Plenary Session: Curriculum Framework for Open Basic Education

(Chairperson : Mr. M.M. Jha, Initiators : Ms. Mridula Virmani : Mr. P.P. Singh : Mr. V.J. Williams : Prof. N.K. Ambasht)

The session was initiated by Prof. Ambasht by introducing and welcoming Mr. M.M. Jha. Sh. Jha, who is the Jt. Secretary in the Deptt. of Education, MHRD has been associated with the education related projects both at centre as well as the state levels. He launched the BEP in Bihar and also initiated establishment of a State Open School in Bihar.

Recalling his experience of the visit of schools and educational institutions, Mr. Jha stated that he had seen very few children with disabilities attending schools. Also accurate data on the persons with disabilities is not available. However on the basis of the data available it is estimated that 10% of the population suffers from some or the other form of disability, ranging from mild to severe and single to multiple.

Providing education to children with disabilities has been of concern to the society, but effective measures are still lacking. At present about 300 special schools are functioning. Looking at the number of the children with disabilities, it was felt that general schools should admit children with disabilities along with normal children. This is in view of the fact that children with disability are an integrated part of the society and thus cannot be isolated in an exclusive environment. It is only the most severe cases of the disabled children who should be sent to exclusive (special) schools.

Inclusive education is also considered appropriate in the legal perspective as Indian constitution debars discrimination on any ground. With the passing of the Persons with Disabilities : Equal Opportunities, Protection of Rights and full Participation Act 1995, it has become obligatory on the part of the society and the government; that persons with disabilities are provided equal opportunities in education and employment. UN Convention's Declaration on the Rights of the Child is also a guiding force in this direction.

Mr. Jha commended the role of NOS. Since its doors are open to all including learners with disabilities and also because NOS caters to persons with disabilities to undergo education at secondary and senior secondary levels. Efforts should be made to provide primary and elementary education to this category of people. In this context, the role of NOS in launching OBE becomes very significant.

Mr. Jha emphasised on the need for transacting the curriculum in various forms like brain storming, role play, simulation exercises and games focussed group discussion etc. Teachers for persons with disabilities should have an attitude of love and care. Children with disability are to be provided not only general education but Vocational Courses may be imparted to them, so that they get respectable rehabilitation in the society. NOS role in reaching the unreached which include people with physical, social or economic disabilities was praised by Mr. Jha.

The second presentation in this session was by Ms. Mridula Virmani who focussed on the Material development in the context of Open Basic Education. While starting the talk she discussed about the Universalisation of Elementary Education its clientele which has been grouped into three categories.

1. Social groups including educationally backward region, women, SC/ST and backward communities, linguistics group, working children and migratory population. These groups also include the physically and mentally handicapped persons.
2. Age Groups including 8-11 years and 14 years school going children, 9-14 school dropouts, and 15-20 pre-marriage girls and 20-35 working adults.
3. Educational Background which included those who left primary education without completing it, those who computed primary education but left school before eight years of elementary education, those who attended non-formal education centres and these 11 who attended literacy classes and are certified as literate with basic skill of literacy.

Then some light was thrown upon openness and flexibility system of NOS which aims at not only higher retention rate but also increases the learning achievement as learners can pace their learning.

She also focussed greatly upon curriculum framework at Upper primary level programme. The salient features includes diversification of course into five subjects including Firsts language, the Mother tongue, second language or English, Maths, Science, and Social Science. Also pre-vocation skills in the academic subjects were given a special feature in the framing of the curriculum. The 'C' level curriculum, as she emphasised upon, has been framed keeping in view three distinct features such as - it is multi-graded curriculum, holistic approach and inter-disciplinary and oral and aural competencies in the languages. She also discussed about the distinct features of instructional material and instructional design format for the text material to be developed for upper primary level course.

The next presentation was made by Mr. P.P. Singh, RD, Delhi who discussed on the transactional strategies of the NOS. He elaborated upon the transactional strategies presently followed in the Secondary and Senior Secondary level. He also printed out at the OBE system and its likely transactional methods which along with other means should also include interactive, and Audio and Video programmes along with PCPs so as to motivate these learners.

The fourth presentation was made by Mr. V.J. Williams, Controller of Examinations, NOS. He said that examination presently mainly tests the acquisition of the knowledge which require memorisation. He pressed upon the need for evaluation to include all the three domains as cognitive, effective and psychomotor domains. He said that the system of examination needs radical change. He explained that the examination for Class III,V and VIII can be in two ways:-

 

1. Analyse the competencies in various subjects in all the domains, break up syllabus into sub units and provide blue print to the agencies along with the sample question papers, which in turn can take examination.
2. Developing a multi-lingual question bank so that the child can take examination in his own language, and at any time he feels he is ready for examination. The machinery required for such examination would be made available by National Open School.

Prof. Ambasht raised important issue regarding education of persons with disabilities. He said that it is not sufficient to establish special schools or admitting such children to the general schools, but efforts should be made to provide early diagnostic and remedial measures. It has been observed that children with mild or partial disability like poor vision or hard hearing are often ignored. There may be children with perception problems live inverted vision or colour blindness. Such children need to be identified and treated accordingly. He said that the NOS will ensure that OBE copes with the provisions of PWD act and for this purpose teachers and instructors working at the centres will have to be properly oriented and trained.

NOS may also assist in transforming its material into special forms like Braile. The role of the NOS, will however, be that of coordinating or acting as resource centre said, Prof. Ambasht. NOS may provide assistance for organising workshops for producing locally relevant material based on NOS guidelines.

Some interventions were made by the participants eg. Mr. R.N. Mehalwat from Rewari, raised the issue of scholarships and other incentives to be awarded to the needy and meritorious students of NOS, so that it motivates the learners, specially at Primary level.

Ms. Soma Bhattacharya, suggested that there should be some special provisions for students with nervous problems which are often not attended properly.

Dr. V.N. Pendse, RD, Pune, emphasised upon the need to involve schools with special cells for disability, in assisting general schools in taking due care of disabled children.

Col. S. K. Sarkar, RD, Calcutta, suggested that there should be some dis-incentive scheme by the Govt. for those schools who refuse admissions to the disabled children.

Mr. Jha in his concluding remarks informed that a new curriculum for Secondary is being brought out by NCERT and CBSE is resorting to grading system in its evaluation scheme. These two changes may be kept in mind while finalising OBE Scheme of NOS. He also cautioned that in Primary Education, a vital balance between emphasis on self learning and teacher oriented learning is essential.

Recommendations:

1. A survey, of the area, may be conducted keeping in view the following dimensions
   1. Available community resources
   2. Profile of the community
   3. Needs and problems of the community.
2. The target group may be clearly identified in respect of
   1. Size of the target group
   2. Age of the 5-7, 8-10 group
   3. Sex of the 5-7, 8-10 age group
   4. Social groups
   5. Special groups
   6. Location of the learner
3. Identification of curriculum needs based on point number 1 and point number 2 noted above; i.e. needs and problems of the community as well as the learner.
4. The instruction to the unreached child should be provided in their mother tongue giving importance to the local derelict.
5. The curriculum should be based on the needs and problems of the learners.
6. Due importance may be given to the equivalence in respect of the achievement of the children. Keeping in view the national norms in respect of competencies.
7. The potential of folk-lore should be tapped with the help of local expertise.
8. Printed material may be developed on the basis of local environment needs and problems-multiple sets of learning materials may be developed keeping in view the characteristics of physical and local environment.
9. A lot of interesting audio materials in different formats may be developed and made available for teacher training programme and the learner at home.
10. Thematic approach based on the physical and social environment including seasons, festivals, fairs etc. may be adopted in instructional materials for curriculum. The material pertaining to other than the child's environment may also be included in it.

Characteristics of Curriculum :

• Break away from formal structure
• Need based
• Prepared in collaboration with local expertise
• Less weightage on memorisation
• Approach should be to identify strengths and weaknesses of child
• Develop analytical ability in learners so that technique of self evaluation is developed.

Target groups :

• Lower primary learners
• Upper Primary learners

As part of the target groups learners with disabililties were also mentioned for which recommendations of the group were :

• Workshop to develop curriculum for special groups of learners
• Identify suitable experts working in the field
• Materials to be learner friendly
• large font size
• specific needs of learners to be kept in mind

Transaction Strategy:

1. Print material to follow a core curriculum
2. Print material to be adapted to local needs
3. 75% core, 25% based on local environment

Use of Media

• use of A/V aids stressed for language teaching and concept building.
• Use of audio cassettes.
• Wherever possible, use of mobile electronic kit.
• Explore use of Radio to the maximum. All other means cited above to support radio broadcasts.
• Interactive programmes to be broadcast with the help of local stations of AIR.

Training of facilitators

Training schedules to be comprehensive in nature and include instructors, supervisors and coordinators.

• Face to face mode to be followed.
• Demonstration based
• Periodic reorientation for teachers to reinforce corrective measures.
• Participatory /interactive sessions to be devised.
• No separate teachers manual to be developed. Learning material for learners would contain instructional strategy for teachers.

1. The print material may be supplemented by audio-visual, audio material, folk-media, puppetry, experiential material.
2. The transaction methodology may include project approach participatory method, learning by doing.
3. Traditional wisdom available with locally available talent may have interaction with the learner.
4. The instructional programme may include pre-vocational skills relevant to local areas.
5. Flexibility in the preparation of instructional material in the transaction of curriculum may be taken as hall mark of learning.
6. Material
   1. National Material - A broad framework on material at the national level can be developed which can be further adapted by the agencies at the regional level.
   2. Local, specific material which should be need based and skill based can be developed.
   1. Scope should be given to the regional sectors to develop their own teaching learning material.
   2. One book on integrated approach should be developed which can combine mathematics, environmental science, life sciences etc. In order words compartmentalization should be avoided at this level.
   3. Folk culture should be included.
   4. Activities which develop the motor skills like singing, antakshari should be included.
   5. In development of electronic support concentration should be more on the contact person.
   6. Character building for the child and emphathetic attitude towards others should be emphasized.

Transaction

A book of instruction for contact person to guide the child in investigating his environment through which the MLL outlined in the OBE curriculum can be achieved. This would allow each child or gorup of children to opeate independently and get the required skills at their own pace.

Certification

1. Certification can be done from state govt. or from NOS.
2. Certification should be based on what the child has achieved in cognitive and non-cognitive areas hence holistic certification should be done.

Special Needs

Children with special needs will be able to investigate the environment according to their capacity so learning by doing should be encouraged.

1. The non-government organisations working at grass root level should be involved in planning, material development and evaluation. The NOS may provide some guidelines to the agencies for material development. The agencies with modify them according to their regional needs.
2. The innovative work done by the non-government organisations could be shared between them Mechanics of sharing the work should be developed. There should be regional conferences at least once or twice a year so that agencies could be made aware of the innovative work done and also discuss the further inputs to be made.
3. The agencies should develop good, economically viable and simple (language) material suitable to the local requirements. The NOS may give basic curricullar framework and MLL to the local agencies. The agencies will be given freedom to bring changes in the framework for the development according to their specific needs. The funds for material development should given by the NOS.
4. Special efforts be made to identify and develop the potential of the gifted children.
5. There should be close collaboration between the institutions working in a specific area.
6. The NOS may provide some guidelines to the agencies for material development. The agencies with modify them according to their regional needs.
7. The resource persons at the agencies are to be oriented about the Distance Education Mode. In addition to this the teachers at the agencies are to be oriented about the Distance Education Mode: The teachers training institutions at the local level may be involved in this work.
8. Workshops are to be organised regularly for the purpose of material development and its regular review. The material can be updated accordingly.
9. Transparent accountability and check and balances should be laid down.
10. There should be nodal agencies at the state level and zonal agencies at zone level The NOS may help organise zonal conferences.
11. There should be occasional medical checkup of the learners.
12. The attitudinal change of parents and community is to be brought about for dealing with the disabled children. Specific case experiences may be discussed and material may be prepared according to them. Material should be prepared for instructors and parents. Study material should be developed for society also.
13. There should be cell for handicapped at the NOS Headquarters that the district level people could be given orientation in the area.
14. Efforts be made with the help of NOS to involve the voluntary organisations in planning, execution, monitoring and evaluation from the very beginning for quality based programmes.