Page 150 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes 16.3 Programmes of UEE

Some of the major initiatives and strategies are:
• Disaggregated target setting and decentralised microplanning, which will provide the
framework of universal access and community participation.
• Strengthening alternative channels of schooling such as the non-formal education (NFE)
system for those who cannot avail of conventional full-time schooling.
• Introduction of minimum levels of learning (MLLs) at primary and upper primary stages to
improve learner’s achievement.
• Improvement of school facilities by revamping the scheme of Operation Blackboard (OB)
and connecting it to the MLL strategy.
16.3.1 Disaggregated Target Getting and Decentralised Microplanning

There is contradiction between the educational level of our states, like. There is 100% literacy in
Kerala while very poor percentage in Bihar, Madhya Pradesh.
16.3.2 Alternative Channels of Education such as the Non-Formal Education
(NFE) System
Non-formal education has become an accepted alternative channel of education for children who
cannot attend full-time schools due to various socio-economic constraints. To reach this large
segment of marginalised children, we in India have been running, since 1979-80, a programme of
NFE for children in the 6-14 age group, who have remained outside the formal system. These
include drop-outs from formal schools, children from habitations without schools, working children,
children who have to remain at home to do domestic chores, and girls who are unable to attend
formal schools for a variety of reasons.
16.3.3 Minimum Levels of Learning (MLL)

The need to lay down minimum levels of learning (MLL) emerged from the basic concern that
irrespective of caste, creed, location or sex, all children must be given access to education of a
comparable standard. The MLL strategy is an attempt to combine quality with equity. It lays
down learning outcomes in the form of competeueics or Levels of learning foreod stage of
elementary education. The Strotegy also prescribes adoption of measures that will ensure
achievement of these levels by children both in formal schools and in NFE centres.
16.3.4 Revamping the Scheme of Operation Blackboard

Recognising the unattractive school environment, unsatisfactory condition of school buildings,
inadequate physical facilities, and insufficiency of instructional materials in primary schools,
which function as demotivating factors for enrolment and retention, a scheme symbolically called
Operation Blackboard was introduced in 1987-88 to bring all existing primary schools in the country
to a minimum standard of physical facilities. Under this scheme, each school is provided with: (i)
at least two reasonably large allweather rooms along with separate toilet facilities for boys and
girls; (ii) at least two teachers (one male and one female); and (iii) essential teaching and learning
materials including blackboards, maps, charts, a small library, toys and games, and some equipment
for work experience.
16.3.5 Establishing Linkages between Programmes of Early Childhood Care
and Education (ECCE), Primary Education, Literacy and UEE
Early childhood care and education (ECCE) is viewed as a crucial input in the strategy of human
resource development, as a feeder and support programme for primary education, and as a support
service for working women of the disadvantaged sections of society. Since the age-span covered
by ECCE is from conception to 6 years, emphasis has been given to a child-centred approach and

144 LOVELY PROFESSIONAL UNIVERSITY