Perception of teachers on transforming activity methods in RMSA schools for livelihood opportunities in the interphase of skill India campaign

1. WELCOME

2. PERCEPTION OF TEACHERS ON
TRANSFORMING ACTIVITY METHODS
IN RMSA SCHOOLS FOR LIVELIHOOD
OPPORTUNITIES IN THE INTERPHASE
OF SKILL INDIA CAMPAIGN
BY
SARATH CHANDRAN R.
M. Phil. Scholar
Department of Education, University of Kerala

3. INTRODUCTION
 Innovation  its role in the development of the
education system in India (guidelines for
innovations under Rashtriya Madhyamik Shiksha
Abhiyan; 2012).
 The success of Sarva Shiksha Abhiyan (SSA), to
move towards universalizing secondary education
and RMSA
 Secondary education
prepares the students for higher education.
impart vocational exposure and skills for the livelihood
opportunities.

4.  Livelihood opportunities are affected by supply
and demand side issues
 On the supply side:
 India is failing to create enough job
opportunities
 On the demand side
 professionals entering the job market are
lacking in skill sets (Brochure, Skill India-
global summit on entrepreneurship and skill
development).
 Result 
a scenario of rising unemployment rates
low employability.

5. Solution?
 India has started a scheme for the skill
development among citizens namely Skill India
Campaign by Honorable prime minister,
Narendra Modi.

6.  Skill India Programme  Recently introduced
special scheme to resolve skill deficit among
citizens in our country
◦ Can be effectively used for rectifying the drawback
of secondary school education which is being
imparted and imparting also.
◦ After the 12 years of schooling, children enter into
the society without economical self-reliance due to
the lack of vocational training, which will become a
burden to the nation.
.

7.  Need to integrate vocational training into
the current secondary school curriculum
◦ no need to provide additional skill acquisition
programs
◦ students will also get livelihood opportunities
after schooling itself.
 But there exists the question
◦ How can we transform activity methods for
livelihood opportunities in schools?

8. An initiative to find a solution
 As part of M.Phil programme, the investigator
prepared a package for teaching Biology by
inculcating livelihood skills in secondary school
children by transforming activity methods, which
is method used at present in our schools.
 The package designed as an integration of
activity method with field work and experiential
learning.
 It was subjected to the scrutiny of experts and
agreed upon for implementation

9. BASED ON THE UNIT PLAN TEACHER HAS TO
PREPARE A GANTT CHART TO INCLUDE
LIVELIHOOD PRACTIECES TO CURRICULUM
Sl. No. CHAPTER
NAME
PHASE 1 PHASE 2 PHASE 3
1
Crop production
and
management
Teacher
impart
content
knowledge
Meet with
agricultural
officer or farmer
Agricultural practices can
provide the school campus
or any bare land near to
the schools or in school
terrace etc.
2
Microorganisms:
friend and foe
Meet with
microbiologist or
a doctor
Students observe
contaminated water, soil,
contaminated food items
under the microscope to
familiarize with different
kinds of microorganisms.

10. BASED ON THE UNIT PLAN TEACHER HAS TO
PREPARE A GANTT CHART TO INCLUDE
LIVELIHOOD PRACTIECES TO CURRICULUM
Sl. No. CHAPTER NAME PHASE 1 PHASE 2 PHASE 3
3
Conservation of
plants and animals
Meet with
environmentalist,
agricultural officer
or indigenous
medical practitioner
or Ayurveda doctor
Meet a veterinary
doctor
 Give opportunity to
cultivate traditional
medicinal plants and
practicing traditional
treatment methods with
the help of an expert.
 Practicing traditional
treatment methods for
treating domestic and pet
animals.
4
Cell structure and
functions
Meet with a
medical practitioner
or lab technician
Practicing blood cell
identification and blood group
testing
5
Reproduction in
animals
Meet with a
veterinary doctor or
a livestock
inspector
Practicing livestock
management and animal
husbandry which is already
practicing V.H.S.E.

11. GLIMPSES OF SOME INITIATIVES
TAKEN UP IN KERALA SCHOOLS

19. The present problem
 As an extension of this study, the investigator need
to know the perception of teachers on
transforming activity methods in different subjects
in order to inculcate livelihood skills in all aspects
of opportunities.
 Moreover one of the major current issues is that
lack of adequate livelihood skills among citizens
of India to tap down the available opportunities.
 Hence the present study:
“Perception of teachers on transforming activity
methods in RMSA schools for livelihood
opportunities in the inter-phase of skill India
campaign”.

20. NEED AND SIGNIFICANCE OF THE
STUDY
 India is blessed with two kinds of resources such as
human resources and natural resources. But still our
nation is under the category of developing nation.
Why?
 This is due to the lack of long term planning to utilize
such resources constructively.
 Educational policies should be formulated for the
development of individual as well as nation on the
basis of their need.
 If we have to provide a need oriented curriculum,
first we have to identify “what is the current need of
the individual and of the nation”?

21. • Unemployability is one of the crucial problem
faced by contemporary India due to the lack of
need based curriculum.
• The current secondary school curriculum is based
on the constructivist approach and through
various activity methods.
• Investigator thinks that the incorporation of
various livelihood practices as life centered and
craft centered curriculum to such activity methods
proposed initially by DPEP (1994) and followed
ever since by RMSA, which will be a better
option for the development of skills in pupils.

22.  A possible way to develop skills required for finding
out feasible livelihood opportunities is by integrating
and transforming activity methods used in classroom
teaching.
 But the implementation and success of livelihood
practices depend upon the attitude and competency of
teachers in the secondary level.
 The attitude and competency in turn will help in
developing right perception among teachers.
 Hence the investigator decided to study the perception
of teachers on transforming activity methods in RMSA
schools for livelihood opportunities in the interphase
of skill India campaign.

23. REVIEW OF RELATED LITERATURE
• As per the recommendation of Secondary Education
Commission (Mudaliar Commission; 1952-1953),
the need to diversify and vocationalise secondary
education had been recognized as early as 1882.
• Even after independence, vocationalisation of
education remains one of our baffling problems.
Vocational courses are not popular with the upper
and middle classes. To top of it all those who
qualified in these courses could not get employment.

24. • According to Dr. A.P.J. Abdul Kalam (2008)
‘Unemployability’ is a bigger crisis than
unemployment which is the result of skill deficit.
• As per the India labor report 2007, 53 percent of
employed youth suffered some degree of skill
deprivation, while only 8 percent were unemployed.
In all, 57 percent of Indian’s youth suffered from
some degree of ‘unemployability’.
• As such, 90 percent of employment opportunities
required vocational skills. But 90 percent of the
country’s college and school output did not have
adequate practical knowledge for joining work. Only
7 percent of the population in the 15 to 29 age group
had received some form of vocational training.

25. STATEMENT OF THE PROBLEM
 The present study is undertaken to analyze the
perception of teachers on transforming activity
methods used in classroom teaching suitable for
inculcate awareness, skill and knowledge about
livelihood opportunities.
 Hence this study is entitled “perception of teachers
on transforming activity methods in RMSA schools
for livelihood opportunities in the interphase of
skill India campaign”.

26. OPERATIONAL DEFINITIONS OF THE
KEY TERMS
Perception of teachersIn the present study,
investigator defines the term perception of teachers
as the views or thoughts of teachers on transforming
activity methods in RMSA schools for livelihood
opportunities in the interphase of skill India
campaign.
Activity methodIn this study investigator defines
the term activity method as a broader sense ie,
content areas of different subjects incorporated into
the various livelihood practices as craft centered and
life centered education for the better livelihood
opportunities.

27. RMSA schoolsThe Government of India
launched a centrally sponsored scheme in 2009,
Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
with goal of achieving universalization of secondary
education by 2020 in India.
RMSA implemented in 112 secondary schools
across the Kerala state and investigator selected
these schools for the present study So defined such
schools as RMSA Schools.
Livelihood opportunities In this study
investigator defines the term livelihood opportunities
as the practicing of one or more skills during the
secondary school education for the eradication of
unemployability among youth.

28. Skill India campaign Livelihood opportunities
are affected by supply and demand side issues. On
the supply side, India is failing to create enough job
opportunities; and on the demand side, professionals
entering the job market are lacking in skill sets.
This is resulting in a scenario of rising
unemployment rates along with low employability.
To rectify this problem, a new scheme was launched
by Prime Minister Narendra Modi on July 2015
called as skill India campaign which aims to train
over 40 crore people in India in different skills by
2022.

29. HYPOTHESES OF THE STUDY
 There will be significant difference in the mean
scores of perception of secondary school teachers
on the transformation of activity methods in
RMSA schools based on subsamples such as
Language teachers
Science and mathematics teachers
Social science teachers
 There will be significant difference in the mean
scores of perception of secondary school teachers
on the transformation of activity methods RMSA
schools based on subsamples such as
Gender, locale and types of school management.

30. OBJECTIVES OF THE STUDY
1. To find out the perception of teachers in providing
livelihood opportunities through activity method to
the children in RMSA schools.
2. To identify the content areas that can be used for
skills and vocational training which are essential for
the livelihood opportunities from the opinion of
secondary school teachers.

31. 3. To analyze the perception of secondary school
teachers on the transformation of activity methods in
RMSA schools based on subsamples such as
Language teachers
Science and mathematics teachers
Social science teachers
4. To analyze the perception of secondary school teachers
on the transformation of activity methods in RMSA
schools based on subsamples such as
Gender
Locale
Type of school management

32. METHODOLOGY IN BRIEF
 The method to be used is normative survey method.
 Population
 Population is to be all the secondary school teachers
those who are working in RMSA schools in Kerala.
 Sample
 The expected sample is 400 secondary school
teachers in RMSA schools.
 Sampling techniques
 Stratified Random sampling technique based on
subjects taught, gender, type of school management
and locale.

33. Tools of the study
A comprehensive questionnaire developed in
the Likert model and pretested.
Statistical techniques
Percentage analysis
ANOVA
Scheffe’s post hoc test

34. REFERENCES
 Brochure, Skill India-global summit on
entrepreneurship and skill development. The
National Institute for Entrepreneurship and Small
Business Development (NIESBUD).
 Dr. Kalam’s speech at Bangalore University on 20th
January 2008.
 Guidelines (2012) for Innovations under Rashriya
Madhyamik Shiksha Abhiyan.
 Mudaliar Commission Report; 1952-1953

35. Thank you