State Planning Commission 1
Workshop Series: 15/EE/2014
Role of State Council of EducationalResearch & Training (SCERT) on
Educational Reforms in Tamil Nadu
State Planning Commission
16.04.2014
2 State Planning Commission
Tamil Nadu State Planning CommissionThe State Planning Commission was constituted in Tamil Nadu on 25th May 1971
under the Chairmanship of the Hon’ble Chief Minister as an Advisory body to makerecommendations to the Government on various matters pertaining to the developmentof the State. The Chairman of the Commission is assisted by a team of Members, Consistingof Vice Chairman, Full Time Member & Part Time Members who are experts in variousfields. The Additional Chief Secretary to Government, Planning, Development and SpecialInitiatives and the Principal Secretary to Government, Finance Department are the ex-officio members. The Member Secretary is responsible for administration in theCommission.The Commission has the following technical divisions:1. Agricultural Policy and Planning2. Industries, Power and Transport3. Land Use4. Education and Employment5. Health and Social Welfare6. District Planning and Rural Development7. Plan Co-ordination.Main activities of SPC:The Major Functions of the State Planning Commission are as follows:1. Preparation of Five Year and Annual Plans based on the policies and priorities of the
Government;2. Undertake Mid Term review of the Five Year Plan, other special reviews on the Economy
and advise the Government on appropriate modification and restructuring of theschemes;
3. Monitor development indicators that influence the Human Development Index, GenderDevelopment Index, etc., at a disaggregated level and suggest correctional measures;
4. Undertake special studies as required for formulation and implementation of planprojects and programmes;
5. Tamil Nadu State Land Use Research Board (TNSLURB) is functioning under thechairmanship of Vice Chairman, State Planning Commission as a permanent bodyin the State Planning Commission. This Board is intended to promote interactionand study in the vital areas of land use. The State Planning Commission organizesseminars/workshops and undertakes studies.
6. Human Development Reports (HDRs) were prepared for Dindigul, Sivagangai,Tiruvannamalai, Cuddalore, Nagapattinam, the Nilgiris, Kanyakumari andDharmapuri districts. The concept of Human Development has been disseminatedto all districts through workshops organized in the concerned districts. Proposal forpreparation of District Human Development Reports (DHDR) for the remaining districtsis under process.
7. State Balanced Growth Fund (SBGF) is operated to bridge the regional imbalancesamong the districts.
State Planning Commission 3
CONTENTS
Details Page No.
Workshop Team 4
Workshop Sessions 5
Executive Summary 7
Introduction 11
Session I - “Role of SCERT on Educational Reforms in Tamil Nadu” 21 by School Education Department, Chennai - 9.
Session II - “Role of SCERT on Educational Reforms in 48 Tamil Nadu with special reference to DIETs” by SCERT, Chennai - 6.
Recommendations 53
List of Participants 57
4 State Planning Commission
State Planning Commission
Tmt. Santha Sheela Nair, I.A.S., (Retd.)Vice-Chairperson.
Dr. Sugato Dutt, I.F.S.,Member-Secretary (i/c).
Thiru K. Kumaresan,Head of Division,Education and Employment Division.
Thiru A. Ramaiah,Planning Officer,Education and Employment Division.
Thiru S. Boopathy Mohan,System Analyst.
Thiru M. Paramasivan,Librarian
Dr. S. S. Ravichander,Technical Assistant,Education and Employment Division.
Thiru K. Ayyachami,Planning Assistant,Education and Employment Division.
Tmt. K.V. Dharmasamvardhini,Private Secretary,Education and Employment Division.
WORKSHOP TEAM
Departments
Tmt. D. Sabitha, I.A.S.,Principal Secretary to Government,School Education Department,Chennai – 9.
Dr. S. Kannappan,Director,State Council of Educational Research& Training (SCERT), Chennai – 6.
State Planning Commission 5
WORKSHOP SESSIONS
Welcome Address Dr. Sugato Dutt, I.F.S.,Member-Secretary (i/c),State Planning Commission,Chennai – 600 005.
Presidential Address Tmt. Shantha Sheela Nair, I.A.S.,(Retd.)Vice-Chairperson,State Planning Commission,Chennai – 600 005.
Session I - “Role of SCERT on Tmt. D. Sabitha, I.A.S.,Educational Reforms in Tamil Nadu”. Principal Secretary to Government,by School Education Department School Education Department,Chennai – 9.
Session II - “Role of SCERT on Dr. S. Kannappan,Educational Reforms in Tamil Nadu Director,with special reference to DIETs” State Council of Educational Research &by SCERT, Chennai - 6. Training (SCERT),
Chennai – 6.
6 State Planning Commission
State Planning Commission 7
EXECUTIVE SUMMARY
The State Government evolves
polices from time to time to allow
professional development to play an
effective part in educational reforms. The
policies support the need to create new
structures and institutional arrangements
that support the role of teachers as lifelong
learners. To realise this, the State
Government has already upgraded the
Directorate of Teacher Education, Research
and Training (DTE&RT) in to State Council
of Educational Research and Training
(SCERT) on 26.03.12 in compliance with
Government’s visionary and insightful
decision to expand the capacity building
of teachers, research and development to
enhance quality in School Education.
There has been a paradigm shift in
evaluation education system in Tamil
Nadu. It is one of the Government’s
landmark decision to implement
Continuous and Comprehensive
Evaluation (CCE) from 2012-13 for classes
I to VIII and for IX in 2013-14. The
Government has accelerated the process
of reform in reducing the load of learning
and comprehension by introducing the
trimester system. The small sized books
combined into just two volumes have
enthralled school children more than ever
before.
SCERT proposes to expand its
research activities and conduct state level
research studies, surveys and studies to
facilitate the state to take decisions which
would influence the quality of learning in
the years to come. A revised structure with
Division of Curriculum Studies, Division
of Teacher Education and Foundation, ICT
Division, Division of Special Needs, Division
of Library and Documentation is envisaged.
SCERT will carry out research work on par
with the National Council of Educational
Research and Training (NCERT).
Under the administrative control of
SCERT, there are 30 District Institutes of
Education and Training (DIETs), 9
Government Teacher Training Institutes
with 722 members of teaching faculty and
508 non-teaching staff. SCERT effectively
monitors and supervises 42 Aided, and 544
Self-Financing Teacher Training Institutes.
In all, there are 625 Institutes offering two
year Diploma in Elementary Education
Programme with annual intake capacity of
43,000 students.
The Visions of the SCERT
To conceptualize, plan and ensure delivery
of quality education to all children from
Pre-school to XII std through framing of
State-relevant curriculum, syllabus design,
textbook preparation, learning assessment
with learner- friendliness and professional
development of teachers through pre-
service and in-service programmes,
research and innovation, dissemination
and exchange programmes.
8 State Planning Commission
The objectives of SCERT
To carryout evaluation of the
programmes conducted in the State and
make recommendations on policy
interventions to be taken by the State with
the aim to place Tamil Nadu as numero
one State in the country.
District Institute of Education and
Training (DIET) in Tamil Nadu
The vision of the DIET is carrying
way forward that the Empowering
Teachers through Excellence in Training.
The mission statements speaks about
exemplary Pre-Service Teacher Education,
Comprehensive Quality In-Service
Education, Integration of ICT in training
and Class room processes, Promoting
Work ethics through work experience,
Development of need- based curricular
materials, Data based Planning for
Institutional Development and teacher
quality, Research and Action Research,
Extension Activities.
The major objectives
To reach out to neo-literates through
alternative literacy strategies and to
conduct researches for reflective practice,
programme evaluation and policy decision
at state level.
With the above Vision, Mission and
objectives of the SCERT and DIETs, the
State Planning Commission has conducted
a seminar/workshop on “The Role of
SCERT in Educational reforms in Tamil
Nadu” on 16.04.2014 under the
Chairmanship of the Vice Chairman SPC.
State Planning Commission 9
10 State Planning Commission
State Planning Commission 11
The State Government evolves
polices from time to time to allow
professional development to play an
effective part in educational reforms. The
policies support the need to create new
structures and institutional arrangements
that support the role of teachers as lifelong
learners. To realise this, the State
Government has already upgraded the
Directorate of Teacher Education, Research
and Training (DTE&RT) in to State Council
of Educational Research and Training
(SCERT) on 26.03.12 in compliance with
Government’s visionary and insightful
decision to expand the capacity building
of teachers, research and development to
enhance quality in School Education.
There has been a paradigm shift in
evaluation education system in Tamil
Nadu. It is one of the Government’s
landmark decision to implement
Continuous and Comprehensive
Evaluation (CCE) from 2012-13 for classes
I to VIII and for IX in 2013-14. The
Government has accelerated the process
of reform in reducing the load of learning
and comprehension by introducing the
trimester system. The small sized books
combined into just two volumes have
enthralled school children more than ever
before.
The State Council of Educational
Research and Training is headed by a
Director, 4 Joint Directors, 1 Deputy
Director, 21 Assistant Professors and 47
Ministerial staff. SCERT proposes to
expand its research activities and conduct
state level research studies, surveys and
studies to facilitate the state to take
decisions which would influence the quality
of learning in the years to come. A revised
structure with Division of Curriculum
Studies, Division of Teacher Education and
Foundation, ICT Division, Division of
Special Needs, Division of Library and
Documentation is envisaged. SCERT will
carry out research work on par with the
National Council of Educational Research
and Training (NCERT).
Under the administrative control of
SCERT, there are 30 District Institutes of
Education and Training (DIETs), 9
Government Teacher Training Institutes
with 722 members of teaching faculty and
508 non-teaching staff. SCERT effectively
monitors and supervises 42 Aided, and 544
Self-Financing Teacher Training Institutes.
In all, there are 625 Institutes offering twoyear Diploma in Elementary EducationProgramme with annual intake capacity of43,000 students.
Vision
The important visions are
� To facilitate quality learning amongchildren from pre-school to XIIStandard through planning
� Creating Tamil Nadu CurriculumFramework, child-centric teaching,
INTRODUCTION
12 State Planning Commission
syllabus and text book, child-friendly continuous andcomprehensive evaluation,
� Quality teacher preparation throughmeticulously developed pre and in-service training programmes
� Practice-based researches,innovation, sharing of best practices
� Exchange of experiences throughnational conferences and seminars
� Research and Analysis forupgrading and enhancing thequality of education is Tamil Nadu.
Objectives
The major broad objectives are
1. To facilitate the Directorate of
Elementary Education, Directorate ofSchool Education, SSA and RMSA tomake every school a resourcefullearning organization where every childis welcome and his / her learning needsand emotional needs are met.
2. To design child-centric curriculum,syllabus for Standard I to XII, reframeTeacher Education curriculum,syllabus and existing teaching patternin response to the welcome changes inthe system.
3. To sensitize all the Educational Officerson the rights of children to free andcompulsory education (RTE) and givethem the required technical and
resource support to implement them.
4. To herald qualitative changes anddevelopment at all levels of educationreflecting the ideals of the StateGovernment.
5. To provide academic monitoringsupport services, professional supportin terms of academic research andextension services to all thestakeholders in the field of education.
6. To help all the Directorates of educationto implement the developmentalpolicies and welfare measures of theState Government to nurture theholistic development of the personalityof children.
7. To facilitate school heads to becomeinstructional supervisors and ensurequality learning at all levels ofschooling.
8. To help schools guaranteeUniversalization of Elementary andSecondary Education to all studentswho join Government and Aidedschools.
9. To provide quality training to teachersto ensure equity and social justice ofchildren from all walks of life.
10. To build the capacity of DIETs tofunction as District Resource Centresand extended training centres and
research organizations of SCERT.
11. To provide resource support to SSA and
RMSA in designing training programme
State Planning Commission 13
and providing training to District level
trainers and teacher educators.
12. To forge linkages with institutions ofHigher education, to promotecurricular changes in TeacherEducation based on Nationalcurriculum Frame Work of TeacherEducation, 2009.
13. To revise Teacher Education sourcebooks at the elementary levelincorporating the latest state guidedreform in evaluation (i.e.,) Continuousand Comprehensive Evaluation (CCE).
14. To enhance the rapport with NationalResearch Academic Organizations suchas NCERT, Regional Institute ofEducation (RIE), National University forEducation Planning andAdministration (NUEPA), Ekalaivya(Madhya Pradesh), Tata Institute ofSocial Science, Mumbai, HomibabaInstitute of Science, Mumbai, andRamanujam Institute of Mathematics,Chennai and use the expertise gainedin updating the professionalism ofSCERT faculty, DIET faculty andpractising teachers at large.
15. To scout the outstanding class roomprocesses and disseminate the bestpractices among all the teachers.
16. To assist teachers, through DIET, BRCs
and CRCs in undertaking action
researches and find unconventional
solutions to classroom issues.
17. To evolve ICT based training data
management to record individualteacher profiles and provide need basedacademic support to influence lastingchanges in knowledge, skills andattitudes.
18. To serve as a disseminating centre of
Educational Research and Innovations.
Constitution of the Expert Committee
The Government has announcedthat the existing educational system wouldbe revamped. Subsequently, theGovernment have constituted a 9 memberExpert Committee under the Chairmanshipof the Minister for School Education anddeliberated the measures to improve theexisting school education. As an importantmeasure, the Expert Committeeconstituted 3 sub committees.
1. Tamil Nadu School Curriculum
Framework Committee
2. Syllabus Revision Committee for Higher
Secondary Course
3. Examination Reforms Committee
Educational Reforms and TrainingActivities of SCERT
I n C o m p l i a n c e w i t h t h eGovernment’s announcement in the StateLegislative Assembly in a bid to reduce theload of books and eradicate stress, theGovernment of Tamil Nadu has decided totake forward the following educationalreforms.
14 State Planning Commission
Trimester Pattern
In order to reach the State’s goal ofquality education, SCERT has taken upmany initiatives including the introductionof Trimester System. Through thisinnovative system, the Government’s visionof reducing the load of books and burdenof learning has been accomplished. In2012-13, the text books of Standard I toVIII have been divided into three parts andlanguage books have been clubbed togetherin one volume and core subjectsMathematics, Science and Social Science(Environmental Science for standard I andII) have been combined into a volume. It isproposed to divide IX standard books fortrimester in 2013-14.
Continuous and ComprehensiveEvaluation
The State Government is committedto the cause of providing quality educationassurance in School Education. Toenhance the skills of teachers in CCE, theState Council of Educational Researchdesigns training programme for teachershandling classes I to IX. 1,14,402 primaryteachers and 82,492 Middle School, HighSchool and Higher Secondary teachershandling VI to VIII classes have alreadybeen trained in the process of implementingCCE.
Enhancing the Quality of Textbooks
The SCERT is entrusted with theresponsibility of enhancing the quality ofthe existing textbooks. A series of
workshops were organized to identifyspelling errors, mistakes in sentenceconstruction and conceptual errors. Agroup of eminent teachers and experts ofrespective subjects were involved in thisprocess. At the end, the enriched term-wisetext books have been revised.
Inclusion of Casteless Society and CyberSafety in Text books
Government has announced that achapter will be added on Casteless societyand another on the cyber safety in the textbooks. SCERT has developed the materialfor the same and it will be incorporated inthe text books in the academic year 2013-14.
Right of Children to Free andCompulsory Education Act, 2009 (RTEAct) & Rules, 2011 related training
In 2012-13, SCERT organizedawareness training on Right of Children toFree and Compulsory Education Act, 2009and Tamil Nadu Right of Children to Freeand Compulsory Education Rules, 2011 forall the stake holders. 1,92,958,Headmasters, Teachers, PTA members,District Level and Block Level EducationOfficers have been provided this training.This training has empowered the officersto prevent violation of children’s right toeducation. 60 Police Officials and 64 BRCSupervisors have also been imparted RTEtraining to deal effectively with complaintsor cases against violation of the Right toEducation. SCERT developed a trainingmanual incorporating “Right of children toFree and Compulsory Education Act, 2009”and Tamil Nadu Rules, 2011.
State Planning Commission 15
Training on the Prevention of Child
Abuse
The Government is deeply
concerned with the safety and protection
of children. In a historic move in the
direction of protecting the rights of
children, and preventing sexual abuse or
harassment of young children, the State
Government have ordered to punish erring
teachers to the extent of compulsory
retirement, removal or dismissal from
service including cancellation of their
educational certificates. The administrative
officers of the Districts viz 32 CEOs, 15 IMS
and 32 selected DEEOs and DEOs were
given training to effectively implement the
order keeping in mind the safety and
security of the children.
Induction Training to Newly Recruited
AEEOs
The State Government is keen in
supervising the implementation all the
student welfare measures in Government
and Government Aided schools. In this
context, it becomes mandatory to sensitize
the newly recruited AEEOs in all the
Government schemes, evaluation and
monitoring mechanisms. Hence, SCERT
organized an Induction Training to the 34
newly recruited AEEOs. This will definitely
bring about a change in the quality of the
work carried out by the block level officers.
Capacity Building TrainingProgrammes
Generating Awareness on Environmentamong Upper Primary and Primary ClassTeachers
In a collaborative venture with SarvaShiksha Abhiyan, SCERT organized anenvironmental awareness trainingprogramme. Ninety teachers from 30Districts underwent the Key ResourcePersons Training. This training wouldenable all the upper primary students tounderstand the Environmental issues andenable them to take well informed decisionsin future. The training was extendedto1,40,000 Primary School Teachersthrough CRCs.
Training on Inclusive Education toKey Resource Persons
The Government has instructed the
State Education Department to provideinclusive education and take all measures
to address the learning needs of childrenespecially with special Education needs.
Besides, Hon’ble Chief Minister has alsorecommended special attention to be given
to children with learning disabilities.Special focus has been given to autism,
mental retardation and other learning
disabilities such as dyslexia and
dyscalculia. 31 Special Educators, 30
BRTEs and 30 DIET faculty members had
undergone this training. The expert
support will be continuously provided to
teachers through special teachers to
16 State Planning Commission
sustain the elementary schools. SSA shall
continue to give assistive devices to
differently abled students. Teachers shall
also be given training round the year to
ensure equal learning opportunities to all
the differently abled children.
Simplified Activity Based Learning
(SABL)
After a series of interactive
workshops involving various stake holders
like DIET personnel, BRC personnel,
practicing teachers and SCERT personnel
the number of ABL Cards and large number
of complex logos were reduced to minimum
to ensure that children do not feel the
burden of learning. The most advantageous
change in the revised cards is that they
retain a scope for incorporation of higher
order thinking skills and developing a flair
for experiential learning through mini
projects, paired projects and group
projects. As there is a harmonious
integration of SABL with CCE, there are
immense possibilities for fostering the
reading and listening skills of students at
the primary level. State level Key Resource
Person’s training on SABL was organized
by SCERT and 256 BRTEs and DIET
personnel participated in it. The district
level training benefitted 1,45,000 primary
teachers.
Training on Science Practical forElementary Teachers
Sweeping changes take place in the
teaching learning processes across the
globe. Science teaching cannot be done
with conventional “Chalk and Talk”
methods anymore. Children by nature are
inquisitive and hence hands on learning
will only promote scientific thinking,
analytical thinking and scientific attitude.
To facilitate Upper primary teachers in the
use of Simple Science Practical, training
was organized in collaboration with Sarva
Shiksha Abhiyan, 123 persons participated
in this interactive training programme. This
practically useful training was carried
forward to 1,45,000 teachers at the
elementary level.
Training on Art Education and Work
Experience
The value of Art Education and
Work Experience was realized by experts
of basic education even before
independence. The neglected work
experience and Art Education are gaining
importance in recent times across the State
as Continuous and Comprehensive
Evaluation is being effectively implemented
in classrooms at the elementary level.
SCERT organized a state level training for
key resource persons on art education and
work experience in which 128 persons
participated. This has been successfully
taken forward to 4000 teachers all over the
State Planning Commission 17
State. It is believed that this would nurture
the creative capabilities of young learners.
Training for Primary and Upper Primary
School Heads
The performance of a School
depends very much on the leadership skills
of the school head. Seniors are promoted
to Head Master post by sheer virtue of
seniority. They are forced to learn the work
on the job. They don‘t have direct access
to Human Resource Management courses
and strategies to enhance their
administrative skills. Hence, SCERT, in
collaboration with Sarva Shiksha Abhiyan,
designed a 10 days residential training for
primary and upper primary school heads.
The key resource persons training was
conducted in an interactive mode spiced
up with case studies of Primary, Middle,
High and Higher Secondary Schools. The
outstanding practices of schools which had
good practices were shared. Sessions on
instructional supervision, mobilizing local
resources and garnering parental support
and School based planning and
management were also discussed. This
training will empower 45,000 school heads
with the requisite management skills.
Residential Training for Head Teachers
of Primary and Upper Primary Schools.
SCERT organized a two day
residential programme for 123 Key
Resource Persons representing DIETs,
BRCs and AEEOs. The training was
interactive in nature and case studies of
successful Head teachers from Primary,
Middle, High and Higher Secondary
Schools were discussed. Most of the
participants shared the outstanding
strategies which enabled them to produce
good learning achievement among learners.
The participants were sensitized on the
strategies of internal supervision. More
than 3000 BRTEs and DIET faculty were
trained.
Other Activities and Research
Integration of ICT in School Education
and Teacher Education
Children of today must be ICT
literates if they are to live productive lives
and participate effectively in the work place.
To make children tech-sauvy, it is
imperative to train teachers in ICT. Hence,
the main responsibility of SCERT will be
to integrate ICT in the classroom processes.
The digital content to be developed by
SCERT, in collaboration with tech wizards
in the field, will be hosted in SCERT and
School Education websites for children to
have a free access.
Life Skill Education Programme
Adolescent Children studying in
High and Higher Secondary Schools are
18 State Planning Commission
subjected to tremendous peer pressure.
Besides, the impact of mass media exposes
them to many ideas. Hence, they need to
develop life skills to protect themselves.
They need to develop their life skills in such
a way as to become strong enough say ‘no’
to unacceptable behaviours from peers and
adults. Hence SCERT, in collaboration with
Tamil Nadu AIDS Control Society,
organizes life skill Education programme.
SCERT has meticulously screened the
material for explicit content and designed
the training manual. The CCE introduced
by the Government has an inbuilt life skill
component giving an opportunity to the
young children in the schools to attain
valuable life skills from an early age.
Diabetes Training Programme
Realizing the State Government’s
deep-seated concern for the health and
hygiene of young learners, SCERT
organized training on Diabetes in
collaboration with Indian Diabetic
Research Foundation. The main objective
of the programme is to create awareness
on Diabetes and promote healthy life style
practices among children at the Secondary
level. The programme was piloted in two
districts viz Chennai and Thiruvallur. In
all, 500 High School Science Teachers from
Chennai City (urban) and 450 Science
Graduate teachers from High Schools of
Thiruvallur districts were given this
training. Each trained teacher is expected
to bring welcome changes in the life style
of 95,000 students in Chennai and
Thiruvallur districts and the ripple effect
of this venture can be accessed through
impact study.
Modified School Health Programme
The Modified School Health
Programme aims at curbing health
problems of young students through
preventive measures and including health
behaviours. The Key Resource Training of
594 persons including faculty from DIETs,
BRTEs and members from the Health
Department was conducted in 6 Regional
Centers of Health Department in Chennai,
Madurai, Pudukottai, Villupuram, Salem,
Thiruvallur in collaboration with SCERT.
It was further imparted to 28,503 teachers
at the District level. This would invariably
help all the students.
Education Television Studio
With the objective of telecasting
quality teaching learning programmes
SCERT and SSA jointly select the teachers
who have adopted best teaching learning
activities. A rehearsal at the State level and
the recording 5 lessons each for
Mathematics, Science and Social science,
have been undertaken. Totally 15
programmes have been recorded. The
selection of content, rehearsal and
State Planning Commission 19
recording are done by the faculty members
of DIETs, BRTEs and Teachers. The
students can learn better by getting
experiential learning through this telecast.
Best School Selection
A novel practice of selecting one best
school in each and every month from each
and every district of Tamil Nadu has been
launched by SCERT. The details of selected
schools with its salient features are being
published in the ‘Parent Teacher
Association Magazine’ in order to motivate
other schools in improving their quality.
The faculty of DIETs and block level officials
visit the schools of the selected block and
grade according to the identified
parameters.
National Service Scheme
SCERT and the Directorate of
Collegiate Education jointly organize 34
National Service Scheme (NSSs) units in
DIETs and Government TTIs in all districts.
In 2012-13, special camps were organized
in 34 adopted villages in the 3rd week of
January. Besides, other planned activities
are organized throughout the year. Totally,
1700 Student Volunteers and 34 Project
Officers are involved in the national service
scheme activities.
National Population Education
The National Population Education
Project (NPEP) is the programme
implemented by the Ministry of Human
Resource Development, Government of
India through NCERT. The State Council
of Educational Research and Training
(SCERT), Chennai has been implementing
the programme in Tamil Nadu. As Co-
curricular Activities, Poster Competition,
Role Play Competition and Folk Dance
Competition are conducted for the students
studying in Government High and Higher
Secondary Schools. The Poster Competition
is conducted on the themes related to
Population Education, Adolescence
Education, Adolescent Reproductive and
Sexual Health (ARSH), Gender Equity and
Empowerment of Women, the Family and
the socio-economic factors for the students
of IX to XII studying in Government High
and Higher Secondary Schools.
Research
SCERT has a serious responsibility
of carrying out educational researches. It
involves in measuring outcomes on the
initiatives of the state, interpreting the
results, reporting and giving a rationale for
making relevant changes in the State’s
educational policies. All the stake holders
of education need to be supporters and
20 State Planning Commission
consumers of educational research
because only the SCERT can make
teachers more reflective professionals,
administrators more effective and also
establish benchmarks of standards for the
State. SCERT shall train teachers to carry
out practice-based researches which would
make them reflective practitioners.
Research articles will be invited and
presented in the conferences and the
National Seminars organized by SCERT.
Utilizing the MHRD funds, teachers will be
trained in the methods of Action Research
and Collaborative Action Researches will
be carried out in lab schools. The findings
of District level researches will be shared
in the District level seminars organized at
DIET in every district.
The services of the SCERT in
capacity building of teachers, quality
enhancement of students and schools will
go a long way in improving the standards
of education in Tamil Nadu.
State Planning Commission 21
The Principal Secretary toGovernment, School EducationDepartment explained that the Tamil
Nadu Vision 2023 document envisages
Tamil Nadu as the singular state leading
on all the economic and social indicators
in the country. Tamil Nadu will be India’s
leading state in social development and will
have the highest Human Development
Index (HDI) amongst all Indian states.
Tamil Nadu will provide the best
infrastructure services in India in terms of
universal access to Housing, Water &
Sanitation, Energy, Transportation,
Irrigation, Connectivity, Healthcare, and
Education.
Tamil Nadu State’s Priority in Financing
School Education are In order to achieve
the vision 2023 of Tamil Nadu, a record
budget provision of Rs.14,552.82 crore was
made in 2012-13. A sum of Rs.16,965.30
crore in the budget of 2013-2014 towards
School Education, which is 16.57% higher
than the budget of the year 2012-2013. The
trend has been continued and the School
Education Department has been given the
highest allocation in the State Budget for
2014-15 also by providing an amount of
Rs.17731.71 crores.The allocation for
(Rs.Crore) DSE-8056.72, TRB-2.11, DMS-
4.37, SED-5.17, DNFAE-7.33, DPL-63.16,
SCERT-65.21.DEGE-76.30, RMSA-366.57,
SSA- 700.00, DEE-7618.36. The total
allocation for 2014-15 is Rs. 17731.71
Crores.
State Council of Educational Researchand Training (SCERT)
The State Government evolves
policies/schemes from time to time to bring
about educational reforms so as to place
Tamil Nadu in the Number one position in
the country. As a first step, to achieve the
various educational reforms envisaged by
the Government, the DTERT was upgraded
into “State Council of Educational Research
and Training” by the Hon’ble Chief Minister
in the financial year 2011-12. SCERT
Visions are to conceptualize, plan and
ensure delivery of quality education to all
children from Pre-school to XII std through
framing of State-relevant curriculum,
syllabus design, textbook preparation,
learning assessment with learner-
friendliness and professional development
of teachers through pre-service and in-
service programmes, research and
innovation, dissemination and exchange
programmes.
SCERT - Objectives
The specific objectives of the SCERT
1. To promote Educational Research and
offering training in educational
research methodology.
2. To develop training manuals for all
teacher development programmes
organized by SCERT, SSA, DEE, RMSA
& DSE.
SESSION - I
22 State Planning Commission
3. To design curriculum and syllabus for
elementary, secondary and higher
secondary level based on the
recommendations of NCFs.
4. To develop the model textbooks based
on the approved syllabus.
5. To introduce a new paradigm shift for
schooling by supporting child centric
education with an attempt to link it
with life outside school.
6. To impart training of teachers at
elementary, secondary and higher
secondary levels.
7. To implement and monitor various
training programmes at State, District
and Block levels.
8. To network with State Education
Department, Universities and non-
governmental organizations to
introduce new ideas in to education
network.
9. To promote early childhood education,
research based interventions and
institutional planning .
10. To conduct the State Talent Search
Schemes to identify, support and
nurture talented students.
11. To focus on vocational education with
linkages to prominent industry/
industrial hubs.
12. To ensure successful implemen tation
of the various initiatives taken by the
Government in relation to improvement
and enhancement of elementary,
secondary and higher secondary
education.
13. To design specific strategies for
inclusive education to address issues
of children with special needs,
employability of such children and
graduates.
14. To interact with National and
International organizations such as
NCERT, UNICEF, Departments of
Government of India and various State
Governments to address the quality
issues pertaining to education.
15. To carryout evaluation of the
programmes conducted in the State
and make recommendations on policy
interventions to be taken by the State
with the aim to place Tamil Nadu as
numero one State in the country.
Institutional Structure of theSCERT
The state level SCERT, at district level
District Institute of Education and Training
(DIET), Govt. Teacher Training Institute
(GTTI) 1. Aided TTIs (Minority & Non
Minority) 2. Self Financing TTIs.
Pre-Service Teacher Educational Institutions.
State Planning Commission 23
Need for Introducing Educational
Reforms
The educational reforms is necessary
according to the development of the a
nation. The Scenario at 2010 – 2011 shows
the poor status of education level. In order
to understand the status of school
education analysis of the following
indicators were made1.Gross Enrollment
Rate (GER) 2.Net Enrollment Rate (NER)
3.Completion Rate (CR) 4.Repetition Rate
(RR) 4.Dropout Rate (DR) 5.Transition Rate
(TR) 6.Pupil Teacher Ratio (PTR) 7.Learning
outcomes 8.GER & NER of Primary
Level9.The enrolment of children in
Primary schools was at 99.60% for the year
2010-11. Out of which girls enrolment
increased marginally when compared with
boys enrolment both in GER and NER.
Table - 1
Type of Institute Number No. of Students No. of StudentsEnrolled in 2012-13 Enrolled in 2013-14
DIETs 29 1347 2000
Government TTIs 9 159 245
Aided TTIs 42 925 1279
Self-financing TTIs 458 5902 5960
Total 539 8333 9484
Table - 2
Enrolment of children in Primary schools for the year 2010-11
Indicators 2010-11 Boys Girls Total
GER 100.75 100.99 100.87
NER 99.57 99.63 99.60
GER & NER of Upper Primary Level - The enrolment of children in Upper Primary
schools was at 98.84% for the year 2010-11. Out of which girls enrolment increased
marginally when compared with boys enrolment.
24 State Planning Commission
Table - 3
Indicators 2010-11 Boys Girls Total
GER 101.91 102.05 101.98
NER 98.79 98.89 98.84
Graph-1Focus Areas - Enrolment
Graph-2
State Planning Commission 25
Table – 4
Year Primary Upper Primary
Completion Repetition Dropout Completion Repetition DropoutRate Rate Rate Rate Rate Rate
2010-11 97.36 1.64 1.00 93.35 4.86 1.79
PTR for Primary and Upper PrimaryLevel
The PTR for the year 2010-11 Primary andUpper Primary Levels are given below. The
PTR for the year 2010-11 Primary andUpper Primary Levels are 1:28.18 and1:35.20 as against RTE norms of 1.30 and1.35 respectively.
GER & NER of Secondary Level
The enrolment of children at secondaryschools was 66.71% for the year 2010-11.The GER& NER boys is higher than theGirls.Droput rate is high in Girls.
Table - 5
Pupil Teacher Ratio of Primary and Upper Primary Levels
Primary 28.18
Upper Primary 35.20
There is a decrease in the enrolment inGovernment Schools and the shift is infavour of Private Schools.
Cohort Analysis for Primary and UpperPrimary
Status of the completion Rate, Repetition
Rate and Dropout Rate of Primary and
Upper Primary Levels during the year
2010-11. At Primary level completion Rate
is 97.36 where as at upper primary level is
93.35.Droput rate is high in upper primary
with 1.79.
26 State Planning Commission
The Major issues are to be addressed bythe SCERT for Quality of Schooling.
Efforts have to be taken to improvethe enrolment of children in Primary andUpper Primary levels to 100%.There is adecrease in the enrolment in the Govt.Schools and the shift is in favour of privateschools. This issue has to be addressed.The enrolment of children at secondaryschools was 66.71%. There is wide gap of32% enrolment between upper primary andsecondary levels, which is the serious issueto be addressed. Hon’ble CM gives toppriority for quality schooling. Concernedover these indicators and in view ofimportant parameters, Govt of Tamil Naduhas decided to go in for educationalreforms. Hence School EducationDepartment has initiated manyeducational reforms.
SCERT has played a major role ineffective implementation of theseeducational reforms. The followingeducational reforms were launched.
Educational Reforms (Academic)
A. Improving the quality of education1. Development of Tamil Nadu School
Curriculum Frame work.
2. Revision of Syllabus and Developmentof Text Books (XI - XII)
3. Examination Reforms
4. Development of Curriculum andSyllabus for Elementary TeacherEducation
5. Introduction of Trimester Pattern &Introduction of Continuous andCompre-hensive Evaluation (CCE)Methodology
6. Introduction of Simplified ActivityBased Learning (SABL) at the Primarylevel (Classes I to
7. Improvement in reading, writing andlistening skills
8. Enrichment of the Active LearningMethodology (ALM) at the UpperPrimary Level (Classes VI to VIII)
9. Focus on core subjects for improvingperformance at Secondary and HigherSecondary level
10. Emphasis on the Secondary / HigherSecondary Education to ensuretransition to Higher Education(Classes IX to XII)
Table - 6
Indicators All2010-2011
Boys Girls Total
GER 103.18 98.21 106.3
NER 68.69 64.72 66.71
Dropout Rate 13.02 13.52 13.27
State Planning Commission 27
11. Information and Communi-cation
Technology (ICT) interventions for
better learning outcomes
12. Capacity Building of Stakeholders
B. Improving Access
1. Ensuring Education for all Children in
the age group of 6-14
2. Improve the Gross Enrolment / Net
Enrolment Ratio and reduce the drop
out level both at middle and secondary
level
3. Identify and map habitations eligible
to be provided with access of the
required type of education
4. Introduction of English Medium
Sections in Government Schools
C. Educational Reforms (General)
1. Implementation of RTE Act (2009)
2. Teacher Eligibility Test (TET) – For
appointment of Quality Teachers
3. Written Competitive Exam – for PG
teachers
4. Welfare Schemes for School Children
5. Research Activities for addressing and
solving crucial issues and difficulties
I. Revamping Educational System
1. The Hon’ble Chief Minister hasannounced that the existingeducational system be revamped.
2. Subsequently the Government hasconstituted a 9 member ExpertCommittee under the Chairmanship ofMinister for School Education.
3. As an important measure the ExpertCommittee constituted 3 sub-committees
4. Tamil Nadu School CurriculumFramework Committee
5. Syllabus revision committee for highersecondary course
6. Examination Reforms Committee
II. Development of Tamil NaduSchool Curriculum Framework.
1. The directions enshrined in the Vision2023 document of the Hon’ble ChiefMinister of Tamil nadu.
2. The specific learning needs of thechildren of the State
3. The Tamil Nadu Right of Children to
Free and Compulsory Education
Rules, 2011 which envisages access,
retention and quality education in
schools.
4. The National Curriculum Framework,
2005.
28 State Planning Commission
III. Revision of Higher Secondary
Syllabus
1. The Expert Committee nominated Prof.
Bh. Nagabhushana Rao, Former
Director Academic Programmes and
Director Research, Anna University as
the Chairperson of the Higher
Secondary Syllabus Committee and
developed the draft in the light of NCF
(2005)
2. The draft syllabus was approved by the
Common Board of School Education
3. SCERT has submitted to the
Government for its approval.
IV. Examination Reforms
1. The Examination Reforms committee,
was constituted under the
C h a i r m a n s h i p o f
Mr.G.Balasubramanian, Former
Director (Academic), CBSE, New Delhi
2. This committee would address the
existing issues and suggest measures
to improve the standard and quality
of school examinations
V. Introduction of Trimester
1. In order to reduce the Book load ofschool children and to ensure stress-free and joyful learning by children, theHon’ble Chief Minister of Tamil Naduannounced the introduction ofTrimester Pattern in the floor of StateLegislative Assembly on 26.08.2011
2. Trimester
Three terms in a yearOne set of books for each term.Students carry 1/3rd of the book loadnow.
3. Printed and supplied on time byTNTBES
State Planning Commission 29
Table - 7
Comparison of Weight of Text Books (in Kilogram)
Standard Average weight Priorto 2012-13 Trimesterof Student Weightof Bag Weight of the Bag
2012-13
Boys Girls
I 15 12 3 1.50
II 18 14 3 1.50
III 19 17 4 2.00
IV 19 17 4 2.00
V 27 25 5 2.50
VI 31 29 7 3.25
VII 33 31 7 3.35
VIII 37 35 7 3.75
VI. Continuous and ComprehensiveEvaluation (CCE)
1. Hon’ble Chief Minister of TamilNadu announced the introductionof Continuous and ComprehensiveEvaluation on 26.08.2011 in thefloor of State Legislative Assemblywith the objective of helpingchildren face the examination
2. Implementation of CCE ismandatory as per the RTE act 2009and Tamilnadu is one of thepioneering States.
3. Identified Scholastic Areas –Curricular Units and Co-ScholasticAreas
4. Designed Evaluation Scheme forConnecting Methodology toAssessment
5. Designed assessment Frameworkfor Scholastic Areas and CoScholastic Areas
6. Developed Teachers’ Manual forCCE for Primary, Upper Primaryand Secondary Level
7. Trained Key Resource Persons andTeachers
VII. Simplified Activity Based learning(SABL)
1. ABL was modified and simplified toconform to the radical change in theevaluation system SSA developedSABL cards with the technical supportof SCERT. The SCERT organizedCapacity Building Training to ResourcePersons and Primary Teachers incollaboration with SSA.
30 State Planning Commission
VIII. Simplified Activity Based learning (SABL)
Number of cards as well as milestones have been reduced reasonably and activitieshave been simplified for comprehensive learning
IX. Improvement in Reading, Writingand Arithmetic
1. To improve the student’s basiclearning ability of reading, writing skilland basic arithmetic the SCERTdesigned a special training withsupport of SSA.
2. In all, 65000 primary and Upperprimary teachers got benefitted
3. As a follow up activity, SCERT providesresearch support to SSA in organizingState level Achievement Survey inReading, Writing and Arithmetic Skills.
4. DIET Faculty members facilitateteachers to correctly identify childrenwho needs additional support and toassess their reading, writing andarithmetic skills on monthly basis
Table - 8
Subject Number of Number of Number of Number ofCards in Cards in Milestones in Milestones
ABL SABL ABL in SABL
Tamil 874 321 64 39
English 1649 342 48 29
Maths 914 404 64 40
Science 825 416 50 47
Social Science 384 230 31 26
X. Achievement of StudentsAssessed - Classes I-V
In this survey 1377723 students wereassessed covering 26681 schools acrossthe State
Remedial measures given to the studentshave substantially improved theirperformance in reading and writing levels.The comparative findings of the assessmentis shown below.
State Planning Commission 31
Table - 9
Subject % of Achievement in Previous Month %Current Month
Tamil - Reading 72 69
English - Reading 54 50
Tamil - Writing 63 57
English - Writing 47 40
Arithmetic - Skill Based 56 53
XI. Enrichment of the Active LearningMethodology (ALM) at the UpperPrimary Level (Classes VI to VIII)
1. Teachers trained in integrationof CCE in ALM
2. SCERT is instrumental inconducting training to teachershandling classes VI to VIII
3. Focus on core subjects forimproving performance atSecondary and HigherSecondary level
4. SCERT offered Training to17010 Post Graduate Teachersin Tamil Nadu
5. They were trained in emergingdevelopments in content andinstructional strategies in coresubjects viz., Mathematics,Physics, Chemistry, Biology andZoology.
6. SCERT Organized the trainingprogramme employing the
services of College andUniversity Professors
7. Emphasis on the Secondary /Higher Secondary Education toensure transition to HigherEducation (Classes IX to XII)
8. Educational participation andefficiency critically depends onthe continuance of studentsfrom one stage of education toanother stage.
9. SCERT provides academicsupport to RMSA in planning,providing capacity buildingtraining and onsite supportduring training programmes,and during school visits
10. SCERT assists the RMSA in thedevelopment of the materials forbridge courses and the training
11. SCERT imparts life skillstraining to both secondary andhigher secondary students
32 State Planning Commission
XII. Information and CommunicationTechnology (ICT) interventionsfor better learning outcome
Primary & Upper Primary Levels
1. The State established 8645centres with 23,168 computersand other peripherals.
2. Need based training is given toteachers through Microsoft andother agencies.
3. 1,23,228 teachers have beentrained so far. In the year 20122013, 23,642 teachers havebeen trained on basic computerskills and 2,91,118 studentshave been benefitted.
4. A special content enrichmentDVD namely ‘TOON MASTI’ hasbeen provided to all Primary andUpper Primary schools.
5. SCERT reviewed the DVD andtranslated the content of theDVD.
Secondary Levels
1. The Hon’ble Chief Minister hadannounced the implementationof a new scheme like ICT @ Schools,ICT in schools, Smart Schools so asto help the students to accessinformation on various subjects andmaster in computer literacy
2. SCERT with the help ofEducation content server helpsthe students to have access onvarious subjects.
3. Education Content Server (ECS)which is a part of EMIS of SchoolEducation has been establishedfor sharing of resources throughonline by teachers and students
4. SCERT critically validates thedigital resources for uploadingit in the web portal
5. SCERT has organized thefollowing trainings, workshops,meetings, symposium, discussionsetc., for the effective implementationof RTE Act (2009), Welfare Schemes,Reforms in Pedagogy and Evaluation
State Planning Commission 33
Name of the Programme Beneficiaries
Sensitization training on RTE Act All Stakeholders (1,92,958)
Orientation on NCF 2005 Teacher Educators (500)
Orientation on NCFTE 2009 Teacher Educators (105)
CCE Training All Stakeholders (2,71,107)
Content Enrichment Training to Primary Teachers , Upper Primary Teachers, BTTeachers Teachers PG teachers , DIET and TTI Faculty
Members (1,96,850)
Name of the Programme Beneficiaries
Communicative English Primary Teachers and Upper Primary Teachers(75,489)
Understanding Simple Science Primary and Upper Primary Teachers (76,975)Concepts through Experimentand Projects
Reading Writing and Basic Primary and Upper Primary Teachers (78,029)Arithmetic Skills
Map Reading Skills Upper Primary Teachers (12,960)
Name of the Programme Beneficiaries
Faculty Development Programme : Faculty members of DIET and SCERT (12)Quality Improvement for Personaland Organizational Growth
Faculty Development Programme Faculty members of DIET and SCERT (12)–Team Building
Faculty Development Programme Faculty members of DIET and SCERT (12)–Communication for Effectiveleadership
Capacity Building Programme Faculty members of DIET and SCERT (60)Creative Usage of Media forEffective Education
Social Awareness and Cyber Safety Primary and Upper Primary Teachers (83,029)
Child Rights and Protection Primary and Upper Primary Teachers (77,658)Training
Mobile Counsellor Training Mobile Counsellors (34)& Guidance
Training on MitigatingExamination Stress of Students Graduate Teachers (128)
Workshop on ResearchMethodology DIET faculty (59)
Training on Life Skills Teachers and Students of Standards IX and XI
Details of Capacity Building of Stakeholders
34 State Planning Commission
Capacity Building of Stakeholders
I. Ensuring Education for all Children in the age group of 6-14
1. DIETs have developed DistrictDevelopment Plan in coordination withDistrict functionaries viz., CEO, CEOSSA, DEEO, DEOs and IMS
2. In this process, needs of the Districtslike access, infrastructure, classroominterventions, training, have beendiscussed and identified
3. DIET faculty involved in campaign formobilizing local community to enrollthe children in school in the beginningof the academic year.
4. SMC and SMDC trainings areconducted by DIET faculty
5. Improve the Gross Enrolment / NetEnrolment Ratio and reduce the dropout level both at Middle and Secondarylevel.
State Govt. is sensitive to the issue ofdropout, net enrolment and grossenrolment.
6. Hon’ble Chief Minister ordered toopening of 54 new primary schools, upgradation of 208 middle schools intohigh schools and 300 high schools intohigher secondary schools with 100%States’ financial assistance
7. Up gradation of 65 primary schools asmiddle schools and 552 middleschools as high schools with centraland states’ financial assistant
8. Tamil Nadu being a vast state ,it isnecessary to map all the served andun served habitations to arrive at theexact number of habitations whereaccess needs to be provided
9. To decide on the eligibility of a habitatto have a school mapping of the terrainand comparing the data with already
available access is required
State Planning Commission 35
10. The most important component of GIS
mapping is school mapping.
11. This exercise would help planners toensure that all children who cannotaccess school for social, cultural andeconomic reasons, are enabled to doso.
12. GIS also helps to determine thechanges necessary in schools,including infrastructure, teachers, andequipment.
13. The Geographic Information System(GIS) is a computer-based system forthe storage, retrieval, manipulation,analysis, and display of geographicdata.
14. GIS is an effective tool to manage andmonitor School related activities in theschools of Tamilnadu, where in thefocus is the children and the facilityprovided to them in schools.
15. SCERT and DIETs assist SSA in doingGIS (School mapping exercise) onmodern lines.
16. In response to parental demand andto ensure equality of opportunitiesto all children recently Governmenthas opened English medium sectionsin 3600 schools.
17. SCERT organized training programmesfor the teachers handling thesesections
18. This has resulted in the increase ofenrollment of children to the tune of
one lakh
Implementation of RTE Act 2009
1. SCERT was designated as the nodal
agency for the implementation of RTE
Act
2. SCERT was instrumental for framing
the rulings of the RTE Act 2009
3. SCERT developed training manuals,
brochures, booklet on FAQ
4. SCERT sensitized all the stakeholders
of school education on RTE Act
through trainings and workshops
Teacher Eligibility Test (TET) –
Appointment of Quality Teachers
The State Government has radically
changed the quality of teaching force in
Tamil nadu. So far three TETs have been
conducted by Teachers Recruitment Board
(TRB) and 20920 teachers have been
recruited. Due to this mass appointment,
Teacher Pupil Ratio of Tamil nadu stands
at 1:26 for Primary and 1:27 for Upper
Primary which is far better than the ratio
prescribed by RTE Act (1:30 for Primary
and 1:35 for Upper Primary).SCERT
organized induction training for these
newly recruited 20920 Teachers. As a
unique inclusive initiative in India, Hon’ble
Chief Minister has ordered to conduct a
special TET for differently-abled
candidates. SCERT has been entrusted
with the responsibility of organizing special
36 State Planning Commission
training for the visually impairedcandidates to face the special TET examswith confidence .654 visually impairedcandidates were benefitted. Teachers
Recruitment Board conducted the thirdTamil Nadu Teacher Eligibility Test in theyear 2013, throughout the State. Theoverview of the same is as below:-
A 5% relaxation will be given from thepresent 60% marks for passing the TamilNadu Teacher Eligibility Test. Relaxing 5%marks from the present pass mark of 60%and fixed the pass mark at 55% or 82marks for candidates belonging toScheduled Caste, Scheduled Tribes,Backward Classes, Backward Classes
(Muslims), Most Backward Classes,Denotified Communities and Persons withDisability (PWD).
This relaxation was given to the candidateswho had appeared in the TNTET held in2013. Hence, 43,183 candidatesadditionally qualified in the TNTET, 2013.
Table-10
SL.NO TET 2013 No. of Candidates No.of Candidates Appeared Passed
1. Paper I 2,62,187 12,596
2. Paper II 4,00,311 16,922
Total 6,62,498 29,518
State Planning Commission 37
Table-11
Sl.No TET 2013 No. of candidates declared as Passed asper G.O.Ms.No.25
1. Paper I 17,996
2. Paper II 25187
Total 43,183
Written Competitive Exam for PGTeachers
Government of Tamil nadu hastaken a policy decision to conductcompetitive written examination for therecruitment of competent PG teachersthrough TRB.SCERT organizes inductiontraining utilizing the services ofExperienced PG teachers , DIET Faculty ofDIETs, Colleges and Universities. TheBoard conducted the written exam for therecruitment of Post Graduate Assistants on21.07.2013. 1,59,748 candidates appearedin the exam. However, only 841 PostGraduate Assistants for the subjects of
Tamil, Zoology, Geography, PhysicalEducation Director Grade I, Home Scienceand Bio-Chemistry have been selected. Theprocess of selecting the remaining subjectcandidates is underway.
Welfare Interventions
Government of Tamil Nadu haslaunched many welfare schemes toaddress the social disparities amongschool children. The government supportwould be crucial in enhancing enrollmentand retention. Understanding the concernsof the parents and students, Hon’ble CMhas launched the following welfareschemes
38 State Planning Commission
State Initiatives – Welfare Schemes
Table - 12
Welfare Schemes Classes Beneficiaries Amount(in lakh) (in Crore)
Laptop XII 5.5 1100.00
Special Cash Incentives X - XII 381.00
Text Books I - XII 111.29 264.35
Note Books I - X 77.66 106.45
School Bag I - XII 90.78 120.71
Footwear I - X 77.66 120.07
Geometry boxes, Atlas, etc. VI-X 9.39 6.77
Colour Pencils and Crayons I - V 31.45 6.49
Woollen sweater I - VIII 1.03 3.71
Bus Pass I - XII 20.57 323.00
Uniform I - VIII 46.29 409.30
Cycle XI 6.30 216.04
Sanitary Napkins Girl children 36.07 56.63
Total 3112.52
State Planning Commission 39
Welfare Interventions
SCERT has organized training
programmes to implement the welfare
schemes by the stakeholders effectively.
DIET Faculty members during School Visit
provide on-site support to children how to
effectively use the materials. SCERT has
planned to carry out research about the
outcomes of the welfare schemes’
component in 2015-16
Mobile Counseling Centres
The Government of Tamilnadu
established Mobile Counseling centres
keeping in mind the mental health of High
and Higher Secondary Students. The
Government of Tamil Nadu have appointed
40 State Planning Commission
region-wise ten mobile counselors. The
main aim of this reform is to prepare the
students against the common problems
like mental stress, exam phobia, and
various stresses inside the classroom or
in the society .SCERT is entrusted with the
responsibility of improving the capacity of
guidance and counseling of the mobile
counselors
Creating Awareness on Social issues
Government of Tamilnadu has taken
special initiatives to create awareness on
social issues like Child Rights and
Protection and Cyber Safety .SCERT
developed the training manuals and
organized training for teachers
Research Activities
SCERT has established a Research
Cell, The Research cell guides, Selection of
researchable issues, Writing of Research
proposals, Development and Validation of
tools and Reviewing the report of the
Research Findings.9 State Level and 59
District Level Research Projects have been
taken
Some of the State Level Research
Projects
Development and Validation of Tool
for On-Site Support to DIETs, and Schools,
Utilization of Integrated Science Lab in
Upper Primary Schools, Impact of In-
Service Training Programmes organized by
SCERT and DIETs during 2007-2012,
Reading Skill Development, A Study on the
Performance of PSTE Branch in DIETs and
Mid-Term Assessment Survey on CCE.
Some of the District Level Research
Projects
Functioning of School Management
Committees in Thiruchirappalli
District.Parents’ Attitude towards
Schooling and Education of Girl children
in select blocks of Madurai District.
Awareness of Natural Disasters among
High School Students in Nagapattinam
District .Availability and utilization of ICT
materials at elementary level in Karur
District .A study on Continuous and
Comprehensive Evaluation in Chennai. The
Awareness on RTE Act, 2009 among
Elementary School Teachers in
Pudukkottai.
Outcomes of Educational Reforms
As a result of various educational
reforms initiated by the State Government
remarkable progress have been made in
the following indicators .NER, CR. RR. DR,
TPR, Learning outcomes
GER & NER of Primary Level
The GER of children in primary
schools has increased and crossed 100
percentage.
State Planning Commission 41
Table - 13
GER All
Boys Girls Total
2010-11 100.75 100.99 100.87
2012-13 100.89 100.96 100.93
• The enrolment of children in Primary
schools is progressively increasing
towards 100%.
Table - 14
NER All
Boys Girls Total
2010-11 99.57 99.63 99.60
2012-13 99.68 99.70 99.69
GER & NER of Upper Primary Level
The GER of children in primary schools has
increased considerably and achieved 100
and above.Table - 15
GER All
Boys Girls Total
2010-11 101.91 102.05 101.98
2012-13 101.96 102.10 102.03
• The enrolment of children in Upper
Primary schools is progressively
increasing towards 100%
Table - 16
NER All
Boys Girls Total
2010-11 98.79 98.89 98.84
2012-13 98.95 99.05 99.00
GER & NER of Secondary Level
There is a huge increase from 98.21 to102.93 in the girls Gross Enrolment Rateat Secondary levels. The GER& NER boysis higher than the Girls.Droput rate is highin Girls.
Table - 17
GER All
Boys Girls Total
2010-11 103.18 98.21 106.3
2012-13 103.76 102.93 103.36
There is a huge increase in the enrolment
(27%) at Secondary levels. The Enrollment
is expected increase further due to
successful implementation of various
student welfare schemes.
Table - 18
NER All
Boys Girls Total
2010-11 68.69 64.72 66.71
2012-13 94.35 93.90 94.13
42 State Planning Commission
Cohort Analysis for Primary and UpperPrimary
Status of the completion Rate, Repetition
Rate and Dropout Rate of Primary and
Upper Primary Levels during the year
2010-11.At Primary level completion Rate
is 97.36 where as at upper primary level is
93.35.Droput rate is high in upper primary
with 1.79. The completion rate has
increased. The dropout rate and repetition
rate have decreasedTable - 19
Year Primary Upper Primary
Completion Repetition Dropout Completion Repetition DropoutRate Rate Rate Rate Rate Rate
2010-11 97.36 1.64 1.00 93.35 4.86 1.79
2012-13 97.83 1.34 0.93 94.23 4.74 1.70
Enrolment Trend
There is a positive trend in enrolment inGovernment and Government AidedSchools compared to the private Schools.
The enrolment trend of primary schools
shows that the performance of Govt is next
to private schools and aided schools stands
last position.
Table - 20
Level Category 2012-13 2013-14
Primary Govt. 36.55 38.04
Aided 17.99 16.93
Private 45.4 45.03
Upper Primary Govt. 45.03 44.88
Aided 26.45 27.26
Private 28.5 27.86
State Planning Commission 43
Graph-3
PTR for Primary and Upper Primary Levels
Improvement in the PTR of Primary andUpper Primary Levels’ The PTR for the year
2010-11 Primary and Upper Primary Levels
are 1:28.18 and 1:35.20 as against RTE
norms of 1.30 and 1.35 respectively.
Table - 21
Year Primary Upper Primary
2010-11 28.18 35.20
2013-14 24.74 26.56
44 State Planning Commission
SSLC — Pass Percentage
The performance of students in X standardBoard Examination has been consistently
increasing every year. There is an increase
of 2.8% in the year 2013(89%) when
compared with the previous year (86.2%).
TABLE - 22
2011 2012 2013
Appeared 989382 1050922 1051062
Passed 859717 905538 935215
Pass Percentage 86.9 86.2 89
HSC — Pass Percentage
The performance of students in XIIstandard Board Examination has been
consistently increasing every year. Thereis an increase of 1.4% in the year2013(88.1%) when compared with theprevious year (86.7%).
Table - 23
2011 2012 2013
Appeared 716543 756464 799513
Passed 615593 655594 704125
Pass Percentage 85 86.7 88.1
National Achievement Survey (NAS)Class III & V (2012-13)
The NCERT is conducting periodical
achievement survey at national level for
different classes across the country in all
states from 2002.The NAS report gives
national and state level picture of what
students in specific classes know and can
do and to use these findings to identify gaps
and diagnose areas that need
improvement. The performance of Tamil
Nadu is significantly above the national
average. Tamil Nadu ranked third in the
NAS conducted by NCERT in Mathematics
and fourth in Language.
State Planning Commission 45
Graph-4
Tamil Nadu Status – Much above the National Average on Student’s Achievement –Genderwise – Standard III
Table - 24
Class Level Language Maths EVS
III National 257 252 —
Tamil Nadu 274 271 —
V National 247 251 249
Tamil Nadu 278 279 288
Tamil Nadu ranked third in the NAS conducted by NCERT in Mathematics and fourth inLanguage.
46 State Planning Commission
Educational Development Index (EDI)
As per the Composite EDI and Ranks at
Primary and Upper Primary – 2012-13 (ALL
Schools: ALL Management) Constructed by
National University for Planning and
Administration, New Delhi based on all in
India data, Tamilnadu has moved from
Rank 3 to 1 among the other State in
respect of Primary and Upper Primary.
SCERT has put fourth few
recommendations - They are Introduction
of Innovative Six month Internship
programme in DTEd - Similar to House
Surgeons, a stipend linked six month
internship at the end of II year Diploma in
Elementary Teacher Education (D.El.Ed)
programme is proposed. This would
address teacher shortage squarely in
difficult terrains and inaccessible rural
areas.
ICT award for Innovative SchoolPractices to Teachers - Teachers adoptsdifferent strategies with the help of ICT tosolve learning related issues with creativity.Teaching intelligence should bestrengthened by appropriate rewards.When the award is given after the openpresentation preceded by recordverifications will provide an opportunity toshare their creativity along with awards.Hence ICT award for Innovative SchoolPractices to Teachers is proposed.
Establishment of learning help-linesStudents need support for the continuationof what is taught in the classroom. Allstudents are having not access for gettingsupport. A helpline that will be establishedwill function even in out of the schoolhours. Similar to Call centers this helplinewill provide availability and location of
Educational resources through SMS,
phone calls etc.
State Planning Commission 47
48 State Planning Commission
SESSION - II
District Institute of Education and
Training (DIET) in Tamil Nadu
The vision of the DIET is Carrying wayforward that the Empowering Teachersthrough Excellence in Training. Themission statements speaks aboutexemplary Pre-Service Teacher Education,Comprehensive Quality In-ServiceEducation, Integration of ICT in trainingand Class room processes, Promoting Workethics through work experience,Development of need- based curricularmaterials, Data based Planning forInstitutional Development and teacherquality ,Research and Action Research,Extension Activities. The major objectivesare To prepare committed and competentteachers with a repertoire of skills in theart and craft of teaching, To Provide need-based teacher Development programesthrough in-service training and on-sitesupport for continuous professionalupdation, To design Scholastic and co-scholastic materials for enriching the classroom transaction, To prepare plans forstrategic development of DIETs throughState and Central funding and help otherhorizontal structures e.g SSA, RMSA intheir preparation of District Plans, To makeICT an integral part of training andteaching processes, To nurture the cultureof respecting manual labour throughexperiential learning, To reach out to neo-literates through alternative literacystrategies and To conduct researches forreflective practice, programme evaluationand policy decision at state level
District Institute of Education andTraining –(DIET). They are At presentthere are 29 DIETs in Tamil Nadu, ChennaiDIET was established in 1990.Thebranches of the of DIET are DistrictResource Unit, To assist educationalauthorities in planning and coordinationof training programmes for AE/NFEpersonnel throughout the district andprovide necessary support to suchprogrammes organized outside the dist. Toevaluate and monitor the quality andefficacy of training programmes for NFE/AE personnel held in and outside the DIETand to strive for their continuousimprovement. To maintain data- base onall NFE/AE personnel who undergotraining at the institute, and to organizefollow up activities pursuant to suchtraining.
Educational Technology
Collaborating with concerned staff of thediet and other resource persons,Developing simple, effective and low costteaching aids for various subjects/areasrelated to elementary education andelementary teacher education.
Educational Technology (ET)
To maintain the: all A.V equipments of theinstitute (ii) computer lab (iii) A displayarea for good, low cost teaching aidsdeveloped in house as well as else where,and(iv) A library of educational video/audiocassettes and if the institute has a filmprojector of film To lend slides, cassettes
State Planning Commission 49
and films to institutions having planning/ projection facilities and to borrow themfrom other resource centers.(i) effectiveutilization of educational broadcasts,telecasts ,cassettes and aids (ii)development of simple ,low cost teachingaids.
Planning and Management (P&M)
To maintain an appropriate data base forthe district in coordination with SSA andRMSA this may be required for variousplanning exercises. To conduct studieswith a view to give policy advice toeducational planners/Administrators andprovide data on enrolment, retention, andregularity of attendance of children andadult learners development of normscriteria and techniques for evaluation ofinstitutions of the district
Curriculum & Material Development &Evaluation (C.M.D.E)
To adopt existing items and develop newitems of the following kinds so that theysuit local circumstances and can be usedin elementary teacher educationprogrammes.(i) curricular units - new,locally relevant units could be developedfor the distt. in various subjects tosupplement the generally prescribedcurricula. Such units may pertain to topicslike local geography folk love ,legend,customs forests, fairs and festivals,demography, geology, minerals,agriculture, industry, service, occupation,folk art, handicrafts, communities and
tribes, institutions etc.(ii) teaching learningfor general as well as locally developedcurricular units . specially primary forclasses I and II in tribal languages indistrict having substantial tribalpopulation.(iii) techniques and guidelinesfor continuous and summative learner-evaluation.
Work Experience (W.E.)
To identify locally relevant WE areas, andin cooperation with concern nodalbranches to develop sample curricularunits, teaching learning material, low costteaching aids and evaluation toolstechniques in such areas. To organizeactivities for cleanliness, upkeep anddevelopment of the institute campus rids,play grounds, lawns, gardens, etc and itssurroundings and for basic maintenanceof institute furniture and other properties.To organize community service activitiesand study visits to work centers as a partof training programmes and to promotesuch activities on extra curricular basis.To maintain T.L.M. room, workshop/farm/Garden for activities. To promote workrelated hobbies among trainees of theinstitution
Pre-Service Teacher Education (PSTE)
140 students are undergoing pre-servicetraining in Chennai DIET at present. Theyare also exposed to various experiences inthe field of education, NSS, Science clubactivities, Sports and Yoga, Peaceeducation, Maths club etc
50 State Planning Commission
Training Programmes Organised ByDIET - CCE for 9th Standard teachingteachers , Life Skill Education Programme– LSEP, Content Enrichment for PostGraduate Teachers, Red Ribbon ClubProgramme – RRC
Training Programmes Conducted inDIETs - arivom Agilathai programme forGeography teachers, training for TeachersTeaching in English Medium Sections ofGovt and Aided schools,7th Std Text bookReview, PSTE Maths Source Book Review,Population Education Programme, SpecialTET Training for Visually Impaired Persons
Educational Reforms and TrainingActivities of DIET - Trimester pattern,Continuous and ComprehensiveEvaluation, CCE for 9th Standard Teachers,Content Enrichment Training For PGTs,Life Skill Education Programme – LSEP,World AIDS day function At ChennaiCollectorate, LSEP Training – AIDS DayCompetitions, LSEP Training – AIDS DayCompetitions – Active Participation, LSEPTraining – AIDS Day Competitions,Chennai District Collector Distributed thePrizes, for the Winners distribution.
Trimester Pattern - In 2012-2013, the textbooks of Standard I to VIII have beendivided into three parts, Two Books perTrimester language books - core subjectsMathematics, Science and Social Science.
Continuous and ComprehensiveEvaluation - Training on CCE for teachersof Class 1 to 8th was conducted during May
2012 and Training on CCE for teachers ofClass 9th was conducted during May 2013– Before the start of the new academic year.Nearly 3241 BT teachers are trained inChennai district alone.
CCE for 9th Standard TeachersConducted during May 2013 and 3241teachers are benefitted through thistraining.
Content Enrichment Training for PGTsAfter the up-gradation of DTERT intoSCERT for first time Content Enrichmenttraining for the Post Graduate TeachersTeaching in Higher Secondary Schools forresult improvement conducted. PGTs ofEnglish, Maths, Physics, Chemistry,Botany, Zoology and Commerce&Accountancy covered, College Professorsworked as Resource persons for thistraining programme,623 PGTs are trainedin Chennai District.
Life Skill Education Programme (LSEP)LSEP Training Programme was conductedduring November 2013.415 Teachersparticipated in the programme from 415high and higher secondary schools. In turnthey conducted the programme for 14 daysfor the students of 9th and 11th Stds.
World AIDS day function At ChennaiCollectorate - They are LSEP Training –AIDS Day Competitions, Competitions –Drawing – Elocution - Essay Writing forschool students are conducted on the eveof World AIDs day.
State Planning Commission 51
Research
The research activities under taken by the
DIETs are as follows
1. DIET has a serious responsibility of
carrying out educational
researches.
2. DIET makes teachers more reflective
professionals, administrators and
also establish benchmarks of
standards for the State through
applied and action researches
3. At present there are 59 research
projects being conducted across the
State.
Researches done in DIET ChennaiThey are A Study on Continuous and
Comprehensive Evaluation-By Dr. S.
Shameem, Enhancing Logical Thinking in
Mathematics Through Laboratory Activities
Among 8th Standard Students-By Dr. S.
Malarvizhi.Dr. S. Malarvizhi during her
field visit, the research findings are 1.
Mathematics laboratory activities
enhanced the logical thinking of VIII
standard students. 2. The need for
‘Training on Mathematics laboratory
activities’ was evident from the study.
Innovative practices in DIETs
The important innovative initiatives are
1.Community Breakfast Scheme
DIET,Kid‘s Wall Dictionary Kumulur,
District Development Initiative for the
improvement of literacy skills DIET, Eco
Professional support to govt English
DIET Medium Classes in Elementary
Oddanchatram Schools, Mobile Teaching
in Tribal Schools DIET, Ranipet Schools,
Vadalur.
Training for Visually ImpairedPersons (ET)
The ET is also conducted for Hon Chief
Minister has announced a special Coaching
for Visually impaired persons to write the
TET examination. The forty day programme
was started on 22nd February 2014,250
Visually impaired persons have benefitted
from the training.
Pre-Service Teacher Education (P.S.T.E)
140 students are undergoing Pre-service
training in Chennai DIET at present. Apart
from class room and training activities they
are exposed to various experiences in the
field of education. They also participate in
Science club activities, Sports and Yoga,
Peace Education Activities, Maths club etc
and NSS.
Enhancing the Quality of Textbooks
The DIETs are entrusted with the
responsibility of enhancing the quality of
the existing textbooks. A series of
workshops were organized to identify
spelling errors, mistakes in sentence
construction and conceptual errors. A
group of eminent teachers and experts of
52 State Planning Commission
respective subjects were involved in this
process. At the end, the enriched term-wise
text books have been revised. Textbook
review has been conducted by DIET
faculties. In Chennai DIET, 7th Standard
Mathematics Text Book was reviewed.
Inclusion of Casteless Society and Cyber
Safety in Text books
DIET has developed the material for the
Casteless society and another on the cyber
safety in the text books and it will be
incorporated in the text books in the
academic year 2013-2014.
Extension Activities such as Addressing
social concerns
1.Diabetes - Realizing the State
Government’s deep-seated concern for the
health and hygiene of young learners,
SCERT organized training on Diabetes in
collaboration with Indian Diabetic
Research Foundation. The programme was
piloted in two districts viz Chennai and
Thiruvallur.
2.Child Abuse - BRTEs and middle school
Headmasters were given training to
effectively implement the safety and
security of the children.
Training Programmes conducted in
collaboration with SSA - Generating
Awareness on Environment among Upper
Primary and Primary Class Teachers,
Training on Inclusive Education, Training
on Simplified Activity Based Learning
Method, Training on Science Practical for
Elementary Teachers, Training on Art
Education and Work Experience ,Training
for Primary and Upper Primary School
Heads for Leadership Skills.
There is a gap between the functions of
National Council of Educational Research
and Training (NCERT) and State Council
of Educational Research and Training
(SCERT) resulting in non implementation
of most of the policies and schemes
envisaged by the Ministry of Human
Resources and Development. Hence, it is
necessary to strengthen and improve the
infrastructure facilities of the SCERT and
DIETs to enable it to carry out more
research oriented projects and assessment
surveys.
Capacity building of teachers is inevitable
to improve the learning outcomes viz.
Reading, Writing and Listening skill of the
student right from the primary level.
Hence, it is necessary to increase the outlay
of capacity building particularly in the
Areas of the induction training, refresher
training and subject wise training for
English, Maths and Science.
State Planning Commission 53
� Introduction of Innovative Sixmonth Internship programme in
DTEd – similar to House Surgeons, a
stipend linked six month internship at
the end of II year Diploma in
Elementary Teacher Education
(D.EI.Ed) programme is suggested. It
is necessary to address teacher
shortage squarely in difficult terrains
and inaccessible rural areas.
� It is necessary to lay emphasis on
School Development Plan. This will
help to address the specific issues to
be resolved in the respective school for
improving the performance.
� Special focus to be made on trainingof Headmasters as this will bring out
the remarkable improvement in
planning strategizing and
implementing programmes and
schemes at the school level.
� ICT award for innovative schoolpractices to teachers is to be given for
teachers adopts different strategies
with the help of ICT to solve learning
related issues with capacity, Teaching
intelligence should be strengthened by
appropriate rewards and this award is
given after the open presentation
preceded by record verifications will
provide an opportunity to share their
creativity along with awards.
� Establishment of Learning help-linesis suggested that the students needsupport for the continuation of whatis taught in the classroom, students
are having not access for getting
support. This helpline will function
Recommendations/ Outcomes
54 State Planning Commission
even in out of the school hours and it
will provide availability and location of
Educational resources through SMS,
Phone calls etc.,
� Skill Development Programmes and
Career Counselling are also require to
be given special thrust: School
Education Department may take
necessary action to provide typing skill
& Data entry guidance to all the
children. The market demand for
skilled manpower may be examined
and appropriate opportunity /
platform may be provided to children
in order to develop their employability
in industries after acquiring
appropriate skill development courses.
� All the Training Programmes
conducted for the school teachers may
contain Sanitation issues in the
training module. The Text books and
Note Books supplied by the School
Department may have the social
message highlighting the importanceof Sanitation & toilet usage printed onthe cover pages.
� It is suggested that to ensure optionalutilization of toilets available in theschool premises staggered usage,supervision of usage by the teachers,maintenance of school toilets,construction and design of toilet withinthe premises school buildings etc.,need to be encouraged. For all GirlSchools it must be ensured thatincinerators are available.
� Chapter on Safe Sanitation andhygiene may be incorporated in all theclasses of Primary and SecondarySchool children as a curriculum.
� It is suggested that the sanitation oathcan be taken in the housing assemblyto sensitize and motivate the childrento have toilet in their homes.Recognition of the children in theassembly for the promotion ofsanitation would create more demand.
State Planning Commission 55
Arithmetic Skill
56 State Planning Commission
State Planning Commission 57
LIST OF PARTICIPANTS
S.No. Name and Designation
1. Tmt. Santha Sheela Nair, I.A.S., (Retd.),Vice-Chariperson,State Planning Commission, Chennai-5
2. Dr. Sugato Dutt, I.F.S.,Member-Secretary (i/c),State Planning Commission, Chennai-5
3. Tmt. D. Sabitha, I.A.S.,Principal Secretary to Government,School Education Department, Chennai-9
4. Thiru V. C. Rameswara Murugan,Director of School Education, Chennai-6
5. Thiru S. Kannappan,Director,State Council of Education Resource & Training, Chennai–6.
6. Thiru N.R. Murali,Deputy Commissioner,KVS Regional Office, Chennai-6
7. R. Pitchai,Director of Matriculation Schools, Chennai-6
8. Thiru A. Sankar,Project Director, RMSA, Chennai-6
9. Dr. R. Elangovan,Director of Elementary Education, Chennai-6
10. Dr. M. Palanisamy,Joint Director,Directorate of School Education, Chennai-6
58 State Planning Commission
LIST OF PARTICIPANTS
11. Thiru P.A. Naresh,Joint Director, RMSA, School Education Dept., DPI, Chennai-6
12. Ms. Sridevi,Joint Director,State Council of Education Resource & Training, Chennai-6
13. Dr. R. Kishore Kumar,Sr. Principal, St. John’s School, Chennai
14. Ms. Suganya,Joint Director,Directorate of Non - Formal and Adult Education, Chennai-6
15. Thiru R. Alavandar,Senior Lecturer, District Institute of Education & Training,Vadalur, Cuddalore District
16. Dr. R. Ayyappan,Principal, District Institute of Education & Training, Chennai-5.
17. Ms. Aruna Rathnam,Education Specialist, UNICEF, Chennai
18. Dr. S. Vincent De Paul,Reader, State Council of Education Resource & Training, Chennai.
19. Thiru M. Gunasekaran,Technical Officer,Directorate of Non - Formal and Adult Education, Chennai-6
State Planning Commission 59
60 State Planning Commission