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Annual Report 2017-18

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Annual Report 2017-18 Annual Report 2017-18 Department of School Education & Literacy Department of Higher Education Ministry of Human Resource Development Government of India OVERVIEW Overview Annual Report 2017-18 Good quality education is the foundation of and pedagogy relevant to the needs of our society new discoveries, new knowledge, innovation and economy and nurture qualities of problem and entrepreneurship that trigger growth and solving and creative thinking, learning-by-doing, prosperity of the individual as well as that of a greater engagement with the live- context, and nation. For this, we need to make our curriculum confident self-expression from a young age. OBJECTIVES OF MHRD • Formulate the National Policy on Education and ensures that it is implemented in letter and spirit • Planned development, including expanding access & improving quality of educational institutions throughout the country • Promote gender equity and social inclusion of disadvantaged groups as SC/ST, minorities & economically weak sections of society • Provide financial help in the form of scholarships, loan subsidy, etc to deserving students from marginalised sections of the society • Encourage international cooperation in the field of education, including working closely with the UNESCO and foreign governments and Universities NEW EDUCATION POLICY (NEP) Consultation from village/ grassroots level up to State level, and (iii) Thematic 1. The Government is in the process of Consultations including Zonal and National formulating a New Education Policy to meet level Consultations. The online consultation the changing dynamics of the population’s process was undertaken on www.MyGov. requirement with regard to quality in portal from 26th January, 2015 to 31st education, innovation and research, aiming October, 2015 and nearly 29,000 suggestions to make India a knowledge superpower by have been received on the 33 identified (13 equipping its students with the necessary themes on School Education and 20 themes skills and knowledge and to eliminate on Higher Education). Brief details on these the shortage of manpower in science, 33 themes are accessible on www.MyGov. technology, academics and industry. in portal. Further, an extensive, time-bound, 2. Consultation process was three pronged participative, bottom-up consultative as follows: (i) Online consultations (ii) process across nearly 2.5 lakh Gram iv Panchayats, 6600 Blocks, 6000 Urban and members of CABE were invited on the Local Bodies, 676 districts and 36 States/ consultation process and the themes. Six Union Territories was carried out between Zonal Meetings were held by the Minister verview May to October, 2015. of Human Resource Development in O 3. A number of in-person consultations were Eastern, Central, North-Eastern, Western, held by the Government with stakeholder Southern and Northern Zones covering all Ministries in the Government of India (GoI) States and UTs in September-October 2015 and also with the State Governments on which was attended by Education Ministers NEP. A High Level meeting was taken by and officials of the respective States/UTs. Minister for Human Resource Development New Education Policy was also discussed th on 14.02.2015 to discuss the consultative in the 64 CABE meeting held in October, process for formulation of New Education 2016. Policy and invite suggestions of other 6. The Ministry had constituted a 5-Members Ministries and Departments. A meeting was Committee for Evolution of the New held by the Minister of Human Resource Education Policy on 31st October, 2015 Development on 21st March, 2015 with under the Chairmanship of Shri T.S.R. Education Ministers, Secretaries and other Subramanian, former Cabinet Secretary senior officials of the State Governments in to the Government of India, with the which the consultation process, including the National University of Education Planning process of uploading the recommendations and Administration (NUEPA) serving as on MyGov, was explained in detail and its secretariat. The Committee submitted suggestions of States on the process as well its report on the 27th May, 2016. After as the themes were also invited. perusal of the report of the Committee 4. The Government also conducted thematic and the recommendations from various consultations through University Grants consultations as well as other views and Commission, All India Council for comments received, MHRD has formulated Technical Education, National Council for ‘Some Inputs for the Draft National Teacher Education and several centrally Education Policy, 2016’. Both these funded universities and institutions, documents are treated as inputs for policy. autonomous bodies, attached offices The Minister for HRD has written to all the having domain expertise on the individual Members of Parliament and the Ministry has themes by inviting all relevant stakeholders also written to the relevant Government of including experts, academics, industry India Ministries and the State Governments representatives, civil society etc. in July- inviting comments/views/suggestions October, 2015. Further, the Ministry held on the Draft National Education Policy st thematic consultations in which experts (NEP) by 31 October, 2016. Thereafter, an having domain expertise were invited for ‘Education Dialogue’ was also organized th deliberations. on 10 November, 2016 with the Hon’ble MPs to discuss the suggestions and to elicit 5. The consultation process was one of the their views. agenda points in the meeting of Central th Advisory Board on Education (CABE) held 7. The Government has, on 24 June 2017, on 19th August 2015. Views of all States recently constituted a 10-member Committee v for preparation of the draft National Dr. K. Kasturirangan. The Committee is Education Policy under the Chairmanship in the process of drafting this policy for of eminent scientist Padma Vibhushan which seven meetings have been held. ****** Annual Report 2017-18 vi PARt – I Department of School Education & Literacy CONTENTS Sl. Programmes/Schemes/Sub-ordinate Institutions Pages Annual Report 2017-18 No. 1. Sarva Shiksha Abhiyan (SSA)/Right of Children to Free and Compulsory 1-27 Education (RTE) Act, 2009 2. Centrally Sponsored Scheme on Teacher Education (CSSTE) 29-34 3. Scheme for Providing Quality Education in Madarsas (SPQEM) & Scheme of 35-38 Infrastructure Development in Minority Institutions (IDMI) 4. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) 39-46 5. National Programme of Mid-Day Meal in Schools 47-58 6. National Means-cum-Merit Scholarship Scheme & 59-61 National Scheme of Incentive to Girls for Secondary Education 7. National Award to Teachers 63-65 8. Adult Education 67-76 9. Kendriya Vidyalaya Sangathan (KVS) 77-86 10. Navodaya Vidyalaya Samiti (NVS) 87-100 11. National Council of Educational Research & Training (NCERT) 101-109 12. National Council for Teacher Education (NCTE) 111-113 13. National Bal Bhavan 115-119 14. Central Tibetan School Administration (CTSA) 121-124 15. Central Board of Secondary Education (CBSE) 125-135 16. Annexure I, II & III 137-144 01 ELEMENTARY EDUCATION SARVA SHIKSHA ABHIYAN (SSA)/RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION (RTE) AcT, 2009 Sarva Shiksha Abhiyan (SSA)/Right of Children to Free and Compulsory Education (RTE) Act, 2009 Annual Report 2017-18 Sarva Shiksha Abhiyan (SSA)/Right universal access and equity. of Children to Free and Compulsory (i) New Schools: Progress in achieving Education (RTE) Act, 2009: the goal of universal access under SSA has been consistent over the Article 21-A of the Constitution of India and its years. Over the years 2,04,683 consequent legislation, the Right of Children primary schools and 1,59,681 upper to Free and Compulsory Education (RTE) Act, primary schools have been sanctioned 2009 became operative in the country on 1st including 274 sanctioned in 2017-18. April 2010. The RTE Act confers the right to (ii) Special Training for mainstreaming elementary education on all children, in the age out-of-school children: The RTE group of 6-14 years, on the basis of equality of Act makes a specific provision for opportunity in a formal school which satisfies Special Training for age-appropriate certain essential norms and standards. All States admission for out-of-school children. have notified their State RTE Rules. The centrally A majority of out-of-school children sponsored scheme of Sarva Shiksha Abhiyan belong to disadvantaged communities (SSA) supports States and UTs in their efforts to – scheduled castes, scheduled tribes, implement the RTE Act. Its interventions include, Muslims, migrants, children with inter alia, opening of new schools, construction of special needs, urban deprived children, schools and additional classrooms, constructing working children, children in other toilets and drinking water facilities, provisioning difficult circumstances, for example, for teachers, in-service training for teachers those living in difficult terrain, and academic resource support, free textbooks children from displaced families, and uniforms, support for improving learning and areas affected by civil strife, etc. achievement levels, research, evaluation and Special Training may be in the form of monitoring. residential or non-residential courses PROGRAMME INTERVENTIONS organized, preferably in the premises of the school, but if such facilities I. Universal Access: The Sarva Shiksha are not available in school, alternate Abhiyan (SSA) Programme is being facilities which are safe, secure and implemented since 2001 for universalization
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