 Hello, I welcome you all once again to my channel, Explore Education, I'm Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls Ruby College University of Palama. And this time I'm going to discuss with you a very important topic related to secondary education in India. And this time I'm going to discuss various problems of secondary education like diversification of courses, means lack of diversification of courses, vocational lack of vocationalization and issue of nationalization and textbooks in secondary education. I have covered all these topics in this one video. So let's start, diversification of courses. Look, we have talked about education on secondary education, i.e. on secondary education. In that, you have already known that with the help of Woods Dispatch, your heart committee, Hunter Commission, i.e. even before you got your position, as many commissions committees have been made on education, they have said that on secondary education courses should be diversified. And the education should be diversified. Why is that? Because you know, the basic linkage of this is that we still have only 27% of students enrolled in higher education. This means about 73% of students do not study after secondary education. This means that after secondary education, they are leaving their studies. So they are leaving their studies. This means that we make them fit there, so that they can be employable, they can be a productive member of the society. Plus, because in that situation, the child who has become an adolescent, is studying in secondary education, is studying in higher secondary education, it has a different ability, attitude, aptitude, interest. It gets all set up, the personality becomes one at that time. So why are we taking the single track of the way? So here, it means diversify courses in many ways. If we run many major courses, then the students can cater to different needs. And actually, we can do student-centered learning. So, we have talked about diversification of courses. But when does the problem get solved? The problem gets solved after talking about it again and again, after meeting it again and again. Still, we are not able to make multi-purpose schools, we are not able to diversify our courses. So this is the diversification. The concept of diversification of courses is that there should be a diversification of courses. The problem is that diversification of courses has not yet been solved. So, our secondary schools should no longer be single track institutions, but should offer a diversity of educational programs calculated to meet varying aptitudes, interests, and talents which come into prominence towards the end of the period of compulsory education. What I mean is that our secondary schools should not be single track institutions. They are going on the same path. No, it shouldn't be like that. In fact, what we are offering is in a very different way. We should have a complete diversity, so that they can fulfill the talent of different students. We should be able to meet them. The secondary education commission, which you know, Dr. Lakshman Swamy's chairperson, is also known as the secondary education commission. He also said that it should be established as a multi-purpose school for secondary education. We are able to provide varied courses of interest. And as far as possible, we should open up multi-purpose schools to fulfill the different interests, interests, and interests. And in the diversity five courses, we saw that they made seven types of groups and said that you should study them in such a way. Study the sciences, technical subjects, and commercial subjects. You will get commerce, economics, agriculture, and Christianity. Fine arts, i.e. painting, music, arts, in spirit training, like diploma, degree, post-graduate, and home sciences. There are so many ways. I mean, no matter if it's a matter of humanities, sciences, technical, commerce, agriculture, fine arts, everything is done. But we are not able to provide such a thing. Generally, our single-crack institutions as and when necessary are also in additional diversified courses. They say that if necessary, you can also add more diversified courses. But at least in these seven streams, you can teach the child. The diversified curriculum should begin in the second year of the high school and higher secondary school state. And they say that since when should we start it? The second year of high school, you should start it from the 10th or 11th grade. You should start it in the 11th or 12th grade. But you can decide whether you can choose your locality or your local needs. But this should be the diversification of courses. And when you write in the problem, in the problem of mathematics, you will say that diversified courses do not happen. Similarly, what is the problem of vocationalization in mathematics? The same problem is that vocational education is being given. What is vocational education? We have already talked about it. UNESCO has defined the education of education action to prepare for work. That education that you prepare for work, means that you prepare for work, and active life. That is, you are in the state of creation. It is not that you have completed your studies. After that, you are in the government. You do not have any work, you are not productive, you do not have any skills. Such education should not only aim at training young people to practice a given trade or profession, but also at equipping them to adapt themselves to a variety of jobs. They say that such education will not only teach the youth that they can practice for a profession or profession, but also equipping them to a variety of jobs but also equipping them to a variety of jobs so that they can cool themselves down. At developing, their capacity is continuous. They are able to keep pace with the developing production methods and working conditions so that if working conditions are changing and the production methods are developing, they can keep pace according to them. That means, they can be summed up. This was defined by UNESCO. Now, look at the problems. I just added a heading that we have talked about vocationalization in the second education. But if you want to study the problems here, then you should explore the headings and expand them. As per your question, what is the number of questions? Short answer, long answer, how is it? They say, wrong attitude or lack of social accessibility. If you are doing a skin-oriented course in the current Indian age, then at least you do not have to believe that your IQ will be lower. Your engineering college will not have an admission. That is why you are doing a polytechnic. Generally, where do these vocational courses go? In Polytechnics or in ITI? This is what is considered. You will not be able to pass the admission. You will not be able to pass the exam. So, the attitude towards vocational education is still not right in the Indian age. Social acceptability is still not accepted by the social community. The fear of good vocational institutions are still lacking in good business institutions. The fear of good vocational institutions are still lacking in good business institutions. The narrow curriculum which is called the curriculum is a doubt. That is why we are telling it. It does not go with any general education or liberal education. Generally, only English has a medium of instruction. Generally, the courses that are in this way in vocational education, the instruction that is used in the medium is English. There are many local, rural kids, regional languages who sometimes opt and drop out of it. They do not understand. The fear of qualified or skilled teachers who have taken this kind of training generally becomes an entrepreneur and establishes a firm generally do not become teachers. So, in this way in the field, you lack qualified or skilled teachers. This is also a problem. We are not able to provide good vocational education. The lack of continuing education in the vocational field does not mean that you have received a certificate or a job. But after that, you do not get the chance to be updated. There is no continuing education in the vocational field as it is in general education. This is also a problem. Then, let us discuss practical aspects. Since we are using skill-oriented courses, despite this, there is more power and less power on practical aspects. Inadequate practical training skills required by the students which are not useful in practical life. Practical training skills are given by practical life. You do not understand even after learning how to use it. Irrelevance of courses leading to a mismatch between the labour market needs and the training skills. This is the biggest problem. What is the problem? We have designed a course for carpentry. We have designed a carpentry course. We have taught you that the market is running and the business is carpentry. In that, the skills required are outdated. This means that we should first design our course according to the needs of the market. That is when the child who is going to graduate from there will be acceptable in the labour market or in the job market. Lack of employment opportunities are not available to you every day. That is why the student wants to adopt a general vocational education. We have not yet seen what is going on in industrial development. There is no focus on that. Your course is different. There is no mismatch. You have made a part of your curriculum to be acceptable. Then there is a poor enrollment in vocational training. There is less enrollment in polytechnics. This is a demotivating factor. If you need infrastructure and equipment, then there will be a lot of vocational education. For general education, there is a blackboard. You can keep your chair and your class will be ready. There is no cost but the equipment will be set up. So much infrastructure is needed. After that, there is no enrollment when you do not pay admission fee. There are many problems that come in vocationalization. Then there are other problems of nationalization in secondary education. First of all, there are two aspects of nationalization. There is a positive aspect and a problem. In your course, you should know that there is no problem in the history of education. It is good that the national curriculum will follow, in a universal way. There will be a transfer from one state to another. There are many benefits but it is more difficult than nationalization. What is the problem in India? What is the problem? We have made a nationalization of education. But parents still show ignorance. They do not pay attention. If there is a government, we do not pay attention to it. Lack of coordination. In the beginning, education was kept within the state. It was believed that every state is different. Every state has its own speciality, its own specialty, its own locality, its own culture. But since the state could not fulfill it, it did not have money, it did not have funds, then it had to come to the center. They keep it in some way. This is the problem of coordination. When you nationalize how important the country is, how important the state is, how much community participation is, how many local bodies are showing their coordination, this is the problem when you talk about nationalization. Not suited for a diverse country like India. Like India, if you go all over the country, if you give education to Kashmir, Kashmir, Kashmir, Karnia, Kashmir, Dakshan, then you have to pay attention to the locality. If you pay attention to the local needs, then you will learn the skills. You will not use the local raw materials, you will get the expenses, you will get the workers, you will get the cost, you will get the employment. So, for all these things, nationalization was a problem. You have to follow one set of criteria. You don't have the autonomy or individuality in that. Indifferent attitude of the center. Look at the center. It has started primary education. It has not been achieved yet. We have extended the SSA. It has become a subject of education. It has not been achieved yet. It has to see higher education. It has to see secondary education. It goes on to elementary and secondary. It has not been achieved yet. Now there is a universalization of secondary education, RMSA, Rastree, Madhya, Shusha, it has all started. The loss of local essence is our specialty. Our culture, our local specialty will end if we talk about Rastree. Lack of accountability, who will be responsible, the responsibility of the local community, so whose accountability is this? Lack of innovation. When we go to a set of criteria, as soon as we are rigid, as soon as we have lost flexibility, as soon as we cannot remain innovative, we cannot remain creative, then this is the problem of Namak Chahar. If you talk about naturalization, completely rigidly, then equality of educational opportunities is not suited for unequal students. We have talked about this before. This is a very good concept but if you are going to give the students the opportunity when they are enrolled in the class, then they are unequal. There is a high caste, there is no caste, someone has more intelligence, someone has less resources, someone has less. And even then, you will give everyone 2, 2, 2, 2, 2. If you have 8, if you have 10, if you have 6, if you have 12, then everything will be unequal. That is why equity is necessary. You should go according to your needs. Don't just go and give everyone equal. Everyone has one thing, not one thing, you should do naturalization. But you have to give flexibility. And lack of funds and resources is the same thing that the senator has to give a lot of education. They don't have enough money. There is a lot of money on the primary. It costs a lot of money in the middle. It costs millions of crores. That is why lack of funds and resources also become a problem due to naturalization. So this is naturalization. We have read three courses. Your diversification of courses shouldn't be there. Vocationalization shouldn't be there. But naturalization has been done. But it is not completely correct. It is written somewhere. Text books. Text books are a big issue on the secondary education level or on the primary or higher level. Text books have always been an integral part of the Indian school education system. In higher education, there is no text book, there is no reference book. So they are saying, if you look at the education of Indian students, the text book is always an integral part of it. As soon as a child takes a class or nation, they are given books to teach them. As the school education program acquired a mass character in the post independence period, because when we were free after that, in a very big event, the school education program came here. The absence of good quality textbooks began to be accurately felt. So it was felt that there is no text book here. So the Education Commission in 1964, he said that this text book writing and production did not receive the attention they deserved. The writing and publication of the text book and the work of the production were not given by the emphasis because it was not given by the attention of the commission. The commission believed that there are some factors that are creating the text book problem. What are some of them? Such as the lack of interest shown by top ranking scholars, who are very good writers, who are scholars, who are not writing books, who are not interested in writing books, so good people don't write books. Male practices in the selection and prescription of text books. But in general, it is not that no great person has written books. Then male practices in the selection and prescription of text books, who to choose, who to prescribe, you will see that you will read this book. So what will we say in the class? That you will read this book. If we have to prepare your question, we will say that we will answer this book. So this is male practice. You can't do this. You shouldn't do this. You have to prescribe the best book from a child. You have to choose the best book for the text book. Then, unscrupulous tactics adopted by several publishers. Many publishers use wrong tactics. Lack of research in the preparation and production of text books. From somewhere, no research has been done. Is it necessary for the auditions? How will you prepare it? What are you talking about? Okay? Lack of research in the preparation and production of text books. And the almost total disregard of the need for bringing out in-seed leery books such as Teacher's Guides and Supplementary Material. So, total disregard of the need. We haven't talked about Teacher's Guides and Supplementary Material. So, all these problems are a problem in the mix. Okay? So, what is it? What is thought? What is done? The establishment of the Central Bureau of Textbook Research in 1954. In 1954, a Central Bureau of Textbook Research was made. And it was joined by NCRT. Because you know that at school education, at school level, NCRT has been making books. In 1971, NCRT was launched. So, NCRT once ran a business program in the late 1960s for text book production. The National Board of School Textbooks in its first meeting in 1969 suggested that the NCRT should work out a general framework in the form of principles and criteria for preparing text books for different school subjects by actively involving state authorities. So, NCRT decided that these state authorities will meet and take out a good school subject-specific textbook. Subject specialists should become state authorities, subject specialists, teachers and other educators. So, NCRT decided that these state authorities should meet and take out a textbook. This is important to recognize that these states have long been improving practices related to the production of text books. I mean, it's not like this has not improved. The state government has improved a lot. However, there is no proper addiction in the policies and practices related to the preparation in the use text book and it goes on and on and on. But these are all old things, right? This is not the case now. NCF 2005 has come to your curricular framework. That's why NCRT has taken out the curricular framework on time. Write books in the light of it. Now your road to education is here in 2020. So you see, all the books in the school are in the light of NEP 2020. So it has changed a lot. But still, what's the problem now? The problem is that the textbook is expensive. Why is it expensive? So it has so many burdens for its parents. When there is a new admission, then all the books are in the newspaper today. It has to be filled with its fees, its dress, its uniform, its bag, its piffin box, its bottle. Generally, it gets spoiled over the years. The kids want to be changed in the new class. And books are so expensive, so many thin books. There are books worth 250-250 rupees per page. So if you are giving a textbook, then at least subsidize it, reduce its rate. So that's why they say that you should make national guidelines so that the core reading and learning materials that the kids are getting fulfill the educational policies, ideals and constitutional values and also accept the national education policy. So these are the problems in your course. You should know that diversification of course should be done in the second education. It shouldn't be done in business. Then what is the problem with nationalization? What is the problem with textbooks? All this is asked from you. But I have already been a part of the parent-teacher association. Okay? So thank you and don't forget to like and subscribe. I shall now explore education. I have learned from myself.