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Eighth Five Year Plan 1990-95 Annual Plans 1990-91 and 1991-92

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Eighth Five Year Plan 1990-95 Annual Plans 1990-91 and 1991-92 GOVERNMENT OF MEGHALAYA EIGHTH FIVE YEAR PLAN 1990-95 ANNUAL PLANS 1990-91 AND 1991-92 DRAFT PROPOSALS VOLUME-m SECTORAL PROGRAMMES SOCIAL SERVICES AND _ x , PLANNING DEPARTMENT EIGHTH FIVE YEAR PLAN (l990-9ii) ANNUAL PLANS 1990-91 and 1991-92 DRAFT PROPOSALS VOLUME*-III t (ChApTeR X—XI) C;ONTENTS Sectoral Prograxumes B. Social Services and G. General Services c h a p t e r X ; SOCIAL SERVICES INCLUDING EDUCATION, ETC. Pages 1. General Education 1—57 2. Technical Education 58—66 3. Art and dulturc 67— 87 Sports and Youth Services 88— 107 5. Medical and Public Health 101—178 6. Sewerage and Water Supply ... ... 179— 198 7. General Housing 199—223 8. Police Housing 224—232 9. Hou»c Building Advance to Governnjcnt Employees 233—240 10. Uiban Development ... 241-268 11. Inrormation and Publicity 269—280 12. Welfare of Scheduled CastesyScheduied Tribes and Other * Backward Classes— (a) Pre-examination Training Centre 281—295 (b) District Council / 13. Labour and Labour Welfare 296—306 14. Training and Employment 307—333 15. Social Welfare ... 334—357 16. Nufritjon 358—364 C. GENERAL SERVICES CHAPTER XI ; GENERAL SERVICES 17. Printing and Stationery ... 365—373 18. Public Works (Administrative and Rc«idential Buildings) 374— 394 li'. Administrative Training Initituie ^ ^ 395—400 NIEPA DC II' D06137 CHAPTER—X : SOCIAL SERVICES INCLUDING EDUCATION, ETC, GENERAL EDUCATION 1. introduction The State (Government has spelled out the priorities and objective* in the ‘State White Paper on Education’, within the broad parameter of the National Policy on Education. A number of steps already been initiated for impleraentation of the policy laid down in the White Papcir to make the system more functional and useful- The State Governmcnt’a decision to manage Primary Schools either alone or concurrently with District Councils ushered a new era and removed uncertainity prevail­ ing for about a decade. As the begining has to be made almost from a scratch, it has devolved higher responsibility and liability. The State Government has passed Meghalaya Board of Primary Education Act recently, to Regulate and Control Primary Education in the State. A policy of selective assistance has helped in cheeking the number of Primary Schools. There has been only 3 per cent'increase in number of Primary Schools, between 4th and 5th Survey. The State has not switched over to the national pattern of education (10+24-3) pattern. It is imperative to fall in line with all India pattern. This will en'ail complete restructuring of the existing pattern of educa­ tion involving substantial investment both financial and human resources, since at least one or more clashes has to be tagged with the Primary and Middle Schools numbering over 4000. Simila»Iy, the responsibility for management of -\-2 or Highey Sec­ ondary Stage has to be taken over from the University, This will entail delinking of existing Pre-University course (+2) from the college and constituting Higher Secondary Course ^Class XI and XII) under School Board. This will require upgradalion #f High School to Higher Secon­ dary ^Stage and making provision for about 9000 students currently enrolled in P. U. Course in Colleges. It is also pr<5posed to introduce Vocational Education at the +2 stage^ once the +2 or P. U. Course ii taken over from the N. E. H. U. Along with restructuring the system of education the syllabi and curriculum prevalent about decades are being revised on the pattern of National Core Curriculum. This will require preparation and pro­ duction of lext-books in about five to seven languages, which arc medium of instruction at various stages of School Education. The University (NEHU) is switching over to the three years Degree Course with richer curriculum ron'ent. This will involve additional liability to provide additional facilities to the college like teaching staff, Laborataro, Library etc. An integrated or amalgamated schools system will be established at different levels to facilitate pooling of physical and human resources and optimum utilisation with a view to increase retentive power of the -«ehools and to contain high rate of drop-out. Against this background and keeping in view these factors as well as the obligations f<'r fulfilling the objectives of ihe National Policy of Education for Universalisation of Elementary Education add remo­ val of adult illiteracy wiihin the National target date, a need based btn projected^ to trufce the system cof ecdtJuccattibn rrel ant and ustful, q ’yell as to remo^ huge bacHcog cof)f deHcieein due to l(w priorijr aid investnient ir earlier plafis. I I . Perforimice during t h e 7 i» Five Year Pllam (i(X‘19l85-9® i J original inp-oved outlay for general edutcattioc»n n scctorr ib r ^ , ^j|y®,Year Pan was Rs.2825 ^khs which ujltiimaa&teily stioood at ‘0. l^^chs onthe basis of appoved outlay off a'amnual p^lans Thnactuil expen^ituie was R s.3509*^6 lakhs. c u ^^5^5 ben marginal increse in the nuiinlberr ' of Rrrlmary «•, 3 pr'cmt). The inerase in respect oif ttth^ numtfoer of School located in rural aras is about 2077 b>ettw*veeen 4tlii, and 5th; plir/ey / The targets for additional enidment of 0*75 liM whhiiidven iiil res- ,9fp^^^lary^,^i Middle Scboos have been aeHiicveedd Mad aldso the % carQjiaent, binder Non-fornal/Part-time ^diuccatiioipny for obut of ^nool/Q'op out-hiHren. During he period 5333 Eaddditititonal pGOSts of Primary School teafhers have been anctioned for soihcDoWs > uindcr Slbillong areas «3d Autoi6iit>us Districts. Ircase of Midcllce Scfchoooils assiastance nave b^en extSnjedto 232 venture shools for adhocz nnaaininteenance grant covcrim 928 tQchjrs. For providng improved faicilfititiees, 77 ^M iddlb Schcolshave be^ brought under tfeficit system of:' granhUt-un-aid. case of Hgh Schools, 10» venture High S(ch40o>ol^s havee been e end^ financ^I assistance in th< form, of adhocc imaairinttenancQ g*"^nt, coyeri^ 600 t^clers. During the period, anothier' ^44 IHigh Schools broigfet under deficit ystem of graat-iih-tai<d.l. Paring thepo^iod6 High Scteo’s and 1 Mlidldlee ! Skkool ^located ffl 1 5k'v.ard rtral areas have beei provincialised t® jpirtowide limprove j^s. , Simiarl/, 69 Graduate J c i e n c e Teacherss flia^vo’e Ibeen prrovided ^ adhoc schods by providing special grant-im-s^idi tto attriacct and I retain qualified teachers „ streamlne supervision anl inspection of PiriiBiaaryy ar.d IMiddle; . dftertraJisation of adninistration, 7 vpostss f off Deputy Ins-• of Sobols and 36 posts of other Suppoorttin^g SStaff hawe been < create^ and pQted to cover all th< 15 SubdivisioDns cof C tihe Staate. case o) Hgher Education s Junior Colleeges hhawe beeni exten-- dcd idhoc manffnance grant co^ring 56 staff aindl 33 ] D)egiee CCclleges5 n,ajVe ^een brcuglt under deficit system of grantt-im-aaidd, bcsidess fntcr-- tainm t to 33 eachers. In case )f Government c©ll^eg<gess 20 p3osts off teaches have ieei sanctioned. lostel building aat Qrov^veirnment'College; JoMrai js almo^^ completed. A nunber of new ssubrjecctsts have bDeen in - trodufed ij^ Government and Non-Governmfmt dobllceges. : To improve the service/worcing conditions 0)f 'iteeacchers, btenefit off ^visel State Scale of pay have been extended! tO) l^irim ary Schooll Teachers a«? veil as deficit Midde/High School ^Teaccheier?s and tHie revi­ sed U. 0 . C. ’ay Scale has ben exte!idSd *tc5 , ►tefacfch^r^ in * deficit: colleges with the benefit of al allowances acdnnisp^iUblle to thee State; CrOylernment enpoyees. P teachers are beng deputed for traling, andthc S.C. r. inapaarrteed in-service trailing to all catego'iesol teacf^rs indu- am g ^ mass tra-aiiniin^ programme wering about 12)0 :eachers. u ^Acdullt E d u c a tio n th eN a tio a a l Literacy jMssion pPgramme hais tbeen impbletmtenited through 6 5 0 centres enrclli^ illitente adults Witni eliectivee aaclhieevement of aboit 52 p er c e n t ((-8 9 lakhs). Similarly, 175 Jana Sdkkhaa iNiilayam were opffied under postlitcacy proiramme. 11 Thee cotejesctives, approa<b, priorities aad^trattigiiSbe folimvt^d in inmipUexmenting the sckme/projects dbrag the peruod. Tfce ? aipiproach . to 8tt Five Year Pkuwill be towards achiteving tlhee frolllaowing objective in order of prx>rties:-^ (( 1) To fuiilflilll tMie National Gomnitments of 100 >er-cnt enrcinaent of 94 lakh chuilddrcem in L. P. Schotls and 0 .6 0 Igfch childrentlie Uppeer-Primaryy ((MIE}) Schools. To obbtaaim 100 percent cwerage of the etiiated 2 '^ lUitenatepeT^nns'wviithiin the age groupl5 -35 years unierthe NorforniU/ AduHt Educationn C^emtres and Jana Sikha Nilayams. ((3 ) To deeall vwitth the problem o’ large scale drop otts eflfecttvely at the Hnmary Schhoool’ stzage by providii^ adequate faciltie a n d in ien tiv es in thee school to i nnalke it more attractive. (^4 ) Apart t ffromi quantitative inprovement thrtugi enrolment and retention of chhilddrrem in schools emihasis will be gii^en in trailing of teachers for impprooveemicnt of the quility of elementary education T h e fact thhat about 6 6 5 ^0 0 ) tteachers of L. P.and M. E. Schojls orming io u t 65 per cerat of the^ ttoteal teactiers strengh, have not reei^d a n y form o f trainimg, is mdicsatiivfe cof the poor qualty of education ai tht levek ^ ( 55) To devA^eldojp tlhe course conten, i. e , the currioilun and ‘yllabus for imiproving thae cquialiity of education. ( 6)) To adopptt tHie :National Patten of Education 10 + 2 system with himited vocaatiioraallisation at + 2 stage, and by siagg, delinkJig the 1 re-Prnnaary Ediiucsattiom from College Education. Tie systerh 'Vill be strengtthened to ccofpe wiith the change.
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