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Development of Education System

Notes (b) ECE Centres (Department of-Education):
The ECE scheme as it stands, does not have components of health and nutrition, neither does it
have any provision for the training of teachers. The following measures will, therefore, be
taken with immediate effect:
(i) Adding health and nutrition components;
(ii) Provision for training the personnel;
(iii) Supply of educational materials for children;
(iv) Using play way method and discouraging teaching of 3 R's;
(v) System of monitoring to be developed and linked with the renewal of grants.
(c) Balwadis Run by Voluntary Agencies:
There are varieties of patterns in the Balwadis. Each scheme has its own history and background.
All programmes of child development implemented through voluntary agencies will have an
integrated approach, offering a comprehensive package and avoiding duplication. Where this
does not happen, the existing activities will be merged in some comprehensive and integrated
programme. Most of the programmes run by voluntary agencies do not have all the components
of health, nutrition and education. They need to be converted into total child development
centres.
Media support is essential for conveying to the parents and community the messages of ECCE.
It is also necessary for the training of personnel in ECCE. Side by side with the development of
meaningful programmes for the adults, attention should be paid to the development of
stimulating programmes for children. Concerted efforts will be made by all concerned
organisations such as Doordarshan, AIR, NCERT, NIPCCD and other related organisations in
developing the software in all major regional languages.

Write the full form of ECCE.

7.3.6 Secondary Education and Navodaya Vidyalayas Present Situation
There were 56323 secondary/higher secondary schools and 1,23,000 upper primary schools in
1983. This would give a ratio of 1:2.5. The enrolment at secondary level was 97,45,519 and at
higher secondary level 51,01,435 in 1983. There are unserved areas in the country where, there
is no school for 10 to 20 kms like in some tribal areas, desert or hilly areas where the low
density of population does not allow enough children to be enrolled. An area may also be
unserved though near a school if a physical barrier like river or mountain separates it.
Programmes & Implementation : As a short term measure the State Governments would be
persuaded to open secondary schools in unserved areas taking blocks as a unit having a lower
ratio than 1:2.5 duly considering the present distance of habitation from the nearest secondary
school and population in the unserved habitations. As a medium and long term measure a
programme of school mapping in each state for locating schools to cover all areas will be taken
up. The technique of school mapping will be followed both for planning and implementation
for location of secondary schools on the basis of clearly defined norms and standards. Special
emphasis will be laid in this study on backward areas, areas predominantly inhabitated by SC/
ST and schooling facilities for girls.

These resource centres should be located in or linked to the selected secondary teacher
training institutions or the district institutes of education.

64 LOVELY PROFESSIONAL UNIVERSITY