Universalisation of Elementary Education

EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

OF THE NCERT

(1978-82)

A Survey Report

H.L. S h a r m a N eer ja S h u k l a

N a g e n d r a S in g h

NIE PA D C

D08356

T n f t a r 3 ^ h r s r f ^ r ^ f o T

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

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O National Council o f Educational Research and Training, 1993

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FOREWORD

In 1978 the then Ministry of Education, Government of India launched an experimental Non-formal Education (NFE) scheme in nine educationally backward States. The NCERT was given the responsibility of providing academic guidance and support to State Departments/Directorates of Education in these States. Since this was the first ever attempt on the part of the NCERT to organise programmes of NFE, it was considered necessary to acquire first-hand experience in this area. Consequently, the NCERT set up NIT: centres in different States through the Regional Colleges of Education and the Field Advisers' offices of the NCERT in the concerned States.

The overall responsibility of coordinatiftg this programme was given to the NFE group in the NCERT. A report of this experiment was prepared by the then NFE group under the overall direction of Dr T.N. Dhar, the then Joint Director in the Council.

Although the report was written in 1985, there is some relevance of making it available even at this lute stage, specially in view of the importance of Non-formal

, Education in the context of the National Policy onEducation and the revised Programme of Action. It is hoped that this report will be of value to the State Councils of Educational Research and Training, District Institutes of Educational Training and other educational institutions connected with Non-formal Education.

D r K. G o p a l a n Director

National Council of Educational Research and Training

PREFACE

The Department oi' Non-formal Education and Education of SC/ST ai the' NCERT came into being in 1988 when the Ministry of Human Resource Developmeni initiated its scheme of Non-formal Education in 1988. The Department was designated as the National Resource Centre for this programme. Before the establishment of a full- fledged Department, a small Non-formal Education group existed in the Council for a number of years initially under the charge of the then Joint Director and subsequently as part of the Department of Pre-School and Elementary Education (DPSEE).

The NFE group was actively associated with the 1978 scheme of the Govt, of India under which experimental NFE centres were organised in nine educationally backward States. At that time the NCERT, through the NFE group, initiated experimental centres of Non-forma! Education run by the Regional Colleges of Education as well as the offices of Field Advisers in the concerned States. The NFE group under the direction of Dr T.N. Dhar, and in collaboration with RCEs and Field Advisers' offices, compiled a report on the functioning of these experimental NFE centres. The report was written in 1985 but had remained unpublished until now.

In addition to the report writers (Dr H.L. Sharma, Dr Neerja Shi&la, and Dr Nagender Singh and many others) other faculty members and individuals have assisted in the writing of this document. Particular mention must be made of Prof. K.G. Rastogi, who was looking after the Non-formal Education group in DPSEE and Prof. P.N. Dave the then Head of DPSEE, and Prof. N.K. Ambasht of the NFE group who assisted the authors in the editorial work, Mr. R.P. Rathee, Mr. P.K. Aniyan, Mrs. Kamal Sharma assisted with !he typing of the manuscripts and Mr. N. Prasad of the Times of India assisted with iht language editing.

It has fallen to my lot to write the preface in my capacity as the current Head of the Department of Non-formal Education. The document obviously has historical value and perhaps also has topical value since Non-formal Education has become an essential ingredient in the National effort to universalize elementary education. The report will probably provide interesting hindsight concerning the first ever effort in Non-formal Education in the country.

CJ. Daswani Head

Department of Non-Formal Education and Education of SC/ST

G A N D H IJI’S TALISM AN

“I will give you a talisman .Whenever you are in doubt or when the self becomes too much with you, apply the following te s t :Recall the face o f the poorest and the weakest man whom you may have seen and ask yourself if the step you contemplate is going to be o f any use to him. Will he gain anything by it ? Will it restore him to a control over his own life and destiny ? In other words,will it lead to Swaraj for the hungry and spiritually starving millions ?

Then you will find your doubts and your self melting away.”

CONTENTS

F o r e w o r d v

P r e fa c e v i i

C h a pter

I. Prologue 1

II. Launching of the NFE Programme 18

III. Teachers and Supervisors of the NFE Programme 23

IV. Instructional Materials for the NFE Programme 40

V. Instructional Programme 47

VI. Brief Evaluation of the NFE Programme 53

VII. Epilogue 60

A ppendix i Scheme of experimental projects for non-formal education 73for children of the 9-14 age-group for universalization of elementary education. '

A ppendix 2 Names of the participants-workshop on preparation, o f 89learning materials for the age group 9-14 at Literacy House, Lucknow.

A p p e n d ix 3 Committee for non-formal education. 91

A ppendix 5

A ppendix 6

A ppendix 7

A ppendix 8

A ppendix 9

A ppendix 10

A p p e n d ix 4 Minutes of the meeting held on 5 November, 1979 to discuss the role of the NCERT in the implementation of NFE scheme drawn up by the Ministry of Education and Social Welfare for children in the age group 9-14.

Main conclusions emerging from the conference the non-formal education held in the NCERT on 29 June, 1981.

Tools used in the Survey-NFE scheme, New Delhi.

List of materials prepared under the project NCERTs NFE experimental programme.

List of EVS/Science/Social Science books.

Information about centrcs — Directory of NFE centres.

Salient features — Liberalisation of norms and pattern of central assistance (June, 1982).

Appen dix 11 Salient features of the NFE scheme and proposed scheme (1992) in VIII Five Year Plan.

C l lAI’Ti -K 1

PROLOGUE

The Non-Formal Education (NFE) Scheme

A l ew Act ion Research Projects unde rt aken by the N C E R T as ear ly as 1975 as B lu imiadhnr (Naini tal . U.P.) Barauli (Al igarh. U.P.) Mankod i (Chhot auda ipu r . Gujarat ) . Bar ia rpur (Munger . Bihar) and Kilokri (Delhi ) and llieir expe r i ences and repor ts had e st abl i shed the viahi l i ly of lhe concept o f non-formal educat ion for out-of -school chi l dren in the country. These projects c a me as precur so rs to a large p ro g r am me that fol lowed. On 30 June. I97S. lhe Minist ry o f Educat i on and Cul ture . G ove rnmen t o f India, ci rculated lhe scheme o f non- forma l educat ion to the nine educat ional l y backward Slates viz. Andhra Pradesh. Assam. Bihar . J a m m u and Kashmi r , M ad hya Pradesh, Orissa . Rajasthan. Unar Pradesh and West Bengal . In this s cheme , the role o f lhe N C E R T was identified as fol lows:

' T h e role o f the Ministry o f Educat i on al the Cent re in this p rog ramme would main ly be the overall adminis t ra t ion o f the s cheme, keeping a wa tch ove r its imp lemen ta t i on and uti lization o f funds and coo rdina t i on o f the act ivi t ies o f the var ious ag c . c i e s . The p rog ramme will be imp lemen ted by (he Minis t ry t hrough the N C E R T al the Centre which shal l provide the academic gu idance and suppor t to the ' t a l e Depar tmenl /Direclorate o f Educat i on and the SC E R T s in the States.

Objectives of the NCERT’s NFE Experimental Programme

As il was a new programme, the N C E R T decided to launch lhe exper iment a l non- formal educat ion programme wilh the fo l lowing object ives .

1. To deve lop the N C E R T ’s exper t ise in non-formal educat ion (for ou t -o f ­school children).

2. To deve lop strategies and p ro totype mater ia ls for non- formal educat ion.

N C T K T ' S l \ i " K I M I A T A 1. N O N - I - 'O K M A I . l i l M I C A T I O N ( H N ' l K t i S

A period o f six months upto December . 1978. was spent on mak ing necessary preparat ions lor the p rog ramme . The off ices o f the Field Adv ise rs (FAOs) and Regional Col l ege s o f Educa t i on (KCEs) started opening lhe N F E cent r es in di f ferent soc i o ­economic and geographi ca l regions til lhe country from December . 1978. Til l February. 19X1. two hundred and twenty-eight centres were es t abl i shed in differnt Stales. These centres have worked from one to three years. The ma in thrust o f the p rog r amme dur ing the period o f three years was to deve lop the non -fo rma l educa t ion p rog r amme at the lower pr imary level i.e. f rom C lass 1 to Class V.

Objectives of the Survey

Al the end o f three years, it was thought desi rable to study the process and the r e ­sult o f lhe exper iment . Therefore , the survey o f N FE Cen tres was conduct ed by theN C E R T with the fol lowing object ives:

, I. To ident ify app roaches and s t rategies in respect o f the fo l lowing aspect s o f the N F E programme:

(i) Perspect ive and deve lopmen t o f lhe N F E p rog ramme ,iii) Cu r r i cu lum for non- lormal educat ion.

(iii) Teachers and supervisoers of NFE.(iv) Instruct ional materials.(v) Instruct ional p rogramme.

(vi) Evaluat ion o f the p rog ramme2. To s t udy the pract ical aspect o f the N F E p r og ra mm e vis-a-vis the const raints

o f m a n p o w e r and materials.3. T o ident i fy the s t rengths and weaknesses o f the N F E prog ramme .Th e survey o f the NFE Cen tres includes the fo l lowing tasks:

Tasks in the Survey

(A) C O U .IX T IO N ()!• DATA

(a) A nalysis o f o ffic ia l documentsThe official docum en t s include the minutes o f lhe mee t i ng o f (he Cent ra l Advi so ry Board o f Educat i on , letters o f lhe Central Minis t ry add res sed lo the Slates, the m i n ­utes o f the meet ing of the High Level Group const i t uted by the Director . N CE R T. the meet ing o f the Coord inat i on Commi t t ee on non- formal educa t i on in the N C E R T and the circulars o f the N C E R T issued lo different depar tment s , especi al l y F A Os and RCEs . regarding the p rog ramme o f non- formal educat ion , lhe rc|x>rts o f seminars , workshops and g roup meet ings o f NFE held dur ing lhe last three years. Th e purpose of the analys is o f the official document s was to c o l l e d informat ion r egarding the s cheme and p rog r amme o f non- formal educat ion.

(b) C ollection o f ilm a through questionnairesThe data were col lected from 226 NFE Cent res run by R CE s and F A Os with lhe help o f the ques t ionnai res formulated by the NFE Gr ou p (Appendix-7) .

I’K oi.cxu i-: 3

The quest ionnai res sen! lo lhe NFE cent r es lor lhe co l l od ion of lhe dala arc as follows:

1. Idenlif ication dala.2. Inslruci ioual maierials and inslrucl ional me thodology.3. Cost incurred on NTH cent res from April to November . 1980.4. Enrolment of children ai the N F E Cent res and thei r ach ievement .5. Cent res ' teachers, leaching methods and s t rengths and weaknes se s o f the

programme .6. Expendi ture from April to March. 1981.

1. Identification data: The first ques t ionnai re was sent lo the teachers o f the N F E Centres . Th rough this quest ionnaire, the data on the fol lowing points were col lected.

(i) Name of the centres and the mon th and year o f ils est abl i shment .(ii) Names ol the memb er s o f the Local Commit t ee .(iii) Informat ion about lhe convene rs , teachers and Superv iso rs o f N FE

Centres .( i v ) The number of S C /S T boys and girls a t tending the N F E Centres .

2. /?(Mn«'[u'Mdi »n-lhotio!o,vy: T h e second quest ionnai re ,which was senl to the Supervisors o f N FE Cent res was meant lo co l l ed the dala on the fol lowing points:

(i) Books being used by the chi l dren al the centres and those read bythem timing leisure l ime for li teracy, numeracy , env i ronmenta l a w a re ­ness. eic.

(ii) Teaching aids, including chart s , toys. etc. deve loped local ly or secured from elsewhere.

(iii) Use o f the local-specific syl labus and the instruct ional material .(iv) Activi t ies performed by the Supervi sors , including supervis i on, gu id­

ance of field workers and contac t with the local communi ty .3. Cost incurred on N F E Centres from A p r il to Novem ber, JVMO: The third ques t ionnai re was sent lo the Conveners o f the p rog ramme in RCEs and FAOs. Th rough this ques t ionnai re , informat ion about expendi t ure incurred on NFE Cen tre s from April . 1980, to November , 1980. was col lected wi th regard lo lhe fol lowing points.

(i) Establ ishment .(ii) Cont ingency.(iii) Craft .(iv) Library(v) Advisory Commit le e Meet i ng and local level meet ing .(vi) Training of Field Supervisors .(vii) Publicat ion printed/cyclostylod.

4. Enrolm ent o f children in N F E Centres and their achievement : Th e ■'fourth q ue s ­t ionnaire was senl to lhe centre teachers. Th rough this quest ionnai re , the data regarding the chi ldren and their achievements were col lected on lhe fol lowing points:

(i) Academic achievement of SC /ST chi l dren and others.

N C I i K T S i X l ' l K IMI- :N I /\ l . N O N l O K M A I . E D U C A T I O N ( l i N T K I - S

(ii) Kinds o f loois used i d assess lhe achievement o f chi ldren.(iii) Improvement in personal and social habits and the lools lo me as u re it.(iv) Benefi ts derived by the chi ldren I mm the N F E p rog ramme .

5. C c n lrc teachers, leaching methods, strengths, and weaknesses o f the program m e: Tool No. .i was sent to the convene rs of lhe non- formal educa t ion p r o g r a m m e . It has four parts. The first part is concerned with the informat ion rega rd ing t he q u a l i ­fication. age. sex. nat ive place, etc. o f the centre leachcrs . Th e second part is re l ated lo lhe teaching me thods adopted by the centre teachers. The third part is me an t lo collect informat ion regarding the shor tcomings o f the N C E R T ' s N F E expe r imen t a l p rog ramme on various aspects. The fourth part is meant lo know op in ions on and the r a t i ona l e -ph i l o soph i ca l , academic , technical , social and ec o n o m i c—lo con t i nue the NFE p rog ramme .f>. Actual expenditure from A p ril 10 M arch, I9 S I : Tool No. 6 was sent lo the co n v e n e r s o f the NFE p rog ramme lo collect informat ion on the expendi t ure incur red on the non- formal educat ion p rog r amme dur ing 1981-82 in terms o f lhe fo l l owing i tems:

(A) I. Building.2. Light.3. Furni ture.4. Library.5. Physical facilities.(i. Textual material for children.7. Craf t ( raw materials) , etc.8. Ext ra-curr icular p rogrammes.

(B) I. Salary o f centre teachers,2. T A / D A (if any).3. Gu idance materials .4. Cont i ngencies .5. Any other.

(C) I. Salary o f Field Supervisors .2. TA/DA.3. Secretar ial assistance.4. Gu idance mater ial given lo Field Supervisors .5. Cont i ngencies .(>. Any other.

(D) I. Tra in ing/or ientat ion o f the Centre teacher (instructor) .2. Training/or ientat ion o f Field Supervisors .3. Meet ings.4. Functions.5. Materia l o f general nature suppl ied lo N F E Centres .6. Workshops , seminars and meet ings conduc t ed for the p roduc t i on o f

material .7. Any other.8. Visits.

I'Koi.ociM-: 5

(B ) A n a l y s i s a n d i’k I'.s i -:n t a i !o n o h d a t a

Th e off icia l documen t s and lhe quest ionnai r es were ana lyzed keeping in v i ew the ob jec t ives o f lhe survey. The official do cum en t s are impor t ant from the point o f view o f pol icy decis ions and the proposals and resolut i ons passed at di f ferent s tages o f the imp lementat i on o f the N FE p rog ramme . The N FE exper iment al p rog ramme was s tar ted by the N C E R T keeping in view the rol e o f the N C E R T ident if ied in the s cheme oi i!io Cent ra l Minist ry o f Educat ion. But it a lso adopt ed di rect ions which were r ef lected in both the general and specific proposals , and the resolut ions o f the dif ferent commit t ee s . Therefor e, these policy decis ions , resolut ions and p roposa l s have been p re sented in the report in a meaningful sequence lo assist the readers in unders tanding and app reci a t i ng the NFE p rog ramme in a proper perspect ive. The relevenl por t ions o f the docum en t s have been quoted in the report and the documen t s have been included in references.

Ano the r type o f data which have been repor ted in the survey have been der ived f rom the quest ionnai res . Again, these data have been col l ec ted on the fol lowing aspects o f the p rog ramme .

1. N F E Cent res in terms o f thei r locat ions, s t udents , local commit t ee s , etc.2. Mater ia l s—conceptual , instruct ional , suppl emen tary , training and other r e ­

lated material .3. Cen tre teachers and Supervi so rs—their qual i f icat ions, exper i ences , age,

social group, etc.4. Instruct ional p ro g r am m e -g en e r a l and speci f ic me thodology per ta ining to

li teracy, numeracy , craft and SIJPW.5. Evaluat ion o f the program m e —approaches and s t rategies adop ted with regard

to different aspect s o f the p rog ramme , a ch i evement o f s t udents and the coopera t ion of the communi ty and deve lopmenta l agenci es o f the g ove rn ­ment .

Th es e dala are o f two t ypes - f ac tua l and a lso, in the form o f expe r i ences and op in ions o f the workers involved in conduc t i ng the exper iment . The factual data have been presented in the form o f tables. The data regarding the exper i ences and op in ­ions have been col lected from the NFE Convene rs , the Supervi sors and the centre teachers . Th e purpose o f these dala is lo lest the assumpt ion which were avai lable in the form o f pol icy decis ions, proposals and resolut ions. Th e factual data have been co l l ec ted and presented wiih regard lo the number o f cent r es per b lock per State, numbe r o f chi ldren per centre , the instruct ional mat er ial and the methodo logy used, deve loped and r evi ewed, cost o f educat ion per chi ld pe r centre in respect o f d i f ­ferent i lcms o f the p rog ramme , number o f chi ldren who joined the formal schools and /o r passed the Class V examina t i on conduct ed by the district author i t ies o f the formal educa t ion sys tem.

T h e dala regarding the exper i ences and opin ions have been col l ec ted and presented with respccs to the sui tabi l i ty o f teachers in respect of age. qual i f icat ions, sex. res idence, eic.. sui iabi l i iy o f ins t ruct ional mat er i al s for di f ferent purposes , int roduct ion of cral t and es t abl i shment o f a library at the NFE Cent re . Both these

6 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

types of data regarding the same dimensions of the programme have been presented in the same chapter. The first Chapter of the report is Prologue. The second chapter presents the perspective of the programme, and also about the scheme of the Central Ministry of Education and the establishment of NFE Experimental Centres by the NCERT. The third chapter deals with the instructor (centre teachers) and the Field Supervisors. The materials developed reviewed and used at the NFE Centres. The fourth chapter deals with the instructional methodology and procedure, both general and specific. It also throws light on the cooperation of the community and the developmental agencies in running the programme. In the sixth chapter, the NFE programme has been evaluated which includes pupils’ achievement, teachers’ perform­ance, instructional materials, awareness in society. The conclusion of the report mentions the strengths and weaknesses of the programme and points out ■ the. diffi­culties and problems encountered in running the NFE experimental programme. It also throws light on the implications of this experiment for the NFE programme being coordinated by the Ministry of Education and implemented, by the States, and makes suggestions for the improvement of future programmes.

Perspective of the Non-forma) Education Experimental Programme

In spite of the Constitutional Directive under Article 45 to provide free and com­pulsory education to children upto the age of 14 within a period of 10 years after the adoption of the Constitution, it had not been possible for us to achieve the target even till date. Therefore, the Central Government assigned a very high priority to universalization of elementary education in the Sixth Five-Year Plan. It was felt that it was not possible to achieve the desired goal through the formal system of education. Therefore, other strategies have been worked out to cover the non-school-going children of the age group 6-14 (Appendix-1). The non-fromal education programme started gaining momentum since the resolution was passed by CABE in its meet­ing held in 1974. The resolution reads as follows:

“The board is convinced that the goal of universal education cannot be achieved through exclusive reliance on the formal system of education with its single point-entry, sequential character and full-time professional teachers. The board, therefore, recommended that a radical reconstitution of the existing system should be carried out through the adoption of the multiple-entry system and a large scale programme of part-time education for those children who cannot attend school, for some reasons or the other. Programmes for such reconstitution should, therefore, be drawn up on a full time basis in all States, and their implem­entation should begin from the next academic year at the latest. A massive programme of developing public opinion in favour of these changes should be launched by the Central Government, States Departments of Education, State Institutes of Education, the Inspectorate and the teaching community. The State Departments of Education should make special efforts to orient the teachers to meet the new challenges. The curricula needed for the purpose, the teaching

r k o i .o n r i ; 7

and learning mater ials ami technic|ucs will have to be immedia t e ly p repared by lhe Stale lnsli lutes o f Educat ion. The Union Educat i on Minis t er announced on 5 April . 1977, in the Parl iament , ihat universal l i teracy wou ld be at t ained in lhe country within a definite t ime- f rame of not more than 10 years . This object ive has two main component s , first universal e l ementary educat ion lor all chi ldren o f the 6-14 age group, and adult educat ion for persons o f the 15-35 age group. With regard lo the first componen t , lo prepare a feas ible p lan for universal iz ing e lementary educat ion at the ins tance of the Planning Co mm is s ion , a working g roup on Universal izat ion o f E l emen ta ry Educat i on was set up in Sepiember . 1977. In the interim report (February 1978) o f the Work ing Group , it was est imated that there were 452 lakh non-enrol led chi ldren who were lo be brought into the school sysiem by 1982-83 in o rder to achi eve the goal of universal izat ion o f e lementary educat ion. The feasible target by the end o f 1982­83 was to enrol 320 lakh addit ional chi ldren in Classes I -VI I . "A ma jor policy decis ion r ecommended by the Work i ng Group was: “ Every chi ld

shall cont i nue lo learn in lhe age group 6 -14 on a ful l - t ime basis if poss ible and on a part - t ime basis if nece ssary . "

In view o f the above, the Working Group r e co m me nde d a Uuget o f 160 lakh non-enrol led chi ldren or 50 per cent of the target for 1982-83 to be cove red by non- formal educat ion, compr is i ng 120 lakhs al lhe pr imary stage (Classes 1-V) and 40 lakh at the middle stage (Classes Vl-VIII) .

The Working Group identif ied the fol lowing nine educat ional l y backward Stales:1. Andhra Pradesh2. Assam3. Bihar4. J am m u and Kashmi r5. Madhya Pradesh6. Orissa7. Rajasthan8. Ultar Pradesh9. West BengalIn these Slates, the number of non-enrol led chi ldren is d ispropor t iona t e ly large.

These together cover more than thiee-- lourihs o f the total non-enrol led ch i l dren in lhe country. The probl em of universal isat ion o f e lementary educat ion is thus essent ia l ly a probl em o f these States which will require special suppor t for implemen t ing it. The Working Group accordingly r ecommended lhe s che me o f special suppor t to lhe e du ­cat ional ly backward States in the Central sector o f the med i um term plan, wi th a provis ion of Rs. 50 crorc out o f I he total med ium term plan al locat ion o f Rs. 900 crore for e lementary educat ion. The amoun t o f Rs. 50 crore was later r educed lo Rs. 25 crore.

The Union Minist ry of Educat ion ami Cul tur e advised each o f lhe n ine e d u ­cat ional ly backward Stales to start 5(H) exper iment al N FE Centres . The N C E R T was asketl to assist the Minist ry of Educat ion and lhe Stales in developing the instruct ional

s NCKKT'S I-Xl'l-RIMI-NTA! NON-FORMAL EDUCATION CENTRES

st rategics and p ro g rammes for these centres. According ly , a plan was prepa red in col laborat ion wilh Literacy House, Lucknow. to deve lop ins t ruct ional s t rategies and procedures . The two meet ings of the N C E R T ’s repr esenta t ives and Li teracy House wilh some representat ives ol' the Slates were held al Li teracy House , L u ck no w (Appendix-2) , lhe first in July, 1978 and the s econd i rom 23-29 Augus t . 1978. In these meet ings , the p rog r amme for developing lhe inst ruct ional s t rategies and mater i a l s was chalked out. The N C E R T and Literacy House con t i nued work ing t oge ther for aboui eight months . Lal er there was a change in the pol icy o f es t ab l i sh ing 500 Exper imental N F E Cent res in different States. Howeve r , the N C E R T was expec t ed lo help the Minist ry o f Educat i on and the Slates technical ly and academica l l y in the imp lementa t ion o f lhe non -formal educat ion p rog ramme . The re fo r e , the N C E R T devised a plan for starl ing its own exper iment al N F E Cent res . Each Field A dv i se r ' s Off ice and Regional Col l ege o f Educat ion (RCE) was asked lo start 10 N F E E x ­per iment al Cent res in each o f the rcspcctrye Stales.

The FAOs and RCEs were busy making prep;ual i ons for start ing N F E Cent res , while lhe NFE C ro up was busy in finalizing the mater ia ls a l ready prepared and get t ing them printed. In the Field Off ice , the FA was lhe C onv ene r and the A F A was the Assis tant Conv ene r o f the N F E programme . Bui in the RCE s , lhe Pr incipals appo in t ed Convene r s and Assis tant Conveners . In addit ion, some o ther s taff mem ber s o f the RCEs were also a sked to help them in running lhe p rog ramme . The p rocedure adop t ed by the FAOs/RC’Es for opening lhe NFE Centres included the fo l lowing three steps:

1. Prel iminary select ion o f vil lages.2. .Survey o f the vil lages.3. Final select ion o f the vil lages for open ing the centres.Specif ic procedures and cri teria were developed for making a pre l iminary

select ion o f vi l lages, conduc t i ng lhe survey and final izing the locat ion o f the centres . Further , select ion commit t e e s were formed at the F A O / R C E level and a l so at the vi l lage level lo select the supervisors and teachers respect ively for the N F E Cent res . From Augus t . 1978 onwards the process of ident ifying the vi l lages, select ing the teachers and start ing the cent res was on.

A number o f NFE Cent res were gradual ly opened in different Stales. This process stal led in the mon th o f December . 1978, and cont i nued upto May . 1982. Oil 24 and 25 May. 1979. a confer ence o f the Conveners and Assis tant Conv ene r s o f the N F E p rog ramme of the FAOs and RCEs was held al the NIE C am pu s lo exchan ge v iews and exper iences.

The object ives o f the confer ence were as fol lows:1. To prepare lhe f ramework and guidel ines for the future p ro g r amme o f non-

formal educat ion.2. To d iscuss the s amp le instruct ional mater ials for lhe non - lb rmal educat ion

programme .The salient points which emerged from the discuss ion in lhe con fer ence were

as lol lows:

1' ! « ) ! . ( XU.' I- 9

(i) The NFE programme wa> or iginal ly conceived by the N C E R T as an exper iment al programme.

(ii) In lhe NFE prwgramme. pnor i ly shou ld be g iven lo re-entry into lhe m a i n ­st ream o f educat ion. If that is not poss ible , a paral lel sys tem for qual i ta t ive improvement ol life should be prov ided t hrough NFE. .

(iii) It was considered Ilia! loo much central izat ion o f the N F E p ro g r amm e may not be useful.

(iv) It was proposed that if mater ials prepared by the then P rimary Cur r i cu ­lum Development Cell (PCDC) are found sui table, they could be ut i l ized . in the NFE Centres run by the NCER T.

Acco rd ing ly , the prog ramme of preparat ion o f mater ials by lhe N F E Group in col laborat ion with FAO s , RCEs and other volunt ary agenci es was almost suspended.

In response to an earl ier circular o f the N CE R T. several depar tment s o f lhe N C E R T had taken up p rog rammes in the area of non -formal educat ion . Il was fell that there was some over lapping and dupl icat ion o f work in the p ro g rammes being run by dif ferent depar tment s, therefore a Coo rd ina t i on Co mmi t t e e (Appendix-3) on non -formal educat ion with Dr. C.H.K. Mishra as C on ven e r was formed by the Director , N C E R T . vide let ter No. F. ZtvlfJMA’roji. vlvkVcvi 10 Sep tembe r , 1979. wi th t he fo l l owing object ives:

(a) lo identify priority areas of research and deve lopment :(b) to indicate the type of p rogrammes that the various depa rtment s should

take up;(c) lo ensure that there is no dupl icat ion in the p rog r ammes under t aken by

various depar tments :(d) to deve lop a mechani sm of interact ion wilh Regional Col l eges o f Educat i on

and such Stale level insti tutions as SCER Ts . SIEs: and(e) to periodical ly review and evalua te lhe depar tment a l p rog rammes .The r ecommenda t ions made by the Coord inat i on C om m i t t e e on N F E in its first

meet ing held on 5 October . 1979, were as fol lows:1. The work o f col lect ion o f informat ion at the C A P E Unit could be extended

lo include all o ther activit ies at the level o f the Counci l , ils const i tuent units and that of the Stale.

2. Th e material prepared by the Field Advisor s Off ices and Regional Col l eges o f Educat ion under the non-formal educa t i on p ro g r amm e as a l so mater ials prepared at the State level by var ious projects suppor ted by U N IC E F were to lie listed and circulated to all the concerned depar tment s .

The main point that emerged from the d iscuss ion in the con fe rence held on24 and 25 May. 1979. and the first meet ing o f the Coo rd ina t i on Comm i t t e e was lhatthe p rog ramme and the development o f ins truct ional mater ia ls could be decent ra l i zed keeping in view the importance of the local p robl ems and the needs o f lhe people o f the area in which the NFE Centres were located. The re fo re , il was dec ided lhat the p rogrammes of prepar ing the materials might be organ ized at the fol lowing three levels:

10 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

(a) Vil lage or block level(h) F A O / R C E level(c) Cent ra l levelAs a result o f this deve lopment , the tasks a ss igned to the N F E Group, R C E s

and F A O s were as fol lows:I. N F E C ro u p at the N IE

1. T o mon i tor and coordinate the N F E exper iment a l p rog ramme .2. T o conduct research projects.3. T o develop genera l materials.4. T o develop instruct ional mater ia ls in Urdu.5. T o revi ew the mater ia ls avai lable in the market useful for NFE.6. T o orient and train the Stale level resource persons.7. T o part icipate in lhe p rog rammes being o rgan ized by the RCEs and F A O s

and lhe Stales.8. T o provide consu l tancy to the States.9. T o coordinate all NFE p rog r ammes taken up by lhe depa r tmen t s o f the

NCE RT.II. Reg ion a l C o lleg es o j Edin 'ahon (KCE.n)

1. T o organi ze the N F E Centres.2. T o deve lop teachers ' guides , l anguage readers , ma thema t i c s books , etc.

for different socio-cul tural regions.3. T o revi ew the avai l able material .4. T o deve lop the local-spccif ic material .5. To train vi l lage level workers . (N FE Cen tre Teache rs )ft. T o provide consu l t ancy to the States.

III. F ie ld A d v iso rs Offices. (F A O s)1. To organi ze N F E Centres,2. To deve lop the local-specif ic material .3. To train the Field Supervi sors and vi l lage level worke rs and N F E Cen tre

teachers)4. T o provide consu l tancy lo the Stales.As the p rog ramme developed, the Minist ry o f Educat i on , the Stale Depar t men Ls

o f Educa t i on and lhe N C E R T had different expect at ions from each other. It was . t her efore , decided lo form a h igh level commi t t e e to chalk out the role o f the N C E R T vis-a-vis the N F E p rog ramme in lhe Slates. The Director , N C E R T , const i t uted a H igh Leve l G ro up lo ident ify, in specific terms, the role o f the N C E R T in implemen t ing the NFE p rog ramme (Appendix-4) .

Th e Group, in its first meet ing held on 5 November . 1979. ident if ied the role o f the N C E R T as per the fol lowing suggest ions:

i. As sugges ted in the note, lhe role o f the N C E R T in respect o f its academic suppor t lo the States was accept ed (Appendix-5) . It was howeve r , felt that Ihere were certain o ther act ivi t ies which the N C E R T could under take. These would include:

PROLOGUE 11

(a) development of literature on the subject of non-formal education pro­grammes for drop-out children which would help in explaining the concept of non-formal education for the children in the age-group 6­14 years;

(b) preparation of guidelines which will help the States to prepare and evaluate the instructional materials produced for the non-formal edu­cation programme in their respective States;

(c) development of a handbook on training which wil) explain the methodology for training of personnel at different levels in the non- formal education programmes of the States;

(d) development of prototypes of multimedia package in key areas (e.g. health, nutrition, agriculture, crafts, etc.) which the States can adapt/ adopt for use.

(e) dissemination of information on the experiences of States and other agencies in implementing non-formal education programme,

2. Mass production of instructional materials required for non-formal educa­tion would t>e undertaken by the State Governments.

3. The NCERT would assist the States in organizing the training of keypersonnel who, in turn, will undertake the training of grassroot levelworkers.

A workshop-cum-seminar was organized at Chitrakut from 15-20 February, 1980, wherein the experiences of workers, including their problems and difficulties, were discussed. The recommendation of the workshop-cum-seminar are as follows:

1. In order to plan an effective strategy for the NFE programmes and toprovide guidance on matters relating to finance, instructional material, problems of the centres, etc., a suitable mechanism should be evolved to coordinate the work on Non-Formal Education Experimentai Centres being run by RCEs and FAOs, apart from the Coordination Committee set up at NIE.

2. A Steering Committee including the Central Team representatives of RCEsand FAOs and village-level workers may be formed to work out the details and strategies to be followed for the implementation of the NFE programme. ,

3. For closer attention, supervision and organizational work, the NFE units in the RCEs and FAOs may be strengthened.

4. It was recommended that the FAOs and RCEs should be given the substantial freedom to plan work regarding the NFE programme. The discretion to reappropriate the funds allotted for different items of NFE programme to the maximum of 25% of the budget could also be given to them.

5. It was realised in the workshop that the effective planning of non-formal education experimental centres depends upon reliable and sufficient data. It was, therefore, suggested that the base line and time data regarding the

12 W K K T ' S i : \ r ! : i<[ .YIH\TAl . N O N - I O K V I A I . 1:1JI C A T I O N C H N T R R S

NFE cent res could he col lected al intervals. Acco rd ing ly a smal l g roup consis t ing o f representat ives ol RC'E. A jm er and Bhopal and FAQ. M a dhy a Pradesh was formed lo develop the necess;iry p ro l o rma lor col l ec t i ng lhe dala.

6. Th e N C E R T should ensure that all worker s involved in non - fo rmal edt ical inn acl ivi t ies ;ue adequat ely irained. T ra ining/or ient at i on p r o g r a m ­mes may he organi zed for lhe fol lowing groups.(a) Senior pol icy makers , curr iculum developers , researchers en gag ed in NFE acl ivi t ies anti incharge o f the NFE projects, (h) Resource persons (second line of resource persons from States. R CE s and FA Os) to train trainers o f teachers and Supervisors of non- formal educat ion, (c) Vi l lage level workers . (NFE Cent re teachers) . Supervi sors and other s taff i nvolved in lhe project . -

7 . Th e N C E R T should ensure iliat workers al every level are m ade awareo f : _(a) the pract ical difficul t ies in running the centres:(b) the needs, aspi rat ions anti resources of local commun i t i e s by staying

there lor some l ime and working as a cent r e teacher;(c) j udging the p rog ramme by its re l evance lo local needs and condi t ions :(tl) feel ing the need to be tlevoietl lo the nat ional work.

Orieniat ion p ro g rammes should be organi zed l ret |ueni ly to mot ivate the workers lo perform bet ter anti create in them an unders tanding about the p rog ramme .

It was sugges ted that FA Os and RCEs may plan the t raining p rog ra mm e joint ly.8. The N C E R T should regard a v illage as one centre for exper iment a t i on .

Hence, p rob l ems relating to ch i l d ren ' s enro lmen t , co mm is s ion ing field workers according to lhe number ol chi ldren in a vi l lage could Iv revi ewed as such, anti solved.

9. To avoid dupl icat ion, lhe instruct ional mater ia ls o f general nalure could be central ly piep;iretl which may be supp l emented by local specific mater ials prepared by other units. A commit te e could be formed to screen the instruct ional mater ials for NFE to avoid the dupl icat ion o f work and to m in imize the expendi t ure and time.

10. The RCEs and FAOs may sent! iheir p rog rammes lor lhe yea r 1980-81 lo lhe N C E R T wilh detai led budgets by March 1980. which would be consol ida t ed by the NFE Group for the considera t ion of the Coo rd ina t i on Co mmi t t e e on non- lormal educat ion anti P rog ramme Advisory C o m m i t ­tee of the Council .

11. In view o f lhe keen desi re ol the chi ldren a l lending NFE Cen t r e s to read books al t er complet i ng the pr imers in the first phase, a smal l library cont ain ing about 50 books cost ing about Rs. 150/- could be es tabl i shed al each centre.

12. F A O ’s and RCEs could cons ider int roducing craf l /vocal ion al one o f the cenires being iiir by them as an exper iment al measure , par t icular ly wilh

PROLOGUE 13

a view to determining how far they could provide the medium for education.

13. Literature available in the market or prepared by various units of the NCERT and States relevant to the NFE programme should be continu­ously reviewed. On the basis of the review, an annotated bibliography could be circulated to the users.

14. A comprehensive noie on non-forma] education reflecting the workable solutions of the problems being faced and its orientation should be prepared for the consideration of the Council.

The second meeting of the Coordination Committee on NFE was held on 8 May, 1980. The meeting was informed that different departments working in the field of NFE had already started exchanging information about the same with each other. Besides this, in a workshop organized at Chitrakut from 15-20 February, 1980, the materials prepared by different departments of the NCERT as well as about 300 books on different aspects of non-formal education available in the market were reviewed.

The Chairman informed the Group that the budget already allocated for the NFE programme might be increased because this was on the priority list of the NCERT as well as that ot the Ministry ol Education in the Sixth Five-Yeat Plan.

It was recommended that the Chairman of the Coordination Committee on NFE may be authorised to approve the programmes if they are received in the middle of the session. In all, 27 projects/programmes from different departments were discussed at this meeting. At the meeting of Conveners of the the NFE programme at the RCEs and FAOs held on 28-29 August, 1980 the programmes of RCEs ard FAOs for the year 1981-82 were presented which included five types of programmes, namely, developmental, research, training, extension and consultancy. Eighteen projects/programmes were discussed. The RCEs were requested to go through the programmes proposed by the NFE Group and explore the possibility of sharing the programmes.

The third meeting of the Coordination Committee on NFE was held on 30 August, 1980. At the meeting it was pointed out that an important function of this committee should be to develop the coordinated approach to non-formal education. In order to accomplish this task, a Steering Committee, including the heads of the units/ departments and Joint Director as its Chairman, should be formed. Fourteen programmes/projects were presented before this committee for its consideration. It was recommended that the NFE Centres should continue during the year 1981-82 and the experiences gained during the first two years may be consolidated and finalised.

It was also suggested that the RCEs and FAOs should first review the material prepared by PCDC and CAPE and also those available in the market and see whether they fulfil the needs of the NFE. Centres. It was also pointed out that the methods for developing the instructional materials other than the workshops should be explored. The RCEs and FAOs should take up a small a survey of their NFE Centres and send a report to the NCERT. A comprehensive survey of the NFE Centres should be undertaken by the NFE Group.

14 N O -R TS EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

The Ext ension Unit was requested lo submit its report on the survey o f N F E Cent res by 15 September , 1980.

Var ious programmes/pro j ec t s from the N F E Group . F A O s and R CE s we re d iscussed. Th e Cha i rman made it clear that the p rog ra mm e s were being r e c o m m e n d e d subject to the cont inuat ion o f the NFE Cent res dur ing 1982-K3. The projects not re l a t ed direct ly to the cont i nuat i on o f these centres would defini tely be taken up.

The N F E Group , the F A O s and the R CE s were running the NFE expe r imen t a l p rog ramme in spi te o f being short o f s taff and lacking other necessary faci l i t ies, and some othe r dif f icul t ies such as transfers, etc. Therefor e , it was felt necessary to have a meet ing wi th the Director and Joint Director to d is cuss the dif f icul t ies and p rob l e ms with a view to resolving them.

Therefor e , a meet ing o f the N F E Group with the Director and Joint D i r ec tor was held on 24 January. 19X I. Th e probl ems o f i nadequacy o f staff, m in im um faci l i t ies, delay in publ icat ion o f mater ials were taken up for considera t ion. It was also po in t ed out that the mater ia ls prepared by different depar tment s o f the N C E R T on N F E were not avai lable for use. Therefore , the procedure o f preparat i on o f inst ruct ional mat er i al could be r evi ewed. Transf ers o f persons in the Field Off i ces and RCEs have adver se ly affected the conduct o f the N F E programmes.

The Director . N CE R T. indicated that it was necessary for us to eva lua t e o u r expe ri ence and prepare a research report on N F E Cent res being run by the N C F R T which should include the ach ievemen t real ized, the p rob lems encoun te r ed and t he responsibi l i t ies o f the States.

The hesi tat ion on the part o f the Slates in a ccept ing the instructors o f the N F E Cen tres run by the N C E R T was taken up for cons idera t ion and it was made c l ea r that t hough the instructors were gett ing Rs. 150/- per month, the per s tudent cos t was not high as compa red to that o f the Stales and was l ower than the norms v isua l i zed by the Minis t ry o f Educat ion for this scheme.

The Director , N CER T. instructed the NFE Group to collect and co mp ar einformat ion regarding the*fol lowing.

(a) Stales which are p lanning to set up the N FE Cent res on the pat tern fo l l owed at the centres run by the NCERT.

(b) Slates using the mater ials p roduced by the NCERT.(c) States which requested the N C E R T for giving permiss ion for adop t i ng /

adapt i ng the N F E materials prepa red by NCERT.(d) Co mpar i son o f the cost o f the cent res run by the N C E R T and the States

and/o r norms sugges ted by the Minist ry o f Educat ion.The Direc tor asked the NFE Group to write to the DP l s and Educat ion Secre t ar i es

in the States reques t ing them to evaluate the N F E Cent res run by the N C E R T andexplore the possibi l i ty o f taking them over.

An Orienl a l i on-cum-Product i on Workshop for the Assistant Field Adv isor s (AFAs) and the Assistant Conveno rs of the NFE p rog ramme in RCEs was o rgan ized on the' N C E R T C am pus from 5-7 March. 19X1. The objec t ives o f the workshop were as follows:

P K O l . C K i U H 15

(i) lo lake slock of lhe work done dur ing 1980-81.(ii) io pl;m the NFE p rog ramme for 1981-82.

Wilh regiu'd lo lhe firsl object ive, lhe part icipants exchanged v i ews and expe r i ences in the light of certain ihemes. Th ey also wrote papers on some o f lhe fo l lowing topics:

(i) Ob ject i ves ol' non-lbrmal educat ion.(ii) Inslrucl ional programme being fol lowed al the Non-Fo rmal Educat i on

Centres . •(iii) Preparat ion and product ion o f insl rucl ional material .(iv) Orientat ion of workers.(v) Coopera t i on of the comimmiiy and the devc lopmen la l agencies .(vi) Int roduction of crafts m NFE Centres .(vii) Es tabl ishment of a library in NFE Centres .It was emphas ized by the Director and the Joint Director . NCER T. that the

N F E Cent res were being run by the N C E R T on an exper iment al basis. The F A O s and RCEs should establ ish a dialogue with the Educat i on Depar tmen ts o f the Slates about the NFE p rogramme . It was also sugges ted that the fol lowing types o f mater ials t'uv ttv>n-l'onvi'ai CvlucaUon may be prepared at d in e r cm levels:

(a) Conceptua l material , including papers on dif ferent aspects o f the p r o ­g r amme . vi / . curr iculum, inslrucl ional mater ia l , instruct ional p rog ramme , evaluat ion procedure, training o f funct iomuies , int roduct ion o f crafts, etc.

(b) Inslrucl ional material , including books for l i teracy and numeracy , science and social sciences.

(c) Manual s , including teachers’ guides for leaching science on the needs and p robl ems of chi ldren and social sc i ences in a funct ional manner .

(tl) Tools and techniques lo evaluate the non- formal educa t ion p ro g rammes • m all its aspects, the progress o f cent res and s t uden ts ’ ach ievemen t .

The Group may take up research on a col l abora t ive basis with the depar tment s o f educat ion o f the universit ies in their ;treas. More or i en la l ion-cum-product ion p rog r amm es for the NFE workers should be organ ized by the RCEs and FAOs . Nat ional Integrat ion camps may be organized for chi l dren s t udying in N F E Cent re s al the regional or national levels.

Al the instance of lhe Minisiry of Educat i on , a con fe r ence o f off icers in-charge o f the non- formal educat ion programme m the Slates, representat ives i rom the Planning Commis s ion , lhe Minisi ry of Education and the depar tmen ts o f the N CER T, working in the area of non-formal educat ion, was organi zed on 29 June . 19X1. The purpose o f lhe meet ing was to identify the probl ems and dif f icul t ies encount er ed by the Slates in running the NFE programme and to suggest improvement s in the s cheme o f the Minist ry o f Educat ion. The conclus ions emerging from the confer ence were sent to the Minisi ry of Educat ion for revision of the s che me in lhe light o f the difficul t ies cncoun ic red by different Stales in I lie nnpl emen la t ion o f the N F E p rog ramme (Appendix-5) .

1 6 m ; r ' s : i< ; n ; i : \ , . \ i . n o v i -o r .m a i •:d i ( a ' I ' i o n c i ; N T R r ; s

The fourth meet ing o f the Coo rd ina t i on Co mmi t t e e on NFE wa s held on 17 September . 19S 1. It was agreed at the meet ing that dur ing I9K2-S3 the N F E Gr oup would plan the preparat ion o f the r emaining instruct ional mater ials , v i / . . two l anguage books, two ma thema t ic s books, two books tin env ironment s tudies, two t eacher s ' guides as has been envi saged in the p rog ramme based on the analys is of syl labi prescr ibed in the Hindi speaking States lor p r ima ry classes i.e. I to V. requi red lor the model .

Action Taken on the Recommendations of Different Conferences, Meetings and Seminars

On the r ecommenda t i ons of the confer ences , the fol lowing gu ide l ines for the future p rogramme o f NFE were framed.

- - Th e possibi l i ty o f re-entry o f NFE s tudents into the ma ins t r eam has beenexplor ed and s tudents have been admi t t ed to formal s choo ls at various points. But the nu mber o f such cases is not large.

- - For decent ral izat ion o f the N FE p rog ramme , the roles o f the N F E Gro upat NIE, FAOs and RCEs were def i ned in the paper presented at the third meet i ng o f the Coo rd ina t i on Commi t t e e on NFE.

- - T o avoid dupl icat ion o f work and also over l apping o f p r og ra mm e s ofdi f ferent N C E R T depa rtmen ts , the Coord inat i on C om m i t t e e on N F E was formed at the NIE level.

- - O n the r ecommendat i ons o f the first mee t ing o f the Coord ina t ionComm i t t e e held on IS October . 1979. mater ia ls p roduced bv P C D C . C A P E . Field Advi so r ' s of f ices and RCEs and a lso those prepared at the State level through various projects were col l ec ted and rev i ewed in the s emina r- cum -w or ks h op held at Chi l rakul from 15 lo 22 February. 19X1.

- - As a step t owards decent ra l i za t i on o f the NFE p rog ra mm e , the mater ia lswere prepared at three levels, viz.. (i) vi l lage or block level : (ii) F A O andK C E level: and (iii) Cent ra l level.

- - O n the sugges t ions made by the High Level Gro up in its mee t ing heldon 5 November . 1979. the academic suppor t f rom the Counci l was ex t endedlo the States.

- Rega rd ing the guidel ines lor preparat ion and evalua t ion o f instruct ionalmater ial , a research project was conduct ed by the N F E Group.

- - For training o f the personnel at dif ferent levels, a smal l t raining manualhad been prepared by the N F E Group. The preparat ion of a co m p r e h e n ­s ive t raining manual was a l located lo RCE, Bhubaneswar .

- - Dr. S.C. Verma. Reader at the Cent re for Educat i onal Tec h no lo g y wasnominat ed as Conv en e r o f the project ' ‘Deve lopmen t o f Mul t i -Med ia Package in Key A re a s " . The RCE. Bhopal . FAO. Bhopal . F A O . Andhra Pradesh, etc. brought out smal l repor ts giving informat ion about the NFE p ro g r amme run by them.

- - Th e mass product ion o f instruct ional mater ia ls prepared by the N C E R T

I 'ko i .o t iu -: 17

in Hindi, Assamese and Te lgu was taken up by Bihar . Assam and Andhra Pradesh respect ively as per sugges t ion o f the High Level Group.

- - Experts f rom the NCER T were invi ted to par t icipate in var i ous t rainingp rog rammes organized In the State o f Bihar, Rajas than and Uttar Pradesh.

- - 1’he detai ls lor implement ion o f the NFE P rog ramme were cha lked outm various meet ings held at N1E from time to l ime.

- - FAOs and RCEs were permit ted to use their discret ion in re - app ropr i a­tion of funds allotted to dif ferent i tems of I he NFE p rog r amme to the max imum of 25 per cent o f the budget .

- - The training/orientat ion p rog rammes for persons work ing in non -formaleducat ion at dilTerni levels were o rgani zed by RCEs and FAOs .

- - A bibl iography of the mater ials o f N F E avai lable in the market , whichwere reviewed at the Clut rakut workshop, was prepared.

- - For the es t abl i shment of a library at each centre, an amount o f Rs . 150/-per centre was sanct ioned. A craft in one o f the 10 NFE Cen t r e s runby FA O/ KC E was also int roduced.

- - On the advice ol the Director, the NFE Group conduc ted the su rvey o fNFE Cent res and produced the present report.

- - A letter l ioni the Director was sent to different Slates for eva lua t i ng theNF E Centres and explor ing the possibi l i ty o f taking over the N F E Cent res run by the NCERT.

- - T ra in ing-cum-pmduet i on p rog rammes were organi zed by RCEs and F A O swith a view to orient their workers in differni areas o f N F E and p roduc ing local-specific material .

Further, specific and detai led informat ion about the work done under the N F E programme in response to the recommendat i ons and sugges t ions of di f ferent con fe r ­ences, seminars and workshops has also been given in the fol lowing chapters .

C h a p t e r II

LAUNCHING OF THE NFE PROGRAMME

Plan of the (Jovernment of India, Ministry of Education and Culture for the Non-formal Education Programme

The Expend i t u re Finance Co mmi t t e e o f the Gove rnmen t o f India accorded its approva l to the Cent ra l ly sponsored s cheme oC expe riment al projects for non -formal educa t ion for chi ldren o f the 9-14 age g roup unde r lhe Universal izat ion o f E lemen ta ry Educa t i on Scheme . Und e r the approved s cheme, the Minis t ry o f Educat ion and Cul ture had agreed to assist the es t abl i shment o f three addit ional centres , prov ided the State gove rnmen t set up at least five cent res from their ow n resources. The funds requi red for the s t rengthening o f the Depar tmen ts o f Educat ion, State Insti tutes o f Educa t i on and T eache r T ra in ing Inst i tut ions in the Stales, and the deve lopment o f a cademic p rog r amm es a re lo be fully the conce rn o f the centre. In a let ter f rom the Minis t ry o f Educa t i on lo the Slates and other organi za t i ons , il was made clear that in case the present prov is ions fell short o f the requi rements , readjus tment in the plan wou ld be made lo en su re that counterp;tr t funds are avai lable under the Slate sector for the implemen ta t ion of this scheme. This pattern of shar ing expendi t ure was in accordance wilh the dec i s i on o f the Nat ional Deve lopment Counci l . T o at tain the objec t ives ment ioned above , the Minisi ry of Educat i on and Cul ture requested var ious States and o rgani za t i ons work ing in the field o f non- formal educa t ion lo submil iheir p ropos ­als for ass i s t ance under this s cheme for lhe f inancial year by 31 July, 1979, (A pp en d i x -1 ). They were requested to indicate the number o f non- formal cent res to be set up dur ing the current year for f inding out the Central provis ion a longwi th the counterpar t cent r es to I v funded oul of the S ta t e ’s own provision. In doing so. they had lo indicate, in brief, the stale of preparedness with regard to this p rog ramme . The Slates had to indicate lhe adminis t ra t ive and academic inputs a l ready provided for by them.

LAUNCHING OF THE NFE PROGRAMME 19

NCERT’s Plan to Start 10 Experimental Centres

As pointed out in the earlier chapter, it was decided that the Council and its con­stituent units should undertake an experimental programme of non-formal education in order to gain experience and develop strategies and the prototype materials. Ac­cordingly, the RCEs and the FAOs took up the programme in each State. A flow chart indicating the financial norms and the tools for collection of bench-mark data developed by a committee under the chairmanship of the Dean (Academic) was used for collecting the initial data. The expenditure involved was met by the provision in the plan budget of the respective offices/colleges. Norms to be followed for im­plementing the programme as well as other steps to be taken were communicated to the RCEs and FAOs.

Procedure for Selecting the Villages for Non-forinai Education Centres*

A cluster of 10 continuous villages with a population of at least 5000 or above were selected to ensure that 40-50 children were available in each NoA-formal Education Centre. The household surveys the selected villages were completed by the raonth of November, 1978, with the help of local teachers and Assistant District Inspectors, Deputy District Inspectors and Sub-Inspectors of Schools of the areas. The surveys indicated the number of drop-outs and non-school going children in the 9-14 age group, apart from giving information about the occupational, educational and other socio-economic levels of the parents. An honorarium was paid to local teachers at the rate of Rs. 25 per village with the number of households upto 100, with an additional 50 paise being paid for each household if the number exceeded 200. The payment was made after the data had been submitted in respect of all the schedules.

Appointment of ‘Centre-Teachers’

Field Supervisors and NFE Centre teachers were selected, the criteria for selection being graduation for Field Supervisors and higher secondary school certificate for the teachers. Centre teachers were engaged with a remuneration of Rs. 150 p.m. for each NFE Centre. The remuneration fixed for the Supervisor was Rs. 350 p.m. He/she was exptected to supervise a cluster of 10 NFE Centres. Local girls/boys who were matriculates were considered for appointment as teachers. In the case of non­availability of matriculate girls, the qualifications were relaxed. In the case of candidates belonging to Scheduled Castes and Scheduled Tribes, candidates with a minimum of pre-matriculation qualifications were considered. Depending on the local conditions, suitable adjustments for engaging male/female candidates in a particular village for NFE were made. It was invariably ensured that the candidates belonged to that particular locality and were interested in the educational advancement of that village and were acceptable to the people of the locality. Preference was given to boys and girls from the community of the learners. The first important step was to contact the local leaders and the teachers of the formal schools of the villages in

2 0 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

which the centres were to be set up. The village Sarpanchas, Panchas and .selected teachers were informed about the nature of the scheme. This was followed by a visit of the Field Adviser, Assistant Field Adviser, District Education Officer and Assis­tant District Inspector of schools to the villages to assess the feelings of parents about the programme. The Field Supervisor and the centre teacher were assigned the task of contacting all the households in the villages, establishing rapport with the village Mukhia and the parents and encouraging them to send their children to the centres. The centre teachers were particularly asked to observe the children while engaged in their occupational activities, to talk to them individually so as tcf have a general idea about their special interests and the problems they faced in their daily life. The Field Supervisor has the important function of providing guidance to the centre teachers by regular visits to the centres. In most of the blocks, centre teachers met at the block headquarter weekly and discussed their progress and problems with the Field Supervisor. The Field Supervisor also coordinated the reports and other information received from the centre teachers and from the FAOs. The offices of the Field Advisor/ RCEs of the NCERT exercised the overall administrative control over the Supervisors and teachers. The conveners and the Assistant Conveners of non-formal education at the RCEs and the FAOs provided regular academic guidance to the Supervisors and teachers. They also assessed the progress of children at least once a month and oriented the Supervisor and teachers in the instructional materials supplied to the centres from time to tirde. After taking these preparatory steps, the NFE Centres in different blocks of the nine educationally backward States were established, and started functioning. The centres opened in different States (Appendix-9) under the NFE programme of the NCERT are indicated in Table 2.1.

T a b l e 2.1

State Agcncies Month and Year o f No. o fEstablishment Centres

1 2 3 4

Tamil Nadu F.A, Madras Dec., 1978 6Andhra Pradesh F.A., Hyderabad Dec., 1978 10Orissa F.A., Bhubaneswar Dec., 1978 10Rajasthan F.A., Jaipur Jan., 1979 5Madhya Pradesh F.A., Bhopal Jan., 1979 1Madhya Pradesh F.A., Bhopal Jan., 1979 9Assam F.A., Assam Feb., 1979 10Gujarat RCE, Bhopal Feb., 1979 1Rajasthan RCE., Ajmer Feb., 1979 5W est Bengal RCE., Bhubaneswar Feb., 1979 10Gujarat RCE., Bhopal March, 1979 5Kerala F.A., Trivandrum March, 1979 6Madhya Pradtsh RCE., Bhopal March. 1979 3Maharashtra RCE, Bhopal March, 1979 1Assam RCE, Bhubaneswar April, 1979 10

( ) l ; t ! 11-: M T 1 ' 1 < ( K i k . W l M l 21

) 3 4

Ka rnataka K t 'K Mysore April. 9Madhya I'radesh R ( ’K Bhopal April,Maharashtra R t 'K liltupai April. yRajasthan KA.. Jaipur April, 2C iujarat R ( ’K Bhopal May, 3Jummu and Kashmir R( T . Ajniei May. 10Karnataka R t 'K Mysore May, i

Tltar I'radesh R t ’H. Ajmei May. 4Tamil Nadu I' .A., Madras June. 1Bihar KC’I*. Bhubaneswar July, 10Tamil Nadu l ;.A.. Madras July, 1Jammo and Kashmir l;.A.. Siiiuiiiai Au;J.. 6West Bengal KA.. West Bengal Marei 10( >rissa R(.T!. Bhubaneswar A u g.. 10Tamil Nadu I' .A., Madias Oct.. 1Bihar KA.. I'alna Dee, 79 10C iujarat KA ., Ahmedabad l;eh„ 2Kerala 1;.A.. Trivandrum 1-eli., 3Kerala I' .A.. Trivandrum Marc 1M adhya Pradesh RC’K Bhopal Mare X0 6Jam m u aiul Kashmir KA .. Srinagar May. 1Punjab i:.A.. C’handiiiarh Ju ly , 3Rajasthan KA.. Jaipur July, 2t iujarat l-.A.. Ahmedabad •Sept. 4Karnataka KA., Bangalore Oct.. 10

Rajasthan iU 'l i. Ajmei ( . , 2 +] (1 liol ex istin g)( iujarat l;.A.. Ahmedabad N ov.. 2(iujarat KA., Ahmedabad Dec,, 2Punjab l;.A.. Chandigarh Dec,, 5Ciujaral Rl'K Bhopal Jan., 1Rajasthan K('H. Ajmer Feb., 1

Total 2 2 7 + 1 = 2 2 8

The posi t ion on 31 May. 19X2 of the enrolmenl o f chi ldren in the cent res runhy llie N C E R T is presented in the fol lowing table.

t a i i i .i; 2.2

KnruhiKMU in nou-lonnai education centres run l>) the R e gio n a l C o lle g e s o f K d u eatlo n and l'ie ld

A d v i s i t s ' Ol'fiee »(' Hit* d ifferen t states (Y e a r I97V-XO)

S. N o N iw u ' <>1 the stales lo h l l no . o fi h tU hcn en ro lled

1. Andhra 1 raiJesh 3322. Assam 833

NC' MKT' S l . \ l ’! - : i<l \ l l - ; \TAi . N ( ) N - l :( ) i < MAl . KDl V A T I O N t ' U N T R R S

S. i\<> ,\iWW t>! lilt' MilltW ioU ll Hi'. <>f« hiUlren enro lled

3. liili.ii 3674. ( ilijaial 6025. Jam m u .uni Kashmir 5906. kamal. tka 7551. Kerala 342X. Madhya I'railcsh 4359. .Ylaliaiashlia 255

10. ( )l Inn.1 350II . Punjab 1X712. KajaMhan 4X713. Tamil Nailu 37114. I Uai I ' raJcsh 4515. W'c.sl K'lhl.il 637

Total h5S8

In ilk' Slates ol A>sam. Bihar. Ciujaral. Jammu aiul Kashmir. Karnataka . Maharashtra , Madhya Prailesh,Orissa. Rajasthan anJ YVc.st Bengal. Ni l: C VnhVSi ,wcie imh by both the I A ( K and K('Ii.v In I U \ , only lhe

Ajmer, had inn lour ecntres o! non-lormal education.

O rg a n i z a t i o n of Non-formal Kducation Centres

Al lhe vi l lage level ihere was a Deve lopment Local Level Advisory C om m i l l e e lor each centre consis i ing o f the Sarpanch. one Panel), the centre leaclier and lhe Field Supervisor . The commi t ice was expect ed to meet monthly . It kept a watch ove r the successful running o f the centre and helped in resolv ing some o f the day - to -day probl ems cropping up in the centres.

At the hlock level there was a commi t te e with the B D O o r S D O as its Cha i rman and all the Panehas , Field Supervisors . A E D /ADIS o f the area. A F A and F A / Convene r / Assistant Convener s o f RCEs as ils member s . Th is commit te e coordina t ed the working o f the centres in the block area and helped in secur ing lhe par t ic ipat ion o f the commun i ty and the local government off icers. At the State level, there was a central p lanning commil l ee wilh the DPI as ils Cha irman . Il extended its help at the Slate level for p lanning and coordinat ion.

C h a p t e r III

TEACHERS AND SUPERVISORS OF THE NFE PROGRAMME

A . T h e C e n t r e T ea c h e r

Criteria for Appointment of a Teacher for the Centre

It was considered better to appoint teachers (field workers) for the NFE Centres from among the locally available persons whose time and energy were not fully utilized in parental or any other vocation. It was. however, assured that the teachers selected were interested in the educational advancement of the people and were acceptable to the local community. Some of the main considerations for selecting the local persons as centre teachers for the NFE centres were:

— Being a local person, he/she is more concerned with the welfare of the people and the village.

— He/she knows the local environment, the population, their needs, require­ments and aspirations better.

— He/she is more responsible to the local community for its welfare and would be able to gain their confidence.

— The members of the local community also have confidence in him/her. The teachers of the centres were appointed by a Selection Committee in

consultation with the educational authorities and the block level officers of the State as well as the approval of important persons of the community.

Remuneration o f a Centre TeacherUnder the NCERT’s experimental programme, the remuneration for a teacher was fixed at Rs. 150 per month, assuming he would be responsible for a centre having

2 4 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

about 40 children. If a centre had 40 children, at the average cost of Rs. 50 per child per year, the salary of a teacher worked out to be 166.66. This compares favourably with the norms fixed by the Ministry of Education for assisting the States in the establishment of NFE Centres.

Table 3.1

Qualification of Centre teachers

The following table shows the qualifications of the teachers appointed for NCERT NFE Centres

OrganizingAgencies

Slate Educational qualification/Number o f teachers

Under matri­culation

M F T

•Matriculat- Graduate and

tionllnter above M F T M F T M

Total

F T

1 2 3 4 5 6

RCE Ajmer 1. Jammu & Kashmir 4 4 8 1 1 2 - ■• - 5 5 102. Uttar Pradesh 4 - 4 4 - 43. Rajasthan 1 1 2 6 - 6 1 ■ 1 8 1 9

RCE Bhopal 4. Madhya Pradesh . . . 7 - 7 3 2 5 10 . 2 125. Maharashtra - - - 9 1 10 - ■- - 9 1 106. Gujarat - - - 8 - 8 1 - 1 9 - 9

RCE 7. West Bengal . . 5 2 7 3 - 3 8 2 10Bhubaneswar 8. Assam - - - 6 2 8 1 - 1 7 2 9

9. Bihar - - - 10 - 10 1 - 1 11 - 1110. Orissa - - - 9 - 9 - ■- - 9 - 9

RCE Mysore 11. Karnataka - - - 5 - 5 4 1I 5 9 1 10

FA Hyderabad 12. Andhra Pradesh 5 - 5 4 - 4 1 - 1 10 - 10

FA Gauhati 13. Assam - - - 10 - 10 - ■- - 10 - 10

FA Patna 14. Bihar 1 - 1 6 - 6 3 - 3 10 - 10

FA Ahmedabad 15. Gujarat - 2 2 2 2 4 4 - 4>

6 0 4 16

FA Srinagar 16. Jammu & Kashmir - - - 6 1 7 - - - 6 1 7

FA Bangalore 17. Karnataka - - - 8 - 8 2 - 2 10 - 10

FA Trivandnim 18. Kerala - - 6 3 9 - 1 1 6 4 10

FA Bhopal 19. Madhya Pradesh 1 - 1 3 1 4 4 1 5 8 2 10

TEACHERS AND SUPERVISORS OF THE NFE PROGRAMME 25

1 2 3 4 5 6

FA Bhubane­swar

20. Orissa 5 - 5 5 - 5 - - - 10 - 10

FA Chandigarh 21. Punjab - - - 5 2 7 1 - 1 6 2 8

FA Jaipur 22. Rajasthan - 1 1 8 - 8 - - - 8 I 9

FA Madras 23. Tamil Nadu 9 - 9 9 - 9

FA Calcutta 24. West Bengal 3 2 5 2 1 3 2 - 2 7 3 10

Total 32 10 42 132 15 147 34 5 39 191 29 220

(M=Male; F=Female)

The above table Indicates that out of 228 teacheis, 42 were non-matriculates, 147 matriculates/intermediates and 39 graduates or persons having higher qualifications. Most of the teachers appointed were females (193 out of 228). The percentages of female teachers work out to 24, 10 and 13 respectively for non-matriculates, matriculates/intermediates and graduates. Out of 228 teachers working in NFE Centres, 27 or about 12 per cent belonged to Scheduled Castes/Scheduled Tribes communities. The bulk of them 25 out of 27 were employed in the centres in Rajasthan, Madhya Pradesh and Orissa. Only 4 out of 27 Scheduled Castes/ Scheduled Tribes teachers were females.

Preference for Local Persons

As indicated earlier, generally, local people were employed as teachers for the NFE Centres. The study attempted to find out the reasons for this preference. Accordingly, Conveners who were responsible far the establishment of the centres were requested to give their opinions. Some of these opinions are noted below:

(i) “Prefers local teacher, inter (intermediate) trained would be better. The quality of the teacher depends on the abilities of the person and not on the sex. The 20-30 age group is ideal, if we could obtain the services of such a person.”

(ii) “A local teacher would always be perfect as he knows the people andchildren. He should be preferably high school passed. Higher qualifica­tions may not be necessary for better teaching at the centres. Females have more sympathy towards children. The age group 20-30 is mature enough to work with the children. Teachers at various centres should be of uniform academic qualifications as far as possible. This helps in evolving an appropriate comm**- training programme for all centre teachers, while disparity may creat problem.” ,

(iii) “Prefers outsiders because they are free from village politics. They cannot shirk their duty and will be under the observation of the whole village.

2 6 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Training according to the needs only, and in no case traditional teacher training. One need not be a degree-holder”.

(iv) “The local teachers are regularly conducting NFE Centres better than outsiders. Higher secondary is better. Graduates are very much interested in running NFE Centres. They teach better than post-graduates. It was very difficult to get these NFE Centres organized by the female workers during the evening. Teachers of the age-group 25-30 are more enthusiastic than aged teachers. They teach better than aged teachers.”

(v) “The data is too scanty to allow any meaningful conclusion.”

Findings

The above tables show the profile of the NFE Centre teachers working in the NCERT's NFE Centres in respect of some dimensions, viz. male-female, Scheduled Caste/ Scheduled Tribe/non-Scheduled Caste/ educational qualifications, age, etc. Opinions were sought of the NFE Conveners and Supervisors on the preference for NFE teachers which is indicated in the following tables:

T a b l e 3 .2

Dimensions No. giving preference

1. Sex(») Male 7(t>) Female 2(<=) Male/Female 4

2. Age<») 20-30 11(b) 40-50 1(<=) 60-70 1

3. Local/Outsider(») Local 14(b) Outsider 1

<c) Neutral 44. Qualifications

(») Matriculate (Trained) 8(*>) Matriculate (Untrained) 4<c) Graduate (m ined) 1(d) Graduate (untrained) 1

(«) No opinion 1

About the sex of the instructors, 13 responses were received, of which seven preferred male teachers, two opted for females and four were neutral.

Out of 13 replies on the age of centre teachers, 11 opted for the age group .20-30 and one each accepted both the age group 40-50 or a retired teacher in the age group 60-70. .

TEACHERS AND SUPERVISORS OF THE NFE PROGRAMME 27

>' On the local/outsider dimension, out of 15 responses 14 preferred the local person and one preferred the outsider.

Regarding educational qualifications, out of IS responses, eight preferred a trained matriculate, four opted for an untrained matriculate, one opted for a trained graduate, one preferred an untrained graduate and one remained neutral.

Training of Teachers

Training of a worker is the most important aspect of a programme. Training imparts the knowledge about the role and responsibilities of the functionary regarding the programme. It consequently enables a person to perform his tasks more effectively.

Objectives o f the Training Programme

'Keeping in view the complexities of the non-formal education programme, the qualifications of his experience and the tasks to be performed by him/her, the objectives of a training programme in non-formal education programme could be as follows:

— To provide information on all aspects of the NFE programme in general.— To provide information about the NFE programme being implemented by

the State.— To acquaint the teacher with his role and functions as an organizer, an

administrator and a teacher.— To acquaint him with the role and functions of the other functionaries

involved in the NFE programme.— To develop the competence to teach single-handed children of different

ages and attainment levels.— To develop the ability to run the centre with the minimum available

facilities in respect of light, proper seating arrangment, books, stationery, etc.

— To acquaint the teacher with the methods of teaching literacy, numeracy, environmental science, health and nutrition, civic and community life, etc.

— To provide knowledge and skill in the methodology of teaching and the capability lo use the environment for gaining experience.

— To develop the competence to prepare a variety of local-specific and need-based instructional material. -

— To train the teacher in engaging children in indigenous activities, to teach science and technology through improvisation and using the environment and local resources.

— To acquaint the teachers with ways and means for getting local community participation and support.

Keeping in view the requirements of the programme and the expectations from a centre teacher, a model 15-day training programme was prepared by the NFE Group. This training programme was to be followed by a six-day orientation-cum-production

programme. The table below shows the daily programme of the 15-day initial training programme.

F i f t e e n - D a y I n i t i a l T r a i n i n g P r o g r a m m e f o r NFE C e n t r e T e a c h e r s

28 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

D ally Programme

Date First Session (9.00 a.m. to 11.00

a.m.)

Second Session (11.15 a.m. to

1.55 p.m.)

Third Session (3.30 p.m. to

4.30 p.m.)

1 2 3 4

First day Registration and inauguration

Introduction of the scheme, needs, problems, objectives of NFE

Role of instructors and supervisors of centres.

2nd day Structure for implementing the NFE education programme (State level)

Clarifying doubts. Suggestions-of participants on the outline of the training programme

3rd dsy Visiting a place for organizing a centre.

To be continued. Group discussion on organization of the centres.

4th day Consideration of problems related with organization of th'e centre (in groups of 10 persons each) and preparation of outline

Report of each group (question- answer) method.

Discussion on activities other than teaching, done at the centre.

5th day Introduction of primers.

Continued Discussion on language teaching.

6th day Language teaching - d o - Discussion on language teaching.

7th day Preparation of audio—visual materials.

— do— Use of audio-visual materials.

8th day Teaching of numeracy (on the basis of primers)

- d o - Educational tour.

TEACHERS AND SUPERVISORS OF THE NFE PROGRAMME 29

1 2 3 4

9th d*y Subjects other than primers and numeracy.

—do— To be continued.

10th day Selection of related lessons.

—do—

11th day Preparation of lessons based on the local environment.

Continued

12th day Discussion on evaluation.

- d o -

13th day Keeping accounts and other records. *1° Continued

14th day Clarifying doubts with reference to the programme as a whole and reactions of the

Discussion of the suggestion of the participants.

d °

participants towards the programme.

Orientation/Training Programmes

Considering the non-formal education programme, to be undertaken for implemen­tation, is of an experimental nature, the training programme for teachers of the centres was formulated. Different training programmes tailored to different needs of teachers were organized. Flexibility, relevance, specific needs and requirements have been the basic considerations in developing the training programmes.

After the teachers and Supervisors were selected by the duly constituted selection committees, they were given initial training to run the NFE Centres. After the initial training, they were given training, guidance and orientation through frequent meetings, seminars, visits for supervision by Conveners and Assistant Conveners, training programmes of general and specific nature from time to time.The orientation/training programmes organized so far have been described below :

Training Imparted by Conveners

Initial training programmes were organized by the Conveners at their level. The training programme was organized at the village level, at the block level, or at the office of the Conveners. The objective was mainly to expose the trainees to the nature, scope and objectives of the non-formal education programme. Teachers and Supervisors were exposed to the content and methodology of teaching. They were also acquainted with different ways of mobilizing the support of the local community and other

3 0 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

developmental agencies.As stated earlier, the 15-day training programme was to be followed by a six-

day orientation training-cum-production programme. This tentative but flexible pro­gramme, was undertaken successfully in the beginning.

S ix -d a y O r ie n t a t io n T r a in in g -C u m -P r o d u c t io n P r o g r a m m e fo r T e a c h e r s o f

N F E C e n t r e s (6.10.80 to 11.10.80)

(a) Objectives o f the Workshop

(i) To produce local-specific and need-based materials for the NFE Centres of forest and agricultural areas of the concerned State, including the district in which the experiment was going on, so that it may be used by the children in addition to the materials already available.

(ii) To orient the centre teachers in the production of instructional materialsbased on the local themes. '

(iii) To provide an opportunity to writers, instructors and children of NFE centres to interact with each other so that the former can unders and the educational needs of the children.

(iv) To orient centre teachers and Supervisors of the NFE Centres in teaching techniques through demonstrations, lectures, discussions and other devices and practical use of the materials already available;

(v) To review the materials produced by the State level agencies and the NCERT, and study the feasibility of their use at the NFE Centres.

(b) Daily Programme

First-day Morning Session (Combined)Evening Session

2nd dayMorning Session

Inauguration, registration, purpose and objectives of the Programme.Discussion about the nature of local-specific material, salient features of the non-formal education experim- ntal programme in a block.

(a) Production WorkshopIdentification of topics for the local-specific material. Group formation for the local specific material for the concerned districts.(b) Orientation ProgrammeDifficulties and problems experienced by the teachers of Non-Formal Education Centres.

TEACHERS AND SUPERVISORS OF THE NFE PROGRAMME 31

Evening Session

Morning Session

Evening Session (Combined)Late Evening Session

4th dayMorning Session

Evening Session

Late Evening Session

5th day 6th dayMorning Session

Evening Session (Combined)

Objectives of the non-formal education programme of the State.Further discussion on topics of local-specific material. Finalizing of topics for the production of local specific material.(a) Orientation Programme—Teaching of regional language Learning through the environment.Methods of organising the non-formal education classes.(b) Production WorkshopDistrict-wise group work on the local-specific material. Individual work on the production of local-specific material.Orientation programmeDemonstration lessons at the Non-Formal Education Centres.

(a) Orientation ProgrammeCommunity involvement in non-formal education Minimum levls of learning.Discussion/remedial work based on visits to the NFE Centres.(b) Production WorkshopIndividual work on the production of local-specific material.(a) Production Workshop Presentation of write-ups by the writers.Visit to the museum of the Forest Department.(a) Orientation Programme Some aspects of adult education.Use of teaching aids.(b) Production WorkshopsIndividual work on local-specific material by the writers. Visits to NFE Centres

(a) Orientation ProgrammeCumulative and other records for NFE Centres Improvised teaching aids.(b) Production WorkshopsFinalizing of local specific materials by the writers. Presentation of final lessons of the local-specific mate­rials by the writers.

32 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

The above programme, which was a tentative one, was carried out successfuly. On the basis of the experiences gained, it was decided that such programmes should be continuous in nature. The other types of training programme were organized in instalments. The centre teacher and Field Supervisors were invited weekly to the FAOs or to the block.

The time spent on various components of the 15-day training programme for teachers and Supervisors is indicated below:

F ifteen -D a y T r a in in g P r o g r a m m e fo r T e a c h e r s a n d S u p e r v is o r s

Training Duration

Objectives— Aims and objectives of non-formal education— Nature of the classroom (grouping and teaching)— Establishing a relationship with the community

8 days

Training in the methods o f teaching— Language ■— Mathematics— Environmental studies

20 hours 4 hours 6 hours

3. The preparation o f teaching aids— Charts 3 days— Models 2 days— Puppets and dolls 3 days— Preparing things with the help of waste materials 1 day— Language material 20 hours— Mathematics material 5 hours— General knowledge material 15 hours

4. Evaluation— Setting oral test 1 day— Setting written test 1 day— Home assignment and class assignment 1 day

5. Involvement o f community cooperation 1 daySolving problems by themselves

6. Administration o f the centre 1 day— Supervision— Organization— Day-to-day problems

TEACHERS AND SUPERVISORS OF THE NFE PROGRAMME 33

Training Programme to be Organized Jointly by Conveners

The Chitrakut seminar on non-formal education held from 15 to 20 February, 1981 had recommended that "the NCERT should ensure that all workers involved in the NFE programme and activities were adequately trained". It suggested that training/ orientation programmes may be organized for the following groups:

— senior policy makers, curriculum developers, researchers engaged in non- formal education activities and persons incharge of non-formal education projects;

— resource persons who train teachers and Supervisors of non-formal education; and

— village-level workers, Supervisors and other staff involved in the project. The seminar also felt that the NCERT should ensure that workers at various

levels are made aware of the practical difficulties of the centres, the needs, aspirations and resources of the local communities (by staying there for tome time), and the quality of the programme by its relevance to local needs and conditions.

The seminar suggested that orientation training programmes should be accom­panied by training in the production of materials which would be local-specific, need- based and relevant. In subsequent training programmes, therefore, the production of supplementary reading materials, local-specific materials and need-based and evalu­ation material became essential components of the NFE activity. The visual aids were also prepared in the workshops that were organized later.

The objectives and schedule followed in the Seven Day training-cum-production programme is indicated below:

Objectives1. To acquaint the centre teachers and Supervisors with their responsibili­

ties.2. To discuss how to make use of the literature available at the NFE Centre.3. To acquaint the trainees with the methods of teaching language, mathe­

matics, environmental studies and socially useful productive work.4. To discuss the centent of the teaching subjects units/chapters and

identification of gaps-lesson to be written as per need.5. To get the lessons written by trainees and language, mathematics,

environmental studies and socially useful productive work.6. To acquaint the trainees with different methods of evaluation and usefulness

of continuous evaluation.7. To acquaint the trainees with the NFE centres being run and UNICEF

aided Projects 3 to 5 (DACEP and CAPE).8. To study the working of NFE Centres—visits to be made by participants.

3 4 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Daily Programme

Date First Session Second Session Night Session9 a.m. to 2 p.m. to 8 p.m. to12 p.m. 5 p.m. 10 p.m.

1 2 3 4

1st day Registration and inauguration.

Progress of the non- formal education programmes at block level problems and iheir solutions.

2nd day

3rd day

Introduction to non-formal education, its need and charac­teristics of non-formal educationDiscussion ou NFE programme being run under UNICEF-assisted projects 3 and 5. Observation visits of NFE centres being run under UNICEF projects already made by participants if any. Discussions on the materials and methodology. Discussion on the role of the non-formal education teacher and the Field Supervisor.

How to do supervision during office time.

Progress of the non-formal education programme in another block-problems and remedies.

Field visit for excursion— preparation for discussion

Visits to Non-formal Education Centres being run by States.

Discussion on the coordination among various agencies involved in community development.

How to keep the record of ;he progress of NFE centre

Culturalprogrammes

Improvement in the progress report.

4th day

Community participation

Language Teaching Use of supplementary reading material.

Arrangement of grouping of children and their seating arrangement.

Preparation of lesson plans under the guidance of resource persons.

Cultural programme.

Finalization of lesson plans.

TEACHERS AND SUPERVISORS OF THE NFE PROGRAMME 35

1 2 3 4

Selection of some of the activities from the curriculum which can be organized at the centres within the limited resources.

Teaching methods and evaluation.

which can be organized of resource persons, at the Non-formal Education Centres within the limited resources.

Use of supplementary reading materials;

To develop the written and oral questions based on the environment of the child. .

Teaching method and evaluation.

5th day Teaching o f Mathematics Some activities from the curriculum

Preparation of lesson Finalization ofplans under the guidance lesson plans.

6th day Organization, develop- Need for healthment and progress of and nutritionnon-formal Education education.Centres of the Stale, and community participation.

Finalization of lesson plans.

Use of local resources To prepare lessonin classroom teaching. plans on health.

To impart knowledge of science and social sciences through the environment.

Discussion on the teaching of socially useful productive work.

7th day Report Report and valedictory.

3 6 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Special Training Programme

The Field Supervisors and'teachers of the NFE Centres were given training in making puppets and in the use of puppetry for teaching language, mathematics, science and social science in a National Integration Camp held at Chandigarh from 3-11 November 1980. On their return from the camp, the Field Supervisors and centre teachers organized the training courses for their colleagues in making puppets from locally available cheap materials and in using them for teaching different subjects and topics.

Training the Craft/Vocation

Craft/vocation has been given importance in the NFE curriculum. Efforts were made for introducing it in selected centres. In some centres, like these in Jaipur, Calcutta, Hyderabad, Dawagadi (Orissa), and Multai (Madhya Pradesh), opportunity was given to students to participate in craft work.

A child used to choose an activity according to his interest and the materials available easily in the locality. At the NFE Centres run by the Field Office, Calcutta, for instance, the following crafts were adopted:

— Mat-making from coconut and palm leaves.— Rope-making from dried banana leaves and palm leaves.— Rope-making from the fibre of palm leaves.— Fan-making from coconut and palm leaves.— Toys and fan-making from thread, cloth and paddy straw.— Broom-making from cocount and palm leaves.— Net-making from thread and waste material.— Tiles and brick-making. 1— Bag-making from jute.— Basket-making from bamboo.At the centres in Ahmedabad, book-binding was introduced. Bamboo material

at Barhu (Bihar), doll-making at Pichouria (Bihar), net-making at Ichapur (Bihar) fan- making at upper Konke (Bihar), agarbathi-making at Duntor Talligowoh and Addi (Bangalore) mat-making, cup-making and plate-making from green sal leaves in Danagadi (Bhubaneswar) were some of the other crafts pursued at the NFE Centres.

A five-day training programme was organized in Basi block in Jaipur for training teachers of NFE Centres in crafts. The objectives were:

— To acquaint teachers with the objectives of craft education in NFE.— To provide an opportunity to teachers to get acquainted with some crafts.— To help the centre teachers to prepare items from locally available material.— To make articles for use in the centres.During training, the teachers were acquainted with the methods of self-

instructional cards. They were given theoretical knowledge about the preparation of Tomato and Amla and asked to prepare various items like tomato ketchup, tomato chatni, tomato squash, drying technique of tomato, amla jam, carrot pickles, lemon

TEACHERS AND SUPERVISORS OF THE NFE PROGRAMME 37

squash, etc. In addition, training was given in the preparation of washing powder for cleaning urinal and black and white powder for cleaning teeth.

Opinions about Training Programmes

Opinions were invited on different aspects of the training scheme envisaged in the NFE programme. Most of the opinions expressed by the participants pertained to the training and orientation of the centre teachers regarding NFE. The participants opined that they should be properly trained for a considerable period before the programme is launched (pre-service training) and training/orientation programmes in between should be for three weeks instead of one i.e., they should be of a longer duration and that such training should be organized at the regional and national levels.

Teachers of NFE Centres were trained by organizing two orientation program­mes, one in the beginning of the project and the other later in the year. Many of the trained centre-teachers left the project to join other jobs. In their place, new hands had to be recruited for whom no training course could be organized.

Further, in their opinion, the centre teachers emphasized the initial pre-training programme, that the training programmes be organized at the headquarters level, that they need training in techniques and methodology of teaching as well as use of the NFE materials developed centrally and supplied to them for use at the centres, that the RCEs are better suited for such training and orientation programmes due to better facilities and resources, and it would be better if such programmes are conducted jointly, that there should be fixed schedules for holding such training programmes, (three such training camps had been organized). Some centre teachers were of the opinion that the training course/programmes/orientation have been adequate, well organized and had been conducted once a month by the Convenors or Assistant Convenors.

B . T h e R e l d S u p e r v is o r s

A Supervisor is expected to be the link between the centre-teachers and the convenor of the NFE programme. He is drawn from the community in order to ensure better coordination among the learners, parents and community on one hand and the centre- teacher and the Convenor on the other. It was felt that, being a person from the community, a Supervisor would have better understanding of the social problems of the community and the capacity to gain people’s confidence by helping them in various ways. He/she is also expected to have understanding of the teaching-learning process, the skill to communicate with the people of the community and the capability to assist the NFE Centres in organizing various activities.

Selection and Appointment „

One Field Supervisor is appointed for a cluster of 10 NFE Centres. Graduation was proposed as the minimum educational qualification for a Supervisor. He was paid

3 8 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Rs. 350 per month and Rs. 30 p.m., as travelling allowance. In most of the case, he was drawn from one of the villages in the block and was selected in consultation with the local people and the local State level educational authorities by a properly constituted selection committee. He knew the language and dialect of the area.A Field Supervisor is supposed to perform the following duties: .

— to coordinate the activities of all the centre teachers;— to help in the enrolment of children in NFE Centres;— to keep the Convenor informed of the progress and problems of the centres;— to maintain contact with the local community so as to identify their needs

and specific problems and also to locate and mobilize the locally available resources which can be adequately utilized in the effective functioning of the centres;

— to help in solving the day-to-day problems of the centre teachers; and— to undertake teaching at the NFE Centres when the NFE teacher is not

available or is on leave.Twenty-three Supervisors were appointed for 228 centres set up by the RCEs

and the FAOs. All the Supervisors were males. The centres in Jammu and Kashmir (FAO, J and K) were run under the direct control of the Conveners. The distribution of twenty-three Supervisors in respect of educational qualification was as follows:

Trained post-graduate 1Post-graduate 5Trained graduate 2Untrained graudate 12Intermediate/SSC passed 2

23

The teaching experience of the Supervisors ranged from 0 to 35 years.

Training/Orientation of Supervisors

Supervisors were trained alongwith the centre teachers of the NFE Centres. A sepa­rate training programme, though envisaged in the scheme, could not be organized.

Findings

The opinions on supervision of NFE Centres given by the Conveners and Supervisors of the experimental project included the evaluation of the supervision programme, its frequency, problems and difficulties faced in the supervision of the centres and suggestions to improve the same. Information received indicated that on the whole, supervision of the NFE Centres was effective.

Regarding frequency of the supervision, some preferred once a fortnight, some once a month and a few preferred as and when demanded.

AND SUPERVISORS OF THE NFE PROGRAMME 39

From the opinions of the Supervisors, it is gathered that several problems have encountered by them. A majority of them opined that effective supervision would

undertaken due to inadequate staff. This obstacle was followed by non- jKSyftilability of official conveyance and travelling facilities. Some Supervisors expressed jPwrttir difficulties in understanding local dialccts, hence, supervision could not be Isffective. Besides, non-availability of boarding and lodging facilities in the villages

and the distance/remoteness of the centres from the residence of the Field Supervisor ■fcsed some problems.

C h a p t e r IV

INSTRUCTIONAL MATERIALS FOR THE NFE PROGRAMME

While the RCEs and FAOs were making preparations to establish NFE Centres in different socio-economic and geographical regions of the country, the NFE Group at the NCERT was entrusted with the development of instructional materials and procedures. The exercise was taken up during July - December, 1978, in collaboration with Literacy House, Lucknow, with the help of experts drawn from RCEs, FAOs, State Institutes of Education and Universities. After the finalization of the plan of work at the first meeting held in July, 1978, the first workshop was held at Literacy House from 23 to 29, August 1978, for the purpose of development of the curriculum for Non-formal Education Centres. Two more workshops were organized at RCE,Bhopal, from 21 to 27, September 1978, and at RCE, Ajmer, from 24 to 30, September1978. Hindi primers for rural children and mathematics books were prepared in the workshop held at RCE, Ajmer, while the primers for tribal and urban children were prepared during the workshop held at RCE, Bhopal. All these materials were finalized at the meeting held at Literacy House, Lucknow, from 17 to 28, October 1978. The development, of the non-formal education curriculum represented the starting point and, therefore, provided the basis for all activities regarding the preparation of the conceptual and instructional materials lor non-formal education. It was also supported by the experience in the field. While preparing the instructional materials, three points were taken into consideration which included:

(i) The need for getting materials prepared at the appropriate local level keeping their needs and requirements in view so that they could be needbased and in tune with the aspirations of the local people,

INSTRUCTIONAL MATERIALS FOR THE NFE PROGRAMME 41

(ii) The need for preparing materials which elaborate the concepts and needs of non-formal education; and finally,

(iii) The need to adopt a variety of approaches for preparation of the mate­rials i.e. flexibility in approach.

'Material Prepared at Various Levels

The following paragraphs indicate details of the materials prepared under the programme: .

(i) Local/Village I Block: The personnel at this level are mainly concerned with the implementation of the programme. It was felt that the involvement of these people in material production would be useful. The material produced at this level was local specific and included training material and also materials related to teaching about the environment. These materials were prepared in training-cum-production workshops- organized at the block level.

(ii) RCEs/FAOs: The RCEs and FAOs played an important role in material preparation. Besides preparing local-specific materials, they collaborated with different state agencies like the SIEs/SCERT. The materials prepared at this level included the conceptual, audio-visual, training and instruc­tional materials meant for a particular region/ state.

(iii) Central Level. The NFE Group at the NCERT level took the initiative to get the materials prepared in six languages viz. Hindi, Urdu, Bengali, Oriya, Telugu and Assamese. Conceptual materials as well as instructional materials were prepared in various programmes organized for the orien­tation of resource persons from the RCEs, FAOs and States.

Conceptual and Training Material

(i) Conceptual Material: The material which is helpful in understanding theconcept, nature and scope of non-formal education or deals with different aspects of it is included in this category. •

(ii) Training Material for the Guidance o f Teachers: This comprises of two types of material— one which has been prepared alongwith the instruc­tional material to be taught in the classroom, e.g., the instructors’ guide and teachers’ guide and the other which has been prepared for training of teachers, Supervisors and other NFE functionaries, e.g. the training manual.

(iii) Instructional Material for Teaching at the Centres: This includes the curriculum, primers and readers, supplementary reading materials, pre­primer and post-primer materials, mathematics books and the material for environment and science education.

(iv) Evaluation Material: The evaluation of the programme is as important as its implementation. In the case of non-formal education, the Regional

4 2 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

College of Education, Bhopal, has prepared tools for evaluating the achievement of children enrolled at various stages in the NFE Centres.

(v) Supplementary Material to be Used at the Centres: This comprises all the material which can be used at the centres to supplement the instructional material. It provides functional motivation for practice in literacy and numeracy.

(vi) Specialised Material. This category includes local-specific material, environmental vocational material and other such material which is relevant to a particular region.

(vii) Reading Material which is to be Read by Children at Home: The material available in the market was reviewed in the workshop held in Chitrakut from 25-28 February, 1980. A bibliography of good reading materials on different aspects of non-formal education was prepared.

. (viii) Teaching Aids: Teaching aids including visual and audio-visual aids to­wards effective teaching in the centres were also developed e.g. charts and models, puppets and toys, slides and film strips, etc.

(ix) Reports: Some IlCEs and FAOs of the NCERT have brought out annualreports which provide detailed information about the programme. Other documents which are informative in nature have also been included in this category.

Approaches Adopted for Material Preparation

In different cases and in different situations, various strategies were adopted for preparing the same type of material. Broadly speaking, the strategies adopted for pre­paring the material were varied and are as follows:

(a) one of the strategies adopted for preparing the instructional materials was to develop these through workshops in collaboration with other agencies working in the area of non-formal education. The programme of preparing the instructional materials generally -included the following steps:

— Preparing the plan of the manuscript.— Distributing the work to different experts.— Discussing and finalizing ihe text prepared by the experts.— Preparing the pedagogic materials on the text, including exercises, etc.The utility of material development through workshops is that the contribution

of a large group of experts and persons operating in the field is maximized. Secondly, ihe possibility of individual bias creeping into the materials is minimized. Thirdly, the interaction among different members:of the group results in new ideas. Three tasks were accomplished through this strategy. First, a meeting was held at Literacy House, Lucknow, from 23-29 August, 1978, in collaboration with the NCERT and Literacy House with a view to preparing the outline of the programme and curriculum. Secondly, questionnaires for authors for preparing these materials regarding the method and the content of the material were also prepared. Thirdly, teachers were oriented in preparing these instructional materials. In order to accomplish the tasks, workshops were organized at both the NCERT and at the State level. The first step was to produce

INSTRUCTIONAL MATERIALS FOR THh NFE3 PROGRAMME 4 3

sample material.Initially, the materials were prepared through workshops which helped in training

and providing the experience to authors, who are likely to be commissioned in future for preparing the material. Local-specific material was prepared in the orientation- cum-production workshops organized by the FAOs and the RCEs. Participants were teachers and supervisors of the centres. Experts were invited, who provided guidance to them for developing the material. The products of these workshops were cyclostyled/ printed and used at the NFE C e n tre s .

A bibliography of material prepared under the programme is given in Appendix-8. Broadly speaking, the material is of the following categories which have been de­scribed briefly.

(i) Conceptual Material: The conceptual material prepared for non-forma! education has n wide range. It ranges from training of worker’s (job- oriented model for training of teachers) to non-formal education as an instrument for rural development and social transformation, etc. This material covers different aspects of the programme and has been helpful in identifying various problems related with it. Since non-formal education for the children in the age group 6-14 or 9-14 is a deviation from the existing formal system, comparative studies of the two with regard to the management of approach have also been made.

(ii) Training Material for the Guidance o f Teachers(a) Training Manual: Hie training manual for non-formal educalion

fuctionaries prepared by the NFE Group has suggested two programmes a six-day training programme for the State level experts and a 15- day programme for non-formal education teachers and supervisors. The manual gives in brief information about the scheme, lhe instructional material and the instructional strategies. It also gives certain suggestions about the organization of (he programme, includ­ing a daily programme, the criteria for selecting participants and the sources for collecting additional information. It has been translated into English, Urdu, Bengali. Oriya and Assamese. A comprehensive training manual was planned by the RCE, Bhubaneswar. The RCEs and FAOs of the NCERT organized training-cum-production work­shops at their own levels. These workshops adopted different approaches to train teachers and supervisors.

(b) Teachers' Guide: The teachers’ guide I was prepared originally in Hindi. It has been translated into English, Urdu, Bengali, Oriya and Assamese also. The guide has two sections : the first consists of an introduction to the scheme and suggestions for organizing NFE centres; and in the second section. 18 topics have been discussed. The content and method of teaching have been integrated in the presentation of these topics. The fifth chapter of the guide is on evaluation. The teachers’ Guide will be helpful to teachers whenever

4 4 NC'ERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

they want to consult it.(c) Primer Guides: Primer guides are meant to provide guidance to

primary school teachers with regard to teaching of primers. Primers include the material for literacy and numeracy. Both these guides provide suggestions regarding the methodology of teaching literacy and numeracy. The field office, Kerala, has also prepared guidelines for teaching at NFE Centres in the local language, which is a good attempt.

Instructional Materials

Instructional materials prepared for the non-formal education programme range frommaterials of general use lo local-specific materials. They can be classified as follows:(i) Curriculum: Two main criteria for the development of the curriculum for non-

formal education were its linkage with formal education and the functionality of the curriculum from the point of view of improvement in the quality of life. In order to fulfil the first criterion, curricula prescribed for the primary stage of education in different States were analysed and a common base was identified in terms of objectives, contents, instructional methodology and evaluation. To make the curriculum functional, it was made need and problem based. For this purpose, a problem was defined as the result of the interaction betweer individual needs and social values in an atmosphere created by an interaction between physical and social environment. Therefore, the emphasis in the non-formal education programme was on socio-economic and climatic regions such as tribal, rural, urban, hilly, desert, sea coast, etc., rather than on the administrative units.

Problems and needs provide the content of the non-formal education cur­riculum. These are related to several aspects of life such as health, vocation, family, citizenship, culture, society, physical environment e j . The non-formal education curriculum specifies several problems and needs but it is not an exhaustive one. Secondly, it includes the common needs and problems and also those which arc specific to different socio-cultural and economic groups residing in different climatic regions. The non-formal education curriculum, unlike that of the formal system, adopts an integrated approach. It does not prescribe the course in languages, social sciences, humanities and natural sciences separately. Problems have been elaborated in such a way that we require the help of various content areas in order to identify, understand, analyse and find out their solutions.

(ii) Primers and Readers: Primers and readers have been prepared for specific groups of children. Separate primers and readers have been prepared for rural boys, rural girls, urban children and tribal children. In Urdu, separate readers have been prepared for Jammu and Kashmir (boys and girls) because the needs and problems of these two sets of children are different. The purpose of preparing this material was to concentrate on the life styles and the needs and problems of these specific groups. The subject matter, as well as illustrations, used in each book are in accordance with the life of the children they are meant for.

INSTRUCTIONAL MATERIALS FOR THE NFE PROGRAMME. 4 5

It is a matter of satisfaction that the Bihar Government has printed all the materials prepared by the NCERT in Hindi which ip.cludes Teachers’ Guide. Curriculum, Training Manual, Mathematics Book-I and “Hum Bhi Padangen” and the guide for “ Hum Bhi Padengen” for mass use. The Government of Andhra Pradesh has published all the three Telugu Readers prepared by the NCERT, besides other books of their own. The Government of Assam has adopted the primer “Siku Aha” prepared by the NCERT.

Besides the above mentioned materials, the FAO, Kerala, has prepared the non-formal education framework for classes I V (Malayalam). Lesson units are under preparatjon.

(iii) Mathematics Books: The two books on mathematics in Hindi arc Vyavahank Ganit and Mathematics II. Ganit Gyan is the other book on mathematics which has been prepared by the FAO, Bhopal, for the non-formal education students of Multai block in district, Bctul (M.P.). In Telugu. three books have been prepared on Mathematics for three stages.

(iv) Pre-primer and Post-primer Materials: Two other types of materials wereprepared for the children enrolled at the NFE Centres. The pre-primer Tiiateria!is meant for building the link between the home language o ' dialed of the children and that of the primer and. thus, helps preparing them for reauir.g the primer. The post-primer materia! is meant for those children who have com­pleted the reading of the primers and need some more materia' to read. The RCE, Bhubaneswar, has prepared local-specific and skill-based post-prv.ner learning material in Bangali for the learners of the NFE centres of Weal bcagal.

(v) Evaluation Material: The work in this area has just been start?" The RCE,Bhopal, and RCE, Ajmer, have prepared tools for the evahim oil of theachievement of students of the NFE centres, The. prqjed “development of tools and techniques to find out equivalence between the achievement c f the students of the NFE Centres and those in formal schools’* is being conducted by the RCE, Bhopal.

(vi) Supplementary Reading Material: In this category , only one FAO i.e.. Madras, has prepared supplementary reading materials in Tamil.

(vii) Specialized Material: This material includes local-specific material, scienceeducation material and also Inc material related to the environment. This includes the following : .(a) Local-Specific material: Preparation of the local-specific materia! which

forms an integral pan of the non-formal education programme has been emphasized. In this category, some local specific material has been developed. The material regarding local traditions and beliefs and also village life and culture has been developed by the FAO, Bhopal. The RCE, Bhopal, has developed material about the State of Maharashtra and its people in collaboration with the SIE, Pune. They nave also developed materials for the NFE Centres of the agricultural and forest areas of Vidharbha. For the State of Madhya Pradesh also local specific material

4 6 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

has been developed. This helps children in identifying with the present programme and make them more interested in it, besides giving information- about the local situation.

(b) Environmental and Science Education : The FAO, Kerala, has prepared some material for environmental education in Malayalam.Supplementary Reading Material : As has been mentioned earlier in this chapter, about 300 books in Hindi and Urdu available in the market were purchased and reviewed from the view-point of theme, format in relation to formal education, level, total number of pages, price, publisher, etc.

The FAOs in Andhra Pradesh, Orissa, Assam and West Bengal were also asked to purchase the relevant books in the respective languages. All these books have a bearing on one or other aspect of non-formal education. They may have proved to be good reading material for students enrolled in these centres. This material is of three types:

(i) Some materials are useful for those involved in the preparation of learningmaterials because they give authentic, relevant and rich information about the subject. -

(ii) Some materials are helpful to the teachers of the centres in understand­ing the subject.

(iii) The majority of books are in the form of rhymes or short stories or po» ms which children find interesting to read.

(viii) Teaching Aids : A variety of audio-visual aids have been prepared. An important consideration in the preparation of audio-visual aids was that they should not be very expensive, charts and maps, dolls and educational toys, puppets, film strips, models for wall clocks, etc. were prepared for use in the NFE Centres. Indigenous materials like palm leaves, sal leaves, seeds, jute, grain, sticks and flowers were used for preparing the audio-visual materials. Readi jg material e.g. flashcards, sentence cards, word building games, pictorial compositions, etc. have also been prepared.

(ix) Reports: With a view to having consolidated information at one place, a directoryof the NFE Centers established by the NCERT has been prepared. It gives in­formation about the name of the convener, name of the block with postal address. Field Supervisor, name of the centre with complete address, the month and year of establishment, total number of children, SC and ST, boys/girls, names of the teachers with complete address, age, qualifications/experience, names of the persons contributing to the centres or members of local committee. All the RCEs and FAOs have brought out their annual reports where in different aspects of this programme have been dealt with. They present a complete picture of this programme as am by them. -

C i !,\] ' i i :r V

INSTRUCTIONAL PROGRAMME

T h is chap te r tloals with ihe general m ethodology o f teaching and the specific m e tho ds em p lo yed for the teaching o f literacy, numeracy, craft, socially useful p roduct ive w ork and o ther subjects at NFE Centres. The m ethodo logy lo r collec ting in form ation re ­gard ing the inslruclional programme has been expla ined in the first chap te r o f the report. The N FE Centres generally function for 2-3 hours each day: the actual t im ings depend upon the local situation, climatic conditions , vocational pursuits and need v a r i­ations. It is difficult lo genera l i /e about the instructional hours and the instructional p rog ram m e because there is a variety o f t ime-tables and instructional p rogram m es. S om e cen tres are run in lhe morning, som e at noon and som e in the even ing , d epen d in g upon the availability of. and suitability for the children . T he lim ing is a lso based on the availability o f the primary school build ing. O therw ise , they are held in v i l ­lage halls, panchayalghars . village temples o r m osques or houses o f som e local persons o r halls specifically constructed by the locality for non-fo rm al educa t ion . T he o rg a n i ­zation o f the N FE C entres during the day did not require any a rran gem en t for lighting. A lthough morning hours usually pul a few working children to d isadvan tage , it appears , that they managed lo attend the centres on most o f the days before g o ing for their dom estic work or oilier occupations. The cen tres fo llow ed a few routine practices as part o f the total instructional programme.T hese included: .

— Prayer and singing of National Anthem-- C leaning lhe centre/salai work— Reading and writing work/recitation-- News-cut ling/news-reading-- Playing local games and singing— Craft and SIJPW . "

In most o f the cases 45 to 60 minutes each were devoted to literacy and numeracy.

4 8 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

The instructional programme and the instructional materials used at the NFE Centres were also of a wide variety. However, it is very difficult to generalize. Materials meant for the formal scheme as well as local-specific and need-based materials were also used. Teachers were also trained to prepare instructional materials to be used at the centres.

While there was a more or less uniform pattern of financing the activities of the centres, some of them managed to get extra facilities from other projects. For example, five centres run by the Field Office, Rajasthan, by being included in the NCERT’s radio-pilot project were equipped with tape-recorders, picture-cards, word- cards for learning Hindi and other guide materials meant for teachers and students.

General Methodology

An analysis of the views obtained through questionnaires, the reports received from the conveners, the formal and informal discussions with the field functionaries and visits to centres revealed that the teaching methods generally included various techniques, such as story-telling, play-way method, oral dictation, supervised study, field trips, craft-ccntred teaching, learning by doing, production activities, etc. Dem­onstration of organizing socially useful productive work and craft work was given to develop the desired competency in the students for carrying out these activities. The information which emerges from the responses received in regard to the instructional methodologies used, is described in the following paragraphs.

Story Telling: Eleven Conveners have reported the use of this method. The content of the stories is drawn from epics and history, fables and folktales, lives and legends of important social workers, important events and day-to-day life situations etc. Stories selected from ancient mythology, such as the Ramayana and the Mahabharata, according to the conveners, have more appeal. The purpose of the story telling method, as the conveners indicated, was to develop moral in the pupils, to develop an interest in the cultural heritage and understand the glorious past. Students were exposed to various facts of the cultural heritage of the country. However, some of the Conveners have reported the use of charts, pictures as aids for narrating the Stories effectively.

Play-way: The use of the play-way method has been reported by seven Conveners. The utility of the play-way method, the conveners felt, was to provide instruction through joyful activities. This was also a useful method whereby social relations were developed because of the interaction among the students. Dramas selected from epics, such as the Ramayana and the Mahabharata were most appealing. The play-way method was being used effectively in communicating mathematical skills, such as addition, subtraction, multiplication and division.

INSTRUCTION Al. I’KOtiRAMMI: 4 9

O ra l D ictation and Composition'. (July live C onvenors have reported the use o f this m e th od . T h e text for dictation was taken from ihe lexl-books. crea t ive stories and the narra tive descriptions of festivals and fairs. C hildren were later asked to add so m e m o re sen tences to the composit ion. It was specially useful w hen the s tudents w ere still learning the a lphabets , w ords/sentences . T he method was used to deve lop belter lis tening and com prehension habits and a lso to encourage Ihe habit o f writing.

Sup ervized Stitdy-Teclini(/i<e: The use o f this technique has been m en t ioned by three C o nv eners . The C onveners have reported that hom e work w as g iven to the pupils w hich w as personally checked by the teacher. During leaching, the teachers asked so m e q uest ions on Ihe topics taught in the class. Learners in Ihe higher group superv ise the learners in the lower group.

F ie ld Trip .s iP ic iiics, etc: Eight C onveners have m entioned Ihe use o f this m ethod. T he cen tre teachers with the help o f the field superv isors and local people o rgan ized field tr ips also. The organization o f gam es , spo ils and cultural activit ies and c o m ­peti t ions has been reported. Children o f the N FE C entres w ere taken to r iver banks, ports , gardens , nearby historical places, cen tres o f cottage and heavy industries, m u seu m s , exhibitions, melas, festivals and cultural p rogram m es. T hese excurs ions , p icn ics and field trips were followed by d iscussions. T h is m ethod has been repor ted to be the most effective method for en v irom en ta l educat ion . T h rou gh field trips, s tudents w ere given practical experience o f agricultural activit ies such as garden ing , transp lan ta tion , method o f using ag io ch em ica ls for crops , and o f vil lage c ra f t-w ork , factories, banks, post-offices and hospital.

C ra ft and Work Centred Teehnii/ite: Eight C on ven ers have reported the use o f this technique. With this technique, teaching o f crafts such as making o f fans, enve lopes , ropes , b ricks and tiles have been reported. T he local craft was g iven priority . An am o un t o f Rs. 2.000 was provided in the sch em e for the purchase o f raw m ater ia ls required for the cralt/vocation. A ccording to the C o n v en e rs d em ons tra t ions w ere held by co m m u n ity m em bers at some centres.

Le a rn in g by Doing: Four Conveners have sent their v iew s on this technique . A m ajority o f them acquired this technique and have reported the activ it ies pe rfo rm ed for the socially useful productive w ork (S U P W ). O ne C onvener , how ever , has m en tioned the use o f this technique for leaching science.

Dem onstration: T w o C onveners have reported the use o f the dem ons tra t ion techn ique at the N F E Centres . Model demonstra t ion lessons in different sub jec ts were o rgan ized by the C onveners , by o ther staff m em b ers o f the group and by the off icers o f the Slate E duca tion Departm ent and teacher educators . Beside these, the teachers o f the N F E C en tres also organized demonstra t ion lessons for their colleagues.

5 0 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Observation: Two Conveners have reported the use of this technique for teaching science.

Group Discussion: Four Conveners reported the use of this technique. Students were generally divided into different groups from time to time to discuss various topics among themselves.

Library: A provision of Rs. 1500 for 10 centres in a block was made for the pur­chase of books of general interest to children, teachers and also parents. Out of 21 Conveners, only four purchased books for the library. The list of books purchased by the Field Office, Rajasthan, has been appended to indicate the nature of the books purchased. (Appendix-9).

Specific Methods: Besides the general method of teaching, specific methods were also adopted at the NFE Centres for teaching of literacy, numeracy, environmental studies and craft. A brief description of the methods is given in the following pages.

Literacy: As revealed from the analysis of the data, the objectives of the literacy component of the NFE Centres ranged from acquainting learners with the alphabets of the language of the region to such language skills as listening, speaking, reading and writing. In the later case,- effort was made to make the students reach the competence level of Class V. To achieve this, books such as Siku Aha, Amio Siku, Sri Rama Telugue- Vaehkaun, Sri Ram Telugue (Book I), Sri Ram Telugue (Book II), Ram Telugue (Book III), Ham Bhi Padhenge, Pahli Kiran, Teesari Kiran, Dusari Kiran, Hindi Dusari Pustak, Hindi Teesari Pustak, Bal Bharati (Part I), Bal Bharati (Part II), Bal Bharati (Part III), Sahayak Vachan, Akshar Gyan (Part I), Akshar Sikshaa (Part I,II,III) Mo Sahitya (IV Class), Mo Sahitya (Class III), Bal Bharati (Part I to V), Bal Bharati Marathi (Part 1-1V),Tamil (Part I to III) were used for teaching at the centres. Some of these books are based on the alphabet method, while others are based on the work and sentence methods. They include those specially prepared for the non-formal education programme and also those which are being taught in formal schools. Specific instructional materials were also prepared which included reading cards for introduction and practice of words and letters and name cards for every learner. Each learner bore the name card while attending the Non-Formal Education Centre, which gave him a feeling of recognition.

Several comments of different types were received from the NFE Centres regarding books. For example, some NFE Centres (Gujarat) have stated that “books prepared by SIE, Gujarat on literacy are being used, and these are supplemented by the special instruction material/programme prepared by the FAO, and emphasis is put on the development of functional literacy. All the possible work is being done for literacy through NFE Centers”. As most of the children are illiterate in these centres, the Field Workers acquaint them with the alphabets of the language of the region. Instructional material for imparting literacy such as “books selected from the Adult

INSTKUTIONAt. I’i« KiKA.Vl.Vll- 51

E d u ca l io n Centres . hooks selected from (lie formal scho o ls ' curr icu lum and ins lruc­lional materia ls prcp;uctl by lhe vil lage level w o rk e rs " (N F E Centre teachers) arc being used. C om p o nen ts o f language leaching such as listening, speak ing , reading and w ril ing were taught through books such as P a lic li. D iisa ri and Tcc.sri K ira n , Hum B h i P a d licn x i', Aoo P urlieu. G rasp ing the main points o f lhe siorics, poem s, en joy ing l istening lo pcoms. stories and play w ere also stressed. Try ing lo speak correc tly and c lear ly , expressing thoughts , reading hand wril ien materials , wriling legibly and co rrec tly were kept in view while im parl ing literacy.

N u m i'ra iy : Num eracy was taughi in relation lo day-lo day life and household accounts lo be m ain ta ined by the students. T he course in n um eracy ranged from teaching n u m b ers and four fundam enta l opera t ions in A rithm alics lo lhe sy l labus o f c lass V in the States. This was done with the help o f " n u m b e r c a rd s ’’ and by wril ing out accou n ts in iheir no tebooks on the basis o f lhe information given by them . Books being used for m athem atics teaching w ere m a th em at ic s Prim ers , (ia u ita (c lass IV), (ia iiira (class V). (n m ih i (Part III) Itm kti po ise H iso b o , Mo (ia n in i (class III), Mo (Um ita (class IV), Anka H ah (class IV & V). M aggi puslaka (m ult ip l ica tion tables). M a th em at ic s , (lanira (Part 111). M athem atics c lass 1, M athem at ics c lass II, Adlum ika G u niiti S ikslm . Teachers H andbook for m aths for c lasses I. II, 111.

Tlte observations o f the C o nveners reflect the a im s and m ethodo logy o f leaching m athem at ics . A ccord ing to them , lhe cen tre teachers are asked lo pay m ore a ttention lo the leach ing o f m athem atics , lo em phas ize co un lm g o f num bers uplo 100. a dd ing tw o o r m ore num bers , subtracting one nu m b er from ano ther and m ultip ly ing a n u m b er by another . T im e sense is developed through praclical ex perience regard ing the tim ings o f the N F E Centre . T hus , local-specific si tua t ions are used lo deve lop m athem at ica l abil ity am o n g children. T hey op ined that w hile lhe practice o f add it ion , sub trac tion , m ultip lica tion and d iv is ion are given lo the adv anced s tudcnls , p ractice in reading and w rit ing o f num bers (digits) in the conce rn ed language is taught lo the beginners . T h e cen tre teachers also acquaint them wiili n u m b ers in m athem at ics and the ir uses with the help o f books followed in lhe first and second standards o f formal schools. B esides books seleclcd from the Adull Educalion C en tres , books for ch ild ren o f the formal schools were also used. Il has a lso been staled by som e C o n v en e rs that ins tructional materials prepared under the gu idance o f the British C ouncil to leach num eracy and inslruclional m ateria ls p repared by the vil lage level w orkers w ere also being used at som e N F E Centres . R ecita tion w as used for practising m athem at ica l skills in a lm ost all the centres. T each ing w as done in a graded m anner . C hild ren w ho m astered num erals uplo 100 were g iven s im ple su m s to work out in the class. R outine techniques o f leaching m athem at ics w ere used al all the cen tres fo r inculca ting m athem atica l skills such as counting num bers uplo 100. add ing two or m ore nu m b ers , sub trac tion and multiplication.

K n v i m n m e n t a l S t u di es ( N a t u r a l S c i e nc es a n d S o c i a l Sc ie nc es )

A s d iscussed in the earlier chap te rs N C E R T has developed a curr icu lum based on

52 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

environmental problems and practices. Among others, some of the topics which are dealt with, are growing more trees, animal husbandry, recycling of waste, eradication of superstitions, family welfare, population education, environmental and personal hygiene. Some of these topics have been dealt with in other books also. Books used for teaching were Soyabeen ki Kheti, Dharati Ugale Sona, Achha Bhojan, Sabjee Ka Raja Alloo, Doctary Padi, Phoolon Ka Raja, Ghar Grahsti Ki Baten, Gharelu Dawaiyan, Achha Bhojan Paricharcha. Apart from routine teaching, science teachers and other capable persons were invited to give model lessons at some centres and to give talks on relevant topics. Social workers, officials of the nearby block and medical officers of the local Primary Health Centres were also invited to give talks on the social environment and other aspects like family welfare, population education, etc.

Craft Teaching — Training at NCERT’s Centres: The need for relating education to productivity has been well realized. The introduction of socially useful productive work (SUPW) in the formal system of education is illustrative of this. In the non- formal education programme, it was a must because the children attending these centres need training in craft/vocation which can help them in raising the standard of their vocation. Introduction of specific craft/vocational education was recommended keeping in view the characteristics of the children attending NFE Centres, their day-to-day activities, the time available to them and the centre teacher, the centre teachers’of competence, availability of raw material, provision of funds, possible utilization of finished products, provision of storage of the raw materials as well as availability of community resources. The question of introduction of craft/vocational education was also examined from the point of view of its introduction as one of the subjects to be taught or as a medium of instruction.

A provision of Rs. 2000 was made for the purchase of raw material. Other things such as equipment, etc. were to be arranged by the community depending upon how resourceful the functionaries were. Introduction of the craft/vocation was tried out by the FAOs, Gauhati, Ahmedabad, Patna, Bangalore, Madras, Calcutta, Jaipur and Mysore. Mat-making from coconut and palm leaves, rope-making from banana and palm leaves and jule, fan-making from plastic bags, carpentry, preparation of tooth-powder and ink were some of the crafts which have been reported.

Comments of the Conveners about Introduction of Craft/Vocations

The Conveners have expressed divergent opinions regarding the introduction of crafts. While some go to the extreme extent of stating that no effort/attempt to introduce crafts at the NFE Centres has been made, some, like West Bengal, have given a long list of crafts introduced at the NFE Centres.

The conveners have initiated various types of craft work at the NFE Centres taking into account the local situations, the needs and availability of cheap raw materials. Some Conveners have expressed the view that due to shortage of storage facilities, craft could not be introduced. However, from the opinions given it can be concluded that craft has been introduced on a moderate scale in some of the NFE Centres either under craft or SUPW.

C h a p t e r VI

BRIEF EVALUATION OF THE NFE PROGRAMME

The objectives of evaluating any programme are as follows:- To measure the extent of success of the programme, i.e. how far the

objectives of the programme have been achieved.- To find out the strengths and weaknesses of the programme.- To identify the implications for the successful implementation of

the programme on a broader scale.In fact, these were the main objectives of evaluating the experimental programme

of non-formal education conducted by the NCERT from July, 1978 to May, 1982. The participants of the programme included children, teachers, officers and members of the society. The success of any educational programme can be measured by evaluating the quality of social interaction among all these sections before and after the educational programme is planned and implemented. Further, evaluation should also take care of the interactions among the officers at different levels. Since an educational programme is meant for improving society, it should help in promoting the interaction among the parents, children and community members responsible for the implementation of the programme.

S o c ia l In f r a c t i o n in t h e NFE Pr o g r a m m e (Participants of the NFE Programme)

A number of criteria can be adopted for evaluating the programme. Firstly, development of children in the cognitive, affective and psychomotor areas; secondly, the development of teachers in terms of these three aspects, their performance and the status acquired by them in society on the basis of their performance; thirdly, the social acceptance of the programme, which may be evaluated on the basis of the awareness that the programme had created in the people who appreciate the programme and recommend its extension to other places also; and finally, the methods

5 4 M ' l i K T ' S ’ I . XI ’I 'KI VII ,.\ I Al . N O V I O K M A I . IT)! X ' A T I O N C K N T K I - S

ami m ateria ls w hich h a w been developed through the experim en ta l p ro g ra m m e , p rov ide another cri ter ia lor evaluation. T h e quali ty and quantity o f the m e th o d s and m ateria ls in respect o f usabili ty and adaptabili ty in the m ass im p lem en ta t io n o f Ihe p ro g ra m m e are the most im portant cri ter ia for evaluating a p rogram m e.

Q u est ionna ire s and interviews were the methods used to collect the data about the experim en ta l p rog ram m e . In all. six quest ionnaires were used to c o l l e d in fo rm at ion about different a sp ec ts of the program m e. The purpose o f the ques t ionna ire s w as to s tudy the level o f a ch iev em en t o f children in their cognit ive, affec tive and p s y c h o m o to r d o m a in , as also the teache rs ' perform ance in respect o f c h i ld re n 's a ch iev em en t and social accep tance o f the p rogram m e, aw aren ess in society, usefu lness o f the p ro g ram m e for ch ild ren , parents and co m m un ity , cost o f the NFE p ro g ram m e and the m e tho ds and m ateria ls deve lope d during the experim en ta l p rogramme.

P u p i l ’ s A c h i e v e m e n t

T h e da ta about the en ro lm en t o f ch ildren w ho attended the centres are ava i lab le fo r 15 S la tes . In all, ft 5 NX ch ild ren were en ro l led al 22K centres in d ifferent States. T h e m im lx 'f u t SC /ST ch ild ren :u lliese e e n u e s was also significant. The fo llow ing table sh o w s the num ber o f S C /S T children attend ing the centre in so m e o f the blocks.

T a b i .i : 6.1

Enrolm ent o f Pupils in N FE C entres

Niimc “f ilw liiih A Yi\ii V ST ( h/Ulii’ii nt Total Tt’hllchil-ilicn

/(1

r ; . h

II<; II

III l\I! r;

1/<

1t;

S C S I i llihl-

rcn

1 3 4 5 6 ' 1 X o to 11 12 13

NanianiHulc Block Karnataka

AprilJan..

I'fNOl ‘)SI

to43 17 31 13 14 12 04 00 00 00 134 4 OS

Narsihyarl i Muck M adhya I’railcsh

AprilJan..

1'INll 1 OS 1

to(i(, 13 47 11 to 00 10 00 16 01 174 280

St. Thom as Mount Block. Tamil #N;ulu

AprilJan..

t w o1‘iSI

to-14 (it) Ml 33 40 23 00 00 ()() 00 237 367

Multai Block. M adhya Pl.ulc'll

AprilJan..

IW!II'IXI

to( « 05 11 11 04 02 01 00 05 03 051 340

ligra II Block. West Bengal

AprilJan..

1VNO 1OX1

ID4(1 5(i 33 31 37 17 0.S 12 (10 00 234 301

BRIEF EVALUATION OF THE NFE PROGRAMME 55

1 3 4 5 6 7 8 9 10 11 12 13

Tamulpur Distt. Block, Kamrup

AprilJan.,

1980J981

to10 47 03 20 00 10 00 07 00 00 097 195

Assa m

Chandrapur Block, Maharashtra

AprilJan.,

19801981

to55 39 13 09 41 15 27 08 00 00 202 322

Danagadi Block Orissa

AprilJan.,

19801981

to84 16 65 15 24 06 05 00 00 00 215 375

Children who arc the direct beneficiaries of this programme were asked to indicate the benefits that they had obtained from the programme. The statements formulated by teachers on the basis of responses of children enrolled in Non-Formal Education Centres in various States are as follows:

Mysore (1) “Vv'e get the knowledge of functional literacy. This helps us tolead our day-to-day life easily”.

(2) “This programme helps us improve the social attitude for living in a society”.

(3) “This type of education helps us in both ways — learning and earning and we can do our domestic work also.”

(4) This programme helps us understand the scientific phenomenonof daily life.” -

(5) “It helps us in developing skills in functional numeracy and. literacy.”

(6) “This programme helps us develop a .sense of citizenship.”Tamil Nadu (7) “Awareness for cleanliness, health and utility of education” has

been created in children.M.P. (8) “Children can now write small letters and are able to look after

their daily income and expenditure successfully.”(9) “Children have learnt discipline”.(10) “Interest in study, cooperation and togetherness” are reflected in

children’s behaviour” .(11) “Children have become self reliant and have learnt practical

wisdom”. ,Nagaland (12) “The foremost important benefit is literacy.”The opinions and statements given above indicate that a sense of global awareness has been created among children ihrough this programme. The main benefit perceived is acquisition of literacy and numeracy. The attempt at introducing craft was not very encouraging. It needed more coordination among the sources from which raw materials could be obtained, specific training to the teacher in the craft and, incentives to children.

5 6 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

The achievement of children shows the extent of the success of the programme and the performance of the teachers. Another criterion for judging these may be the social acceptance of the programme in the light of the cooperation extended by the community. Below are given some comments which throw light on this aspect of the programme.

The analysis of the opinions collected from various sources, as stated above, indicated that a harmonious and cordial relationship existed between the parents and the centre teachers, that cooperation was received from time to time whenever it was asked for, even from reluctant parents, that the centre teachers took interest in motivating the students as well as parents, that the centre teachers often met the parents and discussed the progress and problems of the children and thereby established a good rapport with, and got the cooperation of the parents as well as the community, and that there had been a profound impact of this programme on the parents and the community at large. On the other hand, some opinions indicate that there was insincerity and lack of interest on the part of the centre teachers due to poor remuneration and uncertainty about their future,' that parents did not send their children to the centres due to poverty and some other reasons although they are convinced of the benefit of education. These comments highlight the cooperation sought from the community, even from reluctant parents. The information was collected when the programme was in operation. Letters are being received from the parents and the community asking for the continuation of the NFE Centres which were being run by them in spite of the withdrawal of the support of the organizing agency i.e. the NCERT. This indicates that the programme was extremely useful. One thing that came to notice was the opposition from teachers of formal schools.

Instructional Materials : The materials prepared by the NCERT for the programme are given in the appendix, opinions about the instructional materials—their quality, preparation and supply were obtained from principals of the RCEs, Conveners of the programme at RCEs, Field Advisers/Assistant Field Advisers, Field Supervisors and centre teachers. Some of the opinions indicate certain important aspccts. They are as follows:

(i) “The teachers’ guide that was supplied by the NCERT is really a good book. But it can’t teach all the points of the modem education system. So, I request you to supply various patterns of other instructional guide books from time to time for the better prospects of the programme.” (Tamulpur, Assam).

(ii) “Sufficient supply of instructional materials is not always possible due to lack of funds.” (Bhubaneswar)

(iii) “Supply of the instructional material does not cater to the needs of the centres. We have been running out of instructional materials sometimes.” (Dhcnkanal, Orissa)

(iv) “Preparation and supply of instructional materials were always lagging behind the time schedule." (RCE, Bhopal)

TABI.E 6 .2

Non-formal Edacilional Experimental Programme Illustrative Data Showing Achievement

Block Year Agencies Total No.

o f students

Passed in

internal

examination

Class-wise

Total Adm itted inform al schools

Total Passed fMiblu exams

at Class TV

or V appeared pass

I 11 III IV V I II III IV V

1 2 3 4 5 6 7 8 9

Tamulpur Distt Kamrup, Assam

1979-80 FAO, Assam 250 103 52 29 11 — 195 33 15 7 — — 55

Nanjaagude 1979-80 RCE, Mysore 448 186 118 72 29 2 407 24 6 9 2 — 41

Karnataka RCE, Mysore

Danagadi Block 1979-80 Orissa

FAO, Bhub- 385 183 124 51 8 1 367 4aaeswar

5 6 18 (3 boys after passing admitted in Class 6)

St. Thomas 1979-80 Moant, Tamil Nadu

FAO, Madras 409 149 119 99 — — 367 20 11 6 4 1 42

Egra II Block 1979-80 Bengal

RCE, Bhub- 431 124 95 70 37 6 332 24 36 27 10 2 99

aneswar-4

BRIEF EV

ALU

ATIO

N

OF THE

NFE PR

OG

RA

MM

E

I II 'III IV V 1 11 III IV V IV V

I 7 3 4 5 6 7 9 10

Mullai Block

Madhya Pradesh

1979-80 FAO, Bhopal 588 79 121 58 28 63 349 105 134 120

Narsingh Garh

Madhya Pradesh

1979-80 RCE, Bhopa] 390 179 107 33 28 43 390 103 14 12

Chandrapur

Block,

Mahaiashtra

1979-80 RCE, Bhopal 365 168 32 s»0 73 — 365

Chandrapur

Block.Maharashtra

1980-81 RCE, Bhopal 349 64 48

Dohad Block

Gujarat

1980-81 RCE, Bhopal 233 21 16

Narsingh Garh,

Madhya Pradesh

1980-81 RCE, Bhopal 425 35 28

Kanke Block

Bihiir

1980-81 RCE, Bhuba­

neswar

262 120 99

Dhenkanal

Orissa

1980-81 RCE, Bhuba­

neswar

166

NCERT'S

EXPER

IMEN

TAL

NO

N-FO

RM

AL. ED

UC

ATIO

N

CE

NT

RE

S

BRIEF EVALUATION OF TOE NFE PROGRAMME 5 9

(v) “ Instruct ional materials suitable l'or the N F E p ro g ra m m e could ne i ther b e prepared (in lime) nor pioduced, d u e to w h ich th e cen tres adop ted the b oo ks m eani for the formal sy s tem . As such , the a ch ie v em en t o f the expec ted ob jec t ives was delayed." (R C E, B h u b a n e sw ar)

(vi) “Luck o f proper resource centre fo r instruc t ional m ate r ia ls ." (B ihar ;(v ii) ‘ M uch o f these shortcomings can be su rm o u n ted i i the m ate ria ls are d e ­

v e loped m F A / K C l levels.'' (J& K )In genera l , there is a feeling that the sense o t t im eliness ir. tiic p repara t ion and supply o f ins truc t iona l m ateria ls was lacking. T h o u g h a lot o f ins truc t iona l m ateria ls and loca l -spec if ic m ateria ls w ere prepared in the reg ional languages , the lack; oi such m a te r ia ls w as greatly felt.

C o st o f the N F E Program m e : The cost of liie N F E p ro g ra m m e includes ex pen d itu re incurred o n different aspects o f tiic p rogram m e, v k . sa la ry oi' Instructors and supe rv iso rs , research, deve lopm ent and training. R eg ard ing e x p en d itu re ' ta b le 6 .3 sh o w s pe r capita expend itu re in the case o f six b locks for w h ic h data w ere received. T h e per capita expenditu re com es to Rs, 71 .16 per c h i ld per a n n u m . T h e op in io ns poo led on this aspect indicate the cost of the N F E p ro g ra m m e m ay oe increased to m ak e it m ore effective.

TABLE 6.3

Non-formal Education Experimental 1‘iogranurur Conducted by NCERT illustrative Data Showing Cost

5 No. Bloc k Year !•:r CupliUt Lxycnatture

1. Tamulpur District Kamrup, Assam

1979-80 . f \ Assam 24.’P A Of,.750 <)<? ftOfv

2. St. Thomas Mount Tamil Nadu

1979-80 FA, Madras 31,454.23/409 - 76.905

3. Muiiai Block Madhya Praderh

1379-80 FA, ‘jhopai 27,3^6.01/588 = 46.552

4. Narsingh Garh. Madhya Pradesh

1979-80 RCE. Bhopal 24.673 00/390 = 68.264

5. Chandrapur Block Maharashtra

J 979-80 RCE, Bhopal 24,877.70/365 = 68.158

6. Kanke Block Bihar

RCE, Bhubaneshwar 91,019.96/124 = 73.177

Total =-■ 426.992 Mean71.165

C h a p t e r VII

EPILOGUE

The conc lus ion ol lhe survey is div ided inio three sections. T he first sec t ion d e ls with certain general observations . T he second g ives in b r ief the factual in form ation about teachers and Supervisors , training p rogram m es, the instructional p rogram m e adop ted at the centres , co m m u n ity coopera t ion , the ach ievem ent o f ch ild ren and the cost o f the p rogram m e. Section III includes the inferences d raw n from the experim en t in the form o f experiences and prob lem s encoun te red in respect o f m en . m ethods and material required for running the program m e.

The co nc lus ions d raw n in this study are based on the data made a ailable in respect o f the E xperim enta l N on-F orm al Educalion Centres . T he N C E R T established these centres wilh a view to provide experiences which w ould help the S lates in deve lop ing a v iable and effective p rogram m P o f non-fo rm al educal ion. A lthough not germ ane to the study, the in form ation received from various sources has th row n up a few issues w hich are vital to the program m es. Som e o f these are d iscussed briefly in the fo llow ing p:iragraphs.

T here was still som e vagueness about the concept o f non-form al educat ion and what it is expected to achieve. As an alternative method for p rov id ing educa l ion lo non-school going children ami those who have p rem ature ly w ithdraw n from schools , it tends to em phas ize tlie need for equaling the academ ic ach ievem ent o f ch ildren going to non-l 'ormal educal ion cen ires and formal schools.

W hile it is recognized that non-l 'ormal educa l ion prov ides the m uch needed flexibility and freedom in des ign ing the objec t ives o f educat ion and the instructional p rogram m e , it has been found difficult lo determ ine prec ise ly the ob jec t ives lhat it should fulfil. It is expected that under this sys tem , if it can be called a sys tem al lliis stage o f its d eve lopm ent, educal ion . which is re levant and perceived lo be relevant lo lhe needs o f the co m m u m ,. will be provided. In this sense, it is not necessarily

EPILOGUE 61

bound by ihe requirements of a formal syllat us and requisite coverage of the subject matter as in the formal system.

The scheme formulated in 1978 by the Ministry of Education and Culture visualized non-formal education to take a variety of forms. These included: (i) part­time education for children who are unable to enrol in schools with instruction revolving around a condensed version of the formal school curriculum; it was expected that by going through this instructional programme, children would be enabled to enter the formal school at different points; (ii) education through specially designed materials developed without any reference to the syllabus prescribed for the formal school, but nevertheless, aiming at providing competence required for effective functioning in life; and (iii) a special education programme for girls with a view to preparing them for performing their future roles as housewives, mothers, etc.

One sees a dichotomy in thinking between the theoreticians of non-formal education and those who have been made responsible for its implementation. This is particularly visible in determining what non-formal education should consist of and what it should aim at doing with children who are brought within its ambit. The former wants it to be something different from part-time education of the condensed syllabus variety; the latter linds it easier to develop an instructional programme which fulfils,, through an alternative route, the same objectives which the formal system attempts to fulfil. The latter is a more pragmatic approach, partly because it provides a definite structure for the effort and lays down in terms of academic goals—reading, writing, arithmetic and general knowledge — the precise tasks to be accomplished. Instructors, who are the kingpins, find it easier to operate.

This dichotomy also arises because of the planner’s perception of what people desire and their expectations of a system. If, as it is often stated, and what has also come out rather strongly in this study, people want education with a view to obtain a “certificate” which is equivalent to what the formal school gives after a specified number of years of schooling, then it is the condensed syllabus mode of non-formal education which will work. It is, however, not what one accepts conceptually, for non-formal education is not expected to be constrained by the rigidities of the formal system nor by the requirements of certificates. The implementation of the non-formal education programme through the formal administrative structure is also influencing the NFE programme in its own way.

The motivation to get education equivalent to that offered by educational institutions is understandable, considering the special recognition given to it in terms o f economic and social mobility for those who have few resources at their disposal. Certificates, diplomas and degrees play an important role in our system.

The rigid certification procedures that we have developed in terms, for instance, o f X number of courses in Y number of days and in specific educational institutions, have tended to stifle educational innovation. The need is to lay down the essential learning competencies that children at different levels of their development should attain, and allow freedom in the methods to acquire them. Some may think it necessary to enrol in institutions while others may be desire to acqnire the competencies on

6 2 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

their own. Non-formal education and learning resource centres would similarly provide one of the means for acquiring specified attainments. This educational reform would go a long way in opening up the formal system for diverse clientele.

On 30 June, 1978, the Ministry of Education and Culture communicated to the nine educationally backward States the scheme-appendix-under which they could be given financial assistance for organizing the non-formal education programme for out- of school children of the age group 9-14. The role of the NCERT identified in the scheme was as follows:

“The role of the Ministry of Education at the centre in this programme would mainly be the overall administration of the scheme, keeping a watch over its implementation and utilization of funds and coordination of the activities of the various agencies in the programme. The programme will be implemented by the Ministry through the NCERT at the Centre which shall provide the academic guidance and support to the State/Directorate of Education and the SCERTs in the States.”To gain experience and to develop the programme and the materials, the NCERT

established 228 Non-Formal Education Centres through RCEs and Field Advisor Offices in different socio-economic and geographical regions. The RCEs and FAOs started opening the centres from December, 1978, and continued till June, 1982. Most of the centres worked for three years. At the end of three years it was thought des rable to make an assessment of the progress and the experience that had been gained. It was, therefore, decided to undertake a survey of all these NFE Centre run by the NCERT.

Objectives of the Survey

The objectives of the survey were:' — To identify approaches and strategies in respect of the following aspects

of the non-formal education programme:(i) Perspective and development of the programme.(ii) Curriculum.(iii) Teachers and Supervisors.(iv) Instructional materials.(v) Instructional programme.(vi) Evaluation.

— To study the practical aspect of the programme viz-a-viz the constraints of men and materials.

— To identify the strengths and weaknesses of the programme.The survey was undertaken on the basis of an analysis of official documents

and information collected through questionnaires. The official documents included the minutes of the meeting of the CABE, letters issued by the Ministry of Education, decisions taken by various committees and high-level group constituted by the Director NCERT, agenda papers and conclusions reached in seminars and workshops and the reports of the Coordination Committee on Non-formal Education.

EPILOGUE 6 3

T h e ques t ion na ire s e lic ited inform ation on the fo l low ing aspects :— M en , m ater ia l and m ethod .— C o m m u n ity involvem ent.— P u p i l ’s ach ievem ent.— C ost o f the p rogram m e.

In all, six quest ionna ires w ere sen t to the N on -F o rm al E duca tion C en tres w h ich R C E s and F A O s h ad established.

Basis of Data

T h e o ff ic ia l d o cu m en ts w e re ana lyzed to find out the policy dec is io ns that had been taken at v ar ious levels. T h e quest ionnaires , on the o th e r hand , he lped to ge t in for­m a t io n on different aspects o f the centres. T h e data ob ta ined th rough q uest ionna ires w e re in the form o f factual in form ation , experiences and op in ions o f w orkers on d if fe ren t a spec ls o f non-fo rm al education.

F ac tu a l da ta have been co llected and presen ted with regard to the n u m b e r o f cen tre s per b lock and pe r Stale, n um ber o f ch ild ren per centre , ins truc t iona l m ateria l an d m e th o d o lo g y used, cost per cen tre in respect o f different i tems o f the p rogram m e , n u m b e r o f ch ild ren w h o jo in ed fo rm al schools o r passed the C lass V exam ination co n d u c te d b y the educa t iona l au thorit ies responsib le fo r the fo rm al sys tem .

D a ta rega rd ing experiences and op in ions hav e been co llec ted and presen ted with re spec t to the su itabili ty o f teachers for non-fo rm al educa t ion in respect o f age, qu a lif ica tions , sex and res idence , suitabili ty o f in s truc t iona l m ater ia l for d if feren t pu rposes , in t roduc t ion o f craft and es tab l ishm en t o f a sm all library at the N on-F orm al E d u c a t io n Centre .

C hapters in the Report

C h a p te r I th row s light on the need and object ives o f the survey. C h a p te r II p rov ides th e in t roduc t ion ind ica ting a genera l perspec tive o f the p ro g ram m e . C h a p te r III deals w i th ins tructors , superv iso rs and instruct ional materials. C h ap te r IV dea ls w ith the ins truct ional m e th od o log y and p rocedure bo th g enera l and specific . It a lso th row s l ight on co m m u n ity coopera t ion and the deve lopm enta l agenc ies u tilized in runn ing th e p ro g ram m e . C hap te r V is about the ins tructional p rog ram m e . In C h ap te r VI, an e ffo r t has b ee n m ad e to eva lua te certa in im portant a spec ts o f the exper im en ta l non- fo rm a l ed uca t io n p ro g ram m e conduc ted by the N C E R T during 1979 and 1982.

Non-formal Education Teachers

T ea ch e rs appo in ted for the centres w ere , in m os t cases , loca l people . In m os t cases , a S up e rv iso r from o n e o f the v il lages w h e re the cen tres w e re located w as appoin ted to su pe rv ise 10 centres. A teacher w as paid Rs. 150 p .m ., w h ile a S uperv iso r w as g iv e n an h onorar ium o f Rs. 300 p.m. and Rs. 30 as co n v ey an ce a llow ance . S ince

64 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

most of the centres were admitting 40 students, the salary of an teacher worked out to be Rs. 45 per child per year.

Out of 228 teachers, 42 were non-matriculate, 147 matriculate/intermediate and 39 graduate and above. The 228 teachers included 199 males and 29 females. The percentage of women teachers with different educational qualifications worked out to be 27.59% non-matriculate, 55.4% matriculate/intermediate and 17.24% graduate and above. Out of 228, only 27 teachers i.e. 12% belonged to SC/ST. They were working mostly in Rajasthan, Madhya Pradesh and Orissa. Only four out of 27 SC/ ST teachers were females.

The age composition of teachers was as under:

Age group (in year) Number Percent to total

11-20 16 1.62%24-30 164 78.09%31-40 24 11.43%40-50 4 1.90%

51-60 1 0.48%61-70 1 0.48%

MJ3.. The age has not been reported in Ihe case of 18 teachers.

Training of Teachers

The mode of organizing training for teachers differed from block to block. Though some of the teachers had earlier got formal training, the Conveners of the non-formal education programme felt that the NFE teachers should be trained to teach children in a manner different from formal education in several respects.The distribution of Supervisors according to their educational qualifications was asfollows:

— Trained post-graduate 1— Untrained post-graduate 5— Trained graduate 3— Untrained graduate 12— Intermediate/SSC passed 2

23

Supervision of Non-formal Education Centres

The Conveners of the programme felt that supervision was a very important aspect of the programme. It liad to be both intensive and regular with its main purpose being to provide guidance and help to the centre tcachers.

The difficulties encountered in the supervision of the centre were absencc of

EPILOGUE 65

good roads and conveyence, limited duration of a two-hours period at the centres, and that too in the evening.

Instructional Material

As a result of the experiment, the following types of material were prepared.1. Conceptual material.2. Training material.3. Instructional material for teaching at the centres.4. Supplementary material.5. Evaluation material.6. Specialized material.7. Teaching aids.8. Reports.Some of the materials have been published in the form of books, brochures

and articles; some are cyclostyled and some are in manuscript form. A list of the materials is given in the report.

Instructional Programme

Most of the centres were organized for two to three hours in the evening between 4 and 10 p.m. The instructional programme at the centre included the following items:

— Prayer.— Cleaning the centre.— Reading and writing.— Craft work.— Discussion on local problems.— Other activities.Out of two hours devoted to the instructional programme, about l 1/, hours were

devoted to teaching of literacy and numeracy and half an hour was spent in discussing certain problems, playing games, doing craft work or organizing some of the activities. Craft work at the centres included making of mats, rope, coir, fans, toys, brooms, nets and tiles at the West Bengal centres, book-binding at the Gujarat centres, preparation of bamboo material, doll-making, and fan-making at the Bihar centres, scented sticks at the Karnataka centres and preparation of tomato ‘Chatney’, apple jam, carrot pickles, lemon squash, washing powder and tooth powder at the Rajasthan centres.

Community Cooperation

Communities generally cooperated with the non-formal experimental programme by providing accommodation for the centres, sending children to them, financing some of the special activities, paying visits to the centres, sending information about the running of the centres to the Supervisors and the Conveners.

6 6 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Pupils’ AchievementIn ail, 6 ,5 86 s tuden ts bene f i ted from Ihe N on-F orm al E duca tion Centres . Rut the data received rega rd ing the ach ie v e m en t o f children is lim ited to 968 ch ild ren in 1979-80 an d 1007 ch ild ren in 1980-81. In 1979-80, ou t o f 978 ch ild ren , 136 passed the fo rm al p u b lic exam ina t ion fo r C lasses IV o r V and 105 w e re adm itted to fo rm a l schools . B u t in 19S0-81, ou t o f 1007 ch ildren, 92 passed the p u b lic ex am ina t io n m ean t fo r C lass V. T h e inform ation a b o u t the num ber o f ch ild ren ad m it ted to fo rm a l schools in 1980-81 w as not availab le . T h e rem ain ing s tuden ts w ere g iv en tests at in tervals o f six m o n th s each to record their progress.

Cost of the Programme

T h e data rece ived from six b locks show that the range o f th e cost o f the N F E p ro g ram m e per year is Rs. 6 3 to 98 only. T h e m ean o f the cost w as Rs. 71 per ch ild per year. T h e deta i ls a re sh o w n in T ab le I!I o f th e s ix th chapier.

A t th e b eg inn ing o f the exper im en t , certain assum ption s in the form o f d ec is ions w e re kep t in v iew w hich w e re su p p lem en ted by reso lu tions and p roposals fo rm ula ted in d if fe ren t conferences , sem in a rs and w orkshops . T h erefo re , Uic in ferences d raw n from the exp er im en t hav e c o m e out in the form o f verified as'Sumpiions, d o u b ts and q ueries and the d if f iculties and p rob lem s faced during the exper im en t in respect o f m en , m e th od and m ateria ls requ ired for runn ing the p ro g ram m e .T h e in fe rences o f the s tudy h av e been stated under the fo l low in g heads:

— C on cep t and ob jec t ives .— M otiva t ion .— Instruction.— Supervis ion .— C o m m u n ity coopera t ion .— C oopera t ion o f d e v e lop m en ta l agencies.— C o ncep tua l m ateria l.— T ra in in g m aterial.O f the above items, the first is concerned w ith the ph ilosophy and policy

d ec is ions a b o u t the p ro g ram m e . I tem s 2 to 6 arc concerned w ith the h u m a n aspects o f the p ro g ram m e . T h ey reflect, in a w av, the m ethods ad o p ted in c o n d u c t in g the N F E p ro g ram m e . I tem s 7 to 9 are related to m ateria ls . T h e ex per iences in the form o f inference.? are g iven below .

Concept and Objectives

V iew s expressed in regard to the ob jec t ives o f the p ro g ra m m e seem ed to vary . S o m e felt that n on-fo rm al e du ca t ion w as a soc io -academ ic p ro g ra m m e w hich co u ld be successfu l ly run only a> a m ission :

(a) to enable ch i ld ren to en te r the form al schoo l at m ul t ip le entry po ints ; and(b) to b r ing a qua l i ta t ive im pro vem en t in the life o f children .T h e exp er ience reg a rd ing the first ob jective i:-, that ch ild ren warn to pass the

EPILOGUE .6 7

ex a m in a t io n to get a cert if icate w h ich g ives them a sen se o f ach ievem en t. A m ajo r i ty o f the ch ildren , how ever do not w an t to jo in the fo rm a l school .

T h e second ob jective has been apprec ia ted but has been ve ry difficult to ach ieve , as it exp ec ted substantia l soc io -econ im ic and cu ltura l changes to take p lace at va r io u s levels.

Queries

T h e fo l low ing doub ts seem to have arisen abou t the func t iona l in te rpre ta tion o f the fi rst objec t ive :

(i) Is it nccessary for ch ildren to jo in the form al sch oo l?(ii) A re children required to ge t educa t ion u p to the level o f C lass V III o r

u p to the age o f 14, accord ing to the N F E p h ilo so ph y and p ro g ra m m e ?(iii) S hou ld e lem entary educa t ion be in terpre ted in term s o f g rades and c lasses

only o r in term s o f m in im um co m p e tenc ies to be ach ieved by ch i ld ren ?(iv) W h a t is m eant by im p rov em en t o f the qua li ty o f l ife? W h a t are its c o m ­

p onen ts in specif ic and co ncre te term s? W h a t shou ld b e the p rop o r t ion a tew eigh tag e to he given to its different aspects?

(v) A re w e not hav ing too high expecta tions from the N F E p ro g ra m m e with th e m in im um input?

(vi) Shou ld the ach ievem ent o f children en ro l led in N o n -F o rm a l E d u ca tion C en tres be com p ared to that o f children a ttend ing fo rm a l sch o o ls?

(vii) W ha t should be the re la tionsh ip b e tw een fo rm al and n o n -fo rm al e d u c a ­tion?

M O T IV A T IO N

Experiences

M o tiv a t ion is concerned w ith ch ildren and their paren ts w ho a re su p po sed to benefi tf rom the p rogram m e. R egard ing this aspec t o f the p ro g ram m e , the exp e r ie n c es areas fo llows:

(i) P aren ts are e age r to send their ch ild ren to the centres . T h ey w a n t them to d eve lop m in im um com p e ten c ies requ ired in life.

(ii) P aren ts are so poo r that they canno t afford to spend a s ing le p e n n y for the educat ion o f their ch ildren . Rather, they need financ ia l help .

(iii) Child ren jo in ing N F E C en tres are in terested in ge t t ing educa t ion .(iv) M os t o f the children enrolled at the cen tres be long to S che d u led Castes ,

S chedu led Tribes and back w ard classes. T hey inc lude a go o d p ropor t ion o f gir ls also.

(v) Child ren are in terested in pass ing C lass V ex am in a tio n co n d u c te d byeducat ional au thorit ies o f the fo rm al sys tem . '

68 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

(vi) A very small percentage of children are in a position to join formal schools. But they are interested in getting education at the centres upto a higher level.

(vii) Children are not so much interested in vocation as in story-telling, playing games, imaginative manipulations, etc. They are more productive and active as they show more involvement.

(viii) It is not difficult to attract the children to education. But it is difficult to retain them in the centres unless they are provided with a meaningful educational programme.

Queries

(i) What is meant by a suitable educational programme to be developed for non-formal education?

(ii) Is cost the only factor to decide the quality of a programme for non-formal education?

Instruction

This aspect of the programme includes (a) the centre teacher; (b) the instructionalprogramme; and (c) the instructional mateials.

INFERENCES

(a) Centre teacher■ (i) The centre teacher should be, as far as possible, a local person.

(ii) Persons aged between 20 and 30 may be preferred.(iii) Minimum qualifications expected in the case of male teachers should be

matriculate while in the case of female teachers the qualifications maybe relaxed to Class VIII pass.

(iv) He/she should be acceptable to society, specially to those communities who send their children to the centres.

(v) He/she should preferably be a productive member of the family.(vi) He/she should have a sense of social service.(vii) He/she may not necessarily be trained. The teacher should, however, be

given training necessary for running NFE Centres.(viii) Training should include the orientation-cum-produ'ction programme and

training in the use of media.

Problems and Issues

Some problems and issues concerning selection of teachers and their training haveemerged. They are: ;

(i). The local teacher may be more interested in performing domestic works rather than performing and completing work of NFE Centres. Household duties get preference.

EPOILOGUE 69

(ii) Local people and the officers may try to influence the selection of teachers.(iii) Is it desirable to reducc the minimum educational qualification in the case

of non-formal education teachers?(iv) Does a trained teacher need further training? If yes, what should be the

content of the training programme?(v) The honorarium being paid to an NFE teachcr is not adequate because

of which he leaves the job after getting regular employment.

(b) Instructional Programme

The views expressed in regard to the instructional programme are indicated below:(i) The instructional programme may have two major activities providing in­

struction at the centre and utilizing the life expriences of children of imparting education to them.

(ii) Instruction at the centre may have two parts; first, teaching of literacy, numeracy, environmental studies and SUPW; and second, discussion on general topics of utility.

(iii) The integrated rather than the area-wise and discipline-wise approach may be adopted in preparing instructional materials and providing instruction to children at the centres.

(iv) A need and problem-based approach is more beneficial for teaching children. The approach may have the following steps:— Identification of the problems— Analysis of the problems— Sorting out causes of problems— Providing possible solutions

(v) Integration of traditional wisdom with modem knowledge be the main principle for developing the instructional programme for non-formal education.

(vi) The life experiences of the children may be adequately utilized in the instructional programme.

(vii) Extra-curricular activities may be organized for the children.

(c) Instructional Materials

The views expressed are indicated below:(i) A .need and problem-based curriculum is appropriate for non-formal

education.(ii) The following categories of material are required for the non-formal

education programme.— Conceptual— Training and guidance material— Instructional material— Vocational education material.

7 0 NCERTS EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

(iii) Ins truc t iona l m ate ria l should have the fo l low ing characteris tics:— It shou ld be related to the life-s ty le and life experiences o f people.— It shou ld be based on the local n eeds and problem s.— It shou ld help children appea r in the exam ina t ion s held for fo rm a l

school children.— It shou ld inc lude m ateria ls fo r teach ing li te racy and num eracy .— T h e re shou ld b e supp lem en ta ry m ateria l w h ich , m ay he lp in

deve lop ing read ing prof ic iency in children.— M ateria l p rep a red by ins truc tors o f the cen tres in tra in ing-cum -

p roduc t ion w o rkshops requires a lot o f im provem ent.(d) Supervision

E x p e r ie n ce s rega rd ing the superv is ion are as follows:(i) T h e con cep t and m ethod o f superv is ion in n o n -fo rm al educa t ion are

d if fe ren t from those o f fo rm a l educa t ion . An N F E Superv iso r is expected to h e lp the ins truc tor in o rgan iz ing the ins tructional p ro g ram m e b e ing ca rr ied ou t at the N F E Centres , m ee t in g the paren ts o f ch ild ren o f m o b i l iz in g the co m m u n ity and S tate resources,

(ii) I t is no t feasib le for a S u perv iso r to superv ise m o re than 10 centres.(iii) "The N F E C entres w ere superv ised by local S uperv iso rs and a lso by the

R C E s and F A O s.

Problems

A n u m b e r o f p ro b lem s w e re exp er ienced in e ffec tive superv is ion o f the no n-fo rm al ed u c a t io n cen tre s . 'A m o n g o the rs , the fo l low ing are im portant:

(i) A sep a ra te tra in ing p ro g ram m e cou ld no t be o rgan ized for the Superv iso rs b e c a u s e they w e re few in num ber .

(ii) I t w a s no t poss ib le to m a k e superv is ion effective w ithou t p rov id ing a cycle o r so m e travell ing a l low an ce to the Supervisor.

(iii) A S u p erv iso r cou ld v isit only one cen tre a day. T hus , a centre w a s super­v is e d o n ly o n ce a fortnight.

(e) Community Cooperation

T h e e x p e r ien ce about the coopera t ion ex tended by the co m m u n ity has been mostly p osi t ive b u t in so m e cases it w a s negative also. T h e c o m m u n ity he lped the n on-fo rm al ed uca t ion p ro g ra m m e by p rov id ing the sp ace and light fo r the centre , sen d ing children to th e N F E C en tres , occas iona lly v is it ing the cen tres and also financing so m e o f the co -cu r r icu la r activ it ies o rgan ized for the ch ildren . B u t the leve l o f co -opera tion was d if fe ren t in d if fe ren t b locks .

In a fe w vil lages, the peop le tried to put certa in obstac les in the w ay o f the n o n -fo rm a l e du ca t ion w orkers . T h e reasons w ere the se lf-in terest o f the in f luencia l

EPILOGUE 71

p eo p le w h o w an ted their ow n men to be app o in ted as teachers and /o r uti lize s o m e o f the m ate r ia ls supplied for the N F E C en tres fo r their p ersona l use.

(/) Cooperation o f Developmental Agencies

In m o s t o f the v il lages the developm enta l agen c ies w e re coopera t ive . T he ir co o p era t io n w as, ho w ev er , l im ited to g iv ing lectures to ch ild ren . T h e S ta te D epar tm en t w e re he lp fu l in a r rang in g m ateria ls such as kerosene oil, p a p e r at con tro lled price, raw m ate r ia l fo r craf t , etc. B u t this w a s possib le only at a ve ry few centres.

(g) Conceptual Material

T h e con ce p tu a l m ateria l w as mainly prepared b y the N F E G roup , R C E s and F A O s . T h e S u p e rv iso rs and the instructors w ere no t ab le to p rod uce any co ncep tua l m ateria l . T h e co n c ep tu a l m ateria ls w ere prepared by b o th ind iv idua ls and groups . T h e y h a v e been cyc los ty led as sm all brochures or published as articles, in ed uca t io na l jou rna ls . S o m e o f the concep tua l materials prepared under th e p rog ram m e hav e been ex ten s iv e ly used b y the State. T he conceptual m ateria ls p repared u nd er the p ro g ra m m e m ay n o w b e d is c u ssed in sem incrs and conferences so as to h a v e a con sen su s on the concep t , na tu re an d sco p e o f non-form al education, the m e th o d o lo g y to b e adeo p ted for non- fo rm a l educa t ion and o ther issues regard ing ins truc tion, superv is ion , etc .

(h) Test Material

S o m e o f the ch ild ren attending N on-F orm al E d uca tion C entres so u g h t adm iss io n in fo rm a l schools . O thers preferred to appear in the pub lic exam ina tion co n d u c te d for C lass IV o r V by the educational authorit ies at the b lock and d is tr ic t levels. A m ajo r i ty o f the students , however, continued attending the non -fo rm al educa t ion cen tres . T h ere fo re , the problem w as to evalua te their p ro g ra m m e at reasonab le in tervals . T es ts w e re p repared b y the R C E s and F A O s to assess the progress o f the s tuden ts a f te r ev e ry six m o n th s in literacy, num eracy and en v iro n m en ta l s tudies . T h e is sue rega rd in g the eq u iva len ce o f the ach ievem ent o f ch ild ren a ttend ing N o n -F o rm a l E d u ca t io n C en tre s w ith th ose in the form al school w as o f ten raised. T h e in tention w as no t to c o m p a re the ach ievem ent o f the children b ecau se the back g ro un ds o f the s tu d en ts an d ed uca t ion a l si tuation are different in fo rm al an d n o n -fo rm al educa t ion . It w as , ho w ev er , cons id e red desirable to fix certain leve ls o f a ch ie vem en t for th e s tud en ts o f n o n -fo rm al educa t ion centres also. A ccord ing ly , a pro jec t fo r dev e lo p in g tools fo r e v a lu a t in g the ach ievem en t o f s tudents a ttend ing N o n -F o rm a l E duca tion C en tres had been taken up b y the R C E . Bhopal.

(/) Training Material

T h e m o d es o f o rgan iz ing tra ining p rogram m es w ere d if feren t in d if feren t b lo cks , Brief ly , they m ay be described as follows:

— A training p rogram m e w as o rgan ized for a w eek o r so in the beg in n in g

7 2 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

an d later, o r ien ta t ion -cum -produc t ion w o rk sh op s w e re o rg a n iz e d for the in s truc to rs and S u perv iso rs after ev e ry six m onths.

— A t so m e p laces , a f te r a w e e k ’s in i t ia l tra ining p ro g ram m e , th e ins truc tors an d S uperv iso rs w e re called to the R C E s and F A O s e v e ry w eek . T h e y used to d iscuss the s trengths and w eak n esse s o f the p ro g r a m m e o f the p re v io u s w e e k and deve lop the p ro g ra m m e for the n ex t w eek .

— T ra in in g -cu m -p ro d u c t io n w o rk sh op s proved to be use fu l s in c e the in s truc­to rs and S uperv iso rs , in add it ion to ge t t ing tra in ing in in s truc t ion , cou ld a lso get tra in ing in p repar ing the loca l-spec if ic m ater ia ls .

T h e rep o r ts o f so m e o f the tra ining p ro g ram m e s have been p rep a red , w h ich s u p p le m e n t th e T ra in in g M an u a l p repared at th e b eg inn ing o f the N F E p ro g ram m e . T h e re p o r t m a y b e co n c lud e d by in fo rm ing that there exis ts a d ic h o to m y b e tw e en the o b je c t iv e s o f n o n -fo rm al educat ion as v isua lized by ed u ca t io n is ts and tho se a c h ie v e d th ro u g h the im plem en ta t ion o f the n o n -fo rm al educa t ion p ro g ra m m e . E d u ­c a t io n is ts d e c id e the o b jec t ive o f educat ion , b o th fo rm a l and non -fo rm al , o n the b as is o f th e n e ed s o f the ind iv idua l and socie ly , w h ile in p ractice , ce r t if ica tion has b e e n id e n t i f ie d as th e m ain ob jec t iv e o f non-fo rm al educa t ion . R e lev ance , flexibili ty and p rac t icab i l i ty have been fixed as c n ic r ia lo r the n o n -fo rm al edu ca t io n p ro g ram m e but the s tu d e n ts and parents p lace cert if ica tion at th e top, flexibili ty a n d ’prac t icab i l i ty at the m id d le , anti re levance in the last p lace. In fact, it is v e ry d if f icu l t to assoc ia te ed u ca t io n w i th the so c io -eco no m ic deve lo pm en t o f th e indiv idual a n d socie ty in add i t io n to the physical, in tellectual and em o t io n a l d eve lo p m en t o f ch i ld ren . T h is is p oss ib le o n ly i f there is a des i rab le radical ch an g e in socie ty an d the p reva len t fo rm a l ed u ca t ion .

T h e im p ro v e m e n t in qua li ty o f life th rou gh so c io -eco n o m ic d ev e lo p m e n t is the m o s t im p o r ta n t ob jec t iv e o f n o n -fo rm al educa t ion . But b e c a u se o f social and e d u c a t io n a l trad it ions, this is no t ach ieved th ro ug h the no n -fo rm a l ed uca t io n p ro ­g ra m m e . T h ere fo re , i f the urge to deve lop the non -fo rm al edu ca t io n p ro g ra m m e to a c h ie v e the d es i red ob jec t iv e is keen ly felt, the des i rab le ch an g e in so c ie ty and the p reva len t fo rm a l educa t ion is a must. I f this‘s no t poss ib le in th e n ea r future, it is nece ssa ry to th ink oi' the n o n -fo rm al educa t ion as independent from fo rm a l education . W ith o u t o ne o f these a lternatives, the n on-fo rm al educa t ion p ro g ra m m e canno t s e rv e the p u rp o se . In the p resen t si tuation, the d ic h o to m y regard ing the c o n ce p t and o b ­je c t iv e s o f no n -fo rm a l educa t ion as v isualized by educa t ion is ts and th o s e experienced in th e n o n - fo rm a l educa t ion p ro g ram m e w ill con tinue .

It is ev id en t that there is an urgen t need for research to su pp ly v a l id and reliable an sw e rs to q u es t io ns regard ing the concept and ob jec t ives o f the N F E , th e instruc t ional p ro g ra m m e , the eva lua t ion sys tem and the ins truc t ional m a te r ia l re levan t to the non- fo rm a l e d u ca t io n p rogram m e .

Appendix 1

S M T . J . A N J A N 1 D A Y A N A N D J O I N T S E C R E T A R Y (S C H O O L S )

N O . D .O . N O . F . 1-88/78-Schools 2 Governm ent o f India

M inistry o f Education & S .W . (Departm ent ot E d u ca lio n )

N ew D elh i, the 30th June, 1978

D ea rI have pleasure in inform ing you that (he Expenditure Fina nce Com m ittee o f the Governm ent o f India

has receatly accorded its approval on the C entrally Sponsored Secto r Schem e o f Experim ental projects for N o n -fo rm al Ed u cation for children o f the 9-14 age-group for U niversalization o f Elem entary Education. A co p y o f the schem e g iv in g the background, operational details and the fin an cia l parameters is enclosed. Fo r the fu lfilm ent o f the targets o f non-form al coverage d u ring the 1978-83 Plan period envisaged under the schem e, w e have b arely got a little more than three and a h a lf years. In v ie w o f this, efforts are required to be made fo r the immediate implementation o f the schem es w ithout any further delay. A cco rd in g to the p h asin g o f expenditure, the provision for the current year is R s. 7 crore.

2. U a d er the approved schem e, the State w ill have to set up at least the sam e num ber o f centres as sanctioned out o f the central schem e, out o f their own provisions, and on the sam e pattern. In v ie w o f this, n on-form al coverage already proposed in your S ixth Plan docum ent and the p ro visions are m arked fo r them under the State Se cto r o f the Plan, it is hoped, w ill lake care o f the sharing counterpart funds. In case the present pro visio n s fa ll short a little, I hope, you w ill readjust your Plan in such a w a y that the counterpart fu n ds are availab le under the State Secto r for the im plem entation o f this schem e. T h is pattern o f sh arin g expenditure is in accordance with the decision o f the N ational Developm ent C o u n c il to operate this schem e on sh arin g basis between the Central Governm ent and the concerned State Governm ents.

3. T o attain the objective mentioned above, I w o uld request you to k in d ly let us have your com plete proposal fo r assistance under this schem e during the current financial year as early as possible but in any case not later than 31st Ju ly , 1979.

4. I w o uld particularly invite your attention to the com ponents o f the program m e or operation du ring the first year indicated in para 28 o f Section I o f the enclosed schem e. Besides, you may kindly indicate the num ber o f N o n-Fo rm al Centres to be set up du ring the current year for funding out o f the Central provision a lo n g w ith the counterpart centres to be funded out o f the State’s own provision. In d oing so, you may

please indicate in b rie f the state o f preparedness with regard to this program me. W e w ould like to have y ou r proposal in accordance with the pattern given in the enclosed schem e. In case, on any item relating to the adm inistrative and academ ic inputs set forth in the schem e, the State has already provided for, you

7 4 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

w ill be free to mention those. B ut your proposal must relate to the item -w ise inputs indicated in the enclosed schem e.

5. A separate letter with regard to financial assistance to voluntary o rganizations for running N o n-Fo rm at Centres for elementary age-group children w ill follow .

W ith regards,

Y o u rs s in cerely ,

Sd/-■ ( J . A N JA N 1 D A Y A N A N D (S M T .) )

Education Secretary

C o p y forwarded to1. D irecto r o f Education/D irector o f public Instruction.2. D r. S .K . M itra, D irector, N C E R T , New Delhi.3. D r. S .N . Saraf, C h ie f (Education), P lanning Co m m issio n, N ew Delhi.4. Sh ri P .K . Um ashankar, J S (P )

Sd/- (M .D . G U P T A )

A ssistant Ed u ca tion A d v ise r

No n -Fo r m a l E d u c a t io n F o r E l e m e n t a r y A g e -g r o u p C h il d r e n — W h y A n d H o w

1. The Scheme

Experim ental Projects for N on-form al Education for C h ild ren o f the 9 -1 4 age-group for U n ive rsa li­zation o f Elem entary Education

Background

Th e U n ion Education M inister announced on 5 A p ril, 1977, in Parliam ent, on the Educational P o licy of the new governm ent, that universal literacy w ould be attained in the country w ithin a definite tim e-frame o f not m ore than 10 years. T h is objective has two m ain com ponents, nam ely, u n iversa lizin g elementary education for all ch ildren o f the age-group 6 -1 4 and rem oving illiteracy o f the adults o f the age-group 15­35. W ith regard to the first component, to prepare a feasible plan for u n iversa lizin g elementary education, at the instance o f the P la n n in g Co m m issio n, a W o rkin g G ro u p on U niversalization o f Elem entary Education w as set up in Septem ber, 1977. In its Interim Report, w hich w as submitted in February, 1978, it had been estim ated that there are 452 lakhs o f non-enrolled children w ho would need to be brought into the school system by 1982-83 in order to reach the goal o f universal elem entary education, acco rd in g to the d irec­tive contained in A rtic le 45 o f the Constitution. Th e feasible target by the end o f 1982-83 w ould be to

enroll 320 lakhs o f additional children and thus achieve 1 1 0 % coverage in the 11-14 age-group or 9 0 % coverage o f the total age-group 6 -1 4 (C la sse s I -V I I I ) .

2. A m ajor p o licy decision recommended by the W o rkin g G ro u p is : Every child shall continue lo learn in the age group 6-14 on a full-time basis,, i f possible and on a part-time basis, i f necessary. B y 1977­78 a total o f 898 la k h s children were enrolled in C la sse s I -V I I . T h e hard core o f non-sections o f the com m unity in cluded the Scheduled C astes and the Scheduled Tribes, landless agricultural labourers and urban slum - dw ellers. A m ajority o f the non-enrolled children are not attracted towards the form al schools because of reasons w hich arc predom inantly so cio-econom ic: boys and g ir ls are required to help lo augment the parental incom e and to help in household chores. Even if all the habitations in the country are covered com pletely w ith form al schools, such children are not like ly to be attracted by them; hence, the necessity for p rovid ing

non-form al sch o o lin g facilit ies acco rd in g to the convenience o f non-enrolled ch ildren with regard to place and tim ing, and in a m anner in w hich such children w ould be in a position to have their sch o o lin g w ithin a shorter time, sim ultaneously ca rry in g on with the w ork required by their fam ilies.

3. A nother w eakness o f the form al school system is that there is a huge drop-out at the elem entary stage. O ut o f every 100 ch ilren who enter C la s s I, only about 40 com plete C la s s V and only about 25 com plete C la s s V I I I . T o overcom e this d ifficu lty and retain the enrolled children till the com pletion' o f C la s s V I I I , it is a lso essential to provide non-form al education on a large scale for the drop-out children.

76 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CEN TRES

4. In v ie w o f the above, the W o rkin g G ro u p recom m ended.a target o f co v e rin g 160 lakhs o f non-enrolleu children o r 5 0 % o f the target for 1978-83 by non-form al education, co m p ris in g 120 la k h s in the prim ary stage (C la sse s I - V ) and 4 0 lakhs at the m iddle stage (C la s s e s V I - V I I I ) .

5. T h e W o rk in g G ro u p has identified the educationally backw ard States— and these are nine in number, nam ely A n dhra Pradesh, A ssa m , B ih a r, Jam m u & K ash m ir, M adhya Pradesh, O rissa , R ajasthan, U ttar Pradesh and W e st-B en ga l— in w h ich the numbers o f non-enrolled ch ild ren are disproportionately larger. Th ese together have more than three-fourths o f the total non-enrolled ch ildren in the country. T h e problem o f u niversa lization o f elem entary education is, thus, essentially a problem o f these States. Th u s, they w ould require special support in the program m e o f universalization and the W o rk in g G ro u p a cco rd in g ly recom m ended this schem e*>f specia l support to the educationally backw ard States in the Central sector o f the m edium -term plan, w ith a p rovision o f R s. 50 crore out o f the total medium-term plan allocation o f R s. 9 0 0 crore for elem entary education.

6 . In accordance with the gu id e lin es given by the W o rk in g G roup and the resolution adopted by the C onferences o f Education M inisters held in A ugust, 1977, and Ju ly , 1978, the States and U nion Te rrito rie s have prepared their M aster P lans for U niversalization o f Elem entary Education. T h e M aster P lan s were discussed in a series o f m eetings by the U nion Education Secretary between 30 A u gu st and 18 Septem ber, 1978, and the States were advised to m odify o r revize their M aster Plans on Ihe b asis o f the d iscu ssio n s held. Th e State P lans fo r Elem entary Education proposed in their m edium -term (1 9 7 8 -8 3 ) Plan docum ents have s in ce been d iscussed by the Plan W o rk in g G ro u p in D ecem ber, 1978— February, 1979.

T h e b a sic strategy fo r the universalization o f elementary education in a ll the States and U n ion Te rrito rie s thus co m p rises two main com ponents, nam ely expansion and im provem ent o f form al sch o o lin g with pro visio n

o f sch o o ls co v e rin g the needs of all habitations o f the country, in c lu d in g sp aisely populated areas and the provision o f a m assive program m e o f non-form al part-time education co v e rin g the needs o f the va rio u s tar­get groups and the various backw ard areas o f the States and U n ion Territories. T h e co m m o j features o f both these program m e is the overhauling o f the curricu lum , m akin g it m eaningful and relevant to the life situations o f the children. Introduction o f S o c ia lly U seful P roductive W ork in all cla sses o f t'he elem entary stage, recom m ended by the Ishw arbhai Patel Com m ittee constitutes a s ign ifica n t step. In collaboration with U N IC E F , an innovative project, nam ely “ Com prehensive A c c e s s to Prim ary Education ( C A P E ) ” has been form ulated. It en visages the strengthening o f a ll the teacher train ing institutions in the country w ho w ill be entitled to take on not m erely the responsibility o f pre-service training but also o f in -se rv ice orientation program m es fo r teachers, in the context o f preparing cu rricu lum and instructional m aterials w h ich are im m ediately m eaningful and relevant to the life situations o f the children, in clu d in g units o f instructions for S o c ia lly U sefu l Productive W ork. Th e curriculum under this project w ill be decentralized m akin g it lo ca l-

sp ecific , and b u ild in g into the program m e, the trainee-teachers w ould be required to prepare lea rn in g episodes entirely relevant to the lo ca l environm ent w hich w ill form part o f the total instructional content in the sch o o ls

o f the area concerned. C a re w ould be taken to ensure that the m inim um lea rn in g requirem ents o f the ch ild ren at any c la ss o r at any stage w ould be such that the products have the com petence required by the ce r­tificate system o f sch o o ling, sim ultaneously en rich in g the total curricu lum for both form al and non-form al channels o f education. T h e project, as per the action sequence chalked out, w ill be com pleted around Ihe m iddle o f 1980, with U N I C E F funding.

8. T h e C A P E project is a continuation o f the w ork done so far under the two projects o f Prim ary Education C u rricu lu m Renew al and Developm ental A ctiv itie s in C o m m u n ity Education and Participation so far im p le­mented w ith U N I C E F assistance in a pilot manner in 15 States o f the country, co m p risin g 4 5 0 sch o o ls and two com m unity centres in each 'State. T h e latter two projects are being expanded in the 15 States/Union Territo ries in w hich they have been in operation in the p ilot phase and are b e in g introduced in the rem aining States/Union Territories to effect qualitative im provem ent o f elem entary education.

9 . Th e W o rk in g G roup on U niversalization o f Elem entary Education, before f in a liz in g its Interim Report, considered the report o f a sub-group on non-form al education fo r elem entary age gro up ch ild ren . T h e sub­group identified three broad groups o f clientele for the non-form al channel, as given below :

(a ) C h ild re n o f the w eaker sections like ihe Sch ed u led Castes, Scheduled Trib e s, those in h illy areas, tribal areas, uitian slum s and other eco no m ica lly backw ard rural areas. There a re a large

’ appen d ix . 77

num ber o f children am ong these sectio ns in the age group 6 -J4 w ho have either never entered the form al schools or have dropped out. T h e y are helping the fam ily in a num ber o f w ays and the school tim ings do not suit them. G ive n the facility of sch o o lin g at a suitable time and place and with a relevant cu rricu lu m , they m ight like to ava il o f the educational facility and m ight like to rejoin the form al school system at some appropriate stage.

(b ) G ir ls in the age-group 6-14 who are not attracted by the existii)g program m e o f education being offered by the form al elem entary school. These g ir ls m ay generally not be in tccste d in jo in in g the fo.m al school at any stage. Th u s, they w ould need an educational program m e tailored to suit their requirements as housew ives n.'ithers and citizens.

(c ) B o y s and g ir ls (generally) b o ys in the age-group 6 - i i v, are em ployed in p rofessions like carpet-w eaving, pottery, etc. These children need only a part-time program me o f general education w hich may be focussed around literacy, num cracy and c itizen sh ip training.

10. Th e program me o f non-form al educalion for children o f the group mentioned at (a ) above woi;!d be on the basis o f what has com e to be known as the M P. Model. U nder it. the entire curricu lum o f five years o f prim ary stage is condensed into a two year curriculum based on 18 graded units. C h ild ren o f the age-group 9-11 are offered this curriculum at the non-form al educalion centres run in M adhya Pradesh. Teach ers are paid a sm all honorarium on the basis o f per student made lo pass the C la s s V exam ination. T h is has proved to be a great success and il is envisaged that this model w ill be the main m odel for non- form al education w hich is go in g to be adopted on a m assive scale in a ll parts o f the country, acco rd in g to the W o rkin g G ro u p 's recommendations. N on-form al education for the m iddle stage, i.e. C la sse s V I - V I I I

cjm sot, it has been established, be cxmdeTiseil; ko v re v A , instnscUofi \jv N on-V .-rm i'i Education Cen tres toi the children o f the age-group 11-14 for m iddle stage education would also bt on the basis o f graded units so that the students can progress at their own pace. S e lf- lca m in g is a m ajor feature o f the non-form al approach and hence students below the age o f nine are not like ly to benefit from non-form al education.

11. M odels for g irls and children engaged in traditional professions mentioned at (li) and (c ) in para 9 above are under preparation and im plementation on an experimental basis in various Slates. G ir ls who w ish lo pursue the normal curricu lum , w ill avail o f the formal sch o o ling o r non-form al sch o o lin g under the M .P. M odel. B u i for such o f those w ho do not desire to waste their time on general education but w ould rather take instruction in matters which are im m ediately relevant to their life situations, the mi n ing module adopted under the Integrated C h ild Developm ent Se rv ice w ould be useful. T h is m odule c-t>tains both the literacy com ponent and the content w hich is necessary for a gro w ing g irl to Hi into her iife situation with a sense o f responsibility and awareness o f the jo b s she has to handle. F o r children engaged in traditional professions, instruction in the three R's. w ill be com bined w ith specialized iheory inssruction about the craf> they are learning. B esides, instruction in cnterproneurship and m arke’in g o f products w ould be g ive n so that such ch ildren acquire not only literacy hut also econom ic and social understanding o f the craft in w hich they arc engaged. Th e N C E R T accord ing to the recom m endations o f the last E .M .’s Conference, has been engaged in preparing prototype instructional p ackages u ,r ase in N F E Centres. Such packages fo r H in d i­Sp e a k in g States and in T e lu gu , O riya, Bengali arid Assam ese have been prepared.

12. T o the nine educationally backw - r f S t ite s. it has already been suggested that N o n-Fo rm al EducationCentres, to start w ith, should be im mediately identified in as w ide a sam ple as possible, keeping predom inantly in v iew the needs o f the backw ard areas and w eaker sections, particularly Scheduled C astes and Scheduled

Tribe s. -13. It w ill be evident from what has been stated above that their realization o f the goal o f universal

elem entary education w ill be as distant as has been so far without the m assive program me o f non-form al education on a national scale. A n d much depends upon the su ccess o f the envisaged program m e o f non- form al education in the nine educationally backw ard States. T h is Centra! sector schem e aim s at p ro vid in g b a sica lly the institutional infrastructure necessary fo r both coverage o f non-enrolled and non-attending ch ildren and for strengthening the academ ic input o f the entire program m e o f non-form al education, with both C entral and State initiative.

78 NCERTS EXPERIMENTAL NON-FORMAI- EDUCATION CENTRES'

Description and Objectives

14. (1 ) Th e pbjectives o f the scheme o f non-form al education for children o f the 9-14 age-group for u n iv e rsa lizin g elem entary education are:

( i ) T o help the educationally backw ard States, nam ely, Andhra Pradesh, A ssam , B ih ar, Jam m u & K ash m ir, M adhya Pradesh, O rissa , Rajasthan, Uttar Pradesh and W est Bengal in developing and

im plem enting program m es o f non-form al education for children o f the age-group 9-14 so as to enable them to cover the large num ber o f non-enrolled and non-attending children under the school system s.

( i i ) T o help them in developing institutional structures at various levels not only for quantitativeexpansion but also for the im provem ent o f the quality o f education.

( i i i ) T o help them in developing gro up -sp ecific and lo ca l-sp cc ific curricula and instructional materialsso that education at the elementary level is more m eaningful and relevant to the life situations and needs o f the children.

( iv ) T o help them in im pro vin g the teacher com petence at the elem entary level even in the remotest areas o f the country.

15. The entire program me w ould be im plem ented through the norm al adm inistrative m achinery already availab le at the Centre and in the States, but with suitable strengthening, w herever required. Through this chain o f institutional structures, academ ic inputs w ill be prepared and instructional p ackages delivered to the N o n-Fo rm al Education Centres located in various areas in the States.

16. The State Plans provide for the adm inistrative strengthening envisaged; some aspects o f this are:( i) Strengthening the State Directorate o f Education for im plem enting the non-form al education

program me.( i i ) Settin g up or strengthening the State C o u n c il o f Educational Research and Tra in in g.( i i i ) Im provem ent and strengthening o f teacher training institutions.( iv ) Strengthening o f the supervisory m achinery at the district and b lock levels.

17. State M aster Plans o f universalization o f elementary education, have made some proposals for strengthening o f their State Directorates o f Education but they are not sufficient to cope with the programme o f non-form al education. It is not the intention to set up a parallel system o f administration for non-form al education only, as distinct from the adm inistration o f the form al system. The entire w ork for both the formal and non-form al channels w ill be through the same adm inistrative structure, since the progra mmes are

com plem entary and in the lo n g run are expected to support, and strengthen and enrich each other.' 18. A m o n g the nine educationally backw ard States, a S C E R T exists only in one State, nam ely. AndhraPradesh w hich also requires sufficient strengthening lo im prove its com petence. O f the rem aining States B ihar, Rajashtan and A ssa m have already proposed setting up o f S C E R T s in the context o f their universalization program m e and have asked for Central assistance for their S C E R T s , w hile the proposal is under consideration in the other States. A majority o f the 500 teacher training institutions in the nine Slates require modest strengthening by w ay o f m inim um essential staff, additional accom m odation, teaching equipment and contingent expenditure for evaluation and m onitoring.

19. Th e role o f the M inistry o f Education at the Centre in this programme w ould m ainly be the overall

adm inistration o f the schem e, keeping a watch over its implementation and utilization o f funds and co o r­dination o f the State Department/Directorate o f Education and the S C E R T in the State. The inter-discip linary team in the N C E R T w hich has been w o rkin g on the U N IC E F assisted projects w ill be deployed to this program m e so that the team ’s guidance is available throughout the period o f im plem entation.

20. The academ ic aspects o f the non-form al education program me for the nine educationally backward States consist o f ( i) preparation o f m aterials— prototype at the N C E R T , gro up -sp ecific m aterials at the S C E R T s and m akin g them lo ca l-sp ec ific at the teacher training institutions; and ( i i ) training o f personnel at various level— teacher-educators, Sup erviso rs and teachers o f non-form al centres.

21. The third aspect o f this programme w ould be the establishment o f the N o n-Fo rm al Education Centres w hich w ill m ainly involve the cost o f teachers and equipment. On the basis o f the experience in the

APPENDIX 1 7 9

M adhya Pradesh M odel o f N o n-Fro m al education, it is envisaged that a teacher o f a N o n-Fo rm al Education Centre should iake on not more than 25 children because ch ildren in these centres w ill need more individual attention. Th e essential p hysical inputs w ill m ainly involve equipm ent like blackboards, maps, charts, g lobes and ligh tin g facilities. It is envisaged that the N F E Centres w ill be located in the prim ary and m iddle schools or lo ca l or com m unity centre or any accom m odation provided by the com m unity. H ence, no assistance for accom m odation is envisaged under this programme.

M anner o f Implementation

22. Fro m what has been indicated above, it w ill be evident that the chain for the im plem entation o f

the program m e w ould be as below:

| M IN I S T T R Y O F E D U C A T IO N A N D S O C I A L W E L F A R E |

S T A T E E D U C A T IO N D E P A R T M E N T / ------------------------- '--------------------------------- N .C .E .R .TS T A T E D I R E C T O R A T E O F E D U C A T IO N I

I ------- S C E R T —

| T T isI

S U P E R V I S O R Y O F F I C E R S -------------I

N F E C E N T R E S ------------------------ ---------

23. Th e feedback on the implementation o f Ihe program me w ill be in the reverse order from the N F ECentres to the b lo ck level, district level and State authorities and b lo ck level authorities and fin a lly to the Centre. T h e role o f the N C E R T / S C E R T s nd Ihe T T I ’s w ill be m ainly to look after the preparation and developm ent o f instructional packages to bS delivered through the N o n-Fo rm al Education Cen tres and training o f the personnel at all levels. .

Th e role o f the M inistry o f Education at the Centre w ould be to consider the sp e cific proposal o f the State Governm ents, disburse funds, coordinate the activities o f the N C E R T , on the one hand, and Ihe S C E R T s , on the other, keep a regular watch on the im plem entation o f the sp ecific program m es sanctioned under the

schem e and utilization o f funds by the State Governm ents.24. Th e m ain responsibility for the administration o f the program m e w ould be that o f the State Departments/

D irectorates o f Education who w ould perform the functions o f disbursem ent o f funds, actual im plem entation o f the project, keeping watch over the implementation and feedback to the Centre. These functions, the Stale Departm ents/Directorates o f Education w ill perform through their supervisory officers at the d istrict and b lo ck levels.

'n-hrtiilc o f Programme and Target o f Completion

25. The medium-term plans o f the nine States have proposed non-formal coverage as given below:

80 NCERT'S EXPER1 MENTAL NON-HORMAL EDUCATION CENTRES

(Figures in lakhs)

State Additional enrolment 1978-83

Non-fornuil Coverage

6-11 11-14 6-14 6-11 11-14 6-14

Andhra Pradesh 19.39 6.72 26.11 9.44 2.22 11.66Assam 8.51 5.72 14.23 2.51 2.86 5.37Bihar 12.26 15.53 27.79 2.52 4.63 7.15Jammu & Kashmir 3.41 0.75 4.16 0.35 0.16 0.51Madhya Pradesh 24.27 9.21 33.48 — — 12.56Orissa 6.53 8.20 14.73 0.80 4.90 5.76Rajasthan 20.33 7.97 28.30 10.17 3.98 14.15Uttar Pradesh 29.06 12.75 41.81 20.55 7.15 27.70West Bengal 16.56 10.63 27.19 5.00 3.96 8.96

TOTAL 140.32 77.48 27.80 51.34 • 29.92 93.82

26. The above figires do not in all cases conform to the patten of non-formal coverage recommended by the Working Group. Nor do the State Plans indicate the total strategy for non-formal education for various target groups. The main object of this Central sector scheme is to give such basic support as is necessary for the development and implementation of the programme, according to the time-frame and also cover chil­dren by the Non-Forma I Education Centres as much as possible with the funds provided out of the scheme, essentially for demonstration. .

27. Under this scheme, it is estimated that 29,63,000 additional children in the nine educationally backward States will be covered through 73,690 Non-Forma) centres, by 1982-83. This coverage will be in addition to the programmes that the State Governments have included in their State Master Plans. With this coverage, the total additional enrolment will be as given below

Additional enrolment, 1978-83, proposed in theSixth Plan ■

Formal - 123.98 LakhsNon-FormaI -93.82 Lakhs

217.80 Lakhs

Non-formal coverage by 1982-83under Central assistance 29.63 Lakhs

Total additional enrolment 1978-83 247.43 Lakhsor

247.50 Lakhs

28. In the first year o f operation, the following components of the programme will be covered:(!) Appointment o f additional staff in the Slate Directorates of Education for non-formal education.(ii) Setting ■p&trengthenlng of the SCERTs, including appointment of staff.(iii) Survey for the locations o f the Non-Formal Education Centres, keeping in view the requirements

of the backward areas and weaker sections of the community and preparing a phased programme

APPENDIX I 81

for covenige by 1982-83.(iv) Development ana printing or motivational materials for various audio-visual media by the SCERTs.(v) Preparation of group-specific curricula and instructional packages through workshops and

assignments. .(vi) Try-out of the instructional materials in the first phase of the Non-Formal Education Centres,

feedback and revision of the materials for final printing.(vii) Development of training modules for non-formal teachers at both the primary and middle levels.(viii) Orientation of supervisory personnel (district, block and teacher training institutions).(ix) Training of the teachers for the first year at Non-formal Education Centres.(x) Evaluation and monitoring of the first year’s programme in the last quarter of the year.(xi) Supply/provision of equipment and furniture for the strengthening of the physical facilities for

the teacher training institutions.(xii) Development, printing and distribution of prototype materials for group-specific curricula and

packages by the NCERT. '(xiii) Starting of Non-Forma] Education Centres in each of the States according to a phased programme.29. The actual year-wise phasing of non-formal coverage under the Central sector scheme will be worked

out after the State proposals are received. However, the growth of Non-Formal Education Centres along with their coverage has been phased out on the basis of one unit of 200 non-formal centres in the first year which will grow into 500 centres at the primary stage and 700 centres at the middle stage by 1982-83, as indicated below :

Growth of Non-formal Kdticallon Centres at the Primary Stage, with one unit of 200 centres to start with

1979-80 1980 81 1981-82 1982-83 Total

No. of centres 200 200 150 300150 200 150 500

100 50Pupil coverage . 5000 5000 3750 7500 21250

(full completion:16250;

3750 7500 5000 1/2 completion:5000)

8 2 NCERT’S EXPERIMENTAL No. ,-r<JRMAL EDUCATION CENTRES

G ro w th o f N o n -fo rm a l E d u ca t io n C e n tre s a t the M id d le stage w ith one u n it o f 2G0centres to sta rt w ith

1979-80 1980-81 1981-82 1982-83 Total

N o. o f centres 200 200 200 150250 250 250 750

150 200100

P upil 5 000 5000 5000 3750

coverage 6250 6250 622 5 0 225003750 7 500 (fu ll com plot ion:

21250;2/3 com plelion

3750 1/3 com pletion

7 5 0 0 )

N .B . N ew centres and new coverage have been underlined.

I I . F in a n c ia l p a ra m e ters1. Th e program m e is a Centrally sponsored sector scheme under the Plan. A s m entioned earlier, out

o f the m edium-term plan allocation o f R s. 900 crore for the programme o f u n iversa lizin g o f elementary education, a sum o f R s. 850 crore is in the State sector and the rem aining R s. 50 crore in the C entral sector, as agreed to by the Plan n in g C o m m issio n. The item -w ise estimated cost o f the program m e, in clu d in g staff strengthening at various levels for implementation during the modium-term plan period is as g ive n below:

I. S tre n g th e n in g o f.th e State D ire cto rate o f E d u ca t io n(C o st fo r I State)

/ terns Consolidated salary per

mouth

Requirements per year

Total requirements

pe* year

2 431

Rs. Rs. Rs.

( 0 Jo int Director 1,800 21,600 8 6 ,4 0 0o f Education

( i i ) P. A . i 7 00 8,400 3 3,600( ii i) Assistant 700 8,400 3 3,600( iv ) T .A . 5,000 2 0,000

(v ) M essenger 300 3,600 14,400

1,88,000

(A ccom m odation, furniture, equipment and contingency to be provided by Ihe State.)

APPENDIX 1 8 3

I I . Stre n g th e n in g o f State C o u n c il o f E d u ca tio n a l R e se a rc h an d T r a in in g [ S C E R T / S t a le E d u ca tio n a l R e se a rch C e n tre s ( S E R C ) (C o s t fo r I State) ]

A . A d m in istra tio n

(0 Senior Consultant 1,500 1,800 72,000( i i ) Consultant-4 4,800

(1 ,2 0 0 X 4)57,600 2,30,400

( ii i) Stenotypist 500 6,000 24,000(iv ) T yp ist C le rk 500 6,000 2 4 ,000

(V) M essenger 300 3,600 14,400(v i) T .A . 15,600 60,000

(v ii) A dditional O fficerContin gen cies 6.000 24,000

(v iii) A dditional accom m odation, where needed

12,000 48,000

4,96,800

B . P ro g ra m m e

(i). Su rvey 10,000 16,000

(1st year)and at R s. 2 ,000 for each o f 3 years

( i i ) Developm ent and 25,000 25,000printing o f m otivational (for 1st year o n ly)material through various A - V media

( i i i ) Preparation o f curriculum and instructional packages, in clu d in g illustrations and contigencies, through w orkshops/ assignm ents

25,000 per year 1,00,000

( iv ) Try-o u t o f instructional material in N on-Form al Education Centres, feedback, and revision o f materials lor final printing

15,000 per year 15,000

(v ) Printing o f instructional

m aterials for distribution am ong N on-Form al Education centres and 1,50,000 (m iddle (1 5 ,0 0 0 copies x 5 titles x R s. 2 per copy)

1st year1,50,000 (P rim ary stage) and 1,50,000 (m iddle

stage) Subsequent 3 years Prim ary : 3,00,000 M iddle : 5,00,000

27,00,000

8 4 NC'I R I’S EXHERIMENTA1 NON-FORMAL EDUCA TION CENTRFS

1

(v>)

(vii)

(viii)

Development of (raining modules for non-formal teachers (primary and middle)Orientation of supervisory personnel (district; block add ITIs)—40 persons in 1st year for 10 days Training of teachers

(«) Evaluation and Monitoring

10,000(for one year only)

12,0001st year 6,000 for each of 3 subsequent

1st year1.55.000(4-week; at Rs. 300 per teacher and Rs. 5,000 for resource (persons and contingencies) 2nd year : 3,10,000 3rd year : 3,87,500 4th year i 3,87,5005.000 per year

10,000

30,000

years12,40.000

20,000

41,56,000

III. Strengthening Teacher Training Institutions (560 in 9 Slates) per T.T.I.

(i) (a) StaffOne senior teacher Rs. 900 Rs. 10300 1,62,00,000educa tor/coo rdina tor. 1st year (200) 21,60,000

2nd year (150) 37,80,0003rd year (100) 48,60,0004th year (50) 54,00,000

(b)O ne gram sewak and , Rs. 900 each Rs. 12,000 1,80,00,000gram sewika. 1st year (400) 24,00,000

2nd year (300) 42,00,0003rd year (200) 54,00.0004ih year (100) 60,00,000

Contingent expenditure lor Rs. 6,500 97,50,000evaluation and monitoring 1st year (200) 13,00,000travel cost. 2nd year (150) 22,75,000

3rd year (100) 29,25,0004lli year (50) 32,50,000

60,00,000

Teaching equipment and furniture 1st year (200) 24,00,000(NR) at Rs. 12,000 per T.T.I. 2nd year (150) 18,00,000

3rd year (100) 12,00,0004th year (50) 6,00,000

Total 4,99,50,000

Figures within parenthesis indicate the number of TTl's lo be assisted year-wise

APPENDIX 1 85

I V . S tre n g th e n in g Su p e rv iso ry S U ITT h is has been and is being covered in Ihe Stale Plans and funds w ill be available out o f Ihe State sector

revisio n .

V . S tre n g th e n in g o f the C e n tra l L e v e l S U IT

A . Dept r:.....ti! o f Education

(0 O S D . (Coordinator) 2,000 2 4,000 1,00,320

(« ) Research O fficer-2 1,300 3 1,200 1,30,560

( i i i ) P.A.-2 8 0 0 19.200 8 0 ,400

( iv ) A ssistant-1 8 0 0 9 ,6 0 0 40,200

(v) L D C -T y p is t -2 1,200 14,400 5 9,760

(V i) T.A. 12,000 4 8 ,0 0 0

4 ,5 9 ,2 40

B . Programme fo r Development o f Materials by the NCERTA d ditio n a l sta ff a l Ihe N C E R T headquarters for a fu ll-fledged unit for Ihe universalization o f elcm entry

education and in F ie ld A d visers O ffice s o f Ihe N C E R T w ill be provided by re-deploym ent from am ongst e x ist in g positions.

T h e fo llo w in g g ives Ihe cost for developing programmes by Ihe N C E R T .

( i ) W orkshops to examine available literaturefor developing prototype Instructional materials.

( i i ) Se rie s o f workshops/writing groups for fin a liz in g prototype materials (prim ary and m iddle).

( i i i ) P rin tin g o f prototyped materials in Hindi

( i v ) Translation o f prototyped m aterials in English fo r dissem ination among all States as sam ples

40,000

50 .0 0 0 ' for each o f

3 years

5.000 fo r each o f

2 years50.000

40.000

1,50,000

10,00,000

50.000

12,40,000

2. T h e cost o f se llin g up and running N oil-Form al Education Centres, in clu d in g the pupil coverage, has been estim ated on Ihe basis o f a unit o f 200 centres to start within 1979-80, separately al Ihe prim ary and m iddle stages. S in ce Ihe implementation o f the programme cannot be undertaken all at once, il is envisaged that the unit o f 2 0 0 centres w ill grow up the 500 centres at the prim ary and 700 centres al Ihe m iddle stage d u rin g four years i.e. from 1979-80 to 1982-83. The phasing with pupil coverage and teacher and

non-teacher cost w ould be as given below:

A . Cost fo r primary Non-formal Education Centres (Unit o f 200 to start within the 1st Year)

8 6 NCERTS EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

1979-80 1980-81 1981-82 1982-83 Total fo r 4 years

N o. o f centres

200 200+

r 150

150+

200+

100

300+

150+

M

500

Pupilcoverage

5 000 5 000i

3750

3 750+

7500

7 500 + (F u ll

5 0001/2

2 1,250com pletion:16,250;com pletion5 ,0 0 0 )

Teach er cost at R s. 50 per pupil

2 ,50,000 4,37,500 5,62,500 6 ,25,000 18,75,000

C o ntingent expenses in ­c lu d in g ligh tin g at R s. 300 per annum.

6 0 ,000 1,05,000 1,35,000 1,50,000 4,50,000

T e a ch in g m aterials for p upils at R s. 2 per pupil

10,000 7,500 15,000 10,000 4 2 ,500

Equipm ent for centres at R s. 10

5 0 ,000 37,500 75,000 5 0 ,000 2,1 2 ,5 00

2 5 ,80,000

Per capita cost R s. 122 approxim ately (e x clu d in g p upils' textbooks).

N .B .: T h e new centres and their pupil coverage have been underlined.

APPENDIX 1 8 7

B . Cost o f Middle Non-Formal Education Centres (Unit o f 200 centres to start within the firs t year)

1979-80 1980-81 1981-82 1982-83 Total fo r 4 years

N o. o f centres

200 200+

250

200+

250

150+

250

700

Pupilcoverage

5000 5000+

6250

150

5000+

“ 6250 +

3750

+

200+

1003 750

+6 250

+7500

22,500 (F u ll com pletion

11,250 2/3 com pletion

3,750 1/3 com pletion

7 ,5 0 0 )

Te ach e r cost at R s. 60 per pupil

3,00,000 6 ,75,000 9 ,00,000 10,50,000 29,2 5 ,00 0

C o ntingentexpenditure in clu d in g ligh tin g at Rs. 350 per centre o f R s. 14 per capita

70,000 1,57,500 2,10.000 2 ,45,000 6 ,82,500

T e a ch in gm aterials for pupils at R s. 3 per pupil

15,000 18.750 11,250 22,500 6 7 ,500

Equipm ent for centres at R s. 25 per pupil

1,25,000 1,56,250 9 3.750 1,87,500 5.62.500

42.37.500

Per capita cost R s. 186 aproxim ately (e x clu d in g pupils text books)

N .B . Th e new centres and their pupil coverage have been underlined.

8 8 NCERTS EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

3. A s indicated earlier, the non-formal part-time education under the schem e w ill be m ainly on the basis o f the M adhya Pradesh M odel. Under this model, at the prim ary stage children w ill be able to cover ihe five -ye ar prim ary course in two yeais on the basis o f graded units. A t the m iddle stage, the condensation o f the course is not possible and hence children w ill take three years to com plete the m iddle stage as in the form al system ; but learning w ill be on the basis o f graded units as at the prim ary stage. In estim ating the pupil coverage, this aspect has been taken into consideration.

4. Th e W o rkin g G ro u p estimated that lhe cost o f non-form al educalion w ould be R s. 70 per student per annum. T h is cost w ill include not only the teacher’s salary but also teaching m aterials like exercise books, slate, pencil and contingent expenditure, including lighting.

5. The W o rkin g G roup also estimated that the cost o f equipment o f non-recurring nature like blackboards,m ip s, charts, g lobes etc. would be R s. 15 per student for the entire period. It w ill be seen from the above tables that in w o rkin g out the cost, these have been taken into consideration. Th u s, at the prim ary stage, the cost o f equipment has been calculated at Rs. 10 per pupii o f new enrolm ent and the training cost has been calculated at R s .'6 4 per pupil per annum, in clu d in g the teacher's salary at R s. 50 per pupil per annum A t the m iddle stage, tlic cost o f equipment has been calculated at R s. 25 per new pupil enrolled and the train ing cost at R s. 77 per student per annum, including the teacher cost at this stage at R s. 60 per student per annum .

6. In v iew o f the explanation given in the earlier two paragraphs, the co stin g pattern is w ell within theestim ations suggested by the W o rkin g Group. ‘

7. Th e tojal cost o f setting up and running 500 centres with a total pupil coverage o f about 21,250 al the prim ary stage w ould be R s. 25.S0 lakhs during the 1978-83 period w hich w orks out to about R s. 122

per capita. S im ila rly , the total cost o£ setting up anil running "700 centres at the m iddle stage with a pupil coverage o f 22,500 w ould be R s. 42.37 lakhs or Rs. 186 per capita.

8. Iii the im plem entation o f the programme o f universalization o f elem entary education, the efforts o f the voluntary organizations also need to be geared up, as in the case o f N ational A d ult Education Programme, in spite o f Ihe fact that by and large the elementary education sector has been nationalized. K e ep in g in v ie w the fact that tlie N A E P and N F E for children o f the age group 9 -1 4 are really com plem entary programmes, i l may not be possible to resist tiie request o f voluntary organizations to lake up non-form al education program m es fo r the elementary age-group children. A n allocation o f R s. 1 crore for the total Plan period has been provided; grants w ill be given for such N on-Forir.al Education Cen tres run by voluntary organizations as per norm s set out earlier.

9. A total amount o f R s. 39,47,85,000 (o r Rs. 39.48 crore) has been estimated as the cost for setting up and running N o n-Fo rm al Education Centres in the^aiDejeducationally backw ard States. T h is amount has been allocated for prim ary and m iddle stage N on-Form al Education Cen tres in the ratio o f 3:1, accord ing to the national pattern o f non-formal coverage recommended by the W o rk in g G ro u p i.e. R s. 120 lakh at the prim ary stage and R s. 40 lakh at the middle stage. T h e allocation between the prim ary stage and m iddle stage N on-Form a! Education Centres is as given b e lo w :

Prim ary - R s. 29.61 croreM iddle - R s. 9 .87 crore

10. W ith the above allocation, the loial number o f units and coverage w ould be as g iven below:

Prim ary Stage : 114.76 units o f 500 non-form al centres with a coverage o f 24 ,39,000 children.M iddle Stage : 23.3 units o f 700 non-formal centres with a coverage o f 5 ,24 ,250 children.

11. Th e units o f 500 and 700 N on-Form al Educ tion Centres respectively at the prim ary and m iddle stages are proposed to be proportioned between the nine educationally backw ard States, keeping in view the present position in the States, the number o f non-enrolled children and their proposals included in their plans.

Appendix 2

L i t e r a c y H o u s e , L u c k n o w

W o rk s h o p on 1‘ re p a y a lio n o f L e a r n in g M ateria ls for the A g e -g r o u p 9-14

(2 3 - 2 9 A u g u s t , 1978)

List o f Participants and Resource Persons

N ational C o u n c il o f Educational Research ani! Training1. D r. A .N . Bose, Joint D irector2 . D r. K rish n a G opal Rastogi, Professor3 . D r. Sa ro jin i B isaria, Reader4 . D r. A run K u m a r M isra, Reader5 . S h r i A m i Chandra Sharma, Lecturer6 . S h ri Rajendra Joshi, Lecturer

7 . D r. M .R . C h ilana, F ie ld A dviser, Chandigarh8 . S h r i M ahesh K u m ar Gupta, Field Adviser, Bhopal9 . S h ri Prabhakar Sin gh , F ie ld Adviser, Allahabad

R e gio n a l C o lle g e s o f Education1. D r. M .P. Bhatnagar, Reader, Ajm er2 . D r. P .K . Khanna, Reader, Bhopal3 . S h ri Bhagw at Rawat, Lecturer, Bhopal4 . D r. J.N . B ajp ai, Reader, Bhubaneswar5. S h r i V ish v a v ir V idyarthi, Lecturer, Bhubaneswar6. D r. Bishnupad Panda, Lecturer, Bhubaneswar

State Institute o f Education and Department o f Education

1. S h ri G o vin d Narain Sharm a, Principal, S .I.E ., Delhi2. S h r i Ram esh Chandra Aw asthi, Subject Specialist, S IE , D elh i3. S h ri C .S . Dhaw an, Master, S .I.E ., Chandigarh4. S h ri S .N . Sachar, Principal, S .I.E ., Solan (H im achal Pradesh)5. S h r i A b du l Haneef, Asstt. Director, S .I.E .. Udaipur (Rajasthan).6. S h ri Nasuruddin Sid d iq i, Research Officer, S . I . E , U daipur (R ajasthan)7. D r. Rajendra Prasad Sharma, Asstl. Deputy Director, S .I .E ., A llahabad (U .P .)8. S h ri Sachchidanand Dhaula Khandi, Principal, S .I .E ., A llah ab ad (U .P .)9. Sm t. Um a W ali, Research Professor, S.I.E ., A llahabad (U .P .)

9 0 NCERT'S EXPERIMENTAL N O N FORMAL EDUCATION CEN TRES

10. D r. P.N . A gn ih o lri, Director, S .I .E ., Bhopal (M .P .)11. Sh ri Prem Narain Russia, Asstt. Lecturer, S .I.E ., Bhopal (M.P.)12. S h ri M ahadeva Prasad Srivastava, D y . D irector, EoucaiioK, ‘, 'dina (Bihar)13. Sh ri V ishw a Nath Sinha, D y. D irector, S .I .E ., Patna (B iiis r )14. D r. G .L . M andal, Reader, S .I.E ., Patna (B ih a r)15. Sh ri B .L . V ya s, D irector, S .I.E ., U daipur (Rajasthan;

R esource Persons1. S h ri D .P . M aheshwar, C /O Literacy House, Lu ckno w2. D r. S.P . Upadhyaya, U .G .C ., Professor, Kum aon U niversity, Nainital.3. D r. K D . M alviya, R iverbank C o lo n y, Lu cknow .

L itera cy H ouse1. D r. S .N . Mehrotra, D irector N2. Sm t. Sheela T rive d i, Head, F a m ily L ife Centre3. S h ri A nand Prakash, W riter4. S h ri V .N . S in gh , Instructor-cum -W riler.

Appendix 3

Committee for Non-formal Educaii^-i

(a ) H ead, Com prehensive A d "ess to i ’ rimary Education Group.(b ) H ead, T rib a l Education Unit( c ) H ead, Prim ary Cu rricu lu m Developm ent C e ll(d ) H ead, Department o f Teacher Education(e ) H ead, W om en's Education Unit( f ) H ea d, Extension u n it(g ) Head, C u riicu lu m G roup(h ) Head, Department o f Mcastirenic';! ' nd Evaluation( i ) A representative o f the Planning. < cordination and Evaluation Unit.( j ) Prof. K .G . Rastogi( k ) Prof. C .H .K . MisraT h e N on-form al Education G roup with Prof. Rastogi and Prof. C . I i . K . M isra w ill act as the Secretarial

o f this Committee.

Appendix 4

N a t i o n a l c o u n c i l O f E d u c a t i o n a l r e s e a r c h A n d T r a i n i n g

Minutes of (he meeting held on 5 November, 1979, to discuss the role of the NCERT in the implementation of the N.F.E. scheme drawn up by the Ministry of Education

and Social Welfare for the children in the age-group 9 to 14

In pursuance o f the decision taken in the meeting o f the Execu tive Com m ittee held on 25 Septem ber, 1 79, a sm all W o rkin g G roup w as set up by the Director, N C E R T , to identify in sp e c if ic terms the support that the C o u n cil can provide to the nine educationally backward States in their im plem entation o f the programme o f non-form al education for the age-group o f 6 to 14 years. Th e first m eeting o f this gro up was held in the o ffice o f the Director, N C E R T , at 4.00 P.M . on 5 Novem ber, 1979. Th e fo llo w in g m em bers were present:

1. D r. Sh ib K . Mitra C h a irm a nD irector, N C E R T

2. Sh ri A . B ordiaJt. SecretaryS .M . M inistry o f Education

& Culture, N ew Delhi

M e m b e i

3. Sh ri S .K . SrivastavaEducation C om m issioner G o vt, o f B ih ar Education Department N ew Seed. Patna.

M em ber

4. Sh ri Satya Bhushan . Education Com m issioner G ovt, o f Jam m u & Kashm ir Education Department, Srinagar

M em ber

5. Prof. B .B . D asD ire cto r o f P ublic Instruction O rissa, Bhubanesw ar

M em ber

6. S h ri P. Adinarayana D irecto rP u b lic Instruction Andhra Pradesh Hyderabad

M em ber

APPENDIX 4 9 3

?. . D r. T .N . D harJt. D irector, N C E R T C o nven er

8. D r. C .H .K . M israProfessor o f Education N .F . E

9. D r. K .G . RastogiProfessor o f Education N .F . E

10. M r. M .D . GuptaA . E A .M inistry o f Education & Culture

A fte r a brief d iscussion o f the saiieu! ieaturcs of Ihe scheme o f non-form al education com m unicated by the G overnm ent o f India to the nine educationally backward Slates as well as Ihe proposals containedin the N C E R T ’s note, the fo llo w ing decisions were taken:

( i ) The role suggested in Ihe note for Ihe N C K R T , in respect o f its academ ic support to the States,w as accepted. It was, however, felt that there were certain other activities w hich the N C E R T could undertake. Th ese w ould include:(a ) Ihe development o f literature on the subject o f non-form al education program m es lo r dropout

children w hich w ould help in explaining the concept o f non-form al education for the children

of the age-group 6 to 14 years;(b ) preparation o f guidelines w hich w ill help the States to prepare and evaluate instructional

m aterials produced for non-formal education in their respective States:( c ) developm ent o f a handbook on training w hich w ill explain the m ethodology for training

different levels o f personnel in non-formal education program mes o f the States,(d ) development o f prototypes o f multi-media packages in key areas (e.g. health, nutn.;;:'-,,

agriculture, crafts, etc.) w hich the Stales can adapi'sdopt for use;( c ) dissem ination o f information on Ihe experience o f Ihe States and other ageru '•es in

im plem enting non-form al education programmes.( i i ) M ass production o f various instructional materials required lo r non-form ii triuca'ion would !>e

undertaken by the Stale Governments.(iii') Th e N C E R T w ouid assist the Slates in organizing the training o f key personnel who in iheir turn

w ill undertake the training of grassroots level workers.

Appendix 5

Ma in C onclusions Em erging from th e Conference o n No n -Fo r m a l Education . Held in the N C ER T O n 29 June , 1981

A s a prelim inary s!ep lo Ihe meeting o f Ihe N ational Co m m illee on U n iversalization o f Elem entary Education

lo .J u ly . 1981).( a conference o f the officers-in -cha rge o f im plem enting Ihe non-form al education program me in the nine educationally backw ard Stales was held at N C E R T on 29 June, 1981. The main objectives o f the conference were: “ T o review the im plem entation o f the program me in the States, exam ine the d ifficu lties experienced in im plem entation, indicate the m odifications that may be necessary in the light o f the experience gained in the schem e o f the M inistry o f Education and Culture under w hich financial assistance is being provided to the States for the establishm ent o f N o n-Fo rm al Education Centres and to identify approaches, strategies and program m es for im plem enting Ihe program m e with a v iew to ensuring an early realization o f the constitutional d irective” .

2. A l l the nine Slates, except Jam m u & K ash m ir, participated in Ihe conference. The m eeting was also attended by the representatives o f the P lanning Co m m issio n, M inistry o f Education and Culture, and the N C E R T .

3. Th e representatives o f the States, in addition to g iv in g a status report indicated the problem s and d ifficu ltie s being encountered by them in the effective im plem entation of the program me. ~ ne main co n clu sio n s w hich emerged from the discussion are sum m arized in the paragraphs that follow .

4. In a situation where a large number o f children o f the age group 6-14 continue to be enrolled and a substantial proportion o f those who enroll drop out without com pleting m inim um sch o o ling, non-form al education has to be developed as an effective alternating strategy for universalization o f elementary education.

5. The schem e formulated by the M inistry o f Education for assisting the States in the establishm ent ol N o n -l'o rm al Education Centres has contributed sign ifica n tly in c la rify in g the concept, indicating the operational consideration and in generally, creating an awareness o ^ th e im portance o f the approach.

Objectives

6. In v iew o f the lim ited experience available in o rgan izin g an effective program me o f non-forma! education w hich by its very nature should be concerned with the total life of the individual and com m unity and has to be differem t in approach, it w ould be desirable in the initial stages to have lim ited objectives. In the beginning, it w ould be desirable to develop non-form al education as part-time school education, with the main objective o f the program me being to help the non-school go in g children and those who drop out prem aturely, enter the form al school at different points.

7. It m ay be necessary to rely for the curricu lum o f N on-Eorm al Education Centres on a condensed version o f^h e cu rricu lum prescribed for formal education, the objective being to provide education broadly equivalent to the latter within a period o f two to three years. T h is should, however, not prevent the development of an instructional programme in relation to sp e cific individual and com m unity needs, w hich w hile developing the com petencies that the formal syster promotes, is different from what is presently available in schools.

APPENDIX 5 95

8. T o ensure the entry o f the products or Non Formal Education Centres in the forma! education system the latter should be made more flexible in terms of entry requirements. Th e State Governm ents w ill have to issue necessary instructions to schools, requiring them to al low entry to the products o f non-form al education system or the types o f sp ecia lly designed tests which may be different from those norm ally used for ad­m ission.

9. Instructional m aterials and the instructional strategies for non-form a! education should take into consideration the needs and aspiration of the children attending N o n-Fo rm al Education Centres, who have som ewhat different m otivations and attainment levels than those enrolled in the form al system. "

10. W ith increasing experience, it should be possible to w eave the program me o f N o n-Form al Education

Centres around the occupations followed in the communities. Apart from m otivating the com m unity for education, because o f its relcvance to their requirements, this w ill help in increasing the productivity o f existing eco no m ic activities by provid in g to them technical and academ ic inputs through the information that the students seek and the s k ills that they karn.

11. S in ce instructional materials required for N on-Form al Education Centres are like ly to be different from above used in the form al system, it is necessary to identify competent persons for developing them. It w ill also sim ultaneously be necessary to initiate (raining program mes for persons at present engaged in the development o f instructional materials for the formal system with a v iew to orienting them to the approaches for development o f materials for non-formal education.

Recruitment and Training o f Personnel

12. A flexible approach the selection m d appointment o f teachers o f N o u-Form al EducationCentres is being adopted in the States. This must continue. Considerations o f com m unity acceptance and com petence to teach children o f different ages and attainment levels should be given due weight in selecting instructors for N on-Form a) Education Centres.

13. A part from instructors for Non-Forma! Education Centres, the other personnel who w ould need to be trained/oriented w ould include resource persons of the State Institutes o f Education/State C o u n cil o f Ed u ­cational Research and T ra in in g Supervisors of N F E C entres, material developers for N F E , other adm inistrative

(.officers iand Evaluators o f the Scheme. In collaboration with N C E R T , the State level training and research Institutions should im m ediately initiate a comprehensive program me o f training/orientation o f various categories o f personnel concerned with the implementation o f non-form al education.

Costs and Other Norms

14. R e gard in g the m ode o f payment to teachcrs. it was observed that different practices and em olum entsprevailed in different States. W hile the mode of payment to the teachers w ould need to be left to the State, it w ould be desirable to adhere at least to the norms of payment suggested by the M inistry o f Education and Culture in its schem e i.e. an annual payment o f Rs. 1250 to a teacher o f the N o n-Form al Education Centre having 25 students. •

15. S in ce it w ould be d ifficu lt to condense the syllabus for the m iddle level, one teacher for each centre— as provided for the M in istry ’s scheme— would find it d ifficu lt to do justice to all the subjects at the stage. It may, therefore, be necessary to provide at least two teachers for centres where non-form al education o f the m iddle level standard is provided.

16. O ther norms o f expenditure proposed for certain items given in the Central schem e w ould need to be looked into. In particular, there was need for reconsideration o f the norm s o f expenditure proposed for the schem e for contingencies w hich may need to be enhanced in v iew o f the frequent breakage and loss o f some items.

Supervision/M onitoring

17. The need for adequate superv ision and continuous m onitoring o f the non-form al education program m e was em phasized It was, felt necessary th:*t adequate number o f Supervisors with a positive attitude towards

the program me should be appointed. While, as suggested in the M in istry ’s schem e, the implementation of

96 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

the programme would have lo be largely through ihe norm al adm inistrative m achinery, it w as necessary to appoint additional supervisory staff for Non-Form a! Education Centres in proportion to the latter’s number and wherever necessary appoint separate supervisory staff for the centres. The la tier w ould seem necessary as the requirements o f the programme were different from those o f the form al education system . .

18. A part from supervision o f centres, it was necessary to strengthen the district and State level m achinery for non-form al education in v ie w o f the need at those level ensuring liason with other development agen ­cies, coordination o f the various aspects o f the programme and continuous m onitoring and evaluating o f the programme.

Research Support

19. F lex ib ility , relevance and practicability being the main criteria, it was but natural to develop a variety o f models o f non-form al education, depending upon the sp e cific so cio-econom ic and geographical conditions o f the areas covered under the programme. T h is would require an intensive study o f the program m es being implemented and iheir m odifications on the basis o f em pirical data. There*was need in particular for research studies in the areas o f curricu lum , teacher preparation, com m unity cooperation, vocational orientations o f the programme, m otivations o f children etc.

20. A n important area o f study requiring priority attention concerned the identification o f com petenciesthat non-formal education is expected to develop the instructional strategy needed for prom oting them and the tools required for evaluating them. *

Others

21. It was felt that many o f the States were not u tiliz in g fu lly the funds provided for the strengthening o f the Departments o f Education, the S C E R T s and teacher training institutions. S in ce these inputs were es- >>entia! for the effective implementation o f the scheme, i! was necessary that the States w ork out and subm it sp ecific proposals to the M inistry in this regard.

22. It was considered worthwhile to elic it the cooperation o f voluntary agencies bceause o f the m assive nature o f ihe programme. In thfs regard, it was suggested that the norms o f grants to be given to voluntary agencies may be made more liberal as they may not be in a position to bear the expenses o f five established centres as against three centres financed by the Centre, as is provided for in the schem e for State Governm ents.

23. A dult education and non-form al education for children o f the 6-14 years age gro up w ould have !o bo m utually reinforcing. There was, therefore, need for establishing suitable adm inistrative and other m echanism s lor effective coordination between the two.

24. It would be desirable for the State Governments to set up task forces/study groups with the purpose o f review ing the»i achievem ents in reaching the goal o f universalization o f elementary education, ihe tasks that lay ahead ;snd the approaches and strategies that were required to be adopted in the concept of the sp ecific conditions obtaining. Th e task forces/stj Jv groups could also indicate the role that non-form al edu­cation has to play in reaching the objective of universalization o f elementary education and the form it should take. I f necessary, the collaboration of the N C E R T . the M inistry o f Education and the P lanning C o m m is­sion u>uld be sought in this regard.

.Appendix 6

N o n - F o r m a i E d u c a t i o n E x p f r t m f n t .a l P r o g r a m m e , N .C .E .R .T ., N e w D e l h i

S u rv e y T o o l N o. 1

T h is survey tool (1 ) is meant tor preparing a direclory o f non-form al education centres for the children age group (9 -1 4 ) being run by the N C E R T (through Regional C o lleg es o f Education and F ie ld A d visers). You are requested to co llect and furnish the information

1. C o nven er :F R / R C E12

2. N am e of the b lock with postal address :

3. F ie ld Superviser :Name SQ ST 'O ther

2. A ddress3. Q ualifica tion s4. Exp erien ce5. W o rkin g S in ce6. So c ia l A ctiv ities

SI.No.

Name o f the centre

with complete address

Started in the month!year

BoysSC/ST

GirlsSC/ST

Na/'te o f the

teacher with

complete address

Age SC s r Q uali­fication,

experience

Nome o f the persons contributing to NFE centre or member o f committee

Survey Tool No. 2

N o. F. i-I/SO /N FEP /A d m r..

Non-Formal Education Programme N.C.E.R.T.

D ea r Supervisor,

K in d ly turnish the fo llow ing inform ation in H in d i or En g lish

Books being used by children

9 8 NCERT'S EXPERIMENTAL NON-FORMAL. EDUCATION CENTRES

Nam e Price Publisher

I. Lan gu a ge 1.2.3. '4.

5.6.

II. M athem atics 1.2.3.4.5.6.

III . Environm ental 1.Studies Sc icn ce and 2.So c ia l Science 3.

4.5.6.

IV . O ther books 1.being used as 2.textbooks 3.

4.5.6.

V . B o o k being read by children in leisure time

APPENDIX * 9 9

Charts & Pictures

Name Price Publisher

T o y s

Other A id s

A n y other material being used in teaching

Lo ca lly sp ecific

syllabus or any 2.

other instructional

material

3.

4.

5.

6 .

7.

8.

9.

10.

Activities being perform ed by you

I. Sup ervisio n o f the centres

100 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

II. G u idan ce being provided* to fie ld w orkers

II I . C o ntact with the com m unity

IV . M eetings held by you since June 1980 with teachers and com m unity

A n y other matter to be inform ed

A ctiv itie s to he taken up from Decem ber to M arch, 1981

A P P E N D I X 6 1 0 1

Bo o k for children being used as tex (books.

B o o ks for children and teachers (supplem entary reading material)

Teaching/orientation

Guidance

Supervision

Contact with com m unity

Th an kin g you, Y o u rs sincerely,

(H .L . S H A R M A ) Lecturer

[ 1 0 2 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Survey Tool No. 3

No. F.2-14/80/NFE

NON-FORMAL EDUCATION PROGRAMME

National Council of Educational Research and Training Sri Aurobindo Marg, New Delhi- 110 016

Dated :

Dear,

The non-form al education group at the N F E is conducting survey o f the N F E Centres run by the R C E s and the F A s . A proforma has been sent to you and also to the Field Sup erviso rs o f the b lo cks under intimation to you. I am sure that you are responding to the request of the N F E group prom ptly so that the w ork can be com pleted raised at various levels and in different forms. Inform ation about the actual expenditure being incurred in the centres run y the R C E s and the F A s has, therefore, becom e essential. I w ill, therefore, feelgrateful i f you could k in d ly send to us the information about Ihe actual expenditure incurred on the centresfrom A p ril to Novem ber, 1980. The information may please be sent under the fo llo w in g items:

O ) Establishment Costsa. Sa la ry and other allow ances to Field Workers. •b. Sa lary and other allow ances to Field Supervisors.

( i i) ' Contingencya. M aterial supplied to children and teachers.b. M aintenance o f centres (first purchase and replacement separately).

( i i i ) C raft:

( iv ) L ibrary:

(v) M eetings o f the A dvisory C om m ittee o f N F E centres.a. T A & D Ab. C o ntingency

(v i) Tra in ing o f F ie ld W orkers an d F ield Supervisors.

(v ii) Piiblication/Cyelostvlifiga. Reportb. Instructional material.

(v i i i ) A n y other costs,

with kind regards.

Y o u rs sincerely.

(T.N. DI1AR)

S u rv e y T o o l N o. 4

No. F. 2-2/81/NFE/ .

Dear colleague,

Please f ill in the form in En g lish or H in d i and send it to the undersigned at the earliest. (One form is to be used fo r one centre).

1. Give the total number of children under each head:

April, 1980 J a n u a r y 1981 Joined the form al O:rop-outs o f N ew childrenSchool <£ Class V//:. Centres

2. M ention the som ber o f children under each colum n on the basis o f the level o f their achievem ent in January, 1981.

C lasses

I I I H I I V V Total D escription ctest used

B o y s G ir ls B o y s G ir ls B o y s G ir ls B o y s G ir ls B o y s G ir ls B o y s G ir ls

S C S T O S C S T O SC - S T O S C S T O S C S T O S C S T O S C S T O S C S T O S C S T O S C S T O S C S T O S C S T O

APPEN

DIX

6

3. C o n su lt the ch ildren and g ive the opinion o f Ihe children with Iheir num ber on the fo llo w in g points: O

( i) Benefits that the children have g o l from N F E .( i i) W liat they do n ’t like in the N F E program me?(ii i) What do they sugger.i for im provem ent?

4. C o lle ct and g ive the opinion o f at least (hree parents o f children otSi'r than the m eirH ers o f the A d viso ry Com m ittee regarding the im provem ent ir

children on the fo llo w in g points:

( i ) Personal habits(a ) C lean lin ess(b ) Food habits(c ) Conversation(d ) D om estic w ork

( i i ) Advantage to fam ily from education o f children.( i i i) Su ggestio ns for im provem ent.

with regards, .yonrs sincerely,

NC

ERT'S

EX

l'ER

IME

NT

AL

NO

N-FO

RM

AL

EDU

CA

TION

C

EN

TR

ES

AIMT.NDIX 6 105Survey Tool No. S

Tool for Information ora C entre Teachers

K in d ly lick (V) and express your view s, oil who proved belter in running N F E centres with sp ecific exam ple ( i f possible).

1. Lo cal/oulsider

2. W ith teacher tiaining/untrained

3. W ith H ig h Sch oo l/H igh School/H r. Sec./Inter

4. Graduate/Posl-graduale

5. M ale/Fem ale

6. Teacher/Com m unity membersIn case o f conintunilv member.k in d ly mention their profession

7. A ge -gro u p2 0 -3 03 0 -4 04 0 -5 05 0 -6 06 0 -7 0

8. A n y other criteria youm ay like to mention

9. -d o -

10. -d o -

NCERT S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Tool for Informal ion on Teaching Method -

D ifferent teaching methods are being practised by the N F E Centre teachers. K in d ly m ention your v iew s about methods with sp e c if ic exam ples.

SL.No.

M ethod Descripition ( i f possible)

Exam ples to support the reply

1. Story telling

2. P lay

3. O ral dictation .

4. Supervised study technique

5. F ie ld trips

6. C raft and w ork centred technique

7. Lea rn in g by doing

8. Dem onstration

9. O bservation

10. T a lk in g

11. G roup d iscussion

12. A n y other

13. " " .

14.

Teal for lmurmation on Shortcomings on NCERT's NFE Programme

A I M ’ l ^ D I X 6 1 07

SI.No.

Shortcom ings o f N C ERT's NFE programmes

Description

1. P la n n in g

2. L a u n c h in g

3. C oordination i t II.Q . Level

4. Coordination at R C l i/ F A level

5. Coo rd in atio n at F ield Su p e rv iso r level

6. Preparation and supply of instructional m aterials

7. , T ra in in g o f N F E w orkers

8. Su p ervis io n o f program m e

9. C o st o f the programme

10. M otivational aspects

11. Parents/centre teachers/and other w orkers

12. P ro v id in g assistance to State and other w orkers

13. M odel o f N F E

14. A n y other

1 5 .

108 NCERT'S EXPERIMENTAL NON-l’ORMAL EDUCATION CENTRES |

To«l for Information on Grounds on which .VCEH71s NFE Programme should be continued

SI.S o .

Areas

«• . .

D escription

1. Philosophical

— A ssistance to M inistry

— Guidance to States .

2. Academic

D evelopm ent o f plan,

C u rricu lu m and prototype material

3. Technical— L e s s rcsourses

— L e s s time

4. Social

- Im provem ent o f life .

— Preparation for a vocation

5. Economic

— C o st V s Achievem ent

6. A ny other

Actual Expenditure Incurred (Ffeld Supervisors) Daring April 1980 to March 1981

N am e o f the B lo ck

APPENDIX 6

SI.No.

Items Amount spent Remarks ( if any)

1. Sa la ry o f F ie ld Supervisor

2. T A / D A(in ihe m onth of)

A . routineB . sp ecific ( if any)

3. Secretaria l assistance O ffice , ( i f any)

4. G u id in g m aterials given to F .S .

5. C o n tin gen cie s- m eetings expenditure- repo rting/cyclo stylin g w ork- postage, etc.

any other

6. A n y other

1 10 NCERT'S EXPERIMENTAL NON-FOKMAL EDUCATION CENTRES .

Actual Expenditure Incurred (In Connection with the NFE Work)During April 1980 lo March 1981 .

Nam e o f the b lo ck ___________________ _______________

57. No . '

hem s Amount spent R em arks ( i f any)

1. Training/orientation

o f Ihe centre teachers

(1 )

(2 )

(3 )

(4 )

2. Training/orientation o f F ie ld Supervisors

(1 )

( 2 ' ■

(3 )

(4 ) ,

3. M eetings

- v illa ge level

- b lo ck level

- State level

4. Functio'nsC elebrations . so cia l meetings

( lik e 15 A u g., 26 Jan.)

S. M aterial supplied

o f general nature

6. W orkshops, sem inars, m eetings conducted for

the production o f material

7. A n y other

Total

S u rv e y T o o l N o. 6 A

. T o o l fo r In fo rm a tio n on A c u ta l E x p e n d itu re A p r i l 1980 to M a rch 1981

APPF.NDIX 6 111

SI. ItemsfM aterials Am ount Source o f RemarksNo. spent amount ( if any)

1. Building ( i f any)

2. L ight (arrangement) - K e ro sen e o il- G a s M ehtal- G a s ch im ney- C h im n e y lantern- R e p a irin g o f gas lantern- E le ctric ity charges- E le ctrica l goods-wire/holdcr/

plug/sw itches/adopteiVbulbs etc.

3 . Furniture- TM P itt i- C h a ir- T a b le

Library

Facilities- S lates- P encils- R o ll-u p hoards- Attendance register- A d m issio n register- Chalk/duster- Stationery

6 . Textual material fo r children- textbooks (Lang./M aths, etc.)- co p ies- printed m aterial/cyclostyled- s ign boards

- supplem entary reading material

7 . Craft (raw material)- Rem uneration paid to a skilled

artisan i f invited- T o o ls

8. M aterial program m es and recreation

1 1 2 N C E R T S H X P E R IM F .N T A I. N O N - F O R M A L E D U C A T IO N C F N T R F S

Actual Expenditure Incurred (Centre Teacher’s)During April 1980 to March 1981

Nam e o f the B lo ck

SI. Items Am ount Source o f RemarksNo. spent amount ( i f any)

i . Sa lary o f centreteachers

2. T A / D A ( i f any)

3. G u id in g m aterials- guide books- reference books

4. Contin gen cies

- postage- any o ilier

Total:

Total no. o f ccn ire teachers:

Expenditure per centre teachers:

APPENDIX 6 1 1 3

A ctual Expenditure Incurred (Field Supervisors) During April 19S0 (o March 1981

Nam e o f the B lo ck

SI. Item s Amount spent RemarksNo. O f any)

I. Sa la ry ofFie ld Supervisor

2. T A / D A(in the month of)

A . (routine)B. sp ecific ( i f any)

Secretarial assistance-office ( i f »»>■)

4. G u id in g m aterials given to F .S .

5 . C o n tin gen cie s

- m eetings expenditure- reporting/cyclostyling w ork- postage etc.

- any other

6 . A n y other

Total

114 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

A c in i Exptndftare Incurred (hi Connection with NFE Work) Daring April 1980 to March 1981

N am e o f the B lo c k

SI.No.

Items Am ount spent Remarks ( i f any)

1. Tniining/orintation o f the centre teachers

(1)(2)(3)(4)

2. Training/orientation o f F ie ld Supervisors

(1 )

(2)(3)(4)

3. M eetings

- v illa g e level

- b lo ck level

- State level

4. Fun ction s

C elebrations social m eetings ( lik e 15 A u gu st, 26 January)

5. M aterial supplied o f general nature

6. W orkshops, sem inars, m eltings conducted fo r the production o f material

7. any other

APPENDIX 6 115

Visits lo lhe N.F.E. Centres During 1980-81

SI. Organizers Total number o f visitsHo.

F ie ld A d viser/Senior Convener

2. A s lt . F ie ld Adviser/Junior Convener

Appendix 7

N C E R T ’s N F E Ex p e r im e n t a l P r o g r a m m e

List o f Materials P ro d u ce d

I. Conceptual M aterial

SI. No. Title Language Prepared by Stage—printed/ cv- clostylcdlunder public­ation/manuscript/ under preparation

1 2 3 4 5

0 ) N o n-fo rm al Education— Concept, N ature and Sco p e— A M odel fo r N F E models.

En g lish Dr. K .G . Rastogi C yc lo sty le d

0 0 C u rricu lu m Developm ent N o n-fo rm al Education

-do- Dr. K .G . Rastogi -do-

( i i i ) Evalu atio n o f N on-form al ' Education

-do- Dr. K .G . Rastogi -do-

(iv ) Developm ent o f Instructional M aterial for N F E (in H in d i)

-do- D r. K .G . Rastogi -do-

(v ) Job-O riented M odel for Tra in in g o f N F E teachers

-do- Dr. H .L . Sharma -do-

(v i) Nou-U>m ial Education Program m e -do- (9 -1 4 A g e G r o u p ) - W orkable M odel and Strategies

D r. K .G . Rastogi H .L . Sharma

-do-

(V ii) N o n-fo rm al Education— O b jective s and M odels

-do- Dr. K .G . Rastogi Published in Journal o f Indian Education—Septem ber, 1980

APPENDIX 7 1 1 7

(v iii) C u rricu lu m o f non-form al -do-education for Ihe age group6-14. A point o f v iew published in Journal o f Indian Education.

( ix ) Nature and Scope o f Science En g lishEducation under N C E R T 's non-form al education experi­mental programme for the age

group 9-14, Paper presented at annual conference of A IS T A — Jabalpur (M .P .)D ec. 28-30. 1980 (published

in V igya n Sh ik sh ak j.

(x ) S c ie n ce and V eciionology -do-Education to Rural poorthrough N on-form al Education System

(x i) Lea rn in g to be (in H in d i) H indi

(x i i ) A naup cha rik Sh iksha A u r -do-V a ig y a n ik T a k n ik i Co-authors

(x i i i ) A Possible M odel for N on- E n g lishform al Education

(x iv ) N on-form al Education— A n -do-Alternative to Form al System (b o o k— C o-author)

(x v ) Educational A ctiv ities in M ultai D istrict. Broadcast from A ll India Radio. Bhopal on 29 O ctober. 1981

H .L . Sharma

d o ­

l l . 1- Sharma

D r. Neerja Sh u kla

D r. Neeija Shukla

D r. Neerja Sh u kla

-do-

D r. R .P . Kathuria, F A , Bhopal

Indian Journal of Education ( A I S T A ) Ju ly , 1978,A IS T A , Jabalpur

Published in V igyan S h ik sh a kD ecem ber 28-30, 1980

A paper prepared for A P I E D study G roup M eeting— M anila January 1982.

Sh ik sh a K e N aye A ya m . L . K . Odd (E d ).

-do-

T h e Education (Q uarterly,A p r il 1979).

B a h ri Publication. Septem ber, 1979.

( x v i) Part-time N F E in the context

o f U niversalization o f Elementary Education Project M ullai. 1978-79 & 1980-81

-do- D r. R .P . Kathuria F A , Bhopal

M im eographed

118 NCERT'S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

(x v i i ) To w ards U niversalization o f En g lish

Elem entary Education ProjectM ulta i, 1978-79 & 1980-81.

(x v i i i ) F o llo w up study o f students -do-passing out M ultai N F Ecentres (under preparation).

( x ix ) N o n-Fo rm al Education Study -do-

( x x ) N ew Experim ents in Education -do-

D r. R .P . Kalhuria F A , Bhopal

-do- U nder preparation

A .B . Saxena, Asstt. F A , Bhopal

-d o - Published in Palash

(x x i)

(x x i i )

(x x i i i )

(x x iv )

(x x v )

N F E — A n A id to Rural D evelopm ent

-do-

C ase studies o f children getting -do-

non-form al education

The im portance o f lo ca l-sp e c ific -do-m aterial in N F E

The preparation o f local sp ecific -do-m aterial .

M auagem ent o f N IT ; and A d u lt -do-Ed u ca lio n Program m es

(x x v i) H o w to carry out evaluation in -do- N F E (H in d i)

(x x v i i ) Evaluation in non-form al

education

( x ix ) M anagem eat o f non-form aleducation and adult education program m es

-do-

(x x v i i i ) R o le o f environm ental studies E n g lish in m otivating ch ild ren 's learn ing

-do-

I.P . A gga rw a l, R C E , Bhopal

M rs. A . G rew al,R C E , Bhopal

S .N .L . Bhargava,R C E , Bhopal

M im eographed

V .P . Gupta G rew al J .S .& Rajput, J .S . R C E , Bhopal

Gupta V .P . & G rew al J .S .

R C E , Bhopal

J .S . G rew al & V .P . Gupta, R C E ,

Bhopal

J .S . Rajput & J .S . G rew al R C E . Bhopal '

Published in Palash, V o l. O ct. 1981.

J .S . Rajput, R C E , Bhopal

Published in Indian Education V o l. X I N o. 1-2, A p ril-M a y , 1981.

(x x x ) Som e aspects o f N F E , U.P. -do- M rs. C . Raghu- vanshi R C E Bhopal

H .P . C h ro nic le , M arch 4, 1977.

APPENDIX 7 119

( x x x i j

(x x x i i )

( x x v i i i )

N F E .1 ml social transformation— -do- Mrs. Sarla Rajput Poona, V o l. E IX ,T iic progress of Education R C E , Bhopal No. a August. 1979.

N F E lor whom?

R ole o f Science' in N F E

-do- K heni Raj SharmaR C E . Hliopal

-do- Sant PrakashR C E . Bhopal

Teacher Today V o l. X X I I No. 3

January -M arch. 1980

Education (Q uarterly. Ju ly 1981).

A ole . Som e o f the conceptual materials are being utilized by almost all the States ill Ihe country.

120 NCERTS EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Annrxnrc

SI. Title No.

Prepared by Stage Utilizalion by the States

i 2 3 4 5

II Instructional Material•(A) Curriculum (need and problem based curriculum)

i. Pathyachaiya (Hindi) NFE Group, Published Bihar

ii. Nisab (Urdu) 'NCERT-do-

Rajasthan

iii. Bengali translation of curriculum F.O., Calcutta Cyclostylediv: Oriya translation of curriculum RCE, Bhubaneswar Cyclostyledv. Assamese translation of curriculum FO, Gauhati Cyclostyled

(B) Primers and Readers (Hindi) i. Hum Bhi Padhcnge NFE, NCERT Published Bihar

(Primer for rural boys) ii. Ulho Jago (Primer for

tribal children) -do- Publishediii. Amar Uma (Primer for urban boys) -do- Publishediv. Gyan Bati (Primer for uiban girls) -do- Under publicationv. Hum Bhi Padhenge (Reader I) KCE Ajmer Publishedvi. Reader I for urban children RCE, Bhopal Under preparationvii. Reader I for tribal children RCE, Bhopal Under preparationviii. Bhasha Deep (language book) FO, Jaipur Cyclostyled

Urdui. Nai Kiran (Urdu Primer NFE, NCERT Under publication ordered

for J & K) ii. Nai Roshni (Urdu Primer for Girls) -do-

by J & K Under publication

iii. Padho Aur Badho (Urdu Primer) -do- Under publicationiv. Nai Tarltib FO, J & K Publishedv. Badate Kadam -do- Publishedvi. Manzil Ki Ore -do- Publishedvii. Reader I & II for J & K NFE, NCERT Under preparationviii. Reader I & II for plain -do Under preparation

Bengalii. Alor Path—Bengali primer for NFE Group & Manuscript

rural boys , ii. Alok Path—Bengali primer for

F.O. Calcutta -do- -do-

rural girls iii. Kisor Koli—Bengali primer for -do- -do-

urban children

Oriyai. Saja Geeta Saja Kalha— primer NFE Group -do-

for girls

ii. Nua Katha Nua Geeta—

& RCEBhubaneswar-do- -do-

primer for boys

APPENDIX 7 121

Teulgui. C h a d u v u K undam u Padandi

for urban g irls stage I

ii C h ad u v u Kundam u Padandi for urban g ir ls stage 1

iii. C h ad u v u Kundam u Padandi for ch ildren from h illy areas stage I

N F E G roup & F .O . Hyderabad

-do-

-do-

Published

-do-

-do-

A ndhraPradesh

-do-

-do-

Assam esei. S ik u A h a— Prim er for stage I

ii. A m io S ik u

N F E G roup &F.O . Gauhati-do-

Published

-do-

A ssa m

-do-

M iseellaneousi. Tw e nty lessons prepared for F.O . Jaipur U nder Process

use in N F E Centresii. Lesso n U nits for C la sses I - V F.O . Kerala U nder Process

Post Primer Material: Lo ca l sp ecific and life s k ill based post prim er learning m aterial in B e n g a li for the learners of N F E Centres o f W est Bengal

R C E Bhubanesw ar C yc lo sty le d

( C ) M athem atics booksi. V ya va h a rik G anit, Mathematics— I N F E . N C E R T U nder publicationii. M athem atics- II R C E . A jm e r & C yc lo sty le d

F O . Jaipuriii. G a n it G va n ' FO . Bhopal C yc lo sty le div. K aro b ari H isab (U rdu ) N F E , N C E R T U nder PublicationV. G anitam u (S ta g e -I) Te lugu N F E G roup & Published

FO , Hyderabadv i Ganitam u stage I I (T e lu g u ) N F E G roup & Published

F O Hyderabad

v ii G anitam u Stage I I (T e lu g u ) -do- -do-

I I I Training M aterial

(A ) Teacher’s Guidei. Sh ik sh a k Sandarshika (H in d i) N F E Group, Published Bihar,

N C E R T Rajasthanii. T e a ch e r's guide (E n g lish ) -do- U nder publicationiii. T e a ch e r's guide (U rdu) -ilo- Publishediv. B e n g a li translation o f teacher's F O , Calcutta C yc lo sty le d

guid eV. O riy a translation, teacher's guide R C E , Bhubaneswar M anuscriptvi. A ssam ese translation o f teacher's FO . Gauhali Published

guid e

122 NCERT’S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

1 2 3 4 e

vii. Supplement to teacher's RCE, Bhopal Publishedguide (Hindi)

viii., Guidelines for teaching in FO, Karnataka CyclostyledNFE Centres Malyalam

ix. -Teacher’s Guide II RCE, Bhubaneswar Under Publication

(B) Training Manual:i. Prashikshan Nideshika (Hindi) NFE, NCERT Published Bihar,

Rajasthanii. Training Manual (English) -do- Publishediii. Tartjiat Kitabcha (Urdu) -do- Publishediv. Training Manual (Bengali) FO, Calcutta Cyclostyledv. Training Manual (Oriya) RCE, Bhubaneswar Manuscriptvi. Training Manual (Assamese) * FO, Gauhati Manuscript Assamvii. Compreshensive Training RCE, Bhubaneswar Under Preparation

Manual (Hindi)

(C) Guide lo Books Hindii. Guide to Primer Hum Bhi Padenge NFE, NCERT Under Publication Biharii. Guide to Utho-Jago -do- Publishediii. Guide to Reader— Amar Uma -do- -do-iv. Guide to Gyan Bati

(Reader I for girls)-do- -do-

Urdui. Guide to Nai Kiran NFE, NCERT Under Publication J & Kii. Guide to Nai Roshni -do- Publishediii Guide to Padho Aur Badho

Telugu

-do- Under Publication

i. Guide to Chaduvu NundamuPadandi (for rural boys) Stage - I

Assamese

NFE Group & FO, Hyderabad

Published

i. Handbook of Siku Aha NFE Group «fc FO, Assam

Published Assam

ii. Teachers Handbook for Amio Siku -do- Published Assam

IV Evaluation Materiali. Report of the workshop for the RCE, Bhopal Cyclostyled

development of tools and techniquesto assesss the achievement of children •in NFE Centres and formal schools (RCE Bhopal)

ii. Tool for evaluation of NFE RCE, Ajmer Under PreparationCentres

iii. Evaluation tool for NFE FO, Bhopal -do-programme

APPENDIX 7 123

iv. Tests for assessing the pupil's RCE Bhopalachievement

-do-

Supplementary Reading Materiali. An annotated bibliography of NFE Group

books on vocational and healthenvironment (Hindi, Urdu, English)

ii. Supplementary reading material FO, Madras(Tamil)

Being cyclostyled

V. Local Specific Materiali. Hamare Vishwas aur Prathayen FO, Bhopal Cyclostylcdii. Local specific material regarding -do- -do-

village life and cultureiii. My Town and My People SIE, Pune 1981

(for Maharashtra)iv. Local specific materials for NFE RCE, Bhopal 1981

Centres of agriculture and forest SIEPuneareas of Vidhaitoha

v. Local-specific material for NFE RCE, Bhopal MimeographedCentres of M.P. 1079-80

vi. Local-specific material for accelera- FO, Bhopaltion of educational process in theNFE Centres

(D) Environment and Science Educationi. Vlgyan Vithika FO, Bhopalii. Apoa Parivesh -do-iii. Material for Environment Education FO, Trivandrum

Cyclostyled

VII Audio Visual Aidsi. Charts on different topics of

NFE as indicated in teachers' manual.

Ii. Population education through puppets

iii. Puppets and puppet playsiv. Improved instructional material

for teaching of language, maths and science

v. Educational toys for NFE Centresvi. Film strips NFE Centres in actionvii. Charts and Maps (General)viii. Various teaching aids prepared

with the help of palm-leaves, seeds, sticks, flowers and vegetables also reading material like flash cards, sentence cards, word building games, pictorial compositions.

NFE, NCERT

FO, Bhopal RCE Bhopal, and FO, Bhopal -do-

-do--do- Under preparation-do-FO, Tamil oadu

124 NCERT S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

20 toys of dog, nbbit, lion, tiger, elephant, cow etc. prepared for use for puppet-dramas from panchtantra Maps and charts (Tamil Language) Teaching aids including alphabet, counting materials (playing cards) models of wall clock etc.

FO, Tamil Nadu

-do-FO, Trivandrum

VIII Reports

in.iv.v.vi.vii.

Report of the orient* lion-cum- production workshop of NFE teachers and writers Orientation-cum-production workshop for the field workers of NpE

Annual Report Annual R eport.Annual Report Annual ReportMonthly progress report, planning of instructions, case studies, progress records o f students.

RCE, Bhopal SIE, Pune

RCE Bhopal, FA Gujarat, DPEU, Panchmahal & SIE Gujarat RCE, Bhopal FO, Bhopal FO, Trivandrum FO, Hyderabad

1980

Published-do--do--do-

Appendix 8

Environmental Study/Science/Social Science

Books being used Price Publication

1 2 3

Sadharaa Gy a a

Teachers Haadbook of Environmental Studies of Science I & II

FO* NCERT

Sabhayata Ki Kahaai 3.70 FOs NCERT, Rajasthaa

Vlstarat Kriya Pastah

Bhagol (Class III) -do- (Class IV) -do- (Class V)

1.401.702.50

Madhya Pradesh Patkya Pustaka Nigam

Vigyah aar K aita Shekha-do

1.452.15

M o Samajaka Path (Class III) M o Vigyaa (Class III)M o Vigyaa Sihhya (II) Vigyaa Samajka Patk (IV)

Directorate r f SCERT Govt, of Orissa-do--do--do-

Nava Natka Namna Parisara Directorate of Textbooks, Bangalore

Scieace 1.20 Tamil Nadu Textbook Society

Vigyaa aar Karka Skekha -<k>- (Part-3)-do- (Pait-4)

1.40.1.45

Madkya Pradesh Pathya Pustak Nigam

Parisara Abkyas 3.00 Maharashtra Rajya

Skiv Bakampati 1.40 . Pustak Nigam

Samaya Vigyaa 1.40 NCERT

126 N C E R T S EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Parangan V igya n A u r V igy a n S ikh ce -do- (P ari I I I )-do- (Part I I)

1.50

1.251.25

N C E R T

Slate Education Board, Bhopal

B u niad i Natum Dharapat pet G anit A ssam Slate Textbo o ks Production and Publication Corporation

N ecthi V id ya I Neethi V id ya II Sa m a jik G yan B h a g I I I

1.001.252.05

F .O s N C E R T , Hyderabad

V ig y a n C la s s I V V istrat K riy a Pustaka A dvistaratParivesh Adhayan H am B h i Padhengc L e i ’s Learn En g lish (C la s s V )

2.15N C E R T Bhopal O ffice

Directorate o f S C E R T , O rissa

E n g lish Reader (C la s s I V ) Sik sh a ya k Pustaks B alin a B elakcr (life and ligh t)

Directorate o f Texlb o o ks, Bangalore

T a m il Maths I T a m il Maths I I T a m il E n g lish

S C E R T , T a m il Nadu

B h u go l Sat

Lo ka Sh ikshan

G o vt, o f India

Maharashtra Pathya Pustak N igam

Yadaparan 1.23 Raja Sh ikshan M andal, Ahm edabadM anik Lib ra ry

Barm a Parichaya Parathan B h a g I D itia B h ag

K annada Basha Pravasha

G anith Sainanya V igy a n N avu Mathu Nam m a Parisara

G an d hiji

Sa id a r V allabh Bhai Patel A ndhra Rathna Gopala

0.500.50

0.60

1.500.75

S C E R T

G andhi Shanti Prathisthan

-do--do-

APPENDIX 9 127

1 2 3

K a s lu ri B a i 0.65 Ciandhi Sh an li Pralhisthan

Sa ro jin i D evi 0.60 -do-

H anum an C h alisa N C E R TC h iria G har K i Sa yarK a va K a BacchaSatarangi GandC h a in Sarakas C h a loB ah ad u r D o u slTo la A u r B illiK u lu h K e SayarS o n g booksB o o ks for Ihe MStory BooksC h o li B.ilJio ke K i !,!i >

PanchavataP u la n iga lc Prapancha

RCE Ajmer

1. Dhaasal Block (Jammu & Kashmir)2. Jhakni Block (Uttar Pradesh)3. Srinagar Block (Rajasthan)

RCE Bhopal1. Narsioghgarh (Madhya Pradesh)2. University Area (Madhya Pradesh)3. Chandrapur (Maharashtra)4. Dohad (Gujarat)

RCE Bhubaneswar1. Egra Block-Ii (West Bengal)2. Ramulpur (Assam)3. Kanke (Bihar)4. Dhenkanal (Orissa)

RCE Mysore1. Nanjaagude Taluk (Karnataka)

Field Advisers1. Hyderabad (Andhra Pradesh)2. Gauhati (Assam)3. Patna (Bihar)4. Ahmedabad (Gujarat)5. Srinagar (Jammu A. Kashmir)

Appendix 9

Nan-formal Education Centres

No. o f Centres

1049

102

1010

10101010

10

10101010

7

\o 00

6. Bangalore (Karnataka)7. Trivandrum (Kerla)

Bhopal (Madhya Piadesh)Bhubaneswar (Orissa)

10. Chandigarh (Punjab, Haryana, Himachal Pradesh)11. Jaipur (Rajasthan)12. Madras (Tamil Nadu)13. Calcutta (West Bengal)14. Puna (Maharashtra)

10101010899

10in collaboration with Indian Indian Institute of education Pune-29

NJVO

\iaua

ddv

Jammu & Kashmir(Information as on 2.3.1981) ©

1. Convener2. Name o f the Block

with postal address3. Field Superviser

Regional College of Education, Ajmer, (Dr. M.P. Bhatnagar, & Sri I.D. Mishra)Dansal Block, Tehsil, Distt. Jammu

1. Shri Ved Paul Banattia, Vill. & P.O. Nagrota, Tehsil & Distt. Jammu-181221 Z Qualification - T.D.C Part I3. Experience - Nil (attended orientation course from 27 Oct. to Nov. 1980)

■ 4. Experience - Nil5. Working since - 27.10.19806. Social activities - —

NFE Centres

SI.No.

Name o f die centre with complete address

Started in the month/ year

Averageatten­dance

Boys Girls

SC ST SC

Naine o f the - teacher with ST complete

address

Age SC/ST Q ualifi­cations/ expert -

Name o f the persons contri­buting NFE centrcs or Member o f Local Committee

NFE Centre Vill: Khanpur Tech. & Distt. Jammn, J&K State

May, 1979 33 Miss Veena Devi D/o Sh. Raghbir Singh Vill. Khanpur

21 Rajpur Sh. Shambhu Nath Sh. Madan Lai Sh. Krishan Singh Sh. Gian Chand

NFE Centre Vill. Kameru P.O. Nagrota Teh. Distt ■ Jammu (J&K)

NFEVill. Jagti (Postal address)

30

22

Mis. Shobha Kamari 24 D/o Sh. Sansar Chand Vill. Khanpur

Mohd. Ramzan S/o Nazir Ahmed Vill. Jagti

20

Rajput EE

Mohmadan TDC

Sh. Ramchand

Sh. Ramchand Sh. Nazir Ahmad Sh. Allah Baksh

NC

ER

T’S

EXPERIM

ENTA

L N

ON

-FORM

AL

EDU

CATIO

N

C1.N

TR

— do—

4. N F E CentreV il l : K o re ja g ir (A d d ress— do— )

5. N F E CentreV il l : N adhor (A d d ress — do— )

6. N F E Centre — do—V ill. K a ta l-B ata l-I(Address—do—) —do—

7. N F E Centre — do—V ill. K a ta l-B a la lI I (A d d ress -do-)

May, 1979 35

55

60

60

15 —

14 —

21

21

M iss Sw araa D evi D/o D harm C h an d V ill : Koreia

Sh . Prem chand

19 — M iss AbhilashaD/o Shankar S in g h V ill. Kata l B atal-I

9 — Sh . Suresh K u m a r S/o Sh . Dhani Ram , V il l . Kata l B a la l-I

20

30

21

25

Brahman

S C

EE

E E

R ajput E E

Brahm an E E

Sh . N aw ab D in Sh . Fero z Sh . Poo ran

Sh . Jagat Ram Sh . R am chand Sh. S h e r S in g h

Sh . N and L a i Sh . D haram C h an d Sh . H am am Sin gh

Sh . D e v i Chand Sh . Jagat Sin g h Sh . K h u sh ia M istiy

8. N F E Centre V ill. Dhoke w aziran (A d d ress -do-)

4 — 13 2 M iss Veena Kum stri D/o Sh . D e v R aj V ill. Dokew aziran

22 Brahm an E E Sh.Sh.Sh.

D ev Raj Ch arn jit B h im u Ram

9. N F E Centre V ill . Dham m i (A d d ress -do-)

— do 30 2 2 1 3 Sh. Sa in D a ss S/o Sh. G unjar Sin gh V ill. D ham m i

25 Rajput E E Sh.Sh.Sh .

Su ra j R am G u n ja r S in g h K rish a n S in gh

10. N F E Centre V il l . Pangali (A d d ress -do-)

— do— 32 6 — 10 — Sh . Ralna Chand 20 S C E E

'

Besides SC /ST students, students belonging to other communities has also been adm itted to the centres:

N am e o f the Block

No. o f Centres

Total Sex-wise SC Caste enrolment break-up

B oys Girls

Gujar Others

10 276 97 179 160 27 89D an sal B lo c k D isU . Jam m u 'J & K State Th e Centres o f D a n sa l B lo c k have been running under the supervision and guidance o f D istr ict Institute o f Ed u ca tion , Jam m u for

further inform ation Prin cip al, D istr ict Institute o f Education, Jam m u m ay also be contacted.

APPEN

DIX

9

Uttar Pradesh

1. Convener2. Nam e o f the Block

with p Q S t a l address3. F ield Superviser

Regio n al C o lle g e o f Education, A jm er, Sh . I.D . M ishra, R C E , A jm er A ra zilin e s, Ja k h in i, V aranasi-221305

1. S h ri Parkash Sharm a, Ja k h in i, Varanasi>2213052. Q u alification - B .S c ., M A (Eco .),3. W o rk in g sin ce - 1st Ju ly , 1979.6. So c ia l activities * N il

N FE Centres

SI.No.

Nam e o f the centre with complete address

Started in the month/ year

Averageatten­dance

Bovs Girls

SC ST SC ST

Nam e o f the teacher with complete address

A ge SC/ST Qualifi­cationsI experi­ence

N am e o f the persons contri­buting NFE centres or M em ber o f Local Committee

1. Joyapuri 1-5-79 24 Sh ri Ram Sh. Suraj S in g hJak h in i F ie ld W o rke r o f Joyapuri Sh . R am la l Varm aV aranasi Jakh in i, Varanasi Sh . Shyam L a i

D r. S r i M an Verm a

2. Dhannapur 1-5-79 29 2 0 — — — Raja Ram Sh . B an N arain S in g hPaniyara D hannpur, Pajiiyara Sh . V irendra Sin g hV aranasi V aranasi Sh. L a x m i S in gh

Sh . R am Shankar

3. B ahoranpur 1-5-79 30 17 — — — R aju Ram Sh . Vishw anath• Bhaw anipur Bahoranpur Sh . T e j |Hahadoor

Varanasi B haw anipur, V aranasi . Sh. L a llo

4. Narottanpur 1-5-79 25 3 — 5 — Parasanth S in gh Sh . A iju Q SintrhJakhin i Narottanpnr Sh . R am ChandraVaransi Jakh in i, Varanasi Sh . Basw an Sin g h

1 32

NC

ER

T’S

EXP

ER

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AL

NO

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ES

Rqjasthan (Information as on 2.3.1981)

Convener

2. Name o f the Blockwith postal address

■ 3. Field Superviser

Regional College of Education, Ajmer1. Shri I.D. Misra2. Shri R.K. Singh Arora Srinagar Block, Distt. Ajmer

1.23.4.5.

Shri Ghisn Singh RathoreAt/PO Cachiawas, Via Magwana, Ajrtier (Raj.)Qualification Experience Working since

B.A.NilFebruary 1, 1979

4. NFE Centres

6. Social activities - Social Service (Member of Navyuvak Mandal)

SI.No.

Name o f the centre with complete address

Started in the monthl year

Averageatten­dance

Boys

SC ST

Girls

SC ST

Name o f the teacher with complete address

Age SC/ST Qualifi- Name o f the cations/ persons contri- experi- bating NFE ence centres or

Member o f Local Committee >

1. Chachiawas 1.2.1979 30 30 7 — — Bhanwar Singh Chachiawas

25 — Hr. Sec. Jeetmal JainSarpanchChachiawas

Z Chachiawas Bal Centre

7.10.80 38 — — — — Bimla Sharma 23 — Class 8th Jeetmal Jain Chachiawas

3. PadaApnra 1.2.79 25 25 4 3 — Shyam Snadar 32 — ' Sec. Pass. —do—

4. Kayer 20.10.80 32 32 8 — — Anandi Lai Vill. Kayer P.O. Kayer

19 — Sec. Pass

u>u>

APPEN

DIX

9

Narwar 1.2.79 33 8 6 25 — Jairam

H ashiaw as 1.2.79 23 20 3 6 — — R am Karan

M agri 1.2.79 35 35 8 — — Jagdish Prasad

A rad ka 2 .10.80 18 — — — — G obind Sw a m p

Babaicha 1.2.79 2 3 23 — — — G udarchand

N ot functioning presently.

H r. Se c. R am sw an ip Sarpanch N arw ar

C la s s X I Ram V isw a sPass Sarpanch

Babaiya

C la s s I X G ird ha ri L a iP ass Sarpanch

A ayilta

B .C o m Sh. G ird hari L a iP ass Sarpanch

A a y ik a

Se c. Pass Ram V isw as Sarpanch Babaicha

M adhya P radesh(Information as on 18.11.1980)

Convener ‘Name o f the Block with postal address Field Supervisor

NFE Centres

R egional C o lle g e o f Education, Shyam la H ills , Bh o pal-462013 (M .P .) D r. J .S . G raw al, S r i S . N. L . Bhargava B lo ck , N arsiiighgarh, D istt. R aj gar h (B io ra ) M adhya Pradesh

■ 1. Sh ri Saroj K u m a r D w ivedi'Z. Bada B a za r N arsinghgarh (R a jg arh )3. Q u alification4. Experience5. W o rkin g since6. So c ia l activities

SI.No.

Name o f the centre with complete address

Started in the monthl year

Averageatten­dance

Boys Girls

M .A.4 years 23.1 .1 9 7 9Partici pate in cam ps and so cia l uplift program m e

SC , ST SC ST

Name o f Inc teacher with complete address

SC/ST Quatifi - cationsi experi­ence

Name o f the persons contri­buting NFE centres or M em ber o f Local Committee

N on-form al 4/79 Education Centre V ill. BaghSiv a n ia , P .O . Bhopal U n iversity, Bhopal

3 — Sh. Rafat IqbalF ie ld Teacher(as in colm n. No. 2)

26 — B .A .I I Y e a r

Inform ationawaited

N F E Centre V ill . P ip lya Pandekhan P.O . Bhopal U n iversity Bhopa)

4.79 Sh . R afique H assainFarooqui, F T(as in co lum n N o. 2)

46 B .A . Inf. awaited

u>U i

\

AP

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DIX

9

N F E Centre 3.79V ill. & P.O.PeelukhediB lo ck N arsinghgarhRajgarh

N F E Centre — do—V ill. Lasu d ia Kam nath P O K u raw ar

N F E Centre 3/79 V ill. P .O .Kotra B lo ck N arsinghgarh Kotra

N F E Centre 3/79 V ill. T indonia B lo c k N arsinghgarh

N F E Centre 3/79 V ill. Jam unia G o p Chauhan N arsinghgarh

Sm i. D e v k i B a i 24 yadav(as in coium n N o. 2 ) V ill. Pcelukhedi (N arsinghgarh) M .P.

Sh. M ohanlal So u i 21 (as in colum n N o. 2 ) V ill. Lasudia Ramnath (K uraw ar) N G H (MP)

Sh . Rajendra S in g h 22 Umath(as in colum n N o. 2 ) P.O . Kotra (N arsin ghgarh )

Sh . K a ilsh Chandra 23 Verm a, P .O . T indonia (N arsin ghgarh )

Sh . D u rga Prasad 36 Sharm aP O Jam unia G o p Chauhan (K uraw ar) N .G .H . (M .P .)

B .A . Sh ri K ira n K u m arSarpanch wA zizk h a n , H .M . ^Sfc T h a n sin gh ji Sh . B ap u sin gh ji PatelG angaranji

H .Sc . Sh. M angilajiSarpanch Sh . S iddha Nath Sin g h jiSh. A .P . Sharm a H .M .Sh . Narayan S in g h ji Sh . Than S in g h ji

B .A . Sh. M an gila jiSu ija r, Sarpanch Sh . D ashrathsinghji Umath, H .M .Sh. O .S . Parihar TeacherSh. R .P . A ch arya Sh . A n o k h ila l B h a iji

B .A . Sh. Sh ivch aran jiSarpanch Sh. S .N . Sharm a K M .Sh . H aricharanji Sh. G .D . Shivnare,TeacherSh. B a p iila l Patel

H ig h B .L . PatelSch o o l Lee la K ish a n jiequivalent Prabhulalji

M anjila ljiSadar M oham m adji Badri Prasadji

NC

ER

T’S

EXP

ER

IME

NT

AL

NO

N-FO

RM

AL

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CA

TION

C

EN

TR

ES

8. N F E Centre 3/79 37 15 10 6 6V ill. D evgarh P .O . N arsinghgarh N arsinghgarh

9. N F E Centre 3/79 5 1 2 — 2V ill . B ih a rP.O . K otra, N arsinghgarh N arsinghgarh

10. N F E Centre 3/79 27 23 4 —V ill. K uraw ar P.O. K uraw ar N arsinghgarh

11. N F E Centre 4/79 18 — 18 — —V ill. P .O . Mana N arsinghgarh

12. N F E Centre 3/79 3 — 2 7 — 7V ill. G andhigram P.O . N arsinghgarh

K u . Prerr.lata 27Parmar V ill. D evgarh (N arsinghgarh) M .P-

Sh . Bhanw arlal B hati 24 V ill. B ih a r (K o tra ) N arsinghgarh (M .P )

Sh . K a iia sh N arayan 24 Sw arnkarP.O. K u rw ar (N .G . H .) M .P.

Sh. K a n y a la l Ch au dh ary 22

Sh . M ohanlal B an shiva l 25

M .A . Sh . Sh ivch aran ji Sarpanch2. Sh . Sh ivnarayanji Sharm aSh . H archandji D ayaram ji H arg o vin d ji Patel

H .Sc . M angila i G u rgarSarpanch K a sh iram ji R ajenderasingh Panw arD o llji Kushw an B an shila lji

H .Sc . D r. R .D . V aishnavSarpanchB .L . Sharm a, H .M .R am lal B agriO .P. M udgal N. Tahsild ar B .L . Saxiena

H ig h Sh . M an gila ljiSch oo l Sarpanch G .S . Sindal, H .M

D .P . Chaudhary R am sin gh ji R am prasadji

Hr. Se c. Ram narayan M inaSarpanch B a d rila l JatavS .N . Sharm aG . Sh ivhare

AP

PEN

DIX

9

13

7

M aharashtra .(infcimation as on 18.11.19K*)

1. Convener2. Nana- o f Ihe Bloc':

with posta l address3. F ield Superviser

R egional C o lle g e o f Education, B hopal (M .P ) D r B lo c k Chandrapur, D istt. C handrapui, Maharashtra

S . O kv» ,iI, S r i S .N .l,. Bhargava

3. Sh ri K .B . R .o itek eZ C./o B lo c k Developm ent O fficer, Q u a d ra p tir S j w t i , i ’4.and«pt:r (M S )2 Q uaH fication B.-'v .3. Exp erie n ce - 4 years5. W o rk in g since - 1.12.19796. So c ia l activities - Participated in cam ps and social n p iiit program m e

NFE Centres

SI.No.

Nam e o f the centre with complete address

Started in the month/ year

1. N F E Centre 4/79 V ill . Tadali P .O . Tadali B lo c k Chandrapur Distt. Chandrapur

Average ■ atten­dance

B oys Girls

sc s t sc srN am e o f the teacher with iom plete address

Age SC/ST Qualifi - cations,’ experi­ence

Name o f the persons contri­buting NFE centres or M ember o f Local Committee

22 11 7 1 3 Sh. M urlidhar R. 24 O bc. H ig hC haudhary Sch oo l

2. N F E Centre 3/79 V ill. & PX > Poida B lo c k C h andrapur Distt. Chandrapur

34 24 Sh . Proraod Gajanan

24 H ig hSch oo l

3. N F E Centre 4/79 V ill . W alni P .O . Borda B lo ck Chandrapur Distt. Chandrapur

30 18 12 Sh . G o v in d Shriram 26 ,srr H ig hSch oo l

N F E Centre 4,79 V ill . & P .O . Kothari B lo ck & Distt. Ch andrapur

N F E Centre 4/79ViU. & P.O. LokaraB lo ck & Distt./•C h andrapur

N F E Centre 4/79V ill. & P O'D ehel (O ld )B lo ck & Distt. C h n a d ia p u i

N F E Centre 4/79V ill. A jo yp u r P O . C h ich p a lli B lo ck A D is tt C h andrapur

N F E Centre 4/79V M . P.O . M oiva B lo ck & D is c . C h andrapur

N IE Centre 4/79C b icA p a lli B lo c k & Distt. Chan dra pu r

N IE Centre 4/79V il l : W id ga o n P .O . Chotipadoli B lo ck & Distt. C h aad rap u i

Sen'. Indumati B a i 22 O B C H ighSch oo l

Sh. G urudas 29 S T H ig hM eshram Sch oo l

Sh . G ajanan 29 — H ig hSitaram , More School

Sh. K ishan M ailaji 26 S T H ighAtram Sch oo l

Sh. H .M Pim plakar S C H ig hSch oo l

Sh. A b haji 23 S C H ig iiK . Durvodhan Scl-.oo’(as in Colum n No. 2)

Sh. M .Y . FindeWar 21 O B C H igh(as ia colum n No. 2) Sch oo l

Gujarat(Information as on 17.2 .1981)

1. Convener : Regio n al C o lle g e o f Education, Shyam la H ills , Bbopal (M .P .) D r. J .S . G raw al, S r i S .N .L . Bhargava2. Name o f the B lock : Ta lu ka Panchayat O ffice , D ahod D ist Pm s. (Gujarat).

with posta l address3. F ie ld Su p erviser : 1. N am e - Sh ri M .N . B rahm in. A t & P O M oti Bandibar, Ta . L im kheda.

2. Q ualifica tion - B .C o m G u j. U n iversity (H in d i Bhasha Ratna)3. Exp erie n ce - 2 yeais in N .F .E . Project

’ - 1 year experience as a cle rk in G .l.D . Estate.4. W o rk in g since - 12.3.79 to 4.1.81 as a F ie ld Teacher and as a F ie ld Su p erviser

on 5.1.81.5. Sp e cia l activities - - C o n sists o f good contacts with D o , Sarpancha o f the v illa ge ,

Players o f V o lly B a ll and C rick e t on D istrict levels.

4. NFE Centres

SI. Name o f the Started in Average Boys Girls Name o f the Age SC/ST Qualifi- Nam e o f theNo. centre with the month/ atten­ teacher-with cations/ persons contri-

complete year dance SC ST SC ST complete experi- buting NFEaddress address ence centres or

M em ber o f Local Committee

1. N F E Centre V ill./P O Kathia

3/79 28 — 19 — 9 Sh . Shankarbhai Ram abhai V asiya

31 S S C U . L . N ayak Surpanch

B a x i C o m m issio n G alabhai V asaiyaB o y s G ir ls Total

28E M , Ashram Shala H .M . H asubhai D am or Prim ary Sch o o l

2. N F E Centre 3/79 32 — 16 - 16 Sh. Pethabhai 29 S S C G ovindbhai G o h ilV ill. P O Panchw ada SarpanchT a . Dohan D is t P M S. Ashram shala

B a x i C o m m issio n G alod B H .M .B o y s G il ls Total Parmar Lila b en

3 2 Pr. Sch oo l H .M .

N F E Centre 5/79 B a x i Co m m issio n _V ill. P O A b halo d B o y s G irts TotalTa. D ohad D ist. Pm s. 16 16 32

N F E Centre 5/79 12 1 17 — 30V ill. & P .O . Jaisw ada T a . D ohad D ist. Pm s.

N F E Centre 5/79 20 15 — — 35V il l . & P O . N elsur Ta . D ohad Distt. Pm s

N F E Centre 2/79 10 10 — 12 32V ill . & P O Ijm k h e d a Ta. D ohad D ist. Pms.

N F E Centre 1/81 — 22 — 14 36V il l . & P O M otiBan d ib ar N o. 1Ta. L ikh eda D ist. Pm s.

Sh . Dhanabhai P. 27 S S C Nagota

Sh . A m arsingh S S C

Sh . M udabhai K . S S C

C U n h a j(as m colm n N o. 2)

Sh . G anesb 21 H S CChandra B. Shah

D hinga S .M . 21 B;C o mappointed on(as in colum n N<>. 2)

K .R . B hubhor Sarpanch S . Bum ania Pr. Sc iio o i H .M . B .L . Brabhor P o lice Puta 1.

M ansukhbhai Kature Sarpanch M . Parm ar Pr. Sch oo l H .M . Bhara R u m sin g P o lice Puta I

Rum nia H .M A shram Shala Ditabhai tSum nu Ta lu ka President

M ohanbhai G id run i Sarpanch A .K . Luhunua Pr. School Dhunubhai Bhurrud H .M . Ta lu ka M em ber

Bububhai K .S h a h Sarpanch A m arsingh Pa a ! Pr. S ch o o l H .M . S .V . Parikh T lk . President

N F E Centre 3/79 V i lL & P.O .M oti

'B a n d ib a r N o. 2 T a . L im kh ed a

N F E Centre 3/79V ill. P O H irap u r Ta . Santram pur Distt. Panchm ahal

N F E Centre 3/79V ill. & P O P iplod Ta . B aria D is tt Panchm akal

Sh . D ilw arkhan Y (as in colm n N o. 2)

R esigned on 1.1.81 ( R C E w ill appoint field teacher as soon as possible)

S h . Ishw arbhai R A h ir(as in colm n N o. 2 )

23 B .A . failed H S c .

25

23 S S C

B abubhai K . Shah Sarpanch A m arsin gh Patel Pr. Sch oo l S .V . B a rik , H .M . T a lu k a President

M anubhai Patel Pr. Sch oo l

K nn urub h ai Patel Sarpanch A m bu la l Patel Pr. Sch oo l Ranchadbhai Patel

West Bengal(Information as on 20.10.1980)

1. Convener2. Name o f the Block

with posta l address3. Field Superviser

R egional C o lle g e o f Education, Bhubanesw ar (1 ) D r. J .N . B ajp ai, (2 ) S r i D r. D .K . Bhattacharya

Sh. A n u k u l Chandra Natua (S c )V ill.,'P .O . Dudba, V ia Egra Distt. M idnapur R A .6 years experience in teachership as a Head Teach er o f an o rgan isin g school before jo in in g as F ie ld Superviser. February, 1979 as F ie ld Superviser.R u ra l so cia l w orker du ring 15 years

Egra b lo c k -II, P .O .: B

1. Nam e2. A d dress3. Q u alification4. Exp erien ce

5, W o rkin g since6. S o c ia l activities

4. NFE Centres

S i Name o f the Started inNo. centre with the monthI

complete yea raddress

Total Boys Girls

SC ST SC

Name o f the teacher with

ST complete address

A ge SC/ST Qualifi­cations/experi­ence

Name o f the persons contri­buting NFE centres or M em ber o f Local Committee

1. Paschim D ubda 2/79 20 14 — 6 — Sh . GunadharPatra V ill/P O . Dubda Distt. M idnapur f W .R )

24 P Ulevel

There is one B lo ck Com m ittee C o n sistin g o f fo llo w ing members. President

2. G ram raj 2/79 38 3 0 — 8 Sh. A jit K u m ar G iri, V il l . Dubda PO . Dubda Distt. M idnapur ( W . R )

21 S C H .S. Prof. N irm al Chandra Jana Seva pa ti Egra I I , Panchayat Sam ti P O. B alighai M idnapur

AP

PEN

DIX

9

3. Ghol-Dubda 2/79 24 02 — 22

4. A sti 2/79 10 05 — 05

5. B h atd a-I 2/79 33 14 — 19

6. B h atd a-II 2/79 30 — — 30

7. To lakan a 2/79 30 15 — 15

8. Baincha

Sm t.Sandtiya R ani 26 S C P.U.B ar V il l : G h o l-Dubda, P O . Dubda 'D ist: M idnapur

S h Jite n d ra Nath- 34 R S .Paul, V ill.A stiP O . G aria (In B a s ic Trained)Dist: M idnapur(W .B .)

Sh . B irendra Nath 31 S C R S .Bar, V ill/P O . Bhatila D ist: M idnapur (W .B .)

M iss Pum im a K a r 24 R S .MohapatraV ill/P O .B h ald a

Sh. A jit K u m ar 28 S C B .A .G iri, V ill. TolkanaPO . B alighaiD ist: M idnapur(W .B .)

M irza K a m ru l 27 _ B .S cH ossain B e gV ill. B ainchaP O : EgraD ist: M idnapur

V ice-president Sh. Prabir K u m ar L a h ir i-B .D .O . E g ra -IIB lo ck , B a lighai M idnapur

C o nven er-cn m - Seeretary ( i i ) Sh. A n ukul Chandra Natua, F ie ld Superviser. M em ber: *

Sh . Anath Bandhu B a r-S u b - Inspector Sch oo l E g ra South C irc le B a lig h i

Sh . Subodh Chandra D as K a m ad h asksh ya Shikshasthayse Sam ity, E g ra -II

Sh . Satya Ranjan Jana Headm aster B a lig h a i F .D .H ig h Sch oo l,P.O . B alighai

Sh . Ram arayan D as, G ram - Pradhan, M anjusree G .P . E gra I I B lo ck

9. .K h e ju rd a -I 2/79 14 10 — 04 — Sh . Bishnupada 36Mohapatra V ill/ P O Kherjurda D ist: M idnapur (W .B .)

10. Kheijnrda-11 2/79 18 09 — 09 — Sh . Jogesw ar Panda 24V ill. M ahanagar PO : B a lighai D ist: M idnapur (W .B .) -

B .A . Sh . A tu l K rish n aB a r H d. Teach er Dubda No. I I Pr. Sch oo l PO. Dubda, M idnapur

H .S. Sh. K u n ja BehariM aity Asst. Teacher, D ashi- bekak J r H ig h - Sch oo l PO . B aligh a i, M idnapur W est Bengal

Note: The enrolm ent figures for other c la ss o f children are over and above figures fo r S C / S T g iven above. To tal enrolm ent in this cluster= 339

Assam

1. Convener2. Name o f the Block

with posta l address

R egio n al C o lle g e o f Education, Bhubanesw ar (1 ) D r. J .N . B ajp ai, (Z ) S r i D r. D .K . Bhattachary.1 Ta m ajpu r B lo ck . Ta m u lp u r, D ist. Kam ru p (A ssa m )

3. Field Superuser : 1. Nam e - Sh. G hanshyam Das2. A ddress - V ill: Bhakatpara, PO . Tam ulpur3. Q ualification B .A .4. Experience - W o rkin g as F ie ld Su p erviser in N F E Project since A p ril, 1979.5. W o rk in g since - A p ril, 1979 as F ie ld Superviser.6. So c ia l activities • - ■ No.

4. N FE Centres

SI. Name o f the Started in Total Boys Girls Name o f the A ge SCIST Qualifi- Name o f theNo. centre with the month/

---------------tcacher with cations! persons contri­

complete year SC ST SC XT complete expert buting NFEaddress address encc centres or

M ember o f LocalCommittee

K a lb a ii 4/79 49 — 19 30 Sh. B ip il Chandra D asV ill. Bhakatpara, PO . Tam ulpur, Distt: Kam rup (A ssa m )

23 B .A . A . Basum atriB . Bora>B. Mushatari K . R Basum atri M. Datmari

Barbelbari 4/79 57 10 27 08 12 Sachindra Nath Das, P O .K ach u b ari via; Tam ulpur D ist: Kam ru p (A ssa m )

22 H . S L . C . H.M ahanta K .B o ra , S. D cka S. Das

U. G andhibari 4/79 02 07 02 11 1 Um esh Chandra '23 0 2 07 08 06 V ill. U . Gandhibari

P.O. G andhibari D ist: Kam ru p (A ssam )

28 H .S .L .C . R . D as D . Basum atri K . M olkar P. Potowari

NCER

T'S EX

PE

RIM

EN

TA

L N

ON

-FOR

MA

L ED

UC

ATIO

N

Cl

4. Kachubari 4/79 46 09 12 11 14

5. D o n gp u ri 4/79 30 — 16 — 14

6. Pubhow ii 4/79 42 — 14 — 28

7. Low para 4/79 17 0 8 01 07 01

8. Tebitola 4/79 21 — 15 — 06

9. Jhargaon 4/79 34 05 09 02 18

10. Khatorbari 4/79 49 • — 23 — 26

* Total enrolm ent in the cluster 541,

Sona Ram Tekam 23 P.U . (A ) A .D a s,V ill. Pubhow ii M T-.inariPO . D o ngiiur , .. L - sD ist: Kam ru p G .R . Hira(A ssa m ) K .R . H ira

Sm t. N ilim a 22 S TBrahm aV ill/P O . Jhargaon V ia Tam ulpur . .D ist: Kam rup, (A ssa m )

Hemakanta Deka 22 S TV ill: PubhowiiPO. D ongpurD ist: Kam rup, (As& am )

Sabin Chandra 24H alo i V il l : Low para P O . Tebitola D ist Kam rup. (A ssam )

Lo h it Chandra 24KahitaV ill/P O Tebitola D ist: Kam rup, (A ssa m )

Sm t. N ajesw an 24 S TBrahm aV ill: JhargaonD ist: Kam rup, (A ssa m )

f iS I . C G . D as, B . Rabha U. Bora, B . C .D a s

P.U. N. U jir, H. U jir B .R Rabha B. Ujir.

H S L C A . DashZ A . Ahm ed M edhi P. Chatal

H S L C H. Bora, A . D as L . TuduS. Sarm ah

H S O C Sm t. A . Brahm a D. Bora.M. Brahm a

Resigned N. SargiaryB . Chakravarti B . Sa ryg ia ry D . Sa riga ry

Bihar(Information as on 28.10.1980)

1. Convener2. Name o f the Block

with posta l address3. Field Superviser

R e gio n al C o lleg e o f Education, Bhubanesw ar (1 ) D r. J .N Bajpai, (2 ) Sh ri M .M . Pandey IX a n k e B lo ck , R * n c ii , P .I. K an ke , D is i. R a n c lj B ih ar)

1.2.

3.

Nam eA d dressQ ualification

4. Experience

Sh. Md. A lim u llah A n sa r V ill/P .O . H usir. D ist: R anchiM .A . (P sy ,), Post-graduate D ip lom a in P sych iatric S o c ia l W ork, run

f b y the M inistry o l Health and F am ily Planning, G o vt o f Ind iaJN ew D elhi.(a ) : 2 1'2years experience o f w o rkin g with P sych ia tric hospitalized

patients,(b ) : 6 years teaching experience in an Urdu M k MIc School.

NFE Centres

SI.No.

Name o f the centre with complete address

Started in the month) year

Total Boys

SC ST

Girls

SC ST

Name o f the teacher with complete address

Age SC/ST Qualifi­cations!experi­ence

Nam e o f the persons contri­buting NFE centres or M em ber o f Local Committee

I. N agri 7/79 46 — 25 — 21 Sh.M aggra To p p o 29 M atric Y o ge n d ra O raon

Cham a 7/79 13 — 08 — 05

V il l : N agri P O . H u sir D ist: Ranchi, B ih ar

M d. Z a in u l A n sa ri V ill/P O . H u sir D ist: Ranchi, B ih ar

23 M atric

D a so K a ch h a p M ahadeo Oraon M d. Nooruddin

Suresh Sahu Bandhna Oraon Sukra O raon Ram nalh S in g h

3. Barhu 7/79 22 — 22 — M d. H am id H a m id A A sari V ill : Barhu P .O . Pithoria D t. R an chi, B ih ar

30 M atric Shukra M ahto M obarak H ossain

Chhatru M ahlu Bhotna M unda

NC

ERTS

EXP

ER

IME

NT

AL

NO

N-FO

RM

AL

EDU

CA

TION

C

EN

TR

ES

4. Sutiambey 7/79 23 17 — 06 Sh . M angalchand 31 S T TenthM unda SpecialV ill. Sutam bey P.O . Pithoria D ist. Ranchi, B ih ar

B ig il Pahan Shev N arain B isw a r Th a k u r Sahru M unda

APPENDIX

9 149

1. Convener2. Nam e o f the Block

with posta l address3. Field Superviser

Orissa(Information as on 28.10.1980)

R egional C o lle g e o f Education, Bhubanesw ar (1 ) D r. J .N . B a jp c i, (2 ) S r i D r. D .K . Bhattacharya D henkanal, D ist. D henkana! (O rissa )

— Sh ri B im bad h ar Sahoo— V ili : N agiaposhi, P.O. B e ltk iri, Distt. D henkanal, O rissa— M .A . Eco n o m ics— W o rk in g as F ie ld Superviser in N F E Project sin ce A p r il, 1979— A p ril, 1979 as F ie ld Su p erviser— N il.

1. Nam e2. A d dress3. Q ualification4. Experience5. W o rk in g since6. So c ia l activities

4. NFE Centres

SI. Nam e o f the Started inNo. centre witk the month/

complete yearaddress

Total Boys Girls

SC ST SC ST

Name o f the teacher with complete address

A g e SC/ST Qualifi­cations/experi­ence

Name o f the persons contri­buting NFE centres or M ember o f Local Committee

B e ltt ir

Jankhira

8/79

8/79

23

06

0 6 17

— 05

3. N agiaposhi 8/79 11

01

0 2 0 9 — —

Sebsw ar Sahoo V ill/P .O . Beltik iri Dist*. Dhenakanal (O rissa)

Dhruba CharanSendhaV ill : JankhiraP O . : B eltik iriD ist : Dhenkanal(O rissa)

. B a tib ih a ri Parida V ill. N agiaposhi P.O. Beltik iri D ist : Dhenakanal (O rissa)

22

26

B .A .

H S C

29 H S C

B .K . D as B . Sahoo M . Panda N. Behara

T . Behera U. Sendh K .O . Behcra

B . M ohanty U. Sahoo P. Parida

NC

ER

TS

EXP

ER

IME

NT

AL

NO

N-FO

RM

AL

EDU

CA

TION

C

EN

TR

ES

4. Biradia 8/79

5. Kamimati 8/79

6. L o ch a p a ili 8/79

7. Dahimala 8/79

8. Durgaprasad 8/79

9. Gahamkhanti 8/79

10. Dandarnail 8/79

15

24

27

08

21

23

08

02 08 05

11 13

— 22 05

_ 0 8 — —

1.4 05 — 02

08 08 05 02

08 —

Ratnamani 20Sa tapathv Vill. Biradia AT/PO. Kaimati (Orissa)Santosh K. Behera 25AT/PO. Kaimati Dist : Dhenkanal (Orissa)Dinabandhu 26Sa la pa thy AT/ PO Kamimati Dt. Dhenkanal(Orisja)Hrusikesh Nan da 35Vill. Dahimala P.O. Kaimati Dt. Dhenkanal (Orissa)

Akhil Kumar Biswal 26Vill. Durgaprasad P.O. Beltikiri D t Dhenkanal (Orissa)

Alekha Pd. Sahoo 21AT/PO Ghamkhonti D t Dhenkanal (Orissa)

Kailash C. Sahoo 29Vill. Dandarnali PO. Beltikiri D t Dhenkanal (Orissa)

LA.

LA.

HSC

HSC

HSC

ISC

HSC

Note : The earolmeat figures for other class of children are over and above figures for SC/ST given above.Total earolment in the cluster 352.

S. Samal S. Mahhl G. Naik B. Samal

B. Behera P. Pradhan Dhruba Pradhan Keshri PradhanS. BeheraB. Behera N. Behera J. PradhanC. RoutB. Nanda, G. Das S. Mohanty S. Moharana

M. Rount M. Mohapatra S. Swain J. Mishra

P. Sahoo Jadhunath Sahoo D. Sahoo N. Sahoo

M. Naik I. Sahoo D. Malik

1. Converter2. Name o f the Block

with postal address3. Field Superviser

K)

Karnataka (Information as on 31.11.1960)

Dr. K.N. Tantry, Regional College of Education, Mysore-570 006 Nanjaigud Talik (Block), Mysore Dislricl, Karnataka Stale

1. Name — S.N. Cbasaamallappa2. Address — Project Field Superviser (R.C.E.M.) Sargoor, Nagarle

P.O., Naajaignd Tq., Mysore Distt. Kanutaka3. Qualification — B.Sc. B.Ed4. Experience — Supervisory work of 10 NFE Centres run by R.C.E. Mysore5. Working since — From 28.2.79 working as a Field Supervisor

Working as aa Enumerator (Dec. 1978 conducted by R.C.E.M.)6. Social activities — An active R ani Social Worker, making the SUPW things and done

the creative works or activities for NFE centres.

NFE Centres

SI.No.

Name o f the centre with complete address

Started in the monthl year

Total Boys Girts

SC ST SC ST

Name o f the teacher with complete address

Age SC/ST Qualifi­cations!experi­ence

Name o f the persons contri­buting NFE centres or Member o f Local Committee

NFE Centre HPS 4/79 38(Bldg.) Vill A PO Bandanvalu Tq.—Nanjangud Distt. Mysore

NFE Centre 4/79 30L.P.G.S. (Bldg.)Vill. & PO Tq. Naiijaugud

1 — 1 — 55. Garaswamy 21(Others-36) Vill & POBoys 34 Girls 2) Badaiavalo

Tq. Nanjasgad Dist. Mysore

— — — — D.S. Guraswamy 30(0thets-30) VIII. A POBoys 24-Girls 6) Devaiur

Dist Mysore

S S L C

B. Com

Local V.P. Chairman and members. B.EO. & A.E.O Nanjangud Tq.

NCERTS EX

PERIMEN

TAL

NO

N-FO

RMA

L EDUCA

TION

Cl

n i - c l e i me 5 ^ 0L .P .S . (B ld g .)V ill. G o lu r P.O .Vidhyapeeta T q . N anjangud Dt. M ysore

N F E Centre 4/79 31H .P .S. (B ld g .)V ill. H e jjige P.O. K .S . Hundi D ist. M ysore

N F E Centre 5/79 54H .P .S . (O ld B ld g .)V ill. & P .O . H em m ara- gala, Tq . N anjangud Dist. M ysore

N F E Centre 4/79 62L O S — II (B ld g .)V ill. M ullur P O H oralavadi Tq . N anjangud

N F E Centre 4/79 54L .P .S . (B ld g .)V ill. Saragoor P.O. Nagarle Tq . N anjangud D ist. M ysore

N F E Centre 4/79 45L P G S (B ld g .)V ill. & P O Thagadur Tq . N anjangud D ist. M ysore

(others-55) B o y s 32 G ir ls 23

6 — 11 —

(O lh e rs-1 4 )B o ys 13 G ir ls 1

1 — 1 — (O lh e rs-5 2 )B o y s 44 G ir ls 1

26 — 27 —(O thers-9)B o ys 8 G ir ls 1

9 — 10 —(O thers 3 5 )B o y s 26 G ir ls 9

4 4 —(O thers-37)B o y s 20 G ir ls 17

K .M . Manjunath 25D oor, No. 42 H .B . C o lo n y N anjangud Tow n M ysore D isi.

f L Basavaiaju 29V ill. H e jjige P.O. K .S . Hundi Ta . N anjangud D ist. M ysore

Doresw am y 21V ill. & PO Hcm m aragala Tq . Nanjangud Dist. M ysore

H .M . Shashidhara 26M urlhy Door No. 42 H .B . Co lo ny N anjangud To w n M ysore Dist.

S .M . Sh ivappa 28V ill . Saragoor P.O. N agarle T q . N anjangud Dist. M ysore

K u . A m bika Ku m ari 25V ill. & P OTh agad u i, T q . N anjangud D is t M ysore

B .C o m ( L . L . B ) — do—

B A

S S I .C — do—

B .S c. — do—

S S L C — do—

B .A ., B .E d .

'-/i

\PPEN

DIX

9

9. N F E Centre 4/79 20* L P S (B ld g .)V ill. Thorm avu Tq . Nanjangud D ist. M ysore

10. N F E Centre 4/79 24L P S (B ld g .)V ill. V .D . Pura P .O . C .H . Hundi T q . N anjangud D ist. M ysore

19 — 1(O th e rs-N il)

21 — 3(O th e rs-N il)

B . M ahadevana 26V ill. Thorem avaP .O . K .S . Hundi T q . Nanjangud D ist. M ysore

N .C . N anjundasw am y 26 D oor N o. II 91, Tham m am adagari St., N anjangud Tow n Dist. M ysore

S S L C

R A .

* B .B . :— D ue to the resignation o f F ie ld W orker o f N F E Centre those m ark has b eta closed since 3.11.1980.

1. Convener2. Name o f the Block

with posta l address3. Field Supervisor

Andhra Pradesh(Information as on 1.11.1980)

Fie ld A d v ise r ( N C E R T ) , 3-6/147/2, H im ayat N agar, H yderabad-500 029 N algonda (B lo c k ), Nalgonda D istrict, A .P .

1. Nam e — S h ri K . V Ranga Reddy2. A d dress — Thipparthy V illa ge , N algonda D istrict, Andhra Pradesh3. Q ualification — B.A... B .Ed .4. Experience — ( i) Te a ch in g experience 35 years in the Secondary schools

( i i j National awardee in 1974 from A ndhra Pradesh5. W o rk in g since — 2 2 -1 1 -1 9 7 8 (in N F E )6. So cia l activities — 1) Superviser in N F E centre

2 ) Liason with the D istrict Educational O ffic ia ls3 ) Other activities in the v illa ge s4 ) hostel A d viso ry Com m ittee M ember

NFE Centres

S ’.No.

Name o f the centre with complete adilrcss

Thipparthy*T q . & D is t N algonda

Thippalam m aguda T q . & Dt. N algonda

Started in the monthl

year

12/78

12/78

Total Boys Girls

B. G. T. SC ST SC ST

29 3 32

15 15 30

Name o f the teacher with complete address

Age sc: s t Qualifi­cationsi experi­ence

— M d. Subhan 21Thipparthy

— R. Laksh m aiah 21Thipparthy

S S C Passed

S S C failed

N o. 1 A 2 : A s the State G o v t has started sch o o ls exc lu siv e ly for H arijans, so there are no S C boys and g ir ls in these schools.tyttyi

APP

END

IX

9

3. Salarm iyadudem 12/78Tq . A D isl.N algonda

4. Sarvarnm 12/78Tq. & D isl.N algonda

5. M adgulapalli 12/78Tq. & D ist.N algonda

6. Cheru vu p p aly 12/78Tq. M iryalgudaDist. Nalgonda

7. Indugula 12/78. Tq. M iryalguda

Dt. Nalgonda

8. Ind loor 12/78Tq. & Dist.N algonda

9. G . Kondaram 12/78Tq . & D ist.N algonda

10. J. Gaddadudem 12/78

40 - 40 14 -

19 11 30 7 11

21 13 34 12 6

23 12 35 4 —

38 2 40 10 —

38 — 38 10 —

16 5 21 8 8

29 3 32 6 —

G . N arsim hachari 26 — H S C failed >—Salarm iaguda os

C .H . N arasim hachari 21 — S S C failedSarvaram

K . Satya Narayana 21 — S S C PassedR eddy, M adgulappali

G . Y a d a g ir l 21 — InterC h ervup alli

K . Satya Narayana 22 — InterIndugula

P. Y a d g ir i Reddy 21 — S S C PassedInd lo o r

K . G o pa l R eddy 20 — S S C failedK ondaram

D . N arender R eddy 21 — B. Sc .Jonnalgaddaguda

NC

ERTS

EXP

ER

IME

NT

AL

NO

N-FO

RM

AL

EDU

CA

TION

C

EN

TR

ES

Assam(Inform ation as on 13.4.1981)

1. C onvenerZ Nam e o f the Block

yvith posta l address 3. F ield Superviser

F ie ld A d v ise r (A ssa m , M anipur, A n in a ch a l Pradesh and N agaland), Zo o R oad, G auhati-781 024Ta m alp u r D evelopm ent B lo ck , P.O. Tam alpur, D ist. K am ru p , Assam .

— Sh ri H itesw ar Mahaota— P.O . U lubari, V il l . U lubari, D ist. Kam rup, A ssam . (V ia ) Tam ulpur.— Graduate in A rts (B .A .) H ons.— S o c ia l w ork— 15.11.1978— E d u ca tin g villagers on health, H ygie nce, A gricu lture etc.

I. Nam e2. A d dress3. Q ualification4. Experience5. .W orkin g since6. .S o c ia l activities

N FE Centres

y Nam e o f the Started in Total Boys Girls Name o f the A ge SC/ST Qualifi­ Name o f theNo. centre m th the month! ---------- teacher with cationsi persons contri­

complete year SC ST SC ST complete experi­ buting NFEaddress address ence centres or

M em ber o f Local Committee

1. M adarbari D ist. K am ru p PO . M a jd ig V ia . Ta m u lp u r

2/79 40 A ll S T 10

30 Sh . Upen D as V ill. Bhakatpara PO . Tam ulpur

21 O .B .C . M atriculate 1) Sh . S .N . Gayatri President2) D .C . Boro,Secy.3) T .R . B oro4 ) S .C . Basum atari5 ) N . Rabha

Z Bahbari 2/79 98 N o S C srr Su n il K u m a r D as 24 K alita Pre- 1) D .Pathak

D ist. K am ru p B o y s 46 G ir ls 52 V ill. K hairaban U niversity PresidentP O . K u m a rikaU P.O Kum arikata Pass. 2 ) R . D as, Secy.

3) D .C . Choudhury4) B . D a s5) B . A li --1

AP

PEN

DIX

9

Pakribari D is l. K am rup P O . Pakribari V ia . Kum arikata

2/79 60

M ajdiaD is t K am rup PO . M ajdia

2/79

Jam u gu ri D is L K a m n ip PO . Natum H o w li

2/79

G h aga par D is t K am ru p PO . G hagapur

C h okm ari D is t K am rup P O . Katakurch i

2/79

2/79

3 2 4 9Rest N on S C / S T B o y s 42, G ir ls IS

8 11

57

A ll S C 39

17Rest

17

7 10N on S C

B o y s 18, G ir ls 10

21 3 4Rest N on S C / S T B o y s 19, G ir ls 10

22

10

M ona Ram B ayan V ill . Khairabari PO . Kum arikata

Parsu Ram D a s V ill. M ajda PO . Tam ulpur

C hakrapani D as

Sachindra Nath Sarm a, K a lak u rch i PO . Tam ulpur

Nagen D as V ill. Bhakatpara

22 Kalita M atriculate

22 O B C M atriculate

23 Kalita M atriculate

22 Brahm in M atriculate

24 O B C Pre­U niversity

1) B . D aim ari President2 ) N . D aim ari Secretary3 ) L . Basum atari4 ) M . Boro5 ) T . U g ir .J ) Sh . Rabha . President2 ) Sh . B . D a s Secretary3 ) M . Sargia ri4 ) N . D as5 ) B . D as1) Sh . S .C . Rabha President2 ) Sh . P. Rabha Se cy .3) S . Rabha4) P. O rang1) K .M . Sarm a President2) Sh . N. Rajbom gshi Se cy .3 ) Sh . S .C . Nath4 ) Sh . D . D as5 ) Sh . B . Sarm a1) Sh . J. K alita President2 ) Sh . D . B oro Secretary3 ) Sh . M . D as4 ) Sh . U .L . B oro5) P .R . B oro

00

om50

m50srn

>r

§z

350

IT)3

Sdozom

8

8. Te le lig u ri 2/70D is t K a m ru p PO . K ala k u ch i

16 6 10 Rest N on S C / S T B o y s 31, G ir ls 30 61

9. Kum arikata 2/79P O . Kum arikata 48D is t K am ru p

10. Katahbari 2/79D ist. K am ru p 92PO . M ajdia V ia. Tatnulpur

N o S C / S T B o y s 22, G ir ls 26

A ll S T54 38

B aikuntha 23K alitaP O . Ta m u lp u r K a lita

Basanta K r. D a s 22V il l . Bhakatpara PO . Ta m u lp u r

Katneshw ar R aj 21B o n igsh i, Punia PO . Tam ulpur

M atriculate

O B C

S C

Pre-U n iversity

M atriculate

1) Sh. G.C. Deka President2 ) D.K. Deka Secretary3 ) D.N. Kowar4 ) K. Boro5 ) Sh. B. Das1) Sh. M . Sarnia President2) P. Pathak3 ) Sh. C. Bharali4 ) M . Choudhurv1) Sh. D . Deka President2) Sh. D .K . Deka Secretary3) Sh. P. Deka4 ) K .R . Ik>ro5) P.C. Deka

VO

AP

PEN

DIX

9

Bihar(Information as on October 1980)

1 .z

ConvenerName o f the Block with postal address Field Supervisor

NFE Centres

Fie ld A d v ise r ( N C E R T ) Patna, K an karb ag (Patrakar N agar), Patna-800 020 Sam astipur (B lo c k ), D ist-Sam astipur, (B ih a r)

1. Nam e — Sh ri O m Prakash C houdhury2. A d dress — F ie ld Su p erviser (N o n -fo rm a l Education)

at: K ash ip ur, D ist. Sam astipur.3. Q ualification — B .A . Hons.4. Experience — P reviously engaged as F ie ld W orker.5. W o rkin g since — 26 O ctober, 1980

SI.No.

Name o f the centre with complete address

Started in the month/ year

Total Boys Girls Name o f the A ge teacher withcompleteatldress

SCIST Qualifi­cations/experi­ence

SC ST SC ST

i. Sam bhupatti A T / P O Sambhupatti D ist. Sam astipur

12/79 10 2 — 8 — Bindesw ar Pd. S in g h — — B .A . (H o n s)

2. Ram krishnapur C a n j V ill . R am krishnapur G a n j, PO . Pitaujhia D ist. Sam stipur

12/79 14 10 — 4 — Ram Sw arth Sin g h — M atric

3. M ohanpnr (A T / P O ) V ia-Sam astip u r D ist. Sam astipur

12/79 2 2 — — — Ram Sa ka i Mahato — ---- M atric

4. M usa pur 12/79 3 2 — 1 — N abin K u m a r — — M atricV ill-M n sa p n r P O . Sam astipur D ist. Sam astipur

NC

ERTS

EXP

ER

IME

NT

AL

NO

N-FO

RM

AL

EDU

CA

TION

C

E

Bhuindhara A T -K a s h ip u r D ist. Sam astipur

B ishn u p ur V ill. B ishnupur P O /D isL Sam astipur

Jiw arp u r Chauth P O Sam astipur D ist. Sam astipur

Dudhpura P O Sam astipur D ist. Sam astipur

PitaujhiaV ia/P O Sam astipur D ist. Sam astipur

H arp ar A h laulh A T / P O Ha rpur AhlauthD ist. Sam astipur

12/79

12/79

12/79

12/79

12/79

10/80

O m Prakash Choudhury U pto 26th O ct. B .A . (H on s.) 1980

B ishnudeo Th a k u r — — B .S c . ( P t I)

Ram N'iranjan R o y — — I.Sc.

Sundes"V»r T iw a ri — — M aine

W aki! .Pd. Yadav — — B .A .

S r i H .K . R o y

N>

1.

2.

3.

(a) Shri S.G. Nathru, Field Adviser, N.C.E.R.T., I-B, Chandra Colony, Behind Law College, Ahmedabad.

Gujarat(Information as on 17.3.1981)

(b) Convener N am e o f the Office with posta l address Field Superviser

Shri Athar Ata, Asstt. Field Adviser, NCERT, Ahmedabad.Asstt. Field Adviser (NCERT), I-B, Chandra Colony, Behind Law College, Ahmedabad

1. Name — Shri Vishnubhai D. Upadhyay2. Address — 20/A, Municipal Servants Society, Kankaria Road, Ahmedabad-223. Qualification — i). B.Com. (ii) Dip. in Drama (iii) Passed Mountaineering Exam.4. Experience — 4 years working experience as honorary teacher5. Working since — 1.5.19806. Social activities — Active social worker.

NFE Centres

SI.No.

Name o f the centre with complete address

Started in the monthl year

Total Bovs Girls

SC S T SC ST

Nam e o f the teacher wifh complete address

A g e SC /ST Qualifi­cations!experi­ence

Nam e o f the persons contri­buting NFE centres or M ember o f Local Committee

Achievem ents Class Level-I

Gitamandir NFE Centre Majdor Gaon Area, Near Gitamandir Ahmedabad.

1.2.30 32 8 24 Sh. K.M. Makwana 46 Manakpura Gitamandir Rd. Ahmedabad

SC Passed 1. Sh. Tulsibhai Pupils haveMatricula­ 2. Sh. T.G.B. made goodtion. Worked Mannar progress inas teacher 3. Sh. V.I. a) Gujaratifor 3 yrs. Charnar Social b) Arithmeticexperience Workers. c) Environ­as social mentworker & d) Songs &25 yrs exp­ grouperience as activities.clerk

NCERTS EX

PERIMEN

TAL

NO

N-FO

RMA

L ED

UCA

TION

C

ENTR

ES

Machhpir NFE 1.2.80 Centre, B.D. Balvtika Maninagar,Ahemdabad

Amraiwadi NFE 1.9.80 CentreMunicipal Shala No. 1&2 Amraiwadi Ahmedabad

Gulbai Tekra 24.11.80NFE centreMunicipal ShalaEllisbridgcAhmedabad-6(2 centres merged)

Tilakwada 20.9.80 CentreC'o Sh. K.M. Shah Sarvajanik High School, Tibkwada DistL Baroda

19 — — — Mrs. A.D. Desai 49 No Non-matric 1. Sh. Jagnath Pupils have(Others-1) 6/1. Krishna 8 yrs. 2. Sh. Laljibhai made good

Flat, Rambang exp. as a 3. Social progress inManinagar social Workers a) GujaratiAhmedabad-8 worker . b) songs &

group activities.

5 12 13 — Sh. Joshi C. 21 No. 1. S.S.C. (X) 1. Sh. S. Pupils haveChandra kant Z Pre Ait Devjibhai made progress17, Amermain (XI) Class 2, Sh. Umia inSociety Shankar a) GujaratiKokhra Hatkashwar Trivedi b) ArithmeticMahadev, Amraiwadi 3. Sh. Amritbhai c) EnvironmentAhmedabad 4. S.S.AS. d) Songs & Grp

Rajput e) Activitiesf) Paper craftwork.

25 — 25 — Miss Tarulata 21 No Passed New 1. Sh. D.B. Pupils have(Others-7) Dave, SSC & Work-Parmar learnt

8, Dariyapur ing as 2. Mrs. Amrita a) GujaratiPatel Society, Nursery Chowdhary b) ArithmeticBhag-4 Usmanpura - since two 3. Sh. AN. c) EnvironmentAhmedabad-14 months Desai d) Songs & Grp

activitiese) Teaching through A.V. Aids.

5 9 — — Sh. Rjjnikant 85 No B.A. (Maths 1. Sh. Suresh Pupils have(Otheis-7) C. Shah a Ed. & B. Shah made good

C/o Sh. K.M. Shah M.Ed. 2. Sh. Satyendra progress inSarvajanik High School, Tibkwada DistL Baroda

undertraining

Kumar a) Gujaratib) Arithmeticc) Environmentd) Songs & Gin­activities.

S a v li N F E Centre 20.9.80 C/o H ig h Sch oo l T a l. S a v li Distt. Baroda(Jarod Centre S in c e clo sed)

18 4 Sh. M ochi M A A m bala lAt/PO . Som alaya B d . H ig h Sch oo l 10, H o u sin g So c. Ta l. Sa v li,D istt. Baroda

7. K a v i N F E Centre 2 0.9 .80 45 7C/o Sa rva jan ik H ig h Sch oo l P.O . K a v i Ta . Jam bnsar Distt. Broach

6 _ — Sh. P»lel S .M usa Teacher C/o Sarvajanilc H ig h Sch oo l K a v i. P .O . K a v i T a . Jam busarm Distt. Broach

8. N F E Centre 1.11.80 48 2 6 22 — — M rs. M anjnlabcnD ani L im d a , A PandyaV illa g e Shahalam , G -1 9 , P & TA hm edabad-28 C o lo n y , Shehalam

Ahm edabad-28

26 N o

35 N o

47 No.

B .S c . B .Ed . 1. Sh . Satyendra P n p ils have6 y rs expe- K u m a r made goodience as 2. Sh. G ajja r progress inteacher a) G ujarati2 yrs. exper­ b ) A rithm etic -ience as social c ) Environm entw orker o f N S S d ) S o n g s & grp(M ed student) activities.

B .S c . B .E d . 1. M ahesh P n p ils haveChandra made goodG . Bhat, progress inChairm an a) G ujaratiK a v i K e lv a n i b) A rithm etic2. Ism ali Su le - c ) Environm entman, Sarpanch d ) S o n g s & grp.President activitiesPaeent inform ation areaA sso ciatio n a) F ish in go f the Sarva - b) D iam ondja n ik Sch oo l. industry given.K a v i.

U nder­ 1. B ash ir B . P u p ils havema trie Shaikh made good6 yrs. w o rk­ 2. Sh. N iazkhan progress inin g experie­ Naw ab K h an a ) Gujaratince as B a l- Pathan b ) A rithm eticraandir 3. M ohd. Far- c ) Environm entteacher man G h ori d ) S o n g s & grp.

activities.e) Paper andB am boo T o y s.

NC

ER

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TION

C

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ES

9. NFE Centre, 1.12.80 40 20 20 — — Mrs. AbkkbegumChandola Talab PathanShahalam 9/201 MunicipalAhmedabad-28 Qarter, Nr. Mira

TalkiesAhmedabad

10. NFE Centre 1.12.80 30 10 20 — — Sh. FarnkbhaiIiatnagar ShaikhChandola Talab Ahmedabad-28

S.S.C. Passed 1. N.K. PathanTeaching 2. Shafibhaiexperience 3. BashirbhaiTailoring ShaikhCraft Course

M.A. B.Ed. 1. Nathubhai Patel2. S. Pathan

Pupils have done good progress ina) Gujaratib) Arithmeticc) Environmentd) Songs &

Grp.e) Paper and Bamboo Toys

Pupils have made good progress ina) Gujarati.b) Arithmeticc) Environmentd) Songs & Grp Activities.e) Paper and Bamboo Toys

Jammu & Kashmir(Information as on 24.11.1980)

1. Convener2. Name o f the Block

with postal address3. Field Superviser

F ie ld A d v is e r ( N C E R T ) , N iza m M anzit, Sh e r-i-K a sh m ir C o lo n y , S . N o. 2 , Q ^piarw ari, Srina gar-190010 Sam bal, Sonaw ari B lo ck , D istt. B a n m u lla

1. Nam e2. A d d ress3. Q ualifica tion4. Exp erie n ce5. W o rk in g since6. S o c ia l activities

NFE Centres

SI.No.

Name o f die centre with complete address

Started in Total the month/ year

Boys Girls Name o f the Ageteacher withcompleteaddress

SC/ST Qualifi­cations/experi­ence

Name o f the persons contri­buting NFE centres or Member o f Local Committee

Total Enrolment

1. . N C E R T 8/19 53 38 15 G hnlam A h d . M a lik 27 __ M atriculate 1) S y e d H ussainN ow gara R/o Now gara Shah, Chairm anSunbal T im in g s Sonaw ari, P O Sam bal 2 ) Sh . Rassol

Sonaw ari 6 to 8 3 0 PM D istt. B aram ulU Hah or Sceb3 ) A l i Moft Shab4) Junta Z aw ar Ch akan5 ) S . Sun aw aU O ar6 ) A l i Mohd. Ch ah ar7 ) M ohd. A k b a r Dar. 8 ) Syed M ohd. Shah9 ) M ohd. b a q D a r

NC

ER

T’S

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Z N C E R T Centre 8/79 Su m b al, K e e l

50 33 17

3. N C E R T Sch oo l 8/79 4 6 36 10Payeen, T e h zil Sonaw ari P O Benziw ara B lo ck Sum bal Baram ulla ( J & K )

M ohd. A m in Jee 26 S/o G .H . Rasool Jee, P O Sum bal

A l i M ohd M ullah 25 S/o G h . Mohi-ud-d»n M alta, Te h zil,Sonaw ari D ist.Baram ulla ( J & K )

T .D .C .( I ) 1) H a ji G .H .M ohiuddi K u ch a y2 ) A b d u l R a jim W ari3 ) A b d u l A h m ad K h a n4 ) A b d u l Rehm an Parab

M atric 1) G h. M ohi-ud-dinW ariS/o G h . M ohd W ari (President)2 ) A ssd u lla M alla S/o A k b a r M alla (Secretary)3 ) M did Q asim S/o Rasool W ani (M em ber)4 ) H azim use W ari S/o A im W ari (M em ber)5 ) G h . H yde r W ariS/o G h. Raseel W ari (M em ber)6 ) M ohd Q asim R est S/o A brahim R esi (M em ber)7 ) A l i M did W ani,

. S/o G h . M ohid in(M em ber)8 ) M ohd Q asim W aniS/o G h . Rasool W ari (M em ber)

AP

PEN

DIX

9

NCERT N ob- 8/79 20fonual Ceatre TimiagjShilwat 3 to 8 PM.

8 12 Miss Akktrr Nasim D/o late Haji Qasim Ali Samba) Soaawari

NFE Ceatre 5/80 50 10 40 Syed MoM. Aska-Vill. Askam Timing* raf Skak, S/a SyedPO. Askim 6 to 830PM . Noor-ad-dia SkakSoaawari Village AskantBaramalla SoaawariKashmir Distt. Baraomlla

Kaskmir

NFE Ceatre 8/19Vill Waagipma timiags PO Sambal 6 to 8 PM.Soaawari Dist. Baramalla Jamma & Kaskmir

45 25 20 Gkalam Akmed Parey S/o Gkalam Nabi Pirey VilL W aagipan Sambal Soaawari DiatL Baiamaila (J A K)

23 — P.UC.

27 — P .U Ctkroagk Kaskmir

' Uai. Milvi tkroagk Fizile Deaiyat tkroagk Deabaa Uai.

30 — Uader-gradaate

9) Ali Mokd. MallaS h Gk. Moki-ad- dic Malla, Field Worker.

1) Galam Hassaia Malta2) Galam Mokd. Dar3) Ab. Rakim Malla4) Mokd Jaflar5) Mokd JafTar Malla

1) Mokd. Skabaa Parry (Preside*!)2) Mokd. Abdalla Skak (V i-pndt)3) Mok. Sultaa Mir (Secretary)4) Noor Mokd.

1) Md. Mawbook Parey (PndL)2) Habibailak Parey (Vi-PrcsdL)3) Mokd. Skerif Parrey (Tresarer)4) Gk. Mokd.Mir (Secretary)

Rake Skilawat 8/79 SO 36Tek. SonawiriSumbalPO Sambal-193501 DisL B m n ilU Kaskmir

14 Nassir All Mallak RA> Skilrat Tek. Soaawari PO Sambal-193501 Disll. Baramala Kaskmir

1) Kk. Ali Mokid Raiker2) Kk. Gk.Akmad Bkat3) Ck. Hassan Dar4) Ali Mokd. Waai5) Habib Dar6) Ati Mokd.Nar7 ) Rehm an Dar8 ) K k . A b b ar Bkat9 ) M ohd. Rather10) Hussaa Bh.it

Karnataka(Information as on 12.11.1980)

- jo

1. Convener

2. Name o f the Block with postal address

3. Field Superviser

Field Adviser (NCERT), No. 714, 9th CrossWest of Chord Road, Rajajinagar, Bang»lore-360010Sathannr Hobli, Kanakapura Taluk, Bangs\pre District.

1. Name — Sri S. Siddarama Gowda2. Address — C/o Principal, Rural College, Kanakapura-562117 Bangalore District3. Qualification — B.Sc.4. Experience — 2 yeats as sapeivber in charge of Adult Education Centres run by

Rural College. Kanakapura5. Working since — Z10.19806. Social activities — Interested in educational programmes for rural upliftment

4. NFE Centres

SI.No.

Nam e o f the centre with complete address

S tarted in the monthl year

Total Bovs Girls

SC S T SC ST

Name o f the teacher with complete address

A ge SC/ST Qualifi­cations!experi­ence

Nam e o f the person* contri­buting NFE centres or M em ber o f Local Committee

NFE Centre 10/80 Sathanur-I C/o Panchayat Office, Sathanur (PO) Kanakapura Taluk Bangalore District

45 Sri K. Siddaiah S/o Kulla Setty Field Worker NFE Centre Sathanur-I Sathanur (PO) Kanakapura Taluk Bangalore District

27 SSLC Local CommitteeSathanur-lSriyuths;1) Parashivaiah, President2) Dyavarase gowda3) Syed Yusuf4) Nagaraj, Secy.5) Pevarajachar

NCERTS

EXPERIM

ENTA

L N

ON

-FORM

AL

EDU

CATIO

N

CEN

TRES

Sathanu r-II H arijan C o lo n y Sathanur (P O )Kanakapura T a lu k Bangalore D is L

2. NFE Centre 10/80 30

3. N F E Centre 10/80 45H alasu r Sathanur (P O )Kanakapura T a lu k Bangalore D is L

4. N F E Cen tre 10/80 41D unturSathanur (P O )Kanakapura T a lu k Bangalore D is t

5. N F E Centre 10/80 30K . Palya Sathanur (P O )

S r i S . Prem achandra 21 — D ip. in Local CommitteeS/o S r i S .N . Shivanna M ech. Sathanur-IIF.W . N F E Centre En g g . H arijan C o lo n y :H arijan C o lo n y 1) Sh ivan naSathanur (P O ) PresidentBangalore D is t t 2) S iddaiah

3) C h ikkam alla ia h(S e c y .)4 ) C . M altaiah5) Siddappaji

S r i. H .S . Sh ivashankariah 24 — B j V failed Local CommitteeS/o H .S . Sh ivannanjaiah Balasur: Sriyuths;Fie ld W orker, N F E Centre 1) Sh ivab asava-Halasur, Sathanpur (P O ) gow da, H .K .Bangalore Dist. President

2) Tham m aiah3) Javaregow daHC., Secretary4) Raghunaih Rao5 ) B asavaraju

S r i D m . A disesha 32 — S S L C Local CommitteeFie ld W orker Duntur: Sriyuths:N F E Centre, Duntur 1) Param ashive-Sathanpur (P O ) gcw d a PresidentKanaka pur T a lu k 2) M arigow da,Bangalore D is L D .M . , Secretary

3) Rajegow da4 ) 11iimmapp» V .5) H uchanna

Sr i M . Rangasw atfiv 22 — S S L CS/o M ailegow da F M d W orker

Local Committee K. Palya: Sriyuths: 1) Kadarappa

Kaaakapara Taluk Bangalore D ist

NFE Ceatre 10/80 Malle go wdnaaadoddl (PO) Via Salhannr Kanakapara Talak Baagalore D ist

NFE Ceatre 10/80 Ka legowdaaadoddi Sathaaar (PO) Kanakapara Talak Baagalore Dist.

NFE Ceatre 10/80DelimbaSathaaar (PO)

NFE Ceatre K. Palya Sathaapur (PO) Kaaakapara Talak Baagalore D ist

Sri Mallaiah 29S/o Mallegowda Field WorkerMallegowdaaaadoddiPO Via Sathaaar Kaaakapara Talak Baagalore Dist

Sri K. Pattaswamy 24Field Worker NFE Ceatre Kalegowdaaadoddi Sathaaar (PO)Kaaakapara Talak Baagalore Distt

Sri D .L Ramaliagaiah 28 S/o Liagaiah Field Work*.

President2) Borajjegowda3) Veakataramma- asppa, Secretary4) Cbaadreshe- karadya5) Bommegowda

PUC Local CommitteeMallegowda- nadoddi: Sriyaths:1) K.H. Patte- swa my gowda Presideat2) Javanyigowda3) Eregowda4) Mallegowda5) Jogappa6) Maddegowda7) Chaadregowda Secretary

B.Sc. Local CommitteeKalegoxtlanododdi Sriyaths:1) Da sc gowda

Presideat *2) Chikkahaaaaiah3) Hoaaaiah4) Shivaaaa5) Siddegowda Secretary

SSLC Local CommitteeDalimba: Sriyaths:1) Ramaiah, L.

172 N

CFRTS EX

PERIMEN

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CE

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Kaaakapan Talak Bangalore District

9. NFE Ceatie 10/80 35Vedduadoddi Sathanar (PO)Kaaalupwa Taluk Bangalore Distt.

10. NFE Ceacrc 10/80 45Arefcattedoddi (PO)Via Satfcaaar Kanatupara Talak Baagaloie Distt.

NFE Ceatie Dalimba, Satkaaaf (PO) Kaaakapan Talak, Distt. Baagakxe

— Sri D .li JayaramaUk S/o Hoaaagigowda

Field Worker NFECeatre, Veddaradoddi Sathaaar (PO) Kanalcapcra Talalc Baagaloie Disu.

25 — SSLC

Presideal2) Keackappa Secretary3) Uagaiak4) Kailegowda5) Korapegowda6) Karigowda

Local CommitteeVeddaraddoddiSriyaiks:1) D. Veaeppa President2) Cfcikkavan- katesan3) G. Chowdappa4) Chikkarasaiak S e c re l* ry5) Guruvanav- enkata

Sri Skankara Gowda Field Worker NFE Ceatre Arekaltedoddi (PO) Via Satkaaar Kaaakapan Talak Bangalore Disu.

23 B.Sc. Local CommitteeArciottcdoddiSriyuths:1) PanskiVaiak President2) Dyavegowda3) Narjegowda4) Skivaliagaiak5) Ckaaaappa K.6) Eswaraiak Secretary

•vj-u

Kerala(Information as on 14.4.1981)

1. Convener2. Name o f the Block

with posta l address3. Field Superviser

F ie ld A d v ise r ( N C E R T ) , F .S . I .E . B u ild in g s, Poojappura, Trivandrum -695012

1.2.3.

Nam eA d dressQ u alification

4. Experience

5. W o rkin g since6. S o c ia l activities

S .K . SurendranSurendra Sadan, K a lliy o o r (P O ) Trivandrum-695020P isse d S S L C attended training course fo r the C la s s o f A dults (1st cla sscertificate) Cooperative trainning from Cooperative C o lle g e1. L ib ra ry M ovem ent - State W orker2. Co-operative M ovement - Slate W orker.3. W orked in Culture and A rts O rganization 12.12.1973 Su rvey w ork and N F E Centres.L ib ra ry M ovem ent, Cooperation M ovem ent and cultural activities in the State. .

NFE Centres

SI.No.

Nom e o f the centre with complete address

Started in the month! year

Total Boys Girls

SC ST SC s t

V ella y a n i 3/79A gr. C o lle g eA gr. C o lle g e W ard

K a lliy o o r W ard 3/79 K akkam m o o la S L P S

Name o f the teacher with complete address

1 —

Age SCIST

B .K . Sathikuninr M clattingottu Veedu K izh o o r V ellayan i

K . D ivakaran N a ir Pulinalaf">l H ouse K iz h o o r (V e lla y a n i)

24M

21M

Q ualifi­cations/ experi­ence

S S L C1TI Co ursecom pleted

S S L C

Name o f the persons contri­buting NFE centrcs or Member o f Local Committee

C .V . Thankayyan

P. Gopalakrishnan

NCER

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Peringam m ala 3/79K a lliy o o rR C L P S

V ellayan i Ponnu-3/79 managdiam , G S C L P S Ponnum angalam

O okkode Nursery f/79 ■School

U paniyoor, 3/79M G C M Sch oo l Pravacham balam

Studio W ard 3/SONem em , Trivandrum

Balaram apuram 2/80(V e n ga n o o r)

V izh in ja m 2/80C en tre-I

V izh in jamC en tre -II

2/80

I. Russel 31 SSLC R. Kutlan NadarK a lliy o o r (P O ) Trivandrum

V . M ohan K u m ar 28La ksh m ivila sa m V ellayan i (P O ) Nem om

K . Santhakum ari 32A m m a FLaksh m ivilasam V ella y a n i (Nemorvi)

S . Rajam m a 28O okkode, Nemem

R . Vasanthakum a/i 32A m m a

G . L i l ly F low er 21R .C . Street FBalaram apuram

B . B cris ig a r 24l’ereira MPereira House V izh in jam (K ottappuram )

L . St. Rose 21Fernandes FC h rist H ouse V izh in ja m

S S L CP U CCom pleted

B .A .

S S L CIT1

S S L CTyp ew ritin g

S S L C

S S L CP D C

S S L C

P. Balakrishnan

P. Paranieswaran P illa i

Re Fr. Varghesc

P .V . Anandan

S . K a ilash

S r i Sebastian

S r i R . Fernandes

O'

1.z

ConvenerName o f the Block with postal address Field Superviser

Madhya Pradesh(Information as on 20.11.1980)

Field Adviser NCERT, MIG-161, Sanswiti Nigar, Jiwahar Chowk, Bfcopal-462 017 Block Maltai, Dist; Benui, Q o KM . Govt Middle School (Boys) )Betal) M.P.

1.Z3.4.5.6.

NameAddress Qu«lific»tk>a Experience Worfciag siace Social acdviiies

Shri H.R. WartheCfo H-M. Govt. Middle School, Mallai, Beiaal M.P.M A Ecoaoaics, B.Ed. (RC'E,Bhopjl)Two yean ia NFE n lic itio i (NCERT Bhopal)25.11.1978Maaaal work ia villages aad helping ia gokkir gas plant, agrical- taie etc.

NFE Centres

StNo.

Name o f the Started in centre with die month/ complete year address

Total Boys Girls Name o f the teacher with complete address

Age SC/ST Qualifi­cations/experi­ence

Name o f the persons contri­buting NFE centres or Member o f Local Committee

SC ST SC ST

1. Chaadia Khard 1/79 7 1 — 6 Sh. HR. Pawar 24 ___ Hr. Sec. 1) UR. PawarAt Post- Chaadn At. PO. Chaadn 2) IL L DahaieTq. Maltai Boys Gills Total SC ST Khnnl. Tq. Mnllai Sarpaach

It 23 37 7 1 Dl Betas 1 (MP) 3) S.K. Dahare

Z Maltai Centre 1/79 4 4 Kn. C. Powaiker 22 MA^Pte) 1) Sh. D. YaJavGan Dharatadas Guru Dharmadas 2) Kaajilal SoaiSchool, Mallai Boys Girls Total SC ST School Maltai 3) Chitta-Powaikar

— 30 30 — 7 4) FaluradiaMalla

NC

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ATION

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EN

IKU

-

SukHya 1/79 1A l PO SaadiyaTa M k i Boy*D t Betaal (MP) 43

h n u id l l 1/79 IAt/fO HmamitiTq. Malta! Boys

3 *

Malegaoa 1/79 18PO P u K k h | iTq. Malta! BoysD t Betaal (M P) 18

Choodtfya 1/79 5Tq. Malta!AUTO Cioatfciya ’ Boys0 t Betaal (M P .) 25

Paradsiaga 1/79 6At/PO Pam fclayi Tq. Malta!D t Betaal (M P.)

ChikkaH Khan! 1/79 12Ta. MaUai D t Bcteal (M P.)

Gills Total SC ST— 43 I —

arts Total sc srr14 44 1 —

8 — 9 1

Girts total sc sr9 27 11 —

Gills Total SC S t 12 37 5 —

1 — 5 —

3 — 8 1

Sh. Rahaaath BankAT-Po Saadiya Maltal D t B em i <MP)

66 RetiredTiaiacdteacher

1) Gaaga Ram Barde2) G airim o Kalakar3) Raghaaath Bafde

Sh. C ttrti Run Harode At/PO Parauadal Dl Betaal (M P.)

25 aC om .Fiaal

1) Tap Prasad Saha2) Taaati Cboadri3) Laxaaaa S . Ch.4) CJL Hande

Ajabsaogeeie Al/Maleg»oa Ta Maltai P in d silfD i

27 B.A. 1) Raatiao D.2) Raghaaath M3) A.R. G ee*4) Ragjhaaath M

S J t Banage 21 — M A. la 1) Lakhaa U l nAl/PO CloaAIya E coaonics 2) H injl PatkkarTa. Malta! (P vt) 3) S.R. B n iageD t Betaal (M P.) 2 yts 4) M I. Banage

experkaceNFE

V.R. Bodkhe 27 — a s c . 1) G.R. KkadeAl/PO ParadMaga 1 year 2) M R. DeafcisakhTq. Maltai 8 mtMtha 3) N.R. Bodkbel)L BctaaJ (M P.) experieace 41 U.K. (Jodm ide

S.R. Bank 27 M A. ixo 1) Takanai U.AMChfthaU a& d. 2) Uaitaw DaagePO. h m b ia g i 2 yars 3) SJL BafdeTq. Maltai NFE 4) Paadaji DaageD t Banal (M P.) M A. PoL S c

9. M ohiA t/P O M ohi Tq . Multai D i. Betul (M .P .)

10. JoulkhedaA t/P O Joulkheda Tq . M ultai Dt. Betul (M .P .)

1/79 5 2

1/79 3 1

L .S . Chouhan 34 — H r. S e c 1) U P . PereA t,P O M ohi 2 ) Nepal S in ghT q . M ultai 3 ) L -S.C h ou h anDt. Betuai (M .P .) 4 ) Pawan Singh

M .L . Sagare 22 — H r. Sec. 1 ) . L L . PariharA t/P O Joulkheda N il 2 ) M ah ik RaoT q . M ultai 3 ) M . L Sagare.

O rissa(Information as on 9.10.1980)

1. Convener2. Name o f the Block

with postal address3. Field Superviser

Field A d v ise r (O rissa ) H o m i Bhabha Hostel, R .C .E . Cam pus, Bhubanesw ar-751007 Denagadi B lo ck , A l/ P O D anagadi, D istt.-Cuttack (O rissa )

1. Nam e - Sh . G anesw ar M ishra2. Address - A t/PO Salinganga. V ia D angadi, Distt. C u ttack (O rissa )3. Q ualification - B .A .4. Experience - 4 year* o f teaching experience in different H ig h Sch o o ls

Schools-5. W orking, since - 20.12.19786. Social activities - N il.

NFE Centres

SI. Name o f the Started in Total Bovs Girls Name o f the Age SCIST Qualifi­ Name o f theNo. centre with the month/ teacher with cations/ persons contri­

complete year SC ST SC S T complete expert - buting NFE\addrvss ) adtlress ence centres or

M ember o f Local Committee

Sagad u gula 12/78 Centre A t-Sagadagula P O Nadiabhanga V ia -Ja ip u r Road D ist. Cuttack

22 — 20 Sh. B isw anathkar A T / P O Saliganga V ia-D an aga di Cuttack

21 M atric 1) S/s Trilo cha n Mahant2 ) H arin h ar M . ,3 ) K . C . Mahanta4 ) R a is in gh M.5 ) S id ir Munda

B alipai Centre A t-B a lip a l P O D angadi D ist. Cuttack

12/78 20 20 Sri Lalm ohan N aik A t/D urgapur P O Salijauga V ia Danagadi D ist. Cuttack

40 S T M atric 1) S/s Th a k u r S. Tam sey2 ) G ahm a M unda3 ) Janardan B.4 ) R a sh ik M unda5) Sanatan D a n g ili

Dtrgapur C«*tre 12/78 23 —At DurgapurPO SalijaagaVia DanagadiDist. Cattack

Nsagaon Centre 12/78 29 —At Nuagaon (Chitri)PO Chitrigobanihanpur Via Jajpur Road Dist. Cattack

Fuljhar Ceatre 12/78 27 2At FuljharPO Chilrigobardhanpur Via Jajpur Road Dist, Cuttack ,.

Nayabagapatia 12/78 30 4'('entry A t -do-PO AswasthapalVia Jajpur RoadDistt. Cuttack

Lealekaa Ceatre 12/78 — -At DeulakanPO Dankari SahiVia. Jajpur RoadDist. Cuttack

21 — 2 Sh. Mohaa CharaaAl/PO Salinjaaga Via Daagadi Dist. Cuttack

29 — — Sh. Uaakanu SinghAl Nuagaoa PO Chitrogobardhan-

(pur. Via Jaipur Komi Dist. Cuttack

25 — — Sh. DasaralhiHembram PO Chitrigobar dhanparVia jajpur Road

'D istt. Cuttack )

18 3 5 Sh. S. JenaAt Nayabagapatia PO Aswasthapal via Jajpur Road Distt. Cuttack

— — — Sri D. JenaAl Nayabagapatia PO Aswasthapal Via Jajpur Road Dist. Cuttack

Patabali Centre Al Palabali PO Dankarisahi Via Jajpur Road Dist. Cuttack

12/78 10 — 7 Sh. J. Mahanta Al palabali PO Daakarisahi Via Jajpnr Road Distt. Cuttack

Matric 1) Suntan Saye2) Dhaau Nayak3) Nabaghaa Haahaga4) Sanda bankira

ClassX 1) Sh. Hatiram M.2) Sagar Mnnda3 ) Bhagaban Sahu4) Banambar S.5) ;S*nat.in^fuada

Class X] 1) Sh. Purusoitam Purty2) Sh. Dubarai P.3) Sh. Bijaya B.4) Khetramohan P.5) Bagada Purty

Matric 1) Narahari P.2) Sudarsan D.3) Kirtaa B.K.4) Trilochan S.5) Madhusudan D.

Class XI 1) Bhakia Mahaamla2) Maheswar M.3) Balram M.4) Krushna M.5) Upendra M.

C la ss XI 1) Padan Patra2) Bftidhar Patra3) Gangadhar D.4) Daitari M.5) Radhunath M.

9. ,Daakari Sabi Centre 12/78 10 2 7Al/PO -do- Via Jajpur Road Distt. Cullack

10. Kiajhar Ceatre 12/78 11 — 7At Kiajkar PO Daakarisaki Via Jajpar Road Dist. Cuttack

Sk. P. Be ken 29 — Class XI 1) OaysKlhar M.AT/PO Daoakarisaki 2) Sa>t*a£*aa P.Via Jajpar Road 3) Gaaraaga M.Dist. Cuttack 4) Harikar Ojba

5)Ckandramani Makaata

Sk Bkafctabaadka 36 — Matric 1) Aaaada M.Makaata with 4 2) GhaushyamAt Kaijkar yis. MakaataPO Daakarisaki leaching 5) Harikar M.Via Jajpur Road experience 4) Salkan MajkiDist. Cattack 5) Sbaakaiskaa

Majhi

Puiyab ^(Information as on 4.3.1980)

00

1.2.

ConvenerNatrtc o f the Block with posta l address Field Superviser

F ie ld A d v ise r ( N C E R T ) , Chandigarh Ferozepur/Zira D ist. Ferozepur (P unjab)

1. Nam e - Sh. S .P . M onga2. A ddress - Sh. S .P . M onga, V ii. V a lo o r, PO . Sandehasha, D istt. Ferozepur3. Q ualification - B .A . B .E d .4. Exp erien ce - 13 years as T G T and 2 years as B E O5. W o rkin g since ■ H e has been given appointm ent letter on 23.12.80 but he has not

sent h is jo in in g report

6. So c ia l activities - N il

NFE Centres

SI.No.

Name o f the ccnfrc with complete {icltlrcss

Starred in the month/ year

Total Boys Girls Name o f the tcachcr with complete address

Age SC/ST Qualifi - Name o f the persons contri­buting NFE centres or M em ber o f Local Committee

SC ST SC ST experi­ence

1. N F E Centre 7/80 29 21 — 8 — Sh . Bagh Singh 40 — M atric Sh . G urjant S in gh

I3s"O0130

£mzH>rzoz*TJo

tflO

>

ozotn

50pi(/•.

V ill. M aikhai I’O.' K assona Dist. Ferozepur

N F E Centre 7/80V . & P O Bharana

* N F E Centre 7/80 V ii!. Ch oo ch akw in d P O K assona Dist. Ferozepur

4 0 25 — 15 I Sh . Su kh b ir S in g h 26 —

— — Sh . Harcharan 20S in g h

M atric

M atric

Sarpanch V ill. M arkhai

Sh . N irm al S in ghSarpanchV ill. Bharana

Sh. Parita™ SinghSurpanchV i l l .C h oo ch akw in d

N F E Centre V ill. & P O Sandehasham D ist. Ferozepur

N F E Centre V ill. V a lo o r P O . Sharkhaw ala D is t . Ferozepnr

12/80

12/80

6. N F E Centre Sherkhanw ala D ist. Ferozepur

12/80

7. N F E Centre 12/80 V ill. Sursinghw alaPO . Lo kgarh Dist. Ferozepur

8. N F E Centre ' 12/80 V ill. & P O Lo h garh D ist. Ferozepur

19

26

16

43

14

12

16

13

Sh . K ash m ir S in g h 26

10 — Sh. Vasant S in gh 20

— 10 — M iss Kulw ant K a u r 21 —

30 M iss Santokh 19

10 — 4 — Sh. B a lb ir S in gh 19 —

Graduate Sh . Raguraj S in g h Surpanch 'V ill. Sherkhanw al

M atric Sh . Pakhar S in gh Surpanch V ill. V a lo o r

M atric Sh. Jo gin d er.Sin gh , Surpanch V ill. Sursinghw ala

M atric SurpanchN ursery V ill. Sursinghw ala trained

M atric Sh . D hirap S in gh Surpanch V ill . Lohgarh

* T h e Centre, at C h oo ch akw in d is closed sin ce O ct., 1980.

APPEN

DIX

9

ConvenerName o f the Block with posta l address Field Supervisor

Rajasthan (Information as on 27.11.1980)

Fie ld A d v ise r ( N C E R T ) . B -4 7 , Prabhu M arg, T ila k N agar, Ja ipur-302004 B lo ck B assi, Pauchayat Sam iti, Te h sil B assi, D ist. Ja ip u r (Rajasthan)

£

1. Nam e - Sh. Ram Sw aroop Sharma2. A ddress - V illa g e and Post Garh T e h zil Bassi, D ist. Ja ip u r (R ajasthan)3. Q u alification ' B .A .4. Experience - N il5. W o rk in g since 1st Jan.. 1979 to date.6. So c ia l activities - C o nsists o f good contacts with D O , Sarpanchas o f the v illages.

N FE Centres

SI. Name o f ll> Started in Total Bovs Girls Name o f the Age SC/ST Qualifi­ Name o f theNo. centre with the month! teacher with cations! persons contri­

complete year ■ SC ST SC ST complete experi­ buting NFEaddress address ence centres or

\M em ber o f LocalCommittee

Hathipura(L a lg a rh )T e h sil-B a ss iJa ip u r

G arhTe h sil-B asiJaip u r

1/79

1/79

T a la i K i D hani M ain Post-Toda Bhata, T e h zil-B a ss i Jaip u r

1/79

11 2 4 3 2 Sh. Kan h ya L a iM ain Posl-G arhT e h sil-B a ss iJa ip u r

30 10 — 20 — Sint. Prem LathaM ain Posl-G arh Te h sil B assi Ja ip u r

56 20 16 — 20 Sh . Jagd ish Sharm aM ain P o st-T o d i Bhata, Bas$i Ja ip u r

25 —

26 -

28

H ig h e r Secondary

8th Passed

H r. Secondary

NC

ERTS

EXP

ER

IME

NT

AL

NO

N-FO

RM

AL

EDU

CA

TION

C

EN

TR

ES

Lalgarh T e h z il- B assi Ja ip u r

1/79 32 — 11 21

D u b li 4/79Post M adhogarh B assi, Ja ip u r

Kishanpura P O La lgarh Bassi, Ja ipur

1/79

Karka K i D hani 4/79 P O . Lalgarh B assi. Ja ipur

Prithvipura PO . Kajpura B a ssi, Ja ipur

7/80

G um anpura 7/80 P O . M adhogark B a ssi, Ja ipur

26

29

23

4 — 4 —

12 14

15 — 14

10 — 23

Sh. Bhauri L a i SharmaM ain Post La lgarh B assi, Ja ip u r

Sh . Shankar L a i SharmaM ain Post D ubli M adhogarh, B assi Ja ip u r

Sh. Badri Narayan Post Kishanpura La lgarh , Bassi Ja ip u r

Sh. Harsahay Main Post Garh Bassi, Ja ipur

Sh. Nathu L a i D u bli, PO . Rajpura B assi, Ja ipur

Sh . G irv e r S in gh Gum anpura PO . M adhogarh B assi, Ja ipur

High School

H ig h e r Secondary

H ig h e r Secondary

H ig h e r Secondary

H ig h e r Secondary

H ig h e r Secondary

Tamil N adu(Information as on 30 .11.1980)

1. Convener2. Name o f the Block

m -ilk postal address3. Field Superviser

4. NFE Centres

SI.No.

Name o f tin centre with complete address

Started in the month/ year

Total Boys

SC ST

Girls

SC ST

Name o f the teacher with complete address

Age SC/ST . Qualifi- Name o f the cations/ person contri- experi- h i ting NFE ence centres or

M em ber o f Local Committee

1. Chitlapakkam St. Thom as Mt. P .O . M adras-64

12/78 31Total31

17 — ' B o ys18

13 —G irts13

M r. P. V inayagam 20 S C S S L C failed

2. M adam bakkam 12/78 40Total40

27 —B o ys36

3 — G ills4

M r. A . Shankar 20 — -do-

3. O ttiyam bakkam 12/78 35Total35

14 2 . B o ys 21

10 —G ir ls14

M r. J. Haridas 20 ■— -do-

4. Paduvancheri 6/79 28 14 — 14 — M r. K . Shridhar 22 __ -do-

F ie ld A d v ise r ( N C E R T ) , N o. 32, H in d i Prachar Sabha Street, T . N agar, M adras St. Thom as M ount Panchayat U nion, M adras-600064

1. Nam e - Mr. D . M ohandas2. A ddress - No. 3/ltf, Paduvancheri, M appedu Post, l ran\baram. M adras-6000733. Q ualification - B .A . (H isto ry )4. Experience - W orking as F ie ld Su p erviser o f N on-form al Education Centres5. W o rkin g since - From 20 -7-1 9 7 9 N

CE

RTS

EX

PE

RIM

EN

TA

L N

ON

-FOR

MA

L ED

UC

ATIO

N

CE

NT

RE

S

5. R im a k rish n a p - 10/79 36 9 — 10

m a Total B o ys G ir ls36 20 16

6. Sem m aacheri 12/78 52 15 — 15-Total B o ys G ir ls52 23 29

7. Sitbalapakkam 12/78 81 — —

l ota I B o ys G ir ls81 32 49

8. Thiru vanch eri 7/79 36 15 — 15Total B o ys G irls36 15 21

9. V eagap akkam 12/78 32 — 1Total B o ys G irls32 18 14

Uthandi Centre closed on 10.7.1980.

M r. V . G opalakrish- 23 — S S L C failedanan

Mr. A . Soanda'rarajaa 21 — -do-

Mr. R . Kam araj 19 — -do-

Mr. r. Kodandan <32 — -do-

Mr. R. Mathivanan 26 — -do-

W est Bengal(Information as on 31.1.81)

1.

2.

3.

Convener

Name o f the Block with postal address

Fie ld A d v ise r (N C E R T ) , Calcutta. 1) D r. S .P . Sharm a, F ie ld A d viser2 ) M r. J .N . V erm a, Assistant F ie ld A d viser

Egra B lo c k - II , P O Egra, D ist. M idnapur, W est Bengal

F ield Superviser : 1. Nam e - Sh . K am a) Kan t Raul2. A ddress * V il l . Rajendra C h o w k, P O Kentigaria, V ia B a ligh a i

(W .B .)D ist. M idnapur

J 3. Q u alification - M .A .4. Exp erien ce - F iv e years leaching experience in a non-recognised H ig h Sch oo l5. W o rkin g since - 24 Decem ber, 19786. So c ia l activities - R u ra l S o c ia l W orker

NFE Centres

SI.No.

Name o f th< centre wilh complete address

Started in Total the month! year

Boys Girls Name o f the teacher with complete address

Age Qttalifi - cations/ experi­ence

Nome o f the persons contri­buting NFE centres or M ember o f Local Committee

SC ST SC ST

1. Rajendra C h a k 3/79 40 29 — 11 — Sh. Panchanan B . 37 S .F . Te ach in g I ) Sh . Paresh Ch.

N F E Centre V il l . Rajendra C h a k in 2 ) Sh . Nagendra

V ill. Rajendra C h a k P O Keutgeria N F E B a r V ill.

P O Keutgeria Dist. M idnapur Centre R ajendra C h a k

D ist. M idnapur (W .B .) (W .B .)

D askh in ch an - 3/79 mukh N F E CentrePO . P iriykh aa B a r D ist. M idnapur (W .B .)

39 18 — 21 — Sh. Prabitra K r.V ill. Jagannath K a r P O Piriykh an B a r

33 P.U . Te ch in g in N F E Centre

1) Sh. Upendra NathG ay2 ) Sh. J hareswar

.[ Ntrui \ ill jD eskhinchanm ukh

NC

ERTS

EXP

ER

IME

NT

AL

NO

N-FO

RM

AL

EDU

CA

TION

C

EN

TR

ES

Bhandarberia & 3/79 Huricuchia NFE Ceatre Vill. Bhandarberia Oisl. Midnapur (W.B.)

Kuthganj NFE 3/79 Ceatre Vill. Kathguaj PO. Jamlcalachimpur Dist. Midaapor (W.B.)

Urijalkar & JCeujgeria 3/79NFE CentreVill. UttarpanthaiPO. KeutgeriaDist. Midnapore (W.B.)

Uttacpaathai NFE 3/79 Centre Vill. Uttarpanthai PO. EreadaDist. Midnapore (W .B .)

Uttardaodpar (B) 3/79 NFE Ceatre PO Balighai Dist. Midnapore (W.B.)

Uttardaapar (B) 3/79 NFE Ceatre Vill. Uttttdanpur Dist. Midaapore (W.B.)

Uttardasdpur'. A) 3/79 NFb Centre Vill. Uttardandpur PO. Urdhabpur Dist. Midaapore (W.B.)

Jatindra Nath B a r 25V ill. BhandarberiaP O P iriykhanbar Dt. M idnapur (W .B .)

M iss Jharna M aity 23V il l Rukm inipur PO . B alighai Dist. M idnapur W .B .

A rabinda M aity 25V ill.j ita k im in ip a rPO. B alighaiD ist. M idnapur(W .B .)

M iss Sadhana 24NandaV ill/P O Erenda D isl. M idnapore (W .B .)

Jharu C h . Sh it 24V ill. Kam alpur PO . B a lighai Dist. M idnapore(W .B .)

A n il K r. M aitv 35V ill. Uttardaudpur PO. Urdhabpur Dist. M idnapore(W .B .)

Sm t. Renuka P.urz 32V ill. Uttardaadpur

PO . Urdhabpur D ist. M idnapore(W .B .)

B .A . Te ach in g in N F E Centre

1) Sh . Jibanandar B a r2 ) N itai B ar V ill . Bhandarberia

H .S .C . Te a ch in g in N F E Centre

1) Sh . B a la i B ar2 ) Sh.Santosh B ar V ill. Kathgunj

S .F . Te ach in g N F E Centre

1) Sh. Kripasindhu Sasm a2) S u s il Sau V ill. U rija lka r P O . Keutgeria

S .F . Teach in g in N F E Centre

1) Sh. Su d h ir Bar2 ) Ananta R is i V ill. Uttarpalhai PO . Erenda

H .S .C . Te a ch in g 1) Bibhutibhusanin N F E Centre Mahapatra

2 ) Pranab Mahapatra V ill . Kam ajpur

B .A .V .T . T e a ch in g . 1) Sh . Manta Sh itin N F E Centre 2 ) Srikan t Mahapatra

V ill. Uttardaudpur

S .F . Te ach in g 1) Sh . A n il Chandrain N F E Centre D as A d h ikaryfrom 24.12.78 2 ) A m a r Chandra

M aityV il l Urdhabpur/ Uttardaudpur ;

10. Jagaaaa lh kar Bar-3/79 N FF, Cep (re

'V i l l . Jig a n a th ka t B a r P O Piriyafchaabar Dist. Midaapore (W .B .)

42 19 23 Bedal C h . Patra V ill. S ila p u r P O Piriykhanbar M idaapore (W .B .)

20 M adhyam ik leaching from 2 4 .12.78 in N F E Centre

1) Radhashyam D o lu i2 ) Birendranath Jana V ill . Jagannalhkar B ar

M ah arash tra

Convener : F ie ld A d v ise r ( N C E R T ) , in collaboration with Indian Institute o f Education, Pune-29

Fie ld A d v ise r ( N C E R T )128/2, Kothrud. K a rv e Road (N e ar M aruti M andir B u s Stop) P u n e-411029

Block: (1 ) Pabai A re iT Ta l. S h im , L a s l Pune,(2 ) Khed Sh ivap ur Area, T a l. H aveli, Dist. Pune

L ib e ra lis a t io n o f N o rm s a n d P attern o f C e n t r a l A ss is ta n c e (Ju n e 1982)

Appendix 10

S. No. Item Present Form

3.

Strengthening o f S la le Directorate o f Education

Te ach e r Cost: Prim ary level

Teacher Cost: level

M iddle

4. (a)

(b)

5. (a)

Contingent expenses, in clu d in g ligh tin g Prim ary level

M iddle level

Te a ch in g m aterials (lik e States, exercise books, pencils etc.): Prim ary level

F u ll time Joint D irecto r o f Education for N F E Program m e.

A t R s. 50 per pupil per annum fo r a centre o f 25 children (w hich w orks out to R s. 1250 per teacher per annum o r about R s. 104 per tender per month).

A t R s. 60 per pupil per annum (w hich w orks out to R s. 1500 per annum per teacher or 1fts. 125 per teacher per month).

A fu ll time o ffice r to the level o f Jo in t D irector o f Education.

R s . 105 per month.Id e a lly Ihe num ber of ch ildren in a centre, should be 2 5, but it may be made flexib le w ith 2 0 as the m inim um and 35 as the m axim um fo r a centre o f the num ber touches 40, another centre with a separate teacher m ay be allow ed.

R s . 125 per monthper teacher (Teach er pupilratio in the N F E Centre asin the case o fprim ary levelN F E Centre).

A t R s. 300 per centre A t R s . 350 perper annum or R s. 12 per centre perannum per pupil. annum .

A t R s. 4 0 0 percentre per annum .

A t R s. 3 per pupil per annum .

R s. 350 per centre per annum or R s. 14 per annum per pupil

A t R s. 2 per pupil per annum.

1

APPENDIX 10 193

S. No. Item Present Form

(b ) M iddle level

6 (a ) Equipm ent: Prim ary level

(b ) M iddle level

7. Su p erviso r Cost

8. C entral A ssistance

A t R s. 3 per pupil per annum .

R s. ■ 10 per (new ) pupil.

R s. 25 per (new ) pupil.

N IL

O verall adm inistrative and academ ic inputs as per approved norm s on 100% basis and sharing the cost o f running non-form al centres in the ratio o f 3:5 three with central funding and five with State funding.

A t R s . 4 per pu pil per annum.

R s. 250 per new centre fo r a m inim um periodo f three years.

R s . 625 per new centre for a - m inim um period o f three years.

R s . 180 per centre per annum (one su pervisor for 40 centre?).

Sh a rin g o f theexpenditureon a ll approved itemslaVen together as perthe revisednorm s. 50:50basis.

Implementation o f the Schem e by N C E R T and the States, (Cu rricu lum M aterials, Strategies, Instructors, Tra in in g , Evaluation etc. as per Schem e).

Appendix 11

Salient Features of the NFE Scheme (1988) and Proposed Scheme (1992) in VIII Five Year Plan .

Item Existing Scheme Proposed Scheme

Priority A reas N o sp ecific mention. G ir ls , Scheduled C astes Scheduled Tribes, children o f m inorities and m igrating popaWtion and p h y s ica lly , handicapped children.

C o ve rage Ten educationally backw ard States and h illy , desert urban slums, tribal areas and areas with concentration of w o rkin g children in all other Stales/UTs.

T e n educationally backw ard States as w ell as in other States/ U T s where there is a demand fo r N F E centres.

Im plem entingA g e n cie s

States/UTs, voluntary agen cics and panchayati raj institutions.

States/U Ts, voluntary agencies, educational institutions, panchayati raj Institutions, research institutions, media institutions, activists groups, teachers trade unions, industrial undertakings and in div id ua ls.

Financial Pattern Implementing Shore o f Agencies Central

Assistance

Implementing Share o f Agencies Centred

Assistance

(a ) Co-educational N F E centres

Statet/U Ts 5 0 % V A s . 100%

States/U Ts 7 5 % V A s . & other 1 0 0 % groups.

APPENDIX 11 195

Financial Pattern Implementing Share o f Implementing Share o fA gencies Central

AssistanceAgencies Central

Assistance

(b ) N F E centres States/U Ts 90% States/UTs. 9 0 %x c lu s iv e ly V A s . 100% ' V A s . & other 100%

for g ir ls groups.

(c ) Sp e cia l projects States/UTs. 100%aim ed — — V A s . & otiier 100%at pockets gro u p so f workiu'gch ildren

(d ) Experim ental G o vt, agencies, 100% States/U Ts 100%and in novative educational V A s and otherprojects institutions,

panchayali raj institutions.

groups. 100%

Item Existing Scheme Proposed Scheme

Projects

Education o f G ir ls

D u ratio n o f C o u rse

Projects to have about 100 N F E centres in a com pact and contiguous area coterm inous with com m unity development b lo ck.

L im its the scope to the extent o f 2 5 % o f the total centres.

2 yeais at lower prim ary level and 3 years at upper prim ary level.

Em p h asis on decentralised managem ent, strengthening project approach.N F E projects to have about 100 centres with fle x ib ility in the cases o f projects in Ihe remote and h illy areas, all projects fo r g irl children as w ell as those with centres only for the upper prim ary level and projects fo r w o rkin g children.

A rea sp e c if ic approach through m icro-p lanning exercises to determine the need for N F E centres.

Greater em phasis by in creasing percentage o f g irl centres from 2 5 % to 6 0 % o f the total centres with flexib ility.

2 years at low er prim ary level and 3 years at upper prim ary level with fle x ib ility su iting the different categories o f learners. A dm ission in N F E centres both annually and from time to time.

1 9 6 NCERTS EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Item Existing Scheme Proposed Scheme

Lea rn e is per centre

N F E centres at upper prim ary level

ProjectO ffic e r

Su p erviso rs

Instructors

Learners

25 per centre (average).

Inadequate attention.

Inadequate responsibilities and powers w ithout provision fo r m in in g .

R o le em phasised without adequate funds for train ing o f supervisor.

R o le em phasised with adequate funds for training.

A l l out-of-school ch ildren in ten educationally backw ard States and in selected areas o f non education­a lly backw ard States.

C en tre s at each place to continue till a ll out-of-school children achieve m inim um prescribed levels o f learning.

25 per centre average with fle x ib ility provided for centres meant sp e c if ica lly fo r g irls , w orking children/or located in remote, h illy and scattered areas.

G reater attention to N F E program m e at upper prim ary level b y increasing percentage o f upper prim ary centres from 1 0 % to 2 0 % and em phasis on train ing and teaching- learn in g m aterial at this level.

Greater role with sp e c if ic responsibilities d raw in g, d isbu rsin g responsibilities, cheque s ig n in g authority and for draw ing funds for purchasing teaching- lea rn in g m aterial and other equipm ent and m akin g payment o f honorarium to instructors and supervisors.

G reater role with increase in the cost o f supervision per centre and separate funds for train in g o f supervisors.

G reater role, with increase in honorarium at prim ary level and also at upper prim ary level.

Fu n d s for training increased.

T ra in in g system atized.

A l l out-of-school children in the age group 6-14.

Incentives for children b elo n gin g to S C s , S T s and girls. Pro vision o f continuing education through Jansh iksha N ila ya m s and other agencies with the help o f com m unity.

APPENDIX I I 197

Item Existing Scheme Proposed Scheme

Communityinvolvement

Curriculum

Role emphasised.

Flexible.

Teaching-learning Teachtag-learetag material material to alt learners.

T r a in in g o f N F E personnel

Monitoring and evaluation

Evaluation and certification

More emphasis on training of instructors bat so provisions of m ining •Down ace.

.Not much attention and so separate financial provisions.

No emphasis on any regular system

Greater emphasis with financial provisions.

Greater emphasis on flexibility and its development with active involvement of DIETs/DRUs, SCERTs,NCERT and VAs.

Emphasis on development of local, area specific teaching-learning materia! suiting to needs of learners

Greater emphasis on production of innovating and relevant teaching-learning material by involving VAs and other groups and increasing funds under "programmes'” of SCERTs.

Increasing ieaching-tcarniug material costs under ceatie costs.

Tntiniag components to be strengthened further by increasing provision for training ofinstructors with a provision of training allowance and introducing provisions for training o f supervisors and other personnel.

Systematized by making provisions for introducing Computerized Management System and concurrent evaluation.

Greater role to beemphasised for evaluatingachievements of NFElearners in terms of minimum levels oflearning determined for thispurpose.

Evaluation to becarried out after every 6 months.

Development of systemsfor providing certification of achievementto ensure iofercbatmel mobility betweenformal educationand a on-forma I education.

198 NCERTS EXPERIMENTAL NON-FORMAL EDUCATION CENTRES

Item Existing Scheme Proposed Scheme

M ass Media

Adm inistrativeSupport

Tech n ica lResourceSupport

Involvem ent o f V A s (V o lu n tary A g e n cie s)

A va ila b le at State, district and project level to ten education­a lly backw ard States only.

A t national and Stale level available to educationally backw ard Slates only.

NIEPA DC

D08356

R o le emphasised.

1 X ^ 4 -

R o le em phasised fo r u t iliz in g m ass m edia in im p ro v in g the teaching- learning strategy and exp a n d in g the program m e w ith the involvem ent o f connected agencies and m akin g financial p ro visions thereof.

Strengthened at all levels.

A v a ila b ility to non- educationally backw ard States also depending upon the s ize o f the program me.

Lin k a g e s w ith other agcn cies fo r ensuring universalization of Prim ary Education.

A t national, State and district levels.

~;rengthened.

A va ilab le to non- educalionally backw ard States also depending upon size o f the program me.

C lo se and continuous lin kages with various adm inistrative agencies.R o le o f different agencies detailing of.

Involvem ent o f V A s andother groups for p ro v id in g academ icsupport to the program m e.

Enhanced iuvolem ent b y providing more flexib le and expanding the scope.

Involvem ent o f front-line V oluntary A ge n cies to give guidance to other V oluntary /.gencies in undertaking this program m e.

Involvem ent o f V o lun tary A ge n cies in p ro vid in g academ ic support in clu d in g m ass-niedia.