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Annual Report 1965-66

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Annual Report 1965-66 a n n u a l r e p o r t 1965-66 MINISTRY OF EDUCATION NIEPA DC DO0526 GOVERNMENT OF INDIA 1966 3 7o.%€u-*l Publication No. 763 CONTENTS PACK CHAPTERS I Introductory ......................................... 1 II School Education ......................................... ............................. 7 III National Council of Educational Research and Training 25 IV Education in the Union Territories 36 V Higher Education 49 VI Technical Education ......................................... ............................. 64- V II Scientific Departments and Surveys 69 VIII Council of Scientific and Industrial Research 80 IX Scholarships - ......................................... 87 X Social Education, Reading Materials and Libraries 104 XI Physical Education, Games, Sports and Youth Welfare 110 XII Development of Hindi, Sanskrit and Modern Indian Languages 118 XIII Literature and Infcrmation .................................................................... 129- XIV Fine A rts .. ......................................... ............................. 136 XV M useum , Archaeology a n d A r c h i v e s ........................................................ 144 XVI Cultural Relations with Foreign Countries 152 XVII Cooperation with the Ur ited Nations Educational Scientific and Cultural Organisation ............................ ............................. 164 ANNEXURES I Attached and Subordinate Offices/Autonomous Organisation of the Ministry of E ducation ................................................................................. 182 II Universities including Institutions Deemed to be Universities 184 III National Laboratories/Institutes under the CSIR 186 IV Scientists Pool Giving the Position regarding Selection and Placement o f C a n d i d a t e s ............................................................................................... 190 V Publications brought out by the Ministry of Education an its A g e n c ie s ............................................................................................................ 191 VI Centra] Schools 202 VII Advisory Bodies Functioning in the Ministry of Education and Its Agencies 207 CHARTS I Administrative Chart of the Ministry of Education II Progress of Primary Education III Progress of Middle School Education IV Progress of Secondary Education V Progress of University Education VI Progress of Technical Education VII Progress of Expenditure on Education by Sources MAP Universities in Indie—1963 (i) CHAPTER I INTRODUCTORY In November 1963, the two Ministries of Scientific Research & Cultural Affairs and Education were merged to form a combined Ministry of Educa­ tion with two Departments—the Department of Education and the Department of Science. The two Departments were later abolished with effect from the 29th February 1964, by a Presidential Order and the present com­ posite Ministry of Education came into being, under the charge of an Education Minister assisted by two Deputy Education Ministers and on# Minister of State, whose post now ceases to exist with effect from 29th October 1965. TTie Social Welfare Division, which formerly was part of the Ministry of Education, was transferred to the new Department of Social Security under the Ministry of Law created in accordance with the Presiden­ tial Order dated the 14th June 1964. During the year 1965-66, the Ministry of Education not only maintained the tempo of its normal work but also recorded a number of notable developments in its organisation and activities. 2. Scope and Functions.—In India, under the Federal Constitution education for the most part is managed by the State Governments. The Union Government have responsibility for the maintenance of four Central Univer­ sities, institutions of national importance and others for professional, tech­ nical and vocational training and for promotion of research and coordination and determination of standards in higher education or research. The Directive Principles of the Constitution enjoin on the Union Government to provide free and compulsory education to children up to 14 years of age, to deve­ lop, enrich and spread the federal language, Hindi, as also to develop other modem Indian languages. As a federal agency, the Ministry is also respon­ sible for collection and dissemination of educational information for the country as a whole and for all programmes of international collaboration in the field of education, science and culture. 2.1. These obligations of the Union Government are discharged by the Ministry of Education through the various programmes of activities, pilot projects and research conducted on the one hand by the Ministry of Educa­ tion and on the other through the agency of different bodies like the University Grants Commission, the Council of Scientific and Industrial Research, the National Council of Educational Research and Training, the Central Hindi Directorate, the Indian Council of Cultural Relations and other similar organisations financed and/or administered by the Union Government. The responsibilities of the Union Government in the Stale sector of education are discharged through a broad-based system of grants-in- aid to the respective State Governments for developing their educational programmes. The Union and State Governments work together in the formulation, implementation and evaluation of the various programmes. 2 3. Organisation.—The Ministry is at present organised into 12 divisions and a few units. The work relating to libraries has been centralised and placed under a new Division. The divisons are headed by Deputy Secre­ taries/Deputy Educational Advisers. A copy of the Administrative Chart of the Ministry is attached. A list of subordinate offices of the Ministry and the autonomous organisations under its administrative control is given in Annexure I. The Staff Inspection Unit of the Ministry of Finance is at present assessing the staff requirements of the Ministry. 4. The Advisory Bodies.—The Ministry of Education is guided in its policy and programme in the various fields of education, science and culture by advisory bodies set up for the purpose of aligning expert and public opinion with its activities, wherever possible. In the field of education, the main advisory body is the Central Advisory Board of Education which was established in 1935. Hie Board consists of representatives of the Union and State Governments (generally the State Education Ministers), representatives of the universities and Parliament, and distinguished educationists of the country, with the Union Education Minister as the ex-officio chairman, and the Educational Adviser to the Union Government as ex-officio member. The Board thus provides at the highest level, a common platform where the representatives of the Union and the State Governments can meet and take joint decisions on educational policies and programmes. 4.1. Apart from the Central Advisory Board of Education, the Ministry has had to set up over the course of years, several other boards and com­ mittees for dealing with specific problems in greater detail. A list of impor­ tant advisory bodies which functioned during the whole or part of the year 1965-66 is given at Annexure VII. The work of such advisory bodies is reported in its proper context in the relevant chapters of this report. 5. Fourth Five Year Plan.—The total outlay for Education in the fourth Plan has been tentatively fixed by the National Development Council at Rs. 1,260 crore which has been distributed among various stages of educa­ tion, v i z Elementary Education—Rs. 398.50 crore, Secondary Educa­ tion—Rs. 279.17 crore, University Education—Rs. 132.45 crore, Scholar­ ships—Rs. 55.00 crore, Social Education—Rs. 71.00 crore, Technical Education—Rs. 252.70 crore, Cultural Programmes—Rs. 16.18 crore and Others—Rs. 55.00 crore. 5.1. During the fourth Plan, the enrolment drive will be intensified at the elementary stage to bring the maximum number of children in schools towards the achievement of the Constitutional Directive. At the secondary stage, science education, vocational education and diversification of courses, have been given due emphasis to make education terminal ait this stage. At the university stage, admission would be restricted to those who can really benefit by higher education. Schemes of qualitative improvement will receive the highest priority in all sectors of education. Special measures for girls’ 3 education have been included to accelerate girls enrolment in order to- remove disparity between boys and girls. It is proposed to link education more intimately with other programmes of economic development during the fourth Plan. There will be a bias to manual work and productivity at all stages. 6. Present Progress and Further Targets in various Sectors 6.1. Elementary Education.—Efforts to expand educational facilities for children at the primary stage have been continued throughout the third Plan. According to the present information, as against the original target of 152.92 lakh children, the additional enrolment in classes I to V at the end of the third Plan is expected to be 165.02 lakh. Thus it is expected that the number of school-going children in these classes will rise at the end of 1965-66 to 514.67 lakh. This will bring the total percentage of school-going children in the age-group 6-11 at the end of the third Plan to 78.5 against 62.3 at the end of second Plan. For the middle stage (Class VI-VHI), the target of additional enrolment during the third Plan was 35 lakh children. It is now
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