March, 1991

Department of Education in Science & Mathematics

National Council of Educational Research & Training

New Delhi 110016, INDIA

DEPARTMENT OF EDUCATION IN SCIENCE AND MATHEMITCS

No: F 19-36/90-91/DESM/2110

Head of Department &

Dean (Academic)

Dear Shri Thakur,

Ref: Your letter No.F 20-13/90-Desk/SCE/ dated 30 November, 1990

On behalf of the Evaluation Committee on the subject mentioned above, I am submitting the Final Report. We hope you will do the needful towards the implementation.

While performing the task, all members of the Committee made concentrated efforts and therefore within a short spell of time it has been possible to come out with certain findings and recommendations, which we hope, will help towards improvement of Science Education in Madhya Pradesh.

The draft of this report was circulated to all the members and comments received upto 10 March have been taken into consideration. Professor R.H.Dave an esteemed member of the Committee could not join the Group due to other pre-occupations. But he examined all the relevant papers and expressed his opinions to the Convenor; those have been reflected in the report.

In our task, we got help from a large number of people. In fact, smooth rendering of our function was only possible for them. We have acknowledged their help in the report. Still, on behalf of the Committee, I would like to express our sincere thanks to the Department of Education, MHRD for entrusting us with the responsibility and for providing necessary facilities for completing the task.

With regards,

Yours sincerely,

(B.Ganguly)

Encl: As above

Shri P.Thakur

Joint Secretary (L)

Department of Education

Ministry of human resource Development

Shastri Bhavan, New Delhi- 110001

MINISTRY OF HUMAN RESOURCE DEVELOPMENT

DEPARTMENT OF EDUCATION

GOVERNMENT OF INDIA

NEW DELHI- 110001

April 23, 1991

Priyadarshi Thakur

Joint Secretary (L&ET)

Tel. 381096- O

679435- R

D.O.NO.F.20-113/90-Desk (SCE)

Dear Shri Raina,

Please refer to the discussions you had with me in my chamber during your recent visit to Delhi regarding the expansion of the Hoshangabad Science Programme. I am enclosing herewith a copy of the Evaluation Report submitted by the Committee specially constituted for the purpose, for your information. I will be grateful if you could send us your comments on the report as early as possible so as to enable us to take further necessary action.

With regards,

Yours sincerely,

(Priyadarshi Thakur)

Shri Vinod Raina,

Eklavya,

E-1/208, Arera Colony,

Bhopal- 462016

Encl.: As above

ACKNOWLEDGEMENTS (I)

SUMMARY OF RECOMMENDATIONS (II)

BACKGOURND 1

INTRODUCTION 1

METHODOLOGY 4

REVIEW 5

FINDINGS & RECOMMENDATIONS 12

CONCLUSION 17

ACKNOWLEDGEMENT

The Committee wishes to acknowledge its gratitude to the Department of Education, Ministry of Human Resource Development, the Education Department of the Government of Madhya Pradesh, the NCERT, and to all those whom the Committee had an opportunity to meet and discuss the various aspect of the Programme.

The Committee would also like to acknowledge the assistance provided by Government of Madhya Pradesh and Eklavya to enable it to enrich its own experiences in the field of Science Education. The valuable help provided by Dr.S.Behar is appreciable acknowledged.

SUMMARY OF RECOMMENDATIONS

1. Programme is on sound pedagogical principles. State must accept these principles for science education in all levels of school education and necessary steps may be taken accordingly. A policy decision is needed with both political and administrative commitment. A simultaneous approach at secondary stage (Classes IX & X) has to be made to ensure that the gains made at this stage are maintained and further strengthened.
2. Implementation of the well accepted pedagogical principles of HSTP into a meaningful "Operational Curriculum" need a change in the existing one by taking care of the product ("Information" and "facts of Science") aspects of Science Education.
3. Expansion needs to be attempted in a phased manner (20% of the total schools of all schools in one block in all districts on the first phase).
4. Existing curriculum needs a re-look. An extensive programme of evaluation may be undertaken to evaluate the impact on all students (those who are continuing and those who are drop-outs), learning of other subjects and also the society at large. The curriculum may be revised on the basis of the findings of evaluation and then implementation.
5. Training component strength generated under HSTP should be retained. New structures for expanded phase are available and be utilised.
6. New structures as suggested be created and existing ones utilised. One HSTP trained high school teacher may be posted in the newly formed DIET as incharge of Sangam Kendra.
7. Accept curricular change as a continuing process.
8. It absolutely essential to strengthen the core group. Sincere efforts are required to obtain support of human resources from the universities and degree colleges of Madhya Pradesh. The support which TIFR, U.G.C. gave to the Hoshangabad group may be worked out.
9. Following steps may be immediately taken to strengthen the present programme:-

1. Science room (25 to 50 sq.m.area) may be provided in all middle schools.
2. Quality improvement of equipment and other science teaching material and replacement in proper time.
3. One off period for science teacher to make preparation.
4. Arrangement of storage facilities.

In pursuance of the discussions held on 17 September, 1990 at Bhopal regarding extension of Hoshangabad Science Teaching Programme to all the districts of Madhya Pradesh, the Department of Education, Ministry of Human Resource Department, Govt. of India set up an Evaluation Committee to evaluate the implementation of the HSTP (Annexure-I). The salient features of the HSTP stress on activity, experiments, discussions, field trips and environment-based learning. The pedagogical basis of this programme has been the Nuffield Science Programme, the PSSC source material and the work of All India Science Teachers Association. These pedagogical principles have been stated and reiterated on many occasions, for example in the Kothari Commission Report, Education Policy Document (1975 and 1986 as well as other government and non-governmental contexts. The pedagogical principles calmed to be attend in the HSTP programme are-

1. It not necessary to learn by rote a large body of facts and remember information in order to learn science. Learning science ought to be to learn a method do develop an ability to acquire and anaylse information.
2. The participation of children is essential in the process of learning. To achieve this it is necessary that they perform experiments and the observations that they have taken.
3. There should be discussions based on observations made/taken by children the classroom or outside. Deductions should emerge on the basis of such observations and the ensuing discussions. Children should learn to formulate arguments and analysis.
4. Children should retain their curiosity and should look at science as an interesting subject, not a burden. For this a constant questioning attitude should be encouraged.
5. Learning situations should utilize the environment and the experiences of the child.
6. Children must develop the ability to use their hands dexterously, to do experiments and to make simple things.
7. Discipline based on fear, cohersion and regimentation is counter productive to the learning process. Children require opportunities to become active in the classroom.
8. Children and teachers are participants in the process of mutual learning".

Under this programme, instructional packages including texts, teachers’ guide, kit have been developed and distributed training of teachers before and during the use of the instructional packages, regular meeting of the teachers for continuous evaluation and reinforcement, formulation of test items, and authority to evaluate their own students, and other important components of the Programme.

The earlier attempts of evaluation of HSTP are-

1. In 1977 a study was undertaking to compare the performance of the students in Class IX who had come from two streams in class VIII HSTP and non-HSTP. In 1984-85, two studies were made-

1. Marks obtained by children in the annual middle examination of the Hoshangabad (HSTP) and its adjoining districts (non-HSTP) for the year 1980, 1982 and 1983 were compared. The year 1980 was taken to be the control year in which all the students had learnt science in the non-HSTP way.

The objective of this exercise was to estimate the difference, if any, in the performance of students learning science through this programme, in subjects other than science

2. In order to examine whether there is any adverse effect on the performance of HSTP children at the Higher Secondary (Class XI) stage, results of Class XI were examined for the years 1982, 1984 and 1985. The sample chosen was from randomly selected roll numbers from higher secondary schools of Hoshangabad, Betul, Chindwara, Narsinghpur and Khandwa districts. The year 1982 was the year when all the children had learnt science in the non-HSTP way.

In 1986, the performance of children in the Class X Board Examination was compared to examine any adverse effect on the performance of HSTP children in standard information oriented examination. In the same year, the performance of children in some content not covered by HSTP was administered at the end of Class IX to both HSTP and non-HSTP children. The tests were also devised to examine the ability or skills related to measurement and decimals of both HSTP and non-HSTP children at the end of Class VI, VIII and IX.

In addition, two major proposals for detailed comparison of abilities and attitudes are under the consideration of the State Government.

In the limited time available to the present Evaluation Committee it was agreed that instead of attempting to evaluate the well established pedagogic aspects, a quick evaluation of the achieve principles of the Programme way be undertaken to examine the feasibility of extending the Programme to the entire State. The proposal submitted by the Eklavya group for this purpose is given in Annexure II.

1. METHODOLOGY

The Convenor discussed with Shri P.Thakur, Joint Secretary, Department of Education, MHRD Govt. of India about the details and discussed with the two local members of the Evaluation Committee about the modus operandi. The first meeting of the Evaluation Committee was arranged in the NCERT, New Delhi on 14 January, 1991 in which Eklavya Group was invited to have detailed discussion with the members of the Evaluation Committee to help them understand the details of the philosophy, objective, material and implementation strategies (Annexure-III). After listening to the Eklavya group, the Evaluation Committee felt that a detailed evaluation of the curriculum could be undertaken by the Government to determine how far the objectives set by the HSTP have been achieved. The Committee felt that to examine the inputs given for achieving HSTP objectives, it would visit atleast three districts of Madhya Pradesh where the Programme is operative to observer the teaching/learning situations, to hold discussion with classroom teachers, the resource persons, organisers of the Sangam Kendra, Principals and other educational functionaries. It was also decided to discuss the HSTP progress with the State Education authorities, e.g. Secretary (Education), DPI (Schools), Joint Directors, Deputy Directors and School Inspectors of the districts. Accordingly, the Committee visited Hoshangabad, Betul and Bhopal during the period 3 to 6 February, 1991 (Annexure-IV — Programme of the visit). During this visit, the Committee also met the elected representatives of people in the districts, parents and ex-students. Detailed discussions were also made with the faculty of RCE Bhopal who were earlier involved with the Programme in its various phases (Annexure-V). The Committee also obtained view of personnel who initiated the programme in the year 1972. The Annexure VI gives the names of the different parsons who were met by the evaluation team.

4. REVIEW

The Evaluation Committee identified different problem and issues in the programme, which may be clubbed order following five groups-

1. Strength and weaknesses of HSTP 2.
2. Training Component of HSTP
3. Assessment of pupils learning
4. Aspect of physical facilities, and
5. Administrative aspects

The detailed discussion on each topic is given below

1. The strengths and weaknesses of the HSTP Curriculum

Based on a study of the various curricular materials made available to the Committee (The three textbooks; teacher guidance materials, Kits (Annexure VII) and Kit copy; Bat Vigyan Patrika; Hoshangabad Vigyan — a periodical for teachers; question Bank), extensive discussion (Annexure VIII) with the animators, facilitators (resource persons and Sangam Kendra incharge), Principals, Classroom teacher, Supervisory and administrative officials, and visits to some project schools to observe actual class teaching and implementation of the Programme, the Committee is of the view : -

1. The pedagogical principles on which the curriculum has been designed and developed are sound and in line with the current trends in school science education.
2. In translating these principles into teaching-learning sequences/episodes, the "process" aspect of science has been over-emphasized at the cost of the "product" (facts of science) aspect, which needs to be taken care of. For a majority of the students the middle school stage (upper primary) will be the only organized school experience when they would be able to get some science related concepts, principles and information. During the discussions with the teachers of the HSTP, non-HSTP schools and the staff of RCE, Bhopal it was strongly emphasized by them that more meaningful and essential content has to be provided in the existing HSTP course. The Eklavya group, who are responsible for the curriculum development work, are fully aware of this gap, and indicated that they would we reacting this into the next (fourth) revision of the textual materials.
3. An encouraging feature of the curriculum development process under
   HSTP is the active involvement of the classroom teachers and the continuous feedback obtained; from the implementation of the curriculum in the classroom and inputs received from the monthly meetings of the teachers and Sangam Kendras. This is a heartening sign and will need to be nurtured in the future also. This process accepts that curriculum development is a continuing process and has to be based on feed-backs of actual implementation of the curriculum in the classroom involving the learner and the teacher. The project has in-built mechanism for this, which needs to be maintained and strengthened.
4. As our school teachers are used to have a "syllabus" as a guideline for any course they are required to teach there is a need under HSTP to develop a classless syllabus of science for Classes VI to VIII. This will help the classroom teacher, other related supervisory staff and the assessment process for both the formative and summative evaluation of the achievements of the learners. At present there is no "syllabus" as understood in its traditional sense and the three textbooks provide the only indication of the science experiences to be provided to the learner during the course of a year. The demand for having a formal syllabus was voiced by many teachers and supervisory staff. The Eklavya group appeared to be agreeable to develop such a document.
5. The Kit constitutes a very important component of the HSTP curriculum to translate the philosophy of "learning by doing", "investigating and discovering" and developing in the students the various "science process skills" and its methodology the pivot of the HSTP. The Committee is happy to note that efforts are ongoing to improve the various components of the kit. A recent example brought to its notice was that of the "electric motor" where the improvement has done away with ned to use "brushes", which the students found difficult to manipulate. A major change, which is desired, is to improve the "APPEAL" of the various items of the kit. Ideas for improvisation need to be emphasized to meet the local specific needs.

The need for timely replacement of consumable items, accounting for breakages and proper distribution were raised in every school that was visited by the Committee. These administrative aspects, inspite of efforts to smoothen the process, continue to be a major impediment in translating the "intended curriculum" into a "operational curriculum" with the result that the intended change in learning science by inquiring and discovering which is the main pedagogical strength of the programme is lost.

6. "Chakmak", the monthly science magazine for children is an integral part of the curriculum and a major source of information related to science topics and to a certain extent takes care of the missing information and facts in the prescribed formal traditional curriculum. It constitutes a major input to the programme and is a commendable effort.
7. A point which was made in every discussion the Committee has with various people was that the HSTP curriculum has no linkages with the curriculum that is being followed in Class IX and X, the stage where the product of HSTP enters after completing the Programme is Class VIII. Whatever gains are made in terms of skills and attitudes are rapidly lost in the high school stage, where, it was pointed out, the emphasis is again on a "product" oriented rote study of science and the "process" aspect is neglected. This has lead to an erronous feeling that there are two types of "science", one the Hoshangabad and the other "Normal High School Science". This, dichotomy needs to be rectified as early as possible.

To be frank, in a HSTP school, the mechanism followed in the teaching of science is not carried in the teaching of other subjects. Thus students are exposed to a dual environment and anything gained in the science class is lost in the same day.

8. The micro-level experiments done by Kishore Bharti and Eklavya and Eklavya provide unique opportunity to undertake research studies. But unfortunately, this component is lacking. Most of the success stories are press reports, which are interesting to read but nothing beyond that. The two studies presented — one of them is more negative-oriented (HSTP does not interfere in the learning of other subjects) and the other which speaks about the performance in higher class is based on 27% of the students who move upwards. The Committee was told about a Ph.D. thesis submitted in the Jamia Milia University at Delhi, but in spite or its efforts the work was not available for discussion. The two plans for detailed evaluation are lying pending with the State Governments. It would be necessary to find the performance of the students of HSTP schools who enter life- do they behave differently?
9. A core group, the Kishore Bharti and later Eklavya, have been the heart and soul of the HSTP. Several committed people, who joined the group from outside Madhya Pradesh, have left after initial years. It has not been possible to find their replacement. In the last 15 years, it was hardly possible to induct four to five new persons in the core group. The existing core group members are not full-time available for HSTP. Efforts to use staff members of Regional Colleges of Education, Stage Teachers Training and Postgraduate Colleges and trained teachers of high schools as resource persons in the Sangam Kendra did not work. It is unfortunate but true that HSTP did not get formidable support from the faculty of Colleges and Universities of Madhya Pradesh.

II. The training component of the Programme

1. One of the major strength of the HSTP is its training and follow up programmes. About 2000 teachers have been given an intensive training. Out of these a large group of Resource Persons have emerged, who in turn have been training other teachers, both within the State and in some other States interested in this approach of teaching science. All the teachers, whom the Committee was able to meet, were fully convinced of the effectiveness of the training and follow up programme. It was hearening to note that, with the training, the teachers who had no or little background of science in their educational carrier, were the most motivated and gained most from the training programmes. Some of them were even assisting in follow up programme and as Resources Persons.
2. The assumptions on which the training and follow up programmes are based appear to be sound. A one-time training of 3 weeks or even 2 months is not seen as enough. Periodical refresher courses and more important, a constant interaction with scientists, educationists, trainers, resource persons and fellow-teachers is a major component of the Programme. The concept of "Sangam Kendra", monthly meetings is providing the much needed strength to the Programme. With the expansion of the programme, it was indicated that the contact with the resource persons of the core group has not been as frequent as in the initial stages. This is natural with the programme having expanded.
3. Follow up and monthly meetings are an integral component of the training programme. Though the Committee was not able to see in action a monthly meeting, a study of the ‘Minutes’ of some previous meetings clearly showed how this forum is helping the teachers to solve some of their actual classroom difficulties and in classifying some of their own science concepts. Many teachers thought of this as a valuable guide to improve their classroom instruction and help in overcoming their difficulties. This mechanism needs to be further strengthened. The school complex concept provides a valuable vehicle to further this idea.
4. The Committee fully endorses the current model of the training programme. The success of the Programme will depend to a large extent on how the training input is maintained and at the current level is seen as a continuous process for the professional growth of the teachers. It will have implications when the Programme is expanded both in terms of financial and human resources. The coming of DIETs provides a ray of hope in this direction.
5. Another component towards training is the "Hoshangabad Vigyan" magazine, which enables the teachers of the project to share their experience and get ideas from the "Core group" of Eklavya. This would need to be continued and with a regular periodicity.

III. Assessment of pupil’s learning

1. Examination procedures have been a major hurdle in implementing and curriculum change. In the HSTP, it has to be appreciated, that the process of examinations has been decentralized to the Project itself and the assessment made by them is accepted at par with the normal assessment of the Department for admission to higher classes. This arrangement has been a big help in implementing the Project in its true spirit and achieving some of its major objectives where ‘performance evaluation’ has taken precedence over ‘knowledge evaluation’. This trend has to be encouraged and reflected even in other subject and also at senior level of school education, particularly in science education.
2. The Committee was impressed that for developing the examination papers the practicing teachers are actively involved and are provided regular training in the art of writing examination questions. This forms an integral part of their training also. Elaborate guidelines have been developed by the Project to help teacher’s frame question.
3. For improving the assessment procedures and helping the teachers in framing questions, the Project is developing "Question Bank". The Committee could see one of these printed books (March, 1987). This has been a good attempt and more such publications are needed.
4. While appreciating the examination system adopted for the HSTP, it needs to be mentioned that success of such assessment procedures need committed involvement of the functionaries, who must remain alert towards the "performance evaluation" only. Otherwise, it may confront a stereotype situation. In fact, this has already shown the sign. There are several notebooks, guide books etc. available in the market. These books are there because they are in demand. If HSTP examination procedure was really what was intended, then mushrooming of these "Sure Success" materials would not have come.

IV. The Physical Facilities Aspect

1. As the main approach to learning under HSTP is based on the philosophy of ‘learning by doing, investigating and discovering’, the provision of physical facilities assumes a great importance. Facilities for proper storage of kits and for doing experiments are needed.
2. The Committee had an opportunity to visit a number of schools to look into this aspect. Majority of the schools has poor facilities. The common pattern was students squatting on the floor or in some well-equipped schools working on stopping desk. The former provided a better setting than the latter. Inspite of the limitations, the teachers were able to organize for the first hand learning experiences better when the classes were sitting on the ground. The grouping of students (3-6) was a common pattern, with some as passive observers. If the Project approach is to be followed, atleast provision of a science study room in a middle school with necessary storage facilities is called for. During discussions with the Education Secretary and Commissioner for Education, it was indicated that it would be possible to provide such a facility to all the schools of the State. This will go a long way in achieving the objectives of the project.
3. Storage facilities for the Kits and related equipment and its distribution was seen by most teachers as a major problem. Necessary storage facilities will have to be provided to ensure safe and effective use of the supplied equipment.

V. Administrative Aspects

1. As the Project is now covering the whole of Hoshangabad district, the normal administrative set up is involved. The Committee was unhappy to note that in spite of an administrative manual specially issued for implementing HSTP the involvement and ‘awareness of the higher levels of the administration towards the functioning of the project were unclear and information lacking with the administrative functionaries. It appears a rapport and keenness to know the change effected by this new venture is lacking. Everything is treated as a routinized action.
2. The above calls for a concerted programme to orient the administrative staff to the aims and objectives of the programme and seek their support and commitment. Any innovation needs it, otherwise, it may die in the apathy of the administrative coolness.
3. At the higher level of policy and decision making, there was a positive response to the Project achievements and its soundness as a better way of providing science education at this crucial stage of school education (a transition from primary to secondary stage).

1. During the past two decades science curriculum development in India and other countries of the world has made it clear that young children, even at the elementary school level are capable of doing simple scientific work" ("Scientia" — Knowledge — "Facera" — to make), where "Scientific" refers to creating of knowledge. The emphasis on the process and method of scientists is being increasingly recognized in various curriculum development projects in one from or the other. The HSTP is one of the various attempts to translate this idea by designing a science curriculum for the upper primary stage of school education. It emphasizes a child centred, activity oriented (experimentation), Inquiry techniques based (with discussions as a major tool to gather knowledge) and local environment related experiences to develop science concepts and understandings and above all a "scientific temper". The experience of implementing such a curriculum shows that its moving in the right direction, though the rate of success has been rather low and uneven.
2. The Committee is of view that the present attempt of HSTP is a commendable one and in the right direction to improve the teaching of science at the upper primary stage in Madhya Pradesh. This effort deserves to be expanded throughout the State in a well-planned and phased manner with necessary improvements in the existing curriculum and by encouraging the enthusiasm it has created. At the same time, it is necessary to remove the confusion that HSTP "science education" is very different from what is understood by al of us as a better "Science Education".
3. The pedagogic principles of the Programme are sound and should form part of any attempt to expand the Programme to cover all the schools of the State, not only at the Upper Primary level, but also at the Primary and Lower Secondary (IX & X) stage of education. This is necessary to provide for the much-needed articulation amongst various stages. The Stage Education Department would need to take a decision on this policy aspect for making a total science curriculum reorganization.
4. Once a decision is taken on the above, the present curriculum of the HSTP should be critically reviewed by a "Review Committee" whose membership should include animators from Eklavya, Project school teachers, State Institute of Science Education, Regional College of Education, Bhopal, NCERT Department of Education in Science and Mathematics and Scientists and Science Educators from within and outside the State. Based on the recommendations of this Committee, a State level revised edition of the Upper Primary Science Curriculum (Syllabus and Textual materials) should be prepared for use in the expanded Programme. The suggestion to include "product" aspects of science knowledge and establishing linkages with the lower secondary (IX & X) stage indicated in the earlier sections of the report should be a major consideration of this review. (Time Frame 4-8 months, 1991). A mechanism should also be established (with S.I.Sc.Ed and the Eklavya Group of animators) for a continuous revision of the curriculum based on the feedback received from and active involvement of the classroom teachers.
5. The Committee is in favour of the expansion of the HSTP curriculum after effecting necessary revisions as mentioned above. However, such an expansion of the revised HSTP curriculum on a wider scale will have to be in a phased manner starting 1982. Considering fiscal, physical and human resource constrains, the Committee suggests that in Phase I about 20% schools (or schools in one ‘development block) from each educational district of the State be taken up for introducing the revised programme. This will provide a valuable feedback of the difficulties encountered during the expansion phase particularly in terms of inputs and mechanisms needed for the training and reorientation distribution of materials feedback mechanism. Assessment procedures and most importantly for organising a continuous interaction amongst the different functionaries teaching staff, the animators, resource persons, and administrative staff in the training and follow up programmes.
6. In the view of the Committee, the training component being the most important input made in the HSTP for the success of the Programme needs careful consideration for future expansion. The magnitude of the problem with about 12000 upper primary schools, about 36,ooo teachers to be trained will be a major challenge and the training will have to be organized at the district level. Luckily the DIETs and District Resource Centres for Science Education have come up. They need to be involved in a big way in this major task and may be made ‘responsible’ and ‘accountable’ for the successful implementation of the expanded programme. The services of experienced Resource Persons and "Anuwarten Kendras" from the present Programme could provide a valuable input in organizing such training programmes through DIETs. Necessary motivation and due incentive will have to be provided to draw these resource persons of the current experimental phase to more to the expanded phase areas through attachment to DIETs and school complexes.
7. In order to prepare a larger group of resource persons and those responsible for monitoring feedback and act as facilitation of the programme the responsibility of organizing a series of intensive training programmes will have to be accepted by Eklavya in collaboration with the DIETs. For this purpose, Eklavya will have to strengthen its own group of animators by involving groups from institutions similar to those who were involved in the initial stages of the programmes. The details of such a training programme could be worked out by a Committee involving DIETs, Eklavya, SCERT, RCE Bhopal, DESM (NCERT) and outside science educators.
8. If expansion phase has to be success, an orientation programme for educational administrators (all those who will have something to do or to say in this programme) is a must and will have to be organized. This has been identified by the Committee as one of the weak links in the present programme.
9. Timely provision of the "Kits" and arrangement for meeting the recurring expenditure and replacement of items through berakages has been a sore point under HSTP. As "Kit" is the "pivot" of the new curricular approach and its timely availability is a must is a must, some sort of "decentralized" arrangement will have to be worked out. The Committee strongly feels that availability of some contingent funds (with a built in accountability mechanism) for consumable items with the teacher and proper storage facilities are must before expanding the programme. The School Complex arrangement could provide a focal point for "decentralization" of this activity. The administrative details will need to be worked out. It is the items of equipment and consumables in the Kit and not the Kit box per se are the most important. The quality control and attractiveness (APPEAL) should be ensured.
10. As the main success of the existing Programme has been the establishment of the "Sangam Kendra" and their monthly meetings, and the feedback mechanism through the facilitators, some workable arrangements to continue this aspect of the Progamme will need to be worked out. A Committee could look into it to ensure that these Kendras are established and function properly and required expertise is available to help the teachers through them.
11. In the expansion phase a number of administrative problems are bound to arise and their magnitude will be much larger then what it is at present in the limited implementation of the Programme. The well thought out administrative circular/manuals which are a right step in the direction cover several aspects such as decentralized structure at Block level for effective implementation, organization of Sangam Kendras with the staff to assist the classroom teachers. What will be needed is a political and administrative commitment to implement the instructions contained in the circulars in their true spirit.
12. If the State Government decides to extend the Programme to cover the whole of the State in a phased manner, it would be most desirable to constitute a State level Committee with the Education Secretary at its help for implementing the policy decision. Such a Committee could include Commissioner for School Education, representative from Tribal Department, members from Voluntary organizations, representatives of Eklavya, State Institute of Science Education, RCE Bhopal, NCERT Department of Education in Science and Mathematics and specialists in Science education from within and outside the State.
13. Before embarking on the expansion stage, it would be most helpful to work out the details of the inputs that would be needed to cover the expansion phase in one block covering all the parameters. This could then serve as a ‘standard’ for further expansion to cover the whole state depending on the availability of all the needed inputs.

CONCLUSION

In 1972, while defending his decision to allow 16 schools of the Hoshangabad District to join the HSTP Programme, the then Director of Public Instruction of Madhya Pradesh remarked …

Since then much water has frown through the Narmada. In the last 20 years, the Govt. of Madhya Pradesh has worked for significant quantitative and qualitative improvements of science education in schools. Today, the State has got, in the form of HSTP, a time-tested model for school education. An all out effort is necessary to introduce this HSTP model as Madhya Pradesh Science Teaching Programme (MPSTP) to all the schools of Madhya Pradesh. Once this is done, the MPSTP will serve as an example to all the other State of the country to follow.