Six month special Training Programme on

Elementary Education for In-Service Primary School

Teacher having B. Ed. / B. Ed. (Special Edn.) / D.Ed.
(Special Edu.)
(ODL Mode)

Elementary Education
Concerns and Challenges

West Bengal Board of Primary Education,

Acharya Prafulla Chandra Bhaban
D.K. - 7/1, Sector - 2
Bidhannagar, Kolkata - 700091

i

West Bengal Board of Primary Education
First edition : March, 2015

Neither this book nor any keys, hints, comments, notes, meanings, connotations,
annotations, answers and solutions by way of questions and answers or otherwise
should be printed, published or sold without the prior approval in writing of the
President, West Bengal Board of Primary Education.

Publish by
Prof. (Dr) Manik Bhattacharyya, President
West Bengal Board of Primary Education
Acharyya Prafulla Chandra Bhavan,
D. K. - 7/1, Sector - 2
Bidhannagar, Kolkata - 700091

ii
 Forewords
It gives me immense pleasure in presenting the materials of Elementary Education-
Concerns and Challenges for the primary school teachers in West Bengal, having B.
Ed. / B. Ed. (Special Education)/ D. Ed. (Special Education). The materials being presented
have been developed on the basis of the guidelines and syllabus of the NCTE.

Care has been taken to make the presentation flawless and in perfect conformity with the
guidelines of the NCTE.

Lesson-units and activities given here are not exhaustive. Trainee-teachers are at liberty to
plan & develop their own knowledge and skills through self learning under the guidance
of the counsellors and use of their previously acquired knowledge and skill of teaching.

This humble effort will be prized, if the materials, developed here in this Course-book, are
used by the teachers in the real classroom situations for the development of the four skills
Listening, Speaking, Reading and Writing of the primary school children .

March-12, 2015 Prof. Dr. Manik Bhattacharyya

President, WBBPE,
Kolkata-700091

iii
iv
 CONTENT

Unit 1 : Elementary Education-Concerns and Challenges 1-21

Unit 2 : Elementary Education Constitutional Provisions 22-43

and Policy Recommendations

Unit 3 : Elementary Education Curriculum, Pedagogy and 44-70

Evaluation in the context of RTE Act, 2009

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vi
 Unit I
Elementary Education-Concerns and Challenges
Structure :
1.1 Introduction
1.2 Objectives
1.2.1. Universalization of Elementary Education
1.2.2. Universalization regarding Provision, Enrolment & Retention :
1.2.3. Some steps taken by the Government of West Bengal for Universalization of elementary eduction
1.2.4. Meaning of Universalization of Elementary Education
1.3 Universalization of Provision, Enrolment and Retention
1.4 Recommendations of the CABE Committee or Janardan Reddy Committee on the Report of the Review
Committee (Rama Murti) on National Policy on Education, 1986.
1.5 District Primary Education Programme (DPEP)
1.6 Sarva Siksha Abhijan
1.7 Challenges of UEE Quality, Equality and Equity
1.7.1. Models of Elementary Teacher Education including Integrated Models
1.7.2. Salient features of National Curriculum Frame work for Teacher Education (NCFTE), 2009-
10
1.7.3. Some issues related to primary and upper-primary stages of Elementary Education
1.7.4. Concerns and Prospects of Elementary Education
1.7.5. Role of Teachers in classrooms and school
1.8 Condition of West Bengal
1.9 Sum up
1.10 Exercise

1.1. Introduction
Elementary education starts with infancy. The initial education that starts within a few years of joining
school and prepares the foundation for further higher education, is called elementary education. Mahatma
Gandhi had called it Buniyadi Shiksha in India. Initially elementary education was for seven years. In India this
is popularly called Primary Education. Children of 6 to 14 years of age belong to this strata. It is divided into
two phases. Class I to V constitute Lower Primary and class VI to VII constitute Upper Primary Education.
While framing the constitution in 1950 in the post Independence era, India realised the need to spread
education among the masses for development of the nation. Education or social progress of nation was realized
to be impossible without education. It was decided that all children within 14 years of age were to be made
literate by 1960. J.P. Naik found this unrealistic as 84% of the population, who were still backward in all
respects, had to be educated in a very short time if the target was to be met. Later however different deadlines
had to be set to meet the goal of universalization of education. Ultimately it was specified in the 86th amendment

1
of the constitution in 2002, that elementary education is a Fundamental Right. The Government has tried to
fulfill the aim through various programs and initiatives since then. Help of NGOs was also taken. Primary
schools have been set up within short distances in 95% areas of our nation by 1996. Various programs like
DPEP and Sarva Siksha Abhijan have been undertaken towards the end of the twentieth and beginning of the
twentyfirst century. The Government, educated persons, various organizations, groups and community have
taken the responsibility of universalization of education in this manner.

1.2. Objectives
After reading this subunit you will be able to
Explain the meaning of Universalization of Elementary Education.
Discuss universal enrolment and reservation in the context of West Bengal.
Realize the role of DPEP and Sarva Siksha Abhijan in universalization of elementary education.
Discuss the role of Govenment and various non-government organizations in UEE.
1.2.1. Universalization of Elementary Education
Initially the British Government was not interested in making primary education free and universal in India.
However, primary education was made compulsory in Baroda in 1906. Primary education was tried to be
made universal as per the directives of the Constitution in 1950. Inspite of this concerted effort, there has
remained many problems in universalization of primary (class I to class IV/V) and upper primary (class VI to
class VIII) stages of elementary education. Four principle factors are emphasized at present for eradication of
the existing barriers and making elementary education accessible to all the children of the nation. These are
(a) Ensuring institutional education (both formal and non formal) for every child between 5-14 years.
(b) Giving opportunity of admission and education in schools to all children between 5-14 years (Universal
Enrolment)
(c) Universal retention
(d) Improvement in the quality of education of children in schools.
1.2.2. Universalization regarding Provision, Enrolment & Retention :
One of the principal objectives of Sarva Siksha Abhijan is to bring all children between 6-14 years to
school and register their names. In spite of this, it has been found that many children have not been enroled.
There are reasons behind this. Some of the most common ones are engagement in agricultural work, looking
after siblings, grazing cattle, lack of permanent address or poor economic condition of the family. The following
steps many be taken for enrolment of these out of the school children.
1. Indentification of out-of-school children
(a) Indentifaction of children who go to the school regularly and collection of information about them.
(b) Systematic and regular observation of the drop-outs and children who have returned to school,
throughout the year.
2. Observing Lets go to school/ School Chalo drive.
3. Inspiring families belonging to different social strata to send their children to school.
4. Door to door campaign.

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5. Preparation of Village Education Register and ward / urban Education Register for collecting information
and identification of schools in villages and cities respectively.
6. Making concerted effort for re-admission of the drop-outs.
7. Street -plays and awareness generating processions are very important for the School Chalo/ Lets go
to School campaign.
8. Political leaders like MPs, MLAs and Ministers should take initiative in registration of names of all children
in the schools/universal enrolment.
9. Mass awareness is to be created by placing big hoardings and posters on crowded streets and junctions.
10. Mass media like newspaper and television should also be used to generate mass awareness about the fact
that sending children to school is the duty of all.
Retention
It is important to retaion all the children in school, be it the regular ones or the drop-outs who have been
readmitted. The following steps may be taken in this regard
(a) Mid-day meals.
(b) Distribution of free uniforms.
(c) Monitoring the regularity of attendance of both the teachers and students in the school.
(d) Making the school environment non restrictive and joyful.
(e) Arranging for hostel accomodation for students without any permanent address.
(f) Identification of comparatively weaker students and organising remedial classes for such students.
(g) Keeping the school open on a regular basis.
(h) Maintaining adequate number of teachers in a school.
(i) Ensuring the quality of education for each and every child.
(j) Beginning bridge-courses for those children who had been out of the school for a very long time.
1.2.3 Some steps taken by the Government of West Bengal for Universalization of elementary
eduction
1. Infrastructural Development : New schools buildings have been erected and arrangements have been
made for adequate drinking water and sanitation in every primary and upper-primary school.
2. Enhancement of the Quality of Learning :
(a) Initiative has been taken to make the teacher-student ratio 1:40 in every primary school.
(b) Many teachers have already been recruited in primary schools, but the process of recruiting more is
going on.
(c) Sustained effort is being made to ensure active participation of all children through Microplanning
programs in the schools.
(d) Training of pre-service and in-service teachers in the districts has been started through establishment
DIETs in the districts.
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 (e) Operation Black Board was started in 1987-88.
3. Emphasis has been given on education of girls, children with special needs and neglected and backward
children.
4. Kasturba Gandhi Yojana has been started.
5. Mid-day meal scheme has been started in every primary and upper-primary school as a part of Sarva
Siksha Abhijan.
6. Girls are given scholarships, free uniforms and bicyles.
7. The Government has opened many new primary schools.
8. Bridge-Course for the out of the school children has been started.
9. Computer education has started in selected primary and upper-primary schools.
Program of Action for enhancing skill of the Teachers
DPEP depends on state Resource Group (SRG), District Resource Group (DRG), Regional Institute of
Education as well as the DIET, SCERT at the state level and NCERT at the central level for the program of
training teachers. Apart from this, Block Resource Centres (BRC) and Cluster Resource Centres (CRC) have
been established for the teachers.
NCERT is an autonomous organization, that works for the all round development of school education as
per directions of the MHRD (Ministry of Human Resource Development). The organization has a full time
Director along with other bureaucrats/ officials and plays a significant role at the national level.
The organization plays a crucial role in the comprehansive development of school education from class I
to class XII at the national level. The organization is principally associated with the following responsibilities.
1) Curriculum construction and preparation of text books suitable for teaching-learning at the national
level.
2) Training and extension.
3) Organization of separate training and skill development programs for teachers.
4) Helps in Continuous and comprehensive evaluation and prepares various Achievement Tests.
5) NCERT also strives relentlessly for maintaining national integration through suitable education system
as per the need of the hour.
STATE: SCERT : SCERT is a state level organazation and functions almost like the NCERT at the state
level. SCERT is directed and controlled by the State Government. SCERT has a fulltime Director and 6/7
Research fellows. This organization is principally concerned with matters related to school education from
class I to class XII. It works with schools under the Department of School Education. SCERT also prepares
suitable textbooks according to the curriculum followed by the state. Apart from this SCERT also organizes
necesary training for teachers from time to time.
SCERT has also conducted effective surveys on different areas of school education. Curriculum has been
revised and reconstructed on the basis of such surveys.
District : DIETS : Primary Teachers Training Institutions conduct Pre-service training to aspiring teacher
trainees. In present times, certain DIETs (District Institute of Education and Training) have been set up according

4
to the guidelines of the government of India for conducting pre-service and in-service teachers training, curriculum
construction, enhancement of infrastructure and teaching-learning material as well as for undertaking detailed
program of action regarding evaluation. It may be said that DIETs have been set up to meet the burning need
of quality trained teachers in the state.
DIETs have seven (7) areas related to education. These are
1) PSTE (Pre-Service Teacher Education)
2) Work Experience
3) DRU (District Resource Unit) for adult and nonformal education.
4) IFIC (In-service Field Interaction and Innovation Coordination)
5) Educational Technology
6) CMDE (Curriculum, material development and evaluation)
7) P & M (Planning and Management)
The principal functions of the DIETs can easily be summed up on the basis of the seven areas mentioned
above.
The DIETs follow the same curriculum as the PTTIs, approved by the West Bengal Board of Primary
Education.
Minimum eligibilty for joining the training course at present is passing the +2 level with minimum 50%
marks. The duration of the training is two years. There are 16 DIETs in West Bengal.
Block : BRCS : The Panchayati Raj Institutions were strengthened in the 73rd and 74th Amendments of the
constitution for strengthening and enhancing education and taking it to the grassroot level. Village Education
Committees (VEC) were created to accelerate the school Improvement Program.
CLRC (Circle Resource Centre)s were set up at the block level in different districts of the states. CRC
(Cluster Resource Centre) and URC (Urban Resource Centres) were also set up. BRC or Block Resource
Centres were set up on the same lines.
The BRC or Block Resource Centres were Cooperating agencies like the Cluster Resource Centres, operating
for the enhancement of curricular and cocurricular activities of the school under the blocks. The centres are
controlled by one corresponding co-ordinater who necessarily has to be the principal of a primary school. The
centres are set up with education assistants, elected representative etc. Just like the other centres. The BRCs
like the CRCs, organize monthly meeting and training for teachers according to the Teacher Support Activity
Schedule. Besides, the BRCs also organize training workshops for the member of the Village Education
Committee (VEC). All these are done as a part of SIP (School Inprovement Programs), the ultimate goal of
which is Universalization of Elementary Education (UEE).
Cluster : CRC The central Goverment started the Sarva Siksha Abhijan by establishing the Sarva Siksha
Mission in order to make education mandatory and universal for all children between six to fourteen years.
Sarva Shksha Abhijan entailed public-private partnership to ensure development of the infrastructure of
primary and pre-primary schools along with the enhancement of the quality of education. Pre-primary education
reached its goal : universalization in this manner.

5
Cluster Resource Centres were set up in the state, following this principle. Five, ten or fifteen schools were
selected in particular municipal or panchayet areas to form clusters. Any one primary school was selected as
the nodal agency of that cluster. The prinicipal of that school was the coordinator of the cluster. The centre of
the cluster operated as the nodal agency for development of all curricular and cocurricular activities of all the
schools of the cluster/locality under the leadership of the coordinator. The co-ordinator may take help from any
assisting agency as well. She nodal agency of a particular cluster can provide assistance to the teachers,
orgnize seminars and provide training to the teachers of the area by organizing workshops. The resource centre
of the cluster should ascertain the various needs of the schools in the cluster, like infrastructural needs, lack of
adequate drinking water or proper toilets etc. The resource centre should also ascertain the necessary equipments
needed for enhancing the teaching-learning in he local schools, like audio-visual aids, computers, blackboards
etc. and arrange for procuring the same. It can also ask for goverment aid for the same. The ultimate objective
of all this is extension and betterment of Pre-primary education and creating universal access.
The CRC is known as the Naya Panchyet Resource Centre in Uttar Pradesh. Initially 10-15 schools
were taken to form a cluster in each of the 1747 new panchayets in Uttar Pradesh. Again, in Maharastra
MCGM (Municipal Corporation of Greater Mumbai) created 225 cluster with one school as nodal agency of
each cluster. This nodal agency served as the Cluster Resource Centre and its Principal acted as the Coordinator.
Help of Mumbai Transformation Support unit was taken in order to survey and analyse the condition of the
schools. Such initiatives were taken to transform all primary schools under MCGM into advanced seats of
quality education.
1.2.4. Meaning of Universalization of Elementary Education
According to the Encyclopedia Americana (1988) Elementary Education denotes Kindergarten and first
grade level education when a child begins formal education. Due to different systems in different countries,
elementary education has come to signify education upto the sixth, seventh and eighth grades. In many countries,
formal primary education from 6 years to 14 years is known as Elementary Education. In India this is better
known as primary education. This education prepares the foundation for further education and life in general.
This is why, Gandhiji had called it Buniyadi Siksha. Indian Education Commission (1964-66) or the Kothari
Commission had divided this eight year long education (form 6th to 14 years) into 2 stages. These are
1) Lower primary (class I to class IV/V) and
2) Upper Primary (class V/VI to class VIII)
This phase of education has been called Elementary Education in the booklet titled National Framework
of Elementary Education published by NCERT in 1988.
Universality of elementary education :
Universal education signifies that education is for all and not for a privileged few. It denotes that education
is the birth right of every child. Universalization of elementary education signifies that all children of affluent,
poor, urban or rural backgrounds and even those belonging to the remote and backward regions should be
given opportunity to get education till class VIII.

6
 Education must be made free and compulsory till class VIII in order to give equal opportunity to all the
children. Governments of many developed nations provide free text books and other educational equipments,
free mid-day meal and conveyance costs. However in developing nations like India, the Government has not
been able to provide all such facilities free of cost. Tuition fees has been waived in India along with certain other
facilities like mid-day meal and so on.
Three stages are associated with universalization of elementary education :
(a) Universalization of Provision
(b) Universalization of Enrolment
(c) Universalization of Retention

Ckeck your progress

Write answers in the space provided below each question and check your answers with those given at the
end of the unit.
1. Fill in the blanks :
(a) During creation of the Constitution in 1950, it was decided that all children upto 14 years of age would be
made literate by .
(b) In many countries, the formal education given to children between 6 to 14 years is called .
(c) This phase of education has been called in the booklet National Currriculum of
Elementary Education : A Framework published by NCERT in 1988.
2. How has the Kothari Commisssion divided the education given to children between 6 to 14 years?
3. What has this phase of education been called by Gandhiji and why?

1.3. Universalization of Provision, Enrolment and Retention :

(a) Universalization of Provision : It signifies that all children of the nation between 6 to 14 years of age
should be given opportunity of reaching schools and studying there. The schools must be at such a distance that
children will able to reach schools by foot. Our nation has been successful in extension of provision for the
children in the age group 6-14 years.
(b) Universalization of Enrolment : It is important to frame laws and implement them for enrolment of all
children between 6-14 years. It is also necessary to frame laws for punishing parents who deney education to
children of this age and do not encourage them to go to school. This has been in pen and paper in most cases
till date.
(c) Universalization of Retention : The students who enrols in class I should continue till at least class
VIII or the very concept of universalization is put at stake. Unfortunately, about 60% of the enrolled students
drop out due to various reasons before they can complete their elementary education. This leads to the problem
of Wastage. Thus it is seen that enrolment alone is not enough, retention is also necessary.
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1.4. Recommendations of the CABE Committee or Janardan Reddy Committee
on the Report of the Review Committee (Rama Murti) on National Policy on
Education, 1986.
1. Government was given the responsibility of analysing the progress of the Scheduled Caste, Scheduled
Tribe and other backward classes and it was recommended that the reports of the states should be
discussed at the central level.
2. Common Schools mentioned in the National Education Policy 1968 and 1986 are to be considered
with importance. Minimum Level of Learning was to be ensured and differences between schools were
to be done away with.
3. Navodaya Vidyalayas were recommended as Pace-setting school and centres of excellence.
4. Other recommendations for universal primary education are
a) Free and compulsary education for all children till 14 years of age.
b) Universal enrolment irrespective of gender, class, caste and religion.
c) Setting up primary schools at walking distance.
d) Non-formal education for child labours and drop-outs.
e) Reduction of the number of drop-outs to 20% in class I - class V and to 40% for class I - class VIII.
f) Increase the number of upper-primary schools, so that the ratio between upper-primary and lower-
primary schools is 1:2, i.e, there should be one upper-primary school for two lower-primary schools.
g) Minimum level of learning should be ensured for all children in both the lower and upper-primary
level.
5. Organizations are to be set up to implement the Total Literacy Campaign (TLC) through intensive area
specific, time-specific effective mass awareness campaigns that are low-cost and based on volunteer
support.
6. Open and distance learning was emphasized and National Open Schools in tandem with Indira Gandhi
National Open University were asked to play a suitable role.
7. Development of Vocational education in the +2 level and inclusion of vocational education from class IX
was recommended.
8. Infrastructure of any college or university is to be checked for sanctioning any grant.
9. State Council for Higher Education is to be set up for maintaining the quality of higher education in the state.
10. Review and reformation of the examination system.
11. The State Govt. is to bear the responsibility of implementing Indian education policies.
12. 6% of the total national income was to be set aside for the education sector in the 8th and the subsequent
Five Year Plans.

1.5. District Primary Education Programme (DPEP)

A coordinated and decentralised system of education was to be set up in the district and lower levels for
the development of elementary education, as pointed out in the Program of Action undertaken by the

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Central Government in 1992 for universalization of elementary education. This program (DPEP) was undertaken
by the Central Govt. accordingly with specific objectives
1) Creating opportunity for education of all children between class I to V.
2) Bringing down the percentage of drop-outs to below 10%.
3) Enhancing the basic literacy and numerical ability level and increasing the percentage of success by 25%
success in other areas was to be increased by 40%.
4) Reducing the reasons behind gender specific and social group related low enrolment as well as lowering
drop-outs and learning achievement below 5%.
1.5.1. Funding
85% of the total expenditure for DPEP was to be borne by the Central Government with assistance of the
World Bank.
1.5.2. Characteristics of DPEP
1. DPEP shifted their approach from schematic to holistic.
2. The program was based upon the needs of the local area and local people.
3. Emphasis on de-centralization.
4. Ensured participation of all teachers, parents skilled enthusiastic people and member of interested groups
at the district level and lower levels, following the principles of decentralization.
5. DPEP aims at Equity and all plans and initiatives are undertaken to cater to the needs of socially backward
sections like scheduled class, scheduled caste, minority and challenged people.
6. All members of the society are equal stakeholders and collective participation is emphasized.
7. The Government takes initiative to improve training and extension service to enhance the skill of all participants.
8. Funds are alloted to this program, keeping intact the amount allocated to the education sectors.
9. This program does not imitate earlier schemes related to education, health, non-formal education or
ECCE, but aims at unification of all these schemes.

1.6. Sarva Siksha Abhijan

The Constitution mandates free and compulsory education for all children till 14 years and to implement
this all children must be brought to school and quality of education must be enhanced. This is Sarva Siksha
Abhijan, which is a central Govt. scheme aided by the World Bank. The Mission ideally takes up from the
point where the DPEP leaves the initiative of universal elementary education. The Central Government arranges
for funds from other sources as well, and the Mission remains a joint effort of the central, state and local
authorities as well as various other non-government organization. The Central government announced the
project in 2001 and the deadline was set as 2010. The central role of the teacher was acknowledged and
hence their devlopmental needs were given due impartance. Block Resource Centres (BRC) and Cluster
Resource Centres (CRC) were set up under the SSA. The scheme emphasized recruitment of quality teachers
and professional development by bringing the development of their curriculum related matters under the scheme.
The Ministry of Human Resource emphasized the enhancement of class room teaching strategies in their
training schedule. They also enphasized enhancement of learning through regular inspection and participation in

9
various activities and programs. The teacher-student ratio was to be brought down to 1:40 and at least two
teachers are to be posted in each primary school.
It is expected that all the districts will plan and initiate district based elementary education program and
spend the allocated amount for holistic and convergent approach. Under this scheme, panchayets, school
Management Committees (SMC), Village Education Committees (VEC), Parent -Teacher Associations (PTA),
Mother-Teacher Comittee (MTA) and Autonomous Hill Councils will work together.
The goals of Sarva Siksha Mission are
1) Enrolment of all children between 6-14 years in 2003.
2) Education upto class V of all children from 6-14 years has to be compeleted by 2007.
3) Education of all children between 6-14 years upto the eighth standard needs to be completed by 2010.
4) Quality of elementary education is to be enhanced by emphasizing Life Skill Education.
5) Gender-based discrepanies and social discrepancies are to be eradicated within 2007 at the primary
stage and within 2010 at the elementary stage.
6) Ensure Universal Retention within 2010.

Check Your Progress

Write answers in the space provided below and check your answers with the answers provided
at the end to the unit.
4) What is universalization of Retention?
Ans :

5) Write True or False :

The Government of West Bengal has taken the following steps for universalization of elementary education
(a) Not taking any help from the community ( ).
(b) Ensuring teaching in English ( ).
(c) Reformation of teacher-education curriculum and making it suitable for contemporary times ( ).
(d) Not employing parateachers to combat dearth of teachers ( ).
6. What is the percentage of drop-out in elementary education at the end of 2007-2008 as per the basis of
enrolment in 2006-2007?
Ans :

1.7. Challenges of UEE Quality, Equality and Equity

Preparation of teachers for lower-primary (class I-IV-V) and upper-primary (class VI-class VIII) entails
training in different subjects like preparation of teachers for secondary and higher secondary teachers.
Autonomous education and ability to think independently and express freely have been emphasized. However,
teacher education has not developed adequately in accordance within curricular reforms. It is important for the

10
teachers to have a clear idea about Access, Equity and Quality and their importance in the lower and upper
primary education.
From the discussion on Preparing Teachers for Elementary Education in this chapter, we will come to
know about the following :
Training of teachers in the present system
Difference between pre-service and in-service teacher training
Role of the teacher in enhancement of lower and upper-primary education and awareness about future
possibilities.
1.7.1. Models of Elementary Teacher Education including Integrated Models
Our constitutional responsibilities, national committment of educating 6 to 14 years old children and
related international declarations have encouraged the Government of West Bengal in adopting various principles
and schemes. The different models of lower and upper-primary education and integrative models are as follows
1. Ensuring Right to education
2. Universal Access
3. Age specific education for lower and upper-primary stages
4. Ascertaining education of girls by reserving seats for girls from backward, scheduled class and caste and
minority backgrounds.
5. Reduce the rate of drop-outs by enhancing the role of Retention.
6. Ensure and provide for quality education.
7. Develop teacher education, infrastructure, teaching-learning and develop related teaching-learning, develop
material.
8. Ensure the student-teacher ratio 40:1.
9. Ensure enrolment of all children at the elementary stages.
10. Arrange for education through ICT.
11. Increase the intake capacity in the schools.
12. Extensive endeavour of eradicating social and gender based discrepancies.
13. Making the school environment healthy, clean and attractive.
14. Inclusive education.
1.7.2. Salient features of National Curriculum Frame work for Teacher Education (NCFTE),
2009-10
According to the National Curriculum Framework for Teacher Education, every teacher of lower and
upper-primary schools are to be prepared in such a way that they will become versatile and well-equipped to
execute various activities. They will have to increase their attention to the needs of the students. The teachers
have to inspire the development of desirable social and humanitarian values and play the role of a friend,
philosopher and guide. He/She has to play the role of an ideal responsible citizen.

11
 The teacher should possess the ability to take initiatives in reforming existing curriculem according to the
needs of the students and the society, since this is essential for universalization of education. The teachers
should play a vital role in enhancing elementary education in West Bengal. Development of such teachers must
take into cognizance the following
The teacher must have a comprehensive understanding of the pedagogy and should be able to create a
favourable environment for teaching-learning.
Students sholud be exposed to knowledge outside text books with the help of personal experience.
The teacher should be conscious of social, professional and administrative factors.
They must be conscious of their individual expectations, self-realization, skills and aptitude.
They must acquire the ability of caring for children.
The teacher must possess an ability to teach and learn continuously and use logic and appreciation as a
part of the teaching process.
The teacher should be able to play a constructive role in enhancement of knowledge, values and skills.
1.7.3. Some issues related to primary and upper-primary stages of Elementary Education
There are certain crucial issues in upper and lower-primary education, which may create various problems
in the universalization of elementary education, if not resolved in time. These are
1) Access
2) Equity
3) Quality
Access : Universalization of elementary education opened the doors of free and compulsory education to all
children between 6 to 14 years. This implies that education is a right of all children from different social strata
including urban, rural, poor, rich sections of the society. Children belonging to the age-group 6-14 years would
have the right to admission to municipal schools as well as government, government sponsored, government
aided schools in urban and rural areas in tandem with the schools under the village panchayets.
The Government must establish schools in the remote areas to ensure universal access. The infrastructure
must be enhanced and schools must be established within walking distance so that the children can walk to the
schools. The slum children and children of poor migrant labours often face difficulties in availing the various
facilities related to education. The various difficulties encountared in making realistic and effective plans for
such children are given below
i) Access is denied to these children as they often fail to produce. Identity Cards, Birth Certificates and
Transfer Certificates.
ii) Children of rural poor backgrounds are often forced to migrate with their parents who travel to different
districts or states in search of work. Such children may return after 2/3 years & 7/8 months and fail to
keep pace with formal education. They lose motivation as a result and refuse to go to school.
iii) It is often difficult to provide opportunities to child labourers, street children, children who have run away
from home or those who are brought up in unhealthy environments like brothels and so on.

12
iv) Various Government schemes like Sarva Siksha Mission, JNNURM etc. have given emphasis on
development of rural areas, while the poverty-stricken section of the cities are neglected.
v) The SEC (School Education Committees) and VEC (Village Education Committees) have not been
developed in consonance with the urban context.
vi) There is a lack of schools in many remote areas of villages and cities, which then fail to provide the
opportuinity of universal access.
Again the issues of literacy and access depend on socio-economic factors as well. The children from
agro-based families are the most deprived lot. Almost half of the total population and 2/3rd section of the girls
are deprived from education. Children from families engaged in different other occupations including cultivation
and day labourers/daily wage earners. Current statistics show that 58% girls are literate and thus it may be said
that girls are the worst sufferers when it comes to universal access to education. The reasons behind differences
in access to education include differences in economic conditions, caste and creed, though such differences are
much less in the state of West Bengal compared to the other parts of the nation.
Equity : No two individuals can be completely similar in terms of abilities and psychology. It is unrealistic to
claim that any society in history has ever been able to give absolutely equal dignity and reward for all its
members. However, different societies have tried to reach this goal of equality in a rather limited way in certain
specific contexts and certain spheres of life. Equality is essential for justice and hence it is mandatory in legal
issues. Laws must be the same for people of all classes, strata, position and abilities. It is equally applicable in
case of political power, though voting rights for women was achieved in our nation only in the twentieth century.
The most recent extension of the concept of equality is in the area of access to education and in development
and enhancement of social and economic status. Everyone must be entitled to access the avenues of growth
and social mobility. Education is crucial for develpoment and social mobility in modern society. Though it
cannot be guaranteed that education will inevitably enhance ones power and dignity in the society, it is true that
without education this viability would remain a distant dream. Education can bring about equality in three
different ways
1) Opportunity may be given to those who possess the desire and ability to learn.
2) Education can enhance a scientific and abstract impartial mindset.
3) Education can create a social environment conducive to intercaste, interclass and interreligion camaraderie.
Mutual intolerance between religion languages, caste and class can never promote equality of opportunities.
It is however true that education cannot be the only avenue of social mobility and equality. Various other
factors like parental income, their qualifications, socio-cultured background collectively influence opportunities.
However education may be said to be a significant catalyst of social change and a crucial factor in eradication
of differences between class, caste, religion, gender etc.
Social actions and reactions are mostly extended through the written medium and so education and
literacy serve as a powerful weapon of self-preservation. An illiterate person has little ability to demand his/her
rights, seek justice in courts of law, attend to personal responsibilities and needs in banks and post-offices,
exercise individual voting rights based on personal understanding, select approprite vocation on his/her own,
avail suitable transport routes while travelling and avail many of the modern facilities. An illiterate person is
always less able than his literate counterpart in the modern society. He feels less important and helpless in

13
todays world. Thus role of education in empowerment can scarcely be denied despite innumerable problems
in the system.
Quality : After ensuring admission of all children of a particular age-group, quality of education emerges as a
significant area of concern. If one child receives quality education in a nation, other children possess equal
rights to get the same quality of education , irrespective of caste and creed. Lord Curzon had contemplated on
Qualitative Expansion and Quality Improvement while attempting a reformation of the prevalent Indian education
system almost hundred years ago. Numerous self-financed private primary schools that have mushroomed in
recent years provide low quality education if the quality of education is not monitored.
The following features indicate that education is of good quality
1. The educational institution has quality infrastructure.
2. Quality teachers with appropriate training should be appointed.
3. The school environment should be clean, hygienic and have sufficient air and light.
4. There should be sufficient quality of necessary equipments like chalk, blackboard, dusters and other
audio-visual aids.
5. There should be a good library and playground.
6. There should be separate bathrooms for boys and girls and sufficient drinking water.
7. The curriculum should be attractive.
8. There should be swings, see-saws and other equipments for playing.
9. Regular classroom and out of class activities should be systematic.
10. Pupils should feel interested and attracted to coming to school.
11. There should be arragements for mid-day meals and for health and nutrition of the children.
12. Free distribution of uniforms to the students, especially to girl students.
The Government of West Bengal is emphasizing Access first and then Quality. Assistance of PTA (Parent
Teacher Association), MTA (Mother Teacher Association), VEC (Village Education Committee), CRC (Cluster
Resource Centre) etc. is sought for enhancing the quality of elementary education.
1.7.4. Concerns and Prospects of Elementary Education
The most important factors of lower and upper-primary education are Access, Enrolment, Retention,
Quality and Equity. We must contemplate how we can contribute to development and proper care of children
through infrastructural development of the schools and by taking proper care of the children. Efforts should be
made to make Enrolment and Retention 100%. The school buildings should be developed and new buildings
must be set up in order to ensure access. The environment of the school should be enhanced and trained
teachers must be recruited for enhancing the quality of education.
The following factors may be said to be important for lower and upper-primary education :
(1) Access (2) Enrolment (3) Retention (4) Equity (5) Increasing the number fo primary schools (6) Setting
up schools in areas where there is no opportunity of education (7) Development of school environment and

14
infrastructure (8) Making the school attractive to the students (9) Recruitment of efficient teachers (10)
Scientific Training of the techers (11) Enhancement of the curriculum and (12) Eradication of discriminations
on the basis of gender, class and religion.
We may hope to reach our desired goal if we can realize the following :
1) Prospects In India, West Bengal and the other states have undertaken certain welfare schemes and
plans. The National Policy of Education has been aunounced by the Central Government, following the
constitutional directive regarding universal education of 6-14 year old children. The SSM (Sarva Siksha
Mission) has been set up. The SSM has spread education to the remote areas of the country. The Government
of West Bengal has undertaken certain schemes as a part of all these programs
1) Adopting the mother tongue as the medium of instruction.
2) Declaring English as the second language in lower-primary schools.
3) Revision and reconstruction of the curriculum and text books.
4) Making conscious efforts of making English and Mathematics attractive and orient the teachers accordingly.
5) Arrange for suitable training for the teachers for their professional development.
6) Providing necessary teaching-learning materials.
7) Establishing new lower-primary, upper-primary schools and other such centres for education of the children.
8) Appointment of extra teachers and Sahayika or assistants if needed.
9) Undertanking schemes for alternative schools or education to ensure education for all.
10) Development of the environment and infrastructure of the schools.
11) Convergent planning in the various government departments.
12) Providing various stimuli like encouragement for games and sports, financial aid, free uniforms for all girl
students upto class V, mid-day meals and so on.
The Government of West Bengal has undertaken comprehensive programs to make SSM (Sarva Siksha
Mission) successful and the PBSSM (Paschim Banga Sarva Siksha Mission) has been formed for the this
purpose. PBSSM is progressing towards its goal. The various schemes under this program are focussed on
universal access, universal enrolment and retention. A scheme was undertaken to ensure admission of a large
number of drop-outs. Complementary residential and non-residential schools were set up. Various schemes
were taken by the Sarva Siksha Mission for development of school buildings lavatories and adequate supply of
drinking water. In 2007-08 the State Government gave permission for setting up 1600 new upper-primary
schools (200 schools in each district) in the districts of Purulia, Bankura, West Midnapore, Cooch Bihar,
Jalpaiguri, South Dinajpur and Murshidabad. Special benefits were declared for enhancement of womens
education. The government launched the program NEPGEL (National Program for Eduaction of Girls at
Elementary Level). 59 Educationally Backward Blocks (EBB) were identified in West Bengal. 58 schools
were identified in these blocks and approval was given for setting up 52 Kasturba Gandhi Girls School
hostels. The state government also emphasized the development of the education of the children with special
needs. Nearly 1,91,444 children with special needs were identified in 350 blocks and 99 municipalities. 1,25,524
children with special needs were admitted to traditional formal schools. Development and supply of Teaching-

15
learning materials was emphasized. Emphasis was given on recruitment of teachers and para-teachers were
recruited. Priority was given to distribution of free books and other grants for enhancement of elementary
education. The government of West Bengal is trying relentlessly for extension of lower and upper-primary
education as well as for enhancing quality. Circle Resource Centres and Cluster Resource Centres were set up
under the districts. Such efforts provide us with hope for moving towards a bright future.

16
This year State level 4 days residential workshop held in collaboration with UNICEF and IL&FS at zonal
basis on Life Skill Education for girls for 69 KGBVs covering 12 districts. 69 warden, 69 Suoerintendent and
12 district Gender Coordinators of 12 KGBV districts were orinted phasewise as follows:

Check your progress

Write answers in the space provided below as per directions. Match your answers with those given at the
end of the unit.
1) What are the objectives of studying this unit?
Ans :

2) What arrangements should be made by the government to ensure access?

Ans :

3) What are the necessary Teaching-learning materials for enhancing quality in education?
Ans:

4) Fill in the blanks :

(a) is education for all between 6-14 years.
(b) Rate of retention should be enhanced and number of should be reduced.
(c) The student-teacher ratio should be ensured at .
Answer :
1) Being aware of the policy of elementary education undertaken by the Govt. of West Bengal.
2) The Govt. should set up schools in the remote areas to ensure universal access, infrastructure should be
developed and schools must be set up within walking distance.
3) Blackboard, chalk, duster and other audio-visual aids.
4) (a) Elementary
(b) Drop-outs
(c) 40:1

17
1.7.5. Role of Teachers in classrooms and school
Class I-IV/V constitute the lower-primary and class VI-VIII constitute the upper-primary stage of
elementary education. Elementary education is compulsory after education was identified as a right in the
constitutional amendment. These initial eight years are crucial for developing a childs intellect, social skills
cognitive aspects, rationality and a mindset necessary for different works. Many backward children of approprite
age are now getting enrolled as a result of the spread of universalization of Elementary Education. This issue
must be considered flexibly without compromising quality of education. Education imparted at this stage should
be ingrained into the charater of the young learners so that they are well equipped in expression and use of
language. The students must feel confident within and outside the school.
The first resposibility of any school is to contribute to the linguistic development of the students, development
of skills related to pronunciation and literacy, use of langauage for creative purposes, ability to think independently
and ability to communicate with others.
Role of teacher in the classroom :
Though the academic leadership of principals is not well defined, in most cases his/her work is administrative.
Taking care of the children and nurturing them.
Understanding children in the social, cultural and political context.
Contribute to the development of an environment conducive to education.
Children must feel secure.
Children should not feel intimidated.
Children should be controlled equally.
The teacher will treat all children equally and impartially.
The teacher must create such an environment in the class that students feel free to interact with teachers
and poors.
Teacher will help the students in acquiring self confidence and self esteem.
It should be seen that the ST, SC, minority community and women are not deprived in any way.
Students should not be treated on the basis of their personal and social identity in school. They should be
treated equally.
It must be seen that children with special needs are not deprived in any way.
The culture in the school should be equal and it must be seen that all pupils are treated as students only.
Simultaneously it has to be seen that students interest and potential are enhanced.

1.8. Condition of West Bengal

The Government of West Bengal has undertaken verious projects and developmental steps, along with
the Central Government and other state governments. Some of these are
1) Establisment of residential ashram type schools in tribal areas.

18
2) Hostels should be established separately for students in case fully residential schools can not be set up.
3) Parents or guardians of students from backward regions must be contacted and made aware about the
need for education.
4) Students should be taught to prepare teaching-learning materials.
5) Using tribal dialects as a medium of instruction and preparing texts in the dialect.
6) Improving the relation between teachers and the community.
7) Ensuring teaching through mother tongue.
8) Determinig the time and schedule of schools of hilly regions according to seasonal variations.
9) Taking the help of NGOs if needed.
10) Emphasizing health and education and generating awareness about cleanliness and hygiene.
11) Establishing DIETs, undertaking DPEP projects and making them functional.
12) Development of training institutes for training of teachers.
13) Revision of teacher education curriculum and making it relevant to the contemporary age.
14) Enhancing and promoting the Sarva Siksha Abhijan keeping pace with the rest of the nation.
15) Marching towards implementing objectives by forming different bodies.
16) Employing para teachers if needed.
17) Establising Sishu Siksha Kendras or Child Education Institutes along with Madhyamik level educational
institutes for spreading education to remote areas.
18) Arranging mid-day meals to enhance food and nutrition in primary and junior high schools and encourage
children to go to schools.
19) Providing free school uniforms to students, especially female students of backward regions.
Table 3.1 No. of primary and middle schools in West Bengal
(as per report of 30th September, 2006)
Type of Institution Govt. Local authority Pvt., aided Pvt. - no aid Total
Total Girls Total Girls Total Girls Total Girls Total Girls
Primary, Junior 0 04 998 6778 0 0 0 0 49986 778
Basic School
Middle/Senior 2 0 0 0 1227 348 12 0 1241 348
Basic School

19
 Table 3.2 Enrolment on the basis of Gender (including SC/ST)
Class I to VIII.
(according to report of 30th Sep, 2006).
Type of Institution Total Enrolment Scheduled Castes Scheduled Tribes
Male Female Total Male Female Total Male Female Total
Primary School 4462031 4400088 8862119 1305586 1207676 2513262 342223 299532 641755

Middle School 1941345 1903354 3844699 493494 396089 889583 109686 78216 183900

Table 3.3 Percentage of drop-outs

West Bengal at the end of 2007-08 on the basis of enrolment in 2006-07.
Type of Institution Male Female Total
Primary 8.82 8.28 8.56
Middle School 8.44 6.23 7.34
Elementary 8.66 7.38 8.02
Source of the 3 tables : Annual Report 2007-08, Department of School Education, Government of
West Bengal.
Check your Progress - 1
5. Name the concepts associated with primary education.
Ans: Admission, enrolment, retention, equity and quality related aspects.
6. What is the name of mission established by the Government of West Bengal to make Sarva Siksha
Abhijan a success?
Ans: PBSSM (Paschim Banga Sarva Siksha Mission).
7. What is the full form of NEPGEL?
Ans: National Program for Education of Girls at Elementary Level.
8. How many Kasturba Gandhi Balika Vidyalayas (KGBV) were considered to be set up in Educationally
Backward Blocks (EBB) in 2007-2008.
Ans: 52

1.9. Sum up
The government of West Bengal has undertaken various schemes and projects for universalization of
elementary education for children between 6-14 years. These are related to Access, Equity, Quality, Enrolment,
Retention and eradication of social and Gender gaps. Certain things related to lower-primary and upper-
primary education must be kept in mind in order to make these successful. Some of these are increasing the
number of upper-primary schools, development of environment and infrastructure, recruitment of professionally

20
qualified teachers, development of curriculum and teaching- learning materials, recruiting teachers in remote
areas, womens education and improvement of other backward classes. The Government of West Bengal is
progressing successfully with a definite goal in view.

1.10. Exercise
1. Answer the following question in brief (within 30 words)
a) What do you understand by lower-primary and upper-primary education?
b) What are the three issues associated with lower-primary and upper-primary?
c) What is the full form of KGBV?
2. Answer in brief (within 150 words) :
a) Express your opinion about Access to lower and upper-primary education.
b) What is the aim of lower and upper-primary education?
3. Answer the following questions :
a) Discuss the potential for development and visions related to lower-primary and upper-primary
education in West Bengal.
b) Write what you know about Equity and Quality.

21
 Unit 2
Elementary Education
Constitutional Provisions and Policy Recommendations

Structure :
2.1 Introduction
2.2 Objectives
2.3 Educational Provision in Indian Constitution
2.4 Recommendations of different Commisisons and National Policies since Independence regarding Primary
Education
2.5 Right to Education
2.6 PWS Act, 1995 Education of Children with Special Needs at Primary Level with reference to PWS
Act, 1995
2.7 Professional Ethics for teachers
2.8 Lets sum up
2.9 Unit and exercises

2.1. Introduction
A constitution is framed in every nation, on the basis of the philosophy of that nation, and that constitution
reflects the ideals, values, aspirations and hope of its citizens. It is then only natural that education will have an
important place in the constitution. The Constitution also reflects a nations socio-economic set up and social
hierarchy. It is easier to develop the youth of the nation on the basic of this. Education was responsibility of the
state for 26 years after the constitution was framed in India in 1950. Education was considered as concurrent
from 16th December, 1976.
The Kothari Commission (1964-66) recommended new aspects of education in the post- Independence
era after a detailed analysis of education in all stages. The recommendation were aimed at a holistic development
of the nation. On the basis of the recommendations of the Kothari Commission, the Government of India
announced the first National Policy of Education in July, 1968. However , this policy was not implemented
successfully and did not get adequate financial aid. Problems piled up in the field of education on for years. The
Parliament approved a new national policy of education in1986 in order to transcend the status quo.
Education of children with special needs got considerable emphasis in the National Policy of Education,
1986. Inclusion of children with Special Needs into formal education was recommended. The idea that education
is the birth right of all human beings was popularized. An ideal primary teacher should be aware of the position
of education in the Indian Constitution, the expanse or ambit of the Right to Education and the position of
primary education in the National Policy of Education.

2.2. Objectives
After completing this unit you will be able to

22
 Mention the various constitutional principles regarding primary education/elementary education.
Know about the various recommendations of the Commissions in the post-independence era.
Describe the National Policy of Education regarding Primary education/Elementary Education.
Explain the significance of the Right to Education.
Explain the idea of inclusive education in elementary education.

2.3. Educational Provision in Indian Constitution

2.3.1. Educational Provisions in Indian Constitution :
The education system of ancient India was glorious. The traditional Indian education system was largely
inspired by the philosophical vision and chequered experiences of contemporary social life of contemporary
people. A comprehensive development of ethical, spiritual and functional aspects of human life was aimed at by
this type of education. Ancient Indian education system principally constituted of the Vedic and Buddhist
education.
A new education system developed in medieval India from the end of the twelfth century to the beginning
of the eighteenth century under the patronage of the Muslim rulers. A new religion, culture, language, ideals and
a new era had dawned upon India in the medieval period.
The Christian missionaries started coming to India towards the end of the fifteenth century. The Europeans
started coming as well. The Missionaries dedicated themselves to the development of education. They paved
the way for western education in the eighteenth century.
Indian Education witnessed a reformation and development towards the end of the nineteenth century
and beginning of the twentieth century. A coordinated concerted effort is noted at the national level as a result
of this reformation, inspired by the Indian educationists and thinkers. However the pre-independence education
system was colonial and hence unfit for preparing citizens of an independent socialist democracy.The cardinal
objective of the colonial education system was to strengthen the root of the British Empire in the Indian soil and
exploit the Indians economically.
Thus after independence, the Government of India felt the need to reform the economy, education and
culture according to the needs of the countrymen. In this context the educationists decided that democratic
socialism should be the national goal. The education system of the country had to be refined and revised in order
to develop a socialist nation through democratic ways. Education should be related to the national goal.
The prime objective of education in independent India was to facilitate the development of an advanced
and progressive education system. A productive education system is necessary to strengthen the economic
development and democratic socialist ideals of a nation. Education should be secular and catalytic in realisation
of the social and political aims. Secular education would realise the greater social and political ideals. This type
of education would inspire the aspirations and hope of the community and prepare ideal citizens, along with
realising the democratic principles and vision of the constitution.
2.3.2. The Constitutional Provisions for Indian Education :
Every nation has a constitution imbued with its own philosophical vision. A draft of the Indian constitution
was framed in 1948 by the Constitutent Assembly under the chairmanship of Dr. Bhimrao Ambedkar. The
constitutent Assembly accepted this draft and the Indian Constitution came into being on 26th January, 1950.
The constitution declared India to be an independent, democratic republic. The words Secular and Socialist
23
were added in the 42nd amendment in 1976. The Indian Constitution is divided into 22 chapters. There are
395 articles and 30 schedules. There are three lists in the Indian Constitution for distribution of power for
framing laws :
1) Union List
2) State List
3) Concurrent List
There are 97 subjects in the Central list, 62 areas in the state list, 52 in the concurrent list and interludes
in between. Education was made a part of the concurrent list through the 42nd amendment of the constitution
on 18th December, 1976.
The issues of education has been discussed in the following :
Directive Principles of State Policy, Article 28, Article 30
The seventh schedule
Union List - 1 No. 63, 64, 65, 66
Seventh Schedule State List I No. 32
Seventh Schedule No. 25
Article 350 (A)
2.3.3. The Constitutional directives regarding education are as follows :
1) Article 28 : It is clearly mentioned in Articles 19 and 28 that religion can not be taught in any academic
institution receiving financial aid from the state or the centre. Any such teaching is subject to the conscert of the
guardins of the students or the students themselves in case they are adults.
2) Article 30
(a) No one should be denied access to Govt. educational institutions or those aided by the government
on the basis of religion, language, colour, caste or creed.
(b) The minority communities have the right to set up educational institutions and control them according
to their religion or language. The government would not exercise any discrimination in providing
financial aid to such institutions.
3) Article 45 : It is clearly stated in article 45 that within 10 years of the framing of the constitution, education
for all children between 6 & 14 years of age, will be made free and compulsory. In the third chapter of the
constitution, a republic or a nation state is defined as the government and parliament of India as well as the
government and legislature of each state and all local authorities under the control of the Indian Govt. in the
territory of India.
Article 350 (A) Provision for instruction in the mother tongue at the elementary stage education:
All the states and local authorities within the state will try to enable the children of minority communities to learn
in their mother tongue, at least in the elementary stage. The president may, from time to time issue directions to
individual states to ensure that this objective is achieved. 2002 witnessed a historical revision/amendment in the
Indian Constitution. This was the 86th amendment, 2002 which acknowledged elementary education as the
basic right of all children of the nation.

24
a) A new article namely 21 (A) was added, that specified that the republic of India will enact laws and make
necessary amendments in order to ensure that all children between 6 to 14 years get free and compulsory
elementary education.
b) Article No. 45 specified that the government will ensure Early Childhood Care and Education (ECCE)
for all children till 6 years of age.
c) A new clause K was added after clause J through an amendment of article 51(A). It specified that all
parents of children between 6 to 14 years of age should send their words to school for elementary
education.
Various articles related to preservation of the constitutional rights of every citizen in all stages of
education
Article 29 & 30 : Articles related to preservation of natural and religious interests of the minority community
in education.
In article 29 it was said that
1. Any community in any part of India would have the right to preserve its own language, script and culture.
2. No Indian citizen can be denied admission to any governmet or government aided institution on the basis
of race, caste or dialect.
Accordingly to article 30,
1. Any religious or linguistic minority community has the right to establish educational institutions and the
right to administration of such institutions.
2. The government cannot discriminate in providing grants or financial aids to such institutes set up by
religions or linguistic minorirties.
The 28th article of the constitution reflects the secular nature of the Indian constitution. It specifies that
1) No religious instruction may be given in any government or government aided institution.
2) Clause 1 specifies that no educational institution should provide religious instruction even if it is set up by
any trust, if it receives any grant from or is controlled by the government.
3) No individual can be forced to receive any religious order or instructions unless he or she gives full
consent or in case of minors, their parents give free consent.
Article No. 46 is concerned about preservation of economic and educational rights of the weaker sections.
This article states that the government will undertake various developmental schemes or projects for the
development of the socio-economic condition of the weaker sections of society, especially the scheduled
castes and scheduled tribes. The govt. will try to protect the weaker sections from all types of social injustice,
exclusion and exploitation.
Article 15(3) declared that the republic will no obstruction or inhibition in framing or enacting any law for
the education and development of women and children. This was done with a view to provide equal status to
the women in the society.

25
2.4. Recommendations of different Commissions and National Policies since
Independence regarding Primary Education
Three Education Commissions have been set up in post independent India. The first one was the Indian
University Commission (1948-49) under the chairmanship of Dr. Sarvapalli Radhakrishnan, while the second
one was the Madhyamik Siksha Commission (1952-53) under the chairmanship of Dr. Laxmanswami Mudaliar.
The third one was the Indian Education Commission (1964-66) under Professor D.S. Kothari. The first two
commissions being concerned with the university and secondary level eduacation respectively did not deal with
elementary education at-all. The Kothari commission was set up to make recomendation for a holistic
development of the Indian education system by a coordinated and comprehensive analysis of the Indian education
system. The report was entitled Education and National Development and thus though there was no commission
set up specifically for Elementary Education, the Kothari Commission, for the first time, make some
recommendations for the elementary education of India. Some of such recommendations made by the Kothari
Commission are as follows
The Kothari Commission suggested that span of elementary education sholud be 7-8 years and it should
be divided into two phases (i) Lower Primary for 4-5 years and (ii) Upper Primary for 3 or 2 years.
Following this could be 3/2 years lower secondary level education or 1-3 years of vocational education.
The minimum age for admission to primary schools should be 6 years.
The cardinal objective of primary education would be laying the foundation of a responsible and successful
citizenship. Prevention of wastage and stagnation is a very important recommendation. There should be
provision of pre-registration for bringing all children of this age to school. It has to be seen that at least
80% children complete their school education till the seventh standard and wastage should be minimized
till class VII.
Emhpasis would be laid on language, mathematics and environmental science in the lower-primary stage.
Emphasis would be acquiring proficiency in the mother tongue only at this stage. Learning mother tongue
or provincial language would be mandatory and in case the mother tongue and the provincial language are
different it has to be seen whether there are atleast 10 children speaking a different language in class and
atleast 40 such children in the school. If the numbers are so then provision should be made for instruction
in the mother tongue .
All children cannot progress at the same rate in the elementary stage. This is why it has been recommended
that no predetermined standard or expectation should be set for the lower-primary stage of education.
Instead of conducting annual examination for promotion at the end of every academic year, it was
recommended that class I and class II should be considered together as a cycle and only one examination
is to be taken at the end of the 2nd years. Similarly, class III and class IV is considered as a cycle. All such
examination are to be internal.
Engaging students in community service has been recommended for the lower primary stage in order to
generate a social awareness among the young learners. Learning by doing and activities have been
emphasized and various activities like craft, paperwork, pottery or clay modelling, spinning yarn etc. have
been recommended as a compulsory part of the curriculum. The commisssion has significantly pointed
out that instead of designating any particular stage of elementary education as Buniyadi Siksha, we must
try to retain the basic principles of such an activity based education and accordingly create the curriculum
and environment in the school.

26
 The curriculum of the upper-primary stage was to be enhanced. A three-language formula was
recommended. The three languages were (i) regional language or mother tongue, (ii) National Language
Hindi or Associate official languge English and , (iii) a third optional language . Science education would
be extensive. Physical science, Life science and basic natural sciences with knowledge of the land may be
taught in class V. Physical science and Chemistry, life sciences and astronomy may be taught in class VI.
Instead of integrated social studies children must be taught History, Geography and Civics separately.
The other recommendation made by the commission regarding elementary education are as follows :
Free supply of books Priority must be given to distribution of free text books to the students and it
must be started immediately.
Setting up schools and providing scholarship to needy students These measures to be taken so that
students do not encounter any difficulty due to socio-economic reasons and dearth of adequate number
of schools. The students should be able to progress from the lower-primary to upper-primary stage
without any difficulty.
Setting up State Institute of Education (SIE) and state wise centres under it are to be set up for facilitating
promotion of pre-primary education.
Schools should be clustered to create school complexes. 10 regional lower primary schools under the
supervision of a upper-primary school would constitute a school complex. The Principal of that Upper-
primary school would act as a coordinator and ensure smooth functioning of the complex. The heads of
all lower and upper-primary institutions of that region would constitute a group under his supervision and
undertake various schemes or programes for all primary schools of that region. They would be also
monitor the smooth functioning of the schools.
To minimize separatism and discrimination in society, the idea of neighbouring school must be promoted
and all children of the lower-primary stage must be accomodated in the local schools. The timeline for this
scheme was set as 20 years.
Recommendations of the National Policy of Education regarding Elementary Education :
The first National Policy was declared in july, 1968 as per the recommendation of the Indian Education
Commission (1964-66). The recommendations made regarding primary education and allied areas are as
follows :
1. The Constitutional mendate of providing free and compulsory universal education till 14 years of age must
be enforced.
2. Equity and equality of opportunities should be brought about. The following should be done for this
a) Eradication of provincial inequality.
b) Special emphasis would be put upon promotion of rural and backward regions.
c) Emphasis would be put upon the education of the minority, tribal communities and physically challenged
learners.
3. The structure of education would be as follows :
7 years primary, 3 years lower secondary or Madhyamik, 2 years higher secondary and 3 years college
education. The 2 years higher secondary education may be allotted to schools or colleges as and when
possible.

27
4. The three language formula would be applied. However the number of language for specific stages was
not specified clearly.
5. Reformation of the eduaction system.
Thus it may be noted that no significant recommendations were made exclusively for primary education.
Practically, some important recommendations regarding primary education was made by the new education
policy, adopted in 1986. The recommendations of the New Education Policy of 1986 are as follows :
The various stages of eduaction are
(i) Early Childhood Care and Education (ECCE).
(ii) Elementary Education.
(iii) Secondary Education and
(iv) Higher Education.
The first stage of education was called Early Childhood Care and Education (ECCE) instead of pre-
primary education. Children are to be nurtured at this stage, without any undue stress on formal education.
This stage of education must be brought under the child development service programme. Emphasis must
be given on the nutrition, heath and social, psychological, physical, ethical and emotional development of
a child. The children must be nurtured in way that the child is physically and mentally prepared for the
primary education.
The following recommendations were made for elementary education
(a) Universal enrolment till 14 years of age.
(b) Emphasis must be put upon retention till 14 years of age.
(c) Quality of education must be enhanced in a way that all learners attain a minimum level of learing
needed in life.
(d) The school environment should be made joyful and conducive to learning.
(e) Education will be child-centric and activity centered.
(f) Orientation programmes and assistive bridge courses must be arranged so that the first generation
learners can procced at the same pace as that of the other learners.
(g) Corporal punishment is to be banned.
(h) The school time and vacations would be determined according to the needs and customs of the local
students.
The target of universalization of elementary education was to be met by 1995 and the period was extended
till begining of the twentyfirst century in the ammended National Poilcy of Education, 1992.
Operation Blackboard :
Minimum infrastructure and facilities should be ensured in every primary school. 2 big rooms suitable for
use in every season should be maintained and provisions should be made for materials for sports, blackboard,
maps, charts and other teaching-learning materials. Atleast two teachers must be employed and one of them
should be female. Gradually the number of teachers should be increased so that there is one teacher per class.
This systematic scheme was named Operation Blackboard which involved the Government, local authorities,
NGOs and even individuals.
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2.5. Right to Education
Human rights is a universal concept. Human rights imply certain basic freedom and basic rights without
which women, men and children cannot survive with dignity. Life, security and independence are the basic
rights of all human beings. Similar other rights are education, health, recreation, dignity and equality. It is the
responsibility of every government to ensure that all citizens enjoy all these rights irrespective of caste, creed
and gender.
Declaration of Universal Human Rights :
The nations decided to develop a forum to prevent the heinous events like the second world war and the
United Nations was formed as a result of this concerted effort. The former Secretary General of the United
Nations, U Thant showed that the essence of development, peace and prosperity is preservation of human rights.
30 basic human rights have been mentioned in the universal declarations on human rights made in 1948.
We may assume that this rights stand for fundamental independence and emanicaption that must be
enjoyed by every man, woman and child. The world would be a better place in this way.
Three rights are
Right to life and individual security.
Right to equality in low and universal acceptance.
Right to travel and residence.
Right to independent thought, free expression of personal opinion and religion.
Right to social security and peaceful gathering.
Right to equal wage and salary for equal work.
Right to form trade unions for preservation of interests.
Right to education.
Right to participate in the cultural life of society.
Right to adequate standard of living so that every individual and his/her family get adequate food, clothing,
shelter, medication and social amenities in tandem with adequate opportunity for development.
Right to education was mentioned in Article 26 in the Declaration on Universal Human Rights (1948).
1) Everyone has a right to education and thus atleast elementary education would be free and compulsory.
There should be provision for vocational and technical education. Access to higher education should be
on the basis of merit only.
2) Education should be such that it would strengthen reverence for individual independence and human
rights, along with contributing to allround development of an individual. Education should enhance tolerance,
universal fraternity and mutual understanding between different sects, caste and creed. Thus education
contributes to the effective operation of the United Nations and to be the promotion of peace.
3) Parents/Guardians should be given priority in deciding what kind of education they need for their children.

29
Constitutional Provisions :
The Indian Constitution is historical in keeping together one of the oldest and largest civilizations of the
world. This civilization is constituted of people with a wide variety of culture, language and religious. It is
undoubtedly one of the longest constitutions of the world. Each and every article of this constitution aims at
provoding peace and prosperity to the citizens. The articles on human rights emphasize right to equality, right
to independence, right against exploitation, right to religious independence, right to democratic administration
along with right to preservation of our culture and education.
Right to Culture and Education :
Article 29(1) says that Indian citizens have the right to preserve their own culture and script.
Article 29(2) clearly articulates that no government institution can deny admission to an individual on the basis
of religion, colour, caste, creed or language.
Article 30 says that minority communities can run educational institutions.
In this historical 86th amendment of the Indian Constitutions in 2002, Elementary Education was declared
as a childs fundamental right. Article 21A was added for this along with a new subclause J added to Article
51(A). It was said in the first that the state can enforce any law for education of children from 6 to 14 years.
In the second, the guardians were held responsible for sending the children to school. Article 45 was amended
and it was specified that all the state governments would provide for Early Childhood care for children below
6 years of age.
2.5.1. 86th Constitutional Amendment 2002: Article 21A Emergence of education and
Fundamental Rights :
The 86th Amendment of the Constitutional was passed in the Lok Sabha in 2002, though it took nearly
8 years to convert it to a law (2002-2010). It is specified in Article 21(A) that education is a fundamental right
of all children between 6-14 years and every state government would make provisions for free and compulsory
elementary education.
2.5.2. RTE 2009 (Rights of Children to Free and Compulsory Education)
It is the fundamental right of every child between 6-14 years of age to get free and compulsory education.
This came into effect as a law in India since 1st April, 2010. Though it is a matter of pride that we have this as
a law, yet there remains a simultaneous feeling of pain due to the fact that it took more than 6 decades for
independent India to achieve this.
Check your progress -1
1) Mention at least two factors that have been emphasized in universalization of elementary education.
Ans: (a) Retention
(b) Enhancement of quality of education.
2) What has been specified in article 21(A) of the 86th amendment (2002)?
Ans: It was specified that education is a fundamental right of all children between 6-14 years of age.
3) What is the objective of the School Chalo program?
Ans: Identification of out of the school children and bringing them to school.

30
4) What is the objective of the Mid-day meal program?
Ans: To ensure the enrolment and retention of out of the school children (6-14 years) from poverty-
stricken families.
2.5.3. Right of Children as per RTE
1) All children of 6-14 years will receive free and compulsory education irrespective of religion, gender,
caste, colour or socio-economic position.
2) Specific measurement skills, values, knowledge and a positive attitude would ideally develop in every
child after completion of the elementary education.
3) Capitation fee or donations cannot be taken during admission of the children.
4) Special Training should be provided to out of the school children before they are taught along with regular
school children in age-appropriate classes.
5) No child can be held back in the same class or expelled from school.
6) Corporal punishment is banned.
2.5.4. Role and Responsibilities of a Teacher as per RTE Act
1) Every teacher must possess a minimum level of qualification.
2) Teachers must come to school regularly and on time.
3) The teacher must take care so that each and every child can acquire learning ability.
4) The teachers should meet the parents/guardians at regular intervals and inform them about the students
progress.
5) No teacher can be associated with private tuition.
6) Every teacher should prepare cumulative record cards.
7) A teacher must take additional responsibilities like participating in various programes, preparing curriculum
and contribute to preparation of text books and teaching-learning materials.
2.5.5. School Governance and Management as per RTE Act
1) There should be parents/guardians of students in the Managing Committees of every school. They should
be present as Managing Committee Members.
2) The Managing Committee should plan for the development of the school.
3) It must be ensured that teachers do not engage in any other professional commitment other than teaching.
4) Provide for mid-day meals in the school.
5) Maintain records of funds received from the government.
2.5.6. Curriculum and Evaluation Assistance as per RTE Act
1) SCERT will prepare curriculum, reading material and evaluation guidlines according to the directions of
the State government.
2) SCERT should prepare age-approprite reading material and teaching-learning material.

31
3) The curriculum must promote approprite constitutional values among the children.
4) The curriculum should be able to promote knowledge, skill and talent of the students.
5) Learning by doing and instruction through mother tongue is to be emphasized.
6) The curriculum should facilitate an environment where children can learn independently without fear.
7) The students should be evaluated at regular intervals.
2.5.7. Education in the Concurrent List : Implication for the Centre and the State
The Indian constitution is a harmonious blend of provincial and federal form of government. According to
the principles of a federal government, the constitution has divided the responsibility and power between the
centre and the state. The parliament framed laws according to the Central List. The state frames laws according
to the issues in the state list. The Parliament and State Legislative Assembly can jointly frame laws regarding the
concurrent list. The most important among the 52 areas in the concurrent list are education, newspaper,
price control, civil and criminal laws, electricity etc.
Education has been constitutionally made a part of the concurrent list in 1976. The seventh schedule in the
constitution has various articles under the Directive Principles. Some of these are discused below :
1) Elementary Education (para 45) : The nation must strive to provide free and compulsory education to
all children up to 14 years of age within ten years of framing the constitution.
2) Weaker Sections of the Society (para 45) : The nation would provide for educational and economic
development of the weaker sections of the society, especially the scheduled castes and scheduled tribes.
The nation would also protect them from all sorts of social injustice and exploitation.
3) Article 25 : Vocational and Technical education for the labourers is advocated.
4) Article 28 : Government and government aided educational institutes cannot preach religion.
5) Equal right in education (para 29) : No student should be denied admission by any government and
government aided institution on the basis of religion, caste, community and language. The state should
also not discriminate in allocating funds or financial aid on the basis of religion and language.
6) Preservation of the interests of the minority (para 30) : All religious and linguistic minorities can set
up and govern educational institutions and the state will not exercise any discrimination in granting financial
aid.
7) Instruction in mother tongue in the elementary stage (article 350A) : Each state and local authorirties
will strive to create opportunities for linguistic minorities to learn in their mother tongue, atleast in the
elemenatery stage.
8) Development of Hindi (para 351) : The responsibility of the Government of India is the greatest in
promotion of Hindi. The treasures of the rich mixed culture of India is to be assimilated and expressed
through Hindi and resources developed if needed. However no language must be tampered with or
discounted for the promotion of Hindi.
It may be mentioned that the economic and social schemes of India (para 20 of the Concurrent List) are
primarily responsibility of the entre and state. Education is one of the main areas of national economic and
social schemes. Thus both the Central and State Government should jointly consider the framing, planning and

32
implementation of national level schemes and educational development. Besides, it has been clearly mentioned
in para 282 of the constitution that the Central Government will give the maximum financial assistance for
development and implementation of the education related schemes and programs developed by the state. It is
true that if states are not granted adequate degree of autonomy in a diverse nation like India, then education can
never progress. However it must also be seen that too much provincialism is not promoted through education
and both the centre and the state must be conscious about it. Education must be in the concurrent list to
enhance the quality and bring about equality in education.
Check your progress - 2
1. What do you understand by rights of a child according to RTE Act?
Ans: Every child (6-14 years) has the right to free and compulsory education irrespective of caste, creed,
colour, gender or socio-economic status.
2. What are the areas that are included in the concurrent list in the Indian Constitution?
Ans: Education, newspaper, price-control, civil and criminal laws etc.
3. Which areas must be taken care of in the curriculum at the elementary stage of education?
Ans:
(a) The curriculum must promote adequate development of knowledge, skill and talent, and
(b) The curriculum must faciliate activity-centred education that the students can learn joyfully.
4. What does the Indian Constitution say about equal right to education and instruction through mother
tongue at the elementary level?
Ans: Para 29 of schedule 7 of the Indian Constitution clearly mentions that no individual can be denied
admission by any government or government aided institution on the ground of caste, creed, colour,
community or language. Article 350(A) of the 7th schedule urges every state to be active about instruction
in mother tongue atleast at the elementary level.

2.6.Education of Children with special needs at the Elementary Stage with

reference to PWD Act 1995.
2.6.1. Introduction
Some school going children suffer from various degrees of impairments and problems and these make
them a bit different from their peers. Naturally they need extra help for education and if they get that help then
they can prove their worth in the society. Such children are called children with special needs. They had been
excluded from the mainstream society for long and were sent to special schools with special educators, totally
secluded from regular students. One of the main reasons behind this seclusion was dearth of adequate number
of schools, adequate funds and well trained teachers.
Recently India has adopted the principle of providing education to all, like the rest of the world. The
elementary teachers must be made aware of the characteristics and potential of such special children if they are
to be admitted to regular schools for mainstreaming. This unit deals with three types of children with special
needs, namely (i) visually impaired (ii) auditory impaired (iii) mentally challenged children and (iv) Locomotor
disabled.

33
2.6.2. Classification of children with special needs
Children with special needs are children who suffer from certain impairments that prevent them from
keeping pace with their regular peers, but they can learn with special assistance. They can be classified on the
basis of the nature of their impairments. Some of them are discussed below :
Sensory Impairment :
One or two of the major sense organs of such children are partially or completely impaired. Children with
partial impairment of eyes are called Visually Impaired, while those whose vision is totally impaired are called
blind. We would refer to all such children as Visually Impaired. Children with partial or complete impairment
of the auditory organ are called Deaf, and they would be refered to as Hearing Impaired.
Locomotor Disabled :
Children who are unable to move freely or suffer from locomotion related difficulty due to birth problems,
any accident or diseases like polio, fall under this category. If such a condition is attributed to any deformation
of the bones or skeletal structure, then the children are called Orthopedically Handicapped. Again, if individuals
fail to exercise any control over certain muscles due to paralysis of certain parts of the brain, then such children
are said to be suffering from cerebral palsy.
Mental Handicap :
Some children suffer from lower level of intelligence and a very slow rate of social and other types of
development that impede their ability to learn. They are thus unable to learn anything and are said to be
suffering from Mental Retardation. Then there are Austic children who are poor in communication and social
interactions.
Cognitive Disorder :
Such children suffer from hyperactivily and lack attention. Learning disorder, that has three main categories,
is a cognitive disorder.
Learning Disability :
They fail to read printed alphabets (Reading disablity), cannot write clearly or properly (Writing Disability)
and can not deal with numbers and related calculations (Numerical Disability). Reading disability is commonly
known as Dyslexia, writing disability is called Dysgraphia and Numerical disability is called Dyscalculia.
In this unit we will discuss about three types of children with special needs, who must be included in the
mainstream classroom and taught along with their regular peers.
2.6.3. Identification of Children with Special Needs
Specialists must be consulted to know about the nature, degree and etiology of any impairment, but certain
general symptoms or signs may help us to identify them primarily. If indentified in this manners they may be taken to
experts for professional help without any disruption of their studies. The symptoms or signs for identification of the
visually impaired, hearing impaired and mentally challenged children are discussed below :
2.6.4. Identification of Visually Impaired Children
What a person with normal vision can see from a distance of 200 feet, cannot be clearly seen from a
distance of 20 feet by a visually impaired person. The degree of visual impairment is measured by the distance

34
beyond or less than this 20 feet. Teachers may identify a visually impaired child by the following 10 signs
1) Frequent watering of eyes and consequent wiping.
2) Frequent redenning and inflamation of eyes.
3) Inability to move freely in the class.
4) Abnormal movement of the eyes and unique position of the eyes.
5) Difficulty in reading what is written on the blackboard and small letters.
6) Inability to see every small detail of a picture.
7) Blurring of vision.
8) Trying to see by inclining or bending body or head.
9) Tendency to use one eye.
10) Frequent headaches and infection of the eyes.
Apart from these children with white eyeballs or with similar external features also belong to this category.
2.6.5. Identification of children with Hearing Impairment
Such children have hearing difficulty that they must be shouted at to be heard. Decibel is the unit of
sound and hearing impaired children are classified on the basis of the decibles they are capables of hearing

Mild 24-54 dB
Moderate 55-69 dB
Severe 70-89 dB and
Profound 90 dB and more
A Hearing Impairment child may be identified in the class by the following symptoms/signs
1) Inability to follow verbal description or instructions.
2) Attentively following the lip movement of the speaker to understand what he/she is saying.
3) Stooping forward to follow what the speaker is saying
4) Speaking less and using lesser number of words in the sentence.
5) In most cases, the pronunciation and voice get distorted.
6) Delayed development of speech.
7) Failure to respond if called from back.
8) Inattentiveness during verbal conversation.
9) Keeping maximum volume of television, radio etc.
10) Usually convers in a very low voice.

35
2.6.6. Identification of children with Mild Mental Retardation :
Mentally Retarded children are those who have a remarkably low level of intelligence, social skills and
ability to take care of oneself. They are usually classified in the following manner
Mild I.Q. is 50/55 70/75 and they can be educated to a certain level.
Moderate I.Q. is 35/40 55 and are trainable. They can be given limited amount of general
education.
Severe I.Q. is 20/25 to 35/40. They can be trained in easy tasks.
Profound I.Q. is below 20/25. They must be kept in custody as they need help in every step.
The signs/symptoms for identifying mild mentally challenged children are as follows :
They can cope in lower classes but gradually lag behind in higher classes.
Notable delay in learning and decision making.
Cannot read many subjects together and if they try to excel in one, then they invariably perform
poorly in the other subjects.
Often they exhibit greater skill in craft than in academics.
Some of then have a noticeable physial peculiarity.
Exhibit delay in spech development and other aspects of age appropriate development.
They usually tend to do things that are repetitive in nature.
Delay in acquiring social skills.
Frequent in ability of controlling emotions like excessive anger.
Tendency to mingle with comparatively younger children and playing with them.
These are preliminary identification facilitating signs, but final identification is to be made by a specialist.
The teacher may primarily identify such children and urge the gurdians to take them to the experts for timely
intervention.
Check your progress 1
1) What is learning Disability? What are its different categories?
Ans: Learning Disability is an intellectual impairment that impedes a childs learing abilities. There are
three main categories, namely Dyslexia (reading disability ) Dysgraphia (writing disability) and Dyscalculia
(Numerical Disability).
2) Why are children with special needs called so?
Ans: These children are called children with special needs because they fail to learn with the other normal
children and require some special assistance for learning.
3) What are the principal characteristic features of Autistic children?
Ans: They exhibit conspicuous delay in development of speech and social skills.
4) How do we measure visual impaiment of a child?

36
 Ans: Things that can be clearly seen by a person with normal vision from a distance of 200 ft can barely
be seen by a visually impaired person from a distance of 20ft. Degree of visual impairment is meaured on
the basis of the distance from which the person can see.
5) Mention any three signs for identifying Hearing Impaired children in the classroom
Ans: a) Fails to follow verbal description or instructions
b) Try to concentrate on the lip movement of the speaker
c) Delay in seech development.
2.6.7. Teaching all children in Inclusive Environment
The Indian constitution has recently enlisted education as a fundamental right and it has clearly specified
that no child can be denied admission. Children with special needs have the right to education as well and thus
they must be allowed admission to mainstream schools along with the regular children. There are many benefits
of this, as discussed below :
It is next to impossible to set up schools for all the children with special needs scattered in nooks and
corners of the country. There are primary school in every part of the nation. If the children with
special needs are admitted and educated in these schools, then only we can move towards true
universalization of elementary education through inclusion.
There would be no need to recruit a great number of teachers if the teachers of these primary
schools are given special training in certain crucial aspects.
Hitherto secluded children would feel included into the mainstream society if they study with regular
children and they would no longer feel neglected or deprived.
Normal children would realize the problems of the children with special needs if they study together,
and they would learn to empathize instead of feeling sympathetic to the children with special needs.
They would be able to accept the special needs children as one of them.
The children with special needs would learn to take responsibilities as they grow up and would no
longer be a burden for the society. They would learn to be selfreliant by utilizing whatever abilities
they possess.
Teachers, administrators and other members of the society would be able to develop a certain
degree of empathy and understanding instead of sympathy. This attitude would benefit our society
and economy at large.
The acceptance of children with special needs as a productive counterpart would naturally generate
an environment conducive to inclusive education and this in return, would promote effective teaching-
learning methodologies for universal inclusion.
Education of the Visually Impaired :
Less distance between the teacher and the taught.
Minimal disturbance in form of audio and visual interferences.
Facilitating free movement with reduction of redundant equipments and furniture in the class.
Use of overhead projects or easy access to the board.

37
 Keeping cupboards and drawers fully open or closed.
Clarity of speech and pronounciation.
Detailed verbal description of things written on the board or shown in the class.
Irrelevant context and topics must not be discussed.
The equipment used must be operational and error free.
The teachers should also strive to develop a favourable attitude among the normal children and use
assistive technology in the class (like talking calculator etc.). Special training must be given to the children with
special needs to enhance their movement.
Education of the Hearing Impaired :
The following strategies are needed for the education of the mild and moderate hearing impaired children
:
Minimal distance between the teacher and the taught.
The teacher should not shout, but use small, district and clear sentences with adequate stress on
every syllable.
External noise must be minimized.
The seating arrangement must be made according to the degree of hearing impairment.
The teacher should try to interact with such children face-to-face.
Complete sentences should be used during conversation and while teaching so that the contextual
meaning is made clear to the students.
Use of physical gesture, visual aids, models etc. must be used to visually represent what is being
taught in the class.
Regular peers with normal hearing ability may clarify concepts from the notes taken in the class.
The hearing impaired children may gradually become independent if they are given freedom in studies
and social behaviour.
It should be seen that the auditory organs and aids are used properly.
There are many other strategies and assistive technologies that needs a more detailed and extensive
study.
Education of the Mild Retarded Children
The following should be followed for educating mild retarded children :
Functional skill : Every one at home and school must be conscious for developing the ability of self-help or
doing ones work on his/her own.
Age-specific Activities : Certain age-specific tasks are taught to mild retarded children and they are
encouraged to mingle and play with children of same age, since such children fail to engage in age-specific
activities on their own, the developmental process being delayed
Independence : Efforts must be made to develop decisionmaking abilities.

38
Work-Skill : Work -skills are taught to such children to augment mental development.
The following are emphasized for their education :
Pre-school education : Preparatory education conducive to formal school education is important. Some of
them are (1) Sitting calmly at ones own place (2) Distinguish between audio and visual inputs (3) Following
instructions (4) Linguistic and conversational skills (5) Development of general and finer motor movements (6)
Self-help etc.
Elementary Education : A greater part of it is constituted of preparatory education, like reading, writing,
numerical calculations, comparison, conceptualization and so on. Social adaptation is also emphasized. Most
mild mentally retarded children cannot be identified during the first three years of education, scince the initial
progress during the first three years remain satisfactory. The developmental malady is noted after that and
hence provisions are made for special training of such children in separate resource rooms in extra tutorial
classes. The resource room is usually well equipped with certain special equipments and arrangements and
special educators (even if temporary) are invited to help the mild mentally retarded children.
Parent Involvement : Education of the children with special needs will never be possible without the active
and direct involvement of their parents, since practice of whatever is taught in school can be done at home only
under the supervision of the students. Besides, needs and problems of each child being unique, it is often
impossible for the teacher to handle everything within a limited period. She may fail to understand the finer
problems and needs of every individual child and hence regular parent-teacher interaction is necessary. The
teachers must take initiative for this
The teacher must first reach out to the parents and encourage them to come to school.
The problems must be explained in simple terms and the parents must be given a patient hearing.
Planning must be done jointly.
Specialists must be consulted if necessary.
Help may be taken from illustrated booklets published by national institutes for children with special needs.
A mentally retarded child may be initially identified by certain signs/symptoms, though the final diagnosis
must be made by a specialist. Some common symptoms already been discussed earlier that include hyperactivity,
inattentiveness, visible physical peculiarity, developmental delay, delay in speech development and dearth of
social skills or age-appropriate behaviour.
2.6.9. Unit End Exercise
1. Answer the following in one/two sentences (within 60 words)
a) Who are children with special needs ?
b) Who are sensory impaired children ?
c) How many types of locomotion are there ?
d) What are the different types of cognitive disorder ?
e) Mention any two symptoms of identifying the visually impaired children ?
f) How can you identify a hearing impaired child ? Write two symptoms.
g) Classify the mentally retarded children.

39
 h) What is the I.Q. of the severe and profound mentally retarded children ?
i) What do you understand by the term Inclusive Education?
j) What factors are emphasized for education of the mentally retarded in the pre-primary stage of
education?
2. Answer in brief within 150 words :
a) Classify the children with special needs.
b) How will you identify visually and hearing impaired children?
c) Discuss the principle and importance of inclusive education.
d) Express your idea about education of the mild mentally retarded children.
e) Discuss the classification of the mentally retarded children.
3. Answer the following within 250 words:
a) Who are children within special needs? How are they classified? Discuss the various levels of hearing
impairment and mental retardation?
b) Discuss the identification marks/symptoms of children with special needs.
c) What is the suitable environment for inclusive education? What is the reason for adopting this principle
of inclusion?
d) Discuss in detail the various strategies for educating children with special needs in the regular classroom.

2.7. Professional ethics for teacher

The prime objective of National Education Policy (1986) is educating children according to the needs of
the hour. According to the National Curriculum Framework 2005, the nation has nearly 10 lakhs schools and
about 55 lakhs of teachers. There are about 20-25 lakh students. It must be seen how such a huge number of
students are educated without any burden in the fast changing society. It is also inportant to keep the issue of
adequate teacher-training in mind. Education must be such that children can relate to their real life experiences.
Quality of education must also be enhanced and for this the resources of the school, if mastructure etc. must be
developed. Assistance of teachers and local committees is also needed for enhancing the quality of education.
Role of the teacher
The responsibility of the teachers is not restricted to classroom teaching only, but they must also strive to
build a bright future for their students and help in fulfilling their dreams and aspirations. The attitude of the
students must be so developed in the context of their socio-economic background, skills, experience, behaviour
and work, that the students will be able to work colaboratively. The following must be done in order to include
all children.
(i) Aesthetic realisation and facilitating creative education.
(ii) Engaging every child in the classroom and
(iii) Enriching the knowledge of the children

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 Professional skill of a teacher
According to the National curriculum framework, children are at the centre of various objectives and
activities. At present the students must be able to create their own knowledge through individual and collective
endeavour and for this the teachers work, learners experience and elements of the school environment are to
be coordinated for a holistic environment conducive to construction of knowledge. Thus the teacher must act
as a facilitator whose professional skills must be such that he/ she can create this environment. The teachers
must be sensitized accordingly. The shift in focus is presented below.
Before/Earlier Now

Teacher centric education Child centric education

Active teacher and passive learner
Fixed and pre-determined teaching
Plan
Concepts are explained and
pre-determined.
Unilinear expression
expression
Learners are passive recievers.
The teachers role is to give
instruction and take decisions.
Active learner
Flexible Plan
Concepts are created
and discovered by the students.
Multimodal and objective
Learners actively participate.
The teacher is a facilitator who
encourages the students and
generates interest for the topic.

Thus it is seen from the above discussion that a modern school teacher would be versatile and must
possess the following qualities

(1) Versatile character (2) ability to generate appropriate psychological and social environment conducive to
education (3) ability to bridge the gap between the classroom and the outer world, and promote productivity
and hands on activities (4) An open mind and ability to teach flexibly (5) ability to encourage to learners to
realize their own potential and intellectual and physical skills (6) ability to enable the learners to develop as
responsible citizens with desicable social and personal values.
Personal and professional qualities of a teacher
The teacher must become a role model to the learners with his/her personal and professional qualities.
The teacher must be able to influence the learners. Some of the qualities are discussed below :
1) Teaching would be a committment and asacred duty to the teacher The teachers build the
character of future citizens and thus must look upon their work as a committment. Ross had aptly pointed
out that the teacher must be able to create an environment in which the learners can get directions to
proceed towards the truth and realization of their full potential.

41
2) The teacher must be a friend, philosopher and guide The teacher will gradually lead the learners
to a complete realization of their potential through his guidance and personality, and protect the children
from any loopholes or obstructions in the process. The teacher would guide, control and generate a
motivating environment to promote teaching-learning and knowledge-construction.
3) The teacher will be an observer In modern education, the teacher acts as an observer and facilitator.
He/she will understand the children and promote interest in learning. The teacher would create an
environment favourable for a holistic development of the child.
4) The teacher would emphasize activity rather than passive accumulation of knowledge by the
learners The teacher must emphasize learning by doing and promote independent thinking so that
the learners can learn to think about and solve their own problems. The learners must be encouraged to
be inventors and observers and, discovery learning is to be promoted. The environment created by the
teacher would be such that the learners would not feel burdened and would feel motivated to complete
their work collaboratively with their peers. The environment so created must have relation with the learners
real life experience in order to make education more meaningful. So the teacher must do the following to
help the education system reach its desirable goal :
1. Encouraging every learner to engage completely with the teaching-learning process.
2. Encourage and satisfy the queries and inquisitiveness of each learner.
3. Encourage the students to actively participate in the teaching-learning process.
4. Help in socialization of the children.
5. Be a role model for the learners.
6. Encourage participation in co-curricular activities and create suitable opportunities for cultural
activities.
7. Maintaining good relationship with parents to understand and solve issues related to the childs
development.
8. The teacher must be active in promoting his own qualifications, skills and professional qualities.

Modern education is scientific, child-centric and based on psychological principles and so the modern
teacher must be a facilitator who understands child-psychology and acts as a friend, philosoper and guide.

2.8. Lets sum up

Efforts are being made for universalization of elementary education and bringing every child (6-14 years)
to school. Access, enrolement and relation are emphasized and so the government is also undertaking many
schemes. The RTE Act or the Right to Education Act is an important step towards the fulfilment of this goal.
Education has been made free and compulsory for all children (6-14 years) and considered a fundamental
right. This act provides a new perspective for rights of a child responsibilities of a teacher, school management,
curriculum development and evaluation.

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2.9. Unit and Exercises
1) What is RTE ?
2) Mention 2 effective ways of retention.
3) Discuss the steps taken by the government to make elementory education universal.
4) Discuss the provisions for education mentioned in para 45 and 46 of the seventh schedule of the
Indian Constitution.
5) What is the role of the teacher according to RTE ?
6) How can out of the school children be identified ?

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 Unit - 3
Elementary Education
Curriculum, Pedagogy and Evaluation in the context of RTE Act, 2009
3.1 Introduction
3.2 Objectives
3.3 School curriculum according to RTE
3.3.1 All round development of the child.
3.3.2 Construction of knowledge and realisation of potential of a child
3.3.3 Skills and latent potential
3.3.4 Merit/ Talent
3.3.5 Role of Teacher in construction of knowledge and skill
3.3.6 Complete intellectual and physical development of a child.
3.3.7 Complete physical development of a child
3.3.8 Complete development of mental abilities
3.3.9 Learning by inquiry, discovery and activity in a child-centric and child-friendly environment.
3.3.10 Instruction in mother tongue.
3.3.11 Helping the learners to think and express independently in an environment free from anxiety,
fear and mental agony.
3.4 Aims of curriculum with regard to Elementary Education (NCF 2005)
3.4.1 Types of curriculum
3.4.2 Core Curriculum
3.4.3 Context based curriculum
3.4.4 Hidden curriculum
3.4.5 Curriculum desingn and development
3.5 Constructivism and learning according to constructivist priniciples
3.6 Comprehensive Continuous Evaluation (CCE)
3.7 Deternination of standards for assessment and CCE.
3.7.1 Conecpt of Assessment, Measurement and Evaluation
3.7.2 Relation between desired learning outcomes, assessment and class managment.
3.8 Formative and Summative Evalution and their utility
3.9 Conecpt of Continuous and Comprehensive evaluation
3.10 Reporting results
3.11 Lets Sum up
3.12 Exercises

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3.1 Introduction
Sub clause 2(A) of Article 29 of the RTE 2009 Specifies what the school curriculum and evaluation
system should be in consonance with the Indian Constitutional values. It must be seen how these values can be
nurtured in the class. The essence of the Constitution is expressed in the exposition where words like democracy
and secular sums up the thrust of our constitution. How these valus of democracy and
secularisim may be inlculcated in the learners needs to be discussed. The values of democracy must be so
inculcated that a learner can contribute freely as a responsible indian citizen after 18 years of age.
Democratic valus are usually generated through a equal lifestyle and right to independent expression.
There is a gradual development of self-esteem and personality as the young Learners get the freedom to speak
and find that they are being heard with care. They must be taken into confidence while discussing matters of
school rules and discipline so that they feel that they have responsibilities and are contributing directly or
indirectly to the process. Apart from this, opinion of the majority in the class may be taken for selecting
monitors or prefects instead of selecting one for them, since this will facilitate an easy realization and assimilation
of democratic values. Rotation of the seating arrangement also enables every learner to sit in the first rows and
generates a sense of equality . They gradually transund feelings of neglect or privation and feel that they are not
being discriminated. A school is the primary institute for development of tolerant and reverent attitude towards
equal rights, social justice and religious diversity. A school also promotes the self esteem and awareness about
ones own right. Thus the teacher must assume a role of a confidente for promoting these values. The children
must be able to open up to the teacher and confide about matters related to the school as well as personal life
in their own way and the teacher must guard against use of slangs or against impudence in the process, so that
the children gradually learn how to think and express themselves properly. The classroom would become likely
and interactive and a seal of effective inter personal communication if the children are encouraged to interact
freely. This would enhance the quality of education and promote learning.
The young learners and the teachers are part of a society that exercises discrimination and seggregation
on the basis of caste, creed colour, language and socio-economic conditions. The learners encounter
discrimination and neglect even in school since people associated with the institute are social beings. Friends
or even elders sometimes discriminate in school. This problem is more acute for girl children and children with
special needs. It is the duty of the teacher to create such an environment in the class that no learner faces any
undesirable behaviour or discrimination in school. If any learner is to be given any allowance or special benefit
for resolution of problems related to caste or socio-economic reasons as per existing rules, then the matter
must be so explained that the other children can accept it whole heartedly and empathectically. The teachers
must inclucate these values right from the elementary stage of education. It is one of the most important values
of our constitution.
Again a child may be encouraged to work on his/ her own and present their work individually. This will
promote his sense of responsibility and faculty of independent thinking. This may be looked upon as a mode
of indirect stratification of the class on the basis of the learners activities and promotion of individual
engagement and endeavour in the class. The students then can work on their own, the tasks being carefuly
distributed by the teacher who remains a facilitary as the learners work individually. The desired level of
achievement can be reached easily and the process remains democratic. Again learners may be divided into
small groups and encouraged to work collaboratively for mailing charts, models, drawing, developing stories
or staging plays. Mutual respect, empathy, leadership and logical thinking would be developed along with
qualities of camaradarie through such group work. This indirectly leads to development of democratic valus.

45
 Independence and autonomy must be granted to the students if they are entrusted with publication of wall
magazines or organising any cultural event. The teacher must respond favourably if the students want to discuss
anything spontaneously. This would gradually develop in them certain degree of responsibility and autonomy.
They would be able to dicide what is good for the school and this would pave the way for responsible
citizenship in future.
We must understand the need to increase the number of co-educational schools since valuable social
values, mutual respect and a positive attitude would be developed through friendship and healthy interaction if
boys and girls study together from early childhood. This would strengthen the constitutional values in the long
run. It is important that students develop mutual respect and a sense of equality in order to develop socialist
values in the long run. A definite uniform for all students promote this sense of equality and camaradarie.
Mid-day meals are also important as all children eat equally. These must be emphasize in a school. Teachers
may seek help of Parent-Teacher Associations to generate Awareness about this.

3.2 Objectives
After reading this sub-unit, students will be able to
Explain the school curriculum in terms of RTE Act, 2009.
Discuss the objectives of elementary education in terms of National Curriculum Framework, 2005.
Realize the main tenets of Constructivism.
Realize the principles of Comprehensive and countinuous evaluation.
Discuss the features of assessment and measurement.
Discuss the features and importance of formative and summative evaluation.
Discuss the results and reports.

3.3 School Curriculum accrording to RTE Act, 2009

3.3.1 Allround development of the Child
Clause 2 (B) of article 29 of the 5th chapter of the right to education act, 2009, allround development of
children through free and compulsory education has been emphasized. A childs mind is a clean slate as ex-
pressed by the latin term Tatula Rasa. Resources of a school signifies the children, parents/guardians and the
community. Three things must be developed for this
(1) Capability, (2) Faith/Trust and (3) Accountability. Schools must be developed as unparallel catalysts
for development of the potential and abilities of the child. The teacher must use his/her knowledge, strategies,
personality and empathy to create an environment conducive to allround development of the child.
Another thing of central significance is resource material . Special educator plays a crucial role in facilitat-
ing all round development of children with special needs in the class. If it is found that the private tutors are
playing vital role in the success of every child, then the school must review its system and make necessary
changes. The proper utilisation of resource centres in school circles is necessary for facilitating the young
learners achieve the full age-specific level of learning, especially in the case of children with special needs. The
local coordinator of the resource circle plays a crucial role in effective utilisation of funds. The programs

46
discussed below may be organised by the schools so that the students can contribute to the society as concious,
empathetic, hard working and rational human beings. They will be able to prosper in their professional life as
well as in higher education. This must be the cardinal objective of elementary education :
Participatory programs and exhibitions to commemorate birth and death anniversaries of great men
and women.
Observing road security/road-safety week and maintaining records after completion.
Systematic drill and necessary measures to combat disaster.
Role play and various competetions for the youth council.
Planting saplings in the school campus.
Publishing wall magazines, planning and implementation on the occasion of the foundation day of the
school.
Group activity, mutual discussion, collecting information and subsequent presentation of that information
in form of news in the class.
Keeping the classroom clean, participating in nurturing the college garden.
Participating in educational tours.
Taking responsibility for organising various programs in the school.
Planning and observing Teachers Day meaningfull.

Check your Progress

Provide answers in the space provided under each question :
1. What are the main thoughts behind framing the constitution ?
Ans- Democracy and Secularism.
2. What are the fundamental rights in RTE 2009 about which awarness must be generated ?
Ans- Equal rights, social justice, tolerance and respect towards social and religious diversity and self-
esteem of every child.
3. What are the major areas of human resource development in school that needs to be developed ?
Ans- Capacity, trust/faith and accountability.
3.3.2 Construction of knowledge and Development of a Childs Potential and Talent
Clause 2(c) of Article 29 of chapter 5 of RTE, 2009 clearly mentions that all children between 6-14 years
should strive to develop skills and intellectual powers, in tandem with construction of knowledge through the
study of all the subjects in the curriculum. Knowledge is the cumulative whole of various experiences. In case
of children knowledge signifies a childs ability to adapt and connect to the external world. Every child is born
with an inheritance of knowledge and culture. A child is a natural learner. A child already possesses some
concepts gained from experience of real life. Education is a process of construction of knowledge and the
learners construct new knowledge by assimilating newly received information with their previous experience
and active participation . If the learners fail to relate their knowledge, attitude, and textual context to their real
life experience then the knowledge acquired becomes mere information and thus ineffective. The learner should
be able to relate their knowledge to their real life experience. If the curriculum succeeds in adding new con-
cepts on the basis of already existing knowledge then acquiring knowledge becomes natural and that knowl-
edge becomes ingrained.

47
 An example may clarify matters. Learners are going to be taught about living and non-living things. If the
teacher gives a comprehensive idea about the concept with examples and then takes the children outside the
classroom into an open space to engage them in group activities like writing names of living and non-living
beings that they see around them, then it is found that the children are being able to relate the newly acquired
knowledge along with their real life experiences. Knowledge, in this case gets assimilated and need not be
mugged up. Students will learn to observe more keenly if the teacher specifies that one group cannot repeat the
names already written down or told by the other groups. Such an activity can help the teacher to develop many
other qualities like working collaboratively, respecting the group leader and including diverse children into the
same group for promoting peer support. This makes the students self confident and provides opportunity for
participation and free expression. Democratic values are established through these activities.
3.3.3 Skill/Latent Potential
The preliminary skill of children include understanding , adjustment, values and capacity. Curriculum is a
plan of enhancing the skill of the learner in order to help the learner reach the desired educational objective. All
that a learner learns in the class is converted into skill through active participation in different activities and
exercises of the each unit taught. Skills make a learner confident and encourages the students to apply their
acquired knowledge appropriately in solving real life problems, knowledge, capacity, application and under-
standing rotate in a cyclical fashion and prepare all learners mentally for acquire higher order capacity.
3.3.4 Talent
A child inherits certain qualities, though expression of such inherent powers or talent may occur even at a
later stage in life. Talent or giftedness can never be restricted to the curricular subjects. A learner may be gifted
in fine arts, physical activities etc. The teacher must facilitate development and appropriate expression of a
learners giftedness through various activities of the school. The teacher will also facilitate expression and
subsequent appreciation of giftedness in the class.
Skills may be developed through various activities. The students may be divided into groups and taken to
an open space and asked to write names of the living and non-living things they see around them, without any
repitition. Then they may be asked to classify the inanimate objects that they have noted into solid, liquid or
gas. They should also write the physical characteristics of the living beings that they see. The teacher could also
ask them to distinguish between similar objects like different types of leaves or stones of different colour and
shape. Their skills would be honed in this way. Again, the teacher should see whether the group leader is
working properly, maintaining discipline, providing everybody equal opportunity to speak etc. If the teacher
points out and rectifies the skills of each student, the learners will naturally become more competent.
3.3.5 Role of the teacher in constructing knowledge and skills
The meaning of the word Construction is relative. A learner constructs knowledge at the personal and
social level while learning. According to modern educationists a teacher must act as a facilitator. The teacher
should encourage the learners to contemplate on what learning actually and different modes of utilizing their
acquired knowledge in real life contexts.
Education is a process that occurs through a symbiosis of nature, an individuals environment, objects,
home and the community. The teachers must think about innovative ways of knowledge construction by the

48
students and how to facilitate this process of knowledge construction. Various curricular areas like mathmatics,
science, social science are significant for the knowledge construction of the young learners, though values,
ethics, asthetic sense are all important as well. The teacher must remember that all children are competent
enough to learn and it is the teacher who must know how to present the subject matter appropriately in front of
the students.
Education must be dynamic. Learners should be able to engage deeply with the subject matter and
assimilate the concepts. They should be able to treat education not as a separate area confined to the school
premises, but as a part of their daily life. For instance, if the learners are urged to collect ten specimens of
compound leaves while returning home and write the names, then they would continue thinking about the
concept of compound leaves even outside the school and will be able to relate it to their real life experiences.
The learners must be encouraged to question freely so that all their natural quaries are satisfied. When
asked questions, the learners should be encouraged to answer from their own experiences in their own lan-
guage. This would strengthen the childs understanding. The teachers should not over emphasize the content in
such a way that the spontaneity, creativity and flexibility of the learner is destroyed. For instance, a teacher
should never give little importance to a childs own mode of expression and his/her own use of language;
the teacher should not insist that the child should write what ever is there in the book precisely in the way it is
written in the book. This makes learning lifeless.
Insight and intelligent, informed guess is an important stimulus for learning and must be encouraged.The
individual experiences and understanding of a child are often catalytic in construction of skills and must never
be undermind. Whatever knowledge the child gains in the class, is developed further and converted to skill as
the child applies that to his/her real life experiences. The teacher can use this skill as a valuable resource in the
classroom.
The teacher can plan small subunits of the lesson to develop the skills and understanding of the learners.
The children should be able to realize that whatever they are learning is meaningful. There should be no
unnecessary repetition. It is important to provide opportunity to the learners for active participation and the
teacher must provide individual care. The teacher may make alterations and introduce variety into the exercises
as and when required. The teachers must be concious that they do not dilute the content in their attempt of
presenting it in the play way method and they should not design exercises which are too easy for a particular
age-group.
Learning by doing may be time consuming. It is the teachers responsibility to formulate rules about use
of objects and place to maintain discipline in the class. The teacher can effectively engage in activity-based
exercise then. The teacher should also take care that teaching, use of teaching-learning material and evaluation
are related to each other. The learners must feel that the subjects are not distinct from each other and are
interrelated. The teacher must make new plans and innovate fresh strategies for teaching the children with
special needs, instead of mechanical ways of educating them. The teacher should indentify the latent potential
of each child and try to design activities and strategies that bring out the abilities of a child.
Apart from the factors discussed above, a teacher must play an important role in developing competence
and construction of knowledge. In modern education, certain areas are emphasized considering them important
or useful for future life, while in reality. They turn out to be redundent. They also fail to prompt the intellectual
abilities of the learners. The teacher must then responsibly select areas to be taught in order to develop able
citizens of our nation.

49
3.3.6 Complete development of the physical and mental abilities of a child
Clause 2 (D) of Article 29 of chapter 5 of RTE act, 2009 specifies that physical and mental abilities of a
child should be developed through the compulsory free education that they receive between 6-14 years. The
asthetic sense, values and education of every child should be emphasized for a comprehensive development of
the physical and mental abilities of a child. The teachers, parents, headmasters and the members of the managing
committee are all responsible for this. The process of developing the physical and mental abilities of a child
would be child-centric, activity oriented and joyful. The process should be flexible as well so that changes can
be facilitated keeping the main structure the same, as per the needs of the environment and circumstances.
3.3.7 Complete development of physical abilities of a child
A healthy mind can reside in a healthy body. The child must be healthy and it is important to maintain the
necessary hygiene. Physical education must be mandatory in the timetable of every class so that every child
gets an equal opportunity to participate in physical activities. Sports and games must be mandatory in all the
classes. Provisions for both indoor and outdoor activities must be made. The teacher must observe any special
interest or competence in any particular game, exhibited by individual students and make separate arrange-
ments for professional training in that particular game. If provisions for certain sports like swimming, can not be
made in the school premises, then local clubs must be coordinated with for providing necessary training. The
school should play a crucial role in facilitating student participation in various sports meets, exhibitions and
competetions.
It must be ensured that every child gets easily digestible nutritious food. The parents have an important
role to play in this regard. The school authorities and teachers should make the guardians aware of this. It must
be ensured that the mid-day meals are prepared with proper hygiene and are nutritious. Low-cost nutritious
food must be included in the diet chart of the children and the guardians must be made conscious with the help
of the Parent-Teacher Association.
It must be seen whether every child is taking a bath everyday, combing his/her hair, brushing their teeth,
cutting nails and washing hands before every meal. The teachers, parents and group-leaders must look after
this. Students should be discouraged from taking uncovered street food or cut-fruits sold in the open stalls.
Unhygienic habits like cutting nails with teeth should also be discouraged. The teacher, guardians and schools
have equally important roles to play in this regard. Healthy habits must be promoted. Regular records of the
childrens height, weight and other health related information should be maintained regularly and future plans of
action should be made on the basis of that. The school must maintain systematic record of the blood group of
every child. The physical education classes should provide preliminary knowledge about first-aid and drill in
disaster management like what the children should do if the building catches fire or there is an earthquake. The
school must undertake schemes like NCC, Scout etc. The children with special needs must be given equal
opportunity and necessary provisions for games or physical education for such children must be made.
The name of a child who gets an award in any sports event, must be announced in the general assembly and
published in the school magazine in order to encourage the children. Children may also be urged to participate
in the schools annual sports event. Special honoured guests may be invited and requested to distribute the
prizes. Taking a prize/trophy from such a distinguished guest will undoubtedly encourage the learners. Qualities
of groupwork, team spirit, accountability, responsibility, leadership, discipline, ability to accept success or
failure in life, camaradarie and empathy are devloped through sports and physical education.

50
3.3.8 Complete development of Mental abilities
The primary objective of education is constructing the character of the learner in such a way that they
grow up to be capable individuals, adapting adequately to a healthy and complete family and social life. The
following qualities must be inculcated in the young learners for this
Self-realisation
Self-esteem
Self-expression
Decision making and problem solving ability
Resolution in expressing opinion
Control of emotion
Endurance
Empathy and
Tolerance.
Education should aim at development of all these qualities among the learners.
The content must be presented through group work and harmonious or mixed groups may be created for
the purpose. Every group would have a group leader and an assisting leader. These two would be primarily
responsible for the whole group and must see whether all the members are behaving properly, maintaining
discipline, working wholeheartedly etc. Everyday they will prepare reports and present it in front of everyone.
The teachers should try to find out how much the children have grasped the content by question-answer
method. The teachers would organize remedial lessons if required. The teacher may discuss new aspects of the
topic and design new examples and exercies for the children if they are found to have understood the topic
well. The learners must be encouraged to learn by doing various interesting activities. The models or items
prepared by the young students may be exhibited in the school and utilized for various purposes. They must
also be given publicity through assembly magazines etc.
Topic may be given for composition, extempore speech, quiz or debates and competitions may be organized
in the school, and students may be encourage to participate in competitions arranged by other organisations.
Regular cultural events consisting of dance, drama, elocution and musical performances must be organised
with prize distribution and the school can also arrange for regular and systematic training in these areas. A
childs physical and mental abilities as well as their aesthetic sense, social value and nationalistic pride would
be developed through such activities.

Check your Progress

1. What do you understand by construction of knowledge ?
Ans- Knowledge is a cumulative mass of various experiences that connects an individual with the outer world.
The child thus constructs his/her own knowledge on the basis of previous experiences in the context of
the new experience that he/she is encountering.
2. How is a learners knowledge converted to skill ?
Ans - Knowledge, when applied in real life context through understanding becomes a skill.
3. Mention some skills needed for a childs balanced and complete social life.
Ans- Control of emotions, endurance, adaptability etc.

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3.3.9 Learning through inquiry and discovery in a child-centric and learner-friendly environment
Clause 2 (E) of Article 19 in Right to Education Act, 2009 specifies that learning should occure through
inquiry and discovery in a learner-friendly child-centric environment. Some significant factors regarding school
education have been expressed in National Curriculum Framework 2005
(a) School education must related to the real life experiences beyond the school premises.
(b) Education should be dissociated from role learning.
(c) The curriculum should be enriched to facilitate an allround development of the child.
(d) The evaluation process should be simplified in accordance with the standard of the class.
(e) The child must be taught in such a way that his/her identity is maintained. Education must be nurtured
accordingly in the federal democratic system of our nation. The teacher must plan his lessons and teach in the
class following these principles. A teachers role is thus very important. A brief outline of how a teacher should
work is discussed below : The teacher must first identify the main objectives and desired learning outcomes of
the unit he is going to teach and divide the unit into smaller subunits with a clear identification of all the desired
learning outcomes. The teacher will then collect necessary resources and create an environment conducive to
construction of knowledge in the class. Such resources may include models, charts, audio and video records
etc. The text book is also important. The learners would sit in small groups with 5-10 children in each group.
Each group must be heterogeneous with students of different abilities. The students will be encouraged to
observe and relate the new information they are receiving with their previous experiences. In case of language,
they should be guided to observe how the language has been used to develop ideas in the concerned text. The
teacher will ask probing questions to channelize and enhance their observation. In science teaching, experi-
ments may be conducted and the children would be encouraged to observe the steps. Video records, chart
and models must be shown in History and Geography classes and students must be urged to observe and
relate these with their previous knowledge. Then the students would discuss and interact with each other to
explain the concepts being taught in the class. The teacher would ask probing questions to give a desired
direction to the learners discussion. Such questions will excite the creative thinking of the child and make them
active. The teacher may also help the children when they construct an explanation after completing the discus-
sion and related task. If the tasks allotted and the questions are tough, then the teacher should be careful so that
the childs progress is not impeded. The explanation constructed by the learners may be partially or completely
true. For instance, a ball may be rolled on the floor in the physical science class and students may be urged to
explain. More than one explanations may be given by the students
(1) The ball is round and so it is rolling.
(2) The floor is smooth and so the ball is rolling
(3) The floor is sloping and so the ball is rolling
(4) The ball has stopped after some time.
(5) The ball has stopped due to friction with the floor.
(6) The ball has stopped due to gravitational pull of the earth.

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 Again, in teaching passive voice in English, sentences in passive voice may be selected from the text and
feedback may be sought from the learners. The feedback that may come is
(1) The objects placed before the verb
(2) The subject has been added with a by after the verb.
(3) The past participle form of the verb has been used and a be verb is used before it.
In case of history students, they may be asked to observe the archaeological findings/specimens of the ancient
or medieval period and deduce the lifestyle, religious faith and rituals of contemporary people from it. Children
may construct knowledge regarding animals, flora and fauna, soil and rivers of a particular region by observing
maps, charts and the text.
The teacher will initiate inter group discussion and reconsider the concepts constructed by each group.
General principles or facts about a particular concept will emerge from this. The teacher will work with the
students even outside the classroom. Project work may be done, in which the students would work in small
groups. They may be taken on educational tours where they will collect information from specific sites, espe-
cially for history and geography. They will conduct experiments for science - based subjects and observe
keenly. Projects must be creative, productive, experience-based and ideally collaborative. For first language ,
projects may include locally organised plays, jatras, musical performances and work on novels or idioms and
proverbs. The second language projects may be centred arround Simulation and role play. Riddles, Cross-
word puzzles etc. may also be used. One group of students may prepare a question paper that another group
would solve. Thus the principal changes in the process of learning are as follows :
What we have now Future Prospect
(1) The text book is the only source of (1) Knowledge has multiple sources like
knowledge. nature, family and school environment,
audio-visual resources etc.
(2) Knowledge is definite and predetermined. (2) Knowledge is constructed with the
help of the text, personal real life expe-
riences, environment etc.
(3) Teaching-learning is dependent on the topic (3) Learning is experiential, creative and
and memory. productive.
(4) Knowledge is subject-specific, exclusive and (4) All branches/areas of knowledge are
mutually independent. interrelated.
(5) Rigid lesson planning and presentation. (5) Flexible lesson planning.
(6) Teacher-centric education, where the teacher is (6) Child-centric education where chil-
the source of knowledge. dren construct their own knowledge.
(7) Learning is restricted to the four walls of the (7) Learning is extended to world and
classroom social life beyond the school premises,
(8) Objective, curiculum, methodology and evaluation (8) Education is flexible and dependent
is rigidly fixed for all learners. on individual interest, aptitude, capacity
and taste of the learners.

53
 A comprehensive understanding and effective application of the acquired knowledge is needed for com-
plete development of the intellectual faculties of a child and thus the teaching strategies would depend upon the
activity of the learner.
3.3.10 Instruction in Mother Tounge
In Clause 2 (F) of Article 29 of Right to Education Act 2009, it has been specified that the students should
be taught in mother tounge as far as possible. Learning new concepts through a foreign language may create a
burden for the young learners. However if they learn thorugh their mother tongue, then they can easily relate
their newly acquired knowledge with their previous knowledge and real life experiences. Learning becomes
more effective. The learner would lag behind and their knowledge construction would be hampered if they are
compelled to struggle with a new language while learning new concepts. The following may be done in the class
for this purpose
1. Identification of the linguistic diversity in the classroom.
2. Using the language which the majority of students are comfortable with as the medium of instruction.
Special arrangements may be made for students who are not comfortable with this language. Some of the
steps that can be taken are as follows :
(a) Using pictures to explain concepts as much as possible to transcend the linguistic difficulties.
(b) In case of certain abstract or difficult words, help of languages other than the immediate medium of
instruction should be used for explanation and clarification.
(c) The teacher should analyse the text first and identify the difficult areas to translate them in languages
other than the medium of instruction for the children who are not proficient in the medium of instruc-
tion. Help of guardians, learners and local people may be taken in this regard.
(d) Different teaching-learning materials like charts, models etc. may be used to help the learners and a
list of words and synonyms may be prepared.
(e) For group activity, groups should be made in such a way that children speaking different language
are included. In this way they will benefit through mutual interaction and discussion.
3. The teacher should never discourage children from expressing themselves in whatever language they are
comfortable with. The classroom environment should be conducive to free expression in any language. The
teacher should accept any expression of local culture or emotions since such uninhibited use of language would
gradually develop the linguistic skills of the young learners.
4. In case of evaluation too synonyms in languages other than the medium of instruction may be used,
especially if the concerned text is in a language different from the medium of instruction.
3.3.11 Helping the Children in independent expression and liberating them from anxiety, fear and
mental agony.
In Clause 2 (G) of Article 29 of RTE Act 2009, it has been stated that the teachers should help the
children in expressing their thoughts freely and should create an environment where they feel free from fear,
anxiety and mental agony. This needs to be discussed in detail.

54
 Fear : Children may experience unjustified unnatural fear for certain individuals and things. This fear
impedes the natural rhythm of his daily life and thwarts the natural growth and development of the child.
Anxiety : The children may exhibit unjustified and baseless anxiety, restlesness, incongruous behaviour
and phobia under certain circumstances. This exercises an adverse effect on child psychology and impairs the
learning process of the child.
Terror : An extreme degree of fear generated by prolonged abnormal behaviour. In many cases it is
found that such a terror develops from some past experience or context. Some children withdraw within a self-
imposed shell while some others become aggressive and attack or hurt other children. Some children may also
throw tantrums.
All these impair a childs natural development, education personality and confidence.
Behaviour is the external manifestation of an individuals state of mind. Behaviour may be voluntary or
involuntary. This must be discussed so that the teachers can encourage the children for development of desir-
able behaviour and rectification of undesirable behaviour. However, rectification of undesirable behaviour
should not generate fear, anxiety and terror among the young learners. Encouragement of desirable behaviour
is an easy way of minimizing undesirable behaviour without any coersion or compulsion. The teacher should be
easily accessible since the personal relationship and free interaction between the teacher and the student helps
the teacher in identifying the problems of the young learners and provide suitable solutions.
Teachers usually try to rectify undesirable behaviour of the children by chastising them or by giving corpo-
ral punisment. This however generates unnecessary fear, anxiety and negativity in the young minds. Undesir-
able behaviour may be altered in many other effective ways, without intimidating the childrens. This is called
Behaviour Management Programme and is discussed below :
Sometimes the children act naughtily or disturb others to draw the attention of the teachers towards
themselves. If the teachers succeed in maintaing their cool and overlook these persistent effeorts of seeking
attention, then gradually the disruptive child realizes that his/her pranks are not fetching any result and would
stop behaving like that. The teacher must consider the situation and take decision accordingly. However, in
some cases, it is necessary to stop disruptive children. For instance, if any child is found to be beating another
child, the teacher may hold his/her hand or scold him/her to stop him. Again if any child is observed for a long
period and it is found that the child is exhibiting disruptive behaviour all the time, then the teachers should
continuously rectify his/her behaviour. The teachers should be well coordinated in their effort to rectify the
disruptive behaviour. We must remember that it is essential to praise a child when he/she starts behaving in a
desirable manner. The teacher should allow the children to express themselves freely and try to eradicate any
possible reason behind apparent shyness and inability to communicate freely, by organising small debates,
extempore speech, story telling etc. The teacher may provide topics sometimes and leave it to the students on
other occasions. A teacher must encourage the children in art and craft and arrange for exhibitions of what they
prepare. Such work may be done individually or in groups. In case of groupwork, mixed groups are preferred.
Teacher should prepare a child in such a way that he/she grows up to self confident, honest and upright
individual who can express individual opinions freely without showing any disrespect to the others.

3.4 Aims of Curriculum with regard to elementary Education -NCF 2005

The National Policy of Education (1986) emphasized preparation of a curriculum keeping pace with the
needs of the time. A curriculum would be prepared and revised at regular intervals on the basis of personal and

55
general experiences and rich cultural heritage of India in order to develop an effective national education
system. Acordingly the National Council of Training and Reserch was set up in 1988, 2000 and the National
Curriculum Framework 2005 was developed. We will discuss about National Curriculum Framework 2005
and provisions related to elementary education.
According to the Indian Constitution education is compulsory from class I to VIII. Traditional education
starts with reading, writing and numerical abilities. Later the children are introduced to science and social
science. These eight years aim at development of cognitive skills, rationality, intellectual abilities and social skills
in tandem with attitude and skills necessary for professional life.
Due to rapid extension of Universal Elementary Education, children from diverse socio-economic and
cultural backgrounds come to school for education. Flexibility and addressing such diversity without any com-
promise with quality is the characteristic of education at this stage. Education at this stage must be comrehensive
so that the child can express him/herself independently and grow up to be confident individuals within and
outside the school.
Language education at this stage aims at proper development of skills necessary for correct pronuncia-
tion, independent thinking, independent and meaningful learning, as well as effective communication with oth-
ers. Provisions for instruction in mother tongue must be kept and it must be seen that tribal children get
education in their mothertongue. The three language formula must be applied keeping the diversity of India in
mind. English may be taught at this stages, but not at the cost of any Indian language.
Mathematics education begins with counting and gradually progresses to obstraction through activities
and reallife experiences. Diagnostic tests may be taken in class I, II,III and IV to identify the childs problems
with language and mathematics and remedial measures may be taken. In environmental education, the childs
own experiences and concepts must be integrated with the concepts taught in school. Environmental education
should actually be integrated with all other subjects. Again art and craft is significant for aesthetic development
as well as for generating knowledge about the various materials used and developing a necessary mindset for
appreciating and valuing such activities. Folksongs, dance, puppet shows, making folks and clay objects,
drama etc. may be included, and the school authorities, teachers, guardians and administration should all be
aware of the personal, social, economical and asthetic significance of such activities. Physical development
through sports and games is also important.
The school, at this stage, should arrange for various developmental plans of action, excursions and edu-
cational tours and active partcipation of students in various cultural programs in order to develop the child as
a self reliant, responsible, social and emotionally balanced individual. Necessary experiences for preparing
such individuals is provided by these activities at this stage.
Teachers experienced in direction, counselling and monitoring may plan course of action for effective
transaction of the curriculum and inspire the young learners to engage in activities that satisfy their developmen-
tal needs so that the learners can realize the basic tenets of the professional world as well as his/her own inner
needs and potential.
The entire curriculum would be process-based. All the developmental areas must be revealed to the
students and care must be taken so that the content donot become boring or traditional for overdependence on
individual choices of various groups.

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3.4.1 Types of Curriculum
Traditionally the subjects taught in school were collectively called curriculum. The Mudaliar Commission
(1952-53) pointed out that modern educational perspective does not consider the traditional school- based
subjects as curriculum. The comprehensive experience that a child gains in the classroom, playground, library,
laboratory, workshops and through mutual communication with peers and teachers all collectively constitute a
curriculum for the learner. Again Crow argued that all the experiences inside or outside the school that help in
complete psychological, emotional, social, ethical and spiritual development of the child, collectively constitute
the curriculum for the child. An ideal curriculum would facilitate an allround development of a child. Some
variations will be discussed here
3.4.2 Core Curriculum
All the children must acquire certain basic ckills and experiences within a certain age, irrespective of
gender and aptitude. A curriculum developed with such fundamental knowledge and experiences is called
Core curriculum. This does not take into account the learners interest, aptitude and capacity, and is primarly
developed with certain basic areas that are necessary for daily life. This is a general curriculum for all that
includes language, social studies, general science, mathematies, art and craft, and certain subjects that contrib-
ute to the development of experiences and habits. Curriculum for lower and upper-primary stages of education
should be like this.
3.4.3 Context based curriculum
A curriculum varies with the extent and nature of experience to be gained by a particular age group.
Whether the curriculum is suitable for a particular age group with age specific abilities should be considered for
a planned curriculum. What is included in the curriculum and why they have been included is to be considered
along with a consideration of how the students are to be taught. The teachers would take care of transaction of
the curriculum and regular evaluation.
3.4.4 Hidden Curriculum
A student learns certain things and gains experiences that are often not included in a curriculum. How a
learners would adapt to his/her environment and how his/her values, attitude and ethics would develop accord-
ingly constitute the hidden curriculum. What social skills a learner would acquire too constitutes the hidden
curriculum. Such things are necessary for effective education even though these are not explicitly written in the
curriculum. A hidden curriculum includes customs, behavioural patterns, responsibility, accountability, cour-
tesy, love for work, punctuality, discipline, obedience and a positive attitude towards education all can be
developed through the hidden curriculum and inculcated among the learners in the school. The teachers and the
school management may be aware of this but the learners reamin aware of the hidden curriculum.
3.4.5 Curriculum Design and Development
We have already discussed about the different types of curriculum. Now we will discuss about curriculum
planning and transaction by the teacher.
The goods and needs of education social and nature of subject matter :
It is important to determine the individual and social goals for inclusion of the subject and experiences into
the curriculum. It is significant for any curriculum planing and development. What kind of individual develop-
ment we want for the learners and how far that is effective in fulfilling the social aims and objectives, is to be
determined. Accordingly a curriculum is developed. Such a curriculum should enable the learners to assimilate

57
the new concepts, develop their personality and enable them to adapt to the society. The learners should be
able to develop as responsible citizens of the future.
The nature of the subjects is determined accordingly. Art and craft is essentially included in the elementary
curriculum in order to facilitate development of creativity, collaboration and productive practical work.
General and specific instructional objectives
A teacher must keep the following objectives in mind while teaching in the class :
(a) General Objectives,
(b) Specific objectives,
General objectives call for certain general instruction that are imparted equally to all learners and are not
specific to individual needs of the learners. For instance, instructions like Sit properly, Be quiet or Do not
fight are general instructions.
When instructions are given to cater to individual needs of learners, like backward children, then that is
instruction for specific objectives. Any instruction, general or specific, should be clear and unambiguous. Learners
must clearly understand the concepts and assimilate them properly.
Context selection : scope, sequence and relevance :
While selecting subjects or concepts for education at the elementary stage or any stage of education so to
say, the age specific mental abilities, receiving and retention power of the learner are kept in mind. The se-
quence of concepts to be taught in a particular subjectes also determined accordingly. The teacher must
proceed from general to specific, from comparatively easier to more difficult areas. How far the concepts
taught are relevant to the fulfilment of the aims and objectives is also to be considered. Hence history lesson of
class V are naturally much lesser in scope than those of class IX. This applies to all other subjects as well.
Selection of methods and media :
A curriculum become ineffective if it is not transacted properly in the class. Different subjects call for
different modes of transaction. It is inadequate and ineffective if a teacher simply explains the concepts through
the traditional lecture method. The learners remain passive listeners and this hinders proper assimilation of the
new concepts. The learners must be actively involved in the teaching-learning process. The teacher must ask
probing questions, discuss and help in construction of new concepts, and keep the learners active in this way.
For language learning it must be seen wheather the learners are being able to read properly, pronounce and
write correctly and use language effectively for expressing themselves. In mathematics, practical real life exam-
ples are given to the young learners to promote logical reasoning. Story-telling and improvisation may be used
to teach history. Subjects may be taught through activity-centred group work and collaborative projects.
Traditional mediums are not always effective for teaching mediums like blackboard, OHP (Overhead
Projector). and other electronic media are used to make elementary education effective. The teacher, how-
ever, plays a central role in using these appropriately.

3.5. Learning according to constructivism :

Clause 2 (c) of article number 29 of chapter 5 of the Right to Education Act, 2009 emphasizes
development of intellectual abilities of a child and construction of knowledge and skills through the curricular
subjects.
The significance of the word Construction is relative. A learner constructs his own knowledge in his/
her immediate social as well as individual context. According to the modern educationists, a teacher must act as
a facilitator. The teacher must encourage the learners to contemplate on what they have learned and how that
knowledge may be applied in real life context.

58
Learning Theories according to contructivism.
Theory Main features
Pavlovs Natural stimuli and reactions
Classical Connection established
Conditioning between new stimuli and natural
reactions
Skinners Operant Using satisfying experiences as
Conditioning reinforcement.
Encouraging learners to react to
stimulus.
Trying to establish the reaction as
a permanent habit without any
reinforcement.
Insightful Learning Three principal factors of Help the learners in observing the organi-
observation, namely, proximity,
resemblance and familiarity
organize certain stimuli as a pattern.
Observation of the factors and
areas of learning comprehensively
and preserve as an organized
pattern.
This organization occurs through
a process of discovery.
Schema or organized form of Providing opportunity for learning through
Piagets Theory of
knowledge is developed
development
differently for children of different
age-group.
Schema is altered/modified with
assimilation of new information.
All young learners are inventors and The minimum level of learning for a child must
Bruners Inquiry effective learning can occur on the
based Leaning and basis of their natural spirit of inquiry.
Discovery Learning Children can taken decisions on
the basis of activities, experiences
gained by the sense organs and
even symbolic ones.
Discovery learning through group
activity is more effective than
individual effort.
59
Applications in teaching
Children are naturally inquisitive. They always
try to open and investigate whatever they get
and this natural inquistiveness may be used in
teaching-learning to develop many skills
among the learners.
Effective in developing habits and necessary
skills eg. Punctuality, discipline etc.
The primary objective of a teacher is to keep
the learners active.
The teacher must facilitate satisfying and joyful
results of the learners reaction to any stimulus.
Prompt feedback must be provided.
Allowing the children to learn at their own pace
according to their abilities.
zational pattern inherent in a particular subject.
The learning must proceed from a comp-
rehensive general concept to particular details.
Help the learners in discovering the resemb-
lance between the different parts of a subjects.
Similar subjects/concepts must be taught
together.
Utilising the learners familiar concepts and
real-life experiences.
Teachers must help in organization of schema.
hands-on activity and real life experiences at
the elementary stage.
The teacher must be aware of a childs social
and cultural base..
be determined on the basis of his/her socio-
cultural background.
The teacher should act as a facilitator.
 Constructivism is singnificant in modern education. Modern education and its curriculum, teaching
methodology and evaluation are centred around the leaners and constructivism.
Teaching-Learning process on the basis of constructivism :
(1) Project work
(2) Discussion
(3) Brain-storming
(4) Role play
(5) Mock Parliament Sessions
(6) Debates
(7) Cooparative and collaborative learning
(8) Peer learning
3.6 Continuous Comprehensive Evaluation :
Continuous and comprehensive evaluation has been stressed in clause 2 (h) of article 29 of chapter 5 of
Right to Education Act, 2009. It is emphasized for assesing the understanding and ability of applying the
knowledge acquired by the students. School education is a preparation for a meaningful and productive life
and evaluation is necessary to find out whether the teaching methodology and resources are functioning properly.
Continuous Comprehensive Evaluation (CCE) :
It is a well planned and organized process of collection, analysis and explantion of information regarding
the activities, knowledge and achievements of the learner. It is a regular and systematic process of detemining
the rate of the learners development and progress. Records are maintained systematically.
Importance of CCE :
In the modern education system abilities of a child are measured according to pre-determined standards
and thus seeds of competetion are sown pretty early. This has many negetive side effects. Certain things must
be kept in mind for eradication of examination phobia and convincing the child that evaluation is an inseparable
part of the teaching-learning process. Some of these are
Competetion reduces values and thus this process is not directed at promotion of unhealthy
competetion.
This process is directed at development of pedagogy.
A teacher remains aware of the skills, strength and weakness of the young learners in curricular,
philosophical and organization related areas of education through various productive activities and
the regular systematic evaluation process.
Exams must be conducted according to varying merits and levels of abilities of individual learners in
order to develop their skills and help them to reach the desired level of learning. The teacher can also
detemine small steps and plans of action to reach the desired goal.
Traditional subject-specific summative assessments are not suitable for detemining a leaners abilities and
weaknesses in all the areas or stages. Continuous Comprehensive Evaluation, however, enables a teacher to
diagnose the strengths and weakneses of the learners in each and every stage of learning and thus helps the

60
teachers in preparing modified lesson plans accordingly. The teacher can gauge the depth of the learners
understanding and starts the next lesson or teaches a new concept accordingly. As a result of this the knowledge
of the learners is assimilated and not acquired through rote learning. The learners can apply such knowledge
effectively in real life contexts.
What needs to be evaluated :
It is seen in activity centred education that various factors like the place of birth, natural resources, social
insight, knowledge about daily living, social skills and insight, can serve as important source of a childs strength
and self-esteem.
Clause 2(A) of Article 29 specifies that it must be seen whether Constitutional values and values
related to social changes are developed properly.
Clause 2(B) of Article 29 specifies that the rate of intellectual, physical and mental development of a
child should be determined.
Clause 2(C) of Article 29 specifies that it must be seen how much a learner has developed in
knowledge, abilities and skill through the curricular subjects.
It must be seen how far the child can relate the knowledge acquired by a child to productive work.
How far a child has assimilated the acquired knowledge and its standard needs to be determined.
How Continuous Comprehensive Evaluation can be conducted :
According to modern educationists, a teacher should create necessary environment for learners to attain
the maximum level of learning according to his/her abilities. The teachers msut teach a child how to learn. The
cardinal objective of Continuous Comprehensive Evaluation (CCE) is to be assess the level of achievement of
the learner to this end.
Development and aptitude of a child in every field must be assessed for ascertaining the all-round
development of the child. Subsequent steps of teaching must be decided upon only after collection
and analysis of information about a childs progress in all the areas.
The childrens activities and behaviour are to be observed keenly in order to ascertain/assess every
child according to his/her nature and habits. This can be done only through continuous and
comprehensive systematic observation.
Advanced planning can be done on the basis of CCE since CCE enables a teacher to realize the
short comings and problems in the teaching-learning process. The teacher can accordingly take
measures to take the child to the level of learning that he/she must attain at his/her age.
The teacher will divide the unit to be taught into smaller subunits depending on the instructional
objectives of the lesson and take achievement tests on one or two subunits at a time. There may be
one Summative Evaluation.
Evaluation may be through group work, written or oral tests and the teacher would diagnose a
childs weakness and skills in different subjects through these tests. The teacher should put equal
weightage upon the formative and summative evaluations while preparing the performance recods or
report cards of the students and should ideally record the average of a students performance in the
Formative and Summative Tests.

61
 There are subjects like physical education, music and arts & craft that cannot be assessed through
achievement tests and in such cases skill based and performence based evaluation can be done.
Health and hygiene can not be assessed through performance based tests and in such cases, the
learners participation, interest, attention, cleanlines etc. should be observed.
Teachers should establish intimate personal relationship with each and every child to influence them
effcetively. The teacher should provide prompt feedback regarding their strength and weakness and
the child would feel that he/she is getting individual care/attention. The child would feel more confident
and optimistic, and would strive to enrich themselves.
The questions of the evaluative tests should be open ended so that the child can respond through
personal understauding of the content instead of depending on rote memory. The examinees should
be able to relate the content to their real life experiences and write independently.
The standard and schedule of the evaluation should be carefully set by the teacher, keeping the level
of the content, objectives, time needed by learners to acquire the knowledge etc. on mind.
The question papers should be set in such a way that all the learners get a sense of success upto a
certain level. Otherwise they may feel demotivated.
Evaluation can be done through oral or group activity.
Constructive, aesthetic and cultural aspects of education may be assessed through group activity in
order to assess the innovative and collalborative powers of the child.
The teacher may democratically discuss with the learners about the various modes of evaluation.
This would liberate the child from undue examination phobia and they would then joyfully provide
necessary feedback and share their experiences. This would enable the learners to assess the level
of their own learning and improve accordingly.
The teacher would prepare a report card or assessment record for every learner and the following
would be reflected there
(1) level of achievement in the curricular subjects
(2) Attitude and values of each learner, like - attitude towards the teacher, peers and the
environment etc.
(3) The learners skill, achievement, rational thinking, scientific temper, aesthetic sensibilities, social
interaction, intellectual abilities and other competences would be refleted in the report cards
through grade or marks, and the weaknesses of the students would be explained to them along
with an intimate discussion of avenues of improvement. The learners would be able to engage in
self analysis as well.
The teacher would collect information about each individual child at the end of every week and plan
the next lessons accordingly. Result of such weekly evaluation would receive due importance in the
annual report cards.
Continuous Comprehensive Evaluation is a stepping stone for diagnosing the achievements and
weaknesses of a child and developing the child to his/her fullest potential. A child will be an ideal
citizen of our nation through effcetive and successful implementation of such evaluation system.

62
3.7. Assessment and CCE.

3.7.1 Concept of Assessment, Measurement and Evaluation

Concept of Assessment
Assessment in education signifies a process or tool for measuring the competences of the learners.
In education assessment is the process by which a teacher attempts to measure the quality of learning and
teaching using various assessment techniques, assignments, projects, continuous assessment, objective type
tests. [ A critical Dictionary of Education (1982)].
As far as possible, the term assessment should be reserved for application to people. It covers activities
included in grading (formal and non-formal), examining, certifying and so on. Student achievement on a particular
course may be assessed. [ Panton, M.Q. (1985)].
The word assess etymologically means. To assist judge and thus assessment stands for a process of
collection of necessary information and subsequent analysis and explanation in order to judge the competences
of a teacher.
Concept of Measurement
According to S.S. Stevens. Measurement is a process of assigning number to objects according to
certain rules. Again, according to Helen stadta, Measurement has been defined as the process of obtaining a
numerical description of the extent to which a person or thing possesses characteristics.
On analysis of definitions given above, it may be said that Measurement has three primary functions,
namely
(a) Classification
(b) Determining classes of numbers
(c) Assigning numerical values to things as per rules.
Measarement is an assessment of the qualities or characteristics of things and is completely objective in nature.
Concept of Evaluation
Educational evaluation assigns value to anticipated behavioural pattern of a learner in the context of his/
her present behaviour and against the background of his/her past behavioural pattern.
Psychologist Wesley said that It indicates all kinds of efforts and all kinds of means to ascertain the
outcomes. It is a compound of objcetive evidence and subjcetive observations. It is total and final estimate,
that is evaluation is the sumtotal of all effort and avenues of measuring both qualitatively and quantitatively how
far the desired objectives have been fulfilled. Objective evidence and personal observation are parts of this
process. Evaluation is comprehensive and absolute.
Educationists have stressed characteristic features of the educational process and defined educational
evaluation as a process of determining how far a learner has progressed in achieving the desired learning
outcomes and of determining their competences. Evaluation measures, both quantitatively and qualitatively the
beharviour of a learner. It is thus said that
Evaluation = a learners quantitative details + assigned values and a learners qualitative details + assigned
values.

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 Differences between Asscessment, Measurement and Evaluation
We must understand the relation between assessment, measurement and evaluation to realize their
differences, Measurement is assigning numerical values while assessment is collection of information for
evaluation. Evaluation is the final stage of analyzing the information and determining the competences of a
learner. Thus it may be said that measurement and assessment constitute an integral part of evaluation.
Differences between Measurement and Assessment
(1) Measurement is more specific than assessment. Measurement gives us a quantitative value, but
assessment gives us both qualitative and quantitative values. e.g. If a student gets 70 out of 100
in Mathematics, it is an example of measurement that gives us a quantitative value.
(2) An important objective of school is to facilitate an allround and balanced development of the child
and continuous assessment of a childs development is needed in order to make necerssary changes
at every stage of the childs development. Such changes can be messured and brought about in to
calculated way. Assessment is thus continuous and its measurement is a temporary and instantaneous
proecss.
e.g. The marks obtained by all boys in the class may be considered to assess whether 70 out 100
indicates good or average performance. This is thus a quantitative measure of the achievement of a child.
(3) The product, process and goals of individual development may be enhanced with the help of
assessment. Assessment is thus a process of judgement that may be used for future planning and
development of individual personality.
Measurement has no scope of judgement and its objective is not to rectify the process of development.
(4) Various strategies or methods like interviews, case study, observation etc are used for assessment.
Criterion referenced Tests or achievements Tests prepared by the teacher is usually used for
measnrement.
(5) We can measure weight, height, length etc, but assess the traits of human character. We do not
assess length, weight and height.
Differance between Assessment and Evaluation
(1) Assessment is a part of Evaluation, though evaluation issused in a separate and more comprehensive
sense.
(2) The stakeholders like educationists, guardians, political leaders etc would decide whether a currciulum
needs change on the basis of the performance of the learners in examinations and providing such
quantitative information regarding the markes obtained by the learnens, the assessment is used. The
final decision taken on the basis of such information is evaluation.
(3) The dictionary of Education (1982) says Evaluation is often used interchangeably with assessment.
This is because there is considarable overlap in their meaning. Both involve measurements designed
to describe the amount of certain attributes. Both involve procedures for obtaining these as well as
less objective instrunents like rating scales .... There is also a tendeney for evaluation to be used
more when the subject of evaluation is not a person (or a group of persons) but the success of a
course of teaching or method of teaching. Assessment is thereafter used more usually in situations
where the procedures involve more objcetive instruments and when these instruments are measuring
personal attributes.

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Evalvation is thus used for measuring personal traits or judging the success of a course or teaching learning
process in a class. Assessment is used to measure traits only.
3.7.2. Relation between desired Learning Objectives, class Management and Assessment.
Education is constituted of four stages like determination of objectives, presentation of learring experiences,
assessment and evaluation. Evaluation is completely dependent on assessment and correct assessment can
only lead to effective evaluation. All the four stages are related and a clear idea about assessment is needed for
specifying objectives and goals of education. It is not advisable to set goals that cannot be measured or
realized.
Relation between Assessment and desired learning outcomes.
Modern educationists have tried to explain the goals and objectives of education in an objective
manner. Benjamin Blooms work is significant in this regared. Bloom and his associates explain objectives of
education in terms of behaviour of the learners. This is called behavioural outcomes by Bloom, who divided
such objectives further into three classes, namely (1) objectives related to affective reactions (2) Knowledge
based reaction/cognitive objectives (3) Psychohgical reactions related objectives. A teacher would determine
the course of his/her action on the basis of these objectives, and reconsider the theoretical ideas in the context
of such behavioural objectives. The nature of assessment would be determined by the nature of behavioural
changes expected/observed in the learners if the teaching-learning process is effective/successful.
The teacher would select various strategies for measuring the behavioural objectives, ie, he/she will
see whether the expected behavioural changes have taken place. Assessment clarifies the nature and extent of
sucess of the qualitative and quantitative realization of the objectives through various Learning Experiences. On
the basis of this, selected learning experiences are placed before the child. Then the success/effecitiveness of
such experiences is measured by various strategies. In case it is seen that the leaners have failed to reach the
predeteremined objectives, then the lacunac are investigated and necessary measures taken. This is why
assessment is said to be a continuous process.

3.8. Formative and Summative Assessment and their Utility :

Formative Assessment:
Fromative assessment is used to collect necessary information while a lesson is being taught, in order to
provide continuous information about the success and shortcomings to both the teacher and the taught. It is
done at regular intervals.
Utility:
(1) Provides necessary feedback regarding the extent of success and shortcomings of a learner and the
extent of verification required.
(2) Provides information regarding modification of teaching methodology and need for remedial teaching.
Summative Assessment :
A final assessment to determine the extent of achievement of the students in meeting the desired learning
outcomes/objectives and assigning grades accordingly. There are various strategies for this, like the Interview
Schedules, casestudy, systematic observation of behaviour etc. The teacher uses strategies accoding to his/her
needs and devise new strategies if required.

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Summative Assessment reflects the effectiveness of a course and the effectiveness of the teaching-learning
process.
Method of conducting assessment in the class : Various strategies like interview, case study,
observation etc. are used to gather information about the learners' behavioural and health related
problems.
Interview : It is a process of face to face expression opinions and information based on self reflection.
It is not possible to collect or disseminate all information while teaching in the class. He/she may engage in
individual or group discussion with his/her students between classes.This is called interview. Oral tests is one
such way of conducting interviews.
A teacher may follow the steps discussed below for conducting interviews effectively at the
elementary stage :
(1) Preparation A blueprint of the interview should be prepared beforehand for effective interview.
This is the preparation stage. The following have to be kept in mind
Questions should be arranged according to the topic and level of the respondent.
Appropriate environment must be created.
The language of the questions must be decided upon according to the learners/respondents'
age and ability.
The trust of the respondent must be won by the teacher before starting the interview.
(2) Establishing Rapport : Interview is not a mandate for the respondent and thus appropriate
environment must be created and a cordial relation must be established between the interviewer and
the respondent.
Human relation must be established for a favourable environment.
The conversation must start from the comfort zone of the respondent.
Young learners must be encouraged by the teacher with sympathy, at the clementary stage.
The teacher must adjust with the tantrums and small demands of the young learners.
(3) Collection of Inforamation : Creation of appropriate environment for collecting correct information
is very important.
The teacher must be attentive
He/she should be patient
The teacher should not take offence at any response/behaviour of the respondent.
Should always maintain a positive reinforcement.
The teacher should be competent enough to conduct the interview.
(4) Preservation of information : It is very important to preserve the information collected through
interviews. Initially the teacher may adopt the following measures to preserve the data/information
collected .
Making a list of important and not so important questions to record information and preserve
them accordingly.
Using pictures and recording the information with relevant signs.
Use of tape recorders or other recording devices.
Video recording may also be used.

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 (5) Data analysis : The teacher must carefully discard the irrelevant information and analyze the received
relevant information in order to arrange them serially and meaningfully and deduce inferences, even by using
statistical measures, if required. The teacher may reach a definite conclusion or infer something definite on the
basis of such analysis.
Check your progress - 2
(a) Write the answers in the space provided.
(b) Check your answers with those given at the end of the unit.
(i) What is Formative Assessment and why is it conducted ?
(ii) When and why do we conduct Summative Assessment ?

3.9 Concept of Continuous and Comprehensive Evaluation

We have noticed a paradigm shift in evaluation process in education with new concepts like unit semester
systems etc. being introduced. Unit tests are conducted after finishing any particular unit and semester and
examinations are conducted after every six months. We may investigate the reason behind such changes and
increased frequency of tests. The cardinal objective of such a system is formative evaluation which is continuous
and hence helpful in diagnosing the shortcomings in every stage. The term end final examination is known as
Summative Evaluation. Evaluation is a actually a continuous process and ideally a sum total of formative and
summative evaluation.
In the traditional system, if a child (class III) scored 40 out of 100 in the year end annual examination, it
was evident that he/she had certain difficulty in assimilating the content in class III, but he/she had to learn new
concepts with a promotion to class IV with almost no scope of rectifying and improving the short comings.
However, in the new system, unit tests being taken almost immediately after completion of each unit, the child
gets ample scope of rectifying his/her short comings. The teacher and the taught both realize where the problem
lies and can work to rectify it before proceeding to new concepts. Continuous evaluation, thus, provides
necessary feedback to both the teacher and the taught. The teacher understands how far his/her instructions
and method had been effective and the learner understands how much he/she has been able to grasp.
The goal of education is to facilitate an allround development of a child, and hence evaluation should be
appropriate for measuring allround development of a learner. Evaluation, thus, should be comprehensive that
assesses the various angles of personality development, like physical, mental, emotional and social aspects of
development of a child. Various tools and strategies used for comprehensive evaluation that assesses both the
scholastic and non-scholastic aspects of a curriculumn.
Importance of continuous and comprehensive Evaluation-
(i) A childs difficulties may be dingnosed on analysis of the results of evaluation and remedial
lessons may be planned accordingly to help the learners progress towards attainment of
allround development.
(ii) Assesses the allround development of a child.
(iii) Provides direction regrading future education of a young learner.

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Method:
Effective realization of evaluation strategies call for the following steps:
(i) Determining the objectives of education.
(ii) Determining the behavioural objectives on the basis of predetermined goals and objectives.
(iii) Devising strategies for measuring change in behavioural pattern.
(iv) Designing appropriate tests for assessment.
(v) Using achievement tests and similar other tools of evaluation.
(vi) Measurement
(vii) Analyzing the data obtained through measurement.
(viii) Determining values on the basis of analysis of data.

3.10 Reporting Result

The marks obtained by the students is collected after application of Achievement Test and the following
measures are taken to explain the results to the guardians-
Grading : Grading is a systematic classification of the learners on the basis of their performance and
grades are expressed through numerical values, alphabets or words. Grading is primarily of 2 steps
Absolute Grading - It is predetermined and a students grade remains the same within a predetermined
interval. eg.
80 or above A grade
60-79 B grade
40-59 C grade
below 40 D grade
Certain other grading systems may have more classes/intervals. All subjects are treated equally in such a
system.
Comparative Grading: Grade are provided on the basis of rank order (percentage) of marks
obtained by the learners. The higher marks are placed above lower scores. For instance the top 5%
may be given A grade, the next 10% B grades, the following 50% C grade and the ramaining 35%
D grade. Grading is done on the basis of scores obtained in different subjects. In the final grading or
absolute grading system, a learner may not get A grade in the aggregate, but in this comparative
system, all learners are amenable to get all types of grades depending on this performane in each
subject.
Marking : Taking examinations and giving marks is one of the oldest modes of measuring the
progress of a learner. This has been practised in India since the colonial era and this is given due
importane in many cases even today though this has been criticized considerably and grading has
been proposed. If the question paper is objective then the marking system can provide reliable data,
but essay type and even small answer-type questions often provide room for subjective evaluation

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 and hence the marks given are not reliable. It is often seen that the score given by two examiners are
very different and hence educationists argue that competences of any two students can scarcely be
deduced accurately on the basis of their scores. The Mudaliar Commission Report advocates use of
objective questions instead of essay type questions though some educationists are against completely
objective type tests. Grading has been introduced in recent times and West Bengal follows suit in
various levels.
Achievement Test is very important for measuring the level of a learners skill or acquired behaviaural
pattern. There are specific steps for preparing an achievement test. First the unit is divided into smaller subunits
and objectives are specified for each subunit. Primarily four objectives are considered, namelyknowledge,
comprehension/Understanding, Application and skill. A blueprint is prepared and decisions regarding allocation
of marks, weightage given to different objectives and areas, nature of questions etc. are decided upon at this
stage. A rough draft of questions from various subunits is prepared from which the final question paper is set.
Lastly, the marking scheme or grading system is prepared.

3.11 Lets Sum up

Assessment of learners are classified into (1) Content based strategies (2) Objective based strategies
and (3) Reflective strategy. Various tests are used by the teacher to evaluate the studnets level of learning. The
tests are basically of two types, namaly (1) Supply type where the learner provides the correct answer and
(2) Selection Type, where the learners selects the correct alternative from the various alternatives provided.
Essay type and short answer type question are supply type while multiple choice questions belong to the
second category. Essay type questions provide greater freedom to students in expressing themselves than the
short answer type questions. Subjective evaluation is possible in this case, but inspite of this, essay type
questions are popular and widely used. It is due to the fact that essay type questions allow the teacher to assess
complex issues related to understanding and expression that objective tests fail to do. There is no scope of
subjective influences in evaluation of objective questions, but then there remaine the risk of learners guessing
the answers without proper understanding. Besides, it is not possible to frame objective type questions for all
content areas. Thus all these types of tests are used in the modern education system as per the needs of the
learners.
Two types of assessment, namely Formative and Summative Assessment are used. The former evaluates
the learners progress daily or on a weekly basis after almost every unit/subunit to diagnose the short comings
and adopting remedial measures, while the latter judges what the learner has learnt throughout the year/semester.
According to modern concept, learning and evaluation cannot be restricted to the fourwalls or specific
time schedules and hence continuous comprehensive Evaluation is advocated to assess physical, mental and
intellectual development of the child.
The stages of evaluation are
(1) Preparation
(2) Establishing relation
(3) Collection of information
(4) Preservation of information
(5) Analysis etc.

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3.12 Exercises
(1) What are the various strategies/tools of assessment?
(2) Classify tests with examples.
(3) Write the general characteristics of essay type, short answer type and objective type tests.
(4) Classify essay type questions with merits and demerits.
(5) Discuss the merits and demerits of short answer type questions.
(6) Classify objective tests and discuss the features with examples.
(7) Compare essay type, short answer type and objective type questions with examples.
(8) Discuss the steps of achievement test with detailed description.
(9) Select any topic and discuss the steps of analysis, objectives and blueprint preparation.
(10) Prepare a question paper and marking scheme on the basis of blue print prepared.
(11) What is grading? Discuss the various types of grading with examples, merits and demrits.
(12) Expalin the differnces between assessment and evaluation with reference to any two topics from
class IV.
(13) Mention any three differences between formative and summative Evalution.
(14) Briefly discuss the concept of Continuous Comprehensive Evaluation.
(15) Discuss the strategies of conducting assessment in the class.

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