Page 64 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes 10. Science Education: Science education will be strengthened so as to develop in the child
well defined abilities and values such as the spirit of inquiry, creativity, objectivity, the
courage to question, and an aesthetic sensibility.
Science education programmes will be designed to enable the learner to acquire problem
solving and decision making skills and to discover the relationship of science with health,
agriculture, industry and other aspects of daily life. Every effort will be made to extend
science education to the vast numbers who have remained outside the facility of formal
education.
11. Sports and Physical Education: Sports and physical education are an integral part of the
learning process, and will be included in the evaluation of performance. A nation-wide
infrastructure for physical education, sports and games will be built into the educational
edifice.
The infrastructure will consist of playfields, equipment, coaches and teachers of physical
education as part of the School Improvement Programme. Available open spaces in urban
areas will be reserved for playgrounds, if necessary by legislation. Efforts will be made to
establish sports institutions and hostel where specialised attention will be given to sports
activities and sports-related studies along with normal education. Appropriate
encouragement will be given to those talented in sports and games. Due stress will be laid
on indigenous traditional games. As a system which promotes an integrated development
of body and mind, Yoga will receive special attention. Efforts will be made to introduce
Yoga in all schools; to this end, it will be introduced in teacher training courses.
12. Education for International Understanding: India has always worked for peace and
understanding between nations, and treating the whole world as one family. True to this
hoary tradition, education has to strengthen this world view and motivate the younger
generations for international cooperation and peaceful co-existence. This aspect cannot be
neglected.
13. Curriculum at Different Stages of School Education
(i) Curriculum at pre-elementary stage: Recognising the holistic nature of child development,
viz., nutrition, health and social, mental, physical, moral and emotional development,
Early Childhood Care and Education (ECCE) will receive high priority and be suitably
integrated wherever possible. Day-care centres will be provided as a support service for
universalisation of primary education, to enable girls engaged in taking care of siblings
to attend school and as a support service for working women belonging to poorer
sections.
Programme of ECCE will be child-oriented, focused around play, and the individuality
of the child. Formal methods and the introduction of the 3R’s will be discouraged at this
stage. The local community will be fully involved in these programmes.
A full integration of child care and pre-primary education will be brought about, both
as a feeder and a strengthening factor for primary education and for human resource
development in general. In continuation of this stage, the School Health Programme
will be strengthened.
(ii) Curriculum at the Elementary Stage: Child-centred Approach. A. warm welcoming and
encouraging approach, in which all concerned share a solicitude for the needs of the
child, is the best motivation for the child to attend school and learn. A child-centred and
activity-based process of learning should be adopted at the primary stage. First generation
learners should be allowed to set their own pace and be given supplementary remedial
instruction.
(iii) Curriculum at the Secondary Stage: Secondary education begins to expose students to
differentiated roles of science, the humanities and social sciences. This is also an
appropriate stage to provide children with a sense of history and national perspective
and give them opportunities to understand their constitutional duties and rights as

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