1. Enterprising Ladakh
Prosperity, Youth Enterprise and Cultural Values in Peripheral Regions
Working Paper No 14
Textbook Analysis
April 2006
Ladakh Autonomous Hill Development Council, Leh
Druk Pema Karpo Educational Society
Drukpa Trust
in association with
SECMOL
A project funded by the European Commission

2. Preface
During 2004-5, the Ladakh Autonomous Hill Development, Leh (the ‘Hill Council’)
formulated a Vision Document entitled ‘Ladakh 2025’, aimed at transforming the
Ladakh region to an economic powerhouse, without adversely affecting its unique
culture and ecology. In order to help take the Vision forward, this ‘Enterprising
Ladakh’ project investigated opportunities in eleven economic sectors, and set out
the findings in a Discussion Paper entitled ‘Market Opportunities’. The findings were
discussed at a Workshop in Leh in July 2005. (www.enterprisingladakh.org)
Discussion Paper No 2 entitled ‘Developing Livelihood Skills and Self Reliance,’
addressed the enabling environment for ‘enterprise’ and ‘entrepreneurship’. This
Paper considered their nature, summarised experience with initiatives in the
European Union and India, reviewed the current status in Ladakh, identified
obstacles and outlined an enabling policy for the future. The findings were discussed
at a Workshop in Leh in March 2006.
This Working Paper No 14: Textbook Analysis was prepared by Annie Smith, with
inputs by E.K. Nareshwar and Aparna Sethi.
‘Enterprising Ladakh’ is a project being conducted by the Ladakh Autonomous Hill
Development Council, Leh, Druk Pema Karpo Educational Society and Drukpa Trust,
in association with SECMOL.
The project is co-funded by the EU-India Small Projects Facility Programme in
Economic Co-operation (SPF), which is an initiative of the European Commission
(EC) to support the on-going transformation and modernisation of Indian economy
and systems of governance. The programme supports small and innovative projects
that aim at facilitating enhanced interaction of European and Indian civil society, the
networking of its policy makers and opinion formers as well as the linkage of Indian
and EU operators in business and the media.
You are kindly invited to communicate your views on this Discussion Paper to the
project team:
Project Coordinator
'Enterprising Ladakh'
Hemis Complex, Zangsti
Leh, Ladakh -194 101
Phone: +91 94191 77536; 252 133
enterprisingladakh@rediffmail.com
This document has been produced with the financial assistance of the European
Union. The contents of this document are the sole responsibility of Ladakh
Autonomous Hill Development Council Leh, Druk Pema Karpo Educational Society
and Drukpa Trust, and can under no circumstances be regarded as reflecting the
position of the European Union.
19th April 2006 2

3. Executive Summary
This Working Paper presents an analysis of the Jammu & Kashmir State Board of
School Education textbooks in order to identify the extent to which the
curriculum/syllabus imparts ‘Life & Livelihood Skills’. The analysis focuses on Social
Studies across Classes III - VIII, due to time restrictions and because it was felt that
Geography, History and Civics best lend themselves as a vehicle for imparting such
skills.
The analysis falls into four categories:
1) Livelihood Skills - the books have been assessed for any reference to local
livelihoods (such as agriculture, tourism, solid waste management, handicrafts
etc.) and for recommendations for project work and field trips in this area.
2) Life skills – life skills are best imparted through activity-based learning or
learning-by-doing. The books were studied to assess their encouragement /
use of this approach.
3) Teacher inputs.
4) Quality of production.
Three Class VI books were taken as a sample: ‘Ancient India’, ‘Geography’ and ‘Our
Civic Life’. The Ancient India (History) textbook scored 0 (none) or 1 (poor) in every
category. The Geography textbook scored 0 for local cultural relevance, livelihoods &
social norms, communication skills and problem solving. ‘Our Civic Life’ generally
scored 1-2, but still received zero for local cultural relevance. Although this was a
small-scale sample, with subjective scoring, it was sufficient to illustrate the
enormous potential for improvement in textbooks.
Using the same criteria, Environmental Science Class IV textbooks produced under
Operation New Hope were also assessed (see Annex C). The marked difference in
scores, mostly in the range of 2-3, demonstrates what can be done.
A much broader scope of subjects is available for those students whose schools are
following the CBSE syllabus. Centralised government schools are affiliated to the
CBSE and private schools can choose to be affiliated with CBSE if they wish. Under
CBSE rules, affiliated schools are obliged only to follow their textbooks in Class IX–
XII. Up to this point, they can use any textbook as long as it is NCERT-approved.
The range of subject books available under CBSE is also much broader, for example
‘Life skills’ can be studied at Classes VI–VIII, and ‘Entrepreneurship Education’ is
available at Classes XI-XII, as also are other subjects such as Fashion Design.
19th April 2006 3

4. Table of Contents
Abbreviations 5
1. Introduction 6
2. Background 6
3. Analysis of Jammu & Kashmir textbooks with respect to 7
‘Life & Livelihood Skills’ content
4. Examinations 7
5. CBSE Textbooks 8
6. Recommendations 9
Annexes
A: References & Bibliography 10
B: Sample Analysis of J&K Textbooks 11
C: Sample Analysis of Operation New Hope Textbooks. 14
19th April 2006 4

5. Abbreviations
DIET District Institute for Education and Training
DVD Digital Video Disc
J&K Jammu & Kashmir
J&KBOSE Jammu & Kashmir Board of School Education
NCERT National Council for Education Research and Training
NGO Non-governmental Organisation
ONH Operation New Hope
SDE State Department of Education
SECMOL Students Educational and Cultural Movement of Ladakh
SIE State Institute of Education
19th April 2006 5

6. 1. Introduction
This Working Paper presents an analysis of the Jammu & Kashmir Board of School
Education (J&KBOSE) textbooks to identify the extent to which the
curriculum/syllabus imparts ‘Life & Livelihood Skills’. The analysis focuses on Social
Studies across Classes VI -VIII, due to time restrictions and because it was felt that
Geography, History and Civics best lend themselves as a vehicle for imparting such
skills.
The analysis falls into four categories:
1. Livelihood Skills - the books have been assessed for any reference to local
livelihoods (such as agriculture, tourism, solid waste management, handicrafts
etc.) and for recommendations for project work and field trips in this area.
2. Life skills – life skills are best imparted through activity-based learning or
learning-by-doing. The books were studied to assess their encouragement /
use of this approach.
3. Teacher inputs.
4. Quality of production.
Experience by Save the Children staff suggests that activity-based learning was
encouraged through the Teacher Handbooks. Despite best efforts, it has not been
possible to obtain copies of any of the Teacher Handbooks. They were not available
in the bookstore or schools, or at the District Institute of Education and Training
(DIET) - only the 1991 Handbook for Urdu was available.
In addition, a brief analysis was made of examination papers to see what skills were
being tested and if there was any scope for a creative or personal response to
questions.
2. Background
Education in India is guided by principles and regulations outlined by the National
Council for Education Research and Training (NCERT). However the respective
State Institutes of Education (SIEs) have the freedom to design and develop
curriculum and textbooks to suit state-specific needs, as long as they build upon the
basic NCERT guidelines. However, as stated in Working Paper No 131, the majority
work closely to the NCERT books, making only minor modifications. According to the
Director of Academics at the Jammu & Kashmir Board of School Education, J&K
textbooks are based on the NCERT books, but modified to meet local requirements.
However, the analysis shows that none of these books (excluding those developed
by SECMOL– see below) are relevant to Ladakh.
The high percentage failure at matriculation in Ladakh district (consistently around
95% for many years led to a re-evaluation of the existing education system by the
Students Education and Cultural Movement of Ladakh (SECMOL). In 1994, a
programme called Operation New Hope (ONH) was launched, with 33 schools
initially, as a tri-party movement of the government, NGOs and the people to reform
the educational system in the district. When the first Ladakh Autonomous Hill
1
Working Paper No 13: School Curriculum – content and delivery
19th April 2006 6

7. Development Council was formed in late-1995, it adopted ONH as the Council’s
official education policy. With Hill Council support, ONH was extended to all the
nearly 270 schools in the District. Under this scheme ONH produced Ladakhi
versions of primary textbooks and teaching materials in order to make them more
relevant and meaningful to Ladakhi children and to introduce child-centred, activity-
based learning into the classroom. Under this scheme, books for Environmental
Studies (which incorporates both basic Science and Social Studies), Classes III & IV
and English Classes I & II have been produced. These books have been available to
schools since 1998 and were introduced en masse into classrooms since 2003, when
SECMOL in collaboration with J&KBOSE, began producing the books for mainstream
education in Ladakhi Junior Schools.
3. Analysis of J&K textbooks with respect to ‘Life & Livelihood Skill’ content2
A table was drawn up with headings covering: local cultural relevance; livelihood or
social norms; teacher initiative/inputs; quality of production; creativity; communication
skills; problem-solving; student participation; and group/teamwork. The books were
assessed under each category on a scale of 0-3, where 0=none and 3=good (please
see Annex B).
Three Class VI books were taken as a sample: ‘Ancient India’, ‘Geography’ and ‘Our
Civic Life’. The Ancient India textbook scored 0 (none) or 1 (poor) in every category.
The Geography textbook scored 0 for local cultural relevance, livelihoods & social
norms, communication skills and problem solving. Our Civic Life generally scored 1-
2, but still received zero for local cultural relevance. Although this was a small-scale
sample, with subjective scoring, it was sufficient to illustrate the enormous potential
for improvement in the J&K textbooks.
Using the same criteria, Environmental Science Class IV textbooks produced under
Operation New Hope were also assessed (see Annex C). The marked difference in
scores, mostly in the range of 2-3, demonstrates what can be done.
4. Examination Papers
It was thought necessary to include a brief summary of examination papers as
textbook content and style is driven to a large extent by examination requirements.
Education outcomes are measured by examinations and examinations generally test
students’ ability to memorise knowledge, consequently textbook content is primarily
knowledge-based and teaching styles emphasise memorisation or rote learning.
Brief Analysis of Class X & Class XII Examination Papers
For Class X (matriculation), the papers written in English were assessed i.e. English,
Science, Social Science and Mathematics. These papers use a combination of
multiple-choice & long or short answer type questions that depend on (and therefore
test) the ability to memorise information. English was the only subject that had
comprehension based on reading a passage, followed by multiple-choice and short
answer type questions where comprehension of the text was required. However, the
2
Please see Annex A for the books analysed
19th April 2006 7

8. true test was whether the candidate was able to remember enough English to
understand the passage. English also had a section that invited creative writing, but a
CBSE representative advised that even creative questions have a standard format
for answering, and students who
choose to be very creative in their Sample question from Commerce paper:
answer are usually marked down.
Mathematics contained problem- Salesmanship (long answer type question - each
solving, but as an inherent part of question worth 10 points)
mathematics based on • Elucidate briefly the various types of
memorisation and comprehension salesman classified on the bases of service
of formulae. rendered or on the basis of goods sold.
• Explain briefly two social, two character,
At Class XII, examination papers three physical and three psychological
qualities of a salesman.
for Arts, Science and Commerce
streams all followed the same
format of multiple-choice and long and short answer type questions. The box
opposite gives an example of the type of questions asked in the ‘Commerce’ stream
papers under the title of ‘Salesmanship’. Salesmanship is a potentially dynamic
teacher-learning area, however, the questions clearly reflect the course content and
learning style involved.
The question of changing the examination system was raised with the Chairman of
J&KBOSE who said: “The main emphasis is now upon ‘the learning’ rather than the
memorisation. You will be glad to know that our board is one of the first in the country
to organise a workshop relating to the structuring of the question paper. We asked
experts from NCERT Delhi to give training in September 2005, and I am sure the
findings of that workshop will be fruitful.”
5. CBSE Textbooks
A much broader scope of subjects is available for those students whose schools are
following the CBSE syllabus. Centralised government schools are affiliated to the
CBSE and private schools can choose to be affiliated with CBSE if they wish. Under
CBSE rules, affiliated schools are obliged only to follow their textbooks in Classes
IX–XII. Up to this point, they can use any textbook, as long as it is NCERT-approved.
The range of subject books available under CBSE is also much broader, for example
‘Life skills’ can be studied at Classes VI–VIII, and ‘Entrepreneurship Education’ is
available at Classes XI-XII, as also are other subjects such as Fashion Design.
However none of the schools affiliated with CBSE contacted in Ladakh are studying
Life Skills.
19th April 2006 8

9. 6. Recommendations
The aim within this Enterprising Ladakh Project is to demonstrate what can be done
within the existing curriculum. The proposed strategy is as follows:
• Long-term – Foundation Life & Livelihood Skills to be absorbed into J&K
textbooks across the curriculum; textbooks to be analysed and
recommendations made for suitable ‘entry points’ for activity based learning
relating to livelihood.
• Mid-Term – Life & Livelihood Skills Supplement to be added to existing Social
Science textbooks. Supplements to be based on the outcomes of the pilot
scheme and inserted into existing textbooks in place of a chapter or chapters
with little educational value in Ladakh.
• Short- term – Life & Livelihood ‘pilot’ for Classes VI – VIII. A DVD will be
produced demonstrating through activity-based learning how ‘life & livelihood’
skills can be introduced into the classroom. This DVD will be accompanied by
an activities handbook and together the package can also be used as a
teacher training aid.
Examinations
• J&KBOSE to review its examination system and make changes to the papers
in order to create a balance between testing of knowledge (memorisation of
facts) and other skills such as creativity, problem solving etc.
Teacher Education
• For successful implementation of both the long and mid-term
recommendations above, an in-service teacher training programme is
essential. This programme should encourage reflective practice, and build
confidence and understanding of activity-based learning.
19th April 2006 9

10. Annex A
References & Bibliography
Jammu & Kashmir Board of School Education textbook analysis - list of books
analysed:
Books written by SECMOL, produced by J&KBOSE for Operation New Hope:
EVS – Environmental Studies ( Social and Social Studies Reader for Class III) (2003)
EVS – Environmental Studies (Science and Social Science Workbook for
Class III) (2003)
EVS – Environmental Studies Part I For Class IV A textbook of Science for children
of Ladakh (2003)
EVS – Environmental Studies Part II For Class IV A textbook of Social Science for
children of Ladakh (2003)
Books produced by J&K BOSE:
Social Science – Geography for Class VI (2003)
Social Science - Ancient India textbook for Class VI (2003)
Social Science – Our Civic Life Textbook for Class VI (2003)
Social Science – History for Class VII (2003)
Social Science - Geography for Class VII (2003)
Social Science – Geography for Class VIII (2003)
Social Science – Modern India Class VIII (2003)
Social Science – Our Civic Life Class VI (2002)
Social Science – Our Civic Life Class VIII (2004)
19th April 2006 10

11. Annex B
Sample Analysis of J&K Textbooks
J&K Class VI - Social Science textbooks
Book name Produced Content / Skills / Delivery
by & date 0 = none, 1 = poor, 2 = fair, 3 = good
Local / Livelihood Teacher Quality of
cultural or social initiative / production
relevance norms inputs
Class VI J&K 0 0 1 1
Ancient India Board
Jan 2004
Geography J&K 0 0 1-2 1-2
Class VI Board
July 2003
Our Civic Life J&K 0 2 SN 1-2 1-2
Class VI Board 2L
Jan 04
Book name Produced Content / Skills / delivery
by & date 0 = none, 1 = poor, 2 = fair, 3 = good
Creativity Communic Problem Student Group /
-ation skills Solving participation team
work
Class VI J&K 1 0 0 0-1 0
Ancient India Board
Jan 2004
Geography J&K 1-2 0 0 1-2 1
Class VI Board
July 2003
Our Civic Life J&K 0 1-2 1 2 2
Class VI Board
Jan 04
Local/cultural reference: use of photos, drawings and text that relates to Ladakh’s
people, traditions and environment;
Livelihood: reference to local livelihoods of agriculture, tourism, handicrafts,
building, army, or to social norms;
Teacher initiative /inputs: is the teacher asked to create his/her own: learning
environments, materials and teaching aids, or to discover information/knowledge
from any other source than the text book?
Quality of production: what is the quality production of the text book?
Creativity: does the textbook encourage an imaginative, individual response either
written, or visual or a demonstration?
19th April 2006 11

12. Communication: does the textbook encourage the child to write a letter or
communicate his/her own ideas or feelings to a neighbour and/or discuss in a group?
Problem-solving: does the textbook give any tasks to be done where decisions
have to be made or a problem solved?
Student participation: is the child encouraged to bring in their own experiences,
stories or understandings or to explore and learn for themselves and respond?
Group/ team work: are children asked to work on projects together or to discuss in
groups in the classroom, or to go outside into nature to explore and discover?
Commentary
Ancient India Class VI - History: This book is knowledge-based; the
knowledge/information has no relevance to Ladakh - only some has been adjusted to
Jammu & Kashmir. The language is harder to work with than the other two books. It
asks the teacher to provide charts, diagrams, and map examples, but only to a
limited extent. In terms of visual creativity, it asks children to copy pictures that are
already in the book and poorly printed - a fairly meaningless activity, or to relate
maps and places from a different culture with their own environment. There is
enormous potential here to encourage teachers and children to relate the books’
contents to their own environment and culture, but it is not taken i.e. to look at modes
of transport that have not changed for centuries in their own locality and to take
photos, draw pictures or make clay models. Or to look at ancient monuments that
have a similar meaning to the monuments illustrated in this book. Draw these from
life and make a comparison of the sort of materials being used. Do you think they
were constructed in the same way? How many people would it take to build a stupa
and how long would it take? Instead of drawing a plan of Harrapan, draw a plan of
Leh and make a comparison with Harrapan. Problem-solving is only likely to arise if
the child is encouraged to do the suggested activities - then problems of relevant
images and materials would come up (a negative learning problem). This book is full
of potential to relate Buddhism to the local traditions and culture and none of them
are taken. There is plenty of scope for learning through discovery, group and project
work, but not taken.
The book is very heavily text-laden and does not encourage a child to interact
through a broad use of his/her senses. Maps are very poor quality and difficult to
define e.g. the land mass is not separated from the oceans by use of colour - it does
not resemble an atlas in any way or teach the child basic skills of map-reading and
understanding simple map legends. Such basic knowledge/skills should be
standardised throughout the curriculum and textbooks i.e. maps should not just be
given proper attention in Geography.
Geography Class VI: This book was produced under the ‘Greening textbooks’
initiative and Environmental Education in School System – this was apparent in the
content, which focuses on some green issues. Production of the book is better and
graphics stronger - but not good enough. The first chapter says to look at the stars
and identify them from a constellation chart (included in the book), but: 1) the
constellation map is too difficult to read, 2) the child would have to do this at home at
night (good), but has no decent map to work from (bad), so the good intention fails.
19th April 2006 12

13. This book encourages child-centred learning more than the previous example, but is
still very limited. There is no encouragement to apply the knowledge to the local
surroundings. The style of the book’s writing is more friendly and enthusiastic than
the history book for this stage. The book could so easily be improved by adding
locally-relevant activities in the section on ‘things to do’.
Our Civic Life Class VI: There is a concern in this book for social /environmental
awareness and responsibility. There are also group activities suggested in the
practical activities section. However, it is very ‘politically incorrect’ concerning village
people and underdevelopment - even using the word ‘backward’ to describe villages
and their people. It does try to explain the causes of underdevelopment. Generally,
one picks up a strong sense of ‘have and have-nots’ from the writer, who is clearly in
the ‘have’ category. This book encourages children to work in groups, discuss and
communicate ideas and even to respond. Due to the subject matter, which looks at
development, a little at livelihoods and social responsibilities, this is the best book to
attach a Supplement that focuses on work education, enterprise, and life skills. The
book has failed to take the opportunity to introduce work education, physical
education and does not encourage any creative activities, visual or otherwise.
19th April 2006 13

14. Annex – C
Sample Analysis of Operation New Hope textbooks
SECMOL /J&KBOSE – Environmental Studies Class IV
Book name Produced Content / Skills / Delivery
by & date 0 = none, 1 = poor, 2 = fair, 3 = good
Local / Livelihood Teacher Quality of
cultural or social initiative / production
relevance norms inputs
EVS (Social Secmol / 3 2-3 2 3
Science) J&KBose
Part I (Class 2003
IV)
EVS (Social Secmo /l 3 2-3 3 3
Science) Part J&K Bose
II (Class IV) 2003
Book name Produced Content / Skills / delivery
by & date 0 = none, 1 = poor, 2 = fair, 3 = good
Creativity Communic Problem Student Group /
-ation skills Solving participation team
work
EVS (Social Secmol / 2 1 2 2 2
Science) J&KBose
Part I (Class 2003
IV)
EVS (Social Secmol / 3 2 2 3 2
Science) Part J&KBose
II (Class IV 2003
Environmental Studies Part I & II, Class IV
Both books are well laid out, with good illustrations and printed to a high quality. The
content is socially, culturally and geographically relevant to Ladakh. There is indirect
reference to livelihoods, mostly relating to the agricultural sector. The books follow a
similar format to J&K textbooks in that they present a written text with questions at
the end for learning knowledge. However, the books also encourage the teacher to
introduce activities to the process, so that learning by doing, by discussion and
games is used to reinforce that knowledge and make the learning experiential. Such
activities encourage the child to think about their own life and society and to reflect
and question what they find.
19th April 2006 14