UNIT 4 ISSUES OF SECONDARY EDUCATION.pptx

Issues of secondary education

1. ISSUES OF SECONDARY EDUCATION ENROLMENT OF STUDENTS LACK OF COMMUNITY LIFE DEFECTIVE EXAMINATION SYSTEM LACK OF GUIDANCE & COUNSELLING DRAG ADDITION

2. ENROLMENT OF STUDENTS The government of Karnataka has initiated certain schemes on its own for the purpose of enhancing access and enrolment situation for the school going children, and to prevent dropout incidents as far as possible. Here in this section, some of such programs of the state are presented to indicate as to how government has been working relentlessly to make “education for all children” a reality.

3. GOVERNMENT PROGRAMS FOR ENROLMENT OF STUDENTS i ) Free Uniforms, Text Books and School Bags Increased access to the schooling facility has increased number of children from even lower income families. Their retention in schools until compulsory stage depends upon effective programs like mid day meal scheme, free supply of school uniform, text books, regular health check up The SDMCs are the subcommittees of Civic Amenities committees (CAC), which are sub-committees of Grama Panchayat . The funds relating to teacher grant, school grant, school maintenance grant (major repairs) civil works (basic infrastructure like class rooms, provision of drinking water and toilet facilities, compound wall) are sent directly to SDMCs.

4. ii) Mid-Day Meal Program A massive mid day meal program covering all children studying in Government and Aided primary schools in classes I to X is implemented in the State from 2007-08, objective to improve attendance, reduce drop out, improve the nutrition levels of children and enhance their learning attainments . iii) Baa Marali Shaalege ( Come back to school campaign) In order to celebrate the 2002 Karnataka Rajyotsava Day in a meaningful manner, the department of education mounted a massive campaign of getting children, who had dropped out of school for various reasons, back into the school.

5. The main objectives of this campaign were: • To enroll all children in the age group 6-14 and get them to attend school through intensive door-to-door campaigns though the state. • To bring back to schoolchildren who have been absent for too long. • To provide bridge courses and remedial teaching to the returning children so as to make their re-entry as smooth as possible. • To place the children ready for mainstream schooling in regular classes suitable for them. By the end of 2002, the campaign had succeeded in bringing back to school over 220,000 children, about 50% of them being girls. The effort and the response in the educationally backward districts of NEK (RAICHUR KOPPAL)

6. iv) Samudayadatta Shale The government has launched ‘ Samudayadatta Shale’ Under this program each month, the Hon'ble Education Minister, Education Secretary, the Education Commissioner, all officers of the department teachers of high school and primary school halt in villages and hold discussions. They also interact with the community and parents in order to create awareness on education matters and issues , so as to improve the quality of education, admit children and provide basic facilities to the schools . This program was started in November 2000. It is very effective in mobilizing community and bringing awareness about quality education and demand for equity education.

7. v) School Adoption Programme It is difficult for the government alone to provide all basic necessities to the schools, the “School Adoption Program” was launched. Many companies, corporate entities and individuals have come forward to adopt and improve the facilities in government schools vi) Chinnar Angala – A Bridge Course to the a in stream The “ Chinnar Angala ” is an innovative summer bridge course programme aimed at brining out-of-school children back to schools. A regular schoolteachers and a Para- teacher appointed from amongst the village youth teach the children. An intensive, condensed from of the curriculum is taught, at the end of which regular classes. The duration of the intervention was initially proposed to be 60 days.

8. Later, it was decided that it would continue till all children were enrolled into formal school. The program was first implemented in the state in April/May 2000. vii) Vidya Chetan An alternate School “ Vidya Cheta ”, started only in northeastern Karnataka was an alternative school for those children who were not in schools even after the “ Chinnar Angala ” intervention. The location of a “ Vidya Chetana ” center was selected keeping in mind the students convenience. The timings for teaching were flexible to suit the child. Classroom transaction started with books prepared specially for the “ Chinnara Angala ”. All the end of the year, the child had the option of choosing between joining regular school or continuing further in the “ Vidya Chetan ” centre.

9. viii) Mid-day Meals Programmes . The main objective of the programme was to provide nutritious food to children coming from poor and weaker sections apart from improving their attendance. Program was extended to VI and VII standards in Government/Government Aided Schools in the State ( w.e.f ) 01-10-2004 and the program of providing hot cooked meal trasfererd to Zilla 221 Panchayat w.e.f 01.04.2005. The program is extended to students of 8th standard studying in upgraded primary schools and students of 8 to 10 standard of Govt and Aided High Schools w.e.f 01-06-2007 ix) Energy Food and Ahara Yojana The State Government introduced its own scheme called “ Energy Food” program in 1980-81 In 1993-94, the State Government introduced the Ahara Yojana for all children studying in I-IV standards.

10. x) Nutritional Support Program In order to improve the nutritional condition of children & motivate them to attend school, the nutritional support program was introduced by the state government through this program ; the state government started distribution of 3kg of wheat or rice per child per month The food grains were given to all children studying in government and aided primary schools , subject to the children maintaining an average 80% Attendance . xi) The Akshaya Programme The scheme, introduced in 1991-92, ws meant for ensuring attendance and reducing drop-outs among children of I to V standards. If a child had a minimum of 80% attendance during the month, then the parent was to be paid at the rate of Rs.1/- per child per school working 222 day

11. xii) The Akshara Dasoha Programme The program of providing hot cooked midday meal was introduced in 7 Northeastern revenue districts of the state during 2002- The scheme was further extended to cover children of I to V standards in government aided schools with effect from 1 September 2004 The government has extended the programme to cover all children studying in government and aided secondary schools in the state from the academic year 2007-08. The Government departments like, the Revenue, Rural Development, Health and women and child development take active role in implementing the program. The members of the GP and SDMC monitor the scheme at the school level. The program has been complemented with the following objectives: • To improve enrolment and attendance in elementary schools. • To improve retention. To improve learning level of children. • To improve health of the children by increasing nutrition levels. Hot cooked midday meals are provided for 244 days in a year

12. xiii) Akshaya Patra With the dedicated purpose of liberating poor children from the vicious cycle of hunger and illiteracy, the Akshaya Patra Foundation under the age is of International Society for Krishna Consciousness (ISKCON) Program has documented the benefits such as : • Protecting children from hunger and improving their nutrition; • Increasing school enrolment, attendance and school performance; xiv) Coolieyinda Shalege Programme – (From Labour to School) Community children in the age group of 6 to14 are found employed in places such as factories, shops, households, hotels, garages, etc. . The “ Coolieyind shalege ” programme has been launched to bring these children to the school fold from their work places. In this programme parents and employers of the children are warned citing the provision of the prevention of child labour Act

13. Awareness has been created among them regarding importance of education. This has helped to bring the children into the school fold. This program is being implemented with the co-ordination of the other departments like police, women and Child Development, Social Welfare and Labour Department. xv) Flexi School Eight flexi schools have been started in Bangalore These schools were started with the working children in view of those who cannot attend the formal school due to their time frame in the workplace. There schools are running from 8.00 am to 8.00 pm, so that the working children can attend classes and learn their lessons at the hours convenient to them. Hence the name “Flexi Schools”. These schools which are not permanent formal schools, aim at infusing confidence and strengthening their learning activities and thus helping these children to knowledge and thus helping these children to bridge with the formal school without any difficultydata , 280 children are admitted to these schools.

14. xvi) Mobile Schools These schools were started in 2001-02 to give education to slum dwelling children and children of construction workers, especially in the city areas. These mobile schools collect children from the slums in and around the city and take them in a bus to a good environment where their teachers will teach them. The inside of the bus is modified into a classroom. These schools were initiated by the state government of Karnataka with the objectives of; a) Providing basic education to children from the slums & children of building construction workers in a pleasant atmosphere b) Bringing these children to mainstream schooling and promoting the habit of going to school. The schools timings are maintained between 8.30 am and 2.30 pm

15. xvii) Beediyinda Shalege (From street to school) For the children who are in the street in the age of group of 5-14 and are being out of the portals of school education, the education department in Karnataka prepared some innovative programs to bring them into the school fold with some selected NGOs Co-ordination. To address these children a provision was made in the Annual Work Plan of 2004-05 to imitate activities to bring them to school. xviii) Baa Bale Shalege (Bringing the Girl child to school) Baa Bale Shalege is yet another special initiative to bridge the gender gap. The main strategies adopted under this campaign are, to make women officials of the Education Department motivate themselves to adopt an educational block each and evince special interest in the education of girls in that block. • To make the women officials adopting a block to meet women teachers in the particular block and motivate them to achieve the aims achieve the aims of this program voluntarily.

16. xix) Integrated Education for Disabled Children (IEDC) The disabled children are more likely to dropout of school as they cannot cope with curricular and co-curricular activities, besides reaching upto school every day. A special attention has to be given to their learning needs for which there have been prescription under the SSA besides what the governments have been traditionally doing to render justice to the disabled children. IEDC is providing education to disabled children along with normal children in normal schools with the assistance of specially trained teachers. In this context, the IEDC helps in identifying such children and integrating them in the regular school system so as to facilitate their learning. xx) Kala Jatha Kala Jathas spelled out the importance of UEE with special focus on the girl child. The Kala Jatha teams formed at the district level performed in the targeted villages and motivated the communities to send their girl children to schools.The initial focus on girl child enrolment gradually attained the dimension of universal retention

17. LACK OF COMMUNITY LIFE

18. WHAT IS COMMUNITY LIFE A community is a small or large social unit (a group of people) who have something in common, such as norms, religion, values, or identity. Often - but not always -communities share a sense of place that is situated in a given geographical area (e.g. a country, village, town, or neighborhood). The term is most often associated with one or more of the following characteristics: common people, as distinguished from those of rank or authority; a relatively small society the people of a district; the quality of holding something in common a sense of common identity and characteristics.

19. LACK OF COMMUNITY LIFE Community relationships You probably know that it's important to have healthy relationships with family and friends. It's also a good idea to work on relationships within your community. Your community includesyour neighborhood, school, afterschool groups, and a house of worship, if you have one There are many “issues” commonly experienced by students in school & college that can sometimes pose major challenges to study, play, socializing, and living.(community life) HOMESICKNESS (Lack of interest or involvement in new surroundings.) DIFFICULTY SLEEPING (to figure out ways to fall asleep when the opportunity presents.) ANXIETY ( Many students experience some anxiety throughout their day) DEPRESSION  (we may feel especially “down” or “tired) TRAUMA (psychological distress)  re-experienced by the victim through flashbacks, nightmares,

20. Connecting with your community  Helping your community can make you feel like you belong and have something to offer. Having community means you have people you trust and who trust you. It means you are never really alone. Here are some ways you can be a great member of your community: Treat other people well . Show other people respect even if you have beliefs that are different Get to know people before making up your mind about them. Stand up for your beliefs Be someone people can rely on to do a good job Volunteer  at places like a nursing home or homeless shelter Help an elderly neighbor or someone else who could use a hand

21. EDUCATION &COMMUNITY LIFE The fact that schools play important roles within the life of local communities, and that they are, to varying degrees, democratic institutions can serve as key elements within students’ educational experiences. These external and internal organizational realities help to shape the core values inherent in students’ educational experiences-- namely, a school’s curriculum. Berman cites studies that have concluded that structured civic education curriculum designed to teach civics to students didactically is not effective in imparting a sense of social responsibility in students. He goes on to conclude that when it comes to civic education, it is less important  what students are taught than  how  they are taught.

22. Traditionally, the school itself has been an institutional "citizen" within its local community (or communities). Schools serve as public spaces, where community members gather to make decisions (board meetings, parent-teacher organizations, etc.), celebrate (plays, performances, fairs and parties) and learn (continuing education classes, community libraries, film series). The school’s teachers and administrators themselves represent the school and its functions to the external community, often taking on roles as community leaders and active contributors to community life. Students attend events and participate in activities at the school which lay outside of the context of the normal school day. They may witness their teachers acting as citizens outside of the context of their roles as teachers.

23. A curriculum of place may also encompass direct ties between local communities and the social studies or science curriculum. Student may learn about their local communities through oral history projects, photographic retrospectives, and studies of the natural environment. These project may or may not involve students in proving a direct benefit to their communities. Oral history projects or photographic retrospectives may be shared with local community members, enriching the historical and cultural life of the community.

24. Education and community The case for community as an aim of education (or at least the cultivation of social networks and the associated concern with reciprocity, trust and tolerance) is strong. Indeed, we may follow  Dewey and argue that working so that all may share in a common life is  the  aim of education. Can we educate for community without being in community? Certainly, this has been a key question within debates around schooling for community . In the last few years the idea of community has been the subject of renewed focus among those advancing direction we must take is clear

25. The Community Trust Act of 1993 defines service-learning as A method whereby students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of the community; coordinated with an elementary school, secondary school, institutions for higher learning, or community service program and the community; helps foster civic responsibility; integrated into and enhances the academic curriculum of the students, or the education components of the community service program in which the participants are enrolled; and provides structured time for students or participants to reflect on the service-learning. A service-learning opportunity differs from "community service" in that participants  "reflect" on the nature of what they have experienced while being engaged with the community. In most cases, this reflection encompasses a connection that the students are making between what they are learning in the classroom to aspects of community life.

26. cultural literacy as: passing down stories, skills, and knowledge from generation to generation; developing an awareness, appreciation, and understanding of the heritage of the community; a process for documenting a community's rich cultural traditions; preserving the past; integrating community wisdom into state and national standards and curriculum units.

27. Benefits Of A Community Life 1.Students learn more about ourself . 2. Students develop soft skills. 3. Students learn how to work with a team. 4 Students get networking opportunities. 5. Students gain practical experience in a safe environment. 6. Students be able to use the skills you’ve learned in class. 7. .. learn how to engage with diverse groups of people. 8. … gain leadership skills. 9. …get a break from your studies. 10 …expand your resume. 11 Students be able to give back to the community. 12. Students have fun!

28. DEFECTIVE EXAMINATION SYSTEM

29. DEFECTIVE EXAMINATION SYSTEM At a cursory glance there are plenty of things that could be said to be wrong with the education system in India. To start with education in India does not cover each and every child in the country. Then there is the ever increasing gap between the government owned institutions and the private ones as far as factors like quality and facilities are concerned. However, there is one issue that has always escaped the notice of the stakeholders – the common people, the authorities, the teachers and also the students perhaps and that is the system of exams in India .

30.   Indian education system   Long ago, India had such an education system which attracted foreigners. Nalanda and Takshasila were famous educational spots where students of various countries awaited the entry in these universities. There were also entrance tests like today. At the entrance of the great universities, there used to answer the questionnaire which can enable pupils have an entrance into these universities. Now, in modern age, even though  Indian education system  is changing, examination system is not up to the mark. It produces rankers , but not eligible in respective fields. There needs to be a change in Indian examination system which can assess the performance and help students reach the stage which is needed. The  role of examination system  is very prominent to make education system successful.

31. Useful to rote memory than analytical students It is the first concern which is to be corrected by education reformists . In our education, it is very easy to take the stock of question paper. The student can have a list and can go on repeating in order to get passed or get a rank. If a question comes this year, we can surely expect that the question is not going to come and as there is only one alternative to this question, that question is kept in temporary memory can write exam and come out with flying colors. Analytical questions are not asked in exams and students got used to traditional methods and are not analyzing any issue which is resulting into graduate degree holders with no knowledge. There is need of analytical questions as to help students in their life.

32. More theory and less practice Practice makes man perfect. But reading theory will make man nothing but a book. A student may be bookish and may read, but understanding does not complete without practical approach. This belongs most to physics and chemistry students who do not have idea about chemicals and instruments as they are not seen naturally in their environment . Our studies include more than 80% theory and less practical oriented. Theory study only can give ranks and practicals are not yet all done. With these circumstances, we are not able to get scientists , at least we are not in the stage to get teachers, lecturers and professors in physics and chemistry. It became burden on the part of student and hence, they are not so much interest in taking them. Not useful to real life

33. Not useful to real life Real purpose of education is that it should shape the future of student to face the situations . But, now education is not doing that and became a trouble on part of students. Even Degree holders are not able to fill the with drawl form in banks with this education system. English is the main subject which has relevance is not yet all coming to use in real life. Grammar is the main thing which is taught to student and tested from his childhood and never used. There is  need of change in examination system of India .

34. One of the major problems with the Indian education system, as it stands now, is the way examinations are being conducted . It has been the same over the years where the students have went to an examination hall, then given an examination in a short time where they are supposed to give their best with respect to the questions that they face and then waited for the results. Quite often it has been seen that guys who have prepared all the year have suffered nerves on the big day or some other problem and then had a poor exam while someone who got questions he or she was acquainted with had a terrific examination and then basically had a good result. The biggest problem is that there is way too much question of chance involved over here – anything could happen and that could unsettle even the best of students.

35. In order to offset this problem we are nowadays seeing new systems being introduced such as mid-term or semester examinations and unit tests . All these are better as they provide students with a lighter schedule that allows them to branch out to other areas of life such as sports and extracurricular pursuits such as music or drawing which is where their main talent lies. However, the major problem with this scenario is that it encourages students to study for marks and remember things for the short term – only to forget them by the time the next examination happens. The main purpose of education is to educate students and help them appreciate the better points of the knowledge that is being imparted to them.

36. However, that seems to have been shortchanged right now with the added emphasis on grades and marks . The system needs to be one that enables students to truly learn what they are being taught and internalize it and not just mug it up for a few days or months. It needs to be more long term than what the situation is at present. At the same time it also needs to be practical so that the students’ abilities are properly tested. One way out of this could be a project or assignment like system where the students are given tasks they can complete at home and they can be given sufficient periods of time to complete them like a couple of days. This system will ensure that students devote quality time behind their studies and also eliminate any excuse or reason for failure.

37. Remedies to examination system in India Giving priority is for quality rather than quantity. There should be analytical questions which can make student use his brain properly and Indian examination system should be in such a way that it should encourage quick decision making and understanding the situation and broad thinking . Half weightage is to be given for practicals and co-curricular activities are to be made mandatory and they should be given weightage . Soft skills are to be taught and help them mingle with different people. These are necessary to prepare would be administrators. Government should provide funding to schools and colleges to have equipment. Liberal funding of government can only help  rejuvenate Indian education system . Liberal funding of governments for labs can turn students into scientists.

38. INTRODUCTION Guidance and counseling, refers to the services and programs that promote personal, social, educational and career development. The program should align with an organization or institution's mission. Guidance and counseling are two sides of the same coin. The goal in both cases is to give an opportunity for an individual to see a variety of available options and thereafter, assist the person in making a wise chioce . Guidance and counseling helps the students to have a better self understanding and proper adjustment to self and society.

39. Guidance and  Counselling According to Tolbert, (1974)“ Guidance is the total program or all the activities and services engaged in by an educational institution that are primarily aimed at assisting an individual to make and carry out adequate plans and to achieve satisfactory adjustment in all aspects of his daily life. Guidance is not teaching but it may be done by teachers. It is   not separate from education but it is a term which is broader than counseling and which includes counseling as one of its services.” Wren, (1962) says, Counseling Counseling is a dynamic and purposeful relationship between two people who approach a mutually defined problem with mutual consideration of each other to the end that the younger or less mature, or more troubled of the two is aided to a self- determined resolution of his problem”.

40. NEED FOR GUIDANCE & COUNSELING

41. Nature of Guidance Program at Secondary Stage Students in school need to acquire the attitudes, knowledge and skills that contribute to effective learning and functioning in life . At secondary stage, they need to choose from the range of courses in different streams available in the schools or from skill training courses available in the community. Students also need to set future academic or vocational goals after + 2 stage. This stage demands that they relate their academics to the world of work and overall life in general. Guidance and counseling is not to be viewed as an instruction, it is an intervention . Guidance and counseling program at any stage needs to be designed in a manner so as to respond to stage specific needs of students. Major Components of School Guidance Program Keeping in view the students needs and aims, major components of the Guidance and Counseling programe fall into following categories: •1 Orientation, 2.Assessment,3. Group Guidance, 4. Career Information

42. Approaches to Guidance and Counseling Guidance and counseling in the country is offered using different approaches depending upon the kind of programs organized (in schools) and the personnel engaged in imparting guidance and counseling services 1.Specialist Approach The Guidance and counseling services are viewed as specialized in nature and, therefore, are provided by a full-time professionally trained counselor in school, from elementary to higher secondary school stage. teachers to take up 2.career work as a part of their teaching work or as additional work. The emphasis is on collection of career information and its dissemination to students especially at secondary and higher secondary stage. 3.Teacher Counselor Approach It is premised that every teacher has a Guidance role and can provide guidance and counseling services to students. To be teacher counselors, teachers undergo professional counselor training program to develop/enhance the desired knowledge and skills.

43. RECOMMENDATIONS\SUGGESTIONS The following are the suggestions made for the better implementation of guidance and counseling programs. Guidance should be conceptualized in a broader and more comprehensive and holistic view, incorporating vocational and other aspects of development. Provision of a systemic approach which analyzes issues within a broader social system. Guidance should be a preventative activity while counseling fulfils a primarily curative function. Guidance and counseling should be an integral part of the education process and that more time and status should be allocated. Guidance curriculum and responsive services can then be structured to address human relationships, career development, life skills, social values, self development, and learning skills.

44. Guidance teachers should be given more appropriate training, especially in counseling skills. More resources should be devoted to guidance and the private sector should playa" more central role in the guidance provision, particularly as the state is unlikely to be able to afford to support school based guidance program." The guidance curriculum should be sensitive to gender. The needs of each student will also be easily identified through guidance and counseling and individual responsive services must be planned . The main objectives of the guidance and counseling programs should be the maximum development of the individual and the entire program should be organized keeping in mind this purpose. Counseling is not an end in itself but it is a means, an integral part of the total educational goal of leading an individual to a more authentic existence than hitherto.

45. DRUG ADDITION ISSUES OF SECONDARY EDUCATION

46. DRUG ADDITION Introduction:  Drug abuse has become a worldwide problem in modern times. Drug means a habit-forming substance which is taken pleasure or excitement and which induces sleep or produces insensibility. Youth & teenagers are more prone to become the victims of drug abuse. Drug is smuggled into India from many countries. Drug is generally prepared from opium and/or other harmful substances and chemicals. This intoxicating evil is introduced in the market under various names. When a drug is taken for the first time, it stimulates the pleasure centers of the brain. It is for sake of pleasure that most users first get accustomed to it. They take drugs to forget pain, sorrow, insult, and to escape from reality.

47. DRUG ADDITION The term ‘drug’ has now been given a new connotation . It was used originally to means ‘medicine’. However, now-a-days, the term ‘drug’ means not only medicine, but also the fatal narcotics that include cocaine, heroin, brown sugar, and many other specifications.  All these drugs have their evil effects on the mind and body cells of the addicts. The young generations, particularly teenagers, are the worst victims of evils of Drug Addiction. Drug and alcohol abuse are important problems that affect school-age youth at earlier ages than in the past. Young people frequently begin to experiment with alcohol, tobacco, and other drugs during the middle school years, with a smaller number starting during elementary school. By the time students are in high school, rates of substance use are remarkably high.

48. The incidence of drug abuse among children and adolescents is higher than the general population. This is notably because youth is a time for experimentation and identity forming . In developed countries drug abuse among youth is generally associated with particular youth subcultures and lifestyles. In India an NGO survey revealed that 63.6 % of patients coming in for treatment were introduced to drugs at a young age below 15 years . According to another report 13.1% of the people involved in drug and substance abuse in India, are below 20 years . Heroin, Opium, Alcohol, Cannabis and Propoxyphene are the five most common drugs being abused by children in India. A survey shows that of all alcohol, cannabis and opium users 21%, 3% and 0.1% are below the age of eighteen . An emerging trend about child drub abusers is the use of a cocktail of drugs through injection , and often sharing the same needle, which increases their risk of HIV infection. Overall 0.4% and 4.6% of total treatment seekers in various states were children.

49. DRUG ADDITION IN INDIA The problem in India is there are no sensitization programs about drug abuse in schools or for children out of school. India does not have a substance abuse policy. There is also a high incidence of charging children under the  Narcotic Drugs and Psychotropic Substances (NDPS) Act, 1985 . Children who at times done have access to high quality drugs will use volatile substances easily found in corner stores such as cough syrups, pain relief ointments, glue, paint, gasoline and cleaning fluids. There are very few to no health centers that deal with child substance abuse problems, especially in the rural areas. The use of tobacco is another major concern amongst children. In India 20 million children a year and nearly 55,000 children a day are drawn into a tobacco addition. The number is shocking when compared to the 3000 a day new child smokers in the US.  The use of certain drugs such as whitener, alcohol, tobacco, hard and soft drugs is especially wide spread among street children, working children and trafficked children but there is currently a lack of reliable data on drug abuse amongst children. 

50. School-based education for drug abuse prevention Education for drug abuse prevention in schools may be defined as the educational programs, policies, procedures and other experiences that contribute to the achievement of broader health goals of preventing drug use and abuse. Education for drug abuse prevention should be seen to include both formal and informal health curricula, the creation of a safe and healthy school environment, the provision of appropriate health services and support as well as the involvement of the family and the community in the planning and delivery of programs.

51. The components of a school-based drug abuse prevention education and intervention programme The educational components of a school drug abuse prevention programme are the following: A programme based on the guiding principles for school-based education for drug abuse prevention that forms a core component of the school curriculum and focuses on equipping young people with information about drugs, the life skills necessary to enable them to deal with different situations without turning to drugs, the ability to resist pressure to use drugs and an understanding of what drugs are A safe and supportive school environment made possible by a set of clearly communicated policies and procedures that provides care, counselling and support for all students and ensures a cooperative approach among staff, students, parents, and related professionals, agencies and the police

52. Strategies for ensuring that all members of the school community contribute to and support school policies and procedures for dealing with drug matters Appropriate professional development and training for relevant staff Information and support for parents , in particular parents of students involved in illicit and other unsanctioned drug use Mechanisms for continuous monitoring and review of the school’s approach to education for drug abuse prevention and incident management

53. Preventive and Remedial Measures There are certain preventive and remedial measures for dealing with the problem of drug abuse. The Government m ust use all the media to propagate against the habit of drug-taking. Voluntary organizations should pay more attention to instruct addicts how to give up the vice to bring them to the main stream of public life without shame or sorrow. Physicians should teach them how to prevent and avoid the evil and how to lead a normal healthy life. Parents should pay more care , attention and love to their sons and daughters. Reading of moral and religious books is also helpful to addicts. The police must act fearlessly to act against the people involved drug traffic.

54. Diversification of subjects

55. INTRODUCTION After ten years of general education, the higher secondary stage assumes great significance as students for the first time move toward diversification. By now the students start developing their own thinking and independence of mind. As such, they are better placed to exercise a choice of course keeping in view their needs, interests, capabilities and aptitude, which would enable them to cope with the challenges of future. They may, therefore, choose either specialized academic courses or job oriented vocational courses. For majority of students, the higher secondary stage may be the end of their formal education leading to the world of work. For others, it would be a bridge to the tertiary stage of education — academic or professional courses.

56. Diversified subject (Education ) Diversified subject Education is a cooperative education program for Middle and High School students that offers career guidance, occupational work experience and coursework in employability skills. It utilizes a cooperative partnership between schools, businesses and parents to prepare students for future employment and careers .

57. Subject (Curriculum )Organization After the ten year common program of studies, primarily of language skills, scientific literacy, basic mathematical and social skills, cultural heritage of the country, issues relating to political, economic and social life and environment, the stage is ripe for exposing the students to differentiated and specialized in depth courses in humanities, social sciences, science, mathematics, commerce and the like on the one hand, and a variety of vocational courses on the other. Thus, according to one of the most important recomen-dations of the Kothari Commission, the curriculum at this stage is to be organized under two streams , the academic stream and the vocational stream . However, there is a need to ensure that appropriate linkages between the two are not only maintained but systematically strengthened.

58. In order to meet the various problems of the secondary education, it is the responsibility of the educational planners to attack the problems from all the sides. They will have to modify the school curriculum in order to copy with the urgent educational needs of future development. The scientific knowledge is advancing so rapidly that the present curriculum may not be relevant to the present needs of the students. Many political, economic and technical changes are taking place in the country at different intervals, but the education in general and secondary education in particular is unable to keep pace with the changing limes.

59. Though steps have been taken at the later stage to introduce diversified curriculum at the secondary stage yet the difficulty lies in relating it to the real and practical life of the child and his environments. As much emphasis is given on the external examination, the students follow the curriculum mechanically without curiosity, understanding or appreciation, as the immediate aim is to get through the examination and be admitted to higher class. Various commissions pointed out the defects of the curriculum at different times but the problem has not been tackled radically.

60. The importance of diversification of secondary education curriculum in India (a) Easing the Problem of Unemployment: Due to expansion of education, the number of students has increased rapidly and since the number of jobs did not increase in the same proportion, unemployment has increased. This problem has now taken a serious form. One of the main reasons for unemployment has been the unilateral system of education. The Mudaliar Commission recommended the diversification of curriculum. (b) Helping the Cultural Development: To-day, the definition of culture has now taken a wider form. In the secondary schools due to non-availability of technical education, mere bookish knowledge retards the all round development of a student. The teaching of technical subjects along with the traditional subjects is necessary for the full cultural development of the student. The Commission, therefore, has recommended the inclusion of technical subjects in the curriculum.

61. c) Love of Dignity of Labour : One of the main drawbacks of the system of acquiring knowledge merely through books has been that the student does not give due recognition to the dignity of labor. It is because of this tendency that students prefer to work on lesser emoluments in offices where they can wear good dresses than in places where manual labor is required, though the emoluments may be comparatively much higher. This happens because students do not appreciate manual labor and do not understand its dignity. It is felt that in the diversified curriculum, the students through the study of technical and vocational subjects will also realise the dignity of labor and have respect for it. This will also help the problem of their livelihood.

62. (d) Solving the Problem of Employment: Due to unfavorable economic conditions, a large number of students give up their study after High School and try to enter some profession. But it is not possible to provide jobs for all of them. They have to choose some alternative. It is due to this reason that the teaching of handicraft has been included in the curriculum, besides technical, vocational and commercial subjects. The students who learn handicraft do not depend for their livelihood on others, because they may set up their own enterprises.

63. secondary education Diversified subject in India Some of the main advantages accruing from the diversification of curriculum are as mentioned below : 1) Facility of Desired Education to Students: The introduction of a number of subjects in the secondary schools will lead to the all-round development of the country. The students should get an opportunity to study subjects according to their abilities, tastes, aptitudes and capacities. In many States provision has been made for free education upto class sixth with the result that larger number of students will seek admission in secondary schools. The tastes, aptitudes and capacities of students differ. In this way the facility to choose subjects of one’s liking is possible only through diversification of the curriculum. (2) Availability of Subjects according to Mental and Physical Ability of Students : Due to the different physical and mental caliber of students, it is necessary to provide different types of subjects for their education. All students do not possess a uniform standard of physical and mental ability.

64. If some students are lean and thin, the others are more stout and healthier. Some are brilliant, while some are dullards. Similarly, their taste of subjects also differs. If some like science, the others are interested in literature. This problem of catering to different needs can only be solved through the diversification of the curriculum. (3) Full Development of Student’s Personality: Full and proper development of student’s personality is possible through the diversification of the curriculum. The Commission has included practical subjects in the curriculum because it is through them that the personality develops. Bookish knowledge alone is not sufficient for this purpose. The Commission holds the view that organized practical activities of various types, develop the student’s personality more than the traditional subjects. (4) Provision of Education according to the Changed Outlook: The outlook on education has now entirely changed. Earlier, it was believed that what was being taught to the students was uniformly beneficial for all the students. But now, this view has completely changed.

65. Researches made in the field of psychology have clearly shown that students have different inclinations, likings, aptitudes, tendencies and energies. So different types of curriculum are needed for them. (5) Fulfillment of the Social Needs: Every individual cannot meet his daily requirements of life without the help of other members of society. Hence the progressive society has to meet many of his needs. The increasing needs of a society indicate its developing character. If all the members of the society engage themselves in the same type of work, it would then be impossible to fulfill the various needs. Therefore, members of a society engage themselves in different types of work. Similarly, if all the students who are the future mainstays of society study the same subjects, it will not be possible to meet the diverse needs.

66. (6) Producing Efficient Workers: Efficient workers may be produced through diversification of the curriculum. Our country is passing through a stage of transition. There are a number of development plans before the country and efficient and trained workers in different fields are needed for successfully implementing them. The Government has opened a number of technical institutions for achieving this aim. Secondary schools prepare students for these technical schools. So the inclusion of practical and technical subjects is necessary in the curriculum of secondary schools. By the study of only literary subjects, the schools will become unilateral and there will be no multilateral development. Keeping this purpose in view, the Commission recommended the inclusion of various types of subjects.

67. PEACE EDUCATION

68. PEACE EDUCATION 1. A definition of peace education Peace education in UNICEF refers to the process of promoting the knowledge, skills, attitudes and values needed to bring about behavior changes that will enable children, youth and adults to prevent conflict and violence, both overt and structural; to resolve conflict peacefully; and to create the conditions conducive to peace, whether at an intrapersonal,interpersonal , intergroup, national or international level.

69. Peace education in School Peace education in practice Schooling and other educational experiences that reflect UNICEF’s approach to peace education should: Function as ‘zones of peace’, where children are safe from conflict in the community; Uphold children’s basic rights as enumerated in the CRC;6 Develop a climate, within the school or other learning environment, that models peaceful and rights-respectful behavior in the relationships between all members of the school community: teachers, administrators, other staff, parents, and children; Demonstrate the principles of equality and non-discrimination in administrative policies and practices; Draw on the knowledge of peace-building that already exists in the community, including means of dealing with conflict that are effective, non-violent, and rooted in the local culture.

70. Peace education is more effective and meaningful when it is imparted taking into account the social and cultural context and the needs of a country. It should be enriched by its cultural and spiritual values and with the universal human values. It should also be globally relevant. Peace education, hence, can be defined in many ways. There is no universally accepted definition as such. Here are a few pertinent definitions from the peace literature. R. D. Laing (I 978) Peace education is an attempt to respond to problems of conflict and violence on scales ranging from the global and national to the local and personal. It is about exploring ways qf creating more just and sustainable futures -

71. Humanistic management approach. Schools can: l Develop a more humanistic management approach. l Improve human relations between, teacher-student, teacher-teacher, student-student, etc. l Help develop good attitudes in students and teachers as well, e.g. co-operation, mutual respect. l Help healthy emotional development in students. l Facilitate socialization through participation in interactive and co- operative learning activities l Improve students’ discipline and moral behavior. l Develop creativity both in students and teachers. l Improve standard of quality of teaching and learning.

72. How to Integrate Peace into the Curriculum If you are a peace-loving teacher naturally you want to integrate it into all the aspects of schooling. There are six major media of integration into the total curriculum of the school. They are: 1. Subject context Here we take Language, Social Studies, Religion, Physical Education, Arts, and Science as the core curricular subjects, which can be used to infuse peace. 2. Subject perspectives These are how teachers make a subject meaningful. A subject is not learned merely for the subject’s sake. It has to be interpreted in such a manner so as to contribute to learners’ social, emotional, intellectual and moral self-development. Peace education attempts to humanize subjects through bringing in human perspectives and effective dominion into learning.

73. 3. Teaching methods In education both what is taught and how it is taught are equally important .A good teacher adopts the child- centred education approach, especially in the primary and secondary levels. Instead of routine lecturing, she uses interesting learning activities. She is not only concerned with imparting knowledge but also concerned A xiv Learning the Way of Peace with developing socializing skills, moral with developing socializing skills, moral attitudes and learning skills of children in parallel. 4. Co-curricular activities These are activities done outside the classroom to achieve the goals of the formal subject learning. Here we include extra curricular activities as well. Extra curricular activities are complementary in the sense that they do not directly relate to subjects or formal curriculum, but are helpful in achieving the goals of education

74. 5. Staff development To successfully implement any innovation, first of all the teachers need to develop by raising awareness and training. This can be done through in-service seminars and school-based sessions. 6. Classroom management Classroom management includes maintenance of discipline, organizing learning, character building, conflict resolution, counseling, etc. 7. School management This is the administrative, structural, policy-making and policy implementation level at the school level principal as the Head. Teachers who implement peace education at the classroom level need the support of the whole school. Peace education provides important insights into management development of the school.

75. EDUCATION FOR SUSTAINABLE DEVELOPMENT

76. EDUCATION FOR SUSTAINABLE DEVELOPMENT Introduction Education encompasses teaching and learning specific skills, imparting of knowledge, positive judgment and well developed wisdom. It has one of its fundamental aspects of imparting culture from generation to generation. It is an application of pedagogy, a body of theoretical and applied research related to teaching and learning. The basic aim of the education system for sustainable development is ‘education of a new man', ‘a man of a sustainable type of thinking’ a man of Cosmo-planetary consciousness with a holistic world outlook, who has a culture of sustainability, high socio-cultural needs and deep moral ethical values, who is capable to solve global tasks facing by the mankind and to promote the forming of sustainable society.

77. Education in its contemporary development should be aimed at the future, should “foresee” and form in a certain way and satisfy needs of future generations of people. That means that education should be anticipatory to social, economic and cultural life, it should form desirable sustainable future. But such ideas could not be realized in old organizational forms of education system. We need new organizational forms and educational institutions mobile, synergetic, creative, future-oriented- which could provide the implementation of new objectives and new historical functions of education. For that it is necessary that all spheres of life of society be incorporated whenever possible upon the principles of sustainable development. “ Education is critical for promoting sustainable development and improving the capacity of people to address environment and development issues…It is critical for achieving environmental and ethical awareness, values and attitudes, skills and behavior consistent with sustainable development and for effective public participation in decision making”

78. EDUCATION FOR SUSTAINABLE DEVELOPMENT Education is essential to sustainable development. The education of today is crucial to enhancing the ability of the leaders and citizens of tomorrow to create solutions and find new paths to a better, more sustainable future. Unfortunately, our current collective pool of human knowledge, skills, and experience does not contain the solutions to all the contemporary global environmental, societal, and economic problems. Although humanity has faced crises in the past and successfully navigated them, the scale of current problems is greater and the size of the world population larger than ever before. While we can draw upon experiences of the past to solve the problems of today and tomorrow, the reality is that citizens of the world will have the task of learning their way towards sustainability. Education is therefore central to learning and to a more sustainable future

79. EDUCATION FOR SUSTAINABLE DEVELOPMENT CONCEPT ESD is a broad concept bringing a distinctive orientation to many important aspects of education on the whole, including access, relevance, equity and inclusivity. Thus, ESD is far more than teaching knowledge and principles related to sustainability. ESD, in its broadest sense, is education for social transformation with the goal of creating more sustainable societies. ESD touches every aspect of education including planning, policy development, program implementation, finance , curricula, teaching, learning, assessment, administration. ESD aims to provide a coherent interaction between education, public awareness, and training with a view to creating a more sustainable future.

80. ESD has four thrusts or areas of emphasis: ( 1) Improving access and retention in quality basic education Enrolling and retaining both boys and girls in quality basic education is important to their well-being throughout their lives and to the society in which they live. Basic education focuses on helping pupils gain knowledge, skills, values and perspectives that encourage sustainable livelihoods and on supporting citizens to live sustainable lives

81. (2) Reorienting existing educational programmes to address sustainability Reorienting education requires revising education from early childhood care and up through higher education. It requires rethinking what is taught, how it is taught, and what is assessed, with sustainability as the central theme. This process is future-oriented because the pupils of today will need to be able to address the challenges of tomorrow, which will require creativity as well as analytical and problem-solving skills.

82. (3) Increasing public understanding and awareness of sustainability Achieving the goals of sustainable development requires citizens who are knowledgeable about sustainability and about daily actions necessary to help achieve community and national sustainability goals. These citizens will require a widespread community education and responsible media that are committed to encouraging an informed and active populace to learn throughout life.

83. (4) Providing training to all sectors of the workforce All sectors of the workforce can contribute to local, regional and national sustainability. Both public sector and private sector employees should receive ongoing vocational and professional training infused with the practices & principles of sustainability, so that all the members of the labor force can access the knowledge and skills necessary to make decisions and work in a sustainable manner. Thrusts one and two primarily involve formal education. Thrusts three and four are mainly concerned with non-formal and informal education. Addressing all four thrusts of ESD requires actions by the formal, non-formal and informal sectors of the education community

84. Characteristics of ESD ESD has essential characteristics that can be implemented in many culturally appropriate forms. ESD:t is based on the principles and values that underlie sustainable development (see next section); includes all three spheres of sustainability – environment, society, and economy – with an underlying dimension of culture; uses a variety of pedagogical techniques that promote participatory learning and higher-order thinking skills; promotes life-long learning; is locally relevant and culturally appropriate; is based on local needs, perceptions and conditions, but acknowledges that fulfilling local needs often has international effects and consequences; engages formal, non-formal and informal education; accommodates the evolving nature of the concept of sustainability;

85. Addresses content, taking into account context, global issues and local priorities; Builds civil capacity for community-based decision- making, tolerance, environmental stewardship, workforce adaptability and quality of life; Is interdisciplinary: no single discipline can claim ESD for itself alone, but all disciplines can contribute to ESD. (UNESCO 2005) These essential characteristics of ESD can be implemented in diverse ways, so that the unique environmental, social and economic conditions of each locality are reflected in teaching and learning processes in local schools.

86. Why are elements of sustainability, which are in the curriculum, not taught as such? Obviously, some topics related to sustainable development already exist in the primary and secondary curricula. Many teachers, however, do not teach them as such. This inconsistency may occur because: no mandate exists to include sustainability in classroom activities, teachers do not recognize the sustainability- related content, or teachers do not have the teaching skills to relate topics to the sustainability paradigm.

87. How can sustainability be integrated throughout years of schooling? One complicating factor for the teacher is that usually no requirements exist to integrate elements of sustainability from one course to another or throughout years of schooling. Given that mandated curricula are most often large – larger than many teachers feel they can comfortably teach within the academic year – little time exists to integrate knowledge from one disciplinary course into another (e.g. from geography into literature), or from previous years into the current year. We know that children and adolescent learners generally will not integrate their sustainability knowledge across disciplines and years of schooling on their own. Such transfer and combination of knowledge need to be explicitly and purposefully taught so that the bigger picture of sustainability is not lost.

88. SCHOOL COMPLEX & COMMON SCHOOL

89. School Complexes The Education Commission set up in 1964, under the chairmanship of Dr. D.S. Kothari (normally referred to as the Kothari Commission) produced a report after two years of study. The report had described the idea of  school complexes . The  District Primary Education Program web site  describes the concept of school complexes as mentioned in the Kothari Commission Report as follows: The concept of school complexes was developed in Kothari Commission Report (1964-66). It is based on the assumption that High and Higher Secondary schools have better laboratory and library facilities, which can be utilized by the primary and middle schools. These schools have also better qualified and trained teachers; they have larger and well-developed playgrounds and games materials.

90. Five or six primary and upper primary schools, as per convenience, may form a complex and get their academic and administrative support from the nodal secondary/senior secondary school. The attached schools in the complex, may arrange co-curricular activities, give better exposure to their students at the thus formed school complex rather than taking up the matter at block or district level. In case of temporary absence of the teacher due to illness, the school complex head can provide a substitute from a neighboring school. A large number of academic issues and problems can be discussed at the school complex level by arranging a meeting of all the teachers or otherwise. Thus many states have evolved their own guidelines and formed school complexes.

91. So a school complex is organized by taking a group of elementary schools, high schools, a training school, a technical school etc. together. These institutions functions cooperatively for the improvement of their educational standards. It will facilitate to provide equal educational facilities and experiences to all the schools. The Education Commission, 1964-66 which observed that “such an organization would have several advantages in the helping to promote educational advances. Firstly, it would break the benumbing isolation under which each school functioned; it would enable a small group of schools working in a neighborhood to make a cooperative effort to improve standards; and it would enable the state education department to devolve authority to functional levels.” So the networking of schools in a school complex is expected to facilitate sharing and exchanging of resources and experiences. In this context, there is much importance of school complex.

92. What are the main aims and objectives of a great School Complex? Teaching, training and learning take place in both formal and non-formal situations, enriching the nation's human resources for individual well being and social progress. But the material resources for the improve­ment of education in India are very much limited. It is therefore, very difficult to establish well equipped schools. It is felt that the implementa­tion of school complex can help us to solve the above problem to a great extent . The Kothari Commission recommended to implement the program of school complex, for the reasons stated below. ( i ) Such an organization will help to break the terrible isolati on under which each school functions at present and link the high school with other schools in a particular area for raising the quality of education and to organize similar units throughout the country. (ii) To enable a small group of schools working in a neighborhood to make a cooperative effort to improve standards.

93. iii) The organization can provide new teaching aids like projector, a good library, a good laboratory in each secondary school as a unit and make them functionally available to all the schools in one area. (iv) The group built round in one secondary school in a particular area can help for educational reform and development of our country. ( v) This organization will enable the Educational Department to develop authority with comparatively less fear of its being misused and to-provide the necessary stock of talent at the functional level to make use of this freedom. (vi) To mobilize both human and material resources for the progress of education .

94. (vii) The group of schools and the teachers of one complex can get maximum freedom to develop their own program. (viii) The school complex can coordinate its work with the local. communities and can derive as much help from this sources as possible. (ix) The organization will help the schools to function in small, face-lo-face cooperative groups and to make a delegation of authority from the department possible. (x) Under this program the school will gain much strength, will be able to make the system more elastic and dynamic. (xi) The program will facilitate to provide in-service training to the teachers and the upgrading of the less qualified teachers. (xii) The program will help to follow improved methods of teach­ing a nd to adopt new devices of teaching in the classroom.

95. Needs and Importance: 1. No isolation of schools: The school complex brings the schools of an area together. It will help to break the terrible isolation under which each school functions at present and like with other schools in a particular area for raising the quality of education and to organize similar units throughout the country. It will enable a similar group of schools working in a neighbor hood to make a cooperative effort to improve standards. 2. Sharing Instructional Works: The school complex provides scope for the sharing of instructional work among the different constituent schools. The expert teachers of the complex may visit other schools, teach and plan new educational experiments. It will help to follow improved methods of teaching.

96. 3. Sharing material facilities: The school complex can provide new teaching aids like projector, a good library, a good laboratory in each secondary school as a unit make them functionally available to all the schools in one area. 4. Co-operative efforts for improvement: The deferent schools work in close co-ordination for mutual benefit. It will help for educational reforms and development of the country. It will mobilize both human and material resources for the progress of education . It helps the schools to function in small, face-to-face Co-operative groups.

97. 5. In-service Training: The complex is able to facilitate to provide in- service teaching to teachers and upgrading of the less qualified teachers. The group of schools and teachers of one complex can get maximum freedom to develop their own programs. Under this program, the school will get much strength and will be able to make the system more elastic and dynamic . The school complex can coordinate its works with the local communities and can derive as much help from this source as possible. In school complex, we find every activity is confined to schools alone. But net-working of the institutions should be much- broad-based not confined to schools alone, rather; they should be Education Complexes, as distinct from School Complexes. So there is much need and importance of school and educational complexes for strengthening of educational planning and administration .

98. What is the importance of a sound school complex in India? ( i ) The school complex should be authorized to modify, within prescribed limits and subject to the approval of the District Education Officer, the usual prescribed curricula and syllabus. (ii) It is very difficult to provide leave substitutes for teachers in primary schools, because the size of each school is so small that no leave reserve teacher can be appointed. Il is more difficult in case of single teacher schools, where if the teacher is on leave, the school has to remain closed. The function of the school complex is lo attach one or two leave reserve teachers to the central secondary school and they can be sent to schools within the complex as and when the need arises. (iii) The Headmasters of the schools within the complex should prepare a plan of the work in detail for the ensuring academic year. (iv) The Headmasters should meet together and decide on broad principles of development in the light of which each individual school can plan its own program.

99. (v) The complex should arrange periodical meetings of all the teachers in the complex , at least once a month, where discussions on school problems could be had. (vi) The in-services-education of the teachers can be arranged during the vacations. Here short special courses can be organised for groups of teachers. (vii) The central high school can maintain a circulating library from which books could be sent out to schools in the neighborhood. (viii) The services of the special teachers , like the teachers for physical education for art can be utilised for all the schools of the complex. (ix) The services of B.D.O., the Tahasildar , The Medical Officer, the S.I. of schools and other officers of the locality can be effectively used for planning and executing the scheme of school complex . (x) The headmasters and teachers of high schools of the complex should visit the higher primary schools in the neighborhood at least once in a month and some lower primary schools in the same manner.

100. Common School Definition and Features of a Common School System A  common school  was a  public school  in the  United States  during the nineteenth century . Common schools originated in New England as community funded instruments of education for all children of the region or neighborhood . This definition of Kothari Commission . A Common School System (CSS) means a system of education providing education of an equitable quality to all children irrespective of their caste, creed, community, language, gender, economic condition, social status and physical or mental ability. A few additional elements have been brought in the definition in the light of developments in this field in recent years. The commonness of the Common School System derives from the fact that it calls for the application of common minimum norms of quality education by all schools in the system

101. Minimum norms of Common School a) Minimum infrastructure consisting of land and building; number, size, design and furnishing of class rooms; drinking water and toilets; playgrounds and sports facilities; libraries, laboratories, provision for education in performing and fine arts, teaching aids; and easy access and other facilities to students suffering from disabilities; b) Well-qualified and trained teachers and optimal teacher-student ratios; c) Common Curriculum Framework with a core component, with comparable syllabi applicable to all schools but with adequate flexibility relating to textbooks, teaching aids, teaching-learning process, evaluation parameters, assessment procedures and school calendar; d) A pedagogy which is holistic and child-friendly and which has a liberating influence; the syllabi and pedagogy should be designed to derive maximum educational advantages from the presence of and

102. provide the fullest opportunity for socialisation to the (students) children coming from a variety of socio-economic, cultural and other backgrounds, including the dalits , tribals , religious and linguistic minorities and physically and mentally challenged children e) A decentralized school management with adequate autonomy and representation of parent f) A common language policy: This Committee recommends ensuring instruction for all in the medium of mother tongue at the primary level, particularly for linguistic minorities; and active encouragement of teaching in the regional languages at the secondary level; g) The concept of neighborhood schools is central to the Common School System. The Kothari Commission Report recommended that each school within the Common School System should be attended by all the children in the neighborhood.

103. The Ramamurti Committee lists the reasons why the Common School System could not gain ground. These include: a) Economic and social disparities; b) Well-to-do communities sending their children to schools with better infrastructure, teachers and teaching standards; c) The quality of education in the government schools having constantly remained poor; d) Ordinary schools not being sought after and, therefore there being no investment in them; e) The Constitutional protection given to the minorities to establish and administer their own educational institutions does not go with the concept of the Common School System; f) Lack of political will; g) The proliferation of privately managed English medium schools charging capitation fees and having expensive coaching classes; h) Growth of institutions in the government sector like the Sainik Schools and the Kendriya Vidayalayas , meant for separate categories of students .

104. There are a number of misperceptions regarding the Common School Syst em which need to be dispelled. The following are some of these misperceptions: a) The Common School System is a uniform school system b) The common school system will not permit a privately-managed school to retain its non-governmental character c) The Common School System will mean complete government control over schools d) The parents have the right to choose so far as the schooling of their children is concerned, but the Common School System will curb this right Misperceptions about the Common School System

105. conclusion Lastly, we can conclude that if properly organized educational complex can admirably serve the purpose of closer supervision, upgrading the quality of education, better utilization of resources, both men and materials and improvement of human relations and professional consciousness of all workers.