Issues and Concerns in Secondary Education

BES-122
Contemporary India
Indira Gandhi and Education
National Open University
School of Education
Block
4
ISSUES AND CONCERNS IN SECONDARY
EDUCATION
UNIT 13
Universalisation of Secondary Education 5
UNIT 14
Equity and Equality in Education 26
UNIT 15
Curricular Issues and Quality Concerns in 46
Secondary Education
UNIT 16
Professional Development of Secondary Teachers 66
EXPERT COMMITTEE
Prof. I. K. Bansal (Chairperson) Prof. Anju Sehgal Gupta
Former Head, Department of Elementary Education School of Humanities,
NCERT, New Delhi IGNOU, New Delhi
Prof. Shridhar Vashistha Prof. N. K. Dash (Director)
Former Vice-Chancellor School of Education
Lal Bahadur Shastri Sanskrit IGNOU, New Delhi
Vidhyapeeth, New Delhi
Prof. Parvin Sinclair Prof. M. C. Sharma
Former Director, NCERT (Programme Coordinator- B.Ed.)
School of Sciences, School of Education
IGNOU, New Delhi IGNOU, New Delhi
Prof. Aejaz Mashih Dr. Gaurav Singh

Faculty of Education, (Programme Co-coordinator-B.Ed.)
Jamia Millia Islamia, New Delhi School of Education, IGNOU, New Delhi
Prof. Pratyusha Kumar Mandal
DESSH, NCERT, New Delhi
SPECIAL INVITEES (FACULTY OF SOE)

Prof. D. Venkateshwarlu Dr. Bharti Dogra
Prof. Amitav Mishra Dr. Vandana Singh
Ms. Poonam Bhushan Dr. Elizabeth Kuruvilla
DR. Eisha Kannadi Dr. Niradhar Dey
Dr. M. V. Lakshmi Reddy
Course Coordinator : Prof. M.C. Sharma, SOE, IGNOU
Course Co-Coordinator : Dr. Niradhar Dey, SOE, IGNOU
COURSE PREPARATION TEAM

Course Contribution Content Editing
Prof. Raj Rani
Unit 13: Dr. Sabmit Ku. Padhi Department of Teacher Education
Department of Education NCERT, New Delhi
Guru Ghasidas Viswavidyalaya
Bilaspur, C.G. Language Editing
Dr. Sunita Sundriyal
Unit 14: Dr. Asheesh Srivastava Department of Education
Vinaya –Bhavana, Visva Bharati HYB Degree College, Lucknow, U.P.
Shantiniketan, W.B.
Format Editing
Unit 15: Dr. Niradhar Dey Dr. Niradhar Dey, SOE, IGNOU
School of Education Proof Reading
IGNOU, New Delhi Dr. Niradhar Dey, SOE, IGNOU
Unit 16: Dr. Vishal Sood Mr. Chandra Shekhar
ICDEOL, Himachal Pradesh University Research Assistant (ICSSR Project)
Shimla, H.P. SOE, IGNOU
PRODUCTION
Prof. N.K. Dash (Director) Mr. S.S. Venkatachalam
School of Education Assistant Registrar (Publication)
IGNOU, New Delhi SOE, IGNOU, New Delhi
June, 2016
 Indira Gandhi National Open University, 2016
ISBN: 978-81-266-
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BES-122 CONTEMPORARY INDIA AND
EDUCATION
Block 1 Indian Societal Context and Education
Unit 1 Nature of Indian Society
Unit 2 Aspirations of Indian Society
Unit 3 Education and Policies
Unit 4 Indian Society and Education
Block 2 Policy Frameworks for Education in India

Unit 5 Development of Education in India Before Independence
Unit 6 Development of School Education – 1947 to 1964
Unit 7 Development of School Education – 1964 to 1985
Unit 8 Development in School Education in 1986 and After
Block 3 Philosophical Perspectives of Education

Unit 9 Concept and Nature of Education
Unit 10 Philosophical Basis of Education
Unit 11 Democratic Principles of Education
Unit 12 Agencies of Education
Block 4 Issues and Concerns in Secondary Education

Unit 13 Universalization of Secondary Education
Unit 14 Equity and Equality in Education
Unit 15 Curricular Issues and Quality Concerns in Secondary
Education
Unit 16 Professional Development of Secondary Teachers
BLOCK 4 ISSUES AND CONCERNS IN
SECONDARY EDUCATION
Introduction to the Block
Secondary education is a very crucial juncture of every learner’s life. It is so
because, after the completion of secondary education, learners enter into a
discipline which they like most as their career. The choice of subject and the
stream starts after completion of secondary education. The role of teachers is
very important at this stage because they prepare and motivate learners to
become future professionals in many ways, as technicians, bureaucrats, teachers,
lawyers, medicine practitioners, etc. A secondary teacher therefore needs to be
acquainted with the issues and the contemporary development of secondary
education. After implementation of Right to Education Act, 2009, intellectual
discussions are going on across the country to make secondary education a
right for all children. In view of this, India has already started implementing
Universalisation of Secondary Education. In this context, the Rashtriya
Madhyamik Shiksha Abhiyan (RMSA) has been implemented across the
country. Keeping in cognizance all the above issues, the present Block, entitled,
“Issues and Concerns in Secondary Education” is specially designed to
make you sensitive of the following:
 Dealing with the issues related to Universalization of Secondary Education;
 Promoting equity and equality as a key to spreading quality secondary
education across the nation;
 Initiating debates and discussions on curricular as well as specific curricular
issues of the secondary curriculum; and
 Understanding the parameters of professional development of secondary
teachers.
To cater to the four issues mentioned above, the present Block has been designed
into four Units. First Unit of the Block, “Universalization of Secondary
Education”, discusses the key issues such as: need of emergence of the concept
of RMSA; issues and concerns of RMSA; need of ODL in teacher training;
impact of globalization and its implication in secondary education; Public
Private Partnership (PPP) models in school education; and initiatives of the
concerned Governments in education.
Unit-2, “Equity and Equality in Education” will make you understand the
concept of equity and equality in education with suitable examples and how
important it is for achieving quality in secondary education. The constitutional
provisions for education have also been discussed in this Unit which will help
you understand our constitutional obligations for achieving equity and equality
in education.
Unit-3, “Curricular Issues and Quality Concerns in Secondary Education”
deals with the important aspects of secondary education like the relevance of
present secondary school curriculum; the concerns of NCF for secondary
education; and addressing the core as well as specific curricular issues in
secondary school curriculum. The main motto of this Unit is to understand the
quality assurance, quality indicators, and strategies for achieving quality in
secondary education.
The forth Unit, “Professional Developments of Secondary Teachers”
discusses the aspirations of the secondary school teachers and the need for
professional development of the teachers. The issues of pre-service as well as
in-service teacher education programmes have also been discussed in this Unit.
This Unit will make you understand the strategies for addressing the issues of
professional development of secondary school teachers.
Universalisation of
UNIT 13 UNIVERSALIZATION OF Secondary Education
SECONDARY EDUCATION
Structure
13.1 Introduction
13.2 Objectives
13.3 RTE Act, 2009
13.3.1 Implications of RTE Act for Secondary Education
13.4 Universalization of Elementary Education and Concerns for Secondary

Education
13.4.1 Meaning of UEE
13.4.2 Concerns of UEE for Secondary Education
13.5 Rashtriya Madhyamik Siksha Abhiyan (RMSA) - Issues and Concerns

13.5.1 Rashtriya Madhymaik Siksha Abhiyan (RMSA)
13.5.2 Objectives of RMSA
13.6 Open and Distance Learning Concern to Secondary Education

13.7 Globalization and its Implications on Education
13.8 Public Private Partnership in School Education
13.8.1 Need for Public Private Partnership in India
13.8.2 PPP Arrangements
13.9 Government of India Initiatives

13.10 Let Us Sum Up
13.11 References and Suggested Readings
13.12 Answers to Check Your Progress
13.1 INTRODUCTION
Education is the basic requirement for success of democracy and progress
of the country. Universalization of primary and secondary education is a
provision to provide free educational opportunities to all children of the
society, irrespective of their caste, creed and sex. Since independence, many
steps have been taken and different commissions and committees have given
suggestions to achieve universalization of education. Free and compulsory
elementary education for all children had been debated even in pre-
Independence years. It made its way into the Constitution as a Directive
Principle. The Constitution of India, under the Article 45, directed the State
to “endeavour to provide, within a period of ten years from the commencement
of this Constitution, for free and compulsory education for all children until
they complete the age of fourteen years.” But this goal has not been achieved
by the States even several decades after India became independent. With the
Right of Children to free and Compulsory Education (RTE) Act 2009 coming
into force, there is an expectation that this will finally be translated into a
provision of quality school education for all children. The Article 21A in the 5
Issues and Concerns in Indian Constitution reflects Education as fundamental Right and the landmark
Secondary Education legislation, RTE Act-2009, makes this right justifiable. The Act strives for
quality with equity and makes specific provisions to achieve these goals. So
implementation of the RTE Act become responsibility for all stakeholders-
Central Government, State Government, School and Community, and requires
affirmative action.
Due to the impact of the programmes undertaken for the Universalization of

Elementary Education, there is a rise in the demand of education at the
secondary level. At the same time, India’s impressive sustained economic
growth has increased household and labour market demand for secondary
and higher education. Several centrally sponsored schemes have been
launched in the Country for the development of secondary education.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is one of the important
initiatives taken by Government of India towards the universalization of
In this Unit, you will learn the concept of RTE Act, 2009 and its implications
on Secondary Education, UEE and emerging concerns for Secondary
Education, RMSA - Issues and concerns, Role of ODL/Alternative Schooling;
Globalization and its implications on education, Public Private Partnership
in School education, GOI Initiatives on the Universalization of Secondary
Education
13.2 OBJECTIVES
After going through this Unit, you will be able to:
 explain the concept of universalization of secondary education;

 describe the RTE Act 2009 and its implication for universalization of
secondary education;
 describe the universalization of elementary education and emerging
concerns for secondary education;
 define RMSA and describe its issues and concerns;
 elucidate the role of ODL/alternative schooling at the sedondary level;
 discuss globalization and its implications on education;
 analyze the issues and concerns in secondary education;
 discuss the public private partnership in school education; and
 elaborate the Government of India (GOI) initiatives towards
Universalization of Secondary Education.
Education in India has always been a significant instrument for social and
economic transformation. Educated and skilled population not only drives
national/economic development but also ensures personal growth. The
challenge to ensure education for all requires concerted efforts to strengthen
education system at all levels – elementary, secondary and higher secondary,
higher and professional education. Keeping in view the Education–Vision
6
and Goals (MHRD, 2009-10), i.e. “to realize India’s human resource potential Universalisation of
to its fullest in the education sector, with equity and inclusion”, the Ministry Secondary Education
of Human Resource Development (MHRD), the Department of School
Education and Literacy; and the Department of Higher Education have taken
several new initiatives like Sarva Shiksha Abhiyan (SSA), Mid Day Meal
Programme and National Literacy Mission (NLM). Implementation of the
Right of Children to Free and Compulsory Education (RTE) Act, 2009 is
also a direction in this regard.
Secondary Education (classes IX and X) is a crucial stage in the educational

hierarchy as it prepares the students for higher secondary education and also
for the world of work. Harvey (1990) found that secondary education plays
a critical role in addressing the emerging human development concerns in
Countries, engaged in building knowledge societies, for staying connected
to the globalization process. It is, therefore, absolutely essential to strengthen
this stage by providing greater access and also by improving quality in a
significant way. Besides providing general education up to secondary level,
it is imperative to impart vocational education and other relevant skills to
students at this level so as to compete in the job market.
13.3 RTE ACT, 2009

The Right of Children to Free and Compulsory Education Act, (RTE Act,
2009) describes the modalities of the importance of free and compulsory
education for children between 6 to 14 years in India under Article 21A of
the Indian Constitution. The law came into effect in the entire country
except the state of Jammu and Kashmir from 1st April 2010.
RTE Act, 2009 recommended some major changes in the elementary system
of education like making education free and compulsory, construction of
curriculum as per constitutional values, ensuring quality of teachers, defining
norms for schools, pushing for social reform, protection of child from
academic fears and punishments, making admission and transfer procedures
more simple, handing over the power and responsibility to hands of people,
participation of non-officials and civil society people in the school
management, removal of traditional system of examinations and
implementation of continuous comprehensive evaluation.
13.3.1 Implications of RTE Act for Secondary Education

RTE Act lays emphasis on free and compulsory education, student centered
learning, fearless learning environment, progressive curriculum etc. The
policies laid down at any stage of education like primary, secondary or
higher has a direct or indirect impact on other stages of education because
various stages of our education are inter linked and provide base for one
another. Since Free and Compulsory Elementary Education has become a
Constitutional Right of Children in India, it is absolutely essential to push
this vision forward to move towards Universalization of Secondary Education,
which has already been achieved in developed and developing countries as
well.
Secondary Education becomes the means of social transformation in
education. Secondary education needs to be reconstructed in the context of
7
Issues and Concerns in today and tomorrow (CABE Report, 2005). A successful completion of
Secondary Education Elementary Education is the precondition for taking the first step towards
Secondary Education. RTE Act provides strength to elementary education
through its various provisions. It also supports secondary education to fulfill
its various objectives indirectly. It emphasizes on hundred percent enrolment
and retention of students at elementary level, which has spontaneously
increased enrolment at secondary level. The RTE Act emphasizes curriculum
as per constitutional values. This step helps the administrator to construct
curriculum at secondary level according to the educational, social,
psychological and physical requirements of the students. The RTE Act, also
emphasizes on quality of teachers i.e. they should be well qualified and
competent. If the teachers are well qualified and professionaly trained they
will help in developing students who can perform better at secondary level.
Such qualified teachers also provide guidance and counseling to students
while choosing their subjects and career for themselves after completion of
The RTE Act lays emphasis on the infrastructure facilities of educational
institution and the learning environment facilitates students to achieve the
objectives of education at elementary level. This helps the learners to continue
secondary education in a smooth manner. This Act focuses on association of
parents and community members for the development of school at elementary
level of education. Through this process, a positive attitude is developed
towards schooling and elementary education among the learners, which creates
a platform for them to express their ideas and thoughts in a better way at
secondary level. The RTE Act stresses on a friendly environment between
students and teachers through which students can reduce their doubts and
problems, and as a result of this habit they can also perform better at the
secondary level.
Check Your Progress 1
Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the
Unit.
1. Complete the abbreviations:
a) SSA: .........................................................................................
b) RTE: .........................................................................................
c) MHRD: ....................................................................................
d) MDM: ......................................................................................
e) NLM: .......................................................................................
2. Discuss the implication of RTE Act 2009 for universalization of
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8
Universalisation of
3. What are the major changes recommended by RTE Act 2009?
Secondary Education
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13.4 UNIVERSALIZATION OF ELEMENTARY

EDUCATION AND CONCERNS FOR
SECONDARY EDUCATION
Education is the birth right of every child (Dash, 2004). In India, lots of
efforts had been made to provide free and compulsory elementary education
to every child without any discrimination. The growth of human capital
depends upon the quality and the quantity of education. Widespread education
is indeed essential to the practice of democracy (Dreze & Sen, 2002). The
Government of India ensures in article 45 of the Indian Constitution that
State shall endeavour to provide free and compulsory education to all children
up to the age of fourteen years within ten years of commencement of the
constitution. To formulate this constitutional provision was not an easy task.
National policy on Education 1986 and its programme of Action, 1992,
accorded an unqualified priority to Universalization of Elementary Education
(UEE).
13.4.1 Meaning of UEE
Universalization of Elementary Education (U.E.E.) is an educational term,
which refers to make education available to all children in the age of group
of 6-14 years or in Classes I-VIII. In short, universalization of elementary
education is the educational provision for all children to get elementary
education without any dropouts. Universalization of Elementary Education
involves; Universalization of Provision, Universalization of Enrolment, and
Universalization of Retention (Sharma, 2013). The provision for Universal
Elementary Education is crucial for spreading basic education, which is a
basic requirement for economic development, modernization of social
structure and the effective functioning of democratic institution (Khan, 2015).
13.4.2 Concerns of UEE for Secondary Education
A successful elementary education shows the path towards secondary
education because elementary education provides the base for secondary
education.
UEE mostly talks about four measures of education (Khan, 2013), which
are:
 Universal provision for school facilities
 Universal enrolment of pupils
 Universal retention of pupils
 Qualitative improvement of education 9
Issues and Concerns in These four measures make many provisions for the success of UEE, which
Secondary Education directly influences the success of secondary education.
Universal Provision of School Facilities: UEE lays great emphasis on school
facilities which include - establishment of school within reach of the students
and basic infrastructure with teaching-learning facilities should be provided
to them. It increases the enrolment in schools and provides the path to
facilitate these facilities for secondary education.
Universal Enrolment of Pupils: Universalization of enrolment means all
children between the age group 6-14 be enrolled by the primary schools. It
makes provisions for a non-enrolled child to be admitted to an age appropriate
class. These steps automatically increase enrolment at secondary level.
Universal Retention of Pupils: UEE also emphasized on universal retention
of students at elementary level. Universal retention means that after joining
school, the children should remain there till they complete their elementary
schooling. It also means, to ensure that every child progresses regularly and
there is no stagnation.
Qualitative Improvement of Education: For the quality improvement of
elementary education, it emphasises on: i) Problems concerning with teachers,
(ii) Problem concerning ancillary services, (iii) Problem of classification of
primary schools, (iv) Problem of curriculum, (v) Problem of school building,
vi) Problem of school facilities, and (vii) Problem of administration. These
areas play a major role for the success of elementary education. Many
provisions are made to overcome these problems and make the school child
friendly. These actions attract and motivate the students to pursue further
education. In this way, they can directly join the mainstream higher education.
Unit.
4. Describe each of the following in brief:
a) Universal provision of school facilities:
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b) Universal enrolment of pupils:
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c) Universal retention of pupils:
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10
Universalisation of
d) Qualitative improvement of education: Secondary Education
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5. Explain the concept of universalization of elementary education.
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13.5 RASHTRIYA MADHYAMIK SHIKSHA

ABHIYAN (RMSA) - ISSUES AND
CONCERNS
Due to the impact of the programmes undertaken for the universalization of
elementary education, there is a rise in the demand of education at the
secondary level. Despite the increase in the number of secondary schools,
the spread of the secondary education throughout the country remains uneven
due to regional disparities and differences in the socio-economic background
of the people. Several centrally sponsored schemes have been launched in
the country for the development of secondary education, namely: Rashtriya
Madhyamik Shiksha Abhiyan (RMSA), Model Schools, Girls’ Hostel,
ICT@schools, inclusive Education for Disabled in Secondary Schools
(IEDSS), National Means cum Merit Scholarship (NMMS), Incentive for
Girls, Vocational Education and Language Teachers. Out of these nine
schemes, the highest allocation in the Eleventh Five Year Plan has been
made for the RMSA programme (Zaidi et.al, 2012). RMSA has been launched
to meet the rising demand for quality secondary education. RMSA provides
an unique opportunity to improve access and participation for quality
secondary education in the country. The model of democratic decentralization
promoted by the RMSA also aims at improving accountability, transparency
and service delivery, particularly at the district level. RMSA offers a strategic
opportunity to improve access and equity, enhance quality, accountability
and ability to measure learning outcomes, and remote standardization of
curriculum and examinations across the states (Zaidi et.al, 2012).
13.5.1 Rashtriya Madhymaik Shiksha Abhiyan (RMSA)

RMSA is a centrally sponsored scheme of the Ministry of Human Resource
Development, Government of India, for universal access and improvement
of secondary education. It came into being after Central Advisory Board of
Education (CABE), the highest deliberative and advisory forum on education
in the country with education ministers of all the States and eminent
educationists as its members, in 2004 and 2005 decided to make secondary
education universal. It was launched in March 2009. The implementation of
the scheme has started from 2009-2010 to provide conditions for an efficient
growth, development and equity for all. The principal objectives are to 11
Issues and Concerns in enhance quality of secondary education and increase the total enrolment rate
Secondary Education from 52% (as of 2005–2006) to 75% in five years, i.e. from 2009–2014
(MHRD, 2014). It aims to provide universal education for all children between
15–16 years of age.
The vision for secondary education as mentioned in the framework for
implementation of RMSA is to make good quality education available,
accessible and affordable to all young persons in the age group of 14-18
years. RMSA also aims at improvement of quality of education in secondary
schools through appointment of additional teachers, in-service training for
teachers, ICT enabled education, curriculum and teaching learning reforms
etc. with this vision in mind, it further frames many objectives. The objectives
of RMSA are as follows (MHRD, 2014).
13.5.2 Objectives of RMSA

 To provide a secondary school within a reasonable distance of any
habitation, this should be 5 Kilo Meters for secondary schools and 7 -
10 Kilo Meters for higher secondary schools.
 Ensure universal access of secondary education by 2017 (GER of 100%).
 Universal retention by 2020.
 Providing access to secondary education with special reference to
economically weaker sections of the society, the educationally backward,
the girls and the disabled children residing in rural areas and other
marginalized categories like SC, ST, OBC and Educationally Backward
Minorities (EBM).
RMSA is the first large scale intervention for universalizing access to and
quality of secondary education covering the socio-economic and ecological
variations as well as people from diverse educational and cultural
backgrounds. In order to meet the challenge of Universalization of Secondary
Education (USE), this framework further says that there is a need for a
paradigm shift in the conceptual design of secondary education. The
Government of India has approved the following revised norms of RMSA,
with effect from 01.04.2013 which are as follows (RMSA, 2015):
 To ensure that all secondary schools have physical facilities, staff and
supplies, at least according to the prescribed standards through financial
support in case of Government/ Local Body and Government aided
schools, and appropriate regulatory mechanism in the case of other
schools.
 To improve access to secondary schooling to all young people according
to norms – through proximate location (say, Secondary Schools within
5 KMs, and Higher Secondary Schools within 7-10 KMs)/efficient and
safe transport arrangements/residential facilities, depending on local
circumstances including open schooling. However in hilly and difficult
areas, these norms can be relaxed. Preferably residential schools may be
set up in such areas.
 To ensure that no child should be deprived from quality secondary
education disability due to gender, socio-economic, disability and other
12 barriers.
 To improve quality of secondary education resulting in enhanced Universalisation of
intellectual, social and cultural learning. Secondary Education
 To ensure that all students pursuing secondary education receive

education of good quality.
 Achievement of the above objectives would also, inter-alia; signify
substantial progress in the direction of the Common School System.
Thus, RMSA is a comprehensive programme of the Government of India to
drastically change the scenario of secondary school education in the country.
But there are some issues and interventions which are responsible for the
successful implementation of the RMSA. In order to overcome the hindrance
and attain quality education, RMSA made some recommendations. The major
recommendations are, for example, proper planning and organisation of
secondary schools, mapping of secondary school resources and strengthening
of existing structure, access and progress in learning outcomes, maintaining
a minimum standard in provisions and processes at all secondary schools,
quality in teacher training and proper process of teachers appointment,
provision of subject and language teacher, use of Information and
Communication Technology (ICT) & improvement of vocational education
in Schools, bridging gender and social gaps, promoting open schooling system
and creating space for Public-Private Partnership (PPP).

Unit.
6. Write down the full form of:
a) EBM : ......................................................................................
b) IEDSS : ....................................................................................
c) NMMS : ..................................................................................
7. Discuss the issues and concerns of RMSA.
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8. What are the objectives of RMSA.
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13
Issues and Concerns in
Secondary Education 13.6 OPEN AND DISTANCE LEARNING 
CONCERN TO SECONDARY EDUCATION
The principles of democracy strengthened the role of education to provide
equal opportunities for all sections of the society. For the fulfillment of this
objective, many countries in the world have recognized that the conventional
system of education is not only a costly phenomenon but also a less flexible
system to meet the growing demands of the public at large. The problems
faced by the Government include: inadequacy of resources and infrastructure,
inaccessibility of regular system of education particularly for underprivileged
and marginalized sectors of the society who are either unable to attend
educational institutions or have missed the opportunity of securing knowledge
under the conventional system of education (Ansari, 1988). In view of these
constraints, a system with enormous flexibility is needed to meet the needs
of equity and continuing education. As a force contributing to social and
economic development, open and distance education (ODE) is fast becoming
an accepted and indispensable part of the mainstream educational system. At
present, open and distance education is one of the most rapidly growing
field of education, and its potential impact on all education delivery system
has been emphasized through the development of multi-channel information
technologies.
The popular use of ODL system of education is not limited only upto higher
education, but it is evident to make school education reach the doorstep of
the learners. School education across the world is getting more popularized
now-a-days. The system has engaged to cater to the education needs of the
dropout school students, persons are already at the job field, and the learners
those are curious to study. In India, National Institute of Open Schooling is
also doing a substantial work for catering to the learning needs of secondary
and senior secondary learners across India through Open and Distance
Learning mode. The significance of ODL system of education at the secondary
and senior secondary level addresses need of education as follows:
 It provides easy accessibility to schooling at a very low cost.
 It provides quality secondary and senior secondary education within the

reach of the learners.
 It prepares the learners for developing skills and to engage themselves

in the world of works with higher productivity.
 It fulfills the constitutional obligation to provide quality secondary and

senior secondary education.
 It provides flexibility to the learners in terms of time, place, mode,

pace, and learner centered learning.
 It uses context and subject specific pedagogy for making the learner
understand the content easily.
 It fulfills the social needs of the learners and designs the learning activities
as per the social and cultural norms of the society.
14
Universalisation of
Check Your Progress 4 Secondary Education
Unit.
9. Explain the concept ODL system.

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10. How does open and distance learning differ from face-to-face
schooling?
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13.7 GLOBALIZATION AND ITS IMPLICATIONS

ON EDUCATION
If knowledge is fundamental to globalization, globalization should also have
a profound impact on the transmission of knowledge (Carnoy, 2000).
Education has long been recognized as a key instrument for achieving
participative citizenship for sustainable development. There is an emerging
consensus amongst public, government and business for the need to move
with some urgency towards more sustainable lifestyles if future generations
are to enjoy quality of life. In order to achieve such goals, every nation is
now under the umbrella of globalization.
The concept of globalization emerged in 1970s. It is the process of
international integration arising from the interchange of world views, products,
ideas and mutual sharing, and other aspects of culture. Globalization implies
the opening of local and nationalistic perspectives to a broader outlook of
an interconnected and interdependent world with free transfer of capital,
goods, and services across national frontiers.
Globalization is typically understood as an economic, political and cultural
process that is reshaping the role of many nation-states in relation to global
markets, agreements, and traditions. Recently it has become frequently
analyzed in the context of education. Globalization is having an effect on
teaching and learning in three ways: based on a global unified agenda;
standardized teaching and learning to improve the quality of education, and
emphasis on increasing competition, evident among individuals and schools.
Furthermore, as a response to globalization, educators need to rethink about
the ways of teaching and learning which are organized in schools, promote 15
Issues and Concerns in appropriate flexibility at school level, creativity in classrooms and risk-
Secondary Education
taking among students and teachers as part of their daily work in schools.
Globalization influences education in the following ways:
 Meaningful learning, which shifts the focus of teaching away from a
presentation-recitation mode of instruction towards teaching for
conceptual understanding and problem solving.
 Implementation of centralised curriculum.
 Indicators and attainment targets of student achievement and curriculum
planning.
 Integrating assessment in teaching learning process, learning standards,
and indicators making sure that teachers focus on learning achievements
for all students.
The driving forces of globalization on these changes in education have been
observed in economic, political, technological, and cultural spheres. Reforms
in education over the past decade, particularly in developing countries, may
be caused by globalization.

Unit.
11. Explain the concept of globalization.
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12. Describe the implications of globalization on education.
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13.8 PUBLIC PRIVATE PARTNERSHIP IN

SCHOOL EDUCATION
Education is an important sector that every Country needs to develop, but
governments in developing countries have limited resources for it. They face
difficulties in providing quality education services that take into account
individual and community diversity. This has resulted in greater involvement
of the private sector including non government organizations, business
16 corporations and communities in the finance and management of services.
Public Private Partnership (PPP) is an approach used by government to Universalisation of
deliver quality services to its population by using the expertise of the private Secondary Education
sector. It is an arrangement through which a private party performs part of
the service delivery functions with the government collaboratively. In return,
the private party receives a financial aid from the government according to
pre-determined performance criteria.
The World Economic Forum defines the Public Private Partnership as a
voluntary alliance between various actors from different sectors where both
agree to work together aiming to reach a common goal or to fulfill a specific
need that involves shared responsibilities, means, competencies and risks.
Various models of PPP exist around the world.
13.8.1 Need for Public Private Partnership in India

It is evident that without collaborating the available resources and skills
from both government and non-government sectors, the challenges of
education can never be met. Moreover, the private sector is often heavily
criticized for exploiting the developing countries, for paying unfair prices,
repatriating profits, evading taxes, crowding out local competitors, etc. In
general, the private schools tend to exclude rather than function as inclusive
institutions. This inclusion refers to differently abled children from the
marginalized sections of society, gender and from different socio-economic
sections.
The primary purpose of PPP is not merely to use the private party as an
executor or a source of funds though these may be parts of the role in
specific cases. Rather, it needs to seek a collaborative engagement for
providing better school education to the children.
13.8.2 PPP Arrangements

Management Services:
This is, in fact, management of either a single or entire public schools in a
district. The responsibilities that the contractor assumes under these contracts
usually fall into four categories: financial management, staff management,
long-term planning, and leadership. Example: Educomp has entered into an
agreement with the Government of Punjab in running five Senior Secondary
schools in Punjab State under PPP Model.
Professional Services:
It involves contracting out professional services such as teacher training,
textbook delivery, curriculum design, certification and services. Its main
advantage is that it brings private service providers to work cooperatively.
The quality of service can be specified in the contract and sanctions included
if the contractor fails to provide that level of quality. Thus the performance
of contractors can also be conveniently monitored.
Support Services:
It involves contracting out non instructional activities, including building
maintenance, pupil transportation, and Mid Day Meals, ICT facilities,
laboratory, which is often very costly for public schools.
17
Issues and Concerns in Education Services:
Secondary Education
Instead of engaging private organizations to operate a public school, some
governments contract out the enrolment of students in private schools. By
paying for students to enroll in existing schools, governments can quickly
expand access without incurring any up-front expenditure on constructing
and equipping new schools.
Provision of Infrastructure:
Government can contract out the financing and construction of facilities to
the private sector which allows the government to pay for these capital
investments over time by making periodic payments over the term of the
contract.
PPP can be an important part of the overall strategy to achieve quality
education, but is not a panacea. The PPP strategy must fit into and be in line
with the overall development of school education. PPP is useful to the extent
that it helps to meet the larger goals.

Unit.
13. How does PPP approach contribute towards quality education?
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13.9 GOVERNMENT OF INDIA INITIATIVES

India being a democratic country, both the Central and the State/UT
governments jointly planned to implement the agenda of universal and free
secondary education in the first phase by the year 2015 and then extend it
to senior secondary education in the second phase by the year 2020. The
conventional expectation from secondary/senior secondary education lies in
its role in creating the necessary base for generating technical human power,
raising the potential of a society in contributing to the growth of knowledge
and skills and thereby enhancing the nation’s capacity to face the challenge
of global competitiveness. Keeping such view in mind, Government of India
has taken many initiatives towards universalization of secondary education.
Some of the major initiatives on secondary and senior secondary levels
undertook by Govt. of India are as follows: (Unit-3, Block-1 of the same
Course will help you to go through the details of Govt. initiatives).
18
Universalisation of
Table 13.1: Centrally Sponsored Schemes of Education
Secondary Education
Name of the Schemes Objectives Beneficiaries

Rashtriya Madhyamik  To enhance access All the
Shiksha Abhiyan (RMSA) to secondary students
education and studying at the
[Launched in March, improve its quality. Secondary
2009] Stage (Class
 The schemes IX – X)
[Note: With a view to envisage interalia,
ensure efficient utilization to enhance the
of funds and greater enrolment at
coordination, other secondary stage by
Centrally Sponsored providing a
Schemes of Secondary secondary school
Education i.e. within a reasonable
ICT@School, Inclusive distance of
Education of the habitation, with an
Disabled at Secondary aim to ensure
Stage (IEDSS), Vocational Gross Enrollment
Education (VE) and Girls Ratio (GER) of
Hostel (GH) have been 100% by 2017 and
subsumed under the universal retention
existing RMSA scheme.] by 2020.
 To improve quality of
education imparted at
secondary level
through making all
secondary schools
conform to prescribed
norms, removing
gender, socio-eco-
nomic and disability
barriers, etc.
Vocationalisation of  To enhance the
Secondary and Higher employability of For Secondary
Secondary Education youth through and Higher
[Approved by the Govt. in demand driven, Secondary
2011, Subsumed in RMSA competency based, Students (Class
in 2013, and Revised in modular vocational IX –XII)
2014.] courses;
 To maintain their
competitiveness
through provisions of
multi-entry multi-exit
learning
opportunities and
vertical mobility/
interchangeability in
qualifications; to fill
the gap between
educated and
employable; 19
Secondary Education
 To reduce the
dropout rate at the
secondary level and
decrease the pressure
on academic higher
education.
Setting Model Schools  Is a central scheme Secondary

(2008-09) to set up 6000 model School
schools in block level
(one school in each
block) Secondary ‘
Schools
National Means-cum-Merit  For meritorious Secondary

Scholarship Scheme (2008- students of Students
09) economically weaker
sections to arrest
their drop-out in
Class VIII and
encourage them up to
Class XII (Rs.6000
per year)
National Scheme of  Deposited Rs.3000/- Secondary

Incentive to Girls for in the account of the Students
Secondary Education girl’s who pass Class
(2008-09) VIII (SC and ST),
but include all girls
who passed in
KGBV.
UDAAN  To addressing the Girl Students
[The project aims at quality gap between at Secondary
addressing the lower school education and Level.
enrollment of girls in engineering entrance,
engineering colleges] by addressing three
dimensions of
education –
curriculum design,
transaction and
assessment.
 To enrich and
enhance teaching and
learning of Science
and Mathematics at
Senior Secondary
level.
 To provide a platform
that empowers the
girl students and
provides better
learning opportunities
to them.
(Source: MHRD Annual Report, 2014-15, BES-017, DELED, IGNOU, 2014 and BES-122,
20 Block-1, B.Ed., IGNOU, 2016)
The above initiatives cater to address the following aspects of education: Universalisation of
Secondary Education
i. ICT in schools for providing assistance to State Governments for
computer education and computer aided education in secondary and
higher secondary schools.
ii. Inclusive Education for Disabled Children (IEDC) for assisting State
Governments and NGOs in mainstreaming the children with disability
in school education.
iii. Strengthening of Boarding and Hostel facilities for Girl Students
of Secondary and Higher Secondary Schools (Access and Equity) for
providing assistance to NGOs to run Girls’ Hostels in the rural areas.
iv. Quality improvement in schools which includes provision of assistance
to state governments for introduction of Yoga, improvement of Science
education in schools, environment education and population education
in addition to supporting International Science Olympiads. All these
schemes, in the present or modified forms, will subsume in the new
Scheme.
v. Provision for earning while learning for financially weaker children by
preparing them for self employment or part-time employment. States/
UTs may establish vocational training centers (VTC) and institutions at
the block and district levels. Number of KendriyaVidyalayas and Jawahar
Navodaya Vidyalayas will be increased in view of their importance as
pace-setting schools and strengthening their role.
vi. Community, teachers, parents and other stakeholders in the management
of Secondary Education, through bodies like School Management
Committees and Parent–Teacher Associations will ensure their
participation in school planning, implementation, monitoring and
evaluation.

Unit.
14. Discuss the GOI initiatives towards universalization of secondary
education.
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13.10 LET US SUM UP

According to the study of the entire Unit, we can understand that
universalization of secondary education is the universalization of provision,
enrollment, retention, participation and achievement. RTE Act lays importance
on free and compulsory education, student centered learning, fearless learning
environment, progressive curriculum etc. The policies laid down at any stage
of education like primary, secondary or higher have a direct or indirect
influence on other stages of education because various stages of our education 21
Issues and Concerns in are inter linked and provide base for one another. Since Free and Compulsory
Secondary Education Elementary Education has become a Constitutional Right of Children in
India, it is absolutely essential to push this vision forward to move towards
Universalization of Secondary Education, which has already been achieved
in a large number of developed and developing countries.
RMSA is a comprehensive programme of the Government of India to
drastically change the scenario of secondary schools in the Country, but
there are some issues and interventions which are responsible for the
successful implementation of the RMSA. In order to overcome the hindrances
and attain the quality education at secondary level, RMSA has made
recommendations like proper planning and organisation of secondary schools,
mapping of secondary school resources and strengthening of existing structure,
access and progress in learning outcomes, maintaining a minimum standard
in provisions and processes at all secondary schools, quality in teacher training
and teachers appointment, provisions for subject and language teachers, use
of ICT & vocationalization of secondary education, bridging gender and
social gaps, promoting open schooling and creating space for Public-Private
Partnership in education.
Keeping in view the above, the present Unit discussed the issues of secondary
education including RMSA which are very much important for achieving
universalization of secondary education.
13.11 REFERENCES AND SUGGESTED

READINGS
Aggarwal, J.C. (2010). Development of Education System in India. New
Delhi: Shipra Publications.
Ansari, M.M. (1988). Determinates of Costs in Distance Education. In Koul,
B. N., Singh, B. and Ansari, M.M. Studies in Distance Education, New
Delhi: AIU &IGNOU.
Carnoy, M. (2000).Globalisation, Educational Trends and the Open Society.
Open Society Institute – Education Support Programme. School of Education,
Stanford University.
CABE (2004).Central Advisory Board of Education Report, 2005. New Delhi:
Govt. of India.
Dash, M. (2004). Education in India: Problems and Perspectives. New Delhi:
Atlantic Publishers.
Dreze, Jean &AmartyaSen (2002). India Development and Participation.
New Delhi: Oxford University Press.
Govt. of India (2009).The Right of Children for Free and Compulsory
Education Act, 2009. New Delhi: Govt. of India.
Harvey, D. (1990), The Condition of Post-modernity: An Enquiry into the
Origins of Cultural Change, Blackwell: Oxford.
Khan, Z. (2015).Qualitative Improvement of Primary Education in India.
Retrieved from the website:http://www.yourarticlelibrary.com/education/
qualitativeimprovementofprimaryedcationinindia/4 5174/.
MHRD (2014).Education for All –Towards Quality with Equity. New Delhi:
National University of Education Planning and Administration.
22
MHRD (2014-15). Annual Report, Ministry of Human Resource Universalisation of
Development, Govt. of India. Secondary Education
MHRD (2009-10). Report to the People on Education, 2009-10. New Delhi:

MHRD.
Sharma, H.I. (2013). Universalisation of Elementary Education under
SarvaShikshaAbhiyan in Manipur. Voice of Research, 1(4), 14-17.
Sharma, S. (2013).What is RTE? Department of Elementary Education. New
Delhi: NCERT.
MHRD (2014).”RashtriyaMadhyamikShikshaAbhiyan”. National Informatics
Centre. New Delhi: Government of India.
Tomasevski, Katarina (2003). Education Denied, London: Zed Books.
World Bank (2006). Secondary Education in India: Investing in the future.
Human Development Unit, South Asia Region, World Bank, draft, April
2006.
Zaidi, S.M.I.A. et. al. (2012). Secondary Education, Planning and Appraisal
Manual. New Delhi: NUEPA.
13.12 ANSWERS TO CHECK YOUR PROGRESS

1. Self exercise.
2. RTE Act provides strength to elementary education through its various
provisions. It also supports secondary education to fulfill its various
objectives indirectly. It emphasizes on universal enrolment and retention
of students at elementary level, which has spontaneously increased
enrolment at secondary level.
3. Learning point 13.3 will help you to answer the question.
4. Self exercise.
5. Universal provision of school facilities, universal enrolment of pupils,
universal retention of pupils, and qualitative improvement of education.
6. Self exercise.
7. Universal access and providing quality secondary education.
8. Self exercise.
9. Learning at a distance by using SLMs (Print and Electronic),
teleconferencing, IRC etc.
10. l Teaching at a distance
l Limited teacher-student face-to-face contact.
l Use of multi-media in teachig.
l Blended approach of learning.
11. Globalization is the process of international integration arising from the
interchange of world views, products, ideas and mutual sharing, and
other aspects of culture.
12. Learning point 13.7 will help you to answer the question.
13. Self exercise.
14. Analyze point 13.9. 23
Secondary Education UNIT 14 EQUITY & EQUALITY IN
EDUCATION
Structure
14.1 Introduction
14.2 Objectives
14.3 Concept of Equity & Equality in Education
14.4 Nature and Forms of Inequality in Education
14.5 Consequences of Inequality in Education
14.6 Constitutional Provisions for Promoting Equality
14.6.1 Free and Compulsory Education
14.6.2 Education for Minorities
14.6.3 Language Safeguards
14.6.4 Education for Weaker Sections
14.6.5 Secular Education
14.6.6 Equality of Opportunities in Educational Institutions
14.6.7 Instruction in Mother-Tongue
14.6.8 Women’s Education
14.7 Teachers, Schools and Curriculum in Ensuring Equality

14.7.1 Role of Teachers and School in Promoting Equality in the Classroom
14.7.2 Role of Curriculum in Ensuring Equality
14.8 Government & Non-Government Initiatives

14.8.1 Efforts of NGOs
14.9 Let Us Sum Up

14.1 INTRODUCTION
Ever since human beings came into existence on earth, the question of
equality has probably been the most debatable issue. The variations between
two human beings exist not only in the outer physical structure, but also in
intrinsic factors viz. intelligence, personality, adjustment, thinking, reasoning
etc. The list of variations extends further to other external factors like habitat,
geography, social, cultural, regional, linguistics diversity etc. It has always
been in the psyche of human species to compare, contrast, cry and complain
about inequality amongst each other. One can add other factors, known as
manmade factors, such as wealth, status, power and socially distinctive
features by which the issue of inequality has gathered momentum on the
globe. Keeping in view of the above concept of equity and equality, the Unit
has specially designed to address the questions like:
 How do we conceptualize equity & equality in education?
 How should we address the issues related to ‘equity & equality’ in
24 education?
Equity and Equality
14.2 OBJECTIVES in Education

 explain the concept of equity & equality in educati on;
 describe the nature and forms of inequality in education;
 highlight the consequences of inequality in education;
 acquainted with the constitutional provisions for promoting equality;
 discuss the role of teachers, schools and curriculum in ensuring equality;
and
 critically analyse the role of government & non-government initiatives
for achieving equity and equality in education.
14.3 CONCEPT OF EQUITY & EQUALITY IN

EDUCATION
The two words ‘Equity’ & ‘Equality’ are of prime concern in education
system; which layman often confuses or uses these two important words
interchangeably. Let us see the following two pictures and try to deduce the
meaning of these two words.
Picture -1 Picture-2
If, you see the picture-1, you will find that everyone is being given the same
opportunity, those who will climb, will be given admission, but think, is it
fair? Equality exists, but do we need such equality? Can such equality solve
the problem? Or is something missing? The missing component is equity.
Now, see the picture-2, it will give you a better understanding of both the
terms.
The term ‘equality’ refers to balance, symmetry and evenness or ‘same in all
respects’ while ‘equity’ refers to the principle of fairness. Equity is often
used interchangeably with the related principle of equity encompasses a
wide variety of educational models, programs, and strategies that may be
considered fair, but not necessarily equal. It is a commonly acknowledged
fact that, if equity is the process then equality is its outcome. Equity in
education, is a measure of achievement, success, placement and opportunities
in education. Educational equity is dependent on two main factors: justified
opportunities inclusion; opportunities implies that factors specific to one’s
personal conditions should not interfere with the potential of academic success
and inclusion, which refers to a comprehensive standard that applies to 25
Issues and Concerns in everyone in a certain education system. These two factors are closely
Secondary Education associated and are dependent on each other for meaningful educational success
of an educational system. The growing importance of educational equity is
based on the assumption that now, more than ever before, as individual’s
level of education is directly related to the quality of life s/he will live in
future. Therefore, an academic system that practices educational equity is
the strong foundation of a society that is fair and thriving. However, inequality
in education is challenging to avoid, and can be broken down into inequality
due to socioeconomic standing, race, gender or disability. Equality in education
would mean that all students would have the same access to and receive
exactly the same opportunities irrespective of any indicators like caste, class,
region, religion, gender etc.
Summarily, equal opportunity is about being fair and transparent, using

acceptable language and respecting people. It must be the basis of the vision,
mission and values. Equity & Equality is about creating a fairer society
where everyone can participate and have the opportunity to fulfill their
potential – to live as equal citizens in society and free from discrimination
and biases.

Unit.
1. What do you understand by ‘equity and equality’ in education?
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Activity 1
Find out five characteristics from your nearby society which you see as
problem for ‘equity & equality’ in education?
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26
Equity and Equality
14.4 NATURE AND FORMS OF INEQUALITY in Education
IN EDUCATION
Inequality exists at all levels in all spheres of life. Beginning from the
Physical differences to the geographical, habitations, psycho-social elements,
and mental ability we notice inequality and equality. It has rightly noticed in
education also.
Now, let us understand, on what bases do we consider one as inferior or
unequal to the other. To judge inequality we have to understand the emergence
of the very beginning of the human society. It is a commonly acknowledged
fact that nature is prime factor. As we know, various aspects like demography,
physical structure, socio-economic structure,and mental abilities have been
the criteria for human beings to judge inequality. Besides, there are many
other factors which are responsible for inequality are: ‘The division of
Indian society into numerous castes and then suggesting a hierarchical ordering
of these castes is sufficient enough to create inequality in Indian society’.
Across the India every person first identifies himself or herself with caste.
The caste phenomenon is deeply diffused in the Indian society.
Languages sometime become the matter of controversy special a country
like India where people practice multi-languages. In India, there are many
States on the basis of language. Three language formula recommended by
National Policy on Education, 1968, for national integration, have not yet
implemented in India its full spirit. As like religious inequality is also another
aspects of major concern. Fundamentalists and orthodox preachers of all
religions have made the situation even worse and hence inequality within
and between religions may be seen easily. Let us observe the nature and
forms of inequality in Indian context in Figure-1.
Religious
Fig. 1: Nature and forms of Inequality in Indian Context
The above figure depicts the existence of inequality in Indian context in

terms of its nature and forms. Inequality may be natural as well as human
made. Natural, again, can be classified as geographical and biological. Human
made inequality is classified as religious practices and various social groupings
in terms of socio-economic status, language, caste, and socio-psychological
and attitudinal mental setup of the people. 27
Secondary Education Activity 2
Exemplify the following:
Natural inequality: ..................................................................................
Geographical inequality: ........................................................................
Biological inequality: .............................................................................
Inequality in socio-economic status: .....................................................
Language inequality: ..............................................................................
Caste based inequality: ..........................................................................
Inequalities occur when biased or unfair policies, programs, practices, or

situations contribute to lack of equality in educational attainments,
achivements and outcomes. The following are a few representative ways in
which inequalities may affect education:
 Inequality in the Society : Both conscious and unconscious
discrimination surfacing in schools in many ways that adversely affect
learning acquisition, academic attainments, educational aspirations, and
opportunities. Inequity in education is most commonly associated with
groups that have suffered from discrimination related to their caste,
nationality, language, religion, class, gender, sexual orientation and
disabilities.
 Socio-economic Background: Finding of the researches show that
students from lower-income households, on average, perform poor have
low aspirations in comparison to their higher counter parts. In addition,
schools in poor communities, such as those in rural or disadvantaged
urban areas, may have comparatively lack of resources and funding,
which can lead to teachers and educational institutions perform
understandard.
 Cultural inequity: Students from diverse cultural backgrounds may be
at a disadvantage in a variety of ways, when pursuing their education.
 Familial factor: Students may be at a trouble in their education due to
their personal and familial circumstances. Inequities in the family may
also intersect with cultural and socio-economic inequities.
 Inequity in instruction: Students may be enrolled in courses taught by
less-competent teachers, who may teach in a comparatively uninteresting
or ineffective manner, or in courses in which significantly less content
is taught. Students may also be subject to conscious or unconscious
favoritism, bias, or prejudice by some teachers, or the way in which
instruction is delivered may not work as well for some students as it
does for others.
 Inequity in assessment: Students may be at a trouble when taking
28 tests or completing other types of assessments due to the design,
content, language choices, or because of disabilities that may impair Equity and Equality
their performance. in Education
 Inequity Linguistic: Students may be at a situation of defferently due

to barriers in languages practice in the classroom.
The psychological disposition of different groups, professions, or social
institutions creates a natural ground for breeding inequalities. Different
abilities, skills and attitudes can form the bases of inequalities. It is therefore
can be said that inequalities may be of different factors not only one.
Unit.
2. What are the nature & forms of inequity in education?
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14.5 CONSEQUENCES OF INEQUALITY IN

EDUCATION
Quality education and all round development of individual has been the
prime concern of every education system. Continuous efforts have been
made to bring both quantitative and qualitative improvements as well as to
cope with the demand for education across the globe. In India, qualitative &
quantitative expansions have been made in mission mode, however, we have
not achieved the target. Inequality is not a subject of India rather it
faces across the world in some forms or other. Conscious and targeted efforts
have made the situation better, but we could not overcome this issue
satisfactorily.
The relative consequences of inquality in India be as follows:
 Accessibility: Because of geographical and other diversities in India,
sometimes it has been realized that providing access to education to
each and every child is a question. The central as well as the State
governments have made innumerable provisions for making education
reach the doorstep of the children, but still a lot of work is yet to be
done.
 Affordability: There are two types of schools function in India, i.e.
Government and private schools. Generally, in India, children get free
education at the elementary as well as secondary level in Govt. and
Govt. aided schools. It is always a matter of debate on quality education
provided in Government schools and also in private schools in certain
parameters. Fee structure in private schools is simply unaffordable by
the common people. Only a particular section of the society gets 29
Issues and Concerns in privileges for education in private schools. There should be a control of
Secondary Education fee in schools so that the common people could be able to afford for
education.
 Segregated Classes: Again, though education is free and compulsory
for all, still the segregated social classes do not take benefits because
of many reasons like their involvement in family professions, lack of
awareness, and finally not realizing the benefits of education.
 Exploitation: Many a times, exploitation by school management,
teachers, peers, and social members deprive the children from schooling.
Intensionally, bias towards few children in the classroom by the teachers
for many reasons simply result in exploitation.
 Achievement Gap: There is always a matter of discussion in the country
that there is acute achievement gap of the learners in the schools. A fifth
standard student feels unable to do the Mathematics and Language
meant for standard third. Accordingly, there is a gap between the
achievement in Mathematics and Social Sciences. This should be
critically understood and the difficulties of inequalities should be
minimized.
 Violence: Violence in education system is also another difficulty in our
schools for achieving equality in education. Partiality to the students,
mental and physical harassment, favoritism, gender and caste
discrimination are also a sort of violence in education, which need to
be removed realising equality in education.
Therefore, no society or nation can bear the consequences of inequality and
hence we need to be more focused, aware and action oriented so far as
inequality in education is concerned.
Activity 3
Based on the above points on consequences of inequality in education,
suggest your opinions on how to address these issues.
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30
Equity and Equality
Check Your Progress 3 in Education
Unit.
3. Describe the consequences of inequality in education in your own
words.
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4. What measures can you suggest to overcome inequality in
education?
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14.6 CONSTITUTIONAL PROVISIONS FOR

PROMOTING EQUALITY
The Constitution of India, adopted in 1950, grants equal opportunity to the
individual in all spheres and also directs the State to ensure no discrimination
shall be done to any individual on any basis, rather, efforts shall be made for
the wellbeing of the deprived section of the society on the basis of gender,
caste, region, religion etc. The State may, in turn, accordingly frame the laws
to achieve the well being of the masses which is refelcted in the ‘Directive
Principles of State Policy exists in the Constitution of India. The costitutional
provision have been mentioned in various articles of the directive principles
of state policies, as like article 45 confers free ad compolsory education to
all children upto the age 6 to 14.
Let us briefly understand the constitutional provisions of Indian constitution.
14.6.1 Free and Compulsory Education
Insertion of new article 21A.- After article 21 of the Constitution, the following
article has been inserted, namely:
Article 21A which specifies that the State shall provide free and compulsory
education to all children of the age of six to fourteen years. Now this is
popularly know as Right to Education Act.
14.6.2 Education for Minorities
Article 30 of the Indian Constitution relates to certain cultural and educational
rights to establish and administer educational institutions for the minority
groups. 31
Issues and Concerns in It includes:
Secondary Education
i) All minorities whether based on religion or language, shall have the
right to establish and administer educational institutions for the minority
groups.
ii) The State shall not, in granting aid to educational institutions,

discriminate against any educational institution on the ground that it is
under the management of a minority, whether based on religion or
language.
14.6.3 Language Safeguards

Article 29(1) states, “Any section of the citizen, residing in the territory of
India or any part thereof having a distinct language, script or culture of its
own, shall have the right to conserve the same.” Article 350-B provides for
the appointment of special officer for linguistic minorities to investigate into
the matters relating to safeguarding the rights of linguistic minorities under
the Constitution.
14.6.4 Education for Weaker Sections

Article 15, 17, and 46 safeguard the educational interests of the weaker
sections of the Indian Community, that is, socially and educationally backward
classes of citizens and scheduled castes and scheduled tribes.
Article 46 of the Constitution focuses, the federal government is responsible

for the economic and educational development of the Scheduled Castes and
Scheduled Tribes.
It states, “The state, shall promote with special care the educational and
economic interests of the weaker sections of the people and in particular, of
the Scheduled castes and Scheduled Tribes and shall protect them from
social injustice and all forms of exploitation.”
14.6.5 Secular Education

India is a secular country. Under the Constitution, minorities, whether based
on religion or language, are given full rights to establish educational
institutions of their choice.
Article 25 (1) of the Constitution guarantees all the citizens, the right to
freedom of conscience and the right to profess, practice and propagate there
religion.
Article 28 (1) states, “No religious instruction shall be provided in any

educational institution if wholly maintained out of State fund.”
Article 28 (2) states, that an educational institution which is administered by

the State but has been established under any endowment or trust which
requires religious instruction shall be imparted to such institution.”
Article 28 (3) states, “No person attending any educational institution by the
State or receiving aid out of State funds, shall be required to take part in any
32
religious instruction that may be imparted in such institutions or to attend Equity and Equality
any religious worship that may be conducted in such institution or in any in Education
premises attached thereto unless such person or, if such person a minor, his
guardian has given his consent thereto.”
Article 30 states, “The state shall not, in granting aid to educational institution
maintained by the State or receiving aid out of State funds, on grounds only
of religion, race, caste, language or any of them.”
14.6.6 Equality of Opportunities in Educational Institutions

Article 29(1) states, “no citizen shall be denied admission into any educational
institution maintained by the State or receiving aid out of State funds, on
grounds only of religion, race, caste, language or any of them.”
The Fundamental Rights of the Indian Constitution has also adopted the
three fold ideal of Justice, Liberty, Equality and Fraternity. The fundamental
right of equality clearly signifies that in the court of law, no distinction can
be made on the basis of any position, caste, class or creed. Side by side, the
right of equality of opportunities to all is also provided. The equality of
opportunity is meaningless, unless there are equal opportunities for one’s
education.
14.6.7 Instruction in Mother -Tongue

There are diverse languages in our country. After the dawn of Independence,
mother tongues have received special emphasis as medium of instruction
and subjects of study. Pedagagically, the educationists and the psycholigists
also believe that Elementary educations should be given in mother tongue.
In the Constitution of India, it has been laid down that the study of one’s
own language is a fundamental right of the citizens.
Article 26 (1) states, “any section of the citizens, residing in the territory of
India or any part thereof, having a distinct language, script or culture of its
own, shall have the right to converse the same.”
Article 350 A directs, “It shall be endeavour of every State and every local
authority to provide adequate facilities for instruction in the mother-tongue
at the primary stage of education to children belonging to linguistic minority
groups.”
14.6.8 Women’s Education

In the recent days the country has experienced gap in education between the
males and the females is the concern of our education system Tremendous
advancement of Women’s Education in all fields. Education of the girls is
considered to be more important than that of the boys. The Constitution
makes the following provisions under different articles:
Article 15(1) provides that the State shall not discriminate any citizen or
groups only on the basis of gender.
Article 15 (3) reads: “Nothing in this article shall prevent the State from
making any special provision for women and children.” 33
Secondary Education Check Your Progress 4
Unit.
5. What are the amendments related to Article 45?
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6. What Article 21-A means?

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14.7 TEACHERS, SCHOOLS AND

CURRICULUM IN ENSURING EQUALITY
It is important for the teacher, school and the curriculum to provide education
catering the needs for ensuring equality. A teacher should be able to develop
in the student, empathy for children from different sections of society,
particularly the disadvantaged and educationally backward sections along
with an understanding of the status of women in society. All men and women
are equal partners in society; they live and grow up together. Members of a
society depend upon one another. All activities of men and women, big or
small, significant or insignificant, become a part of the societal system. All
members are equal so far as their rights and dignity are concerned.
The concept of human rights has emerged out of mankind’s reasoning and
conscience. Societies are governed by political systems which exercise control
over the actions of its members, institutions and organizations, both formal
and informal. A elected government functions according to the laws adopted
by the society. Human beings differ amongst themselves, but the concept of
equality implies that all human beings are equal and have to be treated alike,
irrespective of their religion, caste, creed, colour, sex, race, place of birth
and so on. Society defines roles to its members, institutions and organizations.
In schools generally the seats are limited and the applicants are many. All
want to take admission. In this case the concept of equality implies that
school authorities should consider the applications of all children irrespective
of their religion, caste, creed, colour, sex, place of birth and may make
proper selection on the basis of other specific attributes which is academical
in nature. The right to equality emphasizes that everyone can claim equality
despite difference in gender, religion, caste, colour, language etc.:
34
It is the duty of all governments and members of society to ensure equal Equity and Equality
opportunities to all children to get education and other relevant rights, and in Education
those rights will be granted assuring the dignity of the individual. There
should be no compromise on this count because all these rights have been
enlisted in the Constitution of India.
14.7.1 Role of Teachers and Schools in Promoting Equality

in the Classroom
 Classroom is the center of the educational process and this is also the
forefront of equality for the students. Teachers learn to recognize the
social and cultural elements of the students for better understand to
them. It is therefore, teachers are in a responsible position in the whole
school system to understand the students, develop their personality,
engage them in teaching-learning processes and without making any
type of biased attitude and personal reservation.
 Teachers need to develop a classroom guideline for the students about
right conduct for dealing friends, situations, peers, and teachers to
maintain friendly atmosphere in the classroom as well as in the school.
 In case, the teacher finds that few students are negatively motivated to
do the things and are engaged in other irrelevant activities like abusing,
quarrelling, cheating, etc., teachers should use various strategies to
observe that group of students and to use their energy into constructive
activities.
 The school management should treat all the teachers and the students
equal, in all respects. In classroom situations, teachers should exhibit
same attitude to deal the students during classroom teaching as well as
in conducting various activities.
 Being a teacher, one should realize the importance of inclusive teaching

and how to develop an inclusive setting in the classroom. The true
sense of inclusiveness should be reflected in terms of resolving
differences within gender and differently abled, selection of activities
for classroom teaching, methods and the use of conductive teaching
strategies as per the demand of the situation.
 Often, teachers use certain comments, jokes, and light talks in the
classroom which hurt the sentiments of certain gender, caste, culture,
habits, languages, etc. Such stereotypical behavior of the teachers should
be avoided. Making the marginalized students unhappy in the classroom,
no objectives will be fulfilled. It is essential to practise equality in the
classroom.
 In case, the teacher uses any resources in the classroom for teaching-
learning process, it is advisable to use the multicultural theme of the
resources which talk about the richness of the diversity of the country.
 For selecting methods, techniques, and strategies of teaching, teachers

need to be careful enough so that varieties of activities can be
incorporated in the teaching learning process which represent the themes
of multiculturalism and diversity in the classroom teaching. 35
Issues and Concerns in  In planning the lesson, teachers need to be careful about reflecting the
Secondary Education diverse nature of the classroom as well as help them to construct their
knowledge.
 It is, again, important for the teachers to ensure that all students have
equal access to the opportunities and participation in the classroom.
Neglecting any element in the classroom hinders equality in teaching
and learning.
 In case, teachers use any learning materials other than that text books
appropriate for the students, care should be taken that the materials do
not discriminate against any one and any section or ideology of the
society.
 A teacher should also be well versed in the principles of ethics and
equality in a school system. They must also teach the concept of equity
to students and community to build a world that focuses on right
education for all.
14.7.2 Role of Curriculum in Ensuring Equality
Other than the teacher and school the curriculum has a role in bringing
equality and addressing diversity in education. Curriculum should make the
knows to develop the following:
 Equality and diversity should be included in the curriculum rather than
targeted and responsive to the multiplicity of identities embodied in
students and groups.
 The sense of inclusiveness in the curriculum construction needs to be
emphasized. Inclusive in terms of gender, differently able, and the
diversities in many forms in the society should be addressed in the
curriculum.
 Gender issue is also another important aspect for designing curriculum.
For practicing equality, the issues of gender discrimination should be
reflected in the curriculum.
 Another important role of the curriculum is that it is for the masses, not
the classes. The socially and educationally backward sections should
also be equally included in the curriculum. The topics like studying
marginalization, unity in diversity, equality in thinking, ideas and deeds
should also be reflected in the school curriculum.
 Other important aspects of the curriculum is to provide diverse
experiences and the greatness of our culture.
 The curriculum should also inform the learners about their rights as
well as responsibilities for the society and the nation as well.
Diversities
36 Fig. 2 : Curriculum for Equal Opportunity

Equality and diversity means facilitating students to reflect on their own Equity and Equality
experiences, skills and understandings. This can be done through adapting in Education
curriculum content, refining pedagogical practices and considering assessment,
content and methods.
Unit.
7. Discuss the role of a teacher in bringing equality in education.
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8. Discuss the role of a school in bringing equality in education.

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9. Discuss the role of a curriculum in bringing equality in education.

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14.8 GOVERNMENT & NON-GOVERNMENT

INITIATIVES
Government has taken many initiatives in the form of legal and constitutional
support. Recently, the Right to Education Act, 2009, is one of the
Government’s effective steps to provide quality and equality in education to
the elementary students across the Country. Equalization of educational
opportunities has been one of the major objectives of the successive Five-
Year Plans. Considerable works in this respect have been done through the
programme of expansion of educational facilities at the elementary, secondary
and university stages. For achieving the target of equality of educational
opportunity in India, our efforts must be directed in many ways for recognizing
the educational system. Some of the efforts are as follows-
 On the basis of the constitutional provisions we must provide compulsory
elementary education to all children of the Country. 37
Issues and Concerns in  Admission to educational institutions has been made available to all,
Secondary Education irrespective of caste, religion and/or any other discriminatory grounds.
 Educational institutions have been opened in large numbers in order to

provide opportunity to all for getting education.
 In order to overcome wastage and stagnation in elementary education,

early childhood education and care has been given priority. Pre-school
education centers like Balwadi, Anganwadi etc. have been opened and
are being set up in large scale.
 Provision of scholarships has been made for the backward, disadvantaged

groups and the live.
 Special treatment given to S.C., S.T and Other Backward Communities

in relation to reservation of seats, provision of different types of
scholarships to ensure equality in education.
 In tribal areas more numbers of residential schools or Ashram schools

have been set up. Kanyashram schools have been commissioned in the
tribal areas to facilitate education of girls. The scheme of Kasturba
Gandhi Balika Vidyalya needs to be strengthed in the tribal areas across
the country.
 Steps have been taken for education and training to the children of
differently abled by the government and voluntary organizations.
14.8.1 Efforts of NGOs

In every part of the world, there are non-governmental organizations (NGOs)
working rigorously for the women, children and the differently able. By their
active campaigning, the NGOs remind governments to keep their promise in
order to give practical shape to goals set by various national and international
conventions on equality. They make available to governments, concrete facts
and not just another list of pious intentions encouraging them to initiate
appropriate action. Several initiatives were taken by NGOs in the
protection field of education initiatives in India. Among them girls’ education,
child rights protection, social justice, getting working children into school,
empowering women for local governance etc.
The non-government organizations are active in providing education to the

marginalized and socially and economically deprived sections, women, and
differently-abled children. Many of them are playing a special role by
providing education to the needy children of the city slums as well as the
remote tribal areas. The Azim Premji Foundation, Akshara, Pratham, Umeed
are some of the NGOs active in the field of education. For example, the
NGO Umeed, works for the deprived, underprivileged, and marginalized
sections such as minorities, women, poor, and people of backward areas and
communities. They run many educational institutions, professional colleges,
vocational training centers, libraries, study centers, coaching centers,
scholarship schemes, training of yoga, marshal art etc.
(Source: http://www.umeedngo.com/index.php retrieved on 15.03.2016)

38
Apart from these, few examples of the NGOs, those work towards achieving Equity and Equality
quality education in India are as follows: in Education
‘Teach for India’, an NGO, works with a vision that one day all children
will attain an excellent education. In an effort to provide quality of education
to all, ‘Teach for India’ currently works in 5 main cities of India- Mumbai,
Delhi, Pune, Hyderabad and Chennai and is well equipped with some 700
fellows who are working towards eradicating the high inequality present in
Indian education system. (Source: http://www.teachforindia.org/retrieved on
15.03.2016)
‘Make A Difference’ (MAD), an NGO, works to educate children from
poor homes, orphanages and street shelters. Currently, some of 1200
volunteers are working hard to teach 4000 children in some of the major
cities of India including Mangalore, Chennai, Bangalore, Mysore, Delhi,
Dehradun, Kolkata, Vellore, etc. MAD also runs a Placement project that
aims to place underprivileged children on the same platform with the children
from regular homes.
(Source: http://makeadiff.in/ retrieved on 15.03.2016)
‘Pratham’, an NGO, established in 1994, is dedicated to provide education
to children belonging to the slums of Mumbai. Team Pratham comprises of
civil servants, teachers, social workers, educationists and many other educated
personnel who are working for a common dream of developing the future
of children of the country with an aim to offer every child their fundamental
right to education. At present, ‘Pratham’ has launched its activities in 19
different States.
(Source: http://www.pratham.org/ retrieved on 15.03.2016)
‘Child Rights and You’ or CRY is an NGO in India, working for children
and their rights. CRY has undertaken a lot of initiatives to improve the
condition of underprivileged children and one of them is the ‘Chotte Kadam
Pragati ki Aur’, a literacy drive that has reached out to more than 35000
children in 10 States of India. ‘Mission Education’ is another popular
campaign from CRY to make sure that ‘education is every child’s right’ and
that proper education reaches more children in every new academic year.
(Source: http://www.cry.org retrieved on 15.03.2016)
The above examples show that equity and equality in education is not only
the responsibility of the concerned government but also the non-government
organizations as well as the individual concerns. Through their continuous
efforts, they ensure the protection of equality in education in the following
ways:
 involving people from all walks of life
 developing indicators for judging the standard and status of equality
 acting as effective instruments of preventive diplomacy
 lobbying for better legislative measures
 monitoring implementation of various schemes
 organizing effective activities and campaign for the needy person and
the groups 39
Secondary Education Activity 4
Like the NOGs discussed above, you also cite few examples of the
NGOs those work in your locality or State for the cause of equity and
equality in education.
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Unit.
10. Discuss the government initiatives for bringing equality.
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11. Discuss the non-government organizations in bringing equality in

education.
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14.9 LET US SUM UP

Equity & Equality in all spheres in general and in education in particular
needs awareness, care, attention, constitutional and legal support. In this
regard, recognizing education as one of the rights of children, equalization
of opportunities both in terms of quality and quantity has attracted the attention
of researchers throughout the Country. Researches are being carried out on
different indicators, individuals and institutions yield empirical findings
regarding trends and patterns along with useful suggestions for
implementation.
Providing equity and equality in education is not the effort of a single
person, group or stakeholder. The entire human society, including all the
stakeholders, in education needs to be involved in it to achieve equality in
education. Specially, the school management, teachers, community members,
concerned governments, non-government organizations, and local & State
40 administration should be involved and worked wholeheartedly.
Equity and Equality
14.10 REFERENCES AND SUGGESTED in Education
READINGS
Allport, G. W. (1954). The nature of prejudice.Reading, MA: Addison-Wesley.
Chagla, M.C. (1966). Education and Nation.Bombay, Allied Publishers.
Coleman, J.S. (et.al.) (1966). Equality of Educational Opportunity.
Washington, D.C.: U.S. Governemnt Printing office.
Darling-Hammond, L. (1997).The right to learn: A blueprint for creating
schools that work. San Francisco: Jossey-Bass.
Hart, B., &Risley, T. (1995).Meaningful differences.Baltimore: Paul H.
Brookes.
Kohn, M. L. (1969). Class and conformity: A study in values. Homewood,
IL: Dorsey Press.
Naik, J. P. (1972). Equality, Quality and Quantitity: The Elusive Triangle in
Indian Education. New Delhi: Allied Publishers.
Umeed (2016).Umeed – A Drop of Hope.A Non
GovernmentOrganisation. New Delhi. Retrieved from http://
www.umeedngo.com/index.php on 15.03.2016.
Websites Referred:
http://www.umeedngo.com/index.php on 15.03.2016
http://www.teachforindia.org/retrieved on 15.03.2016
http://makeadiff.in/ retrieved on 15.03.2016
http://www.pratham.org/ retrieved on 15.03.2016
http://www.cry.org retrieved on 15.03.2016

1. ‘Equality’ refers to balance, symmetry and evenness or ‘the same in all
respect’ while ‘equity’ refers to the principle of fairness.
2. Figure 1 will help you to answer the question.
3. Self exercise
4. Self exercise
5. Free and compulsory elementary education up to the age of 6 to 14.
6. Right to Education to the children up to the age of 14.
7. Question No. 7 to 9 self exercise.
8. Self exercise
9. By involving people from all walks of life; developing indicators for
judging the standard and status of equality; acting as effective instruments
of preventive diplomacy; lobbying for better legislative measures; and
monitoring implementation of various schemes. 41
Secondary Education UNIT 15 CURRICULAR ISSUES AND
QUALITY CONCERNS IN
SECONDARY EDUCATION
Structure
15.1 Introduction
15.2 Objectives
15.3 Relevance of Present Secondary Education Curriculum
15.4 Concerns of NCF (Secondary Education) - 2005
15.5 Developing Meta Cognitive and Creative Capital
15.6 Addressing the Specific Curricular Issues in the Curriculum
15.6.1 Education for Peace
15.6.2 Work and Education
15.6.3 Life Skill and Value Education
15.6.4 Art and Craft Education
15.6.5 Health and Physical Education
15.6.6 Environmental Conservation and Sustainable Development
15.7 Quality Assurance in Secondary Schools

15.7.1 Quality Indicators for Secondary Education
15.7.2 Strategies for Quality Improvement in Secondary Schools
15.8 Let Us Sum Up

15.1 INTRODUCTION
You must have observed that starting from the implementation of National
Curriculum Framework – 2005, lot of changes have taken place in maintaining
quality in Secondary Education. In light of the recommendations of the
National Curriculum Framework – 2005, NCTE has also developed National
Curriculum Framework for Teacher Education – 2009. Further realizing the
global changes and widening the perspectives and contexts of School and
Teacher Education, it has recently notified in NCTE Regulation, 2014, to
revise all teacher education curriculum.
The above developments on renovating curriculum for school and teacher
education are necessarily mean to cope with the developments in global
situations on education by addressing the curricular issues and quality concerns
in Secondary Education. The present Unit is specifically designed to make
you understand the relevance of present Secondary Curriculum in the light
of the concerns of NCF, 2005. In Secondary Education Curriculum, there is
still a problem to address the specific curricular areas of knowledge like,
peace and values, work, life skills, art, health & physical education. These
42 areas of knowledge have not been equally represented in Secondary School
Curriculum in comparison with the core areas of curriculum such as Curricular Issues and
Languages, Science, Social Science, and Mathematics. Keeping in view the Quality Concerns in
Secondary Education
above issues, the present Unit will also make you understand and critically
analyze in order to address the issues of specific curricular areas of knowledge.
Assuring quality in Secondary Education is also another important component
of this Unit. The quality indicators and strategies for quality improvement
in Secondary Schools have also been discussed in this Unit.
15.2 OBJECTIVES
 examine the relevance of present Secondary Curriculum;
 critically analyze the curricular and quality assurance concerns of
National Curriculum Framework – 2005 on Secondary Education;
 discuss the essence of developing meta-cognitive skills and creative
capitals in Secondary Education;
 reflect your opinion on addressing the issues of specific curricular areas
of knowledge in Secondary Education; and
 get acquainted with the quality indicators and strategies for assuring
quality in Secondary Education.
15.3 RELEVANCE OF PRESENT SECONDARY

EDUCATION CURRICULUM
The two years period of Secondary Education is very crucial in terms of
accommodating intense physical changes, vibrancy and energy of the
adolescent children. Adjusting the children to the secondary classes who are
at the transitive stage, coming from eight years of elementary classes and
having high expectations from senior secondary classes, is really a difficult
task for the schools and teachers as well. The widening of the thinking
horizons of young children at this stage; their knowledge about world of
work; and their personal, academic and other areas of interest make the
teachers and the administrators sensitized enough to formulate suitable
curriculum for them. The main aim of secondary curriculum should be to
satisfy the needs and the aspirations of the adolescents.
Keeping in view the above, when we critically analyze the relevance of
present secondary education curriculum, we find many crucial academic
issues which need to be addressed. Let us discuss some of the major concerns:
 Present secondary education curriculum is more focused on the core
subject areas like; Languages, Social Sciences, Science, and Mathematics.
It has been observed that most academic experiences of the young
children at this stage revolve around the above subjects. But it is a fact
that in this stage, the children develop ideas and interest in many other
areas of knowledge which they get very less opportunity to opt for and
perform in. It is therefore, secondary education curriculum will be more
relevant if the above areas of knowledge and interest of the children
will be equally included and practiced in the school curriculum. 43
Issues and Concerns in  If we critically analyze the curricular practices of the secondary students,
Secondary Education we find that students hurriedly complete their entire Secondary Education
Curriculum by the end of first term in Class-X. This is because of the
craze to acquire high percentage of scores so that they can get admission
in their choice of senior secondary schools and also in the stream they
like. By doing so, they simply complete the secondary courses without
understanding the details of the contents. This issue needs to be
addressed. Positive attitudes of the students and the teachers need to be
developed for completing the courses within the given time (not earlier)
with detailed understanding. In this regard, the relevance of present
secondary curriculum may be emphasized by conducting suitable
guidance and counseling interventions for the students.
 The curriculum at the senior secondary stage is different from the
secondary stage of education. At Senior Secondary stage, the students
get an opportunity to choose the subjects and areas of study of their
interest. But at the Secondary stage, hardly any choices are given to the
students. Choices are given in few schools. But, interest of the students
towards different vocations and world of works actually begins from
secondary stage onwards. At this stage they also start developing ideas
about various disciplines. A variety of vocational subject choices needs
to be included in the secondary education curriculum for making it
more relevant.
 The relevance of secondary education curriculum may be enhanced by
connecting students’ life experiences with the academic inputs that they
get from the schools and widening their experiences to take a decision
for particular types of study and professions they like.
Activity 1
Besides the points mentioned above, you as a teacher, analyze the present
Secondary Curriculum and write its relevance for the Secondary Students.
What changes do you propose to be included in the curriculum and
why?
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15.4 CONCERNS OF NCF (SECONDARY

EDUCATION) - 2005
National Curriculum Framework, 2005, published by NCERT, is quite
significant for bringing contemporary changes in school and teacher education
44 curriculum. Keeping in view the changing perspectives and contexts of school
education across the globe, necessary curricular changes have been Curricular Issues and
recommended in NCF, 2005. The major features of NCF, 2005 has been Quality Concerns in
Secondary Education
articulated in five different areas of School Curriculum, they are ‘Perspectives
of Education’; ‘Learning and Knowledge’; ‘Curricular Areas, School Stages
and Assessment’; ‘School and Classroom Environment’; and ‘Systemic
Reforms’. Let us focus on the major concerns of NCF, 2005, for Secondary
Education.
Perspectives of Education:
 To strengthen a national system of education for a pluralistic society

like India.
 To integrate examination into classroom learning and also to make it

more informal, alternative, and flexible.
 Reducing the curriculum load based on insights provided in ‘Learning

Without Burden’.
 To practise curriculum based on enshrined values and caring concerns

within the democratic policy of India.
 To ensure quality education for all levels of School Education.
 To ensure that irrespective of caste, creed, religion and sex, all are
provided with a standard curriculum.
Learning and Knowledge:
 To focus on holistic development of the students to enhance their physical

and mental development.
 To create an inclusive environment in the schools and classrooms for all

students.
 To provide ample opportunity in the school for children voicing their

thoughts, curiosity, and questions in curricular practices.
 Bringing children to connect their knowledge across disciplinary

boundaries and to help them construct their knowledge.
 Engaging learners in observation, exploration, discovery, analyzing,

critical reflection, inquiry etc. with the content knowledge.
 Connecting children’s experiences and local knowledge with the content

presented in the textbooks and practice of pedagogy.
 Encouraging students to interact with peers, teachers and other people

which would open up many more rich learning opportunities.
Curricular Areas, School Stages and Assessment:
 Language: (a) Skills of language such as speech and listening, reading

and writing across the school subjects and disciplines need to be
practiced. (b) Discussing the functions of language across the curriculum.
(c) To implement three languages formula including mother tongue as
the medium of instruction at the elementary level. (d) English needs to 45
Issues and Concerns in find its place along with other Indian languages. (e) The multilingual
Secondary Education character of Indian society should be seen as a resource for the enrichment
of school life.
 Mathematics: (a) Provide scope to students about Mathematics as a
discipline, because at the secondary stage, students begin to perceive
the structure of Mathematics as a discipline. (b) Make familiar the
students with Mathematical communication such as: defining terms and
concepts; use of symbols; stating propositions and providing
justifications. (c) Consolidating Mathematical modeling, data analysis,
and interpretation. (d) Individual and group exploration of connections
and patterns, visualization and generalization, and making and proving
conjectures. (e) Use of appropriate tools that include concrete models
as in Mathematics laboratories and computers. (f) Teaching Mathematics
should enhance children’s ability to think and reason, to visualize and
handle abstractions, to formulate and solve problems.
 Science: (a) The language of Science teaching along with the content
and process needs to commensurate with the age and cognitive abilities
of the learners. (b) To engage learners in acquiring scientific methods
and processes that will help to nurture curiosity and creativity of the
children particularly in relation to the environment. (c) To make the
learners acquainted with their environment, to equip them with the
requisite knowledge and skills to enter into the world of work. (d)
Systematic experimentation for verifying theoretical principles and
working on locally significant projects are to be an important part of the
science curriculum at the Secondary stage.
 Social Science: (a) To focus on interdisciplinary approach of learning
History, Geography, Economics, Sociology, and Political Science and
dealing with the key national concerns such as gender, justice, human
rights, and sensitivity towards the marginalized groups and minorities.
(b) Contemporary Indian issues including deeper understanding of the
social and economic challenges needs to be initiated. (c) Social Science
content needs to be focused on conceptual understanding rather than
linking up facts to memorize for examination. (d) Work, Art, Peace,
Health and Physical Education, and Habitat and Learning needs to be
properly represented in the Secondary curriculum not only in Social
Science but also in other subjects.
 School and Classroom Environment: (a) Physical environment in the
School has to be maintained favorable in terms of infrastructure, adequate
light and ventilation, ratio of students and teacher, hygiene and safe
environment. (b) School should treat students with equality, justice,
respect and dignity. (c) Implementation of inclusive education policy
where the differently-abled and children from marginalized sections get
equal opportunities. (d) School should also be well equipped with
libraries, laboratories, and educational technology laboratory.
 Systemic Reforms: (a) Ensuring quality at every sphere of school
education including curricular activities, teaching-learning processes,
examination, and development of overall personality of the learners. (b)
Meaningful academic planning has to be done in a participatory manner
46 by the head master/principal and the teachers. (c) Suggested reforms for
teacher education programmes. (d) Enhancing participation of the local Curricular Issues and
government in school activities so that the democratic participation in Quality Concerns in
Secondary Education
development can be realized. (e) Reducing stress and enhancing success
in examination. (f) Availability of multiple textbooks to widen teachers
choices and provide for the diversity in children’s need and interest. (g)
Sharing of teaching experiences and diverse classroom practices to
generate new ideas and facilitate innovation and experimentation. (h)
Development of syllabi, textbooks, and teaching-learning resources could
be carried out in a decentralized and participatory manner involving
teachers, experts from Universities, NGOs and teachers’ organizations.
(Source: NCF, 2005)

Unit.
1. Critically analyze the perspectives of NCF, 2005 recommended for
Secondary Education?
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.........................................................................................................
.........................................................................................................
.........................................................................................................
.........................................................................................................
2. Analyze the curricular changes made by NCF, 2005 for Secondary
Education?
 Language:
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 Mathematics:
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 Social Science:
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 Science:
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47
Secondary Education 15.5 DEVELOPING META COGNITIVE AND
CREATIVE CAPITAL
You might know that learning takes place both in formal and informal
processes. The difficulty of our schooling system is that it gives more stress
on capturing the formal process of learning and on the contrary, it simply
neglects the informal process. Knowledge construction is not only to focus
on the formal process of learning, rather, it is evident that most learning
experiences take place in an informal set up. It is, therefore, developing
meta-cognitivism skills among the students which integrate formal and
informal learning of the students need to be emphasized. It is, therefore,
required to accomplish the major three pedagogical approaches, i.e.
behaviorism, cognitivism, and constructivism in teaching and learning process.
The contribution of cognitive abilities can never be neglected in the process
of learning. The ability to access, analyze, and synthesize knowledge; select
and evaluate knowledge in an informal world; ability to develop and apply
several forms of intelligence; learning in collaboration (groups and peers);
face, transform, and peacefully resolve conflicts; deal with ambiguous
situations, unpredictable problems, and unforeseeable circumstances; and
cope with multiple careers are the meta-cognitive abilities of the learners.
Secondary schooling of the learners needs to be focused on the above meta-
cognitive skills and practice it as an integral part of the curriculum. ‘Learning
to Think and Learning to Learn’ are the philosophy to understand and realize
the meta-cognitive skills.
Establishing creative capital by using the meta-cognitive skills of the learners
are really the useful resources for the knowledge society. Creative capital is
the capability of an individual, groups, family, and community to imagine
and express new possibilities through creative activity. Creative capital defined
as an ‘arsenal of creative thinkers whose ideas can be turned into valuable
products and services’ (Florida & Goodnight, 2005: 124). Others argue that
creative capital is a valuable resource in today’s creative workplaces in a
wide variety of industries including, computing, engineering, architecture,
science, education, arts and multimedia (McWilliam& Dawson, 2008). The
form of work that requires creative ideas includes problem–solving, inquiry,
generating solutions and addressing the ‘wicked problems’ involved in work
with ill-defined often complex problems (Rittel & Webber, 1973). Because
of the influence of globalization, creating a creative capital is not only useful
for industrial process rather it is important to include in the school curriculum
starting from secondary stage and students should practice it.
15.6 ADDRESSING THE SPECIFIC CURRICULAR

ISSUES IN THE CURRICULUM
Traditional approach of organizing curriculum is mostly based upon the
subject-centered approval. It often creates many difficulties for
accommodating many areas of knowledge such as: Arts and Craft education,
Work education, Peace education, Life skills education, Sports and physical
education, Value education etc. These areas of knowledge have not yet been
treated as distinct disciplines to be included in the school curriculum like;
study of Languages, Social Science, Science, and Mathematics. ‘Those
48 important areas of knowledge become sidelined and are then described as
‘extra’ or ‘co-curricular’ areas of study instead of being an integral part of Curricular Issues and
the curriculum’ (NCF, 2005, p.29).This section will particularly address the Quality Concerns in
Secondary Education
issues and problems of specific curricular issues in the curriculum.
If we analyze the definition of education given by Mahatma Gandhi, “by
education I mean an all-round drawing out of the best in child body, mind,
and spirit”, we find that it focussed not only the development of human
intellect alone but also the holistic development for total development of the
personality. In traditional curriculum, though it demands that all types of
disciplinary knowledge and practices are included in the curriculum, but
really if we analyze, we find that the specific areas of knowledge are hardly
integrated in the curriculum. However, few of them have haphazardly been
placed in the time table of school curriculum that is also isolated from other
areas of disciplinary knowledge in the school. Let us discuss some of the
important specific curricular areas included in Secondary School curriculum.
15.6.1 Education for Peace
Unprecedented growth of violence, intolerance, fanaticism, dispute, and
discordance are a constant threat for our society. To make it stop, there is the
need to train children and young adults to practice tolerance and peace at
home, school, and society. In this regard, school is the important agent to
include ‘Education for Peace’ in its curriculum. It essentially nurtures ethical
development, inculcating the values, human rights, justice, tolerance, social
responsibility, attitude and skills required for living in harmony with oneself
and others. If we analyze our school curriculum, we find that very little
components are included which address the issue of peace education; that
too, is also limited to very few topics and subjects. It is important to
mainstream peace education in school curriculum, not just limiting it to few
topics or subjects, rather presenting in the contents across the subjects of the
curriculum in various forms like; in stories, narrations, activities, interactions,
etc. The strategic inclusion approach of peace education in school curriculum
may bring benefits for the children to understand the importance of peace in
life and live happily.
15.6.2 Work and Education
Work is an integral part of every individuals’ life, be an adult or child. It is
important to understand that both the adults and the children are socialized
in the same way. A child needs to be educated in the school in the way it
required. Inclusion of work education in the school curriculum should never
be used as the justification for the exploitation of the children; on the other
hand, it needs to be included as an opportunity of learning for the children
and preparing them for their future lives. Work is also an arena for learning
for children at home, school, society, or workplace. The concept of Socially
Useful and Productive Work (SUPW) period in school curriculum makes the
children appreciate the worth of social life and that valued and appreciated
in society. It enables the children making disciplined, self-controlled, focusing
mental energies, and keeping emotions under check. But the stereotypical
inclusion of SUPW periods in the school curriculum hardly helps the children
the way it is aimed to, when designed. It needs to be more institutionalized.
15.6.3 Life Skills and Value Education
Life skills education is also equally neglected in school curriculum. True
education is not merely teaching the subjects and certifying learners. It should 49
Issues and Concerns in enable the children to be get acquainted with the life skills and values.
Secondary Education “Nurturing Life-skills” includes developing an improved self-esteem, having
empathy towards others and different cultures, improving their critical and
creative thinking and making them better at problem solving with a balanced
approach towards decision-making. The core life-skills must be integral to
the whole process of education (CBSE, 2015). As a teacher, you might know
that the practice of life skills in school curriculum is limited to conducting
few activities and including it in student’s report card. This approach will
not serve the basic purpose of practicing life skills in school curriculum.
Sometimes it is difficult to assess the life skills as most of them are qualitative
in nature. These can only be observed and descriptive reporting may be
done. But the challenge is how to address and integrate it in the school
curriculum. There is a need of strategic accommodation of core life skills in
the topics of various subjects in the curriculum. It should necessarily be, an
integrated part of core curriculum.
Like the life skills education, there is also a need to incorporate value
education in the school curriculum. ‘The Aims of Education are landscaped
in the guiding principles of Constitution which reflect a commitment to
democracy and the values of equality, justice, freedom, concern for others’
well-being, secularism, respect for human dignity, and human rights.
Education should aim to build a commitment to these values, which are
based on reason and understanding. The curriculum, therefore, should provide
adequate experience and space for dialogue and discourse in the school to
promote such a commitment in children’ (CBSE, 2015-16).The concept of
value education in school curriculum is not new. Almost all the education
committees and commissions have recommended the inclusion of value
education in curriculum, especially at school level. The Central Board of
Secondary Education and all State boards of school education have tried to
incorporate constitutional and other personal and social values in their
curriculum, but still it seems as inadequate and inappropriate inclusion in
the curriculum. There is the need of integration of values across the subjects
in the curriculum at all level of school education.
15.6.4 Art and Craft Education

From decades, there has been a debate about whether the Arts and Crafts
education should be included in school curriculum, but substantial
development has not yet been achieved. Still it is not considered in the
mainstream of school curriculum. Sometimes, it is included in the school
curriculum but isolated from the core subject areas. The art and heritage
craft needs to become an integral component of learning in the school
curriculum. Children’s skills and abilities need to be nurtured in these areas
and they should not be treated as mere entertaining fringes in the school
curriculum. The sense of creativity, appreciation, skills, aesthetics, and value
based learning opportunities are possible through art and craft education.
Though there is a rising scope for career and jobs in arts and crafts at the
higher stages, but substantial inclusion in lower level school curriculum is
yet to be done.
15.6.5 Health and Physical Education

Health and physical education has a wide contribution towards the physical,
50 social and emotional development of a child. It comes within the holistic
definition of school education. It has also a widespread implication towards Curricular Issues and
preventing undernourishment and communicable diseases. The NCF, 2005, Quality Concerns in
Secondary Education
recommended including health and physical education at all levels of
schooling with special attention to vulnerable social groups and girl children.
Introducing Yoga is also another important addition for health and physical
education. The fragmented approach of incorporating the health and physical
education programme in school curriculum is not going to make much
difference. It needs to treat ‘yoga, health and physical education’ as a core
part of curriculum. Allotment of time in school curriculum for yoga, games
and sports must not be reduced or taken away under any circumstances.
15.6.6 Environmental Conservation and Sustainable

Development
You might be aware about the environmental issues which are not limited
to a particular Country or region. Global warming has made us conscious
about relooking at developmental works at the cost of the extreme use of
natural resources. Rising temperature and acute pollution in the environment
causes global warming. You know that non-renewable resources get exhausted
as they are consumed. Even the renewable resources, when consumed, take
some time to get replaced. Crops are replaced quickly; soil nutrients and
water may take several years to get restored. Many a times, resources also
get unfit for use because of human activities. If we do not preserve the
quantity and quality of our resources and protect our resources from depletion,
a time may come when usable resources will be exhausted. In the name of
development, the resource requirements of future generations cannot be
limited or destroyed.
For continuous economic development, we must ensure the future availability
of resources. For this, we must conserve our resources. It means protecting
them from getting polluted or depleted, so that they can be used in future.
Proper strategic use of natural resources can be done so that present needs
can be met without destroying the ability of future generations to meet their
needs. Sustainable development also involves:
 Preventing wastage and excess conservation of resources.
 Protecting and controlling the kinds of pollution.
 Maintaining biological diversity on earth.
 Recycling reusable resources.
 Using alternative resources for developmental work.
Realizing the gravity of the matter, environmental conservation and sustainable
development now become an important academic area of study in the
university education system across the world. For better implementation of
the policies of environmental construction and sustainable development, there
is a need to include it in the curriculum of School education at all levels.
Positive attitude may be developed among students to conserve environment
and righteous use of resources. In a variety of ways, this can be addressed
in the school curriculum, like:
 By including it in the main course of school curriculum.
 By organizing various activities in the schools such as: environmental
debate and discussion, workshops, exhibitions, and field study. 51
Secondary Education  By organizing community awareness programmes, road shows etc.
 By awarding prizes to the individual, groups, and community for success
stories in environmental conservation. This may be done at School,
local, national, and international level.
Activity 2
How does your school manage to address the specific curricular issues
like, peace, work, values, art, and health education in the curriculum
at the Secondary level? Are you satisfy with it? Justify your opinion.
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Unit.
3. How the specific curricular areas are different from core curricular
areas in School curriculum?
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4. What suggestions do you want to put forth for providing equal
treatment to the specific curricular areas of study?
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15.7 QUALITY ASSURANCE IN SECONDARY

EDUCATION
As you know, secondary education is a very crucial stage in every student’s
life. At this stage, they get a base for detailed studies in any particular
discipline of their interest in future and go for higher education. It is, therefore,
required to get substantial knowledge at this stage. Currently, you might
have observed that a lot of changes have taken place in the curriculum and
52 pedagogy for transacting curriculum in the School education including
Secondary education. Curriculum reform is the most important aspect for Curricular Issues and
assuring quality in secondary education. The curricular environment and Quality Concerns in
Secondary Education
teaching-learning process of the school is the heart of the system. It is,
therefore, that the curriculum needs to be revised and quality secondary
education should be retained. Assuring quality is not an independent and
isolated matter. It depends upon many criteria such as practicing quality
indicators and strategies adopted for quality improvement in secondary
education. Let us discuss the quality indicators and the strategies for improving
quality in secondary education.
15.7.1 Quality Indicators for Secondary Education

The most important areas of concerns for assuring quality in secondary
education are curriculum, teaching-learning resources, pedagogy etc. The
indicators for assuring quality may further be divided into two major sections
such as: broad quality indicators and specific quality indicators. Let us discuss
the necessary indicators that need to be taken care of into two major sections.
Chart 1: Quality indicators for quality assurance in Secondary Education
1. Broad Quality Indicators for Secondary Education:

Let us discuss the indicators under the broad quality indicators for assuring
quality in Secondary education.
Curriculum:
 Ensuring Learner friendly inclusive curriculum at the Secondary stage,
adequately equipped with subject knowledge; knowledge on art and
aesthetics, work, physical, peace education, science, practical skills, etc.
 Emphasizing the social context of education in secondary curriculum.
 Engaging learners in the process of acquiring and constructing knowledge
through varieties of teaching-learning activities.
53
Issues and Concerns in  Requiring learner’s reflection on texts, contents, and activities in
Secondary Education curriculum.
 Including the components of curriculum like art, craft, health and peace
education in the subjects of Science, Mathematics, Social Sciences and
Languages.
 Providing opportunity to the learners to discuss with teachers, about
social and national concerns such as social discrimination with regard
to gender and marginalized groups, unemployment, poverty, etc.
 Providing scope to the learners for developing vocational skills in the
areas of their interest in the curriculum.
Teacher and Pedagogy:
 Well qualified and eligible teachers for teaching in secondary classes.
 Properly coped with Pedagogical Content Knowledge (PCK).
 Awareness about the current development of pedagogical practices as
well as current trends in specific subject areas.
 Linking curriculum, syllabus, and text books with the learner’s
experiences.
 Maintaining regularity, punctuality and cooperation with school
management.
 Practising research findings in the classroom in the field of school
education and also able enough to conduct research at the school level.
 Utilising the experiences of the learners and to use various innovative
ways of teaching.
 Understanding the contextual use of generic, course, and content specific
pedagogy in teaching.
 Understanding the students, their ability, aptitude, interest, attitude, and
personality patterns.
School Management:
 Essentiality of academic leadership quality of the head teachers and the
principles for effective management of schools.
 Well oriented about the emerging curricular vision of flexibility,
contextually, perspectives, and plurality.
 Informed about the goals of Universalisation of Secondary Education
and various schemes subsumed under RMSA related to equity and other
concerns.
 Motivates teachers to create an inclusive environment in the schools,
ensure participation of the students in classroom interaction, and provide
opportunities for the teachers for their professional development.
Continuous Comprehensive Evaluation:
 Integrating assessment as one of the components in teaching learning
54 process.
 Ensuring assessment strategies which enhance learning of students and Curricular Issues and
assess behaviour of students. Quality Concerns in
Secondary Education
 Creating an environment for practicing formal as well as informal
strategies of assessment both in and outside the classroom situations.
 Practicing constructive assessment techniques such as observation, peer
and self- assessment, group participation, etc.
2. Specific Qualitative Indicators for Secondary Education:
Infrastructure and other Resources:
School infrastructure and other resources are also necessary indicators for
achieving quality in Secondary education. Effective transaction of the
curriculum depends highly upon the material and other resources available
in schools. Conducive environment at the school, well equiped laboratories,
libraries, ICT rooms, adequate number of classrooms, place for art and craft,
games and sports, recreation, etc. needs to be maintained in the schools.
Maintaining proper ratio of teachers to students is also another criterion for
achieving quality in instruction.
School Planning and Management:
Ensuring proper planning and management in schools is necessary for assuring
quality in schools. Starting from the beginning of the session till the end,
there is a need for planning the school activities. Broadly the activities may
be:
 Preparing school calendar depicting school times, hours of study at
schools, time table for each class including space to adjust art & craft,
health and physical education, library and reading work, practical
activities, and recreations.
 Providing resource and other ICT based technical support to teachers
for better academic interaction in the classroom teaching.
 Establishing an environment of weekly, monthly, and terminal meeting
of the principal with the teachers, PTMs, and SMCs for better functioning
of the Schools.
 Conducting remedial classes apart from the regular classes for
accommodating the learners with certain learning difficulties in particular
subjects and content.
 Creating inclusive classroom situations in the school.
Teaching Learning Resources:
 Timely availability of syllabi, textbooks, workbooks, supplementary
reading materials, etc. to the students.
 A set of syllabi, textbooks with teacher manuals, resource books,
references, assessment manuals, teaching aids, etc. need to be timely
available to the teachers.
 Practical kits for the practical oriented subjects should be available for
both the teachers and the students as well.
55
Issues and Concerns in Curriculum Transaction:
Secondary Education
All the pedagogical strategies need effective curriculum transaction to be
practiced. Adequate space for teaching art and craft, health and physical
education, exhibitions, workshops, practical, skill development, enquiry and
problem solving approaches of teaching needs to be practiced. There is also
the need for associating formal and informal assessment strategies in the
process of teaching and learning. Care should be given to effective use of
formative and summative assessment in the Schools.
Learners Progress:
Getting idea about the progress of learners, their areas of difficulties, mastery
in subjects, achieving practical and skill based orientation in vocational
subjects, engaged in field based activities, etc., are also important aspects for
assuring quality in secondary education. Diagnosing learning difficulties of
the students in particular content and subjects and providing remedial
instruction is also needed for achieving quality in instruction.
Teachers Professional Development:
Quality assurance in secondary education is also equally dependent upon the
teachers engaged in transacting curriculum at the classroom level. Teachers
need to be empowered, skilled, informative, and accept the timely changes
occurred in secondary education in terms of curriculum, pedagogy, evaluation,
and management of the schools. For this, regular professional development
of the teachers is required. Professional development of teachers may focus
on the following aspects:
 Participation of teachers in seminars, workshops, conferences organized
in different themes on school education at local, State, and National
levels.
 Participation of each secondary stage teacher in regular training
programmes organised by Dept. of Education of concerned Governments,
SCERTs, NCERT, CTE, and other institutes.
 Induction training programme for newly recruited teachers at the
secondary level.
 Training of school principals and educational administrators in the area
of school management and leadership.
 To motivate and sponsor teachers for pursuing different certificate and
diploma programmes on teaching learning strategies, pedagogy of
teaching different subjects, use of innovative techniques for classroom
management, action research, students evaluation, educational
administration and management, school leadership etc.
15.7.2 Strategies for Quality Improvement in Secondary

Schools
On the basis of the quality, indicators for assuring quality in secondary
education, suitable strategies need to be adopted for improving quality in the
Schools. The following strategies may be adopted for improving quality in
the secondary schools:
56
 There is a need for involvement of all stakeholders in the management Curricular Issues and
of schools. The individuals, and groups like the students, teachers, Quality Concerns in
Secondary Education
community members, members of the School Management Committees,
local governments like the Panchayats and the Panchayat Samitis,
Department of Education, SCERT, NCERT, DIET, Teacher Education
institutes, etc. should be involved in the development of the Schools at
their capacity.
 The School activities, including classroom teaching, and all other school
functioning should be proceed as per the annual plan of the schools
prepared before the commencement of the session.
 Changes and new developments in the school including curriculum and
other areas should be communicated to all the stakeholders of the school
and timely training should be initiated for the concerned individuals, if
required.
 Appropriate strategies should be adopted for schools so that the syllabus
should be completed in time with practicing all necessary learning
experiences for the students, transparency in students evaluation,
organizing academic activities including games & sports, cultural
activities, visit to the places of importance, involvement in various
project based activities in and out of school etc.
 Pedagogic strategies should be adopted which are child friendly, child
centered, activity based, emphasizing inquiry and problem based learning,
linking children’s experiences with the learning strategies in the
classroom, practicing assessment strategies which enhance learning of
the students, and broadly, to practice the constructive pedagogic approach
in the teaching and learning process in Schools.
To clarify this point, we can take an example of the chapter, ‘Democracy in
the Contemporary World’ (NCERT, 2014). In this chapter, two tales of
democracy have been described, such as: one is the tale of leader of the
Socialist Party of Chile, Salvador Allende, who led the popular unity coalition
to victory in the presidential election of 1970, and further he killed shortly
after giving his last speech. Another tale was on President Michelle Bachelet
addressing her supporters after her victory in the presidential election in
January 2006 in Chile. The text depicts two photographs of the events:
The then President of Chile, Salvador Alende, 11th September, 1973.

(Source: NCERT, 2014) 57
Issues and Concerns in President of Chile, Michelle
Secondary Education Bachelet, addressing her
supporters after her victory in
the parliamentary election in
January, 2006.
(Source: NCERT, 2014)

After showing these photos with descriptions, students are asked the following
questions which clarify the constructivist, and activity based pedagogy used
in the classroom teaching.
Activity Specific Pedagogy Used
From these photographs, do you Encouraging students’ thinking power

notice any difference between the imagination and expression
election rally in Chile and India?
Locate the shape of Chile on the Inquiry and activity based learning
map. Which State in our Country
has a shape similar to that
of Chile?
Does the army have any legal Debate and discussion

right to arrest the defense minister
or any citizen of a democratic
Country?
 Finally, to provide a definite space to the teachers for ensuring their
professional development and also helping them get well equipped with
the changing scenario of Secondary education.
Activity 3
1. As a teacher in a secondary school, what is your experience
regarding the method your School adopts for assuring quality in
teaching learning process in your School? What necessary changes
do you suggest in this regard?
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58
Curricular Issues and
2. How does the leadership qualities of the Principal of the School Quality Concerns in
help assure quality in Secondary Schools? Illustrate with suitable Secondary Education
examples.
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........................................................................................................

Unit.
5. Explain the quality indicators required with regard to maintaining
suitable pedagogic practices in the classroom teaching?
.........................................................................................................
.........................................................................................................
.........................................................................................................
.........................................................................................................
6. Describe the quality indicators practices in the Secondary Schools

for assuring quality in student’s evaluation?
.........................................................................................................
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.........................................................................................................
15.8 LET US SUM UP

In present times, you must have observed that a lot of changes have taken
place in the school education in general and secondary education in particular.
The National Curriculum Framework, 2005, has been implemented across
the country for bringing necessary changes in school and teacher education
as well. NCTE has also implemented its Curriculum Framework for Teacher
Education, 2009, in connection with NCF, 2005, and has also implemented
New Curricular guidelines based on NCTE Regulation, 2014. New
developments in school as well as teacher education provide a base to the
present Unit for discussing the curricular and quality assurance issues in
Secondary Education. 59
Issues and Concerns in Keeping in view the above, the Unit starts with a discussion on the relevance
Secondary Education of present secondary education curriculum and the way it helps the students
to construct their learning behavior. The Unit has also discussed the major
pedagogies, subject, and other related concerns of the recommendations of
NCF, 2005. The wider concern of secondary education curriculum, like how
the curriculum helps for developing meta-cognitive skills of the students and
creative capital has also been elaborately discussed in the Unit. Apart from
this, the issues of addressing specific curricular knowledge in the secondary
school curriculum like Peace, Work, Life Skills & Values, Art, Health, and
Environmental conservation education have also been discussed with
examples. The Unit is concluded with substantial discussion on the indicators
and strategies adopted for assuring quality in secondary education.

READINGS
CBSE, (2015).Secondary School Curriculum, 2015. New Delhi: Secondary
Board of Secondary Education.
Florida, R. & Goodnight, J. (2005) Managing for Creativity, Harvard Business
Review , 83, 7, 124-131.
McWilliam, E. & Dawson, S. (2008) Teaching for Creativity: towards
sustainable and replicable pedagogical practice, Higher Education.
NCERT (2005).National Curriculum Framework (2005). New Delhi: National
Council of Educational Research and Training.
NCERT (2006).Arts, Music, Dance and Theatre – Position Paper National
Focus Group. New Delhi: National Council of Educational Research and
Training.
NCERT (2006).Curriculum Syllabus and Textbooks – Position Paper National
Focus Group. New Delhi: National Council of Educational Research and
Training.
NCERT (2006).Heritage Craft – Position Paper National Focus Group. New
Delhi: National Council of Educational Research and Training.
NCERT (2006).Systemic Reforms for Curriculum Change – Position Paper
National Focus Group. New Delhi: National Council of Educational Research
and Training.
NCERT (2006).Teaching of Social Sciences – Position Paper National Focus
Group. New Delhi: National Council of Educational Research and Training.
NCERT, (2014).Democracy in the Contemporary World.Class-IX Social
Science Text. NCERT: New Delhi.
NCERT (2007). Work Education – Position Paper National Focus Group.
New Delhi: National Council of Educational Research and Training.
NCTE (2009).National Curriculum Framework for Teacher Education –
Towards Preparing Professional and Humane Teachers. New Delhi: National
Council for Teacher Education.
60
NCTE (2014).Teacher Education Regulations 2014, Norms and Standards, Curricular Issues and
and New Curriculum Frameworks. New Delhi: National Council for Teacher Quality Concerns in
Secondary Education
Education.
Rittel, H.W.J. & Webber, M.M. (1973) Dilemmas in a General Theory of
Planning, Policy Sciences Vol. 4, pp.155-169.
15.10 ANSWER TO CHECK YOUR PROGRESS

1. The section 15.4 will help you to answer the question. For more detail,
you may refer NCF, 2005.
2. Use of constructivist pedagogical approaches of teaching and assessment
of various subjects like Languages, Mathematics, Social Sciences, and
Science. It emphasizes inquiry and problem based learning in
Mathematics, Science, and Social Sciences; addressing multi lingual
and difference in practice of School and Home Languages, etc. are the
major concerns.
3. Core curriculum areas like Science, Social Science, Mathematics, and
Languages get adequate place in School curriculum for teaching whereas
the specific areas of knowledge like, art & craft, peace, health, life
skills and value education do not get equal status in School curriculum.
They are always neglected in the School time table.
4. Self-exercise.
5. Section 15.7.1 will help you to get the answer.
6. Self-exercise.
61
Secondary Education UNIT 16 PROFESSIONAL DEVELOPMENT
OF SECONDARY TEACHERS
Structure
16.1 Introduction
16.2 Objectives
16.3 Aspirations and Qualities of Teachers
16.4 Professional Development of Teachers
16.5 Initial Professional Preparation of Teachers
16.5.1 Major Issues related to Initial Professional Preparation of Teachers
16.6 In-Service Teacher Education Programmes

16.6.1 Present Scenario of In-Service Teacher Education Programmes
16.7 Professional Ethics of the Teachers and Its Importance

16.7.1 Observance of Professional Code of Ethics
16.8 The Professional Identity of Teachers

16.8.1 Professional Identity Crisis
16.9 Strategies for Addressing the Issues of Professional Development of

Teachers
16.10 Let Us Sum Up
16.1 INTRODUCTION
‘Teacher’ is one of the fundamental and national human resource who is
essential for development of society and nation. With the increasing
complexities of modern times, education faces new demands and mostly
teachers have to bear the brunt of these changes. Globalization in 21st century
calls upon the teachers to change their roles in order to meet the future
demands of the society. Only professionally well prepared and committed
teachers can create an environment for joyful, activity-based and participatory
learning. The professionally competent and committed teachers are enable to
perform their multiple tasks in the classroom, in the school and the community
in a genuinely professional manner. In this context, professional development
of teachers has a crucial role to play. Professional development of teachers
is generally considered at two levels viz. pre-service level and in-service
level or continuing professional development of teachers. In this Unit, we
will learn about professional development of teachers and different aspects
related to it.
62
Professional Development
16.2 OBJECTIVES of Secondary Teachers

 explain the aspirations and qualities of teachers;
 describe the meaning of professional development of teachers;
 list down the objectives of initial professional preparation of teachers;
 explain major issues related to initial professional preparation of teachers;
 write down the objectives of in-service teacher education programmes;
 critically analyze the current scenario of in-service teacher education
programmes;
 explain professional code of ethics and its importance for teachers;
 write down the meaning and causes of professional identity crisis of
teachers; and
 suggest strategies for addressing the issues related to professional
development of teachers.
16.3 ASPIRATIONS AND QUALITIES OF

TEACHERS
Teaching is termed as a noble profession. No other profession is respected
so highly in the society than teaching. To be a good as well as an effective
teacher, it is of vital importance that the teachers must possess certain socially
acceptable qualities, attributes; aspirations for their own betterment and
students’ prospects as well. A new entrant in the field of teaching must
aspire for such values throughout their professional career.
l A teacher should aspire that his/her students gain mastery, confidence,
and competency in the subject taught and continue to apply it in new
and wonderful ways.
l A teacher should aspire to continuously improve on his/her own
knowledge and skills as an educator. He/she should be free from any
sort of academic inertia and should work for continuous betterment.
l The process of life-long learning, sharing of knowledge and skills is
one of the deepest passions found in the teaching profession. For this,
the teacher should aspire to collaborate with his/her students, colleagues
and other members in the institution.
l A teacher should aspire to be a good human being first and then make
efforts to become an effective teacher. Teachers should aspire for
possessing three main characteristics viz. communication skills,
collaboration and focus on student learning. These skills are important,
not only for instruction delivery but also in communicating expectations
to the community. Having the ability to collaboratively work within a
grade level team, as well as a school team benefits an entire school.
63
Issues and Concerns in l Teachers must embrace the idea that not only the students in their class
Secondary Education are valued but the entire school is full of learners and that all stakeholders
are responsible for the students. Teachers need to understand their role
in the student’s learning process. Teachers play many roles in the
classroom, but student learning should be the focal point. In nut shell,
we can say that the teachers should possess following qualities for
being a good human being and an effective teacher:
 A teacher should be honest and responsible towards the profession.
 He/she should be physically and mentally strong.
 Teacher should have mastery over the topic.
 Teacher should have effective communication skills.
 Teacher should not only facilitate learning, but should promote citizenship
training and active integration with society, develop curiosity, critical
thinking, creativity, initiative and self-determination.
 Teacher should be aware of the latest innovations, researches and
experiences in the field of education and subject.
 Teacher should be an active researcher and try to involve in
experimentation.
 Teacher should help in coordinating and enriching the efforts of students
and other resources engaged in the task of teaching-learning.
 Teacher should have to identify and utilize the appropriate teaching-
learning strategies, methods, facilities, teaching aids etc.
 Teacher should appreciate the aspirations and expectations of the
community.
 While teaching different subjects like Languages, Social Studies, Science
etc., the teacher has to stress on moral qualities also.
 Teacher should also be a promoter of national integration. He/she should
develop patriotic spirit and national unity among students.
 Teacher should be well contented higher his/her life on the whole and
particularly with his/her job. This is because; only a well-satisfied person
can be efficient and effective in performing his/her tasks appropriately.
16.4 PROFESSIONAL DEVELOPMENT OF

TEACHERS
Professional development is the enrichment training provided to teachers
over a period of time to promote their development in all aspects of content
and pedagogy. Becoming an effective teacher is a continuous process that
stretches from pre-service experiences to the end of the professional career.
It is conceptually divided into pre-service and in-service teacher training. It
is not simply a time-bound activity or series of events, but a continuous
process. From this perspective, the pre-service and in-service activities should
be viewed as seamless components of the same process. It is the tool by
64 which policy makers’ visions for change are disseminated and conveyed to
teachers. Professional development for teachers is more than training or Professional Development
classes as it functions as an agent for change in their classroom practices. of Secondary Teachers
The growth of a teacher’s skill and understanding is developed through
personal reflections, interaction with colleagues and mentoring which gives
confidence by engaging them with their practices and reaffirming their
experiences. It could have a positive impact on teachers’ pedagogical content
knowledge as many teachers feel challenged with teaching of curricular
subjects due to lack of previous experience with hands-on activities, lack of
content knowledge, lack of confidence and lack of interest to acquire there.
Professional development may be classified as given below:
 Initial teacher training / education (a pre-service course before entering
the classroom as a fully responsible teacher);
 Induction (the process of providing training and support during the first
few years of teaching or the first year in a particular school);
 Teacher development or continuing professional development (an in-
service process for practicing teachers).

Unit.
1. What do you mean by professional development of Teachers? Why
it is essential for the teachers to grow professionally?
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16.5 INITIAL PROFESSIONAL PREPARATION

OF TEACHERS
Before a teacher is inducted into the teaching process, acquisition of necessary
understanding of basic foundations of the principles of teaching are the
essential pre-requisite. Every teacher must have a thorough understanding of
the context, the need of the learners community expectations and the basic
objectives of a particular level of teaching. Besides this, various strategies
and techniques of curriculum transaction have to be learnt by the teacher.
Hence, initial professional preparation of teachers or pre-service teacher
education is very essential. Pre-service teacher education is a process of
transformation teacher into a competent and committed professional
practitioner. A functional programme of pre-service teacher education offers
a challenge to the prospective teachers of acquiring and understanding the
65
Issues and Concerns in fundamentals of teaching-learning process, knowledge of the problems of
Secondary Education actual teaching and mastery over the skill of directing the learning of students.
Pre-service teacher education is a learning process that provides experiences
for development towards good teaching through which a student teacher
secures guided experiences as a preparation for all the aspects of his/her
professional career.
The main objectives of initial professional preparation of teachers are as

follows:
 To acquire knowledge and understanding of the instructional planning,

preparation, transaction and evaluation.
 To apply the knowledge and understanding to the new and unfamiliar

teaching situations.
 To develop proper interests, attitudes and values relating to teaching

profession and procedures.
 To develop the abilities for effective classroom management.
 To acquaint with different approaches of teaching and communication

techniques.
Generally, pre-service teacher education curriculum is broken down into

three blocks:
 Foundational knowledge and skills — usually this area is about the

aspects of foundation of education with Philosophy of Education, History
of Education, Educational Psychology, and Sociology of Education.
 Content and knowledge of methodology often includes ways of teaching

and assessing a specific subject.
 Practice at classroom teaching or at some other form of educational

practice; usually supervised and supported in some way. Practice can
take the form of field observations, internship and school based practical
activities.
16.5.1 Major Issues Rrelated to Initial Professional

Preparation of Teachers
 The curriculum taught at pre-service teacher education level is not
appropriate for development of right attitude and skills among student-
teachers required for teaching profession. Certain topics in some subjects
are obsolete and have no relevance to present educational and social
scenario. The curriculum should be activity-centered and integration of
ICT should be introduced in it. The pre-service teacher education
curriculum does not commensurate with the emerging needs of school
curriculum and contemporary educational and social scenario.
 The School based teaching activities are mostly dominated by traditional

methods of teaching. The student-teachers mostly employ teacher
66 demoinant method for their classroom teaching during practice teaching
programme. This may be due to the reason that student-teachers are not Professional Development
acquainted with theoretical and practical aspects of such modern teaching- of Secondary Teachers
learning methods during their pre-service training period.
 The student-teachers need to be prepared in providing education in

inclusive settings development of TLM and tools to assess performance
of students.
 Lack of coordination between student-teachers/pre-service teacher

training institutions and schools is also a major issue that needs to be
addressed. This is mainly on the part of secondary teacher training
institutions which do not make any contact with schools and school
teachers during whole academic session to infuse the component of
reality in teacher education course. It is therefore of much importance
that coordination and linkage between schools and teacher training
institutions be developed so that a component of reality can be induced
into teacher training imparted by secondary teacher education institutions.

Unit.
2. Discuss the major objectives of initial professional development of
teachers.
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16.6 IN-SERVICE TEACHER EDUCATION

PROGRAMMES
A single shot training given at pre-service level to the teachers, as has been
the common practice so far, will no longer be sufficient for them to survive
professionally unless they choose to regularly update and upgrade their skills,
competencies and awareness. Teachers learn the professional competencies
and performance skills in a particular context which goes on changing.
Preparing them to adjust to new social and educational contexts and
perspectives of emerging concerns require for the teachers. By and large,
pre-service education remains cut off from the realities of schools. Its gaps
become obvious when the teachers are inducted in the school to perform
their duties. In-service education of teachers therefore, becomes essential for
bridging the gap in pre-service and in-service education in order to meet the
demands of the changing educational scenario, its context and concerns.
Hence, the need for in-service teacher education at regular intervals is being
recognized everywhere.
In-service teacher education refers to a recurrent, organized and need-based
continuing education of teachers already on the job to update and enrich 67
Issues and Concerns in their professional competencies, strengthen their commitment and enhance
Secondary Education their professional performance in the classroom as well as in the school and
community. In-service teacher training programmes can be described as a
process of learning whereby teachers who have completed a certain level of
teacher training are provided with means of meeting their needs for further
personal development in teaching. This implies that in their career, teachers
need to go through some periodic study aimed at retaining them and enhancing
their pedagogical and academic competencies.
The objectives of in-service teacher education programmes are as follows:
 To make teachers aware of the new developments in the disciplines and
the subject they teach.
 To help teachers know their problems and solve them by using the
resources and wisdom.
 To enable the teachers meet the requirements of changing educational
and social contexts and concerns.
 To increase the level of motivation of teachers, develop self-confidence,
promote the spirit of inquiry and help them to be committed and reflective
teachers.
 To provide a support system to teachers in the areas of their deficiency.
 To provide a support system to teachers in the development of new
skills in the areas of emerging trends.
 To upgrade the qualification of teachers who are either under-qualified
or unqualified.
 To foster the desire for life-long learning and to empower teachers
‘learning to learn’ and ‘learning to be’.
 To train teachers for contemporary thematic issues like MLL, joyful
learning, meeting educational needs of the deprived, disadvantaged and
disabled children, use of mass media in education, community
participation in educational etc.
 Eliminating deficiencies in teachers’ preparation, fulfill the gaps of pre-
service education, remove its inadequacies and make it more realistic.
 To sensitize teachers with the educational problems of the neglected
sectors.
For achieving these objectives of professional development in-service teachers
as well as teacher educators, various agencies and institutions such as Institutes
of Advanced Studies in Education (IASEs), Colleges of Teacher Education
(CTEs), District Institutes of Education and Training (DIETs), State Institutes/
Councils of Educational Research and Training (SIERTs/SCERTs), Boards
of Secondary Education (BSEs) and national institutions like National Council
for Teacher Education (NCTE), National Council of Educational Research
and Training (NCERT), Indira Gandhi National Open University (IGNOU)
and National University of Educational Planning and Administration (NUEPA)
have undertaken the responsibility of the particular sectors of teacher education
68 for the cause of Universal Elementary and Secondary Education. The major
programmes on in-service education of teachers, particularly undertaken after Professional Development
National Policy on Education (1986) are enumerated below: of Secondary Teachers
 Programme of Mass Orientation of School Teachers (PMOST)

 Special Orientation Programme for Primary Teachers (SOPT)
 District Institute of Education and Training (DIET)
 State Council of Educational Research and Training (SCERT):
 Colleges of Teacher Education (CTEs)
 Institute of Advanced Studies in Education (IASE)
 District Primary Education Programme (DPEP)
 Sarva Shiksha Abhiyan (SSA)
 Rashtriya Madhyamika Shiksha Abhiyan (RMSA)
DIETs are the main agencies to provide training and academic inputs to the
elementary school teachers at district level through Block Resource Centers
(BRCs) and Cluster Resource Centers (CRCs). The BRCs and CRCs have
to function under the academic and technical guidance of DIETs. CTEs and
IASEs are supposed to provide in-service training to secondary school
teachers. Secondary school teachers are also provided training under RMSA.
Though, the in-service teacher training programmes are being organized at
various levels still, much needs to be done to manage a planned, purposive
and well-thought out programme for in-service education of teachers.
16.6.1 Present Scenario of In-Service Teacher Education

Programmes
 The complete training network envisaged in pursuance of the
recommendations of National Policy on Education (1986) and other
ambitious programmes has not been in place even after 24 years of its
commencement. The District Institutes of Education and Training
(DIETs), primarily meant for in-service education of elementary school
teachers, have been proven inadequate for the task entrusted to them. A
large majority of DIET faculty members are even unaware about the
goals and objectives of DIETs. The state governments have no fixed
policy for appointing teacher educators in DIETs and SCERT. The teacher
educators are appointed in these institutions on deputation basis in most
of the States. There is a need to create a separate cadre of teacher
educators for DIETs and SCERT and a clear cut policy framework be
made for this purpose so that DIETs can play their role effectively with
regard to district educational planning and providing academic and
technical leadership to different field functionaries. Majority of the CTEs
and IASEs are not able to achieve the target of providing in-service
training to secondary school teachers due to various reasons.
 The in-service education of teachers in majority of States has remained
tied to the availability of central assistance. The States, by and large,
make meager provision in their budgets for teachers’ in-service education.
69
Issues and Concerns in  The National Council for Teacher Education (NCTE), the statutory body
Secondary Education set up to regulate the system of teacher education in the country, is
mostly pre-occupied with the pre-service teacher education programmes,
and so far, it has not initiated concerted efforts to evolve a policy
appropriate for the in-service education of teachers.
 There is significant number of teachers who have few or no opportunities

for their in-service training. In general, in-service programmes focus on
individual teacher development – one teacher at a time – without proper
attention to organizational development.
 The monitoring and follow-up work of in-service teacher training

programmes was not properly planned and carried out. The identification
of training needs of school teachers is an important aspect in order to
plan need-based in-service training programmes and put time, money
and other resources to best possible use.
 There has been a big gap between pre-service and in-service components
of teacher education. These two components of teacher education should
supplement and complement each other. So, there is an urgent need of
collaboration between functionaries involved in in-service teacher training
and colleges of education.
The scenario presented above, no doubt, highlights the traditional ways in

which professional development of in-service teachers has occurred and is
quite inadequate either to address the emerging training and professional
needs of individual teachers or to bring about changes in the organizational
phenomenon affecting each and every educator as well as the educational
institutions.
Activity 1
Critically examine the current sceerio of in-service teacher education
programmes in India.
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70
Professional Development
Check Your Progress 3 of Secondary Teachers
Unit.
3. Why in-service teacher education is essential for teachers? Explain.
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16.7 PROFESSIONAL ETHICS OF THE

TEACHERS AND ITS IMPORTANCE
The code of ethics for teachers is designed to protect the rights of the
students. Teachers are expected to be fair to all their students and not take
advantage of their position in any way. For example, you can’t accept
expensive gifts from students because it might appear to bias you. You can’t
push your personal beliefs on students because they are a “captive audience”.
You need to have a professional relationship with all students and not let it
get too casual and familiar. The main thing is not to abuse the power that
your position gives you over your students.
The code of professional ethics for teachers provides a framework of principles
to guide them in discharging their duties towards students, parents, colleagues
and community. Increased awareness of the ethical principles governing the
teaching profession is essential to ensure ‘professionalism’ among teachers.
The present code of professional ethics for school teachers (as developed by
NCERT) is an attempt to provide direction and guidance to the teachers in
enhancing the dignity of their professional work.
Duties towards Students:
 Treats all students with love and affection.
 The value of being just and impartial to all students irrespective of their
caste, creed, religion, sex, economic status, disability, language and
place of birth.
 Facilitates students’ physical, social, intellectual, emotional, and moral
development.
 Respect for basic human dignity of the child in all aspects of school
life.
 Makes planned and systematic efforts to facilitate the child to actualize
his/her potential and talent.
 Transacts the curriculum in conformity with the values enshrined in the
Constitution of India. 71
Issues and Concerns in  Adapts his/her teaching according to the individual needs of the students.
Secondary Education
 Maintains the confidentiality of the information concerning students
and dispenses such information only to those who are legitimately entitled
to it.
 Refrains from subjecting any child to fear, trauma, anxiety, physical
punishment, sexual abuse, mental and emotional harassment.
 Keeps a dignified demeanour commensurate to the expectations from a
teacher as a role model.
Duties towards Parents, Community and Society:
 Establishes a relationship of trust with parents/guardians in the interest
of all round development of students.
 Desists from doing anything which is derogatory to the respect of the
child or his/her parents/guardians.
 Strives to develop respect for the composite culture of India among
students.
 Keeps the country uppermost in mind, refrains from taking part in such
activities as may spread feelings of hatred or enimity among different
communities, religious or linguistic groups.
Duties towards the Profession and Colleagues
 Strives for his/her continuous professional development.
 Creates a culture that encourages purposeful collaboration and dialogue
among colleagues and stakeholders.
 Takes pride in the teaching profession and treats other members of the
profession with respect and dignity.
 Refrains from engaging himself/herself in private tuition or private
teaching activity.
 Refrains from accepting any gift or favour that might impair or appear
to influence professional decisions or actions.
 Refrains from making unsubstantiated allegations against colleagues or
higher authorities.
 Avoids making derogatory statements about colleagues, especially in
the presence of pupils, teachers, parents.
 Maintains confidentiality of information concerning colleagues and
dispenses such information only when authorized to do so.
16.7.1 Observance of the Professional Code of Ethics

The difference between the Code of Conduct and the Code of Professional
Ethics needs to be appreciated. As far as the provision of the Right of
Children to Free and Compulsory Education Act, 2009 is concerned,
particularly with reference to Section 24 of the Act pertaining to duties of
teachers, enforcement of the Code of Conduct is perhaps the answer. Like
all other professions, the teaching profession should also move towards self-
72 regulation, which implies that every teacher should have the inner urge to
adhere to the ethical principles listed in the Code of Professional Ethics for Professional Development
teachers. However, in spite of the expectation of the voluntary observance of Secondary Teachers
of the Code, some cases of violation of the Code or of partial adherence to
it are likely to occur in the vast system of school education. Therefore, a
suitable mechanism needs to be evolved to ensure that all members of the
profession follow the ethical principles enshrined in the Code. The violation
of the Code of Conduct invites disciplinary action for which detailed rules
are prescribed. The magnitude or seriousness of the violation may not be the
same in all the cases. The cases of violation or non-observance shall have
to be dealt with at different levels and in different ways in accordance with
the nature of the violation.
Unit.
4. Explain teachers’ obligations towards community in the present
socio-economic scenario in India.
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16.8 THE PROFESSIONAL IDENTITY OF

TEACHERS
Teachers’ professional identity is an ongoing process of interpretation and
re-interpretation of experiences; implying both person and context and consists
of sub-identities that more or less harmonize with each other. Identity is
dependent upon and formed within multiple contexts; formed in relationship
with others and involves emotions. Teacher identity can be best characterized
as an ongoing process, a process of interpreting oneself as a certain kind of
person and being recognized as such in a given context. Professional identity
should not be confused with role. Identity is the way we make sense of
ourselves to ourselves and the image of ourselves that we present to others.
The individual constructs his/her identity through the eyes of others. It is
common, therefore, to distinguish two dimensions of identity: “identity for
the self” and “identity for others”.
The professional identity of a teacher is the result of a long process to
construct one’s own way of feeling like a teacher. However, it also includes
competences for the daily practice of the profession. In this process, several
factors play a key role in configuring the identity one way or the other: their
school experience as students, the possible attraction of teaching, their first
modeling in the initial teacher training, and the beginning of their professional
practice. Teachers’ professional identity is explicitly shaped and formed out
of professional learning and development experiences that focus not only on
73
Issues and Concerns in ‘what to do’, but also on the kind of teacher it is possible to be. The
Secondary Education professional teaching identity is, temporarily, the fruit of a socialization
process that culminates in practicing the profession and accepting the
professional culture that makes them feel like and be recognized as teachers.
16.8.1 Professional Identity Crisis

Professional identity crisis refers to a situation when the teachers are not
able to meet out the emerging needs and demands expected from them as
a result of certain educational reforms. This identity crisis is manifested with
diverse symptoms. It has created an obvious demoralization and discomfort
among the teachers, seriously affecting the objectives of school education.
The teachers’ identity crisis is provoked by a set of factors and its evolution
is linked to a difficult reconstruction of identity. The professional identity is
a socially constructed and personally re-created experience with its own
meaning, sense and intentionality. Teachers subjectively experience their
work and the conditions of their satisfaction and dissatisfaction, in terms of
the diversity of their professional identities. These identities are understood
as their space of personal identification, their perceptions of the job, their
attitudes toward educational change, their professional trajectory and its
projection in the future, their perception of their status and social recognition,
and their relationship with the social environment. When such identities are
challenges as a consequence of certain reform or systemic change, the
phenomenon of identity crisis emerges. In order to overcome this identity
crisis, it is imperative that the teachers be professionally upgraded and updated
so that they can face the emerging challenges with confidence and meet out
the expectations in a better way.

Unit.
5. In your opinion, what are the major reasons for identity crisis of
teachers in present times?
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16.9 STRATEGIES FOR ADDRESSING THE

ISSUES OF PROFESSIONAL
DEVELOPMENT OF TEACHERS
Faculty of SCERTs, IASEs, CTEs and University Education Departments
should be involved as master trainers and mentors for the following activities:
 Development of a network among institutions and individuals of
74 SCERTs/SIEs, IASEs and CTEs and University Education Departments.
 Organization of workshops for content and pedagogy enrichment. Professional Development
of Secondary Teachers
 Developing training capacity for action research projects and ICT
applications.
 Development of a set of indicators and benchmarks to track in-service

professional development of teachers and the institutions which organize
them.
 Development of short-term courses for continuous professional

development and upload them on their websites.
 Devise open and distance learning (ODL) strategies for professional

development of the teacher.
The existing pre-service teacher education programmes are not up to the

expected quality across the country. They need to be more effective to provide
pre-service teachers with sufficient understanding that could lead to reflective
practice in the classrooms. Different strategies have to be adopted for different
States/UTs regarding recruitment policy of teachers and training strategies
e.g., most of the teachers in North Eastern region are untrained.
Professional development can succeed only in settings, or contexts, that

support it. Probably the most critical part of that support come from
administrators. The outcome of every professional development initiative
will depend ultimately on whether its administrators consider it important.
Curriculum is more than a list of topics to be covered by an educational

programme. Curriculum is first of all a policy statement about education and
secondly, an indication as to the ways in which that policy is to be
implemented through a programme of action. In-service programmes have
to be linked to pre-service programmes and also to be linked to the changes
that are brought out in the school curriculum from time to time. We need to
identify and analyze the curriculum of the in-service training programmes in
terms of expectations and long-term plans. There should be balance between
conceptual and functional capacity building versus sharing of ‘limitations’,
building capacity of teachers to learn and teach rather than directing them
what they should or can do. This is needed because RMSA emphasizes the
need for providing quality learning environment to children, as mentioned in
National Curriculum Framework – 2005. It also emphasizes on the diversity
and plurality aspects of the country and emphasizes multilingualism as a
learning resource. There is a need to consider possibility of this and share
experiences related to such efforts.
Professional development programmes should always address the identified

gaps in student achievement. By staying within this frame of reference,
teacher professional development can focus on real issues and avoid providing
information that may not benefit the participants. Most importantly,
professional development should focus on instructional strategies that are
proven to impact student performance. In-service teacher professional
development programmes follow a wide variety of patterns ranging from
programs based on single schools to those that involve the clustering of
schools for mutual activities and support.
75
Secondary Education Check Your Progress 6
Unit.
6. How can the status and quality of professional development
programmes for teachers be improved? Support your answer with
suitable reasons.
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16.10 LET US SUM UP

In this Unit, we studied about the aspirations and qualities of teachers. A
teacher should always aspire for betterment of his/her students and make
endeavour for improving learning among them. For this, professional
development of teachers is of vital significance. Professional development
of teachers is essential for keeping them updated about latest knowledge and
innovations in the field of education. Professional development of teachers
takes place at three levels i.e. pre-service, induction and in-service level. All
these three types of teacher training have different objectives about which
we studied in detail. We also examined various issues and challenges in the
field of initial professional preparation and in-service teacher education
programmes. We also came to know and understand professional ethics and
its importance for teachers. The code of professional ethics for teachers as
given by NCERT was explained in detail and it was made clear that behaviours
and values are expected from the teachers by the organization, parents,
community and students. We learned about teachers’ professional identity
and its crisis in the present times. At the end of our discussion, certain
strategies were suggested to address the issues related to professional
development of teachers.

READINGS
Anand, Arti (2011). “An Evaluative Study of Teacher Training Programme
of Elementary Teachers.” Ph. D. Thesis in Education, Shimla: Himachal
Pradesh University.
Arora, G. L. (2004). “Policy Framework for In-Service Education of Teachers
– A Neglected Issue”.Anweshika-Indian Journal of Teacher Education, Vol.
1, No. 2, pp. 68-74.
Association of Indian Universities (2005). “Teacher Education in the
Knowledge Era: Issues, Trends and Challenges”. University News – A Weekly
76 Journal of Higher Education, Vol. 43, No. 18.
Chandrasekhar, K. (2001). “Primary School Teacher Education Programme: Professional Development
An Evaluative Study of DIETs”. New Delhi: Discovery Publishing House. of Secondary Teachers
Das, R. C. (1999). “Quality Concerns in Elementary Teacher Education”.

NCTE Monograph Series, New Delhi: NCTE.
Mohanty, Jagannath (2003). “Teacher Education”. New Delhi: Deep and
Deep Publications Pvt. Ltd.
National Council for Teacher Education (1998). “Competency Based and
Commitment Oriented Teacher Education for Quality School Education –
Initiation Document”. New Delhi: NCTE.
National Council for Teacher Education (2004).“Some Specific Issues and
Concerns of Teacher Education”. Discussion Document, New Delhi: NCTE.
Sharma, ShashiPrabha (2003). “Teacher Education: Principles, Theories and
Practices”. New Delhi: Kanishka Publishers and Distributors.
Venkataiah, S. (2001).“Teacher Education – Encyclopedia of Education for
21st Century Series”. New Delhi: Anmol Publications Pvt. Ltd.

1. It is the enrichment training provided to teachers over a period of time
to promote their development in all aspects of content and pedagogy.
Rest part of the question is for self exercise.
2. Self exercise.
3. In-service teacher education refers to a recurrent, organized and need-
based continuing education for the teachers already on the job to update
and enrich their professional competencies, strengthen their commitment
and enhance their professional performance in the classroom as well as
in the school and community.
4. Self exercise.
5. Question No. 5 & 6 are self exercise.
77
Secondary Education
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BES-122

Prof. Aejaz Mashih Dr. Gaurav Singh

SPECIAL INVITEES (FACULTY OF SOE)

COURSE PREPARATION TEAM

Block 2 Policy Frameworks for Education in India

Block 3 Philosophical Perspectives of Education

Block 4 Issues and Concerns in Secondary Education

13.4 Universalization of Elementary Education and Concerns for Secondary

13.5 Rashtriya Madhyamik Siksha Abhiyan (RMSA) - Issues and Concerns

13.6 Open and Distance Learning Concern to Secondary Education

13.9 Government of India Initiatives

Due to the impact of the programmes undertaken for the Universalization of

 explain the concept of universalization of secondary education;

Secondary Education (classes IX and X) is a crucial stage in the educational

13.3 RTE ACT, 2009

13.3.1 Implications of RTE Act for Secondary Education

13.4 UNIVERSALIZATION OF ELEMENTARY

13.5 RASHTRIYA MADHYAMIK SHIKSHA

13.5.1 Rashtriya Madhymaik Shiksha Abhiyan (RMSA)

13.5.2 Objectives of RMSA

 To ensure that all students pursuing secondary education receive

Check Your Progress 3

 It provides easy accessibility to schooling at a very low cost.

 It provides quality secondary and senior secondary education within the

 It prepares the learners for developing skills and to engage themselves

 It fulfills the constitutional obligation to provide quality secondary and

 It provides flexibility to the learners in terms of time, place, mode,

9. Explain the concept ODL system.

13.7 GLOBALIZATION AND ITS IMPLICATIONS

Check Your Progress 5

13.8 PUBLIC PRIVATE PARTNERSHIP IN

13.8.1 Need for Public Private Partnership in India

13.8.2 PPP Arrangements

Check Your Progress 6

13.9 GOVERNMENT OF INDIA INITIATIVES

Name of the Schemes Objectives Beneficiaries

Setting Model Schools  Is a central scheme Secondary

National Means-cum-Merit  For meritorious Secondary

National Scheme of  Deposited Rs.3000/- Secondary

Check Your Progress 7

13.10 LET US SUM UP

13.11 REFERENCES AND SUGGESTED

MHRD (2009-10). Report to the People on Education, 2009-10. New Delhi:

13.12 ANSWERS TO CHECK YOUR PROGRESS

14.7 Teachers, Schools and Curriculum in Ensuring Equality

14.8 Government & Non-Government Initiatives

14.9 Let Us Sum Up

After going through this Unit, you will be able to:

14.3 CONCEPT OF EQUITY & EQUALITY IN

Summarily, equal opportunity is about being fair and transparent, using

Check Your Progress 1

Fig. 1: Nature and forms of Inequality in Indian Context

The above figure depicts the existence of inequality in Indian context in

Exemplify the following:

Natural inequality: ..................................................................................

Geographical inequality: ........................................................................

Biological inequality: .............................................................................

Inequality in socio-economic status: .....................................................