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Annual Report 1981-82

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Annual Report 1981-82 ANNUAL REPORT 1981-82 N U E PA DC niiiiuuiiiiiiiiiniiinii D13535 3 W, GOVERNMENT OF INDIA MINISTRY OF EDUCATION AND CULTURE (Department of Education and Department of Culture) NEW DELHI r*2> 'V CONTENTS DEPARTMENT OF EDUCATION Chapters Pages INTRODUCTORY (vii) 1. ORGANISATIONAL STRUCTURE 1 2. SCHOOL EDUCATION 3 3. HIGHER EDUCATION AND RESEARCH 18 4. TECHNICAL EDUCATION 34 5. SCHOLARSHIPS 39 6. BOOK PROMOTION AND COPYRIGHT 43 7. YOUTH SERVICES 46 8. PHYSICAL EDUCATION AND SPORTS 50 9. LANGUAGES 58 10. INDIAN NATIONAL COMMISSION FOR COOPERATION WITH UNESCO 68 11. ADULT EDUCATION 71 12. EDUCATION IN THE UNION TERRITORIES 75 13. ACTIVITIES IN COMMON AND CLEARING HOUSE FUNCTIONS 80 DEPARTMENT OF CULTURE INTRODUCTORY (XV) 1. ARCHAEOLOGY 91 2. MUSEUMS 95 3. INSTITUTIONS OF ANTHROPOLOGY AND ETHNOLOGY 103 4. ARCHIVES AND RECORDS 106 5. INSTITUTIONS OF TIBETAN, BUDDHIST AND OTHER HISTORICAL STUDIES 110 6. LIBRARIES 112 7. AKADEMIES AND NATIONAL SCHOOL OF DRAMA 116 8. PROMOTION AND DISSEMINATION OF CULTURE 119 9. MEMORIALS 122 10. CENTENARIES AND ANNIVERSARIES 123 11. CULTURAL RELATIONS 124 FINANCIAL ALLOCATIONS OF ITEMS DISCUSSED 127 ADMINISTRATIVE CHARTS DEPARTMENT OF EDUCATION iv) INTRODUCTORY Policy and Approach The year J 981-82 was marked by efforts to translate into ‘action policies and approaches and to give a meaningful orientation to the educational efforts ot' the Government. The important goals and tasks to which these efforts were directed included, inter-alia, achievement of universal elemen­ tary education through formal and non-formal education; removal of illite­ racy in the age-group 15 to 35; expansion of population education pro­ grammes on a priority basis in the States and Union Territories; strengthen­ ing of programmes for quality improvement in higher education; creation of infrastructure in areas of emerging technology in the field of technical education; introduction ol' new schemes to provide opportunities for the youth of the country to develop their total personality. A Conference of Education Ministers of States and Union Territories was held on June 2, 1981. The focus of discussion in the Conference wni. on the implementation of the_ educational development perspectives and programmes as Incorporated in the Sixth Plan document, which had receiv­ ed the approval of the National Development Council early in that year. The Conference inter-aiici.endorsed the plan to achieve in a 10-year period universal elementary education through formal and non-formal education with emphasis on primary stage in the Sixth Plan, and middle stage in the succeeding Plan. It called for an early completion of the process of change over to the 10+2 pattern of school education and emphasised the need to carry out expeditiously the review of textbooks from the angle of national integration. Planning and Monitoring A sum of Rs. 422.33 crores (Rs. 107.11 crores in the Central Sector and Ks. 315.22 crores in the State Sector) was provided for the—develap- ment nueducation forJJie^eax 1981-82. w'ffich constituted 2.4% of tnc total plan of the country. For 1982-83 an outlay of Rs. 138 crores has “been provided foF~bi the" ccntral sector. For Jhe educational development of..Scheduled Casigs and Scheduled Tribes, the Mini&lr^--proposes to pro- vide 12.4% of the divisible outlay lor the SpeciaT Component Plan for Scheduled Castes and 6.1% for the ..tribal sub-plan areas. Elementary Education As an essential component of the Minimum Needs Programme, Univer- salisation of Elementary Education has been assigned a very high priority under the Sixth Plan and allocated a Plan outlay of Rs. 905 crores or 36 per cent of the Plan outlay of Rs. 2524 crores for Education as a whole. The programme of Universalisation of Elementary Education has been pursued during the year with a greater thrust with a view to operationalis­ ing it in all its aspects. A National Committee on Elementary Education was constituted under the Chairmanship of Union Education Secretary, with Director, National Council of Educational Research and Training (NCERT), Director, National Institute of Educational Planning and Administration (NLEPA), Adviser (Education), Planning Commission and Education Secretaries of the nine educationally backward States as members and Joint Secretary (Schools) in the Ministry as member-Secre- tary. The Committee met for the first time on July 6, 1981, and on its recommendation. State Task Force on Elementary Education has been constituted in each of the nine educationally backward States. The first meetings of the six State Task Forces were held during the period. The review of the present position and difficulties encountered in each State in the context of physical targets, was made in each of the meetings and mea­ sures needed to overcome them were decided upon. The Ministry of Edu­ cation, Planning Commission, NCERT and NIEPA are represented in each of the State Task Forces. Non-fornial Education Concerted efforts were made to set up non-formal educational centres both at primary and middle levels, particularly in the educationally back­ ward States. Under the Centrally sponsored scheme of Non-formal Education for elementary age-group children, a total sum of Rs. 3.44 crores was given to eight out of nine educationally backward States. The total (v ii) amount so far given lo the States for this programme is Rs. 6.05 crore:s. Til' 1981-82, 51,712 centres have come into position in eight States with a total coverage oi- I 1 .-^0 lakh children. According to the proposals so Lai received, the number ol cenires Dy the end ol the current Plan period will be i .2(S,905 with a lotal coverage ol .Vi.8 lakh children. 1 he non-toimial education prodi amines in t!ie various 'ilatcs/union leiritories iiicludiing the educationally backward Suites were also taken up lor special review in the Annual Plan discussions ior 1982-83 and it has been urged upon tine States to take on increased coverage under the non-formal channel and to develop this as a complementary supportive channel for the realisation of the goal fixed by the Constitution. With Swedish assistance, 3200 metric tonnes of paper has been given to ail States and Union 1 erritorics as Central Commodity Assistance for producing books, guides and other teaching/ learning materials for the non-formal education programme. The over­ whelming emphasis in all the schemes under the Central and State Sectors has been on increasing the enrolment of girls and children belonging to weaker sections including Scheduled Castes 'and Scheduled Inbes. Early Childhood Education Under the Sixth Plan, a modest programme of Early Childhood Educa­ tion (ECE) has been introduced to broadbase the programme of Universa- lisaiion. Designed to start in a meaningful way, in rural areas, mainly in the State Sector, ECE centres in the form of pre-schools will be set up as adjuncts of primary schools. With a Central Sector outlay of Rs. 1 croire, a scheme of giving assistance to voluntary organisations for running suich ECE Centres was finalised and put into operation during the year. Besides, with UNICEF assistance, an Early Childhood Education project has been taken up for implementation in 1 1 States/Union Territories during the period, 1981-1983. This project aims at developing new capacity for the training of pre-school educators, extension of research and developing acti­ vities and development of model pre-school centres. Educational Technology In the context of the proposed launching of IN.SAT, it has been decided Program m e to take over the responsibility for the production ol educational material and films for the educational television programmes. For this purpose, production cenires arc being set up in the six INSAT States and the Centre ior Educational Technology is being strengthened to take on prototype pro­ duction and training responsibilities. Guidelines for Educational Broad­ casting, developed at a National Workshop in December 1980, are being finalised in consultation w'ith the States for formal adoption. Review of Textbooks Based on the recommendations of the National Integration Council, a programme for the evaluation of school textbooks from the point of view of national integration has been taken up. The review is being undertaken on a decentralised basis. All school textbooks for classes I to XII will be taken up for review. To begin with, however, the evaluation will be con­ fined to History and Language textbooks. Tools and guidelines for under­ taking such evaluation developed by the National Council of Educational Research and Training have been sent to all the State Governments. population Education The Population Education Programme launched from April 1980 with Program m e the objective of creating in the younger generation an adequate awareness of the population problems and realisation in this regard of their respon­ sibilities towards the nation, is being implemented on a priority basis in 17 States and 2 Union Territories. Necessary curriculum for introducing population education in the formal education system is being developed at National and State levels. It has been decided that the programme will be expanded to cover the remaining States and Union Territories as well. Higher Education The stability in the growth of enrolment in higher education achieved during the previous decade was maintained during 1980-81. The total enrolment increased by 3.9rc in 1980-81; this was well within the average annual rate of growth of 4% reached during the decade 1971-80. Four new universities were establish^ during 1981-82. The University Grants' Commission finalised their guidelines for providing development support to universities and colleges during the Sixth Plan. These place special empha­ sis on consolidation of the facilities already created in the universities, and ensuring their optimum utilisation. Programmes for linking education (viii) wilh development restructuring of eourscs.
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