Policies and Schemes Related to Secondary and Higher Secondary Education: National Policy of Education (1992)

Mr.Ashish Singh

Assistant Professor

Department of Education

ModernCollege of Professional Studies,Ghaziabad

M.Ed. III SEMESTER, BATCH:2023-25

UNIT-01

 Policies and Schemes Related to Secondary and Higher Secondary Education: National Policy of Education (1992)

The National Policy on Education (NPE) of 1986, as modified in 1992, is a comprehensive framework that guides the development of education in India. This policy focuses on several key areas including access, quality, and equity in secondary and higher secondary education.

It provides a detailed strategy for enhancing the educational landscape in India. Below is a point-wise and paragraph-based exploration of the policies and schemes related to secondary and higher secondary education as articulated in the NPE 1992.

 1. Overview of the National Policy on Education (1992)

     Vision and Objectives: The NPE 1992 aimed to provide education of equitable quality to all students up to the age of 14 years and to promote a learning environment for excellence in secondary and higher secondary education.

      Modifications from 1986 Polic: The NPE 1992 was essentially a review and update of the NPE 1986. It integrated feedback from the implementation of the earlier policy and addressed the challenges and gaps that had emerged. Some of the significant modifications include:

ü  Strengthened Focus on Secondary Education: While the 1986 policy primarily concentrated on primary education, the 1992 policy broadened its scope to include secondary and higher secondary education, recognizing their crucial role in the educational continuum.

ü  Revised Curricular Framework: The policy proposed a new national curriculum framework that emphasized life skills, vocational education, and the incorporation of local knowledge and culture.

ü  Teacher Education and Training: Recognizing the critical role of teachers in improving educational outcomes, the policy emphasized enhancing the quality of teacher education programs, providing regular in-service training, and establishing a National Institute of Educational Planning and Administration (NIEPA) for training educational administrators.

ü  Decentralized Management: A major shift from the centralized approach, the 1992 policy advocated for decentralization of educational administration, encouraging the involvement of Panchayati Raj Institutions (PRIs) and School Management Committees (SMCs) in school governance.

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 2. Universalization of Secondary Education

ü  Access and Expansion: The policy aimed at universalizing access to secondary education by expanding the number of schools, particularly in underserved areas. It emphasized the need to establish more schools and provide adequate infrastructural facilities.

ü  Operation Blackboard: This scheme aimed to improve the physical environment of schools, ensuring essential facilities like classrooms, blackboards, toilets, and drinking water.

3. Improvement in Quality of Education

ü  Curriculum and Pedagogy: Emphasized the need for a curriculum that fosters creativity, critical thinking, and problem-solving skills. It recommended a review of the curriculum every five years to keep it relevant to the changing needs of society.

ü  Teacher Training: Emphasized the professional development of teachers through pre-service and in-service training programs to improve the quality of teaching at secondary and higher secondary levels.

4. Equity and Inclusion

ü  Education for Disadvantaged Groups: Special provisions were made for girls, Scheduled Castes (SC), Scheduled Tribes (ST), and other backward communities to ensure equitable access to secondary education. Schemes like scholarships, free textbooks, and uniforms were introduced.

ü  Inclusive Education for Disabled Children: Policies were framed to provide inclusive education for children with disabilities, integrating them into regular schools with necessary support services.

5. Examination Reforms in Secondary and Higher Secondary Education

Examination reforms are crucial for improving the quality and relevance of secondary and higher secondary education in India. The traditional examination system has often been criticized for being overly focused on rote learning, creating immense pressure on students, and not adequately assessing their overall development and practical skills. To address these challenges, reforms like Continuous and Comprehensive Evaluation (CCE) and the introduction of vocational education have been introduced. These reforms aim to create a more holistic, inclusive, and practical approach to student evaluation and learning.

A. Continuous and Comprehensive Evaluation (CCE) in Secondary Education

Objective: Implemented primarily in secondary education (classes 9 and 10), CCE aims to move away from the traditional rote-learning approach by offering a more comprehensive evaluation method. It addresses the limitations of a single, high-stakes board exam and provides a balanced assessment of a student's overall performance.

• Holistic Assessment: CCE evaluates both scholastic and co-scholastic areas. Scholastic areas include academic subjects like Mathematics, Science, Social Science, and languages, while co-scholastic areas cover life skills, physical education, arts, and social responsibilities. This dual focus ensures that the evaluation process is not limited to academic achievements but also considers the overall personality development of the student.
• Reducing Exam Stress: By assessing students through multiple smaller tests, quizzes, projects, and activities throughout the year, CCE reduces the stress associated with a single final examination. This system provides students with continuous feedback and opportunities to improve their performance.
• Encouragement of Creativity and Critical Thinking: CCE emphasizes the importance of creativity, critical thinking, and problem-solving skills. It encourages students to engage in activities like group discussions, debates, projects, and fieldwork, which help them develop a broader perspective and deeper understanding of their subjects.
• Support for Diverse Learning Needs: CCE allows teachers to tailor their teaching methods and assessment strategies according to the individual learning needs of students. This personalized approach helps identify and address the specific strengths and weaknesses of each student, promoting a more inclusive and supportive learning environment.

B. Continuous and Comprehensive Evaluation (CCE) in Higher Secondary Education

Applicability: While CCE is primarily implemented in secondary education, its principles can also be beneficial in higher secondary education (classes 11 and 12). At this stage, students are typically under immense pressure due to board exams and competitive entrance tests for higher education.

• Focus on Practical and Applied Knowledge: In higher secondary education, the inclusion of practical assessments, projects, and internships can help students apply theoretical knowledge to real-world scenarios. For instance, science students can be evaluated based on their laboratory work and research projects, while commerce students can be assessed on practical assignments related to business studies and economics.
• Preparation for Higher Education and Careers: CCE helps prepare students for higher education and professional careers by promoting skills like research, analysis, time management, and teamwork. This preparation is especially crucial as students make significant decisions about their future academic and career paths during this stage.

3. Introduction of Vocational Education in Secondary and Higher Secondary Levels

Objective: Vocational education at the secondary and higher secondary levels aims to make education more relevant to the practical needs of the job market. It provides students with industry-specific skills and knowledge, offering them an alternative pathway to traditional academic courses.

• Vocational Courses in Secondary Education: Introduced as elective subjects alongside the core academic curriculum, vocational courses at the secondary level (classes 9-10) include fields like information technology, healthcare, retail, agriculture, and automotive repair. These courses provide basic skill training and industry exposure to students, making them aware of different career options early on.
• Vocational Education in Higher Secondary Education: At the higher secondary level (classes 11-12), vocational education becomes more specialized. Students can choose from a variety of courses that align with their career interests, such as hospitality management, electrical technology, fashion design, or financial markets. These courses often include internships and practical training components, which enhance students' employability and practical experience.
• Improving Employability: Vocational education bridges the gap between education and employment by equipping students with job-ready skills. It addresses the mismatch between the skills taught in schools and the skills demanded by industries, thereby improving the employability of graduates.
• Reducing Dropout Rates: By offering practical, career-oriented training, vocational education can help retain students who might otherwise drop out of school due to lack of interest in traditional academic subjects or financial constraints. It provides an opportunity for students to gain skills that enable them to enter the workforce directly after completing their secondary or higher secondary education.
• Integration with General Education: The integration of vocational education with general education ensures that students receive a well-rounded education. They can pursue academic subjects alongside vocational training, giving them the flexibility to either continue with higher education or join the workforce immediately after school.

4. Challenges and Implementation of Reforms

While the introduction of CCE and vocational education are significant steps towards reforming the secondary and higher secondary education system, their implementation faces several challenges:

• Teacher Training: Effective implementation of CCE and vocational education requires well-trained teachers who can handle diverse teaching methods and vocational subjects. There is a need for comprehensive teacher training programs to equip educators with the necessary skills.
• Infrastructure and Resources: Many schools, especially in rural areas, lack the infrastructure and resources needed for practical training and continuous evaluation. Laboratories, workshops, and training facilities are essential for vocational education but are often inadequate.
• Student and Parent Awareness: There is often a lack of awareness among students and parents about the benefits of vocational education. Many still perceive traditional academic streams as the only pathway to success. There is a need for awareness campaigns to change these perceptions and encourage more students to opt for vocational courses.
• Policy Support and Funding: Successful implementation of these reforms requires strong policy support and adequate funding. Governments need to invest in infrastructure, training, and resources to ensure the effective execution of these reforms.

 6. National Curriculum Framework (NCF)

The National Curriculum Framework (NCF) is a comprehensive guideline that shapes the educational curriculum and pedagogy across various levels of schooling in India, including secondary and higher secondary education.

The NCF aims to create a coherent and flexible educational structure that responds to the diverse needs of students while promoting national integration, secularism, and democratic values.

It serves as a blueprint for the development of textbooks, teaching practices, and assessment methods. The NCF has been revised multiple times to address emerging challenges and incorporate contemporary educational needs, with significant updates in 1988, 2000, 2005, and more recently as proposed in the National Education Policy (NEP) 2020.

 Core Curriculum

1. National Integration and Unity:

• Emphasis on Unity in Diversity: The NCF advocates a core curriculum that fosters a sense of national identity while respecting the diversity of cultures, languages, and religions in India. This is particularly crucial at the secondary and higher secondary levels, where students begin to engage more deeply with social and civic issues.
• Common Themes: Subjects like Social Science, History, and Political Science include themes that promote understanding of India’s pluralistic society, national movements, and constitutional values, aiming to develop responsible and aware citizens.

2. Secularism and Democratic Values:

• Promoting Secular Ideals: The curriculum is designed to impart the values of secularism, ensuring that education remains free from any religious bias. This is reflected in the objective and balanced presentation of historical and cultural narratives in subjects like History and Civics.
• Democratic Values: The framework emphasizes teaching the principles of democracy, including justice, liberty, equality, and fraternity. It encourages students to engage in discussions, debates, and critical thinking activities that reflect these values, preparing them for active participation in a democratic society.

3. Flexibility for Regional Content:

• Inclusion of Local Content: While maintaining a core curriculum, the NCF allows for the integration of region-specific content, acknowledging the diverse cultural and geographical landscape of India. For example, the language curriculum includes provisions for regional languages, and the Social Science curriculum can incorporate local history and geography.
• Contextual Learning: The curriculum encourages the inclusion of locally relevant examples and case studies in subjects like Environmental Science and Economics, making learning more relatable and meaningful for students.

Use of Technology in Education

1. Integration of Digital Tools:

• Audio-Visual Aids: The NCF promotes the use of audio-visual tools such as educational videos, documentaries, and interactive presentations in classrooms. These tools make complex concepts more accessible and engaging, especially in subjects like Science and Mathematics at the secondary and higher secondary levels.
• Digital Classrooms: The framework encourages the establishment of smart classrooms equipped with projectors, interactive whiteboards, and internet connectivity. These technologies support interactive learning experiences and facilitate access to a wide range of educational resources.

2. ICT in Education:

• Information and Communication Technology (ICT): The NCF advocates the inclusion of ICT as a subject as well as a pedagogical tool across the curriculum. This includes teaching basic computer skills, coding, and the use of educational software, which are particularly emphasized in the secondary and higher secondary levels to prepare students for the digital age.
• E-Learning Resources: The framework encourages the use of e-learning platforms and digital content repositories like e-PATHSHALA, National Digital Library of India (NDLI), and DIKSHA, which provide access to textbooks, video lessons, and interactive exercises for students and teachers alike.

3. Internet and Online Learning:

• Access to Global Knowledge: The internet is recognized as a valuable resource for expanding students' learning horizons. NCF encourages teachers to guide students in using online resources for research projects, assignments, and self-directed learning, especially for higher secondary students.
• Blended Learning Models: The NCF supports blended learning models that combine traditional classroom instruction with online learning, offering flexibility and personalized learning paths. This is especially useful for higher secondary students who need to prepare for competitive exams and higher education.

Impact on Secondary and Higher Secondary Education

1. Enhanced Learning Experience: The use of technology and a well-rounded curriculum helps in making learning more interactive and engaging. It enables students to explore subjects in depth, develop critical thinking skills, and apply their knowledge practically.
2. Preparation for Future Challenges: A technology-integrated curriculum equips students with the digital literacy skills necessary for future academic and professional environments. It also fosters adaptability and lifelong learning habits, which are crucial in a rapidly changing world.
3. Holistic Development: The focus on secularism, democratic values, and national integration ensures that students not only excel academically but also grow into well-rounded individuals with a strong ethical foundation and a sense of social responsibility.

7. Schemes and Initiatives Introduced under NPE 1992 Related to Secondary and Higher Secondary Education

The National Policy on Education (NPE) 1992 laid the foundation for several schemes and initiatives that significantly impacted secondary and higher secondary education in India. While some programs were primarily focused on primary education, their long-term impact also benefited the higher stages of education by creating a stronger base and ensuring better transitions. Below are the key schemes and initiatives relevant to secondary and higher secondary education:

1. District Primary Education Programme (DPEP)

• Objective: Launched in 1994, the DPEP aimed to reduce dropout rates at the primary level, improve the quality of education, and achieve the universalization of primary education.
• Impact on Secondary Education: Although DPEP primarily targeted primary education, it indirectly contributed to secondary education by increasing retention rates and ensuring a higher transition from primary to secondary level. The improved foundation at the primary level led to better preparedness and enrollment in secondary education.
• Outcomes: DPEP succeeded in reducing dropout rates and improving the quality of education at the primary level, which had a cascading effect on secondary education, enhancing overall educational outcomes.

2. Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

• Launch and Objective: Introduced in 2009, RMSA was a major initiative aimed explicitly at improving secondary education in India. It sought to universalize secondary education by 2017 and achieve an enrollment rate of 75%.
• Key Features:
• Infrastructure Development: Construction of new schools, additional classrooms, and improved facilities such as laboratories, libraries, and toilets.
• Quality Improvement: Focus on teacher training, curriculum revision, and introducing modern teaching methodologies.
• Reducing Dropout Rates: Special initiatives for girls, socially disadvantaged groups, and children with disabilities to encourage their participation in secondary education.
• Outcomes: RMSA played a crucial role in increasing enrollment, reducing gender and socio-economic disparities, and improving the overall quality of secondary education.

8. Role of Private Sector and PPP Models in Secondary and Higher Secondary Education

The NPE 1992 acknowledged the significance of private sector involvement and public-private partnerships (PPP) in enhancing the quality and reach of secondary and higher secondary education. The following points highlight the role and impact of these models:

1. Encouragement to Private Sector

• Expansion of Access: The policy recognized that the private sector could play a critical role in expanding access to education, particularly in urban and semi-urban areas where government resources were limited.
• Diverse Educational Options: Private institutions provided a variety of educational options, contributing to the overall growth of secondary and higher secondary education by offering specialized and diverse curricula.
• Quality and Infrastructure: Many private schools have better infrastructure, smaller class sizes, and more resources for extracurricular activities, contributing to a holistic education experience.

2. Public-Private Partnerships (PPP)

• Infrastructure Development: PPPs were encouraged to build and manage schools, particularly in underserved areas, to improve infrastructure and ensure quality education.
• Innovative Practices: Collaboration with private entities brought innovative teaching methodologies, management practices, and use of technology in classrooms, thereby improving the quality of education.

3. Regulation and Accreditation

• Need for Regulatory Mechanisms: The NPE emphasized the need for regulatory mechanisms to ensure that private institutions maintain educational standards and do not exploit students financially.
• Quality Assurance: Accreditation processes and regular audits were suggested to maintain the quality and integrity of private educational institutions.

9. Decentralization of Educational Administration in Secondary and Higher Secondary Education

The NPE 1992 advocated for the decentralization of educational administration to improve the efficiency, accountability, and effectiveness of educational governance. The following points elaborate on its implications for secondary and higher secondary education:

1. School Management Committees (SMCs)

• Community Involvement: SMCs were established to involve parents, teachers, and local community members in the management and monitoring of schools, including secondary and higher secondary schools.
• Local Accountability: Empowering SMCs helped in improving accountability and responsiveness to local educational needs and challenges.

2. Role of Panchayati Raj Institutions

• Grassroots Planning: Panchayati Raj Institutions were given a role in planning and implementing educational programs at the local level, ensuring that secondary and higher secondary schools addressed community-specific needs.
• Resource Allocation: These institutions were involved in the allocation of resources and monitoring of educational outcomes, thereby improving transparency and governance.

10. Monitoring and Evaluation of Secondary and Higher Secondary Education

The policy emphasized robust monitoring and evaluation mechanisms to track the performance of secondary and higher secondary education systems. This was crucial for maintaining educational standards and ensuring effective implementation of policies and programs.

1. Performance Monitoring

• Regular Assessments: Systems were introduced for regular monitoring of school performance, teacher effectiveness, and student outcomes to identify gaps and areas for improvement.
• Outcome-Based Evaluation: The focus was on outcome-based evaluation to ensure that educational goals, such as increased enrollment and reduced dropout rates, were being met.

2. Educational Statistics

• Data Collection and Analysis: Emphasized the importance of collecting accurate educational statistics and using them for policy-making and tracking progress.
• Information Systems: Development of robust information systems to support data-driven decision-making and improve the planning and management of secondary and higher secondary education.

11. Financial Allocation and Budgetary Support for Secondary and Higher Secondary Education

Financial support and resource mobilization are critical to the successful implementation of educational policies. NPE 1992 highlighted the need for increased funding and efficient use of resources in secondary and higher secondary education.

1. Increased Funding

• Budget Allocation: Advocated for a significant increase in budgetary allocation to the education sector, with a special focus on improving secondary education infrastructure and quality.
• Targeted Investments: Focused on targeted investments in teacher training, curriculum development, and infrastructure to bridge the quality gap.

2. Resource Mobilization

• Alternative Resources: Suggested alternative means of resource mobilization, such as community contributions, corporate social responsibility (CSR) funds, and international aid.
• Efficient Utilization: Emphasis on the efficient utilization of funds to maximize the impact on secondary and higher secondary education outcomes.

12. Challenges and Criticisms of NPE 1992 in the Context of Secondary and Higher Secondary Education

Despite the comprehensive nature of NPE 1992, several challenges and criticisms were associated with its implementation in secondary and higher secondary education.

1. Implementation Gaps

• Regional Disparities: Inconsistent implementation across different states and regions led to uneven educational outcomes, particularly in rural and remote areas.
• Resource Constraints: Lack of adequate resources and trained personnel hindered effective implementation, especially in the context of infrastructure and teacher training.

2. Quality vs. Quantity

• Focus on Enrollment: While the policy succeeded in increasing enrollment rates, the quality of education often suffered due to overcrowded classrooms, insufficient teaching staff, and inadequate facilities.
• Standardization Issues: The emphasis on a uniform curriculum sometimes overlooked regional and local educational needs, leading to a mismatch between student aspirations and available resources.

13. Legacy and Impact of NPE 1992 on Secondary and Higher Secondary Education

The NPE 1992 laid the groundwork for several future educational policies and reforms, significantly impacting secondary and higher secondary education in India. 

1. Foundation for Future Policies

• Right to Education Act (2009): The principles of universal access and quality education outlined in NPE 1992 were foundational for the enactment of the Right to Education Act, which made education a fundamental right for children up to the age of 14.
• National Education Policy (NEP) 2020: NPE 1992's focus on quality, inclusion, and decentralization influenced the NEP 2020, which aims to overhaul the Indian education system with an emphasis on holistic, flexible, and multidisciplinary learning.

2. Increased Enrollment and Literacy Rates

• Secondary Education Enrollment: Contributed to a significant increase in secondary school enrollment and retention rates, particularly among girls and marginalized communities.
• Improved Literacy Rates: The policy's focus on universal access and quality education helped improve literacy rates across the country, laying a strong foundation for lifelong learning and development.

 

Conclusion: the NPE 1992 had a profound and lasting impact on secondary and higher secondary education in India. It introduced key reforms and initiatives that expanded access, improved quality, and laid the groundwork for future policies and innovations in the education sector. While challenges remain, the policy's legacy continues to influence the evolution of the Indian education system.