Module 5

Historical Background of Current Issues in Education:

Universalisation of Elementary Education (UEE)

• Definition: UEE aims to provide free educational opportunities to all

children, regardless of caste or gender, and is recognized as a national goal in
India.
• Constitutional Mandate: Article 45 of the Indian Constitution mandates
free and compulsory education for children until the age of 14. Initially
intended to be achieved within ten years of the Constitution’s adoption, the
goal has required continuous efforts from both central and state governments.

Aspects of UEE:

1. Universalisation of Provision: Ensure that adequate school facilities are

available for children aged 6 to 14. Primary schools should ideally be within 1
km of students’ homes.
2. Universalisation of Enrollment: All children between 6 and 14 years of
age must be enrolled, as outlined in the National Policy on Education (NPE) of
1986, with the target to achieve UEE by 2015.
3. Universalisation of Retention: Children who begin primary school
should complete their entire primary education.
4. Universalisation of Participation: Community involvement is essential
for UEE, as the community helps identify needs and support program
implementation.
5. Universalisation of Achievement: Success in UEE depends on learning
outcomes, measured by a minimum level of learning (MLL) framework and
Continuous and Comprehensive Evaluation (CCE).

Challenges to UEE:

• Limited funding, poverty, population growth, outdated teaching methods,

political interference, linguistic diversity, and lack of research hinder the
progress of UEE.

Efforts by Government:
 • Initiatives include the All India Council for Elementary Education (AICE) in
1957, Kothari Commission (1964), NPE 1986, and District Primary Education
Programme (DPEP) 1994. Programs like Sarva Shiksha Abhiyan (SSA) and the
National Programme of Nutrition (mid-day meals) also support UEE by
addressing nutrition and increasing school enrollment.

Importance of UEE:

• Education is essential for personal growth, national progress, and social

empowerment. UEE promotes safety, creativity, political literacy, and women’s
empowerment, making the world a safer and more innovative place.

Women’s Education

• Definition: Women’s education encompasses all forms of education aimed

at improving women’s knowledge and skills, including general, vocational,
technical, and health education.

History of Women’s Education in India:

• During the Vedic period, women had access to education, but over time,
this right diminished.
• In the British period, social reformers like Raja Ram Mohan Roy, Ishwar
Chandra Vidyasagar, and Jyotirao Phule championed women’s education, which
gained momentum post-Independence.
• Women’s literacy rate has increased significantly, from 22% in 1971 to
65.46% in 2011, though regional disparities remain.

Objectives of Women’s Education:

1. Assess the current status of women’s education in India.

2. Identify barriers and challenges for female students.
3. Explore potential solutions to enhance women’s education.
4. Review recommendations from various commissions, such as the University
Education Commission, Mudaliar Commission, and Kothari Commission.
Importance of Women’s Education:

• Women’s education improves living standards, health, and hygiene,

reduces mortality rates, and empowers women to seek equality and achieve
self-respect.
• Educated women are more likely to become political leaders, contributing
to the fight for women’s rights and justice, and to help eliminate gender-based
crimes.

Challenges in Women’s Education:

• Financial hardship, societal bias against educating girls, early marriage,

and inadequate facilities create obstacles for girls’ education in India.

Conclusion:

• Women’s literacy rates are highest in states like Kerala, Goa, and Mizoram,
but low in Bihar, Uttar Pradesh, and Madhya Pradesh.
• Women’s participation in the workforce remains low, with only 18% of
India’s GDP contributed by women, highlighting the need for continued focus
on women’s education to empower them in planning, development, and
progress at national levels.

EDUCATION OF DALITS

Ensuring education for Dalits (also referred to as Scheduled Castes and

Scheduled Tribes, SC/ST) in India has been a significant challenge due to the
historical social and economic oppression caused by the caste system. Dalits have
faced discrimination, denial of access to education, and exclusion from
mainstream educational institutions for centuries. Despite government efforts
and various social programs, they continue to face lower literacy rates and low
enrollment in primary education.

Some of the key barriers to education for Dalits include:

• Caste Discrimination: Historical exclusion from schools and societal

attitudes that continue to marginalize them.
• Economic Disparities: Poverty and economic hardship often prevent
Dalit families from sending their children to school.
 • Social Stigma: Despite legal measures, caste-based discrimination still
influences access to educational opportunities.

Government programs like affirmative action, scholarships, and the reservation

system have been introduced to improve educational access for Dalits, but
significant challenges remain, including low enrollment rates and the slow
progression of Dalit students in the education system.

MULTILINGUALISM

India’s linguistic diversity is immense, with over 1,700 languages spoken as

mother tongues. The concept of multilingualism refers to the ability to use more
than one language, either by individuals or communities. In India,
multilingualism is a necessity due to the complex demographic and cultural
landscape.

Nature and Characteristics of Multilingualism:

• Nature: It can be forced or voluntary, but it is a natural feature of Indian

society due to migration, regional diversity, and economic needs.
• Classroom Characteristics: Multilingual classrooms provide
opportunities for learning and create an inclusive environment that fosters
global citizenship.

Role of Teachers:

• Teachers encourage the learning of multiple languages and create an

inclusive environment by incorporating activities like songs, dances, and drama
in different languages.

MEDIUM OF INSTRUCTION

Language is the primary vehicle of communication in education, and in

multilingual India, the medium of instruction often plays a critical role. The
Constitution of India recognizes several languages as official and educational
mediums, with Hindi and English being prominent.

Three Language Formula:

This formula recommends that students learn:
 1. Their regional language or mother tongue,
2. Hindi (for non-Hindi speaking regions) or another Indian language,
3. English or another foreign language, as optional.

This structure has been designed to accommodate the multilingual nature of the
country while promoting national integration.

LPG (LIBERALIZATION, PRIVATIZATION, GLOBALIZATION)

The LPG reforms initiated in India in 1991 had a significant impact on

education:

1. Liberalization: Relaxing restrictions and promoting flexibility in the

education sector allowed for the growth of private educational institutions,
increasing access to world-class education.
2. Globalization: Increased integration with the global economy and
educational standards has encouraged international collaboration,
partnerships, and the exchange of ideas.
3. Privatization: The move towards privatization in education led to better
management of institutions and improved educational quality due to
competition, though it also raised concerns about accessibility for
marginalized groups.

Impact on Education:

• Access to Quality Education: With privatization and liberalization, more

private institutions emerged, offering better facilities and resources. However,
this led to concerns about the growing divide between private and public
institutions, making education less accessible for the economically
disadvantaged.

FINANCIAL ALLOCATION TO EDUCATION

Public expenditure on education in India has increased over time, but it remains
inadequate to address the challenges in the education sector. Various
government schemes, such as the Right to Education Act (2009), aim to
enhance education funding and improve quality.

Key announcements and measures include:

 • A target to increase education expenditure to 6% of GDP.
• Imposing an education cess to support the funding.
• Efforts to eliminate economic barriers and ensure that education is
accessible to all, especially children from disadvantaged backgrounds.

The government continues to focus on enhancing financial allocations for

education, with a budget of approximately Rs 93,224 crore for the 2021-22
financial year.

PLEBEINIZATION

The term plebeian originated from ancient Rome, referring to the common
people who were at the lower strata of society. In the context of education,
plebeianization refers to ensuring access to quality education for the common
people, particularly those from economically disadvantaged backgrounds. The
modern educational system must address this gap to ensure equity, as the caste
system still contributes to social stratification, creating barriers for the lower
classes.

SOCIAL STRATIFICATION

Social stratification refers to the hierarchical categorization of people in society

based on factors such as wealth, power, and status. In India, the caste system has
historically created significant social divides, leading to unequal access to
education and resources.

Impact on Education:

• Access to Education: Social stratification often determines who can

access quality education, with the lower castes and economically
disadvantaged groups facing systemic exclusion.
• Educational Gaps: Despite efforts to alleviate caste-based disparities, the
gap between the privileged and marginalized continues to persist, exacerbated
by neoliberal policies and the rise of privatization in education.

Efforts to reduce these gaps include reservations for backward castes in

educational institutions and targeted schemes for disadvantaged groups, but
 challenges remain in achieving true social equality within the educational
system.
Certainly! Here’s an enhanced version of your content with additional details
from the information you shared:

Recommendations of Different Commissions in Indian Education

The history of education in India saw significant transformations post-

independence, driven largely by the recommendations of various commissions.
These commissions played an instrumental role in shaping educational policies
that have had a long-lasting impact on India’s education system. Below is an
overview of the major commissions and their key recommendations:

1. University Education Commission (1948-49) - Radhakrishnan

Commission

The University Education Commission, also known as the Radhakrishnan

Commission, was established with the goal of reimagining higher education to
cater to a more diverse and youthful population. Chaired by Dr. Sarvepalli
Radhakrishnan, the commission focused on creating an educational system that
not only developed intellectual capabilities but also nurtured the character and
values of young people in post-independence India.

Major Recommendations:

• Meaning and Purpose of Life: Radhakrishnan believed that education

should aim to teach students that every life has meaning. The commission
emphasized the importance of developing a sense of responsibility and purpose
among the youth.
• Awakening the Youth: It was recommended that education should foster
awareness of India’s rich culture and its importance in the modern world. The
youth were urged to contribute actively to the nation’s progress.
• Curriculum for Social and Philosophical Knowledge: To create an
informed citizenry, the commission recommended a curriculum that would
equip youth with philosophical and social knowledge, helping them engage
with economic and political matters effectively.
• Self-Development: Emphasizing self-development, the commission urged
the creation of a robust educational framework that encouraged democracy,
critical thinking, and respect for the Indian Constitution.

Recommendations for Teaching Staff:

 • The commission categorized teachers into four levels: professors, readers,
lecturers, and instructors, with each having a specific role in advancing
education.
• Teachers were to be provided with higher salaries, provident funds, work-
hour guidelines, and paid leaves to motivate them.
• The commission also recommended improvements in the working
conditions for educators, to enhance their productivity and satisfaction.

2. Secondary Education Commission (1952-53) - Mudaliar Commission

The Mudaliar Commission, chaired by Dr. A. Laxman Swami Mudaliar, was tasked
with evaluating and suggesting improvements to the secondary education
system, which serves as the foundation for higher education in India.

Major Recommendations:

• Secondary Education Structure: The commission recommended a seven-

year secondary education program, split into junior high school (3 years) and
high school (4 years), catering to students aged 11 to 17 years.
• Curriculum Reorganization: The commission highlighted that the
secondary education curriculum was too theoretical, narrow, and overcrowded.
It called for a more balanced curriculum, incorporating practical knowledge
and vocational education alongside academic subjects.
• Language Policy: It proposed that students at the higher secondary stage
should study at least two languages—one being their mother tongue and the
other a regional language. This would help preserve regional languages and
promote linguistic diversity.
• Vocational Education: Recognizing the growing need for skilled workers,
the commission suggested introducing vocational courses that would prepare
students for the workforce.
• Health and Medical Facilities: The commission recommended regular
medical check-ups for students and the provision of full medical facilities at
schools to ensure students’ well-being.

3. Indian Education Commission (1964-66) - Kothari Commission

The Kothari Commission, officially known as the National Education Commission,

was set up under the leadership of Dr. D. S. Kothari to assess the state of
education across India and propose reforms to establish a coherent and
standardized national education system.
Major Recommendations:

• Free and Compulsory Education: The commission strongly

recommended that education for children between the ages of 6 and 14 should
be free and compulsory, aiming to improve literacy rates and educational
access.
• Three-Language Formula: To promote national integration, the Kothari
Commission proposed the adoption of a three-language formula. In Hindi-
speaking states, students would learn Hindi, English, and a regional language,
while in non-Hindi speaking states, students would study English, a regional
language, and either Hindi or Sanskrit.
• Promotion of Regional Languages and Sanskrit: The commission
suggested giving importance to regional languages and also emphasized the
need to revive Sanskrit as a subject of study in schools.
• Teacher Development: Teachers’ service conditions were to be
improved, ensuring that they were adequately compensated, trained, and
empowered to carry out research and publication in their respective fields.
• Social Justice: Special emphasis was placed on promoting education for
girls, backward classes, tribal communities, and physically or mentally
handicapped children. The commission stressed the importance of making
education more inclusive.
• Focus on Science and Mathematics: To fuel India’s growth in the post-
independence era, the commission recommended integrating mathematics and
science into the curriculum at all levels.
• Higher Education Reforms: The commission proposed enhancing
research and training at the university level, providing better infrastructure
such as libraries and laboratories, and ensuring adequate funding for higher
education institutions.

Summary

Each of these commissions made significant contributions to the evolution of

India’s education system:

• The Radhakrishnan Commission aimed at philosophical and moral

development for youth.
• The Mudaliar Commission emphasized restructuring secondary
education and addressing both academic and vocational needs.
 • The Kothari Commission sought a comprehensive national framework,
with a focus on social justice, language diversity, teacher welfare, and scientific
development.

National Policy on Education (NPE) - 1986

The National Policy on Education (NPE) of 1986, introduced under the leadership
of Rajiv Gandhi, was a significant milestone in India’s educational reforms. It
aimed to address various disparities in education and emphasized a more
inclusive, child-centered approach, particularly targeting women, Scheduled
Tribes (ST), and Scheduled Castes (SC). The policy also focused on integrating
economic and social development with education, particularly in rural areas, and
created frameworks to ensure that education reached all sections of society.

Key Features of the NPE (1986)

1. All-round Development
Education in India was seen as essential for both material and spiritual
development, and the policy stressed the importance of holistic, all-around
development in students.
2. National System of Education
The concept of a “National System of Education” aimed to ensure that students,
irrespective of caste, creed, location, or sex, have access to education of
comparable quality up to a certain level. This was envisioned to promote
uniformity in educational standards across the country.
3. Common Educational Structure
The NPE adopted the 10+2+3 system as recommended by the Kothari
Commission (1964-66). This structure divided education into 10 years of
school education followed by 2 years of high school and 3 years of
undergraduate education. The policy also proposed that the first 10 years be
divided into 5 years of primary, 3 years of upper primary, and 2 years of high
school education.
4. Education of the Handicapped
The policy advocated for the integration of physically and mentally handicapped
children into the general community. The objective was to prepare them for
normal growth and empower them to face life with confidence.
5. Strengthening National Institutions
Institutions like the University Grants Commission (UGC), National Council of
Educational Research and Training (NCERT), All India Council for Technical
 Education (AICTE), and others were recommended to be strengthened in
order to give shape to the national system of education and meet emerging
national demands.
6. Empowerment of Women
The NPE recognized the role of education in empowering women and aimed to
promote gender equity in education. It emphasized the development of new
values, redesigned curricula, textbooks, and teacher training programs to
foster women’s empowerment.
7. Education of Scheduled Castes (SCs)
A significant part of the policy focused on equalizing educational opportunities
for SCs across all levels and areas. The aim was to bridge the gap between SCs
and the general population through targeted educational reforms.
8. Education for Backward Sections and Areas
The policy highlighted the need to provide incentives and infrastructure for
educationally backward sections of society, particularly those in rural, hilly,
desert, and remote areas.

National Policy on Education - Review Committees

To assess the implementation of the NPE and suggest improvements, two key
review committees were formed: the Ramamurti Committee (1990) and the
Janardhana Reddy Committee (1992).

1. Ramamurti Committee (1990)

The Ramamurti Committee, led by Acharya Ramamurti, reviewed the

implementation of the NPE in 1990 and suggested several changes for the
effective realization of its goals. The committee’s primary concerns included
equity, social justice, decentralization of education, and value education. Its
major recommendations were:

• Development of a Common School System: The committee suggested

transforming existing government schools and those aided by local bodies into
quality neighborhood schools.
• Removing Disparities in Education: The committee emphasized the
need to focus on rural and tribal areas, which had suffered due to a lack of
resources, infrastructure, and personnel. It called for targeted educational
development programs.
 • Promotion of Women’s Education: The committee proposed an
integrated approach to promote the participation of girls and women in
education by addressing factors that inhibited their access to education.
• Value Education: Education should be more than academic learning. It
should focus on instilling values that help students connect with their families,
communities, and life at large.
• Right to Education: The committee recommended that the Right to
Education be considered for inclusion as a fundamental right in the
Constitution.
• Operation Blackboard: The committee advocated for state governments
to have greater decision-making power regarding the implementation of the
Operation Blackboard scheme, which aimed to improve primary education
infrastructure.
• Work Experience: The integration of work experience and Socially Useful
Productive Work (SUPW) into curricula was recommended to make education
more practical and relevant.
• Resources for Education: The committee suggested increasing the
allocation of national resources, recommending at least 6% of Gross National
Product (GNP) be dedicated to education. It also proposed that technical and
professional education become self-financing.

2. Janardhana Reddy Committee (1992)

The Janardhana Reddy Committee, appointed in 1991, concluded that only

minimal changes were needed in the NPE of 1986. Its recommendations were
largely in line with the NPE, with an emphasis on national integration, improving
educational quality, and increasing the focus on science and technology. The
major recommendations of the committee included:

• Common School System: The committee stressed the importance of

implementing the common school system by upgrading ordinary schools and
providing necessary amenities to achieve minimum learning levels.
• Universalisation of Elementary Education (UEE): The committee
recommended that achieving UEE should be a national priority, focusing on
strategies like Operation Blackboard.
• Secondary Education: It called for the planned expansion of secondary
education to meet growing demand, alongside promoting open learning.
 • Vocationalisation of Education: The committee suggested strengthening
vocational education at the +2 level and introducing vocational courses from
class IX.
• Management of Education: It recommended the formation of District
Boards of Education and the establishment of specialized state-level education
tribunals to improve educational governance.
• Resources for Education: The committee emphasized providing
resources for priority areas like UEE and adult literacy. It also suggested
making higher education, technical, and management education largely self-
financing through revised fee structures.
• Early Childhood Care and Education (ECCE): The committee
recommended expanding the role of Anganwadi workers in supporting child
care, family welfare, nutrition, and health.
• Navodaya Vidyalayas: The committee proposed continuing the Navodaya
Vidyalaya scheme and expanding it to every district, as originally envisaged.
• Adult and Continuing Education: It highlighted the dual-track approach
of promoting both UEE and adult literacy and recommended post-literacy
programs for neo-literates.

Pedagogic Shifts in India

In the 1990s, there was a significant transformation in educational practices in

India, both at the school and higher education levels. This shift was influenced by
global research on teaching-learning processes and reports from various
educational committees.

• Teacher-Centered to Learner-Centered Approach: Historically,

education in India had been centered around the teacher, but there was a shift
towards learner-centered education. This change was supported by
international reports such as the UNESCO Delor’s Commission Report (1995),
which emphasized “learning as the treasure within,” advocating for classrooms
that are focused on the learner’s needs and encouraging a more learner-
friendly environment.
• Impact of Delor’s Commission (1995): This report led to significant
educational reforms globally, and in India, it influenced the introduction of
child-friendly pedagogical practices aimed at making schools more accessible
and effective for all learners.
• DPEP (District Primary Education Program): The first major initiative
in India to implement these ideas was the DPEP, which focused on
 universalizing elementary education and enrolling every child in primary
school by 2010. It promoted learner-oriented, child-friendly teaching methods.
• NCERT’s National Curriculum Framework (NCF): The NCERT’s National
Curriculum Framework (NCF) laid down the pedagogical and theoretical basis
for these curricular shifts, reflecting the emphasis on child-centered and
inclusive education.

SSA (Sarva Shiksha Abhiyan)

• Launch and Background: Sarva Shiksha Abhiyan (SSA) was launched in

2001 with the goal of providing universal primary education for children aged
6 to 14. It succeeded the District Primary Education Program (DPEP) and aimed
for universal elementary education by 2010.
• Key Objectives:
• Ensure all children attend school by 2003.
• Provide 5 years of primary education to all children by 2007.
• Guarantee 8 years of elementary education by 2010.
• Promote quality, life-oriented education.
• Address inequalities in education based on social, gender, and religious
factors.
• Achieve universal retention by 2010.
• Approach:
• SSA was seen as a response to the demand for quality basic education and
an opportunity for promoting social justice.
• It fostered a partnership between the Central, State, and local
governments to improve elementary education.

RMSA (Rashtriya Madhyamic Shiksha Abhiyan)

• Launch and Aim: RMSA was launched in 2009 with the aim of improving
secondary education in India, both in terms of access and quality.
• Key Objectives:
• Achieve a gross enrolment ratio of 75% in classes IX-X by 2014.
• Ensure that all secondary schools meet prescribed quality standards.
 • Eliminate gender, socio-economic, and disability barriers in secondary
education.
• Provide universal access to secondary education by 2017.
• Improve retention rates at the secondary level by 2020.
• Physical Infrastructure:
• Construction of additional classrooms, laboratories, libraries, and toilet
blocks.
• Provisions for drinking water and residential hostels for teachers in
remote areas.
• Quality Interventions:
• Appointment of additional teachers to improve the teacher-student ratio
(PTR).
• Focus on improving science, math, and English education.
• Providing in-service training for teachers.
• ICT-enabled education and curriculum reforms to enhance the quality of
teaching.

Right to Education (RTE) Act, 2009

The Right to Education (RTE) Act, which came into effect on April 1, 2010, is a
landmark piece of legislation in India, ensuring that every child aged 6-14 has the
right to free and compulsory education.

• Background: Initially, the Directive Principles of State Policy (DPSP)

mentioned free and compulsory education for children aged 6-14. However, it
was only after the 86th Constitutional Amendment (2002) that Article 21-A
was inserted to make education a fundamental right for children in this age
group.
• Key Provisions of the RTE Act:
1. Free and compulsory education for all children from 6-14 years of
age.
2. Right to admission, attendance, and completion of elementary
education.
3. Provision for admission of children to age-appropriate classes,
even if they missed earlier schooling.
 4. Responsibilities of governments, local authorities, and parents
to ensure that every child receives education.
5. Appointment of trained teachers to ensure quality education.
6. Prohibition of physical punishment and mental harassment, as
well as the screening of students during admission.
7. Prohibits capital fees and private tuition by teachers.

The RTE Act ensures that every child receives satisfactory and equitable
education in a formal school setting that meets essential norms and
standards.

National Curriculum Framework (NCF) 2005

The National Curriculum Framework (NCF) 2005, developed by NCERT,

provides the foundation for the development of school curricula, syllabus, and
textbooks in India. It also offers guidelines for teaching practices and reorienting
education towards more holistic, child-centered learning.

• Key Features of NCF 2005:

1. Shift towards learner-centric education: It emphasizes the role of
the teacher as a facilitator, guiding students’ learning processes.
2. Addressing the Burden of Learning: NCF 2005 was introduced in
response to the increasing burden and stress on children and their parents
due to rote-based learning.
3. Key Guidelines:
• Connect knowledge to life outside the school.
• Move away from rote learning.
• Enrich the curriculum beyond textbooks.
• Make examinations more flexible, integrated with the classroom
life.
• Nurture democratic values and policies.
• Importance of NCF:
• Corrects the inflexibility of traditional school practices.
• Aims to make learning more engaging and relevant to students.
 • Focuses on creative thinking and the overall development of the child.

Aims of Education in NCF 2005

The NCF 2005 emphasizes various aspects of education that aim to develop well-
rounded individuals:

• Commitment to democracy and democratic values.

• Emphasis on independence, decision-making abilities, and sensitivity
to others’ well-being.
• Encouraging learning to learn, and the ability to unlearn and relearn.
• Fostering the ability to contribute to society in various ways.
• Appreciation for art and beauty as an integral part of life.

Pedagogical Approach

• Child-Centered Pedagogy: NCF advocates for a holistic approach to

learner development, ensuring that teaching methods foster curiosity and
critical thinking.
• Inclusive Education: The framework stresses the importance of creating
an inclusive classroom environment where every child, regardless of
background, can thrive.
• Knowledge Beyond Boundaries: NCF encourages connecting
knowledge across subjects and learning experiences both inside and outside
school.

Key Areas of Learning in NCF 2005

1. Language: Emphasizing multilingual education and the three-language

formula.
2. Mathematics: Fostering critical thinking, reasoning, and problem-
solving.
3. Science: Encouraging curiosity, creativity, and the use of scientific
methods.
4. Social Science: Adopting a disciplinary perspective while promoting
critical thinking.
 5. Work Education: Infusing work into all subjects starting at the primary
stage.
6. Art and Heritage: Including art and crafts as integral to the curriculum.
7. Health and Physical Education: Promoting physical, social, emotional,
and mental development through activities like yoga.

Assessment and Evaluation

NCF 2005 emphasizes a shift from traditional content-based testing to

assessments that focus on problem-solving, understanding, and creativity.
Some key reforms include:

• Shift in Evaluation Methods: Moving away from rote memorization to

more flexible, application-based assessments.
• Decentralised Development: Encouraging participation from teachers,
experts, and organizations in developing syllabi and textbooks.
• Multiple Textbooks: Allowing for diverse teaching resources to cater to
different needs and interests.
• Sharing of Experiences: Encouraging teachers to share innovative
teaching practices.

National Curriculum Framework for Teacher Education (NCFTE),

2009

The National Curriculum Framework for Teacher Education (NCFTE),

developed by the National Council for Teacher Education (NCTE), aims to
modernize and professionalize teacher education, aligning it with the evolving
needs of the education system. The framework responds to the epistemological
shift where learning is seen not as discovering reality but as constructing
reality.

Key Features of NCFTE (2009)

• Rejuvenating Teacher Education: NCFTE 2009 focuses on updating

teacher education to ensure that it is modernized, contextualized, and
professionalized. The framework aims to align with the changes in
knowledge creation, incorporating the learner as an active participant in
constructing knowledge.
 • Alignment with NCF 2005: NCFTE seeks to reorient teacher education
courses in line with the principles of NCF 2005, emphasizing that teachers
should act as facilitators rather than mere transmitters of knowledge. This
shift in focus aims to build a learner-centered approach to teaching.

Ten Visions of Teacher Education

1. Preparing Teachers for a Learning Society: Teachers should be

equipped to contribute to a society focused on continuous learning and
growth.
2. Empowering Teachers in Learning to Learn: Teachers must be
empowered to learn continuously and adapt to evolving educational needs.
3. Making Teacher Education Liberal, Humanistic, and Responsive: The
framework stresses the importance of preparing teachers to address the
demands of inclusive education, ensuring that all children, regardless of
background, have access to quality education.

Major Concerns Addressed by NCFTE

• Inclusive Education: Ensuring that teacher education is responsive to the

diverse needs of students, especially those from marginalized communities.
• Equitable and Sustainable Development: Teacher education should aim
at fostering equitable growth in all areas, promoting long-term sustainability in
education.
• Utilizing Community Knowledge: Incorporating community knowledge
into the educational process to bridge the gap between formal and informal
learning environments.
• Integration of ICT and E-Learning: The framework advocates for the
inclusion of ICT and e-learning in teacher education curricula, making
teachers more adept in utilizing technology to enhance learning.

Important Provisions of Teacher Education

1. Developing a Caring and Responsible Teacher: Teachers should be

trained to care for children, enjoy working with them, and be lifelong learners.
They should understand the societal responsibility of education and work
towards building a better, more inclusive world.
 2. Shifting Perception of Children: Teachers need to move away from
seeing children as passive recipients of knowledge to recognizing them as
active knowledge constructors. Teachers should facilitate this shift by
promoting active learning over rote memorization.
3. Engagement with Theory and Field Experience: Teacher education
should balance theoretical learning with practical field experiences,
ensuring that teachers have a well-rounded understanding of both
educational principles and real-world classroom dynamics.
4. Learner-Centered, Activity-Based Learning: Teachers should be trained
to design participatory learning experiences that focus on student
engagement and active learning. This method ensures that students play an
active role in their own education.
5. Opportunities for Reflection: Teacher education programs should allow
trainees time for reflection and independent study, rather than overloading
the schedule with teacher-directed activities. This fosters critical thinking and
personal growth.
6. Developing Social Sensitivity: The curriculum should encourage teachers
to develop social consciousness and empathy, helping them understand the
diverse backgrounds and challenges their students face.
7. Contextualizing Education Beyond Textbooks: Teacher education
should focus on enriching the curriculum to make it relevant to real-world
issues and contextualize learning experiences beyond the textbook.
8. Critical Engagement with the Curriculum: Teachers should not accept
curricula and textbooks as fixed but engage critically with them, questioning
and adapting them to better serve the needs of their students.
9. Promoting Citizenship Training: Teachers should be trained to promote
the values of citizenship, such as equality, justice, democracy, secularism,
and peace. This includes fostering a sense of responsibility and care for the
community and society.

Transcending Caste, Class, and Gender Through Educational

Programs and Policies

Several education programs and policies in India, such as SSA (Sarva Shiksha
Abhiyan), RMSA (Rashtriya Madhyamik Shiksha Abhiyan), RTE Act (Right to
Education Act), and NCF (National Curriculum Framework), aim to bridge the
social divides based on caste, class, and gender by ensuring equitable quality
education for all children, especially marginalized and disadvantaged groups.

Key Principles and Provisions:

 1. Systematic Revamp of Education Content and Process:
• The education system, as outlined in NCF 2005, emphasizes a
comprehensive revamp in curriculum, teacher education, planning, and
management to align with equitable goals.
• The vision of education in India has evolved to ensure it is more
inclusive, accessible, and beneficial to all sections of society, especially
disadvantaged communities.
2. Equity:
• The core aim is not just equal opportunity in education but also creating
conditions for marginalized communities (like SC, ST, Muslim minorities,
children with disabilities, and landless agricultural workers) to access
quality education.
• The focus is on eliminating barriers that hinder the educational progress
of these communities.
3. Gender Concerns:
• The policies and provisions also aim to address gender imbalances in
education by empowering girls, not only to compete with boys but also to
ensure educational interventions that improve the status of women in
society.
• The National Policy on Education 1986 emphasizes changes that
directly impact the educational opportunities for girls, aiming to reduce
gender disparities.
4. Role of Teachers:
• Teachers play a crucial role in motivating students, encouraging
innovation, and fostering a culture of inclusion within the classroom. Their
efforts are directed toward creating an environment that nurtures creativity
and supports marginalized children.

Programs and Policies for Transcending Caste, Class, and Gender:

1. Opening Residential Schools/Ashrams:

• Residential schools and ashrams provide educational access to children
from marginalized backgrounds, especially in rural and tribal areas, who
might otherwise not have access to schooling.
2. Pre- and Post-Metric Scholarships:
 • Scholarships are provided to students from disadvantaged communities to
encourage their continuation in education without financial burden.
3. Free Textbooks and Uniforms:
• Programs like SSA and RMSA ensure that children receive free textbooks
and uniforms to reduce the cost of education and make it more accessible.
4. Hostels for Girls and Boys:
• Hostels are established to provide safe and conducive living arrangements
for children, particularly those from rural or underprivileged backgrounds,
enabling them to pursue education away from home.
5. Book Bank Schemes:
• Book bank schemes offer textbooks and learning resources to
economically disadvantaged students to ensure that they have the necessary
study materials.
6. Remedial Coaching:
• Remedial coaching programs support students who lag behind
academically, helping them catch up with their peers and ensuring that no
student is left behind.
7. Parent Awareness Campaigns:
• Raising awareness among parents about the importance of education,
especially for girls and marginalized children, encourages families to send
their children to school.
8. Grants and Aid to Schools:
• Schools receive financial aid to improve infrastructure, resources, and
educational quality, which is particularly beneficial for schools in rural or
underserved areas.
9. Special Development Programs for the Marginalized:
• Specific programs focus on the needs of marginalized groups, ensuring
their education is prioritized and tailored to their unique challenges.

Mid-Day Meal Program (MDMP)

The Mid-Day Meal Program (MDMP), initially launched in 1995 as the National
Programme of Nutritional Support to Primary Education (NP-NSPE), plays a
critical role in improving school attendance, enrollment rates, and nutrition
for children from disadvantaged backgrounds.
Objectives:

• Increase Enrollment: Encourages children from disadvantaged sections,

including SC, ST, minorities, and children from low-income families, to attend
school.
• Address Hunger and Malnutrition: Provides a nutritious meal to
children, ensuring they have the energy and focus for learning.
• Improve Socialization: Helps break caste barriers by promoting
socialization among children from different backgrounds during meal times.

Features:

• Hygienic Infrastructure: Schools are required to have hygienic cooking

facilities to ensure the meals are safe and nutritious.
• Quality Control: The Food and Drugs Administration and local
committees monitor the quality of meals to ensure nutritional standards are
met.
• Nutritional Value: AGMARK certified food items are used, ensuring that
meals meet the required nutritional standards.
• Oversight: The State Steering-cum Monitoring Committee (SSMC)
oversees the implementation of the scheme, ensuring its proper execution
across all eligible schools.

Procedures:

• Tasting and Quality Assurance: A designated group of adults, including

members of the school management committee, tastes the food to ensure
quality.
• Substitute Food Allowance: If meals cannot be served due to unforeseen
circumstances, food grains and cooking costs are provided to schools for
alternate provisions.