population havingsecondary education facility within 5 kmincluding, 1533 habitations with acoverage of 7.86% population having thefacility in them.According the Fourth survey the facilityfor secondary education was available to18021 (75.14%) covering 80.80%population within 8 km including1826(7.61%) habitations with a coverageof 25.79% population having facility inthem. There were 2,6028 habitations withpopulation 2000 or more and of these 2264(86.81%) had facility within 8 kmincluding 1236 habitations (47.30%)having facility in them.A reported in the Fifth survey the facilityfor secondary education was available to11.93% within the habitation and 82.39%within a walking distance of 8 km. 31.97%of rural population was served bysecondary schooling within the habitationswhereas 87.15% of rural population hadaccess to secondary schooling facility upto 8-km.The Sixth survey reports that in 1993 thefacility for secondary education was

D:\jobs\GCERT\Gujarat_State2.doc - 56 -

available to 13.59% within their habitationand 75.04% of habitations within thedistance 5km. 33.88% of rural populationwas served by secondary schooling withinthe habitations whereas 80.37% of ruralpopulation could have an access tosecondary schooling facility upto 5 km.Gender disparitiesData on enrolment of pupils by gender forthe period 1961-1999 have been presentedand analyzed in Table 1.5 of Chapter 1.Based on these figures, gender disparityIndex 76: 24 in 1961 has been decreased to60:40 in 1999.Developments since NPE 1986National Policy on Education (1986)recommends diversification of educationand lightening of academic load so as tofacilitate and help development of the totalpersonality of students. The curricular andco-curricular programme, physicaleducation, games, socially usefulproductive work (SUPW) and socialservice should be introduced. It was alsorecommend that secondary schools shouldhave academic and vocational stream.According to NPE, secondary educationcomprised classes VIII, IX and X. A newpattern of higher education (10+2 pattern)classes XI and XII was introduced in 1976.Before the NPE, secondary education inGujarat included classes VIII to XI. Theexamination held at the end of class XIwas matriculation examination conductedby Bombay University.Since the implementation ofrecommendations of NPE, there has beenoverall expansion of schools, pupilenrolment and teachers respectively, 1.4times, 1.62 times and 1.4 times. (videTable 4.3).In the Eighth Five-year plan provision ofspecial incentive schemes like mid-daymeal, free Uniform, free textbooks andattendance scholarship to girls was madefor the development of secondary schoolsand their qualitative improvement,. These

schemes were primarily extended toAdivasi areas. Pertinent data in thisconnection are indicated below:Table 4.3 Beneficiaries under various Incentive schemesMid-day Meal Free Uniform Free textbooks AttendanceScholarship togirlsCategory(1993)SchoolsB G SchoolsB G SchoolsB G Schools GirlsSC 304 20 1093 487 8264 4241 2900ST 289 265 4793 3775 107365951 4759AllCommunities31237510312788818 58791716643123512340510842In addition to these schemes, secondaryschools are encouraged to set up bookbanks, to award scholarships to thetalented students and a specific amount ofgrant is given to the secondary schools.During the year 1998-99, a grant of Rs.443.21 crore in lieu of pay and allowanceshas been paid to schools managed byprivate and local bodies. In addition tothis, an amount of Rs. 333.59 crore hasD:\jobs\GCERT\Gujarat_State2.doc - 57 -

been expended as plan expenditure for thedevelopment of secondary education.To meet shortage of trained teachers insecondary schools, the State Governmenthas introduced `Shikshan Sahayak`scheme since 1999. To promote computereducation in secondary schools, acomputer assistance scheme has beenimplemented since 1999.Gujarat State Secondary EducationBoard has been functioning since 1974.The board is empowered to accordsanction and registration to nongovernmentsecondary schools, to dealwith important matters relating to teachersand non-teaching personnel as well ascurricular matters pertaining to secondaryeducation. This board conducts S.S.C. andH.S.C.examinations in the State.Present Status of SecondaryEducationTotal number of secondary schools in theState upto 1999 was 5813, which includedthe table of Page 51 gives the number ofschools as 6011. 2 new schools in Adivasiarea during the year. In the State, privateregistered voluntary agencies and localbodies manage non-government secondaryschools.Secondary school employees are givenbenefit of direct pay, GPF and Pension.Senior Secondary EducationFor the last 24 years Senior/HigherSecondary Education according to the10+2 pattern has significantly developedin the State.Higher secondary education provideseducation in four different streams:General Stream (Arts and Commerce)Science StreamHigher Post Basic StreamVocational StreamWith a view to paying more attention toHigher Post - Basic Stream, a separatePost Basic Education Board has been setup at the State level. It has been difficultto motivate students for joining vocationalcourses and creating necessary

infrastructure, Gujarat government has setup an Office for Joint Director ofEducation (Vocational Education) with toppriority.In Gujarat, Junior college pattern does notexist for higher secondary, and thereforeno higher secondary school is affiliated toany university.According to the Fifth survey, the facilityfor higher secondary education wasavailable to 2.05% within the habitationsand 49.16% of habitations within thewalking distance of 8 km. 80.46% of ruralpopulation was served by higher secondaryschooling within the habitations whereas55.05% of the population had access tohigher secondary schooling facility upto 8-km.The Sixth survey reports that the facilityfor higher secondary education is availableto 2.89% within their habitations and to58.00% of habitations within the distanceof 8 km. 10.25% of rural population wasserved by higher secondary schoolingwithin the habitations and 61.64 % within8-km.It is significant to note that percentageincrease in the number of higher secondaryschools during the period 1981-99 was88.52 (vide Table 1.1), which shows aconsiderable expansion of highersecondary schooling facility. During thesame period, student enrolment registeredan increase of 101.04 (vide Table 1.6) percent or twofold increase in enrolment.Percentage increase in girls the propositionof girls in total enrolment has increase toabout 12 per cent.D:\jobs\GCERT\Gujarat_State2.doc - 58 -

School ComplexSchools within the radius of 8 km usuallyform a school complex. School complexesprimarily work within the purview ofprimary education. Periodic meetings ofteachers of schools within the schoolcomplex discuss methods of teaching,items on syllabus, units of teaching andother problems. The meeting is

participatory in nature with a fewknowledgeable teachers giving guidanceon issues and follow up work. School,where teachers gather extends its facilityto other schools.In case of school complexes at thesecondary and higher secondary levels ofeducation, a higher secondary schoolworks as a lead school and extends itsessential infrastructure facilities tomember schools. Thereby the professionallevel of teachers and their teachingcompetence is enhanced through exchangeof views on academic and administrativeissues.Vocationalisation at the +2 stageMultipurpose schools were started duringthe First Five-year Plan, they providededucation at least in two diversifiedcourses. At the end of 1955-56, there were23 such schools, which provided forteaching in commerce, agriculture, homescience, other technical subjects and finearts. Their number rose to 99 in 1962-63.Vocationalisation at the +2 stage wasimplemented from 1988, the purpose beingto enable the 10th pass student to joinvocational stream of his/her choice out of27 different courses and to enable him toearn livelihood by setting up a vocationindependently after the successfulcompletion of the course.This is a centrally sponsored scheme and isbeing implemented in government andnon-government higher secondary schools.Vocational education lays more stress onpractical work, workshop practice and inplanttraining. After passing H.S.C.examination, a student can have vocationalexperience by joining a factory or anindustrial centre under the Apprenticeshipscheme. A stipend of Rs. 900/- per monthis given to such an apprentice.Two year curriculum of Crèche and Preschoolmanagement under Home-sciencecourse is considered equivalent to the Pre-P.T.C. certificate course with effect from1999.

To popularize vocational education insociety, Central Institute of VocationalEducation, Bhopal has adopted theincentive award scheme for the best schooland students securing first two ranks in theState.Curriculum renewal process for differentvocational courses is under way.During the year 1998-99, vocationalcourses were available in 352 classes in116 schools. During this period, largestnumbers of classes were available inHome-science group. It is interesting tonote that, students in Home-science groupwere the largest in number. Out of 8851students in vocational stream 3344 wereboys and 5507 were girls. This shows that62 per cent of the students were girls whotook the benefit of the vocationaleducation. An Agriculture course wasavailable only in the four districts:Sabarkantha, Kheda, Panchmahals andBharuch. The facility for Home-sciencegroup was not available in the districts:Panchmahals, Bharuch, Surendranagar,Amrei and Bhavnagar.Enrolment in Vocational streamFigures relating to enrolment in vocationalstream regarding Scheduled Castes,Scheduled Tribes and All Communities areindicated in Table 4.4.D:\jobs\GCERT\Gujarat_State2.doc - 59 -

Table 4.4Enrolment in Vocational stream, by categoryYear Scheduled Castes Scheduled Tribes All CommunitiesBoys Girls Total Boys Girls Total Boys Girls Total1998 Std : XI 186 185 371 469 513 982 1748 2778 4526Std : XII 178 339 517 396 419 815 1644 2751 43951999 Std : XI 460 290 750 982 1051 2033 4107 3966 8073Std : XIIPercentincrease ClassXI & XII363 298 661 833 771 1604 3185 3532 6717Source: Educational Statistics, Commissionerate of schools, Government of Gujarat, 1998-99Enrolment shows an increasing trend in allthe categories. The percentage figures for1999 show a decreasing trend in the caseof girls enrolment. However, thepercentage of girls enrolment in each

category ranges between 45 and 65 (SC),48 and 51 (ST) and about 53 and 63 (Allcommunities).Linkage with IndustryStatistics of these who passed XII withvocational and have obtained employmentfields are shown below:Table 4.5 Magnitude of Students Employed in IndustryYear StudentspassedEmployed Persons Opted For higherEducationNumber Per cent Number Per cent1996-97 2862 267 9 2042 711997-98 1590 229 14 1176 741998-99 1217 255 21 774 64The statistics present a disappointingpicture. Because of lack of employmentopportunities, vocational education,students are shifting to conventional andprofessional courses. There seems need toredesign and restructure the scheme withcontinuous evaluation and monitoring.From 1994-95, the vocational educationscheme passed through critical phase, witha decline in the number of schools andsections of standards XI and XII.At present, the State Programme ofvocational education is confronted with anumber of problems. Efforts are beingmade to link vocational education withD:\jobs\GCERT\Gujarat_State2.doc - 60 -

industries so as to ensure employmentof students passing standard XII.

Chapter 5School Infrastructure and FacilitiesProgress on provision of SchoolBuildingThe quantitative expansion of Education atall levels after independence has generallynot been followed up with correspondingincreases in school buildings, classroomsand other necessary physical facilities.Relevant data are given below:Table 5.1 Nature of School Building at different stages of Education(school buildings in Percentage)Year Nature of School

BuildingPrimary Secondary HighersecondaryPucca 85.50 87.86 88.17Partly Pucca 3.56 9.53 9.131973Kachcha 10.9 2.60 2.68Pucca 77.82 94.20 99.48Partly Pucca 5.99 4.34 0.251978Kachcha 16.17 1.44 0.25Pucca 93.58 95.49 99.80Partly Pucca 3.05 2.17 0.001986Kachcha 3.37 2.51 0.001993 Pucca 96.40 94.61 97.77During 1973 – 93, school buildings showan increasing trend so far as the nature oftheir construction is concerned. In otherwords, Pucca buildings have beenprovided, by and large, in all of schoolswith an increase of 10.9, 6.75 and 9.6percentage points in primary, secondaryand higher secondary, respectively. In1973 and 1978 higher secondary schoolrelate to only class XI of the old pattern.Schools According to ClassroomsAvailability of classrooms for instructionalpurpose and for other educational use goesa long way in promoting education at allstages. Relevant data are shown in Table5.2.D:\jobs\GCERT\Gujarat_State2.doc - 61 -

Table 5.2 Availability of ClassroomsStage Year Schools with no. of Class RoomsZero 1-2 3-4 5-6 7-8 Morethan (-)TotalPrimary303 10405 1256 185- (five)560 12709Uppe rPrimary198690 3353 3878 2723 2471(eight)3677 16192Zero 1-2 3-4 5-9 10 &above

TotalPrimary 356 10600 1694 645 287 13582UpperPrimary1993125 2441 4579 7683 3787 18615Zero 1-6 7-12 13-18 19-21 22 &aboveTotalSecondary 38 1486 1715 387 66 76 3768HigherSecondary199324 22 288 477 242 782 1835Data reveal the following position.A gradual increase has taken place inthe number of class rooms availableprimary and upper primary schools.Maximum number of primary schoolshave 1-2 classrooms and at the upperprimary stage, 3-4 classrooms areavailable in maximum number ofschools.Less than 3 per cent primary schoolsimpart instruction without anyclassrooms whereas in upper primaryschools having no classroom facilityfor instruction are less than 1 per cent.Maximum number of secondaryschools have 7-12 classrooms 782higher secondary schools had 22 ormore classrooms for instructional andother educational use in 1993.In 1993, the number of secondary andhigher secondary schools havingsurprisingly no classroom facility forinstruction was still nearly 1.5 per centin moffusil area.Ancillary FacilitiesIt is essential for the students to have basicphysical facilities like, drinking water,urinals and lavatory, in addition to the playground facility in schools for their healthydevelopment. The nature and extent ofavailability of such basic and ancillaryfacilities is presented in Table 5.3.D:\jobs\GCERT\Gujarat_State2.doc - 62 -

Table 5.3 Schools having various ancillary facilitiesStages Year Drinking

waterUrinals SeparateUrinalsfor girlsLavatory SeparateLavatoryfor girlsPlaygroundPrimary 5543 2504 NA NA NA 7023UpperPrimary8819 5143 NA NA NA 9742Secondary 2101 1927 NA NA NA 1821HigherSecondary1978767 757 NA NA NA 659Primary 7142 3230 1402 1059 389 9313UpperPrimary11405 8443 4387 3213 1807 12987Secondary 3103 3025 2361 1917 1384 3204HigherSecondary19861233 1198 1112 1073 932 1207Primary 5328 3607 2018 1254 819 NAUpperPrimary12389 12010 8433 5454 3616 NASecondary 3518 3466 3076 2560 1986 NAHigherSecondary19931803 1800 1716 1714 1529 NAObservationsThere seems to be a gradual increase inthe provision of all ancillary facilitiesenumerated above from 1978-93.Toilet facilities specially for girls haveincreased by 1.3 times to 2.1 timesfrom 1986-93 in primary to highersecondary schools.In accordance with the decision of theState government, to enhance essentialtoilet facilities for girls, 4200 sanitarycomplexes for girls are targeted to be built.As of 1999 - 2000 such complexes have

been built up.Science Laboratories in HigherSecondary SchoolsIt is obligatory on the part of themanagement of higher secondary schoolsto provide full-fledged science laboratoriesfor Physics, Chemistry and Biology, ifthese schools teach Science. The availabledata on the position of science laboratoriesin higher secondary schools of the State isshown in Table. 5.4.Table 5.4 Position of Science Laboratories in Higher Secondary SchoolsNo. ofSchoolsSeparateLab. forSeparatelab. forCombinedlab. forCombinedlab. forCombinedlab. forNo lab forany of theD:\jobs\GCERT\Gujarat_State2.doc - 63 -SchoolsTeachingScienceLab. forPhy,ChemBiologylab. forPhy,Chembut not forBiologylab. forPhy,ChemBiologylab. forPhy,Chembut not forBiologylab. forPhy,Chembutseparatefor Biologyany of thesubjects

422 374 3 15 1 4 25374 (88.62%) higher secondary schoolsout of 422 were equipped with separatelaboratories for practical work in thesubjects Physics, Chemistry and Biologyin 1993. However, about 6 percentschools had no science laboratories.LibraryFor the acquisition of general knowledgeand the enrichment of academicunderstanding, the facility and use of wellequippedlibrary plays an important role.Figures in Table 5.5 indicate the numberof schools having the facility of library.Table 5.5 Schools with the Library facilityYear Primary UpperPrimarySecondary HigherSecondary1978 7171 10051 2017 6941993 4692 10347 3174 1787It seems that, more and more schools have been equipped with library facility.Facilities provided under OBBand other similar schemes atelementary school stageUnder the UEE programme, Govt. of Indiahas implemented schemes like OperationBlack Board, Jawahar Rojgar Yojna andthe like. Under these schemes, theelementary schools are provided withessential facilities like black board, chairs,tables etc. in order to make education moreeffective. The position with regard to suchfacilities in primary and upper primaryschools as on 1986 and 1993 is reflected inTable 5.6.Table 5.6 Position regarding available facilitiesFacility Number of Sections1986(elementary)1993(primary)1993(upper primary)Total no. of schools 12709 13582 18615Total no. of sections 60990 51052 151265Black boards 44264 42945 137457

No black boards 14670 8107 13808Both chair and table 37118Chair only 9144Table only 342029300(Furniture forteachers)113033(Furniture forteachers)Neither chair nor table 11308 21752 38232Adequate mats/furniture 17792 18081 59535D:\jobs\GCERT\Gujarat_State2.doc - 64 -

Inadequate mats/furniture 5020 3695 7317No mats/furniture 38178 29276 84413It is significant to note that with theincrease in number of schools there seemsto be a corresponding increase in thenature and extent of facilities providedduring the specified period.Additional classrooms were to beconstructed in the primary schools selectedaccording to guidelines provided bycentral government under the OBBprogram. Out of 3980 classrooms for 4769primary schools were targeted to beconstructed. The state governmentsanctioned the construction of 691 newclassrooms under the annual developmentprogramme during the year 1991-92. Tomeet with the construction cost, thegovernment sanctioned the grant of Rs.114.35 lakh at the rate of Rs. 30000/- perclassroom to District panchayats. In 1997-98, 720 additional classrooms wereconstructed against the target of 5523classrooms. By the end of Eighth five-yearplan period, there were around 20,000classrooms to be provided in elementaryschools. In order to enhance physicalfacilities needed for UEE, this was, ofcourse, a difficult task conserving the totalrequirement. Nevertheless, the State hasenvisaged the construction of 52230classrooms under different schemes duringthe Ninth five-year plan. For 1999-2000,government has earmarked an amount ofRs. 8708 lakh for construction of 7079new classrooms.

In view of the changed procedure forconstructing durable classrooms forprimary schools, a new approach of usingpre-fabricated structures has been adopted.Accordingly, order for constructing 15700classrooms has been given to Larsen &Toubro Company. The construction of6000 new classrooms or 38 percent hasbeen over by 1999.D:\jobs\GCERT\Gujarat_State2.doc - 65 -

Chapter 6Development in School CurriculaAttempts have been made by the State,time and again, at reforming schoolcurricula in seventies and onwards.Significant reforms include theintroduction of integrated textbooks forSocial Studies and New Mathematics.Social StudiesIn 1973, Gujarat introduced reforms inschool curriculum of upper primary andsecondary school stages. History,Geography and Civics, which were taughtas separate subjects were amalgamatedinto one Social Studies textbook. Theobjective of social studies approach was toview teaching of History, Geography andCivics as a single subject coveringhistorical and social life of the country inits geographical context. Curriculum forsocial studies comprised the fabricinterwoven by History, Geography andCivics, reflecting integrated approach toteaching and learning of social studies.New MathematicsIn the context of scientific andtechnological advancement, a fresh look atthe existing curricula of Mathematicsbecame imperative. Consequently, NewMathematics was introduced in 1973. NewMathematics included learning of binarynumber system, set theory and logicalreasoning approach to geometry. This wasan innovative intervention in Mathematics,which was so far showed as an abstractsubject. New textbooks were developed insecondary school mathematics; andsecondary school teachers were oriented

through several refresher coursesorganized by State government. At presentit is no more new but only Mathematics.Curricula and Textbooks based onMinimum Essential Levels ofLearning ( MLL)According to the MLL approach, curriculaof all the subjects at the elementary schoolstage are defined in terms of broadcompetency areas comprising essential andgraded competencies expected to beattained by a learner in a subject for eachstandard (class). These are the MinimumEssential Levels of Learning that a learneris expected to attain at completing learningof a particular subject. When 75% studentssucceed in attaining 75% achievement ofcompetencies in a subject, he is declared tohave attained the expected the minimumessential level of learning.A number of orientation workshops wereorganized for teachers in relation tocompetency based MLL approach tolearning. Textbooks were prepared andpilot projects were undertaken. Finally,textbooks based on the competency-basedMLL approach were introduced in theState in elementary schools with effectfrom 1994. Consequently, evaluationsystem was also revised.Recently, mainly in pursuance of therecommendations made by Prof. YashpalCommittee on ‘Education WithoutBurden’, the State Education Department,through GCERT, took a bold andmomentous decision of revampingacademic and pedagogical system atprimary school stage by accepting thespirit of “education without burden.” Theapproach of joyful learning throughD:\jobs\GCERT\Gujarat_State2.doc - 66 -

activities was accepted. A comprehensivepedagogical curriculum renewal processwas undertaken to revise textbooks forClasses I to IV.DPEP districts were selected as the areasfor (experimentation) pilot study regardingthe implementation and effect of the new

textbook for Class I. The State ResourceGroup (pedagogy) unanimously agreed tohave only two textbooks (i) Mathematicsand (ii) Language with an accent onenvironmental study. Integrating languageand environmental study at the initialstages of Classes I and II was aninnovative approach and initiative taken byGCERT and State Education Department.Thus children studying in Classes I and IIwere relieved of the burden of‘Environmental Studies’ as a separatesubject in the form of a textbook whichthey could hardly read owing to a verylimited vocabulary. The new textbook onLanguage included content based onchild’s surroundings, besides linguisticknowledge, understanding, skills andapplication replete with a number ofreciteable songs and joyful – cum – playfulactivities. The new textbook forMathematics has also the same approach.The learning of numbers is limited to 50instead of 100 in class I and 51 to 100 inClass II along with other basiccompetencies. Here also play wayapproach has been adopted.New textbooks for Class I are currently inuse in all primary schools of the State fromthe academic year 2000-2001. Work ofprinting, publication and supply of newtextbooks reviewed by the State ResourceGroup (pedagogy)/experts and sanctionedby State Education Department for ClassesI to IV falls in the purview of the GujaratState School Textbooks Board. Latestprinting technology including offsetprinting is being used in making textbooksmore attractive so as to prompt learners touse them.An impact study of new textbook for ClassI prepared on the basis of joyful, activitybasedand competency - based approachhas revealed very encouraging results. Theimpact study was undertaken by RaviMatthai Institute of EducationalInnovations, IIM, Ahmedabad.Some of the striking findings of the

research study are :Many teachers feel that the increasedpictorial content has stimulatedchildren to develop their speakingskills at a much easier stage than wasthe case before. A related point id thedevelopment of reading abilitiesthrough songs : children learn a songand then follow the text and as a resultdevelop their abilities.An important result noted by manyteachers is a narrowing of distancebetween the teacher and the children.For instance, especially when childrenare colouring pictures, they askquestions; during the study, they feltfree to answer questions in thepresence of their teachers. Parents alsoreport greater curiosity among thechildren.The songs in the new books are one ofthe most appreciated parts of the newtextbooks.Regarding the activities that are part ofthe textbooks, all the teachers areappreciative of the activities and thephilosophy of using activities topromote learning appears to have beencommunicated well.The impact on learning of the alphabetand the numbers seems to be positive.the ability of the children to identifythe letters of the alphabet correctly,identifying the combination of aconsonant and a vowel sound and shortwords is reported to be good.The decision to combineenvironmental science and languagetextbooks has been uniformlywelcomed and appreciated. theD:\jobs\GCERT\Gujarat_State2.doc - 67 -

integration of the environmentalscience competencies with thelanguage component is perceived tohave been achieved very well.Many teachers now make teachinglearningmaterial before going to class.A few teachers do such preparationwith the help of the children

themselves. As a result, the studentsare more actives when the material isrely less on their familiar chalk andboard methods.The teachers’ section is appreciatedand is reported to have facilitated thechange in teaching styles that teachersreport.The salient feature of new approach to thetextbooks for Classes I onwards is theresidential training programme forthousands of primary schoolteachers ofClass I and onwards adopting a cascadeapproach. All trainers including keypersons,resource persons and mastertrainers are engaged in variousprogrammes at one place. These mastertrainers subsequently take up the task oftraining teachers of Class I and onwards atvarious residential training centres for fivedays at the Taluka levels.It is essential that such trained teacherstake up classroom transaction of new textbooksfor Class I and onwards after propertraining. It is observed that the teachersunder such in-service training participatejoyfully and unreserved by playfulactivities as well as in reciting songs withactions. This is a healthy sign that makesteaching and children’s learning delightful.It is significant to note that as aninnovative initiative, GCERT has preparedTeachers’ Edition of the Text-Books onLanguage and Mathematics for Classes Ito IV, which deals with pedagogicalapproach to transacting content/developing competencies in classroomsituation. Process of Curriculum Planningand Renewal is usually undertaken by theState Department of Education inconsultation with GCERT. Opinions ofeminent educationists and other are alsoindicated of. Textbooks are prepared bythe State School Textbooks Board inaccordance with the pertinent GovernmentResolution. Ad-hoc committees appointedby the Government offer their suggestionsfor inclusion of new subjects or removal or

transfer of the subject to different class, asthe case may be, from the academic orpedagogical viewpoint and in the largerinterest of the learners.The procedure followed in formulatingcurriculum and teaching –learningmaterials is presented with following:Diagram of the procedure is attachedat the next page.Very recently, it was felt that byintroducing English as a compulsorysubject at Class V, students were requiredto study Hindi and English, both newlanguages for them in Class V. TheGovernment has, therefore, resolved thatfrom the academic year 2001-2002 Hindibe taught in Class IV and the syllabus willbe lighter in accordance with children’slevels of understanding. Similarly theGovernment has also decided to introducefrom 2001 lower level Sanskrit as aoptional subject in Class VI with anemphasis on oral work does. The StateText Books Board has been instructedaccordingly to take up the task ofpreparing the required textbooks.NCERT provides guidelines forcurriculum construction, preparation oftextbooks, organization of teacher trainingprogrammes and promotion of researchprojects. Concepts and programmessuggested by NCERT are recommendatoryin nature. Gujarat State studies and acceptsrelevant suggestions from the NCERTwith necessary changes in the context ofD:\jobs\GCERT\Gujarat_State2.doc - 68 -

the State need. Spirit underlyingrecommendations of national curriculumstructure are generally accepted by theState and incorporated in school textbooks.Inclusion of Values reflected inNational Curriculum StructureThe following values have beenincorporated in new textbooksInclusion of patriotism and nationalsentimentsAtmosphere conducive fordevelopment of skills useful in real

lifeCulture-based educationProper integration of art, health andphysical training as well as usefulactivitiesInculcation of team spirit in variousactivities, importance to qualities,good habits and value basedlearningAs stated earlier, Gujarat State has its owntextbooks, which are published by GujaratState Textbooks Board. The procedure ofplanning, preparing, publishing anddistribution is the responsibility of theTextbooks Board. Entire procedure ofdevelopment etc. of textbooks has beennarrated in earlier paragraphs. Quality isensured in the selection of paper,organization of content, proportion ofpictures, attractive title page, general getup,number of pages and the use of latestprinting technology as to attract thelearners to possess it.It is ensured that the textbooks arepublished and supplied at affordable pricesprior to the commencement of theacademic year.Vocational Courses available inthe State:In pursuance of vocationalisation at plus 2stage of higher secondary school, Gujaratoffers vocational courses in four majorgroups of subjects. They are :Technical GroupCommerce GroupAgricultural GroupHome Science GroupEach group consists of a number ofelective vocational curricula. Highersecondary schools in the State offer suchelectives as are found convenient tomanage in view of local needs andavailable resources. Given below are theinventory of electives and the number ofhigher secondary schools that offer them:Vocational Groups & electivesofferedHigher

SecondarySchoolsofferingthemVocational Groups &electives offeredHigherSecondarySchoolsofferingthemI. Technical Group III. Agriculture Group1) Auto-engineering Technician 14 1) Crop Production 192) Electrical Technology 38 2) Horticulture 183) Mechanical Technology 16 3) Dairy Science 104) Maintenance & Repairs ofElectrical Domestic Appliances12 4) Poultry Farming 015) Engineering Drawing, Drafting& Duplicating09 IV. Home Science Group6) Building Maintenance 08 1) Clothing for the family 317) Rural Engineering Technology 02 2) Food Preservation &Processing25D:\jobs\GCERT\Gujarat_State2.doc - 69 -

8) Air-conditioning &Refregeration07 3) Bakery & Confectionary 099) Rewinding, Repair &Maintenance of ElectricalMotors16 4) Institutional Housekeeping3510) Computer Technology 01 5) Catering & ResturantManagement01II. Commerce Group 6) Commercial GarmentDesigning and Making101) Office Management 111 7) Creche and Pre-SchoolManagement202) Stenography 1023) Purchasing & Store-keeping 084) Insurance 185) Accountancy & Auditing 706) Banking Assistant 29Examination structure for students opting

for vocational courses comprises sixpapers : (!) Any one Language, (2)Entrepreneurship, (3) Basic subjectassigned to the elective opted for and (4),(5) and (6) – the three subjects assigned toeach elective in the syllabus.D:\jobs\GCERT\Gujarat_State2.doc - 70 -

Chapter 7Quality of School Education(A) Teachers and teaching-learning processesTeachers at different stages ofSchool EducationIt is customary to employ teachers withhigher qualification than the stage at whichthey are to teach students. It is alsoessential that such teachers should beprofessionally qualified, that is to saytrained to teach at a particular stage ofschool education. A few decades back,quite a few untrained teachers wereemployed in schools. Of late, only thequalified trained teachers are employed.The position regarding qualified andtrained teachers at various stages of schooleducation in the years 1986 and 1993 isshown in the Table 7.1Table 7.1 Teachers at different stages of School Education, by qualificationand trainingStage Qualification Trained Untrained Total1986 1993 1986 1993 1986 1993Upto Secondary 66490 71931 486 2186 66976 74117Hr. Secondary 1193 6488 29 802 1222 7110Graduate andabove1292 8300 186 1575 1478 9875Any other 368 5211 1 61 369 5272PrimaryTotal 69343 91750 702 4624 70045 96374Upto Secondary 77106 54737 1188 905 78294 55642Hr. Secondary 1586 6379 17 371 1603 6750Graduate andabove4369 10543 447 1050 4816 11593Any other 802 3676 29 55 831 3731Upper PrimaryTotal 83863 75335 1681 2381 85544 77716Upto

Hr.Secondary1494067 0 1561 0Graduate 26099 33025 218 474 26317 33499P.G. and above 3374 11140 121 126 3495 11266Any other 775 622 138 132 913 754SecondaryTotal 31742 44787 544 732 32286 45519UptoHr.Secondary681 0 15 0 696 0Graduate 6577 0 1406 0 6717 0P.G. and above 6867 15696 176 1289 7043 16985Any other 597 148 44 216 641 364HigherSecondaryTotal 14722 15394 1641 1505 16363 17349D:\jobs\GCERT\Gujarat_State2.doc - 71 -

ObservationsTrained teachers who have academicqualification upto secondary haveusually been employed in primary andupper primary schools during thespecified years.Even trained graduate teachers werefound to be working at elementarystage of education to a large extent in1993.Prior to NPE and in view of the oldpattern of secondary education withclasses VIII to XI in the State, therewere teachers with academicqualification upto higher secondaryonly for these classes. In 1993, thiscategory of teachers is foundconspicuous by its absence.In 1993, trained graduate teachers insecondary schools and trained teacherswith at least post graduatequalifications in higher secondaryschools are employed and this has beenthe usual trend of recruitment at thesestages of education in the State.Teacher – pupil ratio for differentstages of school educationWhen a teacher takes up classroomteaching, the quality and efficiency of his

teaching depends upon the number ofpupils he has to teach. In view of this, thefewer the pupils for a teacher, the better isthe quality of his classroom teaching. Thusit is desirable to have a smaller teacher –pupil ratio. Teacher-pupil ratios at theelementary and at the higher stages ofschool education are presented inTable 7.2.Table 7.2 Teacher –pupil ratio, by stages of school educationYear Teacher-pupil ratioElementary Sec./Hr. Secondary1985-86 40 271990-91 42 291994-95 42 301995-96 42 301996-97 42 301997-98 44 301998-99 44 31With increase in enrolment of pupils at theelementary school stage during the period1985-99, teacher-pupil ratio shows acorresponding increase. Likewise teacherpupilratio at secondary/higher secondaryschool stage shows an incremental trendduring the specified period.Steps taken to ensure adequatesupply of teachersThe state government in implementing theinnovative schemes of Vidyasahayak andShiksansahayak (para - teachers) to meetthe shortage of teachers and ensure theadequate supply of teachers in schools atdifferent stages with effect from1998-99.Vidyasahayaks (para - teachers):As a Primary Schools sequel to teachers’retirement or resignation in primaryschools managed by district/municipalprimary educational committees, about20,000 posts vacant. This adverselyaffected the quality of primary education.Filling up of these vacant posts on regularbases could not be possible, owing tofinancial stringency in the states.D:\jobs\GCERT\Gujarat_State2.doc - 72 -

Consequently, it was decided to appointVidyasahayak (para teachers) with an

honorarium of Rs. 2500/- per month. From1998-99 onwards 16275 Vidyasahayakswere appointed in primary schools forclasses I to VII. Candidates are selected onmerit. Educational qualifications forVidyasahayaks are SSCE/Graduate withprofessional qualification ofPTC/CPEd/B.Ed.. Appointments are madeon the basis of marks obtained inSSCE/PTC/CPEd, graduate and B.Ed.examinations. For SSC/PTC candidates,marks prescribed are: 40% in SSCE and60% in PTC (excluding non-academicsubjects.) For a trained graduate, 40% ingraduate examination; 60% in B.Ed.examination; for CPEd. candidate, 40% ofthe marks obtained in SSCE and 60% ofthe marks obtained in CPEd. examination.Vidyasahayaks are not given any otherbenefits. They are provided five – day inservicetraining. After the completion offive years of service, a Vidyasahayak isconsidered for as a regular teacheron a regular pay scale.A candidate must be a trained graduate forbeing constituted for appointment asecondary school and a trainedpostgraduate for a higher secondaryschool. A Shiksansahyak for a secondaryschool is given an honorarium of Rs.4000/- per month whereas that for highersecondary is given a monthly honorariumof Rs. 4500/-. The other service conditionsare akin to those for Vidyasahayak.Teachers’ Professionalism andmotivationWhen a teacher accepts teaching as aprofession, it is expected of him thathe/she will sincerely love each and everychild; is sensitive to psychological needsof children; tolerant and modest so as toender himself to his pupils, the parents anda community. His/her personal qualitiescoupled with professional competencies,may ensure has commitment anddedication to the profession as best aspossible. The quest for knowledge andexcellence are essential for a

professionally committed teacher. Ateacher should always try to growprofessionally and enrich himself/ herselfby acquiring higher professionalcompetencies. This would only be possibleif an inquisitive teacher does not lose asingle opportunity of acquiring newknowledge, understanding and skills forhis academic upgradation as well aspedagogical competencies.In this direction, various institutes anddepartments under the EducationDepartment of the State like GujaratCouncil of Educational Research andTraining, DPEP, State SecondaryEducation Board etc. have been organizingspecial orientation and trainingprogrammes for teachers. Theseprogrammes are meant to equip and enrichteachers on various aspects like innovativeapproaches to teaching learning process,preparing and using improvised teachinglearning materials, content with respect tounderstanding and skill development,joyful and activity - based students’learning, latest developments in students’evaluation and the like. On completion ofsuch training, a teacher is given acertificate. A professionally committedteacher is naturally motivated to avail ofsuch opportunities.In order to motivate teachers to improvetheir qualification, training for innovativeexperiments is organized at the state aswell as national level. Teachers aredeputed outside the state and at thenational level to apprise them of the latestinnovations. Best teacher awards are alsogiven at the state as well as national levelfor motivating teachers of primary andsecondary schools.D:\jobs\GCERT\Gujarat_State2.doc - 73 -

Curriculum Transaction:Research BackupCurriculum transaction involves teachinglearning process in the classroom withrespect to curricular content of a particularsubject meant to be learnt by students. The

process of transaction includes the use ofmicro skills of teaching by the teacher andlearners’ active participation.New textbooks prepared for Classes I andII were used initially in 400 projectschools in DPEP districts followed by6000 schools in DPEP districts. An impactstudy was undertaken by Ravi J. MatthaiCenter of Education Innovation, IndianInstitute of Management (I.I.M.),Ahmedabad on such aspects as newcurriculum, new textbooks and innovativetechniques of curriculum transaction in theyear 1998-99. Surprise visits to projectschools brought out very encouragingfindings. Students, teachers and parentshighly appreciated the joyful, participatoryand activity - based learning approach.Small-scale impact studies with the sameobjective have also been conducted byDIET lecturers. Their results are also inagreement with the I.I.M., Ahmedabadfindings.Improvisation of teaching aids andTLMWith the introduction of new textbooks inClass I and the development of newtextbooks for Class II, a wide variety ofimprovised and handmade teachinglearning material (TLM) have beendevised and used in classroom. Thematerial required for preparing such TLMis collected from the local environmentand it has bearing on the children’sexperiential world. Utilization ofimprovised TLM in classroom transactionprocess is instrumental in improvingteaching learning process and therebyenhancing students’ achievement level.These materials include:(i) Science – Maths kits for Classes V toVII have been prepared at DIET leveland are being used in the upperprimary schools.(ii) Audio-cassettes of poems, songs andBalvarta (stories for children) forclasses I and II are prepared anddistributed to primary schools through

‘Cluster Resource Centers’ (CRC) inall the districts of the State.(iii)Video-cassettes on Scienceexperiments for Classes V to VII areunder preparation and will bedistributed to primary schools.Since 1999-2000, special TLM fair hasbecome a salient component of the Sciencefair at the State level. DIETs devote aspecial section for displaying such TLMprepared by primary schoolteachers andPTC trainees in their districts.Unlike the situation, which prevailed priorto implementation of UEE, the dynamismseen at the elementary stage of educationin teachers’ enrichment, curricularimprovement and upgradation of teachinglearning process-using TLMs has beenpervading throughout the State with theconsequent quality improvement ofeducation.Multigrade TeachingUnder the DPEP, the multigrade pilotproject has been implemented in 50selected schools in Banaskantha districtfrom the year 2000. Awareness material onmultigrade teaching for teachers and BRCand CRC coordinators has been prepared.Development of audio and videocassettesis in progress. The content of thesecassettes is based on demonstration lessonsfor handling multigrade classes, conceptsand practices of multigrade teaching.Infrastructure facilities were provided toD:\jobs\GCERT\Gujarat_State2.doc - 74 -

ten multigrade schools covered under thepilot project.Interactive learning: DistantMode ApproachIn-service Primary Teachers Training – Anapplication of Inter-Active Television(IPTT-ITV) is a project of Government ofIndia proposed to be implemented incollaboration with UNESCO & ITU, onpilot basis in Gujarat. During pilottesting, six districts (Ahmedabad,Jamnagar, Junagadh, Sabarkantha,Surendranagar and Vadodara) and two

blocks (Gandhinagar and Rajpipla) ofGujarat will be covered.The long term and ultimate goal of IPTTITVproject is to realize the UEE goalthrough training of primary schoolteachers, teacher educators and supervisorsfor capacity building.It aims at strengthening the ongoingtraining programmes of primary educationpersonnel by using ITV. This will help tobring about quality and effectiveness ofteaching learning process in primaryschools.4500 primary teachers, teacher educatorsand supervisors, from selected districts andblocks will be covered under this projectand training.It is decided to cover in-service teachersworking in Std. V. They will be trainedparticularly in the areas of teaching andlearning of English, Mathematics andScience. Teacher educators & Supervisorswill be provided guidance in theirrespective areas.Learning Approach adopted includes:Home based learningSite based learningInstitute based learning(i) Face to face teachers training at thelearning center(ii) ITV session (distant mode ofteachers training)Phasing of the project and activities:The preparatory phaseTraining programme ImplementationphaseUnder the preparatory phase, Self-Instructional Material (SIM) has beenprepared and software development is inprogress.Academic Supervision in SchoolsFor supervision at primary stage ofeducation, 507 Educational Inspectors-EI(Academic), 184 EI (Administration) and78 EI (Enrolment) are functioningthroughout the State. At the school level,head master/teacher usually supervisesteaching work and provides guidance to

teachers.In secondary schools, a senior teacher isappointed for internal supervision. If theschool has a larger number of classes,supervisor/s from among teachers performthe duty of internal supervision onappointment.In case of higher secondary schools, theState Secondary Education Board deputesa panel of experts for supervision.(B)Student EvaluationSystems and Practices of StudentEvaluationStudent evaluation comprises variousforms of tests taken by pupils in primaryschools. Evaluation is quantitative as wellas qualitative, oral and written, andperformance - based. It is comprehensiveand continuous as well as summative innature.D:\jobs\GCERT\Gujarat_State2.doc - 75 -

It is customary to organize evaluation forClasses I and II on one side and III and IVon the other. Classes V to VII are treatedas a separate unit for evaluation.Classes I & II: It is accepted that thereshould be a continuous evaluation of thestudents’ progress. To record this,cumulative progress card is required to bemaintained in case of every student ofClasses I and II. Major heads of theprogress card include,(a) development of chills’ personality(b) activities performed in the context ofMathematics curriculum(c) activities related to curriculum forlanguage- environmental studies(d) understanding of content inMathematics and LanguagePupil’s competencies are tested bychecking their position by the teacher withregard to competency - based statementscategorized under the major heads citedabove. The test is oral, written andperformance - based in nature organized ingroups of five pupils.Remedial teaching by teacher inassociation with clever pupils is organized

at the end of each academic term, so as tohelp weak pupils to achieve the acceptedlevel of competencies in the subjects.Development report rather than the resultsheet is prepared finally showing gradesearned in representative competencies bythe pupils.In Gujarat State, this system and practiceof student evaluation has becomeoperative from the academic year 2000-2001 in Class I followed by Class IIsubsequently.Classes III & VIII: Achievement ofPupils of Classes III to VII is evaluatedthrough two periodical written tests andthe final examination comprising oral,written and performance tests.Classes VIII, IX & XI: Except fororal and performance test, the achievementof students of these classes is judgedthrough two periodical written tests andthe final examination.Classes X & XII: State SecondaryExamination Board conducts two publicexaminations(a) S.S.C.Exam ( for Class X students) (b)H.S.C.Exam (for Class XII students)throughout the State every year usually inthe month of March.No Detention PolicyThe State follows ‘No detention Policy’for students studying in Classes I and IIwith the result that all students arepromoted to upper classes. Instead ofdeclaring a student at ‘Passed’ or ‘Failed’,he/she is assigned Grade for hisachievement.Introduction of comprehensivecontinuous evaluationAs decided by the state secondaryeducation board, a comprehensive andcontinuous evaluation system has been putinto practice for classes VIII and onwardfrom 2000-2001.Public ExaminationsApplications from students of Class X andClass XII are first collected at respective

schools. After scrutiny, these forms aresubmitted to State Secondary ExaminationBoard through a person deputed by theschool. Based on the total number ofcandidates for the examinations, the boardpasses information to schools regardingthe centres and seat numbers allotted tostudents. The programme of examinationD:\jobs\GCERT\Gujarat_State2.doc - 76 -

is provided to each school. Security andconfidentiality is maintained during thehanding over of the sealed packets ofquestion papers to the chief conductor ofthe examination center and also at the timeof dispatching the students answer papersto the concerned evaluators. Accordingly,students take the examination and after alapse of stipulated period of time, theBoard declares the results.Special FeaturesAt the State as well as the district level,merit lists of first ten successfulstudents at S.S.C.Examination andH.S.C.Examination are declared.Merit list of first ten successfulstudents is also declared in case ofstudents belonging to each stream ofclass XII such as General, Vocational,Senior post basic and Science.The Board invites applications forverification of (a) marks, (b) record incase of discrepancy regarding presenceat the examination, wrong head ofpassing and (c) review of theanswerscripts by the students inpresence of parent/guardian onpayment of prescribed fees.The Board offers a chance to candidatewho has failed in one subject only toreappear at the supplementaryexamination in the month of June/July.Analysis of Exam ResultsData on students who appeared and passedin Class X and XII examinations are givenin Tables 7.3 and 7.4. The Tables alsoshow the percentage of successful studentsfalling in the ranges 75-90%, 60-75% and45-60%.

Table 7.3 Class X Examination ResultsYear Appeared Passed 75-90% 60-75% 45-60%No. % No. % No. % No. %1996 488892 200341 40.97 - - - - - -1997 509164 204576 40.17 42219 20.63 51021 24.94 84375 41.211998 539326 243605 45.16 36542 15.00 54418 22.34 105386 43.261999 547067 305266 55.80 60385 19.78 69979 22.92 117270 38.422000 586559 344347 58.70 75258 21.86 83822 24.34 133077 38.65Source: Gujarat S.S.C.E. Board, GandhinagarD:\jobs\GCERT\Gujarat_State2.doc - 77 -

ObservationsThe results show that by and large,percentage of successful students haveincreased although even now a largenumber of students – more than 40percent fail at X Class publicexamination.A sudden hike of 10 per cent in 1999over 1998 is clearly perceptible.Achievement levels of studentsdistinctly show a positive rise during1998-2000 in upper percentage levels.More than 80 per cent students securemarks in the range of 45 and 90 percent.Table 7.4 Class XII Examination ResultsYear Appeared Passed 75-90% 60-75% 45-60%No. % No. % No. % No. %1996 159388 99602 60.56 7176 7.20 22068 22.16 55541 55.761997 200358 141301 64.15 5831 4.13 24556 17.38 68587 48.541998 191331 146217 69.64 8820 6.03 30358 20.76 63580 43.481999 192218 151541 69.06 19954 13.07 44297 29.23 67286 44.402000 241106 200494 74.90 24440 12.19 56834 28.35 89056 44.42Source: Gujarat S.S.C.E.Board, GandhinagarClass X Exam Result01000002000003000004000005000006000007000001997 1998 1999 2000Appeared Passed 75-90% 60-75% 45-60%D:\jobs\GCERT\Gujarat_State2.doc - 78 -

Observations

During 1996-99, 21 per cent increasein the number of successful students issignificantly noteworthy.Percentages of successful studentssecuring marks in the range of 60 to 90per cent, shows an overall increasewhich is an indication of improvingstandard of achievement.InnovationsStudent’s evaluation should be acontinuous process aimed at helping himto improve his level of achievement ratherthan adjudging his performance at a givenpoint of time. It should also be qualitativeencompassing curricular as well as noncurricularachievements. Such innovativeapproach should not be in terms of ‘Pass’or ‘Fail’ category of students but shouldreflect the developmental aspects of thestudents’ performance. This would provideinspiration to the students for betterperformance.The child at the initial primary schoolingneeds to be provided full scope fordevelopment of various skills, in view ofthe formative stage of his development. Atthis stage, the curriculum burden is notadvisable. As a marked departure from thetraditional system of examination, aninnovative practice of evaluation forClasses I and II has been adopted by theState from the current academic year.(This has been discussed at length earlierin this chapter)In last decade, vital reforms in publicexaminations have been effected. Theseinclude:Bar code system in place of writingseat numbers on answer books hasbeen introduced.Centralized Assessment Systemhas been implemented. EachC l a s s X I I E x a m R e s u l t s05 0 0 0 01 0 0 0 0 01 5 0 0 0 02 0 0 0 0 02 5 0 0 0 03 0 0 0 0 0

1 9 9 7 1 9 9 8 1 9 9 9 2 0 0 0A p p e a r e d P a s s e d 7 5 - 9 0 % 6 0 - 7 5 % 4 5 - 6 0 %D:\jobs\GCERT\Gujarat_State2.doc - 79 -

question is assessed by anindividual evaluator.Examination results of publicexaminations of SSC (X) and HSC(XII) are declared on Internet.Students are given their marksheets on the same day.October examinations for X andXII for repeaters have beenabolished. Alternatively, thosestudents who are declared to havefailed in only one subject areallowed to take a specialexamination in that subject whichgenerally held immediately in themonth of June/July. This is amarked departure from the usualwhereby the student had to wait forone year to clear the examination.Comprehensive and continuousevaluation scheme has beenintroduced at the secondary schoollevel with effect from the academicyear 2000.D:\jobs\GCERT\Gujarat_State2.doc - 80 -

Chapter 8Academic and Administrative Support System(A)Academic Support SystemEnhancing Teacher CompetenciesNational Policy on Educationrecommended decentralization of technicaland academic support by establishing aDistrict Institute of Education and Training(DIET:19) in each district. Before 1987,the main source for academic support andtraining for teachers of elementary schoolswas the State Council of EducationalResearch and Training (SCERT). Thus inGujarat, State Institute of Education wasupgraded as Gujarat Council ofEducational Research and Training(GCERT) as its new nomenclature. Theestablishment of aDIET in each district, in accordance withthe NPE-1986 (revised 1992) wastherefore a major step in the

decentralization of the academic support ameans to system and an easy access toteachers . Decentralization of the supportsystem has been extended to the clusterlevel in the form of Cluster ResourceCentre (CRC: 3264). Moreover, the BlockResource Centre (BRC: 23) providesacademic support to DPEP districts. Themain function of the academic supportsystem of the State is to contribute toenhancing teacher competencies throughcapacity building programmes.Organizational Structure of Primary School Teachers TrainingGujarat Council of Educational Research and Training (GCERT)District Institute of Education and Training (DIET)Block Resource Center (BRC)Cluster Resource Center (CRC)SchoolteachersD:\jobs\GCERT\Gujarat_State2.doc - 81 -

Networking of Support System with National Level InstitutionsNCERTNCTE RIEGCERTNIEPA DPEP BureauNGONetworking of Support System with State Level InstitutionsGujarat StateText Book BoardDistrict Institute ofEducation & Training

CTE / IASEInstitute ofTeachersGujarat Instituteof Edu. &Indian Instituteof ManagementDirectorate ofContinuing Education

University andB.Ed. CollegesDirectorate ofPrimaryCommissioner ofSchoolsUnited NationsChildren FundField Advisor -NCERT

SecondaryEducation BoardStateExaminationMunicipalSchoolBoardNGOSecretariate ofEducationDistrictEducation

GCERTD:\jobs\GCERT\Gujarat_State2.doc - 82 -

NCERT is the apex body for all mattersrelating to educational research andTraining at the national level. It providesguidelines for curriculum construction,preparation of textbooks, organization ofteacher training programmes andpromotion of research.. Concepts andprogrammes suggested by NCERT arerecommendatory in nature. Whilemaintaining the distinct feature of theState, the suggestions are made with aview to having more or less a uniformnature of programmes throughout thenation.Gujarat studies and accepts the suggestionfrom the NCERT with necessary changesin the context of the States need.The State deputes officers and academicpersoneel for training in Planning andAdministration at NIEPA to enable themto work more efficiently in the executionof their functions.NCTE has recently prepared guidelines forteacher education at the primary as well assecondary level of education. All teachereducation institutions in the State arerequired land down by NCTE in regard toabide by the terms infrastructure, strengthof teachers, enrolment of student teachersand academic as well as professionalqualifications of the teacher educators. Thenorms and standards have been upgradedto improve the quality of teachereducation.

Role of GCERT and DIETs inPromoting Education for AllEducation for All (EFA) comprises UEEof children of the age group 6 – 14particularly spread of literacy amongyoung persons, these of the age group 15 –35 and education of children with specialneeds. EFA is expected to promote access,enrolment, retention and improvement inthe quality of education resulting inlearners’ effective achievement. ThusFormal as well as non-formal programmesfor education need to be established andstrengthened. Setting up and functioningof NFE Centres as well as AlternativeSchooling (AS) Centres in the State hasbeen instrumental in promoting the EFAgoals.At present a few AS Centres have beenfunctioning in DPEP districts. It isheartening to note that such AS centrrs arealso in non-DPEP districts also.GCERT provides academic andadministrative support to DIETs by way ofproviding resource persons to train theinstructors and in preparation of learningmaterial.Role of GCERT and DIETs inCurriculum developmentDuring 1994-97, textbooks used at primarylevel were revised in conformity withcompetency based MLL approach. Thesetextbooks were prepared and published bythe State Textbooks Board. However, inresponse to new pedagogic practicesadopted under DPEP, it was foundnecessary to revise textbooks byincorporating joyful and activity - basedteaching – learning approach in addition tothe competency-based approach.Subsequently, DPEP had undertaken therevision of curricula and textbooks forprimary stage of schooling by acquiringcomplete academic as well administrativesupport of DPEP Cell that functionedunder GCERT.The State Resource Group (SRG) onPedagogy was formed for renewal of

curricula and development of textbooks.The SRG comprises members fromGCERT, DPEP, BRC and CRC Coordinators,DIET faculty, primary schoolteachers and eminent academicians fromvarious universities and NGOs. It issignificant to note that, this is a markedand positive departure from the usualD:\jobs\GCERT\Gujarat_State2.doc - 83 -

procedure of revising curriculum andpreparing textbooks.Curriculum for PTC Colleges has beenrevised and revamped on the basis of thecompetency based MLL approach.GCERT had initiated and finalized thecurriculum renewal process with the helpof DIET faculty and eminent persons fromeducation field. The new curriculum hasbeen implemented in PTC colleges of theState, since 1999-2000.The work of revising Pre-PTC andD.B.Ed. curricula is in progress at presentunder the aegis of GCERT.Role of GCERT and DIETs inPre-service and InserviceTeachers’ TrainingWith a view to improving quality ofeducation the Teacher Education branchunder GCERT and Inservice FieldInteraction, Innovation and Co-ordination(IFIC) branch in DIETs are functioning.Training of about 1.5 lakh in-serviceprimary schoolteachers, lecturers of PTCColleges and around 5000 pre-service PTCtrainees is being organized in relation tothe emerging needs of education in theState. Co-operation is sought from variouseducational institutions at the State andnational levels, Boards and BRC-CRC tomake the training programmes moreeffective.Pre-service training of students to be forteacher for primary schools is imparted atDIET under Pre-Service Teachers’Education (PSTE) branch throughout theState.Various types of in-service trainingprogrammes are being conducted by

GCERT and DIETs . The objective is toenhance the competences of teachers indifferent areas which include:Modern trends, methods, techniquesand approaches to teaching andlearningCompetency based textbooksSchool readinessEducational planning and administrationContent based preparation of TLMMultigrade teachingUse of audio-visual aidsUse of ComputersUse of puppetryDrawing, music and dramaGrammar and poemJoyful teaching and learningGender EducationRole of VEC/PTA/MTALanguage educationTarget GroupsThe target group includes:Primary school TeachersRegular teachers of primary schoolsVidyasahayaksCRC Co-ordinatorsBRC Co-ordinatorsEducational InspectorsSupervisorsDistrict Primary Education OfficersPrincipals of District Institute ofEducation and TrainingLecturers of District Institutes ofEducation and TrainingAcademic staff of District Institutes ofEducation and TrainingSecondary school teachersHigher secondary school teachersPrincipals of PTC CollegesLecturers of PTC CollegesPrincipals of CTE and IASEsLecturers of CTE and IASEsPrincipals of C.P.Ed., G.B.T.C. andB.Ed. collegesLecturers of C.P.Ed., G.B.T.C. andB.Ed. collegesThis indicates that the entire gamut ofeducation, inclusive of academic and

administrative personnel, is being coveredunder various training programmes toD:\jobs\GCERT\Gujarat_State2.doc - 84 -

enable them to raise their academic andprofessional competencies.(B) Administrative Support System(Diagram is given in the Appendix)The State Department of Education hasformed various boards / organizations /institutes with a view to bringing aboutqualitative improvement in education andmaking the system responsive andresponsible. They are-Gujarat Council of EducationalResearch and Training (GCERT)District Institute of Education andTraining (DIET)Gujarat State School Textbooks BoardResearch and Training center ofGujarat State School Textbooks BoardUniversity Book Production BoardGujarat Institute of EducationalTechnologyInstitute of Vocational GuidanceState Examination BoardGujarat Secondary Examination BoardThe State Department of Education hasdecentralized its administration bydelegating necessary administrativepowers and responsibilities to streamlinethe mechanism of administration.Gujarat Council of EducationalResearch and Training (GCERT)In view of the National Policy ofEducation (1986) and the Program ofAction (1992), State Institute of Education(SIE) was upgraded and registered underthe Societies Registration Act, 1964 underthe name of “Gujarat (State) Council ofEducational Research and Training,(GCERT).Chronological Development ofGCERT1962 : State Institute of Education (SIE)1986 : SIE upgraded1988 : Nomenclature of SIE changedas Gujarat Council of EducationalResearch and Training

1998 : Declared as an Autonomous BodyThe object of the council is to assist andadvise the Ministry of Education on itspolicies and major programmes in the fieldof Education.Teacher Education, Curriculum andEvaluation, Publication and Library,Research, CTE/IASE, Physical Educationand Health, Science-Maths, Planning andManagement, IPTT-ITV, SOPT, IEDC,Population Education, Establishment andAccounts are the main functionaldepartments under the umbrella ofGCERT.District Institute of Education andTraining (DIET)The DIETs have been established in 19districts. In all these districts, the PrimaryTeachers’ Training Colleges run by theState Government have been transformedand upgraded into DIETs.Gujarat State School TextbooksBoardTextbooks and other instructionalmaterials for primary to higher secondarystages of education are prepared on thebasis of curricula for respective classes.The School Textbooks Board prepares andpublishes instructional materials liketextbooks, workbooks, teachers’ guide etcin different languages for primary as wellas secondary and higher secondaryschools. The Board usually gets materialsprepared through panels of subject expertsconsisting of experienced teachers fromschools, colleges and universities.For efficient management of the abovementioned activities, the Gujarat StateSchool Textbooks Board has variousD:\jobs\GCERT\Gujarat_State2.doc - 85 -

committees, namely, ExecutiveCommittee, Production Committee,Academic Committee etc.Research and Training center ofGujarat State School TextbooksBoardFor continuous research in curriculum and

textbooks and also for training of teachersin effective use of textbooks, a Centre forResearch and Training has beenestablished. It has been working since1984 and is fully financed by the Board.The centre has an autonomous status.Gujarat State SecondaryEducation BoardThe board has been constituted under theprovision of Gujarat Secondary EducationAct 1972. It has three categories ofmembers. (1) by virtue of designation (2)elected members (3) nominated membersThe Board has the following functions.To formulate policy regardingsecondary education, syllabus,objectives of subject teaching and theirscopeTo accord registration to secondaryschools and to provide guidance toschools with regard to syllabus,textbooks, appointment of teachersTo conduct S.S.C. and H.S.C.examination and to declare their resultsGujarat State Examination BoardThe Gujarat State Examination Board wasestablished in 1966 to conduct variousexaminations, other than the S.S.C. andH.S.C. Examinations on behalf of the Stategovernment.The Board conducts approximately 92examinations like D.B.Ed., P.T.C., G.C.C.,G.C.D. etc. during a year and declares theresults. Certificates / diplomas are awardedto the successful candidates.Institute of Vocational GuidanceThe Program of Action of NPE - 86 hasrecommended the provision of vocationalcourses so as to attract at least 10 per centof students passing the secondary stage bythe end of the seventh plan and 25 per centof such students by the end of the eighthplan. The Institute aims to achieve thefollowing objectives.To develop awareness programmes forpopularizing vocational courses.To organize in-service teacher trainingprogrammes, placement activities and

vocational guidance.To organize educational and vocationalguidance programmes for studentswith a view to helping them chooseappropriate vocational courses for theircareer planning.To organize career talks, carrierconferences and career exhibitions forcareer guidance to students ofsecondary and higher secondaryschools.To conduct counselling interviews forpersonal, educational and vocationaldevelopment of students.To prepare and publish careermonographs and pamphlets.Innovations for Performance-Oriented AdministrationEfficiency of an administration is judgedby its performance in various sectorsfalling under it and not by its quantitativeexpansion. It is the qualitative output ofthe administration which brings it to theforefront. Decentralization ofadministration with specific roles assignedto various departments and with necessaryautonomy and accountability given tothem for decision making makes theD:\jobs\GCERT\Gujarat_State2.doc - 86 -

system work with efficiency. This is truealso for institutions.Autonomy and AccountabilityThe State government has focussed itsattention primarily on achieving UEEgoals. The government thus accepts themain responsibility of qualityimprovement of elementary education.besides, increasing access, enrolment andretention.To be free from financial constraints andto have freedom in academic mattersGujarat Council of Educational Researchand Training has been accorded anautonomous status by the government,attending it freedom to upgrade elementaryeducation in all its facets.Gujarat State School Textbooks Board hasa centre of Research and Training, which

has also an autonomous status.Education Department of the State isactively considering to encourage schoolmanagements to have partial autonomy inregard to collecting fees from students andmeeting with the salary costs of teachersat the secondary and higher secondarystages of education. However, a fewmanagements have accepted this newpolicy and others would join after studyingthe experience of such autonomy. To beginwith, the government encouragesmanagements to charge fees to meetmaintenance expenditure on itemsspecified by the government. Thegovernment encourages starting of schoolswithout state grant – in – aid and freedomto charge such fees as would meet theexpenditure on salary of teachers and themaintenance of school.System of Institutional SelfEvaluationNo formal system exists for self-evaluationby an institution. However, the maininstrument which can help in its excess forself-evaluation are inspection reports andtheir compliance, confidential reports ofstaff, achievement of extra-mural activitiesand analysis of the public examinationresults.Students, Parents and CommunityInvolvementEvery school is required to have StudentCommittees and PTAs to carry outdifferent activities of regular andoccasional nature. Student committeeshave organizational as well asparticipatory role in sports, culturalactivities etc. The committee is guided bya teacher. Every school is required to havea parent-teacher association to look afterstudents’ academic, social, physical andcultural development. The problemsconfronting school authority are freelydiscussed with the community leaders.Recently, Mother Teacher Association(MTA) is encouraged like PTAs, but withspecial emphasis on the promotion of

education among girl children.Community involvement and participationis also ensured through Village EducationCommittee (VEC). The VEC lends itsactive cooperation in enrolment of schoolgoing age children, their retention and inmaintaining regularity for opening andclosing of the schools. It also helps in theselection of site for the school building.VECs are very active in three DPEPdistricts – Banaskantha, Dangs andPunchmahals. In non-DPEP districts,VEC’s co-operation is encouraging.D:\jobs\GCERT\Gujarat_State2.doc - 87 -

Chapter 9Resources for School EducationAvailability of ResourcesGovernment of India sponsors schemeslike, Operation Black Board, VocationalEducation, Population Education,Integrated Education for DisabledChildren, IPTT-ITV program etc.providing 100 per cent funding.Institutional income is categorized intorecurring and non-recurring incomes.Government grants for teachers’ salaries,maintenance grant, and income fromstudents’ tuition fees and other charges fallunder recurring income. Non-recurringincome includes government grants forbuildings and funds from non-governmentorganizations.The consolidated fund of the Stateincludes education cess collected inaccordance with the provisions of theGujarat Education Cess Act 1962.Co-operative societies, Charitable trusts,business community and industrialists givegenerous donations for educationaldevelopment in the State.Resources received for specified purposesare utilized in meeting the expenditure onthe heads under the recurring and nonrecurringreceipts.Additional funds from non-governmentorganizations received by educationalinstitutions constitute additional resourcesfor education.

Grant-in-aid system: its relation toperformance:Voluntary/non-government organizationshave been playing an important role indevelopment of school education in thestate because of the liberal policy of grantin-aid.As per Grants-in-aid code 1964,government recognized educationalinstitutions are eligible for grants ofdifferent kinds such as maintenance grant,equipment grant, building grant and othergrants, which may be sanctioned at thediscretion of the sanctioning authority.Subject to funds being available, allsecondary schools and higher secondaryschools recognized in previous years areeligible for maintenance grant limited todeficit at the percentage rates of the totaladmitted expenditure as specified in rules.According to grant-in-aid rulesgovernment gives 100 per cent grant forsalaries. Besides this grant for nongovernmentsecondary / higher secondaryschools, maintenance grant to the tune of10 per cent of the admissible salaryexpenditure is given which is calculatedas 65 per cent for other admissibleexpenditure and 35 per cent towards rentof building / maintenance expenditure.New secondary / higher secondary schoolsmay also be considered by the Director ofEducation at his discretion for payment ofa token grant during the first year of theirrecognition, on the basis of efficiencyprovided necessary funds are available.Grant-in-aid rules also provide foradditional grants to vocational schools.Schools charging tuition fees at ratesmuch higher than the rates prescribed fortheir areas are not eligible for grants-in-aidof any kind. Private managements ofeducational institutions may be eligible forreceiving grants for purchasing, erecting,enlarging or reconstructing their buildings.The percentage of the building grants isD:\jobs\GCERT\Gujarat_State2.doc - 88 -

dependent upon the cost of the building

estimated according to the rates certifiedby the Executive Engineer.Grant-in-aid rules also make provision forequipment grants, grants to hostels, postbasic schools, Lokshalas and AsramShalas.As a step towards reducing the burden ofexpenditure, the government passedresolution (1993) to encourage setting upof new non-government secondary schoolson the condition of not accepting anygrant-in-aid on a permanent basis.In 1999, norms for grant-in-aid for nongovernmentsecondary and highersecondary schools were revised.Accordingly, 100 per cent grant given togirl’s schools and higher secondaryschools having Science stream has beendiscontinued. However, for themaintenance of the Science laboratory, 50per cent of the expenditure or Rs. 1.5 lakh,whichever is less, is given by way ofgrant-in-aid.For starting new secondary / highersecondary schools, 100 per cent salarygrant is given for the first three years butfrom the fourth and fifth year, thegovernment share is reduce to 75 per centand 60 per cent respectively with the shareof management being 25 and 40 per centrespectively. (which has no managementshare so far towards salary).Government can reduce the amount ofgrant-in-aid, in case of schools with lowerperformance than expected. If the resultsof S.S.C.E. or H.S.C. examination falldown lower than the prescribed lowerlimit, the school concerned is givenwarning to improve its result failing whichgovernment makes a penal cut in the grantin-aid. Thus, grant-in-aid system isperformance oriented.The constitutional provisions forsafeguarding interests of religious as wellas linguistic minorities have also beenincorporated in the acts and regulations.Private initiative in SchoolEducation

Non-government organizations like publiccharitable trusts, co-operative societies,public undertakings and ethnic as well aslinguistic minorities organizations areactively involved in imparting educationespecially secondary and higher secondaryeducation. Many organizations establishand maintain primary schools, missionaryschools etc. Religious organizations suchas Swaminarayan Sampradaya, JainCommunity, Patels etc. also maintainprivate schools. The quantitative as well asqualitative expansion and development ofdifferent levels of education are ensuredwith the help of voluntary agencies andprivate organizations by providing themgrant-in-aid.In accordance with the policy initiatives ofNPE-1986, (revised 1992,) UEE fallswithin the purview of the government. Assuch, government is keen on expandingand developing elementary educationthroughout the State as discussed earlier.Government and local bodies have a lionsshare in the management of elementaryschools. As education system extends tohigher stages such as, high schools andhigher secondary schools, privatemanagements play a significant role inmanaging this sector of education.Participation of private managements vis avis government and local bodies isdepicted in Table 9.1.D:\jobs\GCERT\Gujarat_State2.doc - 89 -

Table 9.1 Number of Schools according to Management (1993)Management Primary UpperPrimarySecondary Hr.Secondary TotalGovernment 44 82 130 78 334Local Body 12860 16003 213 72 29148Pvt. Aided 183 957 3312 1632 6084Pvt. Unaided 495 1573 113 53 2234Total 13582 15615 3768 1835 37800PrivateManagement(Per cent)4.99 16.20 90.89 91.82 22.00

ObservationsMaximum (more than 90 per cent)

share in management of schools atsecondary and higher secondary levelof schooleducation is owned by theprivate management, aided as well asunaided.Contrariwise, private management runsonly 11 per cent of elementary schools(1993). The 21 per cent share ofprivate management in the elementaryeducation in the year 2000 is estimatedto be raised to around 40 per cent inthe next decade.Encouraging Provisions forPromotion of EducationGirls education is free at all the stagesof education.School textbooks and school uniformare provided free of cost to primaryschool pupils especially to SC / ST /OBC children.Free mid-day meals are provided to allprimary schoolchildren.Girl pupils of classes V, VI and VII aregiven financial assistance of Rs. 100/-per month on the basis of merit.State government awards scholarshipsto tribal pupils of Classes I to IV intribal talukas having literacy rate lessthan 10 per cent, with a viewto raising literacy rate among tribalpopulation.An assistance worth Rs. 10,000/- isprovided to each of the 20 selectedsecondary / higher secondary schoolsin tribal areas, with a view toequipping them with Sciencelaboratories.According to the scheme of providingfree textbooks to needy pupils,textbooks are purchased directly fromthe Gujarat State SchoolTextbooksBoard and distributed throughrespective District Education Officers.Four performance awards of Rs.15,000/- each are given to the bestsecondary schools in tribal areas.Under the scheme of StateScholarships to Scheduled Tribes and

Scheduled Castes students, threescholarships of Rs. 350/-, 250/- and200/- are given to scheduled tribestudents who stands first, second andthird respectively in 32 tribal talukaseach on the basis of marks obtained inClass VII annual examination.Three best primary schools in tribalarea are selected on the basis ofincrease in (i) general education (ii)general attendance (iii) girl’senrolment and (iv) girls’ averageattendance. The school of each tribalarea district is given an amount of Rs.5000/-, 3000/- and 2000/- respectively.The main objective of this scheme is toraise enrolment and promote retention.Prizes of Rs. 400/- and Rs. 200/- eachare given to meritorious SC, ST andsocially and economically backwardstudents securing first and secondranks at the district level in S.S.C. andin each stream of H.S.C. examinations.D:\jobs\GCERT\Gujarat_State2.doc - 90 -

Chapter 10Future Tasks and PerspectivesAn attempt is made in this chapter tohighlight some of the strengths, somesignificant problems and issues anddiscuss them briefly. Possible measures tosolve some of the problems are suggestedand future tasks for improvement ofexisting situation in regard to schooleducation are also pointed out.Strengths and Weaknesses:During the last four decades, there hasbeen a phenomenal growth in theeducation system of Gujarat. The State hasmade significant progress in regard to freeand compulsory primary education andthus tries to fulfil the goal of UEE. TheState has already achieved a level ofenrolment higher than the nationalaverage. Enrolment of girls hasremarkably increased, reducing the genderdisparity.Participation rate of pupils in elementaryschools has enhanced remarkably leading

to a large number of pupils completingcycle of primary schooling, among otherdue to the implementation of programmesinter alia, like, Shala Praveshotsav, joyfuland activity based approach to learning,special in-service training programmes forprimary school teachers and variousincentive schemes.The State has recognized the importanceof decentralization of withthe result that several new institutionalstructures at district as well as at subdistrictlevel have been created in the formof the DIET, BRC (in DPEP districts) andCRC. Community participation has beeneffectively ensured through VECs, MTAsand PTAs culminating in energizingelementary education.Revamping of curricula and preparation ofnew textbooks accordingly to elementaryschool stage have been an importantlandmark in the qualitative improvementof teaching and learning processes.In the process of improving the status ofelementary education in the State, the mainchallenge is the increasing population andthe rising demand for schooling facilities.It is a major problem to mobilize resourcesto match the rising demand. The structuresand processes that are needed to face thechallenges should not only be viable butalso address immediate needs of the State.Launching of programmes rather thanprojects would go a long way insurmounting these difficulties. Intensiveefforts to provide access to schoolingfacilities in case of school age children, areneeded. The Slab has still a long way togo in making education easily available tochildren belonging to socially andeconomically backward classes - SC andST children in rural and tribal areas,children of migrating population andchildren of people living in hilly and farflungremote areas. Reducing genderdisparity to minimum demands specialattention and strenuous efforts.Curricular load in respect of subject and

content that exists at the upper primaryschool stage needs to be made lighter, soas to make education burden-free.Curriculum renewal and pedagogicalrenewal processes would be a positive stepforward in this direction.With a view to upgrading quality of schooleducation, teachers’ professionalism,commitment and accountability need to beexcavated through appropriate in-serviceprogrammes. Participatory approachcoupled with innovative techniques inteaching learning process would also beD:\jobs\GCERT\Gujarat_State2.doc - 91 -

instrumental in raising the quality ofschool education.The main aim of organizing programmesfor professional growth of teachers wouldbe to prepare them for changing duties andresponsibilities, to remedy their existingweaknesses, to improve their performance,to encourage their participation in decisionmaking and to boost their job satisfaction.Such programmes are required to reorientteachers in view of the current explosionof knowledge, methodology andtechnology.All states and territories of India areconfronted with a common problem ofhow to find more financial resources foreducation. Gujarat State faces the sameproblem of finding adequate finances forthe various programmes and activities ofeducation. Sometimes provision ofessential facilities in schools also becomesa significant problem. Private andgovernment funding agencies at nationaland international levels are required to beapproached to have additional financialresources for supporting educationalprogrammes. Effective co-ordinationbetween education department and thefinance department needs to bestrengthened.Considerable progress has been made inthe domain of the secondary education.Almost all large villages have a secondaryschool. Gujarat has made education freefor girls at all the levels of education.

With a view to providing access toelementary school education, in case ofnon-starters, dropped-outs and tribals,alternatives have to be tried out such asnon-formal education, alternativeschooling facilities, need-based localespecificcurriculum, providing incentivesand adopting flexibility in school timings.Private managements play an importantrole in the development of education inGujarat particularly at the secondaryschool stage. The State government hasrecently revised grant- in - aid policy andis in favor of wider private participationwith the reduction of financial assistancefrom the government. In this light,government encourages self-financedinstitutions at secondary and highersecondary school stages. In Gujarat, NGOsplay the crucial role and provide goodsupport in maintaining, extending andstrengthening educational institutions.At present, the three-tier Panchayatinstitutions, municipalities and municipalcorporations function in the State. Prior tothe formation of district panchayats,district local boards carried out importantfunctions. Panchayati Raj system inGujarat introduced from April 1963 hasthus provided an opportunity to people toparticipate in local administration as wellas development activities through theirelected members. The Panchyati Rajsystem has brought the state Governmentadministration and the people nearer toeach other. Panchyati Raj institutions aredecentralized power machineries that aredelegated responsibilitiesIt is essential to associate local communitywith educational activities in the areathrough the setting up of local committeeslike, Village Education Committee,Mother –Teacher Association and Parent-Teacher Association. These committeeshelp in improving the facilities in theschools and promote their efficientfunctioning.Electronic revolution has posed many

challenges not only in societaltransformation but in educationalreformation too. Learning through formalsystem of education is not the only modeof learning in this context. Face-to-facelearning also does not meet with theemerging challenges of InformationTechnology. Access to different strategiesof distance education enables the learner toD:\jobs\GCERT\Gujarat_State2.doc - 92 -

avail himself of knowledge andinformation at his center. Distant mode oflearning can profitably be used in teachers’training programmes, using InteractiveTelevision Technique.The application of Interactive Television(IPTT-ITV) is a project of Govt. of Indiain collaboration with UNESCO and ITU,to be implemented on pilot basis inGujarat. The long term and ultimate goalof IPTT-ITV project is Universalisation ofElementary education through training ofprimary teachers, teacher educators andsupervisors for capacity building. This willhelp to bring about quality andeffectiveness of teaching learning processin the primary schools.Success Stories : ReplicabilitySuccessful innovative experiments in otherstates for improving the quality ofelementary education are being tried.Prominent among them are: Rishivalley inAndhra Pradesh, PRATHAM inMaharashtra, Eklavya in Madhya Pradesh,Shiksha Karmi and Lok Jumbish inRajasthan . Gujarat State sent teams of 15to 20 members from academic facultyfrom Gujarat Council of EducationalResearch and Training and DistrictInstitute of Education and Training tostudy these projects. Salient features ofthese projects are under consideration forreplication with due modifications in thecontext of achieving the goals of UEE inthe State.Future Tasks:While there has been considerableexpansion and progress in all sectors of

education in the State, inequalities andimbalances still persist. To overcome theseimbalances, the State needs to addressitself to some essential tasks, namely :Special efforts should be made to bringchildren belonging to SC, ST, landlesslaborers, migrating population and girlchild into the fold of education.Efforts should be made to extendeducational opportunities to childrenwith special needs in common schools.Provisions of 1995 Act for theDisabled Children should be enforcedstrictly.Steps should be taken to minimiseregional imbalances and genderdisparity in a stipulated period of time.Pre-school education should be madeavailable for children belonging tosocially and economically backwardcategories in the areas within theirreach.Interface of pre-school education withpre-primary education should be sostrengthened that the pre-schooleducation forms an integral part of theEducation Continuum.Optimum resource accessibility shouldbe planned out and availability ensuredto promote Education for All by 2000.Concept of educational managementshould be translated into practice togear up educational and administrativemachineries for the fulfillment of thegoal of EFA.D:\jobs\GCERT\Gujarat_State2.doc - 93 -

Chapter 11Earthquake- crippled Field of Education of GujaratGujarat has taken great strides in the fieldof education. Programmes aimed atadministrative and academic reforms wereimplemented in order to upgrade quality ofeducation. Dropout rate has been reducedto a large extent. Enrolment percentage hasreached as high as 92 per cent throughspecial enrolment drives including ‘ShalaPraveshotsav’.Gujarat was in the forefront in primary

education in the country. It was at thistime, that on 26th January 2001, the 51st

Republic Day that a devastatingearthquake rocked the State resulting incolossal loss of lives and property worthseveral crores in Kuchchh, Ahmedabad,Surendranagar, Rajkot, Jamnagar andPatan districts.Children, the torchbearers of the nation,were the butt of a cruel joke perpetrated bynature when they were all busy salutingthe National Flag on the Republic Day. Alarge number of educational institutions inKuchchh were razed to the ground andmany dreams were shattered. The heartrendingcries of those innocent souls wholost their lives still haunt us, the people ofGujarat and many who suffered nature’swrath face a bleak and uncertain future. Itis a great setback for the State in generaland education in particular. Educationalinstitutions have suffered a great damageand vast number of schoolchildren andteachers have lost their lives. This can beconsidered the greatest disaster for thefield of Education.The extent of damage suffered byeducational institutions can be gaugedfrom the figures given below.Earthquake-hit structures Completely Partiallydestroyed destroyedPrimary Schools 857 643Class Rooms of Primary Schools 8498 31155Primary Training Colleges ( Hostels) 4 20District Institute of Education and Training 3 11Sheds for Mid-day meal scheme 1027 799Secondary/Higher Secondary Schools 380 867Particulars of those who belonged to education field and lost their lives as also sufferedinjuries are presented here.School No. of students No. of teachers Non-teaching Staff TotalDead Injured Dead Injured Dead Injured Dead InjuredPrimary 910 1051 31 95 1 - 942 1146Secondary 37 - 4 - - - 41 -HigherEducation3 - 2 - - - 5 -D:\jobs\GCERT\Gujarat_State2.doc - 94 -

For Rehabilitation ProgramGujarat Urgently Needs-

New Classrooms for Primary Schools 8498Repair work of Primary Schools – Classrooms 31155Buildings for Primary Training Colleges 6Repair work of Primary Training Colleges 20New Secondary and Higher Secondary Schools 380Repair work for Secondary and Higher Secondary Schools 867Facility for drinking water in primary,secondary and higher secondaryschoolsSanitary units, libraries, laboratoriesand teachers’ quarters. etc.D:\jobs\GCERT\Gujarat_State2.doc - 95 -

ReferencesAll India Educational Surveys : II to VI, National Council of Educational Research And Training, New DelhiFive-year Plans : III to VIII, General Administration Department, Government of Gujarat, GandhinagarDevelopment Program : 1995-96, 1996-97, 1997-98, 1998-99, 1999-2000, 2000-2001, General Administration Department, Government of Gujarat,GandhinagarGazetteer of India, Gujarat State Gazetteer, Part – II, 1991, Government of Guja rat, GandhinagarA. Biswas & S.P.Agrawal, Development of Education in India, Concept Publishing Company, 1994, New DelhiEducational Statistics , Directorate of Primary Education, 1991-92 to 1998-99, Government of Gujarat, GandhinagarAnnual Administrative Report , Directorate of Primary Education, 1991-92 to 1998-99, Government of Gujarat, GandhinagarStatistics on Progress of Primary Education in Gujarat, 1991 Directorate of Primary Education, Government of Gujarat, Gandhinagar. (supportedby UNICEF)Annual Administrative Report , Commissionerat of Higher Education, 1994-95 to 1998-99, Government of Gujarat, GandhinagarEducational Statistics on Secondary/ Higher Secondary and Higher Education , Commissionerat of Higher Education, 1993- 1999, Government ofGujarat, GandhinagarEducational Development in Gujarat State , Directorate of Education, 1050-51 to 1965-55, Gujarat State, AhmedabadStatistical Data on Adult Education, Directorate of Adult Education, 1988-91, Government of Gujarat, GandhinagarShaksharta Abhiyan of Gujarat Vidyapith: A prelude to Total Literacy Campaign, 1996, State Resource Center, Gujarat Vidyapith, AhmedabadD:\jobs\GCERT\Gujarat_State2.doc - 96 -

A profile of Shaksharta Abhiyan in Gujarat , Retrospect and Prospect, 1989, Adult Education Resource Center, Gujarat Vidyapith, AhmedabdGUJARAT, Second Edition, 2000, Gujarat Vishwakosh Trust, AhmedabdSixth All India Educational Survey, An Analytic Report , State Survey Officer and Directorate of Primary Education, 1993, Government of Gujarat,

GandhinagarReport on T ime Use Survey Gujarat, Directorate of Economics and Statistics, 2000, Government of Gujarat, GandhinagarAnnual Administrative Report , Gujarat Council of Educational Research and Training, 1999-2000, Government of Gujarat, Gandhinagar.Educational Administration in Gujarat, National Institute of Educational Planning and Administration, 1980, New Delhi.Alternative Schooling , State Project Office, 1999, DPEP, GandhinagarProgress Report, State Project Office, 2000, DPEP, GandhinagarResults, S.S.C.Examination and H.S.C.Examination, 2000, Gujarat Secondary Education Board, Government of Gujarat, Gandhinagar.An Apraisal of Students’ Achievement, Mid-term Assessment Survey, 2000, Gujarat Council of Educational Research and Training, GandhinagarAn Apraisal of Students’ Achievement, Baseline Assessment Survey, 2000, Department of Education, Bhavnagar University, Bhavnagar and GujaratCouncil of Educational Research and Training, GandhinagarDevelopment of Profiles of Academic Achievement of Primary SchoolChildren of Gujarat, 1999, Department of Education, Bhavnagar University,Bhavnagar and Gujarat Council of Educational Research and Training, GandhinagarMohite Prerna & Hema Shah, Status of ICDS ( PreschoolComponent) In Three Districts of Gujarat, 1999.Education For All, India, 2000, Ministry of Human Resource Development, Government of India & National Institute of Educational Planning andAdministration, New DelhiVision 2010, Department of Education, Government of Gujarat, GandhinagarCrusade for Quality in elementary education, DPEP Cell, Guajrat Council of Educational Research and Training, GandhinagarD:\jobs\GCERT\Gujarat_State2.doc - 97 -

Project TeamProject Director Mr. P.V.PatelDirector, GCERTAcademic Co-ordinator Mr. P.M.PatelSecretary, GCERTProject Consultant Dr. Manubhai TrivediRetd. Head, Department of Education,Bhavnagar UniversityProject Fellow Dr. D.R.SharmaResearch Associate, GCERTMs. Vaishali ShahResearch Associate, GCERTComputer Operator Ms. Vaishali ShahResearch Associate, GCERT

* * *D:\jobs\GCERT\Gujarat_State2.doc - 98 -

Data Collection Mr. P.M.Patel

Secretary, GCERTDr. D.R.SharmaResearch Associate, GCERTData Analysis and Dr. Manubhai TrivediReport Writing Retd. Head, Department of Education,Bhavnagar UniversityMs. Vaishali ShahResearch Associate, GCERTD:\jobs\GCERT\Gujarat_State2.doc - 99 -

Organisational Structure of Administrative Support SystemEducationDepartmentGujarat StateCommissioner of Schools &Mid Day MealDirectorate of PrimaryEducationGujarat Secondary EducationBoardDistrict Primary EducationProgrammeState Examination BoardGujarat State Text BookBoardPost Basic Education BoardGujarat Council forEducational Research &TrainingGujarat Institute ofEducational TechnologyDistrict EducationOfficerDistrict PrimaryEducation OfficerDistrict Institute ofEducation & Training

Administrator

Establishment of GCERT

Establishment of Cell