SECONDARY EDUCATION IN SECONDARY EDUCATION IN INDIA INDIA

1

National Council of National Council of Educational Research and Educational Research and

Training, New Delhi -Training, New Delhi -110016110016IndiaIndia

Nature and scope of secondary education:

1. Adequate schooling facility2. Common school system3. Learner centered pedagogy4. Reform in assessment and examination5. Provision for Guidance and Counselling6. Work and Education7. Multilingualism

Secondary Education in Secondary Education in IndiaIndia

2

S.No. Year Enrolment in Grade VIII(DISE,NUEPA)

Boys Girls Total

Enrolment in IX-X (SES,MHRD)

Boys Girls Total

1 2006-07 6831121 5848909 1.27 crore

2 2007-08 7589620 6613726 1.42 crore

1.59 crore

1.23crore

2.80Crore

3 2008-09 7951577 7101074 1.50 crore

1.63 crore

1.27 crore

2.90 crore

4 2009-10 8051673 7393457 1.54 crore

1.54 crore

1.30 crore

2.84 crore

Status of Secondary Education in IndiaStatus of Secondary Education in India

3

Status of Secondary Education in IndiaStatus of Secondary Education in India

Main Statistics:

4

S.No.

Indicators 2005-06 (SES,MHRD)

2007-2008 (SES,MHRD)

2008-09 (SES,Provisional)

2009-2010(SEMIS)

1 No. of Secondary schools 1,06,084 1,13,824 1,23,265 1,28,929

2 No. of Higher Secondary schools

53,619 59,166 60,383 55,375

3 No. of students (Classes IX-X)

2.50 crore 2,80 crore 2.90 crore 2.84 crore

4 No. of students (classes XI-XII)

1.34 crore 1.62 crore 1.67 crore 1.30 crore

5 No. of Teachers (classes IX-XII)

21.35 lakh 21.27 lakh 21.57 lakh 31.94 lakh

YEAR 2008-09 (SES,Provisional) 2009-2010 (SEMIS)

S. No Indicators Boys Girls Total Boys Girls Total

1 Enrolment (IX-X) 1.63 crore 1.27 crore 2.90 crore

1.54 crore

1.30 crore

2.84 crore

2 GER (IX-X) 64.22 55.01 59.82

3 Dropout rate (I-X) 55.82 55.95 55.88

4 Enrolment (XI-XII) 0.95 crore 0.72 crore 1.67 crore

0.70 crore

0.60 crore

1.3 crore

5 GER (XI-XII) 37.03 31.19 34.25

Status of Secondary Education in IndiaStatus of Secondary Education in IndiaMain Statistics:

Contd.

5

States/UTs adopted NCERT’s syllabi and textbooks for different stages of school education developed as a follow-up of NCF-2005:

States/UTs revised their syllabi in tune with NCF – 2005 ideas and NCERT’s syllabi are:

States/UTs which are in the process of bringing curriculum reform are:

1. Arunachal Pradesh (I-XII)

2. Assam (XI-XII)

3. Bihar (IX-XII)4. Chandigarh (IX-XII)5. Chhattisgarh (XI-XII)6. Delhi (I-XII)7. Goa (I-XII)8. Haryana (VI-XII)9. Himachal Pradesh (VI-XII)10. Jammu & Kashmir (I, III, VI and IX)11. Jharkhand (I-XII)12. Sikkim(IX-XII)13. Uttarakhand (VI-XII)14. Andaman & Nicobar Islands (IX-X)15. Rajasthan (XI-XII)16. Lakshadwip (XI-XII)

1. Punjab2. Mizoram3. Manipur4. Uttar Pradesh5. Meghalaya6. Orissa7. Andhra Pradesh8. Kerala

1. Gujarat2. Maharashtra3. West Bengal4. Tripura5. Daman and Diu6. Pudducherry 7. Dadra & Nagar Haveli8. Karnataka9. Nagaland10. Tamil Nadu11. Madhya Pradesh

6

7

The Knowlege and Curriculum Challenges

The major changes in socio-economic conditions that have taken place in India have brought upon the education system new demands which did not exist half a century ago.

Elementary Education of eight years is not sufficient as-it neither equips a child with the necessary knowledge and skills to face the world of work nor does it empower to deal with the challenges of a globalizing economy.

What career avenues-professional or otherwise –are open to a child after merely 8 years of elementary education?

The eligibility conditions of even ordinary certificate or diploma courses (para-medical, technical, or teacher education) mostly require a minimum of class X or XII certificate. By not creating conditions or enabling a child to complete a minimum of 12 years of education, the children are denied opportunities for any career options or meaningful links with the contemporary ‘world of work’.

India has policy of reservation –the policy of Positive Discrimination- for Scheduled Castes and Scheduled Tribes.

The Knowledge and Curriculum Challenges

8

The Resource Challenge

Computer and science laboratory wherever available are under utilized

Need to ensure intelligent and cost-effective use of resources

Generating the need for the use and sharing of resources

The Challenge of Decentralisation

Paradigm shift in conceptualizing secondary education in its structural as well as curricular dimensions is needed to make it powerful means of social transformation

9

Towards Technological EmpowermentTowards Technological Empowerment

Many ICT tools are available to support and enhance teaching and learning.

The ICT use can be invoked in two distinct ways.Sometimes it is appropriate to give the user’ a

ready-made document or file which has been already created and invite them to explore it. – Exploratory Mode

At other times, it may be better for users to create their own from scratch, as they express themselves with contentment by means of a more open application or resource. – Expressive Mode

Learning through GeoGebra (Pedagogy)Learning through GeoGebra (Pedagogy)

There are two different but related kinds of learning involved in using GeoGebra, which is called instrumental and conceptual.

Instrumental learning is about how to do things in the specific software: how to create points or lines or circles, how to operate with menu items (like ‘rotate’ or ‘construct perpendicular bisector’), etc..

It reflects the decisions made by the software designer.

Learning through GeoGebra cont..Learning through GeoGebra cont..In order to be an effective user of GeoGebra, For example, users may need to find and use

the tool to construct a mid-point. Such learning is not intrinsically mathematical

and can be developed in a context in which users are not deliberately extending their mathematical understanding.

Tasks that develop instrumental understanding may involve the creation of images or the use of features such as reflection or animation.

Learning through GeoGebraLearning through GeoGebra

One striking thing about GeoGebra is that instrumental learning is also frequently conceptual.

Mathematical language of the interface both provides and seeds the preferred vocabulary for subsequent mathematical discussion.

An understanding of some or many of these terms is gained in GeoGebra and the words act as both labels for that experience as well as the commands to make that action occur.

Conceptual learning develops gradually, through deepening experience with both geometry and the GeoGebra.