MEETING OF THE NATIONAL MONITORING COMMITTEE FOR MINORITIES’ EDUCATION
Date : 31.10.2013 Time : 11.00 A.M. Venue: Hall No. 4, 1st Floor, Vigyan Bhawan, Maulana Azad Road, New Delhi
MINISTRY OF HUMAN RESOURCE DEVELOPMENT GOVERNMENT OF INDIA
MEETING OF THE NATIONAL MONITORING COMMITTEE FOR MINORITIES EDUCATION (NMCME) 31ST OCTOBER, 2013 AT VIGYAN BHAWAN, NEW DELHI
PROGRAMME
TIME PROGRAMMES ITEMS Inaugural Session
11.00 am to 11.02 am Welcome Address: Sh. Ashok Thakur, Secretary (HE).
11.02 am to 11.07 am Remarks: Dr. Shashi Tharoor, Hon’ble Minister of State, MHRD.
11.07 am to 11.12 am Remarks: Shri Jitin Prasada, Hon’ble Minister of State, MHRD.
11.12 am to 11.30 am Opening Address: Dr. M.M. Palam Raju, Hon’ble Minister of Human Resource Development.
11.30 am to 11.45 am TEA BREAK
Discussion on Agenda items
11.45 am to 12.00 Noon Confirmation of the Minutes of the last meeting of the NMCME held on 5.3.2012.
Action Taken Report on the Minutes of the Meeting.
12.00 Noon to 12.15 pm Presentation on the recommendations of the Standing Committee and Action Taken thereon: Ms. Veena Ish, JS (ME).
12.15 pm to 12.25 pm Presentation on “Social Inclusion”: Ms. Shakila Samsu, OSD (XIIth Plan).
12.25 pm to 1.30 pm Discussion on Agenda items by Hon’ble Members.
1.30 pm to 2.15 pm LUNCH
2.25 pm to 3.15 pm Discussion on Agenda items to continue.
3.15 pm to 3.25 pm Concluding Remarks: Dr. M.M. Pallam Raju, Hon’ble HRM.
3.30 pm Vote of thanks: Ms. Veena Ish, JS (ME).
INDEX
Chapter Item Page No. 1. Confirmation of the Minutes of the NMCME’s Meeting dated 1-17 5.3.1012. 2. Action Taken on the Minutes of the meeting dated 5.3.2012. 18-37 3. Recommendations of the Standing Committee. 38-45 4. Action Taken Report on the recommendations of the Standing 46-54 Committee. 5. Extracts from XIIth Plan - Chapter on ‘Social Inclusion”. 55-70 6. Status Report on the Programmes/Schemes for advancement of 71 Minorities’ Education by Ministry of HRD. 6.1. Scheme for Providing Quality Education in Madrasas 72-73 (SPQEM) 6.2 Scheme for Infrastructure Development in Minority 74-75 Institutes (IDMI) 6.3 Sarva Shiksha Abhiyan (SSA) 76-83 6.4 Kasturba Gandhi Balika Vidyalaya (KGBV) 84-86 6.5 Jawahar Navodaya Vidyalaya Scheme (JNV) 87-89 6.6 Girls’ Hostels 90-93 6.7 Mid-Day-Meal Scheme (MDM) 94-95 6.8 Teacher Education 96 6.9 Saakshar Bharat 97-99 6.10 Rashtriya Madhyamik Shiksha Abhiyan (RMSA) 100-104 6.11 Model School Scheme - status of Minority Concentrated 105 Blocks (MCBs) 6.12 Jan Shikshan Sansthan (JSS) 106-108 6.13 Model Degree College Scheme 109-112 6.14 Polytechnics 113-114 6.15 Women Hostels 115-127 6.16 Equal Opportunity Cells 128 6.17 National Commission for Minority Educational 129-130 Institution (NCMEI) 6.18 Greater Resources for Teaching Urdu 131 6.19 Appointment of Language Teachers 132 6.20 National Council for Promotion of Urdu Language 133-135 (NCPUL) 7. PM’s New 15-Point Programme – Status Report. 136-141 8. List of 90 Minority Concentration Districts. 142-144
CHAPTER-I
MEETING OF THE NATIONAL MONITORING COMMITTEE FOR MINORITIES' EDUCATION 8 (NMCME) ON 31 T OCTOBER, 2013 AT VIGYAN BHAWAN, NEW DELHI.
AGENDA AND BACKGROUND NOTES
Confirmation of the Minutes of the last meeting of the NMCME held on s'h March, 2012.
Copy of the Minutes attached. M.iaute~ of tbr m~tin_g_ of tbt' NntivnuJ Mooitoriag Committee for Mlnoritic.<~' Educ.ation (NMCME) held oo. 05.fi3.20ll st the A.Hhok HoteL-New Delhi
The first meeting -~f the reconstituted National Monitoring Committee for \iinoritles' 111 Educ:aJ:ion I)NMCME) was held UDder the Cb.tirmansbip afHon.'ble Min.isto" of HRD on 5 March, 2012 at New DeJhi. The list of pattiGipants-is--at Annexun:-1.
2. Joint Secretary (MC) welcomed tbe Hon'ble Minister of HRD. Shri Kapil Sibal, 1-Ion'blc \tOS, Shri E. A.hamed and Hon'ble MOS. Dr. D. Purandeswari. Members of the National Monitoring Committee for Minorities' EducatiOn (NMCME), senior officer.; of the Central, Stntc
Go'lemmento; and em;nent academics presenc in the ~1ccting. JS (MC) then reque!l-1ed [-lon'ble HRM Stui Kapil Siba.l to address the meeting. Hon'ble HRM welcomed the participants and said
th~t he will like to listen to new ideas llJld strategies for improvement of educational standards of the minorities. He .">Uid that the minorities an; lhc mo:>t deprived in the context of education. therefore, there is need to lake substantive steps in this regard. Hon'ble Minister of Slate Shri E. Ahmad said that access to education is critical for the minority community to take advantage of t:merging cconomic opportunities. He said that in spite of good intentions, the scale of our interventions is ton small to match the aspiration of the large number of minorities. Hon'ble MOS said that the unit of planning should at lea.'it be the block level !Or which census data is available. He aJso mentioned that lhe gross enrolment rntio of Muslims in higher i.!ducation is ver)' low. The number nf minnrit)· institutions affiliated to CBSE is also low. There is rclucl!lncc on !he pan of tht: State Governments to forward the case; nf minority institutions for CBSE affiliation. Hon 'ble MOS Shn E. !\hwned also highlighted the need fur a Special Component Plan for the minorities. Hon'blc Minister of Slate Dr. D Punmdcshwan mentioned that .c;he would like the C:omrniHcc to fo~,;us un the education of minority women and girls to bring nbout a ha<;ic change in the statu~ of minorit)' women.
3. Afu~r Lhe initial address, JS (MC) made a presentation on the action tak_en by this Ministry for implemcntntion of the various Recommendations of the Sachar (~ommittt:e and PM's New 1'i Point Programme:
• The States have been urged to cover out of school children going to mada.rsa..s/ma.qtnb ...... 7828 recognized madnrsn.. unrecognizt:d madarsa.. • Mid-Day-.'vleal (MDM) Schcrm: h11~ bl'cn extended to cover all chiiJrcn srud~ing in cl 1-V!ll l'f (J.._,vemmem anJ PrnJI.!CI )cho)oJJ..•. madarso1.:./maqt.abs, H_iSu'\IF C~.:ntrc~ :.uppurtt:d under SJrva SliiJ..:ihu 2 Abhi~· • Out of 3598 Kasrurba Gandhi 8Qiika Vid:·ah:~_;.l:i!i (KGBVs1 sanctioned. 490 KGB\'s have heen S~Jnctioned in rural and urban nreas of Muslim concentnttion art":.I:IS States havt: be-..m advised to make .av~il~h\e Crdu luu.:her.; on dem~d. • Minisuy has launched ·Saakshar Bha....n· on -8.9.2009 for imple-mentation duri-ng the XJ Plun with an objective to mAke 7(1 million non-literate adults literstc. The S(.;heme ha.<. spa:.ial focus on women belongin£ 10 MiJlOrit) ::=ommunities. lt is proposed to :over 12 million \tlu$lims (10 mil!ton women .:.2 million men). Saakshar Bhamt will co\'er 410 district~ where female literacy is le!)"S than 50%. Tht· programme ha::; n!n:ad_v hecn rolled out in 372 districts in 25 States and 1 Union Territory. • TI1e cettificate$,· qualifications of the Madrd~ Boards whii.:h h have been t:quated with corresponding c~:rtific.aies of the Central Board of Secondary Education (CBSE). Council of Ooard of School Education in India (COBS£) lind other School buminution Boards. for the purpose of employment and entr;.' to higher levels of education. • l;ndcr the scheme of financini assistance for ·Infrastructure Development for Private -'\ided/Unaided Minority Institutes(! OM]) during financial year :'01 ! ~ 12 nplo 15,1.2012. Rs. .:J.88 cron.· has be::n released to di!Tcrcn1 SUite Govemmems for t 17 Minorir) Institutions. • Under the "Scheme for Providin~ Quality Educsti0n in Mndrnsa< (SPQEM-l during the financial ~ea.r 201 !-12 uptol5.1.2012. ~.9:2.78 -.:ron: has been rclca.sed to differenr State Governments for honorarium of lct1cherc.. Book Bank/Science Kits. Computer Lab and Teache~ Training etc TO Madras!>Zl teachel"'i teaching modem !>Ub_iecls in Ji33 Madrns~. • The scheme of Rashtriya Madh_vamik Shik.sh::! 1\bhi.van, intt:r a!i.a provide~ covc..-rug~· tlr srecia! tOcus groupo; viz. girls' education. children belonging to SC. ST. OBC. and Educationally Dac-kw1:1rd Minoritie.'l. wiTh the objecti-ve to enhance acce.'ls ro secondary educarion and improve its qual it}. 9709 .secondary schools hHve pec:n npprovcd, out or which 906 have been appro,·cd in Minoril) Cuncentration Disrricts (MCD~l- An amount of R.:;.1800.41 crorc ha • t'f"£ h:ts appnwe-d/sancrioned 2/\.'i 'Women·s Hostels during XJ Plan in ~inorit:-· Concent:r:J.tion lJi.':nicrs/:\rtas. Out or tot~! allOC(Ition of Rs li(l 1(} Cf(ll"(;. Rs ~03 (,Q l.TO!"C h<~~ lx·(:n n:-k. • The (.1(;(' h~i". appnlvcd rh~~ guld~·{tne;. for erubltshment of centre~ in univl'rsitie~ rur stud;- .3 of Social Exclusion and inclusive Pnlic:· and ~ctioncd these a:ntres m 35 univero;itics. Rs ..: 1.53 cmrcs has bt:t:n released so· f!li: • Cnder Lhe S~Mission lln Polytechnics, the Gl1vemment of India providcs central tinanciaJ o.ssistance to the Stntc Govemmenrs!L"Ts for setting. up ofpolytechtlics in the I.Hl-scrved nnd underservcd di.'ttric~. A sum of.Rupees up to 12. ..3 cmrJ: per po~hnic is _provided to the Stutcsll..!Ts, subject to the condition that the ia.nd and recuning cost" sh11ll be provided by the StaJ.c Govemment511.rfs. As per the Schem~.: criteria 57 districts out of 90 \1innrity Concentrotion Districts are eligible ror conslderution under the Scheme. So far an amount of Rs.1J2.67 crore has bt:en released a.s initial grunt for setting up of polytechnics in 46 Districb: out of the 57 Minority Concentration Districts fulfilling the above.crireria.. • Academies for Professional Development of Urdu Medium Teachers have been set up ai three CentraJ Universities viz. Aligarh Muslim University (AMU), Jnmi!:l. Millia lslamia (JMI) and Maulana Azad ~ationa! Urdu Univer.;ity (MA.~UU). The Academy at JMI has nined 1675 teachers. MANUl.J has trained 306 I teachers. The AMU hru. conducted 16 Refresher Cour.;es/workshop::~ fat Primary/Secondary school teru:hers and has covered 356 teachers for teaching modem subjects in Urdu medium. An amount of Rs. 4.00 crore for each of these Universities has been sanctioned by UGC for e)tablishment of Academies for Professional Development of Urdu Medium Teachers. • Rs.61.31 crores have been sanctioned for establishment of 'Residential Coaching Acadcmie!i for Minorities, WomenJSCs!STs" in Alig.a.rh Muslim t.:niversity, Maulana At,nd National Urdu Untver.;ity, Babii Sahib BhimraoArnbedka:r, Jamia Hamdarrl and Jamia Millia lslamia. I.lmia Hnmdard hus Hdmittcd 146 students (66 in 201Cl & RO in 20! !), Maulana Azud National t;rdu Univer.;ity ha.<; admirtcd \48 .~tudcnts (81 in 2010 & (,7 in 201 1), Babu Saheb BhimR.no Ambedk.ar hw. Hdmitted 95 students , Aligarh Muslim University has admirted 96 students Bnd J<~miu Millia Islamia has nd.mittcd 210 students ( 100 in :!.()JO nnd 110 in 201!). • 1\ati\)na! Commission ror Minority Edu~.:ational Institutions (NC\1El) htts been established by an Act of Parliament with the key objective of ensuring that the true amplitude of the educational rights enshrined in Article 30 ( J) of the Constitution is made available \l) the: member$ of the notified religiou.::; minority communities, including the Muslims. NCMEI has issued 53 13 minority .status ccnilicates as on 3!.12.20 II. 4 Vice Chancellor, NUEPA then gave i3 presentation on the minority's participation in higher education. The salient points ul"thi~ prt:.scntation are a.~ under:- • The gross attenrl1uk:~ r-11iu lit" Mu~lims is JU~t abov.:: th.: Sdwdulcd Tnbes partictpa!i(.lll le~·("] :-tnJ slight:~ belov. th; .\ch.::dukd c~.st<.: r:.~rticipation level • Even in the highle!" levt:ls of economic strata. progress of Muslims participation level ts muc:h lower than other communities. • There is a higher level of participation in the diploma among the Muslim students as compared to others. • The level of tnmsition from elementsry to se--....onda:ry is much lower among the Muslim mxients as compared to other§. • The family expectation to take up a job is much higher and there is more value attached to traditional profession in the family. Participating in the discussions the Members made the foilowing observations/ suggestions:- i) Hon'ble Shri Moioul Hassan. MP. Rajya Sabha A nwnber of programmes have been initiated by the Government under I 5 Point Programme & Sachar Committee Report. The problem being faced by Minorities is accessibility to education. bl particular, women and girls are big sufferers. States Institute of Educational Technology (SIET) and .4.ICTE needs to change their ru.ies and regulations to accommodate tbe· minorities. So far only two model degree colleges have been started in Minority Concentration Districts. The mechanism for stale and district level monitoring should be worked out. The NUEPA surve,y figures highlight the sorry state of Muslims in higher education. The Aligarh Muslim University requires aid from th.e centre as it is going through acute financial crisis. ii) Hon'Me Ms. Mabel Rebello. MP. RajvaSabha Mid-day-meal should be given to un-aided schools in the tribal areas, particularly in Chhatrisgarit and Jharkhand. The fund5 which are sanctioned by the Central Government for welfare of minorities, remain with the state government and do not reach the disoicts le'llel for schools. bQstels arJd polytechnics. The provisions in RTE Act regarding role of management committee in minority schools have upset the minority commWlrty which needs to be addressed by the central government iii) Prof. Najeeb Jung. Vice Chancellor. Jarnia MiUia Jslamia Prof. Jung forcefully argued that member-3 of minority communities, particulaily, Muslims, want education. The problem is of supply as sufficient Institutions ~ not available. He said that various co~s of madarasas should be given equivale11Ce to enable their students to go for higher studies. Madarasa teachers should be properly trnined. Grants should be given for hostels in 5 residential madarasas. NCERT should !ook into the development of books I curriculum of madara.sas. iv) Padarnshri Prof. S.R. Kidwai. Prof Urdu. DU. Gbaljb Secretary. Ghalib Institute ' •r Prof. KJdwai mentioned that there is !a.ck of impleimmta.tion of schemes at the- groWld leve_l. Information regurding minority .schemes should be dis.seminated and a proper mechiUlism developed for monitorin& of schemes. v) Sbri Ahmed Tameen Shri Ahmed Tameen mentioned the need to focus on girls education, particularly at the scltoollcvel. vi) Prof. Akhtar Mehdi Prof. Akhtar Mehdi congrarulared Hon'ble HRM for implementation of the recommendations of the Saehar Committee. He said that the Madarsa education needs to be strengthened without encroaching on their basic structure. He also recommended to involve NGOs in the Advisory Committees which may be set up for Minority Educational Institutions, in order to make them aware of the schemes of the Government. He advocated modem education for such madarasas, who voluntarily accept the same. vii) Prof. Akhtar-UI-WA$v. Vice Chainnan. Delbj Urdu Academy Prof. Wast!y said that NCPUL has done a rcmaricabie work in the field of development of Urdu. He said that then:: ~ no polytechnics in trans-Yamuna an::a like Seelampur, Jafrabaci, Ghonda etc., old Delhi area, Nizamuddin and Jamia Nagar. He also suggested that there should be .an Education Sub~ Plan far Muslims. There should be a m~~chanism for distribution of Urdu syllabus & books in schools. viii) Shri Mohd. Anexs Shri Mohd. Anees recommended tho.t Sub Committees may be constituted to col!ect information at the grass-root level. He also recommended that 2 or J part time teachers may be provided at Mada...-asas to give technical education which will help the. students belonging to minorities. He also raised the issue of Urdu teachers. 6 _Respondmg co the :;.arne_ HRM $ilia that he haC dr:..::U~$ed the mwter witl1 Chief Mini~1cr of [)elhi and a~ .:. result a number :-~f LrdtJ teudtt:r' were n.:LTuhed. Hr iii:,.:.• memioned that there is '>hcr:lig~· ~11' trained teacher.:: at at: tl'Vt:J~ which is beinf addressed. LXI _Shr; ROQmi Jaffrey He recommended that a Grievances Redres..r.al Comminee !'1!-Jould be fonned. He also pointed ou1 thl· shortage of Crdu Tcachen.. He also suggested that !>ehemes for cducutiunal advancement of minorities shouid he impl~m~nted proper!_:. to improve the educational statm; of minoritit'":> .\.) Dr. Raj Abdul Vakii.Adbul M_at~_n Si_ddigut Dr. Raj Siddiqui mentioned that lhere is no need tbr mrxlcmi;cation of ~adardstt..!!. The cxtsring courses of madarasa!. should be c1..mtinued. There is no need for Mid 4 Dny Meal in ~adarasas as these an-angemef!t!; already exi$1 in Madarnsas. He subrgested that entry into unive:-!:>ities for higher educanon ~hould be made eElS)' for Madnresa stlidents. The conditions for pn:-mauic Md posHnatric schemes are ver;· soingent and need to he relaxed. xi) Dr. Bahauddeez: Moharom~--~a_gyj Dr. Bahauddeen Mohsmmad \iaq\·i discussed The requirement of equivalence of deg:rcr:s of D<1ml Hudi' l:niversity xiil Shri Bhaian Singh W_~lia Shri WHiia suggested that ~1eps be taken for improvements for education of Sikh Minority dur.ng the XII Plan. He also pointed out That University of Ddhi ha~ challenged the decision of ~CMEl grmning minority strtU..<; to certain colleges run by the Delhi Sikh Gurudwant. Mana~t:ment Cornmi.ner m the High Court of Delhi. xiii) Dr. Geshe ~gawan£_Samtep Dr. ("rl..~he suggested impron.-mt>ni in rile qua lit-· of education in Gm·emmerrt schoob u.nd colk:ge!-o. He t~bo suggcslt.•d that the Cummittee should keep a close watch on the programmes which an: meam for Buddhist Communi~ in Buddhist populated nrea<; especial!: in P.ordc:~ un~a~. lntl·rvening in the dis.cu~~~on.lil'n·bit- HR\.1 said that smce we have achie,•ed almo~ 100% ac:e~~ t0 ~.:h;v>ls. we necr1 T0 take ~.1r~- ,-,j qualil). (iuuli1: ~~; (l!lt' ,d h1g_g[>~t ,-h.-dlenge~ in lhe All Pi.:111. T~;u.:hc~ l;-.Jinm~ .llld ql13in·-. 01 t•dJ!CJtJron art g,:ing r:·. ,e fnn1~ :J.ren.<. tor \II 1-'lnn l X!V} Dr. Cy_pac ThOf!HlS Dr. Cyriac Thom:l.ii suggested thut Minority in~'t.itutions should be run with trn.nsparel,C)' Sometim~ ~.:omplairus n.:ganjing dilution of commitment level wen: received ahout minority institutions. It should be ensured that the poor, under privileged and marpnaJized sections within the minorities are not di:>criminared api~-by the ~inorit)' Institutions th~msclves. Thert should be effective monitoring of funds both ut tht= sanction and the implementation stage. The aided schools should be helped ns t.hey urc catering t.o lhe poor IUld marginalised sections. A 111inimum digr1ified sulary should be ensured for teachers in the Minority Educntional Institutions. Intervening in the discussion, Hon'ble HRM said that an amendment Bill is already in Parliament which will ensure that the management committee in the Minority educational institution.s will have only a.dvi~ry role and thU5 tltcrc will be no interference. xv) Dr. Mohinrier Singh Dr. M.ohindcr Singh suggested tho.t t.he Minority institution..s should lntrospect and try to change their mind set for advancement of education. He also mentioned the inh.ibilicns of the minorities in respect of RTE Act. There is a lot of talk about Madarasa modernization. However h0w can Mada.msa.s be modernized without modernizing the mind SL't!> of those who run the:-oe ~fada.ra.sa. The Kerala model should he followed when: boys and girls have normal t:ducation on Saturdays, Sundays and Holidays. They study Qur.ln, Arabic. Mo.lnynlum and even other languages. xvi) Ms. Sehha Hussain Ms. Hussain suggested that we need to strut from the bottom. There is a big gap be['W"een the number.<> of upper primary schools and primary schools. So access of girls to upper primary school.~ is difficult. There i!' a greo.l need to truck and actually find out the number of children who are still out of ~hLH..1I. Girls in run1.l .:l.fea5 go upro Mak.Lab level but not bt!yond. Intervening in the discussion, Hun 'bl~ llRM :;aid lhat "drop ..outs" arc a mutlcr or concern and we should devise stmt~.:gies to cn~ure that students complete their schooling. xvii) Sh. Zufar Agh11 Shri ZJfar Agha noted the major contribution nf the pre:.cnt gllVCmmt:nt in minority eduCJtwn. fhc scholarshtp!> f1_1r mmoritle.~ 1.~ an innrnHtion 1.1f!hc prrsenl govemmem. Howev~t 11 is 11ho ;1 fa-.:1 that i1 is 1101 reachin~ the l:HgctL:d -.u:tor.;. lie Jl·.u empha<;tc.cd th1.: ncc•i 1;,r ;, mechanism K moniwr !mplemcnta\iur. ·,•J lh: rn•p01mmes. There is neeci for ;~w11n:m:s~ cnrnp~ig:n on tht! line~ of" the Tm.ut>m .h.1miSt:"Y. He :;upp~·ncd tl'w mudernJZJ.tlon ot M&darasa ~du::~tion. There i-:. shortage odxlOI-:r.. J'here should be MonitiJrin~ rdJc in 1\j'aticmai L"niversity ofEdu::-arional Pla.nnin..g and Administration and National Council for Promotion 11r" 1 rdu l.anguage tC> ensure oso.ilabii{t: of Books. :-.:viii) his. Sveda Bt~lgrami imam She said Lhat Madarasa is a fantastic fcHmda.tion. It give~ the r.rudents values which they wouid miss out otherwise. She also recammcndt..-d considering some: lateral solutions to be provided by :'--iGOs at the clemcntar;r level. xi:-;) Prof. Sii:112.t'w-rullllh Fa.roogyj He said that the economiC condition of the Muslim~ compe! them HOt to send their children to the schools There i~ nc cmplo:ment for them. ln Aliprh. the young children arc not getting education. The economic environmem ;1ceds be d'·ve!oped. employment should ne generated and only ther, education can bt· g1\'en to them Intervening in the Uis::ussion. Hon'ble HRM said that we are launching the -"'ational \" ocarional Education Fmmcwort b) the ne:cr ncademic year where dass IX to XU !>1udents will be trained mthe: kind Drn~~.:aLion.al education which wili imegr.ik the acad,mlic r.:uurf:c work with the Hctual \'OCfllional course. x.x1 Sh P.A. !namdl!r Shri P. A. !numdar argu~ that Lhe scheduled Castes hav(" bt:t::n given constitution.ol guarantees- politicaL ser.·ice and educati(mal n:servfltion.s. They have als-o been given affii1T1ative acrion budget. All tht--:-;c fm:ilitics .c;hould be given to Muslim minorities. JfNOC i~ not required for opening professional in!-tin.ztions. then why should it bl' requ1n:d for :";Chools. He said thai prescribing .-.JOC is violative of Con~titutkmt:d rights guaranteed under Article JO of the C,1n.~irurion. He also mentioned abou1 the prncrice adopted irt Maharashtra \11-hich pro.,.·ided a :;econd shift for Mu~Jim minorities which could be adopted at other place~ also. Merit based sekctioP of Minorities should be made for enu: irllo higher education. Out (l[' the 90 Minority Concentration District~. one di<>tr~ct could be monitored at our level in a pilot prnj'--ct. Re~ervation '>hould be provided for minorities in ~he "iunugin~ ('ormnirtee. Academic Council of Central and Slate! inrvcr:;itic<; g JC(i) Shri M.ahbubul Hague ...... fJe-·said the intervention o!NattoruLI Co~'llission fOF Minotity Educationa].'Instirutions has resulted in .gettine. minority status. ccr:tificatcs and also .affiliation for a number of minority institutions. AICTE h&!!F~dy given certain relaxtltions. for mlnority institutions. We have to ~ P• appcaJ to the UniversitY1Grnnts Commission to grant approval for- bridge courses for minority --,,;:_ students so l.hat they can go for higher education. There is lack. of sufficiently qualified candida!es for higher education. We should go into joint ventu~ with NGO. Educational Loans are not given easily to minority students. The initiatives of National Institute of Open Schooling (NIOS) nnd lndim Gandhi National Open University (IGNOU) were appreciated by him. xxii) Dr. Himanta Biswa Sarma. Education Minister, GOYemment of Assam Hon'blc Education Minister of Assam congratulated Hon'ble Minister of HRD for constitution of NMCME. He pointed out that in Assam, there are many min(')rity concentration districts but the district headquartcts are dominated completely by majority communities. Special dispensation should be made for minority dominated areas while opening new institutions especially in polytechnics so that they really benefrt the minority community. He also requested to open instirutions at the higher education level on tb::: lines of Aligaril Muslim University or a branch campus of AMll. x.x.iii) Shri Br.atya Basu. Educatjon Miqister. Government o{Wes;t Be~1gal Hon'ble Education Minister of West Bengal mentioned that no funds have been released to West Bt:ngal Government under the Infrastl'tlcture Development for Minority Institutions (lDMl) Scheme from 2009·2012 He said that his government would be sending new proposals which should be considered favourably by the centml government. xxiv) Prof. Zak.ia Siddiqui Prof. Zakia Siddiqui said that in order 10 improve the higher education among Muslims, we must. concentrate on school eduCatiOn and Madarasa.s. The~ is great resistance among parents to send their girls to the Madarasaslschools, therefure, we have to change the mind set of the parents. We should have a Sub-Committee to look after the status nnd conditions of girls' education. IO Mau!an~ \1uhamm<1d \\'<~ii f<.:ihma.nJ . --- -- Mauiana \1oharnmad -..~·a!: R.:1.hman1 ~.aid that no l lrdu 1encher t,n..~ I'K':Cn nrr<'int~.:d "in-.:t: i:!.st ltl _vears in Delh1. He stateCI that in "Pile urthc RTF Ac-t. the~ an:-~!:--. primary schools where 100 boy~ t~re :.1udying in one c-lass. Since there i!> shortage of buiill!ngs. there should be a ~p;:~rate stnft for minorities in polyrechnics/ITis. He also sug~eSted a separate 1-:duc:ation Sub Plan ror the.- ~inorit]- communities. Fin;mce l'orporotion/Financing C:nmpnny nnd Implementation Committee should be cunstilutcd. Furth(!f he st~tl:d that funds released b~ the Central Govemn1ent !';hould re~h NCiO~ direct!;· for implementing the progmmmes. He also suggested that there must be a national pro~rnme for vocational eauc.o.tion on rr.:- "line~ of HUNAR prtlgrumme. He appreciated tht: work done 0.~ NCPUL for the development oi \:rdu lnngu.a.ge. x:... 1·i) Prof. Halim Khan Prof Halim Khan 5ugge~1cd rha1 wide publi~..-"it~ should be given regarding equivalence of cie~sicenific.:nes. He also sug~es1ed enhancement of funa5 to increa"e the Computer !mining prng-:-amme through ~CPFL He poir~led 0111 rhe working of M.4 ~'Ft.' againsl mandate of Urdu lanfn;age b; appointing Crdu teachers for 9.[tl. College:s who do not knClW Urdu lo.ngungc. He also pointed Ol1T 10 remove the reslrictions fur admitting ~1udcnt!:' in sub_iects other than Per.;ian/Arabic o:·L'rdu. Ar least one minority Mcm~r should toe nominalt~d itl ~:ach of the Committees constituted hy Cove-mment. He also stated that lJ(i{" i5:. nnt moniroring the impact of rcmerlial coaching. ~:.\\ :1 · E'!of. Tahir Mahmood Prr:!-. Tahir Mahmood recommended cons:irution of State/Regional level sub-Comrninccs of x.xviii~ Shri Farooo Sheikn: Prof. farooq Sheikh sug?Csted prir>ritizing the unfulfilled plans & ..chemes. There should be time hound impfemernatior: of prOI!r71mmc~ .1nd state!> should be compelled to implement these progrt~mmes. -.:xi:xi Prof. Zova Has..c;an Pwf 7.•.'YI• Hus~an pointed (lUl that ~1inorit:;. Institutions art' not working well in Nnrth lndia \"i:Z.. L P. Bihar. /\ssam aJld Wcs: l:h:uguJ w!u.Tl: wnecntw!i{m of" Muslim.s is 60%. Sht> rn''JTnlllt'nded to find w I I i~_i_~!i?:~~·-!-_~mnative action or preferential trtatment in admissions should also be given by non Minority institutions. ~e sho_uld an _increa,st; !n the budget for llli®rities. xxx) M$, Tcesta Semlvad- 11 ~lvad emphasized on setting up of Sp<;cial Commi~ on ~her a~~~- teacher employment & teacher Training and also the need for transparent monitoring and data availability on higher education for minorities. 'Theie is need to establish an Equal Opportunity Commission. mi) Dr. Zahir Oazj Dr. Zahir Qazi said that definition of Minority Concentration Districts should be changed in order to bring in other districts with lesser percentage of minority population. He recommended that NGOs should be involved in Privnte Public Partnership (PPP) for setting up of polytechnics in the States, to increase number of study centres for inclusive study and Equal Opportunity Centres and increase in allocation of funds for Minority Concentration Areas. xxxii) Shri Haneefl..ak.dawalla Shri HaneefLa.kdawalla said that pre-matric student are oot g~ng scholarships in Gujarat State for the last 3 yenrs. He also mentioned that there is need for quality education. Hon'ble HRM said that the Accr=ditation Authority Act is now applicable to higher education. Secretary (SE&L) mentioned that the Act will cover the school education in future. x.uiii) Shri Surinder Sahni Shri Sahni said that there is lack of implementation of schemes at the ground level. Information regarding minority schemes should be disseminated property. There is need tOr awareness campaigns with the help ofBollywood stars and role models. xxxiv) Shrj Khalid Anwar Shri Khalid Anwar said'that National Literacy Mission (NLM) should be strengthened in Minority Conccntrs.tion Districts/Areas. Mid-day meals should be provided to madarasas who wish to take this facility. Out gf the proposed 1500 universities by the year 2020, at leas~ 225 universities should be in Minority Concentration Districts/Areas. He appreciated the performance of Residential Coaching Schemes and suggested tha.t it needs to be implemented in Minority Concentration Areas. 12... _A...'\xv) Mufti Auwr Rahma.J:~_~~W! Ylufti -\taur Rahman Qa.srn: recommended seuin!" ur of<>~h(>,Ji<; m rhr" Okhln n.:gior. ir: I )elhi. :>>x.wi) Shri Savved Hasan Sbuia Shri Sayyed Hasan Shu_in said rhat then: is wide corruption at the disrricl level in t:uar l>rsdesh State in employment of lt~ rai~cd the i~sur of grants to the Quaran1 C..emrc .)i A iigarh Vlus!im Cniversity. XXX\ :i) Shri Mohd. Atig Siddiaui Shri \llohd. Atiq Su.Jdiqui t~ppro..:iawd the approach and attitude of HR\-1 towards the educational development of minorities. He also appreciated the s::heme of community colleges. However. he made certain adverse comment~ on the npproach of Director, IGNOU dealing with communir:· colleges.. Hun'hle llR.J\1 announced the opening of 100 community r.:ollt=ges in specific areas in the nc:x1 academic year where there is a local indusrry like Moradabad, Jhansi. Ludhiana. Chennai etc. These community colleges will serve the local :.:c:mmunities. XX.."'I:viii') Shri_Pu..c;hpinder Singh Shri Pushpinder Singh ~id rhaL hL: \' HRM said ihal: Comminec will be set up for ian}.'Uatze promotion. :-.xxix) ShriJ:aa.an Ahmed A.tiz.i Shri fainn Ahmed Azil sugge>1ed that fund~ nlloco::~tion in IDMI Scheme 1113:"' be increac;ed trnm Rs. ~()_00 cron: to Rs.500.00 crore. Minorit:- t~tlut:IHiorml in>:titution should be provided financial assistance tor !'CUing up of PL'lytechnics a11d Modet Degree Cc)lleges Tht-:re should be n:·-rresema;ion L'f minorities tn JSS and mon: KGBV<;. should be opened in Minorit: Concentration D1stti~. Shn ShJf: Dehh1 v..:'lnted to knc 1\ir 1n!bml rt:.gArd w_ wp4Jll.ti.onof ·~'orking Women huslcl and girls" ho!:llt:l in Jtunia Millia lslamia. .He pointed that the certilicwes issued by NCPUL an: not recognized by the government. Thert' has been no Jt:· appointment of Urdu teachers from 1995 and also pointed out tl"un salary d~ toW Urdu. teachers is not heinj, di.~bursed to them. xx.xxi) Shri Shaukatullah Khan · Shri Shaukatullah Khan supported those madarasas whert' modem subject.<; like Science, M<~themntics., Social Studies und Languages arc in their CUrTiculum. There is lot of scope for improvement in the schools in Chandni Chowk which is dominated by minorities. The !>tudents of these s~.:hoo!s are unable to get admissions to higher education in colleges. xxxxii) Shn Hafiz Mat\ooh Karim Shri Hafiz Matloob Karim suggested that reservation should be given to Muslim student.<; in Dr.Zakir Husaain College, New Delhi. Xxxxiii)Shri Shahid Khan: Shri Shahid Khan said the !'Chemes relating to cducntion should be aimed rMinly at the deprived section of minorities. .xx.xxiv) Mohd ..Snleem Shri \tfohd. Saleem said schools and pol)1.echnics should be set up fOr girls at old Delhi. x:c He said thnt public awurcncs:> programmes shouiJ be conducted by thi_.., Ministry for the uwurcne~s of policies and programmes for minorities. xxxxvi) Shri Sahal H. \-1usaliur lk s.1id tlllit the IDMl scheme ~hould be extended und allocation of funds to the Stnte agencies should be monitnrcd. He ai!>O suggested training of M.adara.sti teacher.; should be cncourn~cd for quality improvement. Incentives like lllt'rit S<.:holarship.~ can be introduced m madarasas. fie recommt:ndtd tlutt ct:nificatc. diplum11 and degree can -be giveff throu_gtt the :.a1irmal Vocational Education Frnmework and also recommended credit transfer. He pointed that Minoril)' institutions should be ¢ven minority status certificate within a specified time frame. xxx:xviii) Silri Zafar H. Zung: He recommended empowerment ::>f Mad:lra::.as through teaching of English lan,..ouag:c. X.XX..'lix} Dr. Majid Deohandi He s~~ited PM' s 'Ne~\ 15 p(lint programme should be given wide publicit: es~Sially through Doordarshan. xxxxx) Gruranpreet Sin~~:h Shri Gaganpreel Singh said the nomts of sr.heme of Saak.<;har Bharat may be reviewed to ind:Jdt statt.-s like Kerala which i.s ! 00%, literate. He also wanted review of the SSA norms to ~nable it to extend assistance w aided schools. Data base programme should be created in line of Unique Identification Authority of india ([JiOA). x.xx.x.xi) Dr. Sved .Shah Khusro Hus:saini He suggested a new scholarship scheme to be launched for lower middle class Muslim st1.1dents. Scht'mes of the gC~~·ernment giving grants .<;hould he published effectively. He said that protection gua.rnntccd under Article 31 of the Constitlltion oflndia should be taken care of. 6. Responding to the suggestions of tne Members., J--lon'bJ.e HR.'vi made the following ob~ervations:- Tne country cannot move forv.-ard unless its minorities feel encouraged. ~ure- and that they an· the pan of m1:1in stream of the LLali\JLL To o,ucce.~sfully carry the Agendo. for advancement of minority educ:ltion. Hon'b!e HR.:\1 de:.:ided L1at the following five Sub-CommiHt::t!~ will be fanned. The willingne.~s of members to he prui. of different sub-Committees would be taken. (i") Implementation of Schemes Aimt.-d at Minorities; (ii) Mapping of Educational Requirements of Minorities Ref!iOn & District wise {iii) Vocational education & Skill Development of Minorities 11\' J Girls" Education. (1) Prumotion or Urdu IHnguflgt· and .:nhanee compntihi!ity arnon~st minori!ie~ !hrough kno'\ ledgt· 1_\f [ n~!i sh. 15" Hon·hle HRM also menti()ned that :J.•; far as teactlers' rrninmt:: is cum:.crn~J, t.lll.: whuk effort .. 11 - ,.i.ol 11,.,:. :(ll,I.'Jall1\s :,g. ensure cmpawel;int:ttl :rnd dt:vel~mcnt oltz::ach~ fuf:·~lilf.to.lni:T~i!l·Mission is being plarmed. :- The meeting emled with a vote of thanks to the Ministers. •••••• 16 F.Nn. (,..2/2012-MC (Pt.) Ouvanment of lndie ; .. / Ministry of I Iuman Re9ource Development ~cnt.ofHighcr EdJ..ICalion t'Minority Cell) lol' New Delhi, Dated the 4lh July, 2012 CORRIGENDllM Subject: Minutes of the meeting of the Nll!ional Monitoring Comrn,ittee on Minorities' c.dua\tion (NMCME) ~ld on 5.3.2012 at Ashok Hotel, New Delhi. In continuation tn this Ministty's ktter of even ruunbc::J da1:cd 16 June. 2012 forwarding tlw!:with the Minws of the meeting of the National Monitnring Committe:c for Minorities' Edu.cation (NMCME) held on 5.3.2012 a1 Ashuk Holtll, New Delhi, the names of the following participllfrt!l and their observations/suggestions at Sl.No. S(x), 5 (xxvi) ~d 5(xxxvii) in the minutes may be read as follcws:- 5(x) Shri Mo)l!i. Atig Si~}}jgyt Shri Mobd. Atiq Siddiqui ment.ioocd thnllhere is no need for modernization ofMada.ntsas. TI1e aisting co\ll"!lCS ofMad.llmsas should be continued. There is no need for Mid-Day Meal in Madarasas £1 these arrangements already exist in Madarasas. He suggested that entry into universitie9 for higher education should be made easy for Madarnsa studeots. The conditions fur pre-matric and post-marric schemes an: very stringent and need to be relaxed 5(xxvi) Prof. Hq!im Khan: Prof. Halim Khan suggested thai wide publicity should be given regarding equiV1llenre of dcgreesfcertlficates. He also suggested enh.mcement of funcb to incn::ase tbe Computer training programme through NCPUL. He pointed out tbe working uf MANUU ugn.iJm its mandate by appointing non Urdu knowing teachers for Urdo roedlum B.Ed. coli~ and nthcr departrm::nt ofMANUU. He also pointed out to remove the restrictions for admitting studeot5 in subja:t::: ol.her thatJ Persia.n/Arubic or [)rdu.. At leB. 5(xx:xvii) Dr. Raj Y.,.,Sidd.igui: Dr. Raj V. Siddiqui llf'preciatt:d the npproacb and attitude of IIRM towa:rth the: educational dt:velopment of minorities. He also appreciH100 the scheme of community colleges. However, he madt: certain Hon'ble HRM announced !he opening of \00 cOmmunity colk.-g~ in specific areas in the next BCademic year where there is 11 local industry Uke Moradabad, Jhansi, Ludhiana. Chennni ctc. These community colleges \liill serve the local communities. Inconvenience clll.lSed is sinccn:ly regretted. \\:rr.o '"~.,v (Arnit Khare) Joint St:creta:ry to the Guvcmmc11t of India Ph.2307l480 To, All Members of NMCMI:. )7 CHAPTER-2 ACTION TAKEN ON THE MINUTES OF THE LAST MEETING OF THE NMCME DATED 5.3.2012 On the basis of the decision taken in the last meeting of the NMCME held on 05.03.2012, a Standing Committee of the NMCME and the following five Sub-Committees have been constituted, vide Ministry of Human Resource Deve1opment"s Orders dated 27.04.2012, as amended vide order dated 11.06.20 12( copies of the orders annexed): (a) Sub-Committee on Vocational Education & Skill Development of Minorities. (b) Sub-Committee on Implementation of Schemes Aimed at Minorities, (c) Sub-Committee on Mapping of Educational Requirements of Minorities, (d) Sub-Committee on Girls' Education and (e) Sub-Committee on Promotion of Urdu Language and Enhance compatibility amongst minorities through knowledge of English. Over a period of about one year, the Standing Committee and the Sub Committees held a number of meetings, visited places like Kishangarh, Bihar and Pune etc. and interacted with representatives of the minorities to seek their views and suggestions to improve the implementation of various Education Schemes pertaining to minorities. 1'6 f ! No.6-2/2012-MC Government of India Ministry of Human Resource Development Department of Higher Education Minority Cell Shastri Bhawan, New Delhi the 27ili April, 2012 ORDER Subject: Constitution of a Standing Committee of the National Monitoring Committee for Minorities' Education (NMCME). , The National Monitorins Comrnittee for Minorities' Education (NMCME) has been reconstituted on 23.12.2011. A cop; of the Resolution constituting the Committee is enclosed. 2. In the :first meeting of the reconstimted NMCME held on 5th March, 2012, a decision was taken to constitute a Standing Committee comprising of some members since it may not be possible for the entire Committee to focus on each of the terms o( the reference in view of the logistics involved for arranging meetings, field visits etc. 3. Therefore, with the approval of Minister for Human Resource Development, Government of lndia, a Standing Committee of the National Monitoring Committee for Minorities' Education is hereby constituted with the following terms of reference:- (i) To monitor the minority related schemes/programmes being implemented by the Ministry of Human Resource Development; (ii) To suggest modifications, if required, in the schemes of the Ministry ofHuman Resource Development with a view to cater to the specific needs and requirements of the minority community; (iii) To study report of previous Committees which have gone into the issues of minority education and welfare and suggest ways and means to implement the recommendations/conclusions of those Committees; (iv) To advise the Committee on setting up a monitoring mechanism for minority related schemes/programmes being Tun by the Min -~ry of HRD and (v) Any other issues relating to minority education wh -the Committee_may want to bring to the notice of the Government and NMC 'E. 4. The Committee would interact with State Governments and their Agencies in furtherance of their objectives on the basis of terms of reference. 5. Five Sub-Committees have been constituted each headed by a (_ hairman and with specific terms of reference to support the NMCME. 6. In accordance with the OM No.6-3/2007-MC dated 14.6.2010 the logistic support to the Standing Committee and its Chairman shall be provided by the National Council for Promotion of Urdu Language (NCPUL). Director, NCPUL shall coordinate the meetings of the Standing Committee of the NMCME. 1'1 7. T.A./DA shall be admissible as per the entitlement of Grade-l officers of tt.e Government. 8. The composition of the Standing Committee of the National Monitoring Committee for 11inorities' Education shall be as follows:- L Shri Siraj Hussain, Chairperson Ex. Vice Chancelior, Jamia Hamdard, Additional Secretary, Department of Agdculture & Cooperation, Krishi Bhavan New Delhi -110 001. 2. Prof. lmtiaz Ahmed, Membet B 361, Vasant Kunj Enclave, New Delhi-110070. 3. Shri Mahbub-ul Haque, Member Chairman, Educational Research Development Foundation, Block- B, Central IT College, Dr. R.P. Road, Dispur, Guwahati, Assam 4. Shri Haneef Lakdawala. Member 45, Sanchetana, Newyork Trade Centre, Near Thaltej Cross Road. S.G. Highway, Ahmedabad, Gujarat. 5. Shri Asghar Ali Engineer Member Irane Cottage, 2nd Floor, 4• Road, Santa Cruze (East), Mumbai-400 055, (Mabarashtra). 6. Ms. Syeda Bilgrami Imam Member Member, National Commission for Minorities, · 5th Floor, Lok N a yak Bhawan, Khan Market, New Dellii-1! 0003. 7. Ms. Teesta Setalvad, Member Juhu Tara Road, Juhu, Mumbai. 8. Prof. Zakia Siddiqui, Member Former Principal, AMU Women's College, A.IMUN, Sir Syed Nagar, Aligharh, Uttar Pradesh. 20 9. Shri Roomi Jaffrey, Member 12, Sagar Sameer Society. J.P. Road, Versowa, Andheri (W), Mumbai~61. I 0. Shri Omar Peerzada, Member C-333/2, Indira Nagar, Lucknow, Uttar Pradesh. II. Dr. Ahmed Tameem, Member B-49, Abu! Fazal Apartment, Vasundhara Enclave, Delhi -110 096. 12. Shri Zafur H. lung, Member Five Star Guest House, Hameed Manzil, 3631, Netaji Subash Marg, New Delhi-110 002. 13. Prof. Mohd. Halim Khan, Member Chairman, Maulana Azad Educational Technical and Vocational Society, Old Prod Shiksha Kendra Building, Sector-D, Scheme Number-71, Dhar Road, Indore- 452 002(MP). 14. Maulana Mohammad Wali Rahmani, Member General Secretary, Muslim Personal Law Board, Khanqah Rahmani, Nawab Kothi, Belan Bazar, Munger-811201 (Bihar). 15. Shri P.A. Inamdar, Member M.A. Rangoonwala College of Dental & Research Centre, Camp,Pune-411 001, MAHARASHTRA. 16. Shri Bhajan Singh Walia, Member Sr. Vice President, Delhi Sikh Gurdwara Management Committee, BFH-20, Shalimar Bagh, Delhi- II 0 088. 17. Rev. Fr. Xavier Alphonsem Member Former Principal, Loyola College, Chennai-600034. 21 1s. Dr. Geshe Ngawang Samtt:n, Member Director, Central Uni\'ersity of Tibetan Studie~ Samath, Varanasi- 221 007. 19. Shri Akhtar ul \Vasey, Member Vice Chainnan, Delhi Urdu Academy. CPO Building, Kashmere Gate, Delhi-110006. 20. Shri Saba! H. Musaliar, Member President, TKM College Trust, 36, Musaliar Nagar, Kallam (Kerala). 21. Joint Secretary (in-charge of Minority Cell), Member Secretary Department of Higher Education, Ministry of Human Resource Development, New Delhi. ~\'it' (Afih\~Khare) Joint Secretary to the Government' of India Ph.23071486 Copy to: --!~ All the Members of the Standing Committee ofNMC:ME. 2. Director, NCPUL. New Delhi. 3. PS to HRMIPS to MOS (EA)/PS to MOS (HRD). 4. Sr. PPS to Secretary, Department of Higher Education. 5. Sr. PPS to Secretary, Department of Secondary Education & Literacy. 6. PPStoAS. ~ / \ _.- r No.6-212012-MC ----·-Govemment-oflnclia · Ministry ofHuman Resource Development Department of Higher Education Minority Cell New Delhi, the II"' June, 2012 ORDER Subject: - Constitution of a Standing Commi~ of the National Monitoring Committee for Minorities' Education (NMQ.ffi) . •••••• In partial modification of this Ministry's order of even nwnber dated 2-fh April, 2012 on the subject mentioned above, it has been_ decided with the approval ofMiriister of Human Resource Development, -Goveinment of India, Dr. Zahir ·Qazi, .Anjumtin taraqqi Islam, Building No. 15, Flat No.l4, MHBIMIG, Opposite Lc:elavati Hospital, Baudra Reclamation, Bandra West, Mumbai - 400 050 arid ·shri Khalid Anwar, Editor; Roznama Hamara Samaj, 41136, Lalita Park; New Delhi- 110092 have been nominated as Members of the Standing Committee of the National Monitorln·g Committee for Minorities' Education (NMCME). 2. The terms of reference, etc. remain unchanged._ (Sujasha Choudhury) Under Secreta:Jy to the Government of India Ph23074199 Copy to:- 1. Chainnau, Standing Committee nfNMCME. 2. All the Members of the Standing Committee ofNMCME. 3. Direetor, NCPUL, New Delhi. Copy for infonnation: I. . PS to HRMIPS to MOS (EA)IPS to MOS (DP). 2. PSO to Secretary {HE)/PSO to Secretary (SE&L): 3. All Divisional Heads of the Department of Higher Education/ Department of School Education & Literacy. ----..... --- _____ .. ______--(su)asb. Choudhury) Under Secretary to the Government of Indi Ph2307419 23 -- .... ----. GoYemment of bdi2 ?v1inistry of Human Resou:.-ce Develop::;:1en: Department of Higher Education Minori':'>' Cell Shastri Bhawan, Ne\V Delhi the 27th April, 2012 ORDER Subject: ConstitutiOn of a Sub-Corru11ittee on Promotion of Urdu language and enhance compatibility amongst minorities through knovdedge of English. In the meeting of th~_National Monitoring Committee for l\-1inorities' Education (NMCtvfE) held on 5.3.2012, a decision was taken to constitute a Sub-Committee on Promotion of Urdu language and enhance compatibility amongst minorities through knowledge of English. 2. Therefore, \.v:ith the appwml of Minister for Human Resource Development, Government of India, a Sub-Committee on Promotion of Urdu language and enhance compatibility amongst minorities through knoV~'ledge of English of the National Monitoring Committee for Minorities' Education is hereby constituted \"-'ith the follov-.ing terms of reference:- (i), To address the problem of availability of Urdu Speaking Teachers: (ii) To analyze the various schemes of NCPUL and suggest improvements and linkages to modem employment oriented courses like computing, DTP, Media etc.; (iii) Development of infrastructure for Teachers' training for Urdu Teachers in minority concentrated areas; , (iv) To suggest measures for customization of Urdu language and development of Tools to make the language compatible v.ith modem IT trends like web publishing/ referencing/ library, etc.; (v) Any other issue, which the Sub-Committee may find releYant to the subject. 3. The Sub-Committee shall submit its report by 30th June, 2012 and shall also submit interim report to Standing Committee from time to time. 4. Necessary Secretariat support to the Sub-Committee would be provided by National Council for Promotion of Urdu Language. 5. TA/DA shall be admissible as per the entitlement of Grade-l officers of the Government. 6. The composition of Sub-Conunittee on Promotion of Urdu language and enhance compatibility amongst minorities through knowledge of English shaH be as follows:- 1. Shri Akhtar ul \Vasey, Chairperson Vice Chairman. Delhi Urdu Academy. CPO Building, Kashmere Gate_ Delhi-!! 0006, Shri Sayyed Hasan Shuja. Member Editor, Sahafat Daily. 2931164, Illrd Floor, Gali No. 10, Ghaffar Man.zil. Jamia Nagar, New Delhi -110025. 0 0. Dr. Majid Deobandi, Member Post Box No. 9763, Jamia Nagar, New Delhi -110 025. 4. Padamshri Prof. S.R. Kidwai, Member Professor Urdu, University of Delhi, Secretary, Ghalib Institute, Bagh-e-Shafiq Near Teachers Training College Jamia Nagar, Okhla New Delhi-110025 5. Ms. SyedaBalgrami Imam, Member Member, National Conunission for Minorities. 5th Floor, Lok Nayak Bhawan, . Khan Market, New Delhi-110003. 6. Deputy Sw~tary (MC), Member Secretary Department of Higher Education, Ministry of Human Resource Development, New Delhi. 'i\'\'fl'ii / o11 v '~-li( (Amit Khare) Joint Secretary to the· Government of India Ph.23071486 Copy to:- 1. Chairman of Sub-Committee of NMCME on Promotion of Urdu language and enhance compatibility amongst minorities through knowledge of English 2. All the Members of Sub-Committee of NMCME on Promotion of Urdu language and enhance compatibility amongst minorities through knowledge ofEnglish.- 3. Director, NCPUL, New Delhi. Copy for information 1. PS to HRMIPS to MOS (EA)IPS to MOS (DP). 2. PSO to Secretary (HE)/PSO to Secretary (SE&L). 3. All Officers of the Department of Higher Education/Department of Secondary Education & Literacy. / \~\rf,'IJ~~-4 ,,,r-~~ (Amit Kt,:\;e) Joint Secretary to the Government of India Ph.23071486 25 .~-----·/ No.6-2/2012-MC ·------~------GOveffimefli~p[JJ;lcij~. Ministry of Human Resource Development . ------~Dopartment-GJllligher-Educotionc----. ------·- ; ---·------Mmori-cerr------ ORDER Subject: Constitution of a Sub-Committee on Girls' Education. In the meeting of th-; Natio~al Monitoring Copmri:ttee for Mll).orities'· Education (NMCME) held ori 5.3.2012, a decision was_taken..to CO!lStif\1~ ~ Sub,Connnittee on Girls' Education. 2. Therefore, -with the approval of Minister for -JI~ Resource Development, -Goveiiiment of Ii)(lia;-a·siib-Connnittelion GUlli'-Education of the NationafM:omtoruig ---· - Committee for Minorities' Education is hereby conStituted v.r_ith fue:· fqllowing terms of reference:- · ;,,, ·· '· ·: .. '> · ·····- -······ -- ··--·------····-··---·- ---- (i) To identify the factors impeding Girl -Education -in MinOrity communities and ~ ..-suggest measures to counier them; - · (ii) Ways to enhance-quality-teachers for girls in Minority Concentrated Areas; - (iii) Wa;YS_Biid_ ineallii t-0-df:Velop infrastruchire for enhanCing participation of girls belonging to Minority Communities in educational institutions; (iv) -My p¢.ey_js~~t';._ :w:Wch tile 81,!.b~Ccm:u~1jttee may find rel~vant ~o the subj~t. 3. The Sub-Committee shell subnnt its report by 301h June, 2012 and shall also subnnt interim report to Standing Committee from time to time. 4. Necessary Secretariat support to the SUb-Committee would be provided by ~ .. '-" - National Council for Promotion ofUr~uLanguage .. · " i'·' 5. TAJDA shall be admissible as per th: entitlement of Grade-l officers of the' Government. ' 6. The composition of Sub-Committee on, Girls.- Education shall be as follows:- I. Prof. Zakia Siddiqui, _ _CJJca:i!person _ ·~- ·-- -. ------FOrmer Priicipal, .r ------r AMU Women's College, AlMUN, Sir Syed Nagar, Alighar, Uttar Predesh. 2. Mufti Ataur Rahman Qasmi, . Member Masjid Kaka Nagar, ·NearNDlY!C Primary School, Kaka Nagar, New Delhi-110003. -·.-· ---- ,· ..... ---·-- -- . / ! }. ____ Dr. Zahir Qazi, ·------______Anjuman,Taraqqi Islam, Building No. 15, Flat No. 14, c~-::--:-MlffiiMJ 4. ShriSabalH. Musaliar, Member President, TK.M Co)lege Trust, 36, Musaiiar Nagar, Kollam (Kerala). 5. Ms. Sebba Hussrun, -· MCffiber Social ACtivist and Co-founder SEWA, (Beti Foundation), C-842,.H Road, Mohan Nagar, ··-··-·· - _L~L______.______·------:----,-c------'. '·· ·_, .·\· '·-":-· 6. · D~uty Secretary (MC), \ Member Secretary ... Dl'P?tlm!mtofl:ll__gher EduC Copyto:- 1. Chainnan of Sub-Committee ofNMCME on Girls' Education " 2. All ·the Members of Sub"Comrnjttee ofNMCME on Girls' EducatioD- 3. Director, NCPUL, New Delhi. . - CoRY.f9rjnformation A'. PS to HRMIPS to MOS (EA)/PS to MOS '(DP). 2. PSO to Secretary (HE)/PSO to Secretary (SE&L)< 3. · All Officers of the Department of Higher Education/Departmeut of Secondary Education &.Literacy. ,. ------·-~-- ·-· - .. '~-~- (Amit Kbare) Joint Secretary to the Government of India Ph.23071486 -·-,>-,. I ' . ,., No.6-2/2012-MC GoYernment of India Ministry of Human Resource Development Department of Higher Education Minority Cell Shastri Bhawan, New Delhi the 27th April, 2012 ORDER Subject: Constitution of a 81ib-Committee on Vocational Education & Skill Development of Minorities. In the meeting of the National Monitoring Committee for Minorities' Education (NMCME) held on 5.3.2012, a decision was taken to constitute a Sub-Committee on Vocational Education & Skill Development of Minorities. 2. Therefore, with the approval of Minister for Human Resource Development, Government of India, a Sub-Committee on Vocational Education & Skill Development of hillnorities of the National Monitoring Committee for Minorities' Education is hereby constituted with the following terms of reference:- q (i) To identify, various strategies for imparting vocational education and Skill Development in Minority Concentration Districts; (ii) To identify the vocational courses including modular courses of different duration at 10+ 2 level for different sectors of economy. keeping in view the needs of the minority communities; (iii) To suggest strategies for supply of trained teachers in vocational education in Minority Concentration Districts; (iv) To suggest method of selection of schools for imparting vocational education; (v) To study the draft ofNVEQF prepared by the HRD and to suggest interventions keeping in mind the needs of the minority community; (vi) Any other issue, which the Sub-Committee may :find relevant to the subject. 3. The Sub-Committee shall submit its report by 30th June, 2012 and shall also submit interim report to Standing Committee from time to time. 4. Necessary Secretariat support to the Sub-Committee would be provided by National Council for Promotion of Urdu Language. 5. TA/DA shall be admissible as per the entitlement of Grade-l officers of the Government 6. The composition of Sub-Committee on Vocational Education & Skill Development of Mlnorities shall be as follows:- ]. Rev. Fr. Xavier Alphonse, Chairperson Former Principal, Loyola College, Chennai-6001l34. - - --·. --···--- ··------· 28 2. Shri Mahbub-ul Haque, Member Chairman, Educational Research Development Foundation, Block- B, Central IT College, - ---Dr. R.P-.Rnad,nispur, ______.. Guwahati. Assam. 3. Shri T .P. Abdullah Koya Madani, Member President, ~ Keral Nadw~l Mujahideen, CD Tower, Kozhikode (Kerala), 4. Shri Bbajan Singh W.Wa, Member Sr. Vice President, Delhi Sikh Gurdwara Management Committee, BFH-20, Shalimar Bagh, Delhi -110 088. 5. Shri Mohd. Anis, Member B-601, Weavers Colony, Asbok Vihar, Phase IV, Delhi -110 052. 6. Deputy Secretary (MC), Member Secretary "' Department of Higher Education, Ministry of Human Resource Development, New Delhi. \\.~"1. -r~~v (Amit Khare) Joint Secretary to the Government of India Pb.23071486 Copy to:- 1. Chairman of Sub-Committee of NMCME on Vocational Education & Skill Development of Minorities. 2. All the Members of Sub-Committee ofNMCME on Vocational Education & Skill Development of Minorities. 3. Director, NCPUL. New Delhi. Copy for information 1. PS to HRMIPS to MOS (EA)IPS to MOS (DP). 2. PSO to Secretary (HE)IPSO to Secretary (SE&L). 3. All Officers of the Department of Higher Education/Department of Secondary Educatian & Literacy; -- '\~.-m~ (Antit Khare) Joint Secretary to the Government of India Pb.23071486 ~-~2'GC!co_,-~£v.=g_~:c.t oi" l.r!_Qi~_ _ lvii'-,;stry ofB:illl1an Resource De\:elopme!C-:: Department of Higher EdTicmioL ------1\lli'"lo:d:t;· Se~l ·----· ------ Shastri Bhawan) Nev.' Delhi the 27th April,. 2012 /7 ORDEP. Subject: Constitution of a Sub-Committee on Mapping of_Educational Requ!r~e~~-_()J______·-· MirioritJ.es- Regi~istricfv:ise. ------· ------ In the meeting of the National Monitoring Committee for Minorities' Education (NMCME) .held on 5.3.2012, a decision was taken to constitute a Sub-Committee on "Mapping of-Educational Requirements ofMIDorities--:- Region & District wise. ------2.----- Theiefore, with :the:--approvru of Minister for Himian Resource Development, Governnielit of .India,. a Sub-Committee ctn Mapping of Educatiornli Requirements of __ )v~oljties '"":.~op. §z. Dktrie!:-?ns~·.of the){a,tiQ:Q.al Monitorin_g,Co:rru:oitte.e for :MJnorities' Education is hereby constituted 'With the following terms of reference:- ~ [Jj' Suggest a -way --for better targeting of ;chemes for Minorities Education based - -- -on·..G~-_.and -other·so:urces-fot1Jlamring--and -implementation··of schemes· for lvfroorities; (ii) Make suggestion for having a Result Oriented 1V1IS to monitor emolments, dropout, .. .GER .in Higher Education w.r.t. minority community Regi~m and :\ Distri,ct wise; , (ill) To identify the region/geographical areaS which require special focus to ensure the participation Of Minority commUnities by ensuring Equity and acCess to schools and identify impediments to the same; (iv) Any other issue, Which the Sub-Committee may find relevant to the subject ' 3. The Sub-.Committee shall submit its-report by 30"' June, 2012 and shall also submit interim report to Standing Committee fromfune td tirne. 4. Necessary Secretmiat support to the Sub-Committee would be provided by National Council for Promotion of Urdu Language. 5. TAIDA shall be admissible as per the entitlement of Grade-l officers of the -·- --Govcii:inlint:- -·-·· -~···-···- ·-·-·- ·------·--·--· --·····-·- --· · · ··· 6. The composition ·of Sub-Com.mittee on Mapp.ll:!g of Educational Requirements of :Minorities-Region & District ·wise shall be as follows:- 1. Shd P.A. lnamdar, _ Chllirperson MA Rangoonwala College of Dental & Research Centre, _-camp, Pune-411 001, ··'MAHAR.ASHIRA. __ _J\1ember .. ______2. - --Blli-i-Khalid-AfiwM,,--- Editor~ Roznama Hamara Samaj, _ _;41136, Lalita Park, -" ,,J'le:\\cDelfii- D.liD92. ------· --- f. Shri Shafi ))eblvi, Member Y-9, DDA Flats, T urkman Gate. Delbi- 110 006. 4. Sbri Pushpinder Singh, Member ------.Mtemhei.,-belhiM.iriO"tj,ar CommiSsjon~----· -----·------'C' Wing,YikasBbawan, New ))elbi -110 002. 5. Prof.bJohd,.Halim Khan, Merober Chairman, . . -----Maulana Az-ad &!ucational Technical-and -·------ Vocational Society, OJ~F.rod ShikShaKendra, Building,Sector-D, SchemeNumber,?i · ·-Dhar~o!ld,lndore -452002(MP).- .. 6. ~~- Deputy Secretary (MC), Member Secretary ,..,. Departmerit of Higher Education, ----·- -·'·-. -----.- \ --- ·- -- · MlllistryofHUmaii-R.esoiii:ceDeveropmen~- · New Delhi.· - ~~~~v (Ami! Khare) Joint Secretary to the Government ofltidia Ph.23071486 Copyto:- --.,,. 1. Chairman of Sub-Committee . of NMCME on Mapping of Educational Requireme11ts Of Minorities---::- Region.&: DiStrict wise 2. All the Members of-Sub-Committee of NMCME on Mapping of Educational Requirements of Minorities~ Region & District wise. · 3. Director, NCPUL, New Delhi. · ,_ Co~l\ \of j,nformation -..:.._ ------..___ - .. ~------X PS to HRM/PS to MOS (EA)IPS to MOS (DP). , . . 1. PSO to Secretary (HE)/PSO to Secretary (SE&L).i-i .' _ .~ 3. All Officers of the Department of Higher Edtiktion!Department of Secondary Education & Literacy · . ~~-,v (Amit Kharo) Joint Secretary to the Government of India PIL23071486 31 No.6-2/2012-MC Government of India Ministry of Human Resource Development Department of Higher Education Minority Cell New Delhi, the ll th June, 2012 ORDER Subject: Constitution of a Sub-Committee on Mapping of Educational Requirements of Minorities- Region and District wise. •**** In partial modification of this :Ministry's order of even number dated 2t11 April, 2012 on the subject mentioned above, it has been decided with the approval of Minister of Human Resource Development, Government of Indi~ Shri Roomi Jaffrey and Shri Haneef Lakdawalla have been nominated as Members in place of Shri Khalid Anwar and Prof. Mohd Halim Khan. The composition of Sub-Committee on Mapping of Educational Requirements of Minorities- Region and District wise now shall be as follows: i) Shri P.A. Inamdar, Chairperson MA. Rangoonwala College of Dental & Research Centre, Camp,Pune-411 001, MAHARASHTRA. ii) Shri Roomi Jaffrey, Member 12, Sagar Sameer Society, J.P. Road, Versowa, Andheri (W), Mumbai - 400 061. iii) Shri Shafi Dehlvi, Member Y-9, DDA Flats, Turkman Gate. Delhi- 110 006. ·' iv) Shri Pushpinder Singh, Member ·' Member, Delhi Minority Commission, •c• Wing, VikasBhawan, New Delhi- I 10 002. v) shri HaneertakdaWai1a, -----· - -- Member r45, Sanchetana, Newyork Trade Centre, ' Near Thaltej Cross Road, S.G. Highway, Ahmedabad, Gujarat. 32- vi) Deputy Secretary (MC), Member Secretary Department of Higher Education, Ministry of Human Resource Development, New Delhi. 2. The terms of reference, etc. remain unchanged. ~(Sujasha ChoudhuJ Under Secretary to the Government of India Ph.23074199 Copy to:- 1. Chairman of the Sub-Committee of NMC:ME on Mapping of Edl!cational Requirements of Minorities -Region and District wise. 2. All the Members of Sub-Committee of NMCME on Mapping of Educational Requirements ofMinoritfrs- Region and District wise. 3. Director, NCPUL, New Delhi. Copy for ruofl!.lii,liQn: I. /PS to HRMIPS to MOS (EA)/PS to MOS'(DP). 2. PSO to Secretary (HE)/PSO to Secretary (SE&L). 3. All Divisional Heads of the Department of Higher Education/ Department of School Education & Literacy. (Sujasha Choudhury) Under Secretary to the Government of India Ph.23074199 ' r 33 No.6-2/2012-MC Government of India Ministry of Human Risource Development Department of Higher Education Minori:tx Cell ------~--- Shastri Bhawan, New Pelhi the 27th April, 2012 ORDER Subject: Constitution of a Sub-Committee on Implementation of SchenJeS Aimed at Minorities. In the meeting of the National Monitoring Committee for Minorities' Education (NMCNJE) held on 5.3.2012, a decision was taken to constitute a Sub-Committee on Implementation of Schemes aimed at Minorities. 2. Therefore, with the approval of Minister for Hwnan Resource Development, Government of fudia, a Sub-Committee on Implementation of Schemes aimed at Minorities of the National Monitoring Committee for Minorities' Education, is hereby constituted with the following terms of reference:- (i) Review the implementation of schemes of HRD aimed. at Educatiori. of Minorities in elementary, secondary and' higher education sectors; (ii) IdentifY new sche1nes which could be introduced for minority communities; (iii) Suggest a monitoring mechanism for physical and financial progress of Schemes focusing at Minorities in different schemes ofHRD like Sarva Shiksha Abhiyan, Rastriya Madhyamik Shiksha Abhiyan, Kasturba Gandhi Balika Vidyalayas, Sub-Mission on Polyteclmics etc; (iv) Any other issue, which the Sub-Committee may find relevant to the subject. 3. The Sub-Committee shall submit its report by 30th June, 2012 and shall also submit interim report to Standing Committee from time to time. 4. Necessary Secretariat support to the Sub-Committee would be pr~~i9-~d by National Council for Promotion of Urdu. Language . 5. TAJDA shall be admissible as per the entitlement of Grade-l officers of the Government. 6. The composition of Sub-Committee on Implementation of Schemes aimed at Minorities shall be as follows:- .. L Maulw.ta Mohammad Wali Rahmani, Chairperson General Secretru:y, · MuslimPersonal Law Board, Khanqah Ralunaui, Nawab Kothi, Belan Bazar, Munger-81 1201 (Bihar). 2. Ms. Teesta Setalvad, Member J.uhu Tara Road, Juhu,--Mumbai:·------ 3. Shri Farooq Sh~ikh, Member - ·1202;Bclfiglfllafd1'ai:k 4. Shri ~goffii Jaffrey, Member 12, SagarSameer Society, J.P. Roa:ci;.Versowa. Andheri {W), ---~umbat="61-.------· 5. Shri Haneef Lal4lawal!a, Mem_ber 45, SftnChetanil., Newyork Trade Centre, Near Thaltej Cross Road, S.G. Highway, Ahmedabad, GQiarat. 6. Dr. Bahaudheen Mllhan:uil.ed Nadwi, M~ber DarUI Huc4i l~lamiQ University, Chemmad, -----Mallapuram, K&ala- ..... - · 7. Deputy Secretary (MC); Member Secretary Departriient :OfHighei Education, · - ,-·- '_,,-: --. _____ ,:__,_·_~. -~. Mi.Qistry._ufl:lliman~Resource"Develoimient;··- -- New Delhi. · . ~~-.-~-v - (Arni?'hare) · Joint Secretary to the Government of India Ph.23071486 Copy to:~ I. Chairman of the Sub-Conunittee of NMClv!E on Implementation of Schemes -aimed at Minorities; · 2. All the Members of Sub-Committeif' of NMC1VIE on Implementation of Schemes aimed at Minorities. 3. · Director, NCPUL;New Delhi. ! Copy for information I. PS to HRMIPS to MOS (EA)/PS to MOS (DP). 12. PSO to Secretary (HE)/PSO to Secretary (SE&L), 3. All Officers of the Department of Department of Higher Education/ Department r of-Secoml.MY- Edu~.f!tipn & Literacy".__ " ______. _ ~~.1\'\--' r ~· (Arnit Khare) Joint Se~etary to the Govenunent of India Ph23071486 No.6-2/2012-MC Government of India Mini.!.try of Human Resource Development Department of Higher Education Minority Cell New Delhi, the 11th June, 2012 ORDER Subject -Constitution of a Sub-Committee on Implementation of Schemes Aimed at Minorities. *"'*** In partial modification of this Ministry's order of even number dated 27th April, 2012 on the subject mentioned above, it has been decided with the appfoval of Minister of Human Resource Development, Government of India, Dr. Zahir Qazi has been designated as Chairperson in place of Slrri Maulana Mohammad Wali Ralunani and Shri Khalid Anwar and Prof. Mohd Halim Khan have been nominated as Members in place of Shri Roomi Jaffrey and Shri Haneef Lakdawalla. The composition of Sub-Committee on Implementation of Schemes Aimed at Minorities now shall be as follows: i) Dr. Zahir Qazi, Chairperson Anjuman Taraqqi Islam, BuildingNo.15, FlatNo.14, MH.B/MlG, Opposite Leelavati Hospital, Bandra Reclamation, Bandra West, Mumbai- 400 050 ii) Maulana Mohammad Wali Rahmani, Member General Secretary, Muslim Personal Law Board, Khanqah Rahmani, Nawab Kothi, BelanBazar, Munger-811201 (Bihar). iii) Ms. Teesta Setalvad, Member Juhu Tara Road, Juhu, Mumbai. .I iv) Shri Farooq Sheikh,_ Member 1202, B Highland Park Building, New Link Road, Oshiwara, (Near Lokhandwala Complex), Andheri (West), Mumbai-440053 (MS). v) , Sifri Khalid Anwar, Member Editor, Roznama Hamara Samaj, 41136, Lalita Park, New Delhi_: 110092 vi) Prof. Mohd. Hallm Khan, Member Chainnan, Maulana Azad Educational Technical and Vocational Society, Old Prod Shiksha Kendra, Building, Sector-D, Scheme Number-71, Dhar Road, Indore- 452 002(MP). vii) Dr. Bahaudheen Muhammed Nadwi, Member Darul Huda Islamic University, Chemmad, Mallapuram, Kerala viii) Deputy Secretary (MC), Member Secretary Department of Higher Education, Ministry of Human Resource Development, ) New Delhi. 21 The terms of reference, etc. remain unchanged. (Sujasha Choudhury) Under Secretary to the Govemment of India Ph.23074199 Copy to:- 1. Chairman of the Sub-Committee of NMC.ME on hnplementation of Schemes aimed at Minorities; 2. All the Members of Sub~Committee of NMCME on Implementation of Schemes aimed at Minorities. ~ 3. Director, NcPUL, New Delhi. .I;-, Copy for information to: !. 'PS to HRMIPS to MOS (EA)IPS to MOS (DP). 2. PSO to Secretary (HE)IPSO to Secretary (SE&L) 3. All Divisional Heads of the Department of Higher Education/ Department of School Education & Literacy. (Sujasha Choudhury) Under. Secretary to the Govenunent. of India Ph.2S0741~9 ' CHAPTER-3 RECOMMENDATIONS OF THE STANDING COMMITTEE The Standing Committee was tasked with the mandate to monitor the minority related education schemes and programmes being implemented by the Ministry of Human Resource Development, suggest modifications in these schemes with a view to cater to the minority communities, study the reports of the previous Committees which have gone into the issues of minority education and welfare and suggest ways and means to implement the recommendations of those Committees. The Committee has given its 1st Report. Recommendations of the Standing Committee (Extracts from Chapter XIV of the Report) 14.1 The Committee found that reliable data of participation of religious minorities at various levels of enrolment is very poor. It was found that there is a comprehensive system of capturing data from Class 1 to Class 8 under District Information System for Education (DISE). However, at present there is no system of comprehensive data collection and pattern from Class 9 onwards. The Committee also noted that the Ministry is introducing a project for capturing data for secondary education from Classes 9 to 12 but unfortunately it will not capture the data for religious minorities. The logic of excluding collection of data of minorities was not explained. It is, therefore, recommended that the Government may immediately start collecting data for religious minorities from Class 1 to Class 8 under existing DISE project and from Class 9 to Class 12 under Secondary Education Management Information System (SEMIS) project. 14.2 The Committee also recommends that a comprehensive system for collection of data may also be introduced in technical and higher education, including the courses offered by Ministries other than the HRD, e.g. Ministry of Health and Family Welfare (medical and para-medical courses), Department of Agricultural Research, Ministry of Textiles (Fashion Technology etc.). Ministry of HRD may, therefore, take up the matter with other Ministries where courses are offered after Class 12. 14.3 The Committee also recommends that while preparing a system for collection of information for post-intermediate courses, the Standing Committee may also be consulted by the Government so that at the time of designing of the 38 software itself adequate care is taken to capture data relating to education of minorities. 14.4 The Committee also recommends that a National Data Bank for minorities may also capture information other than that of enrolment which is being collected through DISE. For example, details of submission of applications for recognition of schools and colleges, present status of such applications, constitution of expert committees by various institutions for inspection of institutions, final decision of the Government/affiliating bodies on the applications submitted for recommendation. In any case, the Standing Committee will cover this aspect in its subsequent reports. 14.5 The Committee noted with great deal of concern the poor transitions of students from primary to upper primary schools in U.P. where it was only 70.7 per cent in the year 2011-12. Adequate explanations for such poor transitions rates in certain States were not easily available. Therefore, the Committee recommends that the Ministry of HRD may analyze the district level data and discuss the same with State Government so that remedial action could be taken to State Governments for addressing the problem of low rates of transition from primary to upper primary level. Elementary Education 14.6 It was brought to the notice of the Committee that prior to commencement of the RTE Act 2009, some Madrasas and Maktabs were receiving financial support under SSA. However, after commencement of the RTE Act financial support under SSA Scheme has been discontinued on the ground that Madrasas and Maktabs were covered under the RTE 2009. By an amendment of 2012 to RTE Act, Madrasas and Maktabs have been excluded from the provisions of the RTE Act 2009. It is, therefore, recommended that MHRD may advise all the State Governments not to refuse assistance to Madrasas and Maktabs under SSA. The Committee noted that in several areas of the country, the schooling system of the Government is not adequate to cater to the requirement of the local population, specially religious and linguistic minorities. In several areas of the country, schools offering primary education in Urdu medium are not available. In such cases many parents may prefer to send their children to Madrasas and Maktabs since they offer primary education in Urdu medium. Since the Constitution (Article 350) guarantees education in mother tongue, the Committee recommends that financial assistance to Madrasas and Maktabs may be continued. 14.7 The Standing Committee noted that Kasturba Gandhi Balika Vidyalayas (KGBVs) had been established in those districts where the population of 39 religious minorities is more than 25%. In order to attract more girls to schools, it is recommended that KGBV may be opened in all districts where the population of religious minorities is more than 10%. Within such districts also, it is recommended that preference may be given to Blocks where there is a higher percentage of Muslims for opening of model schools. The Committee also noted that in large number of KGBVs, the percentage of students of minority community is insignificant. It is recommended that the Ministry of HRD may issue suitable advice to State Governments that girls of minority communities should be preferentially admitted so that the purpose of KGBV is adequately served. The Committee noted that out of 3501 KGBVs which have become operational only 454 KGBVs have enrolment of more than 20% Muslim children. 14.8 Opening of primary schools in Urdu medium: The Committee noted with concern the non-availability of primary schools offering education in Urdu medium even in areas where there are large number of students whose mother tongue is Urdu. The Committee recommends that all the State Governments may be advised to ensure that education in mother tongue is available primary level if the number of students in a class is more than 15. The Committee also recommends that all the State Governments may be advised by the Ministry of HRD to ensure that sufficient numbers of teachers are appointed who could teach in Urdu medium in primary schools. 14.9 The Committee also recommends that the State Governments may be advised to open Teachers’ Training Schools where teachers of Urdu Medium can be trained. The Committee also recommends that a National Register on Trained Teachers may be maintained by the MHRD, so that if trained teachers are not available in any state, they may be taken from another State. Secondary Education 14.10 The Standing Committee noted that in some cases there has been delay in obtaining NOC from the State Government for opening of schools by the societies/trusts by minorities for affiliation to CBSE or State Government Boards. It is recommended that the Ministry of HRD may direct the State Governments that they should take a decision within 90 days failing which concerned Board may go ahead with grant of permission for establishment of a school. 14.11 The Standing Committee notes that MHRD has a scheme for establishment of 2500 Model Schools in PPP mode but so far no school has been opened. The Standing Committee recommends that at least 10%, i.e., 250 40 schools should be reserved for religious minorities in proportion to the number of schools sanctioned in each State. The Scheme visualizes that in each Model School under PPP mode, Government support shall be provided to 140 Select Students in each class totaling up to a maximum of 980 Select Students for the School. Within the Select Students, reservation for SC/ST/OBC students shall be as per reservations applicable in the respective States. Further, there will be reservation of 33 per cent for girls amongst the Select Students. The Committee recommends that girls from Minorities must also be included within this 33 per cent category. 14.12 The Committee was informed that MHRD has opened more than 500 NVS in various districts of the country. However, the educationally backward minorities do not seem to have benefited from such schools. Since data of enrolment of minority children in secondary schools is not available, it is not possible to assess the impact of NVS on children belonging to minority communities. The Committee recommends that two schools on the pattern off NVS may be opened in each of the 90 Minority Concentration Districts(MCDs). The Committee also recommends that in such schools, the help of local NGOs may be taken to attract minority children so that the benefit of these schools can accrue to the local minority community. Opening of such schools may also be suitably publicized through media. 14.13 The Committee noted that in the 11th Plan, MHRD operated a scheme for opening of girls’ hostels in secondary schools. Under this scheme, many hostels have been sanctioned in various districts. The Committee noted that the Government has set up 538 hostels some of which are co-located with KGBVs. Since KGBVs are only up to Class 8, the girls students of minorities find it difficult to continue their studies after class 8 for want of hostel facilities. Therefore, the Committee recommends that at least two Girls’ hostels in each of the 90 MCDs may be established with a capacity of 100 girls. Higher Education 14.14 As Mentioned above in para 14.1 earlier, data of enrolment of minority children in institutions of higher education is not available. An analysis of Higher Education data of NSSO by NUEPA has shown that Gross Attendance Ration (GAR) of Muslim minority is only 8.7% in 2007-08 as compared to that of Non-Muslims which is 16.8%. The Committee reiterates that unless an efficient system of data collection is evolved, the real situation of minorities will be very difficult to assess. In order to improve the participation of minority children in Higher Education, it is recommended that Central Government may provide 100% grant to State Governments for setting up of Model Degree 41 College in 90 MCDs. One college may be established in each such district which may offer courses in science, humanities, commerce and arts. 14.15 The Committee noted that UGC has a scheme for offering remedial coaching classes to students of minority communities. However, data about the students who benefited by this scheme was not made available. As indicated in para 14.1 above, comprehensive data should be collected and made available in public domain. The Committee noted that successful experiment of selection of meritorious students by Rahmani Foundation in Bihar. The Committee recommends that similar process of selection may be carried out in all States and meritorious students may be deputed to reputed coaching institutions for coaching for competitive examinations of professional courses in engineering, medicine, etc. 14.16 As recommended by Sachar Committee, MHRD should also formulate a policy for giving representation to minority students in all institutions of higher learning by taking into account the need for encouraging diversity in such institutions. Even the highly reputed institutions in the US take into consideration the deprivation of minorities while admitting students. There is an urgent need to formulate a policy for taking into account the poor representation of certain minorities in institutions of higher education. 14.17 Teacher Education: The Committee noted that one of the best interventions to improve the educational status of minorities is to provide opportunity to their children to become teachers. For achieving this objective, it is recommended that MHRD may provide funds to State Governments for opening institutions of teacher education in each of the 90 MCDs. 14.18 Technical Education: The Committee noted that a large number of students may not be interested to go for higher education after completing class 12. Instead they may seek admission to technical institutions like polytechnics, para-medical courses, diploma courses, etc. The Committee recommends that diversity of student population in such institutions may be encouraged as recommended in para 14.16 above. The Committee noted that in some States coaching classes for preparing students for medical and engineering courses are being run by a few reputed NGOs. It is recommended that MHRD may announce a scheme for providing residential coaching to students of minority communities who may be selected on the basis of marks in class 10/12 of the respective board. Madarsas 42 14.19 The Committee noted that a large number of Muslim students are enrolled in Madrasas and Maktabs. These students particularly come from backward areas where the educational facilities of the Government are poor or the standard of education in Government schools is not of high quality. In such areas, even non-Muslim children are enrolled in Madrasas. However, there are some Madrasas which are already aided by the Government for payment of salary to teachers. In such aided Madrasas, the State Government are also providing mid-day meals to children. The Committee noted that in several un- aided Madrasas mid-day meal is not provided to the children. The Committee recommends that MDM scheme should be extended to children of un-aided Madrasas also wherever such Madrasas seek the help of the Government for offering MDM scheme. 14.20 The Committee noted that the MHRD is operating a Scheme for Promoting Quality Education in Madrasas (SPQEM). Under this scheme, the Central Government has provided Rs.350 crore as funds to the Madrasas in the 11th Plan. The Committee noted that in several States, the funds released by the MHRD to State Governments have not been released to Madrasas. The Committee, therefore, recommends that such delays in disbursement of funds be addressed. Further, the salary of graduate teachers under SPQEM may be enhanced from Rs.6000 to Rs.8000 and PG teachers from Rs. 12000 to Rs.15000. Accordingly, MHRD may provide enhanced outlay under SPQEM. 14.21 In order to provide the opportunity of modern education to Madrasa students, it is recommended that an incentive scheme may be formulated by the MHRD for Madrasa students who opt for examination conducted by NIOS. Enrolment & examination fee for such students may be waived and on passing the examination of NIOS students may be given a cash incentive of Rs.1000 so that more students can be attracted to take NIOS examinations. This will facilitate participation of Madrasa student in the formal system of schooling. The Committee recommends that fee charged by NIOS should be waived for students of Madrasas. Scholarship Schemes 14.22 The Committee notes with concern the poor enrolment of minority children, particularly, Muslims in schools in certain States. The Committee recommends that eligibility for scholarship should also be the same as it is for SC/ST children. The Committee noted that Ministry of Minority Affairs (MoMA) and Ministry of Social Justice and Empowerment are running schemes for post-matric scholarship for students of minority community and SC/ST. The Committee recommends that rate of scholarship for student of minority communities may be brought at par with rates of scholarship to SC students. 43 For this, it is necessary that sufficient funds are provided by the Central Government to State Governments so that no child of minority community is denied education due to economic hardship. 14.23 The Committee also notes that in case of SC student, there is reimbursement of total fee even if the student is pursuing education in a private institution. In case of SC students, no fee is payable to the institution at the time of admission and the institution is reimbursed such fee by the State Govt. In case of minority student, however, the student is required to full fee to the institution at the time of admission. Due to economic hardship, a large number of minority students may not be able to pursue higher education as they may find it difficult to arrange large sums of fee charged by private institutions. The Committee, therefore, recommends that in case of minority students also, MHRD/MoMA may come out with the scheme which is completely at par with the scheme for SC students so that deserving students are not denied the opportunity to pursue higher education due to high fee. The Committee recommends that students belonging to minority communities may be given admission in State/private educational institutions without deposit of fee by the students at the time of admission. As in the case of SC students, the college may claim reimbursement of such fee from the State Government and the State Government may in turn claim it from the Ministry of Minority Affairs who should be provided sufficient budget for undertaking this reimbursement of fees. Infrastructure Development for Minority Institutions (IDMI) 14.24 The Committee noted that MHRD has been continuing IDMI since 11th Plan. The allocation in 11th Plan was Rs.125 crore. The Committee noted that funds are provided to NGOs up to Rs.50 lakh for strengthening of infrastructure. The Committee noted that even if funds are released by the MHRD to the State Governments, there is delay in release of funds in certain cases to the educational institutions. The Committee, therefore, recommends that this scheme may also be covered under Direct Benefit Transfer (DBT) so that funds are transferred directly from MHRD to the institutions. The Committee also recommends that institutions of higher education established by minorities may also be provided funds by MHRD for establishment of hostel facility. This may improve the participation educationally backward minorities in higher education. Urdu medium schools/teachers/books 14.25 The Committee had a detailed interaction with the officials of the Delhi Government regarding the availability of teachers in Urdu medium schools. It 44 was noted that several Urdu medium schools in Delhi do not have the teachers who have the ability of teaching in Urdu. It was noted that there is no policy of the Government of Delhi for appointment of teachers knowing Urdu in various subjects. The Committee, therefore, recommends that Govt. of Delhi may be advised to make it compulsory for appointment of teachers in each subject that they should have studied Urdu up to class 12. This will enable appointment of Urdu knowing teachers in various subject (for example, Economics, History, Physics, Chemistry, etc.) who will be teaching children in Urdu medium in schools in Delhi. Certain number of posts may, therefore, be reserved for Urdu knowing teachers at TGT and PGT level. 14.25.1The Committee also noted that availability of books in Urdu is not ensured in some States as a result of which children’s education suffers. The Committee recommends that the work of printing and distribution of Urdu books may be given to NCPUL. 14.25.2 The Committee noted that grant to NCPUL was increased from Rs.20 crore to Rs.40 crore in the year 2011-12. The Committee recommends that grant of at least Rs. 40 crore may be maintained. Hunar on Bihar pattern 14.26 A scheme by the name ‘Hunar’ was started in Bihar in which 13000 Muslim girls had taken training. This scheme was implemented in Bihar by NIOS with the help of different NGOs. However, this course is not continuing in Bihar after its one year success story. The Committee strongly recommends that this scheme should be implemented in the whole country through NIOS with the support of NGOs and the funding should be done through NIOS. Awareness of Government Schemes 14.27 The Committee noted that the awareness about the schemes of the Government is very poor and the NGOs operating in minority concentration areas are not well informed about the schemes of the Government. The Committee recommends that Urdu TV channels and Urdu newspapers may be extensively used for releasing advertisements and suitable measures, including websites and social media may be used for disseminating information about government schemes amongst the minority communities. ***** 45 CHAPTER-4 ACTION TAKEN REPORT ON THE RECOMMENDATIONS OF THE STANDING COMMITTEE 4.1 Department of School Education & Literacy: S.No. Important Action Taken Recommendations 4.1.1 Scholarship Scheme The Committee has recommended parity of Scholarship with regard to the rate of Scholarship for the minority communities with the rates of scholarship to the SC students. Ministry of Minority Affairs, dealing with the Pre- Matric, Post-Matric and the Merit-cum-Means Scholarship, has been requested to consider the proposed parity, regard to the scholarship. 4.1.2 Coaching Scheme Ministry of Minority Affairs is implementing the for minorities Free Coaching and Allied Scheme for candidates/students belonging to the Minority communities on pilot basis, in some States. Depending on its successful implementation, Government would consider extending the Scheme to the other States. In this regard, if necessary, Ministry of Human Resource Development would co-ordinate and supplement its efforts and assistance to the Ministry of Minority Affairs. 4.1.3 Model Schools for Establishment of 490 Model Schools in Minority minorities Concentration Blocks (MCBs) in Educationally Backward Blocks (EBBs) are targeted. MINORITY Concentration Blocks will be targeted while establishing 2500 Model Schools in Non-EBBs. 46 4.1.4 ‘Hunar’ Scheme Hunar Programme was successfully launched and implemented by the NIOS with the assistance of some NGOs in Bihar and Delhi with funding by the respective State Governments. Under the Hunar Programme, the experience of Bihar and Delhi, is proposed to be extended for the skill Development of Muslim Girls at national level. Standing Committee of National Monitoring Committee for Minorities’ Education in its report in April 2013 recommended to implement the scheme to NIOS throughout the country. 2. NIOS have drafted the scheme and sent the draft EFC Memo for implementing the Hunar scheme in the country. The main features of the proposed scheme are :- (i) The scheme will provide skill training to the target group of 14 plus age (Muslim girls). (ii) The scheme is proposed to be implemented during the XIIth Plan from 01.01.2014 to 31.03.2017. (iii) The Pilot Phase (Phase-I) envisages 50,000 beneficiaries during 2013-2014. (iv) A total of 9.20 lakh Muslim girls are proposed to be covered during the XIIth Plan period. (v) Presently, 12 vocational trades are offered under the Hunar Programme by NIOS. More trades may be added as per the need of the beneficiaries. (vi) It is also proposed to integrate vocational training with academics. Thus, the beneficiary may enhance their qualification by way of academic programmes (Secondary and Senior Secondary Education). 47 (vii) The estimated expenditure on the proposed scheme would be Rs 978.00 crore over the XII Plan Period. 4.1.5 Urdu Medium Urdu medium schools have been set up by the Schools at Primary State Govts. They are supported under the SSA level Scheme. 4.1.6 Jawahar Navodaya JNVs have been set up in all districts except in Vidyalayas (JNVs) Tamilnadu. While approving additional 378 JNVs in specially focused districts including MCDs during the 12th Plan, MCDs will be given priority. However, while establishing JNVs within the existing target, Minority Concentration Blocks will be accorded preference. Urdu is a medium of instruction for Class VI to Class VIII where regional language is Urdu. 4.1.7 Kasturba Gandhi At present, 555 KGBVs have been sanctioned in Balika Vidyalayas the MCDs, out of which 543 KGBVs are (KGBVs) functional, wherein 48,967 girls including 8014 Muslim girls (16.37%) are enrolled. Taking note of the recommendation of the Standing Committee and of the low enrolment of Muslim girls, in some of the KGBVs, it has been decided to get the mapping done to ascertain the locations of the Minority Concentration Blocks (MCBs), where adequate number of schools and hostels for girls are not there. Besides, states have been requested to provide lists of blocks with more than 10% minority population based on 2011 Census so that, a proposal for extending the KGBV Scheme to these blocks could be firmed up. 4.1.8 Assistance to Financial assistance and Maths and Science – Kits Madarsas and to introduce Maths and Science subjects are being Maktabs under the provided to the Madrasas under the SPQEM. SSA Frame-work Teachers are also given training under the Block Institute of Teacher Scheme. All the registered Madrasas covered under the SSA are also provided Mid-Day-Meal for the students. 48 4.1.9 Grant of NOCs for To overcome the delay in affiliation of the affiliation of minority educational institutions, the Central Minority Board of Secondary Education has amended its Educational Bye-Laws on 8.7.2013. Institutions 4.1.10 Promotion of Urdu Urdu medium schools are provided by the States. language The Central Govt. Provides financial assistance through the Appointment of Language Teacher Scheme in schools of the localities having 25% or more Urdu speaking population. The National Council for Promotion of Urdu Language (NCPUL), inter-alia, conducts Diploma and Certificate course in Urdu language. Decision has been taken to provide an Urdu teacher in a class having 15 students as against 20 students prescribed earlier in Kendriya Vidyalas (KVs). The NCERT Urdu textbooks are distributed through the Urdu Academy, Delhi. In addition, Urdu textbooks are also supplied directly by the NCERT to different schools if such demands are received directly by the NCERT. For academic year 2013-14, the NCERT has supplied all the textbooks to the Urdu Academy as per demand received from them from time to time. Also for the forthcoming academic session 2014- 15, the NCERT has already initiated its reprint programme of Urdu textbooks. Annual requirement of the Urdu Academic Delhi has been obtained and print requisition has been ascertained. Sufficient number of copies of textbooks are in stock to meet the demand of Urdu textbooks if received by the NCERT at any point of time. 4.1.11 100% Central Most of the educational schemes, which are under funding for the implementation provide for joint funding between scheme relating to the centre and the states. the minority education 49 4.2 Department of Higher Education: S.No. Important Action Taken Recommendations 4.2.1 Model Degree The Centrally Sponsored Scheme with Central- Colleges State funding was launched in February,2010 for providing increased “access” to higher education so as to raise the Gross Enrolment Ratio (GER) by 5% by the end of XI Plan. The capital cost for each college has been estimated at Rs.4.00 crore to Rs.8.00 crore. The land shall be provided free of cost by the State Governments. The balance amount of the capital cost, and the recurring cost of running these new college shall be met by the concerned State Governments. The scheme is implemented both through the UGC and alternatively by way of direct release of funds by the Ministry of Human Resource Development to the concerned State Government. 374 Educationally Backward Districts (EBDs) include 64 MCDs having Gross Enrolment Ratio less than the national average. Out of these 64 MCDs, approvals have been given for 16 Model Degree Colleges. With reference to the recommendation/suggestion for adopting PPP Model with NGOs and opening 20% of 374 Model Degree Colleges in areas having Muslim population of more than 10% and coverage of all 90 MCDs, it is clarified that PPP model is permissible, if the State Govts., so decide and that pending implementation of the proposed Rashtriya Unchchatar Shiksha Abhiyan (RUSA) in the 12th Plan, the present Scheme would continue and the scope of addressing the issues of the minorities therein would be looked into. 4.2.2 Polytechnics Under the scheme of Sub-Mission on Polytechnics, 50 financial assistance up to Rs.12.30 crore is provided to State/UT Govts. per polytechnic and the State/UT Govt. provides land free of cost and bears all the recurring expenditure and capital expenditure in excess of Rs.12.30 crore. Out of 57 MCDs eligible under this Scheme, 54 districts have been covered. Out of the remaining 3 districts, UT of Andaman & Nicobar Islands has declined to be a part of the scheme and consent of Arunachal Pradesh and Delhi for the scheme is awaited. 4.2.3 Equal Opportunity With reference to the recommendation for Cells (EOCs) establishment of the Equal Opportunity Cells (EOCs), to address poor representation of minorities in the institutions of higher education, it was informed that EOCs for SCs/STs/OBCs/Minorities have been established in 9 Central, 144 State and 5 Deemed Universities. The UGC (Promotion of Equity in Higher Educational Institutions) Regulations, 2012, provide for setting up Equal Opportunity Centres in every Higher Educational Institutions. 4.2.4 Women Hostels 285 Women Hostels have been sanctioned since the 11th Plan. 25 Women Hostels were sanctioned during 2012-13 and 39 Women Hostels have been sanctioned during first quarter of 2013-14. This is a demand driven Scheme. UGC is being directed to explore the possibility of setting up such hostels near the Minority Concentration Blocks (MCBs) and monitor progress on regular basis. 4.2.5 Establishment of Approval for establishment AMU campus at AMU Centres Malappuram (Kerala) and Murshidabad (West Bengal) has already been conveyed to the UGC and the AMU. Based on this approval, these centres have now planned the establishment of permanent campus. As regards establishment of a centre at Kishanganj (Bihar) is concerned, the Detailed Project Report (DPR) has been received and is under process for obtaining approval of the Expenditure Finance Committee etc. 51 4.2.6 Development of The National University of Educational Planning Database on & Administration (NUEPA) has revised the format enrollment of for capturing data under the Unified District minorities in Information System for Education (U-DISE) for educational including socio-religious group-wise minority data. institutions. With regard to data on higher education, a format has been finalized for capturing data of the religious minorities for a part of the All India Higher Education Survey. From 2005-06 onwards data on enrolment of Muslims in elementary education (i.e. primary and upper primary education) are collected. From the year 2013-14, data on enrolment of Muslim children in secondary education (i.e. in secondary education and higher secondary education consisting of grades IX-X and XI-XII respectively) would be collected. Data are available at state, district and sub-district level. Further data on enrolment by medium of instruction that includes Urdu as one variable are also collected. The coverage of U-DISE though extends to Madrasas both recognized and unrecognized, but completeness is an issue. From the year 2013-14, attempts would be made to collect data on enrolment by other religious minorities as well. NUEPA is disseminating data extensively and the Flash Statistics brought out annually gives the proportion of Muslim children in total enrolment at State level along with the proportion of Muslims in total population for comparative purposes. 4.2.7 Public Awareness/ It is informed that apart from MHRD’s web-site, Publicity of the the schemes meant for promotion of minorities Schemes education are being publicized through print media, especially through Urdu newspapers and the journals of the NCPUL. To extend the outreach of the awareness amongst the minorities, living in the remote areas, medium of Radio will also be given priority. ***** 52 •.. E-M&U: dt~ ..ff.nle.Jn Website: www.ebM.nk.in Affiliation Website' -.ebnaff.niUfl C£NTRAL BOARD Of HCONDARY EDUCATION (An Autonomous Cll'pnllaUon under the Union Mini5Uy of Human Rnourc• 0.11elopment Govt. of lncfle) "SHIKSHA KENDRA", 2, COMMUNITY CfNTR£, PREET VIHAA, DELHI -110 )OJ REGD./SPHO POST Ci~..- t-1 0.1o No. CBSE/AFF./Circ~o~lar/20131\o/s g l.:'l:f-11- Dated: 08.07.2013 To, Alii he Principii Is of the schools affiliated to the C8SE Sub:- Amendment in affiliation Bye-laws Rule 3.3(1) chaptl:!r 11..,.•1· ~u/M.uli!m, Cot~Jfl~u~nt upo,. recom!ON!ndatioo» of tlw Afloli;,tion Committee ~de in iU mutlfll ~d on 1 24.06.201 3 and tiub"quently approval ol the Go,.erninc Body of the B~N~rcl In Its mntin, beld on 28.06.2013, I hi! lollowinc amend'""'"' in aff•ltation B~·IIIW$ of the 8o•rcl has bee-n m•de by the BOilrd:' hi~IIIIC Rule 3.3 (l) chapter II · Amended Rule 3.3 Jtl chapter 11 -~- · ---- • . 1 The 'choo! s~re"ii1n1 provblonalllfflliatlon with the IThe schooi-~iekln, Provls-lonai ~iiat"iOn-wltht"he; i 8oard must ha .... formal prior recocnlt~ of the \.Botio-d must have formal prior recoe:nltlon of the I State/U.T. Govt. 115 appllutlon t>lther 'l'lould be : State/U.T GOYt. and al$0 to produce evidence tothh. 1 lorwardod by the State Govt. or there should bt> a ! elfect thlll the appllc.~~nt 5thool hild lntlmat-cl to the I l, No Objection Certificate to the affect tiYI State j concerned Education Ot>panment of the State about I Government htl no objection to the affllliltion of: the application mada to CBSE for saeklna affiliation 1 the 1chool with the CBS£. ~No Objedlon Cenlf~teH :with the Boltrd. In case, the Board receives any~ onC<' '•sJul"d to ilnV ..:;hoot will be con'IU!Ned at p;or Ob!l'(l'oon durintt the proccs' of applicOIUon of the ev...., of it s l)reKribt's a lJM!dflc pertod of 'star:r Hhool. doe Board may ask the concernN Khool to -mit·~• it •~ withdrawn. Condition of u.bmittinc a No produce the No Obji!C'IIon Cenll'k•te from the State' : Ob~Ciion C!lrtlfocatt wur not be applk:•blc to Government or otherwilt' ot w~ld be assumed that ! tateconl's3.l(l)to(ov) u>ncerned State/U.T. GoV1.'mment has No: ot>j$"''"'· The above am.. ndment ;, brou~:llt 10 the nolicc of llllonterncd.•· NP.,., l!.elho 110016 !nt' Comrno~~oQil('-::- Ni!vOOOiya Vody~li1~4 ~~mtt•. 1.1- I~ lmUIUltO!lal Area,Se(\or 62.NOIOA ]0130l,Oo~lr•{t Gautam Budh N~g,u .(Ul\.1' Pr~ll<·~iol J. llll' Oort•o I 11!1(1\~ Conld ... 2. 53 7 ' ' : ""' ' 4. T~ Orrertor o:.of l'ublrc ltmruo::loon~ (S<;hooh). U"oon Te-rrot(l.ly ~<'Ueten.Jt. Sl'CIOr·ll. Ctwndrlillh· 160017 5. ThP Dor ..nor uf ! du "'""'""' "''"•·110 "" "''' "' ,.~ .. "'"' "'" '"'"'" '" '" "~~cf;J /~~ I • SLJ CHAPTER-S EXTRACTS FROM XII™ PLAN CHAPTER ON "SOCIAL INCLUSION" 24 Social Inclusion INTRODUCTION 2004-05 and 2009-10 for SCs and STs. The annual 24.1. Planning has traditionally focused on the need rate of decline of HCR for SCs and STs in the period to provide special support to historically disad~ between 2004-05 and 2009-10 has been higher than vantaged groups. The Scheduled Castes (SCs) and the overall annual rate of decline ofHCR. For SCs, the Scheduled Tribes (STs), have a special status under annual rate of decline accelerated sharply from 0.80 the Constitution. Other disadvantaged groups need percentage points per annum in the period between ing special support are Other Backward Classes 1993-94 and 2004-05 to 2.25 percentage points per (OBCs), Minorities and also other marginalised and annum in the period between 2004-05 and 2009- vulnerable groups which suffer from handicaps such 10. The annual pace of poverty reduction amongst as Persons with Disabilities, senior citizens, street STs was disappointingly low in the period between children, beggars and victims of substance abuse. 1993-94 and 2004-05 (0.34 percentage points per annum). However, in the period between 2004-05 24.2. Across social groups, the incidence of poverty and 2009-10, the annual rate of decline increased has been most pronounced among the SCs and STs steeply to 2.98 percentage points per annum, exceed (Table 24.1). Even though the incidence of poverty ing the pace of overall poverty reduction. among these groups has declined over the years, the headcount ratio (HCR) for SCs and STs remains 24.3. Over the years several steps have been taken to higher than the national average. However, it is en bridge the gap between these marginalised groups couraging to note from recent poverty estimates that and the rest of the population. But gaps still persist poverty has declined at an accelerated rate between and further efforts are needed. The social justice TABLE 24.1 Incidence of Poverty across Social Groups S 55 222 Twelfth Five Year Plan objectives of the Twelfth Plan can be achieved with Nadu, Andhra Pradesh and Bihar. Recognising that full participation in the benefits of development on the Scheduled Castes have historically suffered grave the part of all these groups. This calls for an inclusive social disabilities and educational and economic growth process which provides opportunities for all deprivation, the Constitution provides special provi to participate in the growth process combined with sion for advancement of their interests. schemes that would either deliver benefits directly or more importantly help these groups to benefit from Scheduled Caste Development: the opportunities thrown up by the general develop An Overview ment process. Education 24.4. This Chapter reviews the efforts made by the 24.8. Expansion in education in general was a major Government for the socio-economic development of thrust of the Eleventh Plan and this was accompanied each of these disadvantaged groups in the Eleventh by several schemes aimed specifically at educational Plan and presents the new initiatives that will be development among SCs especially women and girl taken during the Twelfth Five Year Plan period children. The 7 individual scholarship type schemes (20 12-17) towards their empowerment. are described below. The allocation and expenditure in each scheme in the Eleventh Plan is presented in 24.5. The Eleventh Five Year Plan (2007-12) Table 24.2. adopted a three pronged strategy: TABLE 24.2 1. Social Empowerment-removing existing and Eleventh Plan Allocation and Expenditure for Special Schemes for SCs persisting inequalities besides providing easy access to basic minimum services with a top pri (t in crores) ority assigned to education as the key factor in Allocation Ex.penditure social development; L Post Matric Scholarsh1p 4,082.00 7,344.93 2. Economic Empowerment-promoting employ 2. Pre-Matric Scholarship to 200.00 264.25 ment-cum-income generation activities with an those engaged in Unclean ultimate objective of making them economically occupations independent and self-reliant; and 3. Top Cla.•s Education for 204.00 44.36 3. Social Justice-striving to eliminate all types of SC Students discrimination with the strength of legislative 3. National Overseas 125.00 18.32 support, affirmative action, awareness genera Scholarship Scheme tion and change in the mind-set of the people. 5. Rajiv Gandhi National 574.70 518.98 Fellowship 24.6. The effectiveness of this strategy in terms of 6. Upgradation of Merit 10.00 10.74 the results achieved and implications for the Twelfth 7. Scheme of Free Coaching 43.00 27.09 Plan are discussed for each group in turn. 8. Total 5,238.70 8,228.67 Source: Ministry of Social justice and Empowennent. SCHEDULED CASTES (SCs) 24.7. The Scheduled Caste population constituted Post Matric Scholarship 16.2 per cent of the total population in census 2001 24.9. This is the single largest intervention by the and has increased marginally around 16.9 per cent in Government of India for educational empowerment census 201 I. People belonging to SC communities, of SCs. It provides scholarships to about 48 lakh SC by and large, are spread all over the country, with students for pursuing higher education in various about 80 per cent of them living in the rural areas. courses beyond matriculation. Under the scheme, Around half of the SC population is concentrated in 100 per cent Central assistance is provided to States/ the five States of Uttar Pradesh, West Bengal, Tamil UTs over and above their committed liability except ------Soclallncluslon 249 income less than double the poverty line are pro Economic Development vided concessional finance. 24.153. To meet the marketing needs and to facili tate providing a marketing platform for artisans and 24.149. The major focus of the NBCFDC would be, handicraft persons belonging to OBCs, a Marketing inter alia, to address the skill requirement needs of Federation on the lines of TRIFED may be set up. youths belonging to the OBCs. Accordingly, a win The main activities of the Federation would include dow, in the fonn of a new scheme, will be opened up cluster development of the artisans engaged par to provide funds to the Corporation by the Ministry ticularly in arts and craft, training for upgradation for this new venture. of their skills, exhibition of their products to show case their work both in India and abroad, opening of 24.150. The NBCFDC allocates a notional amount marketing outlets to appreciate, reward and popular each year to State Channelising Agencies (SCAs) ise successful models which can be replicated by oth at the beginning of the year. However, due to weak ers and establishing a brand name for the products infrastructure of the SCAs, low recovery from the to be sold under the proposed Marketing Federation. SCAs and non-availability of Block Government guarantee from the State Governments, the Corp EMPOWERMENT OF MINORITIES oration has not been able to disburse loans as per 24.154. The Indian Constitution is committed to the allocation to the States. ideas of equality and protection and assurance of rights of minorities, which cover five religious com OBCs and the Twelfth Five Year Plan; munities, viz., Muslims, Christians, Sikhs, Buddhists the Way Ahead and Zoroastrians (Parsis). These communities accounted for 18.4 per cent of the population in Educational Development 2001. The largest proportion was Muslims (13.4 per 24.151. For ensuring educational development cent), followed by Christians (2.3 per cent), Sikh amongst OBCs, schemes for providing scholarships (1.9 per cent), Buddhists (0.8 per cent) and Zoro for pursuing Pre-Matric, Post-Matric and other astrians (0.0069 per cent). Depending on their dis higher education, supported with hostel facilities will tribution across States, these communities may be taken up on priority basis. Appropriate revision actually be a 'majority' in some States, for example of the Pre-Matric Scholarship Scheme in respect of Muslims are in majority in the Union Territory the sharing pattern of assistance (being raised from of Lakshadweep and in the State of Jammu and 50 per cent to 100 per cent), rate of scholarships and Kashmir as are Christians in Nagaland (90 per cent), parent/guardian income limit for eligibility (from Mizoram (87 per cent) and Meghalaya (70.03 per ~44,500 p.a. ton lakh p.a.) will be given priority in cent) and Sikhs in Punjab (60 per cent). the Twelfth Five Year Plan. Hostel facilities for boys and girls which are at present very limited and inad 24.155. WhUe India has experienced accelerated equate would be increased substantially. growth and development in recent years, not all reli gious communities and social groups (henceforth 24.152. National Overseas Scholarship Scheme for socio-religious communities-SRCs) have shared OBCs could also be formulated similar to those for equally the benefits of the growth process. Among SCs and STs so that OBC students can also go abroad these, the Muslims, the largest minority in the coun for educational and professional courses which try, are seriously lagging behind on all human devel are generally not available in the country. There is opment indices. There is also widespread disparity a demand for Rajiv Gandhi National Fellowship within different SRCs, supporting the view that each (RGNF) scheme on the pattern available to the SC SRC is a differentiated category with multiple iden and ST students to be introduced for OBC students tities and different socio-political and economic during the Twelfth Five Year Plan. aspirations. 250 Twelfth Five Year Plan Socio-economic Condition of Minorities the community and the state institutions. Youth 24.156. Until the Eleventh Five Year Plan, there were leadership programmes should also be initiated to no substantive developmental programmes specifi strengthen this process. cally attending to the minorities. The programmes implemented during the Eleventh Five Year Plan, Education have been in operation for too short a period and it is 24.159. The importance of educational empow too early to estimate their impact. However, a broad erment assumes special importance in the con assessment of the situation of religious minorities as text of minorities, especially Muslims, who have reflected in their socio-economic status, especially been lagging behind the rest. Reports of the Sachar regarding education, health and so on, on the basis Committee and the Ranganath Mishra Commission of the available data is reflected in this section. have dealt at length with the educational status of the minorities, particularly Muslims. As shown in Poverty and Alienation Table 24.8, the literacy rate among the Muslims is 24.157. Muslims, who constitute the largest reli significantly lower than among other communities gious minority comprising about 13.4 per cent of the although it is higher than among SCs and STs. Also total population and about 73 per cent of the total see Table 24.9. Minority population of the country, lag behind oth ers in terms of economic, health and educational 24.160. The high rate of admission at primary levels shows the intense desire of the minorities to seek indices. According to the latest Planning Commis modern education. Lower percentages at other levels sion estimates, the poverty ratio for Muslims was show that the community starts lagging behind from 33.9 per cent in urban areas, especially on account the secondary level onwards. Scholarships should thus of states such as Uttar Pradesh, Gujarat, Bihar and target this band and be top-heavy, while continuing to West Bengal. In rural areas, the poverty ratio for support the primary levels. Neighbourhood schools Muslims was very high in States such as Assam, Uttar and schools up to middle level need to be provided in Pradesh, West Bengal and Gujarat. The literacy rate minority concentrated blocks, large villages and urban and work participation rate amongst the Muslims minority concentrated settlements. In rural areas, is low as compared to other minority communi schools for girls up to senior secondary level should ties. The majority of them are engaged in traditional be made mandatory to ensure that girls continue their and low paying professions, or are mostly small and marginal farmers, landless agricultural labour ers, small traders, craftsmen and so on. Only a few TABLE 24.8 of them are reported to have benefited from various Literacy Rate among Religious Communities, developmental schemes. The other Minority com SCs and STs munities on the whole enjoy a comparatively better Community/Caste Male Female Total socio-economic status, although there are segments India 75.3 53.7 64.8 among the Christians and Buddhists, Mazhabi Sikhs Hindu 76.2 53.2 65.1 and even sections of Zoroastrians/Parsis who are Muslim 67.6 50., 59.1 disadvantaged. Christian 84.4 76.2 80.3 Sikh 75.2 63.1 69.4 24.158. An important concern vis-3.-vis the Muslim community is the perception of discrimination and Buddhist 83.1 61.7 72.7 alienation. This needs to be appropriately addressed Others 60.8 33.2 47 in the Twelfth Plan. Innovative steps are needed Scheduled Castes 66.64 41.9 54.7 such as expanding facilitators in Muslim concentra Scheduled Tribes 59.17 34.76 47.1 tion villages and towns to act as interfaces between Svurce; Census 2001. .58 Sociallnclusion 251 TABLE 24.9 Educational Levels among Different Communities Community Secondary Level Sr. Secondary level Graduation Unclassified All Religions 14.13 6.74 6.72 0.02 Hindus 14.25 6.92 7.01 0.01 Muslim; 10.96 4.53 36 0.05 Chnstians 17.48 8.7 8.71 0.01 Sikhs 20.94 7.57 6.94 0.02 Buddhists 14.09 7.65 5.7 0.01 Others 11.24 4.55 4.35 0.01 Sourer: Working Group Report on the Empowerment of Minorities, Twelfth Five Year Plan. education. There is a need for village level centres to that births to Muslim women are least likely to be target the rural drop out girls, or girls out of school, followed by a postnatal check-up. This could in part in the age group of 8-16 years. This should be linked reflect social and economic circumstances of Muslims, to schemes such as the Rajiv Gandhi Scheme for the as well as their hesitation in approaching state institu Empowerment of Adolescent Girls. The education tions due to a real or perceived sense of discrimina level attained by different religious conununities also tion. Hindu and Muslim children are about equally reveals the sharp gap between the representation of likely to be undernourished, but Christian and Sikh Muslims in higher education and that of other com~ children are considerably better nourished. mWiities. Moreover, student drop-out rates tend to peak at the senior secondary levels. Scholarships 24.163. Among the religious minorities, the per should, thus, target this band and be top-heavy. centage of households covered by a health scheme or health insurance is as follows: Christian (7.3), Health Buddhist (6.6), Sikh (6.5). It is abysmally low for 24.161. As per the National Family Health Survey-3 Muslims at 2.1. The all-India average is 4.1 per cent. (2005-2006), the Infant Mortality Rate by commu The number of women who have ever experienced nity is as follows: Buddhists/Neo-Buddhists (53), domestic violence is the maximum for Buddhists at Muslims (52), Sikhs (46) and Christians (42). All 40.9 per cent, followed by Muslims (34.6 per cent), the figures are better than the national average of Christians (27.8 per cent) and Sikhs (26.1 per cent). 57. Christians and Sikhs have relatively low mortal The all India average is 33.5 per cent. ity rates at all ages under five years. With respect to Perinatal Mortality, the figures are 47 for Muslims Sex Ratio followed by 40 for Christians and 31 for Sikhs. The 24.164. As per Census 2001, the sex ratio of 1,009 for figure is 49 for all-India. Christians, 953 for Buddhists, 936 for Muslims and 992 for other religions is above the national aver 24.162. With respect to pregnant and lactating age of 933 for entire country. The figure however is women, the NFHS-3 report states that Muslim alarmingly low for Sikhs at 893. The child sex ratio women are among the least likely to purchase iron (age group 0-6) for the same period is 976 for other and folic acid tablets. Births in a health facility are religions, 964 for Christians, 950 for Muslims, 942 most likely among, Buddhist/Neo-Buddhist mothers for Buddhists, which are all above the national aver (59 per cent) and Sikh mothers (58 per cent). Births to Muslim mothers (33 per cent) are much less likely age of927. It is however 786 for Sikhs, highly indica to take place in a health facility. The report also states tive of the disturbing trend of sex selective abortion. 252 Twelfth Five Year Plan Work and Employment of Muslims in salaried jobs is low at only 13 per cent. 24.165. The Work Participation Rate (WPR) for In urban areas, less than 8 per cent are employed in all religious communities was 39.1 per cent in the the formal sector against a national average of21 per Census of 2001. Buddhists had 40.6 per cent WPR cent. More than 12 per cent of Muslim male work (31.7 per cent for women), Christians 39.7 per cent ers are engaged in street vending as compared to (28.7 per cent for women), Sikhs 53.3 per cent (20.2 the national average of less than 8 per cent. Muslim per cent) and Muslims 31.3 per cent (14.1 per cent for workers are also found to be in a majority in the women). The gender gap in the work participation industrial sectors of tobacco (41 per cent), wear rate is large among Muslims (33.4 per cent points) ing apparel (30 per cent) and textiles (21 per cent). and Sikhs (33.1 per cent points). The gender gap in The figures indicate that Muslim workers are largely WPR is 26.1 per cent points at the national level. concentrated in the informal sector which is char acterised by low wages, bad working conditions and 24.166. As per Table 24.10, 49.1 per cent Muslims, little or no social security. Hence, at the macro level, 52.8 per cent Christians and 47.3 per cent Sikhs are policy focus on improving the lot of the economi employed as 'other workers'. The 'other workers' cally weaker and socially marginalised sections in the category includes workers in service, manufactur unorganised workforce must be increased in order to ing, trade and commerce and allied activities. The bring in employment related dividends for Muslim NSSO in their 6lst Round of survey found that more workers. In the Twelfth Plan, specific interventions than half of the workers in the rural areas were self would need to be devised for up-gradation of skills employed, the proportion being the highest among and educational level of these workers to equip them the Muslim workers both Males (60 per cent) and for employment in the organised sector. To this females (75 per cent). Since a large section of the effect, the Jan Shikshan Sansthan scheme of MHRD Muslim, Christian and Sikhs workers are engaged in could be used in providing vocational training to other workers category, skill development and credit illiterate, neo literate youth in MCDs. related initiatives need to be tailored for the econom ically weak among these religious minorities. Challenges for the Empowerment of 24.167. According to the High Level Committee to Minorities Examine the Socio-Economic and Educational Status 24.168. As stated earlier the eleventh Plan was the of the Muslim Community in India, the participation first plan to introduce a number of schemes aimed at improving the conditions of the minorities. These are listed in Box 24.1. In spite of considerable efforts TABLE 24.10 made towards raising the socio-economic status of Percentage Di5tribution of Workers by Category Minorities, many challenges remain which need to Name of Percentage to Total Workers be addressed during the Twelfth Plan so that the lot of minorities can be improved in a time bound and Religion Cu 1tivators Agricu 1turd! ~• Househ old o·•uter Labourers Industry Workers effective manner. Hindus 33.1 27.6 3.8 35.5 lnstftutional Challenges Muslims 20.7 22.0 8.7 49.1 24.169. A programme is as good or as bad as its Christian 29.2 15.3 2.7 52.8 implementation and the quality of implementation is SHills 32.4 16.8 3.4 47.3 largely dependent on the institution implementing the Buddhists 20.4 37.6 2.9 39.2 programme/scheme. The Twelfth Plan should there Other 49.9 32.6 3.2 14.3 fore consider systemic modifications to the existing religions system, which include participation of communities India 31.7 26.5 4.2 37.6 in planning and monitoring and the appointment of Sourer: Census 2001. government 'facilitators' to improve access. 6o Sociallnclusion 253 8oxl4,1 Eleventh~ yW Plan Schemes 1. Prime Minister'& 15 PointPJosramme waJIIaunched in 2005 with the aim ofallOcating 15 per cent~of~Centrauy Sponsored $cbemes for Minorities. ~ 2. Multi-sectoral Development Pro_gnnu:ae (MtDP}. fonnulated for 90 Minority COncehtration DistrictS (MCDi),-was designed f 24.170. As in the case of other disadvantaged com are ensured much needed scholarships without munities a three-pronged strategy is needed, which any denial or deprivation. All the procedures start· will focus on {i) social empowerment; (ii) economic ing from the application stage to award of scholar empowerment; and (iii) social justice. ships, regular payment of scholarships and renewal of scholarships must be simplified so that award of Educational Empowerment scholarships to eligible students becomes automatic 24.171. Non-availability of adequate resources and and hurdle-free. Assured payment of scholarships poor implementation has meant that scholarships in time should be ensured through opening of Bank arc not provided to all eligible minority students. It is or Post Office accounts in the name of the award therefore imperative to ensure that financial alloca ees. Representatives of civil society, where required, tions are made so that all eligible minority students should be encouraged to act as facilitators. 61 254 Twelfth Five Year Plan 24.172. Under the Pre-matric scholarship scheme level will be rationalised and converged appropriately at present, hostellers studying in Class I-V do not with the State scheme(s). Also see Box 24.2. receive scholarship allowances. Provision of main tenance allowance to hosteUers as deemed appropri Recommendations for the Twelfth Five ate should be considered. The rates of maintenance Year Plan amounts will be revised in accordance with the 24.176. The empowerment of minorities in the changes taking place in the Consumer Price Index Twelfth Plan is envisaged through their active par on a regular basis. The upward revision of the ceil ticipation in the developmental process as partici ings for course fees will be done rationally in order to pants and not as passive recipients of developmental match the actual fee costs. benefits. The Twelfth Plan vision for faster, more inclusive and sustainable growth mandates that bold 24.173. In the Eleventh Five Year Plan, the Physical and creative affirmative action must be undertaken achievements of the Pre-matric, Post-matric and to ensure inclusion of different socio-religious com Merit-cum-Means scholarship schemes far exceed munities and to ensure fulfilment of their social, physical targets. However, financial achievements economic and political needs. The inclusion and for those same years surprisingly were less than the empowerment of different socio-religious communi assigned targets. This indicates that even while more ties should not be viewed only as a welfare measure students were being given scholarships, they were undertaken as a consequence of economic growth, concentrated in groups which required less fees, or but as a critical development imperative. were mostly day scholars. This will be reviewed in the Twelfth Plan and scholarships equitably distrib Monitorab/e Targets uted as per demand. In the Post-matric scholarship 24.177. The following monitorable targets could be scheme, many students were affected by scholarships adopted: not being regularly renewed. Rationalisation through integrated scholarships awards will be introduced in I. The literacy rate of religious minorities should the Twelfth Plan, such that students do not have to be increased as quickly as possible to be at par drop out. with the national average, wherever applicable. 2. The participation of religious minorities in grad 24.174. Similar scholarship schemes implemented uate and post graduate studies should be propor by different Ministries follow different norms both tionate to their population (2011), with special in regard to eligibility criteria and the scholarship focus on the economically weaker sections. rates. These will be harmonised and parity in norms 3. IMR, MMR, Institutional Deliveries, Child Immu across Ministries implementing similar scholarship nisation and Vaccination of religious minori schemes will be established. The Online Scholarship ties should be brought at par with the national Management System will be further strengthened average, with special focus on the economically and fully implemented during the first two years of weaker and the socially marginalised sections. Twelfth Five Year Plan. 4. Work participation rate of religious minorities in the organised sector should be increased to be 24.175. School drop-out rates especially among at par with other communities. This is specially Muslim girls are very high in Class IX and X, as they relevant for Muslims and other socially and eco have no easy access or transport to reach distantly nomically disadvantaged groups. located institutions. Therefore, a programme through 5. Representation of religious minorities in all forms which bicycles are provided to the minority girl stu of Government employment should be increased dents to facilitate the continuance of their studies will in proportion to their population (2011). be introduced in the Twelfth Five Year Plan. Some 6. Share of total number and total amount of bank States are already implementing schemes to provide loans given to all religious minorities, with spe bicycles; the envisaged new scheme at the Central cial focus on Muslims and other economically Sociallncluslon 255 Box 24.2 V.ston for the Twetft:h Five Year Plan The vision for the Twelfth plan consists of a series of bold and creative measures that build upon, but also go beyond 1he achievements of the Eleventh plan. - INCREASE AUOCATION: Increase the scale of key interventions by greater financJa1 outlays across the board to include_ MsDP and also bringlng a larger number of schemes within the scope of_ the 15 PP, by making educational scholaubips demand-driven and by initiating key pilot progtamJ»e$. to develop best practices. for the future. DIRECfLY TARGET MINORITIES: Re-vamp the design, expand the scope and !>lreDgthen implementation structures of key initiatives like the MsDP and 15 PP such that minority settlements and people are directly targeted; such direct tatgetittg should be made a condition for approval of all block and district level plans. INSTITUTIONAUSE ROBUST MONITOIUNG: Create internal accountability and impact-base4 monitoring systems-that go beyond purely physical and financial DiO!\ltoring. and also involve CSOs"and peoples' groups in conducting time•bound social audits of schemes and create democratic dialogues between minority groups and state institutiolls at the grassrooi:S level. All data of a district will be available with the district welfare officer (facilitator) and available in "the public domain. - DEVELOP TRANSFORMATIVB LEADERSHIP: Build transfonnative teadmhip, through tiaining and capacity building schemes, among minority cQJtUTl.unities on a large scale, esp«iaUy among minority. women and youth, so that they can themselves create accountability at the local level to help the State provide better neighborhoods, jobs. education, healt~ housing, hygiene, skills and incomes. FOCUS ON SKILL BUILDING FOR EMPWYABIUTY: Develop skills to generate employability among minority youth in all MsDPblocb and towns through direct linkages with the National Skill Development Mission. INITIATE PlWT SCHEMES FOR MINORITIES; Recognising that we need to constantly learn and innovate to respond to the changing needs of minorities in the context of the changing landscape of the country, the Twelfth plan should institutionalise a 'hub of innovation', through restructllring the Maulana Aud Education Foundation, wherein a range of experiments in educational and livelihood initiative5 (including artisans) among minorities can be,undertaken. Civil society engagement with Muslims should be revived Urgently through grants-in-aid mechanisms. weaker and socially marginalised groups, should minority population. This would facilitate cover be increased to be at par with that of the general age of all minority concentrated areas under the population. Prime Minister's Programme, which were otherwise 7. There should be 100 per cent financial inclusion, excluded. including access to sources of formal credit and finance for all eligible persons belonging to reli 24.179. All achievements under 15 PP will be dis gious minorities. aggregated to enable monitoring and to ensure that minority settlements and beneficiaries gain directly. Prime Minister's 15 Point Programme Monitoring guidelines will be suitably revised to 24.178. At present, a limited number of schemes are ensure ground level impact-based monitoring rather included in the 15 Point Programme. The Twelfth than monitoring of physical and financial outlays. Plan proposes inclusion of additional schemes from Annual targets and/outlays of 15 PP of the Central the Ministries of Small and Medium Industries, Ministries should be broken down to the natural Youth Affairs, Agriculture and Rural Development settlement/hamlet/ward level, which should become (especially MGNREGA). Further, in order to ensure the basis for reporting achievements. The Vigilance adequate funds and benefits reach the minorities, and Monitoring Committees at the Districts and the the existing guidelines of earmarking '15 per cent State level should have members from the minor of funds wherever possible' should be revised to '15 ity communities to oversee effective implementa per cent and above' in proportion to the size of the tion of the schemes/programmes meant for their b3 256 Twelfth Five Year Plan benefit and provide the much needed feedback existing Centrally Sponsored Schemes under the 15 on the implementation of these programmes. To PP. Instead, MsDP will take up works that are need improve the methodology of impact evaluation, data based, rather than preferring projects that aim to disaggregated for SRCs should be generated across saturate coverage of already existing national pro line Ministries under the PM's IS PP. This will help grammes, particularly infrastructure projects (lAY/ evaluate the benefits accrued by individuals/families/ ICDS/PHC buildings/classroom). Revised MsDP communities across different sectors. See Box 24.3. guidelines will remove this emphasis on 15 PP and instead emphasise local need-based plans to overcome Multi-sectoral Development Programme (MsDP) local development deficits. This would enable poor 24.180. To ensure more focused targeting of the min settlements of minorities to identify what they believe orities, Blocks with minority population concentra are their most urgent needs and to focus resources tion subject to backwardness parameters as applied on these, which could be drinking water, drainage, for Minority Concentrated Districts (MCDs) under livelihoods support, electrification, support to dying MsDP will be adopted as the new area unit in the vocations such as handlooms and handicrafts, inno Multi-sectoral Development Programme. Also, the vations in skill-based education, training to artisans population criterion to identity MCDs will be brought with backward and forward linkages into new mar down from 25 per cent to 15 per cent. MsDP pro kets, equipping technical institutes with adequate grammes have left out huge minority areas includ equipment and infrastructure, remedial school sup ing towns, urban conglomerates and isolated villages/ port for children of first~generation learners, educa hamlets. Additionally, the programme will adopt a tion using new media for training and advocacy and projectised approach in order to reach individual bene so on. MsDP and IS PP will work in synergy rather ficiaries among the minorities and also their localities. than the former duplicating the latter, such that 15 PP will take care of sectoral investments/ongo 24.181. For the Area Development plan, it must ing CSS across the country and MsDP will fill gaps be a guiding principle that any assets created ben that particular communities/or settlements face and efit minorities. MsDP guidelines will be revised which are not being covered by existing CSS. to re-focus the programme away from topping up Box2•U Specific Interventions under PH's 15 PP Following are three interventions proposed to be undertaken by line Ministries. during the Twelfth Five Year Plan. The traditional systems ofeducation, viz., Buddhist MonastiC education, training in the areas ofdrawing, painting, clay art and craft, music. dance, and so on needs to be preserved. To this effect, necessary support and assistance will be provided by the Ministries of Culture, Labour and Human Resource Development As regards the modernisation of Madarsas, the ongoing schemes of Ministry of Huma,n Resource Development with ensured support and assistance financially and otherwls¢ will be strengthened. Urdu aS!;umes importance as a prominent language and medium of thought, learning. communication and ..::ulture of the nation beyond social, religious and regional boundaries. Therefore, necessary support and efforts will be made to promote Urdu as a living language. The appointment of Urdu teachers in this CQntextwill be Wried out in an expanded manner with adequate funding not only tO Madansas, but also in promoting the language in more mainstream schools and colleges. In order to provide the best quality education, the endeavour in the Twelfth Plan will be towards having one Residential School along the lines of Jawahar Navodaya Vidyalaya and Kasturba Gandhi Balik& Vidyalaya. It will be established:lil a phased manner in minority concentration Blocks and minority concentration towns/cities. 'Norms in these schools need to ensure admission to at least 50 per cent children belonging to minorities. Model Schools and Inter-colleges under the existing scheme ofMoHRD should also cover minority concentrated blocks and minority concentrated wards in urban areas. Efforts should also be made that MHRD schemes for interest subsidy on education loans adequately covers the minority communities. Sociallncluslon 257 24.182. Since the entire scheme rests on the suitabil schemes transparent and involve the targeted benefi ity of the district plans prepared by the District level ciaries, all the data of a district will be available with committees, these will be preceded by prior dissemi the district welfare officer (facilitator). It should also nation of information throughout the minority con be available in the public domain for the benefit of centration areas (hamlet/ward). Such information elected or community representatives and civil soci dissemination will include traditional and locally ety practitioners. accessible forms of communication (nukkad-nataks, community radios and so on) and not remain 24.l8S. MsDP and PM's new 1S PP should also be restricted to placement of information on the website impleinented with a vision to provide all minority of the concerned department/government. Further a settlements, rural and urban, with the following mini wide and visible series of public consultations, in the mum basic services: ICDS, health care, education and minority concentration areas (hamlet/ward) of the skill development, dean drinking water, individual District will now be a part of the pre-condition for sanitation and sewage and drainage. This assurance plan approval by the Ministry of Minority Affairs. of basic services should be demand driven, in that the appropriate government would be responsible to pro· 24.183. MsDP and PM's new 1S PP Guidelines vide these services, on demand from any settlement. should mandate a specific number of social audits to be undertaken during the implementation period of 24.186. Direct targeting of minority populations each specific project. Detailed procedures and insti and minority habitations (hamlets) should be made tutional support should be provided for social audits a specific condition for approval of all plans under as in MGNREGA. Community/social audit conduc PM's lS pp and MsDP. It is desirable to compile tors should have access to natural settlement/ham socio-economic data, to the extent possible, at the let/ward annual targets and outlays. These should level of habitations. The Assessment and Monitoring also be placed on websites for full transparency. Authority may oversee this task. Oversight and monitoring guidelines should include public accountability procedures including proactive 24.187. In order to cover the minority concentrated disclosure of information at all levels (natural settle pockets and villages that remain outside the identi ment/hamlet, block and district). Local NGOs should fied MCDs under MsDP and are deprived of the be formally engaged to build community-centred developmental benefits, there is an urgent need to monitoring processes, including capacity building of ensure that such development deficit villages and local communities to conduct such monitoring on towns with SO per cent or above minority population their own. Quarterly review meetings for MsDP and are provided with developmental inputs through a 15PP should also involve civil society representatives. special programme in the Twelfth Plan. A compre Funds for the afore-mentioned interventions could hensive list of all villages and towns-with SO per be made available from the administrative costs for cent or above minority population and with devel monitoring and evaluation under these programmes. opment deficits-will be prepared and appropri ate funds allocated in order to bridge the identified 24.184. District Planning Committees (which are the development deficits during the Twelfth Five Year same for both MsDP and PM's new 1S PP must be Plan. These interventions will encompass a variety operationalised on a mandatory basis, with guidelines of structural, conceptual and monitoring measures clearly instructing the inclusion of people's represen to increase the pace of progress, participation and tatives especially from the minorities, local NGOs or empowerment of the minorities. There is a need, development activists. In this regard, training shall however, to constantly assess these strategies against also be imparted to elected representatives (ER) to the evolving contexts and to make policies relating PRls, especially women and first time ERs from reli to the minorities-to people more generally-open gious minorities. To make the implementation of the to change as per the needs of those it seeks to serve. bS 258 Twelfth Five Year Plan Scheme for Life, Livelihood and Leadership (a) The Twelfth Plan proposes the immedi Development of Minority Women ate augmentation and restructuring of the 24.188. The Scheme for Leadership Development of Ministry of Minority Affairs to address the Minority Women that was approved in the Eleventh current human resource shortages that are Plan with a small allocation is yet to be rolled out. faced by the Ministry. This pilot scheme will be re-designed and rolled out (b) All State Governments will be asked to have in the Twelfth Plan. The scheme, which involves a separate well endowed Department for local NGOs in its operational plan, will also go a long Minorities welfare. MoUs will be signed with way in helping NGOs and civil society to overcome States so that they are able to enjoy more their lack of experience of working with Minorities flexibility and assume more responsibility as a deprived socio-economic group and begin the and accountability. In the minorities sec process of constructive and sustained engagement tor, an administrative chain of command with these groups. should be developed with an empowered officer, who may act as a facilitator between 24.189. The Trade Related Entrepreneurship Assist the community, PRis and across the various ance and Development (TREAD) Scheme of the departments who will handhold the minori Ministry of Micro, Small and Medium for assistance ties in the areas of education, area develop to illiterate and semi-literate women of rural and ment and economic advancement. Districts urban areas for self-employment would need to be should have a separate Minority Welfare or extended to marginalised minority women under Facilitation Officer, who may be the nodal the 15 Point Programme to enable entrepreneurship officer responsible for coordination and development amongst women. implementation of all schemes relating to the welfare of minorities for the District. A Implementation of the Recommendations of clear chain of command and accountability Sachar Committee should be designed right from the level of 24.190. Report of the Justice Rajender Sachar Com the nodal officer to the level of chief secre mittee in 2006 had made special recommendations tary of the State. for the development of Muslims. While most of the (c) Village, block and district level Committees recommendations have been translated into action will be established with representations from in the Eleventh Plan period, there are certain rec the local government, elected representatives ommendations that need to be put into action in and minority communities to identify the the Twelfth Plan. These include (i) Disadvantaged development deficits and prioritise the inter minority students living in congested urban areas ventions in addressing the development def will be put into study centres by having the same set icits. At the State level, separate Committees up as the existing school building to function after will be formed to ensure proper monitoring regular school hours; (ii) More public sector bank and effective implementation of schemes. branches will be opened in minority concentra Government functionaries involved in the tion districts and the list of such bank branches will implementation of schemes and the new 15 be placed by the Ministry of Minority Affairs on its Point Programme will be sensitised as well website and (iii) Special programmes for providing as apprised of the various schemes and pro education along with skill and vocational training in grammes of the government for minorities. the minority concentrated towns will be initiated. 2. Structure of implementation of MsDP Institutional Changes: In order to cut down delay and establish accountability, the plan and implementation of I. Strengthened Systems at the Centre and State MsDP schemes will be delegated to local author levels ities through the states. MoMA will perform the 66 Sociallnclusion 259 role of overall management and monitoring of amounts along with total simplification of pro the Programme. This will ensure direct account cedures for fresh and reasonable cases. ability of the major stakeholders. 6. The Maulana Azad Education Foundation 3. Skill Development (MAEF) Schemes promoting skill development amongst The Maulana Azad Education Foundation minorities to enhance their potential for (MAEF) needs to be comprehensively restruc employment deserve special attention. The ever tured. An evaluation study of the Maulana Azad proliferating MsDP basket of schemes should Education Foundation {MAEF) was carried be consolidated with greater emphasis on skill out by the Indian Social Institute, New Delhi development. It is also observed that the State in 2010. The findings of the study revealed that Governments are reluctant to accept ITI and the Foundation was performing a good role in Polytechnic schemes for the simple fact that promoting education among the educationally they feel that they will become liabilities for the backward minorities. However, in order to give State exchequer right from day one. Therefore, further impetus to the functioning of the MAEF, these schemes will now have in-built provision there is a felt need for institutional restructur for a lump-sum amount for maintenance/cost of ing of the MAEF, transforming the Foundation these institutions for at least five years. Skilling of from its current charity/welfare mode towards minorities will also be accorded priority through empowering practices. The objective should be initiatives of the National Skill Development to turn MAEF into an independent hub of excel lence for incubating innovations, pilots that may Coordination Board, attached to the Planning be up-scaled and dissemination of best practices Commission. for minority empowerment, cutting across sec tors and schemes within the broad framework of 4. Access to resources for entrepreneurial ending social exclusion, promoting integration activities and citizenship rights. The National Minority Development and Finance Corporation (NMDFC) will take up skill devel 24.191. The MAEF may undertake these pilot initia opment programmes. It will also give marketing tives through grant-in-aid mechanisms in a broad assistance to artisans. Economic Empowerment range of educational arenas such as community of Minorities will be done through infusion of based education, innovations in skill-based educa capital at the right levels. Priority Sector Lending tion, training to artisans with backward and fofW'ard (PSL) ratio has shown constant and steady rise linkages into new markets, training for empower with 10.6 per cent in 2007-08, 12.41 per cent in ment of women and youth, equipping technical 2008-09, 13.01 per cent in 2009-10 and 14.16 institutes with adequate equipment and infrastruc per cent in 2010-ll of total PSL going to minor ture, remedial school support for children of first ity communities. There should be priority sector generation learners, capacity building for good lending based on BPL and doubly disadvantaged governance, education for civic empowerment, edu BPL families. NMDFC will also be comprehen cation for advocacy and so on. Institutional restruc sively restructured. turing of this kind will require developing a blue print of changes in governance, including structures 5. Scholarship programmes of MoMA to be and processes of decision making and in the man 'Demand Driven' agement for implementing these decisions; including The goal will be for all eligible minority stu the creation of a new organisational structure, roles dents to be covered under different scholarship and positions, criteria for the allocation of resources schemes of MoMA in time. This will be cou to various activities, the allotment of tasks to various pled with suitable enhancement of scholarship units and regular performance evaluation. 260 Twelfttl Five Year Plan 7. Sensitisation of Citizens and Functionaries at should be available with the District Welfare the Centre and State Levels Officer. It will a1so be available in the public Government functionaries involved in the domain for the benefit of elected or community implementation of schemes and the new 15 representatives and civil society practitioners. Point Programme should be sensitised as well The Twelfth Plan strategy for monitoring should as apprised of the various schemes and pro include: grammes for the minorities. A capacity build Development of the National Data bank, as ing project will need to be introduced in the suggested by the Sachar Committee. Twelfth Five Year Plan, which can support the • Tracking selected Monitorable Targets disag requirements of all stakeholders. gregated by social religious communities, in • NGOs with proven record of working for respect of beneficiary oriented programmes. communal harmony will be engaged to pre • Suggest inclusion of socio-religious commu pare modules for democratic education. The nities, especially minorities, as an agenda for values of the Indian Constitution will be review in Plan discussions with States, reviews propagated through specially designed cam with State Chief Ministers and State Chief paigns specially targeting the younger gen Secretaries and State reviews with District eration from all communities. Larger social Collectors and Chairpersons/CEOs of Zila mobilisation and public education campaigns Parishads. will also need to be undertaken. • Support reporting of disaggregated indicators related to minorities by the relevant flagship 8. Data CoUection and Management System programmes in their existing programme In order to address the needs and problems of review mechanisms such as Annual Common the minorities living in diverse situations and Review Missions for NHRM and SSA, half geographical areas, especially in the Himalayan yearly/annual reviews with States and social region, there is a need to have disaggregated data audits such as for MGNREGA, bases on their socio-economic conditions. To • lncentivisation of States and Panchayats this effect, a baseline survey covering district/ (through Additional Central Assistance) blocks/villages/ occupational dusters/agricul tural activities needs to be conducted especially where social inclusion indicators related at the grassroots levels, with the participation of to minorities improve, with peer learning the Ministries concerned. The developmental through sharing of best practices, within and activities to be undertaken should be based upon across States/Districts. the demands and needs as arise from the survey • National Resource Centre/s would need to be data. Employment data must also be compiled established, with expertise on development to better understand the current position of planning for different social religious com employment for minorities in the Government munities-including minorities-linked to a as well as the Private sector. This is necessary to support network of institutions, universities ensure equitable representation from minority and voluntary agencies. This network may communities in civil, defense, administrative, expand to State Resource Centre/s as needed, judicial and other services, as well as in the pri based on implementation experience during vate sector. the Plan period. • Development of monitoring systems, pro 9. Monitoring of Schemes and Programmes that cesses and tools for assessing and reporting concern Minorities on the inclusiveness of growth as mentioned Social Audit needs to be built into all pro above. grammes and to make the implementation of An assessment of social inclusion of differ schemes transparent all the data of a district ent socio-religious communities, including 68 Sociallnclusion 261 minorities, should be conducted as part of the country every year to become equipped in respond Mid- Term Appraisal of the Twelfth Plan. ing to perceptions of alienation as well as actual instances of discrimination and hostility by encour 10. The Assessment and Monitoring Authority aging participation and introducing innovative ways The Assessment and Monitoring Authority was to cow1ter the sense of insecurity and despair. The set up following the recommendations of the scheme will also provide training in IT -based and Sachar Committee and anchored in the Planning new media for advocacy and communication; it will Commission. This Authority needs to evalu train youth as practitioners of social audit processes, ate the extent of development benefits, which develop skills to provide technical support to com accrue to different Socio-Religious Communities munity mobilisation/project planning/audit and to (SRCs), through various programmes and per become trainers for capacity building of members of form a watch-dog function to closely monitor the village/district/state committees (of 15 PP/MsDP). participation of SRCs in programmes at all lev The scheme will thus provide an active link between els of governance, namely the Rural and Urban local government and the community towards suc local bodies, Districts, States and the Centre. The cessful implementation of government schemes. It Assessment and Monitoring Authority (AMA) may be linked to the Centre for the Study of Social also needs to institutionalise the mechanisms Exclusion and Inclusive Policy set up by UGC in the for assessment and monitoring at all levels, Eleventh Plan period. through effective generation and analysis of data and commissioning of qualitative and quantita 2. Support for students clearing Prelims under tive studies. The Authority needs to be given the Civil Services Examination requisite power and resources to monitor that 24.194. Participation of minorities in decision mak necessary priority is accorded to different socio ing is vital for their development. Therefore, to religious communities-particularly minor encourage aspiring candidates from the minority ity communities-in policies, programmes and communities, who clear Prelims under Civil Services capacity development interventions. This will Examination for Grade A and B of both UPSC as also enable effective implementation of the mon well as State Public Service Commission will be given itoring interventions recommended above. incentives in the form of direct financial support to help them to bear the cost of coaching and other New Schemes for the Twelfth Five Year Plan expenses. 24.192. The Twelfth Plan will introduce six new schemes in addition to the existing ones. These will 3. Scheme tor Promotion of Education in 100 address the issues of leadership development, pres Minority Concentration Towns/Cities ervation of culture, counseling services, education, 24.195. A sizeable minority population in towns training for civil services examinations and decline and cities is socio-economically disadvantaged of population of the Parsi community. and requires a whole range of special initiatives to improve their living conditions and opportunities. It 1. Pilot Scheme for Leadership Training for Young is therefore necessary to initiate special programmes Leaders among Minorities for the promotion of education, including skill and 24.193. There is a strong need for perspective building, vocational education, in such backward towns/cities sensitisation, community mobilisation and aware for empowering members of minority communities, ness generation among people regarding the right of among others. equal development of minorities. Towards this end, a pilot scheme for leadership training of youth belong 4. Pilot Scheme for Urban Youth Support Lines ing to religious minorities will be introduced in the 24.196. There is an urgent need for intervention that Twelfth Five Year Plan. The scheme would train helps the Youth belonging to minorities in building 20,000 young men and women leaders across the their human, cultural and social capital. This can best 262 Twelfth Five Ye~r Pl~n be done by leveraging technology for the rebuilding Constitutional commitment for protecting their cul of social and institutional networks and linkages, ture and language should therefore be attended in a creating space for dialogue between community comprehensive manner by not only protecting their and state actors and recognising and overcoming source of livelihood, which is an integral part of their trauma/psychosocial concerns. This intervention culture, but also through protective measures ensue~ will specifically include information dissemination ing their all-round well-being and development. on career counseling and employment opportunities to youth from poor and working class backgrounds. 24.199. To conclude, the interventions proposed A pilot scheme will be introduced using a 'hub and in the Twelfth Five Year Plan encompass variety of spoke' hybrid technology model with an Urban structural, conceptual and monitoring measures Youth Support~line (UYSL) as the hub, supported by to increase the pace of progress, participation and community outreach nodes that serve as spokes. The empowerment of the minorities. However, there is a services that will be provided by the proposed UYSL need to constantly assess these strategies against the include career guidance (education, vocational train evolving contexts and to provide an enabling policy ing), access to Government Schemes/Programmes, environment that is responsive to the needs of com placement services, facilitation for certification, munities-particularly minorities and the most vul institutional linkages (financial and so on), gen nerable and marginalised communities-that it seeks eral counseling (women's issues, health issues, legal to serve. issues, identity, security) and location based out reach services in co-ordination with NGOs/CBOs/ OTHER VULNERABLE GROUPS Ward Offices. 24.200. The social scenario in the country is chang ing rapidly due to industrialisation and the increas 5. Scheme for Protection and Projection of ing flow of the rural population to the already Minority Culture and Heritage crowded cities and towns in search of employment, 24.197. The culture of the minorities manifested in leading to overcrowding, emergence of pavement/ various forms-paintings, monuments, literature, slum dwellings, breakdown of joint family system, artefacts, festivals, institutions and so on-gives unemployment, poverty and so on In this process strength and a sense of identity to people following of social transformation, certain categories of pop different faiths, even as they live in different parts of ulation, who are unable to cope with these rapid the country. These expressions of culture and his changes, have become especially vulnerable. These tory of the minorities are inseparable parts of our vulnerable groups include Persons with Disabilities national heritage. Therefore, efforts with adequate (PwDs) (that is, locomotor, visual, hearing, speech fund support should be made to protect and revive and mental and so on), Older Persons, Beggars and both material and non-material cultural traits of the Victims of Substance Abuse and Alcoholism. All minorities. these categories need special attention of the State because of their vulnerabilities and the disabilities 6. Linguistic Minorities that they suffer from. 24.198. Linguistic Minorities (LMs) consist of het erogeneous linguistic groups spread across the coun PERSONS WITH DISABILITIES try having concentration in the Inter-State borders. A sizeable population of LMs belongs to various An Overview occupational and artisan groups and their source 24.201. About 2.ll per cent of the population as of livelihood and the occupation relating thereto is per 2001 census comprises of persons with disabili closely linked to their culture. Thus, for LMs the cul ties having one or multiple disability. Though the ture and economy are inseparable. A large number number is small, the need of these members of our of LMs remain backward socially and economically society deserves special attention. Disabilities pres for being numerically small and marginalised. The ent probabilistic outcomes which can affect anyone CHAPTER-6 STATUS REPORT ON THE PROGRAMMES/SCHEMES FOR ADVANCEMENT OF MINORITIES EDUCATION BY THE MINISTRY OF HUMAN RESOURCE DEVELOPMENT 71 6.1 Scheme for Providing Quality Education in Madrasas (SPQEM) SPQEM seeks to bring about qualitative improvement in Madrasas to enable Muslim children attain standards of the national education system in formal education subjects. The salient features of SPQEM scheme are: - i. To strengthen capacities in Madrasas for teaching of the formal curriculum subjects like Science, Mathematics, Language, Social Studies etc. through enhanced payment of teacher honorarium. ii. Training of such teachers every two years in new pedagogical practices. iii. Providing Science labs, Computer labs with annual maintenance costs in the secondary and higher secondary stage Madrasas. iv. Provision of Science/Mathematics kits in primary/upper primary level Madrasas. v. Strengthening of libraries/book banks and providing teaching learning materials at all levels of Madrasas. vi. The unique feature of this modified scheme is that it encourages linkage of Madrasas with National Institute for Open Schooling (NIOS), as accredited centres for providing formal education, which will enable children studying in such Madrasas to get certification for class 5, 8, 10 and 12. This will enable them to transit to higher studies and also ensure that quality standards akin to the national education system. Registration & examination fees to the NIOS will be covered under this scheme as also the teaching learning materials to be used. vii. The NIOS linkage will be extended under this scheme for Vocational Education at the secondary and higher secondary stage of Madrasas. viii. For the monitoring and popularization of the scheme it will fund State Madrassa Boards. Govt. of India will itself run periodic evaluations, the first within two years. Under this Scheme, during 2012-13, Rs.182.49 crore was sanctioned for 9905 Madarsas and 23,146 teachers. Provision of Rs.900 crore has been made for this Scheme in the XII Plan. For the year 2013-14, Budget Provision of Rs.175.00 crore has been made, out of which, Rs.61.11 crore has been sanctioned for 4806 Madarsas and 12,756 teachers upto 9.9.2013. The State- wise details are mentioned in the Table below:- 72 State-wise Physical Financial in respect of Scheme for Providing Quality Education in Madarsa (Last Four Years) Scheme for Providing Quality Education in Madrasa (Rs.in lakhs) S. Name of 2009-10 2010-11 2011-12 2012-13 upto 31.3.2013 2013-14 upto 9.9.2013 No. State / UT No. No. of No. of No. of No. of No. of of No. of No. of No. of No. of Amount Madar Amount Teach Amount Teach Madars Amount Madar Amount Teac Madarsas Madarsas Teachers Teachers sas ers ers as sas hers Andhra 1 260 228 40 Pradesh 2 Assam 1039 1458 486 459.53 139 349.85 417 3 Bihar 80 55.54 80 4 Chandigarh 0.36 1 1 5 Chhattisgarh 811.67 1306 439 229.7 609 255 253 721.79 634 239 413.38 514 6 Haryana 37.5 18 6 7 J&K 347.87 722 372 538.6 8 Jharkhand 497.18 492 164 9 Karnataka 490.17 446 160 210.58 133 48 10 Kerala 1490.09 1444 724 724 776.88 1444 1462 3558.94 4258 Madhya 11 561.35 461 329 1343.24 1172 764 1085.53 1728 1028 1920 2104.42 3410 Pradesh 253 314.94 527 12 Maharashtra 36.59 33 11 147.52 99 34 46 168.44 137 43 84.24 144 13 Rajasthan 547.46 460 220 71.95 62 21 220 392.66 460 209 335.21 625 14 Tripura 374.18 387 129 129 199.41 315 129 288.72 326 Uttar 15 3190.47 3621 1356 3554.55 3903 1758 11173.4 11754 4539 6294 12986.83 15969 Pradesh 2347 716.26 5913 16 Uttarakhand 188.86 192 65 34.62 27 9 100 493.435 280 124 399.62 449 Uttar Prades 17 2.02 (NIOS) Total 4623.54 4962 1979 10147 11382 5045 13953.4 14412 5934 9905 18249.26 23146 4806 6111.31 12756 73 6.2 Scheme For Infrastructure Development in Minority Institutes (IDMI) IDMI has been operationalised to augment infrastructure in Private Aided/Unaided Minority Schools/Institutions in order to enhance quality of education to minority children. The salient features of the IDMI scheme are:- i. The scheme would facilitate education of minorities by augmenting and strengthening school infrastructure in Minority Institutions in order to expand facilities for formal education to children of minority communities. ii. The scheme will cover the entire country but, preference will be given to minority institutions (private aided/unaided schools) located in districts, blocks and towns having a minority population above 20%, iii. The scheme will inter alia encourage educational facilities for girls, children with special needs and those who are most deprived educationally amongst minorities. iv. The scheme will fund infrastructure development of private aided/unaided minority institutions to the extent of 75% and subject to a maximum of Rs. 50 lakhs per institution for strengthening of educational infrastructure and physical facilities in the existing school including (i) additional classrooms, (ii) science/ computer lab rooms, (iii) library rooms, (iv) toilets, (v) drinking water facilities and (vi) hostel buildings for children especially for girls. Under this Scheme, during 2012-13, Rs.28.38 crore was sanctioned for 184 minority institutes. Provision of Rs.325 crore has been made in the XII Plan. For the year 2013-14, Budget Provision of Rs. 50.00 crore has been made, out of which till 12.8.2013, Rs.11.26 crore has been sanctioned for 81 minority Institutes. State-wise details are given in the Table below:- 74 Financial and physical progress under IDMI (Rs. in Lakh) 201314 as on S.No. States 201011 201112 201213 12.8.2013 No. of No. of No. of No. of Amount Amount Amount Amount Institutes Institutes Institutes Institutes 1 Gujarat 15 191.2 6 124.3 2 Haryana 12 201.12 10 145.36 Jammu & 3 1 25 Kashmir 4 Karnataka 15 281.98 31 357.26 20 357.12 1 25 5 Kerala 15 337.73 126 2588.56 21 229.14 Madhya 6 12 252.94 11 227.94 1 25.54 Pradesh 7 Maharashtra 19 387.61 39 754.59 26 401.51 8 Rajasthan 7 102.83 5 3.71 5 92.46 9 Uttarakhand 12 190.29 17 208.32 45 687.25 45 474.86 10 Sikkim 15 345.6 16 55.79 10 209.95 11 Mizoram 1 25 22 444.21 16 290.05 12 Assam 4 94.22 Uttar 13 14 277.05 10 200.39 18 431.33 3 7.76 Pradesh Total 122 2247.8 259 4843.6 184 2838.00 81 1125.62 75 6.3 Sarva Shiksha Abhiyan (SSA): Some minority groups are educationally deprived or backward. As per the National Policy on education 1986, greater attention will be paid to the education of these groups in the interests of equality and social justice. This will naturally include the Constitutional guarantees given to them to establish and administer their own educational institutions, and protection to their languages and culture. Simultaneously, objectivity will be reflected in the preparation of textbooks and in all school activities and all possible measures will be taken to promote an integration based on appreciation of common national goals and ideals, in conformity with the core curriculum. The Act on Right to Education -2009 in Section 3 mentions that every child of the age of six to fourteen years shall have a right to free and compulsory education in a neighborhood school till completion of elementary education. For the children who have never been to school or drop out in the course of elementary education due to various reasons, Section 4 of the act makes specific provision for such children by admitting them in the class appropriate to their age followed by providing special training in order to be at par with other children. The Act requires the appropriate government and every local authority to “ensure that the child belonging to disadvantaged groups are not discriminated against and prevented from pursuing and completing elementary education on any grounds”. (i) SSA Framework on Equity and Education of Muslim Minority Children Bridging gender and social category gaps in elementary education is one of the four goals of SSA. Therefore, special emphasis has been given for the identification of children belonging to disadvantaged groups and weaker section and other in difficult circumstances by carrying out a careful mapping- who they are and where they live and then to craft context specific strategies to address the challenges faced by them. In addition to the mapping mentioned above, an in-depth understanding of the realities of the situation faced by marginalized children at the community and school level, including an identification of all the points of exclusion - from the level of the household up to education system - will be required. 76 Exclusion of Muslim Children Education of Muslim children continues to be a particularly neglected area in policy and programming in India today. As a result their educational attainments are second only to those of the Scheduled Caste populations in most areas as mentioned in the Sachar Committee Report. Not only is there no comprehensive policy for the education of Muslim children there are no specific programme for increasing participation from this large and important minority group. Barring a few scholarships offered by the Minority Affairs Department, no special inducements exist for children from these backgrounds. In fact very little documentary evidence about the specific constraints and barriers faced by children from Muslim communities is available as very little research has been done in this area. Some interventions for inclusion of Muslim children are: (i) Systematic and robust research on specific constraints faced by Muslim children in different areas. Muslims, like SCs and STs are not a homogeneous community and exhibit wide differences in social and cultural practices in different states. A more thorough understanding of these issues will help formulate better interventions for inclusion of Muslim children into the education process. (ii) Opening of schools in Muslim concentrated neighbourhoods. (iii) Context specific and tailor made programmes for special training. (iv) Sensitization of all teachers to issues of cultural and religious diversity especially in relation to Muslims. (v) Incorporation of practices, such as (a) Due representation of Muslims culture in curricular and pedagogical processes; (b) Encouraging discussion of Muslim cultural and religious practices in the school or classroom with the help of community members. (c) Celebration of Muslim festivals in the schools; (d) Creation of spaces for religious expression including prayer areas; 77 (e) Sensitive handling of Muslim children during Ramazan when they may be fasting; (f) Adequate representation of Muslim parents in the SMC. A large part of exclusion results from social distance caused by lack of knowledge and understanding about minority communities. Finding spaces to break these information barriers would go a long way in reducing the hostilities and insecurities that exist. (ii) Focused Interventions Identification of Special Focus Districts (SFDs) While taking into account the infrastructural gap and other disparities, SSA recognizes the intra-regional, inter- state and inter -district disparities and is making efforts to address them. A crucial step in this direction is the identification of special focus districts. These districts are identified on the basis of the indicators like out of school children, high gender gap, low retention rate and infrastructure gap as well concentration of schedule caste population. The SSA has identified 88 Muslim concentrated districts in the country wherein RS 829220.28 lakhs (11%) of the total allocations under SSA for 2013-14 is approved for these 88 special focus districts. 78 Item Sanctions Sanctions Sanctions 2010- Sanctions 2011- Sanctions 2012- Sanctions 2013- 2008-09 2009-10 11 12 13 14 Numb % of Number % of Number % of Number % of Number % of Number % of er total total total total total total Opening of 2507 25% 1623 17% 10800 43% 1358 34% New PS (including EGS to PS) 103 42% 68 6% Opening of 4515 23% 1872 15% 2425 27% 366 22% New UPS 167 10% 13 4% ACR 17026 15% 25017 20% 33658 21% 49425 23% 50829 26% 255 9% Construction 4369 19% 1744 22% 5089 38% 1527 46% of New PS 272 21% 221 12% Construction 4368 22% 806 12% 975 15% 0 0% of New UPS 166 7% 22 14% Total 23125 22% 7341 14% 43585 32% 29578 20% Teachers 30574 25% 120 7% Toilets 6512 32% 3236 12% Drinking 1203 29% Wate 155 11% Total Rs. 414501.81 Rs. 485392.14 Rs. 6,59,926.60 1068749.17 Rs. 1284696 lakh Rs. 829220.28 Financial lakh (17%) (18%) 18% ( 18%) (18%) lakhs 79 (iii) Educational Indicators a. Population & Literacy Indicators Population The Census 2001 data reveals that Muslims are 13.43% of India’s population. 10 States have substantial Muslim population namely J&K (67%), Assam (30.9%), West Bengal (25.2%), Kerala (24.7%), Uttar Pradesh (18.5%), Bihar (16.5%), Jharkhand (13.8%), Karnataka (12.2%), Uttaranchal (11.9%) & Delhi (11.7%). Literacy Compared to overall Literacy rate of 65.6%, Muslim literacy rate is 59.1%. States with Muslim literacy rates below State literacy rates are: Bihar, Uttar Pradesh, Delhi, Assam, West Bengal and Punjab States with Muslim literacy rates above State literacy rates are: MP, Gujarat, Maharashtra, Andhra Pradesh, Karnataka and Tamil Nadu As per DISE 2012-13, 20 states have Muslim children enrolled in proportion to their share in child population. Some states are reporting a considerable gap. State wise position is shown below: - % Muslim % Muslim State/UTS Prcentage Enrolment Gap 1 Uttar Pradesh 18.5 13.20 5.30 2 Puducherry 6.09 1.48 4.61 3 Meghalaya 4.28 2.10 2.18 4 Bihar 16.53 14.55 1.98 5 Madhya Pradesh 6.37 5.10 1.27 6 Arunachal Prades 1.88 0.66 1.22 7 Chandigarh 3.95 2.93 1.02 8 Mizoram 1.14 0.13 1.01 9 Nagaland 1.76 0.82 0.94 10 Chhattisgarh 1.97 1.44 0.53 All 13.43 States 13.52 -0.09 Census 2001 & DISE 2012-13 (provisional) 80 b. Attendance of Students: A research study conducted by the Research & Evaluation unit of the TSG, EdCIL in the year 2008 in 20 major states of the country reveals that the gap between attendance rate of Muslim children and all children is not substantial in many States. The States with attendance differentials are as follows: Primary Level Upper Primary Level States MM OverallGap MM Overall Gap 1 Andhra 69.9 73.3 3.4 76.1 77.5 1.4 Pradesh 2 Assam - - - 80.4 84.6 4.2 3 Delhi 70.3 74.1 3.8 - - - 4 Gujarat 76 76.5 0.5 77.5 80.2 2.7 5 Haryana 82.9 83.1 0.2 84.1 88 3.9 6 Himachal 90.8 95.1 4.3 - - - Pradesh 7 Maharashtra 88.7 90 1.3 - - - 8 Odisha 65.2 67.8 2.6 62.1 69.5 7.4 9 Tamil Nadu 88.1 89.1 1.0 - - - 10 Uttar 56.1 59.6 3.5 - - - Pradesh 11 Uttarakhand - - - 77.1 81.1 4.0 12 West Bengal 68.8 74 5.2 66.4 69.9 3.5 Assam, Bihar, Chhattisgarh, J&K, Karnataka, Kerala, M.P., Punjab, Rajasthan & Uttarakhand does not show gap in attendance of Muslim children at primary level. At the upper primary stage the situation is far better. Only Andhra Pradesh, Assam, Gujarat, Haryana, Odisha, Uttarakhand & West Bengal are showing gap in attendance of Muslim children. (iv) Reduction in Out of school children MHRD carried out a sample survey through International Marketing Research Bureau (IMRB) to assess the number of out of school children in the year 2005 and then in 2009 to see the progress made in enrolment of children. The major findings of the survey shows that the estimated number of out of school children in the age group of 6-13 years has declined from 134.6 lakh in 2005 to 81.5 lakh in 2009. The survey also provides estimates of out of school children belonging to Muslim community are as follows: 81 Comparison of data on Muslim Out of School Children - 2005 & 2009 (IMRB) State 2005 2009 Remarks 1 A&N Island 0 0 2 Andhra Pradesh 21376 9734 3 Arunachal Pradesh 0 357 4 Assam 85359 66012 5 Bihar 623040 231115 6 Chandigarh UT 0 0 7 Chhattisgarh 0 1045 8 Dadra & Nagar 1127 0 Haveli 9 Daman & Diu 18108 0 10 Delhi 0 46073 11 Goa 0 0 12 Gujarat 19678 26285 13 Haryana 61143 26520 14 Himachal Pradesh 0 0 15 Jammu & Kashmiir 66146 8289 16 Jharkhannd 2798 18167 17 Karnataka 26147 6674 18 Kerela 7120 1314 19 Lakshdweep 1104 0 20 Madhya Pradesh 38754 10368 21 Maharashtra 62491 43047 22 Manipur 2975 478 23 Meghalaya 0 179 24 Mizoram 0 0 25 Nagalannd 1234 649 26 Orissa 704 5161 27 Puducherry 0 277 28 Punjab 0 0 29 Rajasthan 26671 38360 30 Sikkim 0 2 31 Tamilnadu 14204 2458 32 Tripura 0 611 33 Uttar Pradesh 783818 1045496 34 Uttarakhand 1161 35353 35 West Bengal 388094 251719 Total 2253252 1875743 (Source: IMRB survey, 2005 & 2009) 82 The percentage of Out-of-school Muslim children is declined from 9.97% in 2005 to 7.6% in 2009 as compare to other children. Above table shows a declining trend in the number of Muslim out of school children barring few states/UTs namely Chattisgarh, Delhi, Odisha, Gujarat, Jharkhand, Rajasthan, Uttar Pradesh and Uttarakhand. Provisions under different schemes of SSA for Education of Muslim Children. Support to Makhtabs and Madarsas: a. Madarsas/ Makhtabs have been covered under SSA in order to provide the regular curriculum to children who are not attending regular schools. The madarsas / makhtabs have to volunteer for the assistance. The Madarsas affiliated to the State Madarsas Boards are eligible for such assistance as is available to other grants-in-aid schools, under SSA. This includes eligibility for a School grant @Rs.5000/- p.a to primary & Rs. 7000/ p.a to upper primary level Teacher grant @Rs.500/- per teacher p.a. for low cost teaching aids, Free-textbooks Teachers Training. (v) Innovative Activities for Supplementing Mainstream Intervention to Promote Inclusion SSA promotes to develop context specific interventions, to address the problem of children belonging to disadvantaged groups and marginalized communities with the basic objective to integrate innovation with the mainstream interventions under SSA. A provision of Rs 50 lakh to each district has been done for innovative activities for equity. During 2013-14 Rs 3667.940 lakhs is sanctioned under SSA programme for the following Minority Innovation activities. Distribution of health kits to Minority Children. Computers, Games & Sports kits to Urdu Medium Schools. Summer Camp for the development of co-curricular activities. Retention drive through Meena Club. Motivation and leadership enhancement training. 83 6.4 Kasturba Gandhi Balika Vidyalayas (KGBVs) In Kasturba Gandhi Balika Vidyalayas, i.e. residential schools for girls at upper primary level, a minimum of 75% seats are for minority, SC, ST and OBC girls. As per the Ministry of Minority Affairs, 121 districts have been identified with substantial minority population. In these identified districts, there are 555 KGBVs sanctioned out of which 543 are operational. State-wise details of these schools are attached. In these schools, 48,967 girls, including 8014 Muslim girls (16.37%) are enrolled. In respect of the remaining 25%, priority is given to girls from BPL families. In addition the Ministry of Human Resource Development has also identified Special Focus Districts-- districts with 20% Muslim concentration. In these districts, there are 544 KGBVs out of which 540 are operational. State- wise details attached. In these schools, as on 31.3.2013, out of 44,192 girls enrolled, the number of Muslim girls was 10908(24.68%). 84 KGBV Status in Muslim Concentration [SFD) Districts up to 31.3.2013 13- -7 -0 I - -I II - s 9 Karnataka 0 tO Kerala 0 II Lakshadweep 0 00 )12 Madhya Pradesh I 0\ lt3 Maharashtra 0 •• Manipur I IS Pondicberry 0 -I -20 2 6.5 Jawahar Navodaya Vidyalaya Scheme (JNV): Objectives of Scheme: to provide good quality modern education to the talented children predominantly from the rural areas, without regard to their family's socio- economic condition. to ensure that all students of Jawahar Navodaya Vidyalayas attain a reasonable level of competence in three languages as envisaged in the Three Language Formula. to serve, in each district, as focal points for improvements in quality of school education in general through sharing of experiences and facilities. Present status and programme in the 12th Plan: At present Jawahar Navodaya Vidyalayas are established in all districts except in Tamil Nadu. State-wise & district-wise JNVs sanctioned as on 1.10.2013, in MCDs are given below: While approving additional 378 JNVs in the Special Focus Districts in the 12th Plan, MCDs will be given priority. Urdu is a medium of instruction for Class VI to Class VIII, where Urdu is the regional language. STATE-WISE & DISTRICT-WISE STATUS OF SANCTIONED JNVs IN MCDs AS ON 01.10.2013 Regional Office State/UTs Name of the Districts MCD Districts Total No. of Total 1 2 3 4 Bhopal Madhya Pradesh 1 Bhopal √ Orissa 2 Gajapati √ Chandigarh J & K 3 Leh √ HYDERABAD A & N ISLAND 4 Car Nicobar √ Karnataka 5 Bidar √ 6 Gulbarga* √ 7 Waynad √ Jaipur Haryana 8 Mewat √ 9 Sirsa √ Lucknow Uttarakhand 10 Haridwar √ 11 Udham Singh Nagar √ 87 Uttar Pradesh 12 Badaun √ 13 Bagpat √ 14 Bahraich √ 15 Balrampur √ 16 Barabanki √ 17 Bareilly √ 18 Bijnor √ 19 Bulandshahar √ 20 Ghaziabad √ 21 J.P. Nagar √ 22 Lakhimpur Khiri √ 23 Lucknow √ 24 Meerut √ 25 Moradabad √ 26 Muzaffar Nagar √ 27 Pilibhit √ 28 Rampur (Non- √ Functional) $ 29 Saharanpur √ 30 Shahjanpur √ 31 Shrawasti √ 32 Siddharthnagar √ Pune Maharastra 33 Buldana √ 34 Hingoli √ 35 Parbhani √ 36 Wasim √ PATNA BIHAR 37 Araria √ 38 Darbhanga √ 39 Katihar √ 40 Kisanganj √ 41 Purnia √ 42 Sitamarhi √ 43 West Champaran √ Jharkhand 44 Gumla √ 45 Pakur + Pakur* √ 46 Ranchi √ 47 Sahibganj √ West Bengal 48 Birbhum √ 49 Burdwan √ 50 Coochbehar √ 51 Howrah √ 52 Murshidabad √ 53 Nadia √ 54 North 24 Parganas √ 55 South Dinajpur √ 56 South 24 Parganas + √ South 24 Parganas* 57 Uttar Dinajpur √ Shillong Arunachal Pradesh 58 Changlang √ 88 59 East Kameng √ 60 Lower Subansiri √ 61 Papumpare √ 62 Tawang √ 63 Tirap √ 64 West Kamang √ Assam 65 Barpeta √ 66 Bongaigaon √ 67 Cachar √ 68 Darrang √ 69 Dhubri √ 70 Goalpara √ 71 Hailkandi √ 72 Kamrup √ 73 Karimganj √ 74 Kokrajhar √ 75 Morigaon √ 76 Nagaon √ Manipur 77 Chandel √ 78 Churachandpur √ 79 Senapati + Senapati# √ (Non-Functional) $ 80 Tamenglong √ 81 Thoubal √ 82 Ukhrul + Ukhrul# (Non- √ Functional)$ Meghalaya 83 West Garo Hills √ 84 Longtalai √ 85 Mamit √ Sikkim 86 North Sikkim √ * JNVs SANCTIONED IN DISTRICTS HAVING LARGE CONCENTRATION OF SC/ST POPULATION # Two special JNVs in Manipur State $ Non Operational JNVs 89 6.6 Girls’ Hostels The Centrally Sponsored Scheme for “Construction and Running of Girls’ Hostels for Students of Secondary and Higher Secondary Schools” was launched in 2008-09 and is being implemented from 2009-10. The Scheme envisages construction of a hostel with the capacity of 100 girls in each of 3479 Educationally Backward Blocks (EBBs) in the country. 2. The main objective of the Scheme is to improve access to and retain the girl child in Secondary and Higher Secondary classes (IX-XII) so that the girl students are not denied the opportunity to continue their study due to distance to school, parents’ financial affordability and other connected societal factors. 3. The girl students in the age group of 14-18 yrs. studying in classes IX to XII belonging to SC, ST, OBC, Minority communities and BPL families will form the target group of the Scheme. At least 50% of girls’ students should be from SC, ST, OBC and Minority Communities. Students passing out of KGBVs will be given preference in admission in hostels. 4. The Scheme is to be implemented by the State Government Societies established for implementation of the Scheme, with the sharing pattern being 90:10 between Government of India and State Governments. 5. During 2009-10, 2010-11, 2011-12, 2012-13 & 2013-14, 2046 girls’ hostels were approved by Project Approved Board and an amount of Rs.912.56 crore was released for construction of 1580 hostels in 22 States, including Rs.115.34 crores for 175 hostels in Minority concentrated Districts. 14 hostels in Karnataka and 7 hostels in Uttarakhand are functional. State-wise details are attached. 90 Minority Concentration Districts (MCDs) updated as on 23.9.2013 S State SN District No of State- Hostels Hostels Total Amt. No. of N EBBs wise approved Sancd. Sancd. released hostels Total (Rs.in functional EBBs lakhs) 1 Arunachal 2 East Kameng 4 3 0 2 0 Pradesh 3 Lower Subansiri 1 1 0 0 4 Changlang 3 0 0 0 5 Tirap 3 0 0 0 6 Tawang 3 2 1 39.2 7 West Kameng 1 0 0 0 8 Papum Pare 1 1 1 39.2 2 Assam 9 Darrang 5 53 3 3 47 214.96 10 Karimganj 1 1 1 71.65 11 Barpeta 7 7 7 501.59 12 Bongaigaon 3 1 1 71.65 13 Cachar 1 1 1 71.65 14 Dhubri 13 13 13 931.52 15 Goalpara 4 4 4 286.62 16 Hailakandi 1 1 1 71.65 17 Kamrup 2 2 2 143.31 18 Kokrajhar 5 4 4 286.62 19 Marigaon 2 2 2 143.31 20 Nagaon 6 5 5 358.27 21 North Cachar 3 3 3 256.05 Hills 3 Bihar 22 Araria 9 82 0 0 39 0 23 Kishanganj 7 0 0 0 91 24 Purnia 14 14 13 847.87 25 Katihar 16 16 9 586.99 26 Sitamarhi 17 17 17 1108.75 27 Pashchim 1 0 0 0 Champaran 28 Darbhanga 18 18 0 0 4 Jharkhand 32 Sahibganj 9 43 1 1 15 64.68 33 Pakaur 6 2 2 129.37 34 Ranchi 18 10 10 646.03 35 Gumla 10 2 2 129.2 5 Jammu & 36 Leh (Ladakh) 4 4 1 1 1 0.19 Kashmir 6 Karnataka 37 Gulbarga 10 14 6 6 10 568.3 14 hostels functional 38 Bidar 4 4 4 378.87 7 Maharashtr 40 Parbhani 7 8 7 7 8 338.18 a 41 Buldana 0 0 0 0 42 Washim 0 0 0 0 43 Hingoli 1 1 1 52.15 8 Mizoram 50 Lawngtlai 0 0 0 0 0 0 51 Mamit 0 0 0 0 9 Madhya 52 Bhopal 2 2 2 0 0 0 Pradesh 1 Meghalaya 53 West Garo Hills 6 6 6 6 6 163.56 0 1 Uttar 56 Bulandshahar 14 202 5 5 41 306.34 1 Pradesh 57 Budaun 18 0 0 0 92 58 Barabanki 16 4 4 245.07 59 Kheri(Lakhimpur 14 3 3 183.8 Kheri as per our records) 60 Shahjahanpur 14 0 0 0 61 Moradabad 13 12 12 0 62 Rampur 6 2 0 735.21 63 Jyotiba Phule 6 6 2 122.54 Nagar 64 Bareilly 15 0 0 0 65 Pilibhit 7 3 3 183.8 66 Bahraich 12 0 0 0 67 Shrawasti 7 1 1 61.27 68 Balrampur 9 1 0 0 69 Siddharthnagar 13 0 0 0 70 Bijnor 8 8 0 0 71 Lucknow 8 0 0 0 72 Saharanpur 5 5 4 245.07 73 Muzaffarnagar 10 7 7 428.87 74 Meerut 3 0 0 0 75 Baghpat 1 1 0 0 76 Ghaziabad 3 0 0 0 1 Uttaranchal 77 Udham Singh 1 7 1 1 6 88.28 7 hostels 2 Nagar functional 78 Hardwar 6 6 5 432.11 Grand 437 421 226 175 175 11533.75 21 hostels Total functional 93 6.7 Mid-Day-Meal Scheme (MDM): The Mid Day Meal Scheme, launched as a Centrally Sponsored Scheme on 15th August, 1995 has the following objectives: (a) To encourage poor children, belonging to disadvantaged sections, to attend school regularly and help them concentrate on classroom activities (b) To improve the nutritional status of the children in classes I-VIII in Government, local Body and Government aided schools, National Child Labour Project Schools and Education Guarantee Scheme (EGS)/Alternative & Innovative Education (AIE) including Madarsas/Maqtabs supported under Sarva Shiksha Abhiyan (SSA). (c) Provide nutritional support to children in drought-affected areas during summer vacation. The Mid Day MDM Scheme provides nutritional support and encourages poor children, belonging to the disadvantaged sections, to school more regularly. As of now, it has covered 7.18 crore primary school children and 3.36 crore upper primary school children, including Madarsas and Maktabs. The national average is 72 per cent. 144 poor performing districts have been identified for performing districts have been identified . The Scheme covers all children studying in class I-VII in all Government, local body, Government aided and National Child Labour Project Schools, and Education Guarantee Scheme/Alternative and Innovative Education Centres including Madarsas/Maktabs supported under SSA. In drought-affected areas, MDM is served during summer vacation also. During 2012-13, the Scheme covered 12.12 lakhs schools and 10.54 crore children. A total expenditure of Rs. 10,867.90 crore has been incurred on the scheme during 2012-13. Independent evaluation of the scheme has affirmed a positive educational, nutritional and social impact of the Scheme. Extension of the Scheme to Madarsas/Maktabs has increased enrolment of Muslim children, in elementary education from 1.97 crores in 2008-09 to 2.55 crores in 2011-12 at primary stage and from 0.43 crores to 0.72 crores at upper primary stage. The ratio of Muslim girls to boys at upper primary level has increased from 0.98 in 2008-09 to 1.05 during 2011-12. 94 The Planning Commission has approved the extension of the Scheme to students studying in privately managed unaided schools in SC/ST and minority concentrated districts, benefitting approximately 60.37 lakhs children in 29116 schools in minority concentration and special focused districts. The anticipated expenditure is likely to be Rs. 866.54 crores per annum. 95 6.8 Teacher Education: The Centrally Sponsored Scheme of Teacher Education for the 12th Plan inter-alia envisages Strengthening of existing Teacher Education Institutions (TEIs) and opening of new ones. Apart from this, there are a large number of districts having high concentration of ST/SC and Minorities where there is an urgent requirement of setting up TEIs is for preparation of elementary teachers from amongst persons from these communities. The establishment of these institutions would ensure access to good quality teacher education facilities for people belonging to these communities who stay in remote areas. Under the scheme there is a provision for establishment of Block Institutes of Teacher Education (BITEs) in 196 SC/ST/Minority concentration districts. BITEs will impart elementary pre-service teacher education programme and would ensure access to good quality teacher education facilities for rural and remote areas and facilitate the entry of talented persons, especially from these communities, to the teaching profession. The details of BITEs sanctioned so far by the Ministry during 2012-13 and 2013-14 (1st two years) of the 12th plan period under Teacher Education Scheme is as under: Details of BITEs in the SC/ST/ Minority under the Scheme of Teacher Education S. Name of State Total Number of BITEs sanctioned in Minority No. BITEs Approved Block 1. Chhattisgarh 6 2. Uttarakhand 3 2 3. Madhya Pradesh 6 1 4. Gujarat 3 5. West Bengal 11 8 6. Kerala 1 7. Rajasthan 4 8. Haryana 4 2 9. Odisha 6 10. Meghalaya 3 11. Jammu & Kashmir 2 2 12. Assam 1 13. Nagaland 3 14. Uttar Pradesh 38 22 15. Bihar 4 3 16. Maharashtra 1 Total 96 40 96 6.9 Saakshar Bharat: The Mission goes beyond ‘3’ R’s (i.e. Reading, Writing & Arithmetic); for it also seeks to create awareness of social disparities and a person’s deprivation on the means for its amelioration and general well being. The Central and State Governments, Panchayati Raj Institutions, NGOs and Civil Society need to work in unison to realize dream to create a “literate India”. Saakshar Bharat has been formulated with the objective of achieving 80% literacy level and reduce the gap between male and female literacy to 10 percent. Sakshar Bharat or the National Literacy Mission is being implemented in 372 districts out of 410 eligible districts where adult female literacy rate is 50% or lower as per 2001 Census. Saakshar Bharat Programme has been extended for XIIth Plan. The mission has four broader objectives, namely imparting functional literacy and numeracy to non-literates; acquiring equivalency to formal educational system; imparting relevant skill development programme; and promote a learning society by providing opportunities for continuing education. The principal target of the mission is to impart functional literacy to 70 million non-literate adults in the age group of 15 years and beyond. The mission will cover 14 million SCs, 8 million STs, 12 million minorities & 36 million others. The overall coverage of women will be 60 million. 410 districts of 26 States/UTs of the country have been identified to be covered under Saakshar Bharat. Eligibility criteria for coverage under Saakshar Bharat : A district, including a new district carved out of an erstwhile district that had adult female literacy rate of 50 per cent or below, as per 2001 census, is eligible for coverage under the Saakshar Bharat programme. The National Literacy Mission, also known as Sakshar Bharat is being implemented in 377 districts out of 410 eligible districts. 66 Minority Concentration Districts, mentioned hereunder, covered under this Scheme. 97 List of 66 Minority Concentration Districts (MCDs) Covered under Saakshar Bharat Programme: Sl. No. States Districts 1. Arunachal Pradesh East Kameng 2. Arunachal Pradesh Lower Subansiri 3. Arunachal Pradesh Changlang 4. Arunachal Pradesh Tirap 5. Arunachal Pradesh Tawang 6. Arunachal Pradesh West Kameng 7. Assam Kokrajhar 8. Assam Dhubri 9. Assam Goalpara 10. Assam Bongaigaon 11. Assam Barpeta 12. Assam Darrang 13. Assam Marigaon 14. Assam Hailakandi 15. Bihar Araria 16. Bihar Kishanganj 17. Bihar Purnia 18. Bihar Katihar 19. Bihar Sitamarhi 20. Bihar PashchimChamparan 21. Bihar Darbhanga 22. Haryana Gurgaon 23. Haryana Sirsa 24. Jammu & Kashmir Leh (Ladakh) 25. Jharkhand Sahibganj 26. Jharkhand Pakaur 27. Jharkhand Ranchi 28. Jharkhand Gumla 29. Karnataka Gulbarga 30. Karnataka Bidar 31. Maharashtra Parbhani 32. Maharashtra Hingoli 33. Manipur Thoubal 34. Manipur Senapati 35. Manipur Tamenglong 36. Manipur Chandel 37. Meghalaya West Garo Hills 98 38. Orissa Gajapati 39. Sikkim North 40. Uttar Pradesh Bulandshahar 41. Uttar Pradesh Budaun 42. Uttar Pradesh Barabanki 43. Uttar Pradesh Kheri 44. Uttar Pradesh Shahjahanpur 45. Uttar Pradesh Moradabad 46. Uttar Pradesh Rampur 47. Uttar Pradesh JyotibaPhule Nagar 48. Uttar Pradesh Bareilly 49. Uttar Pradesh Pilibhit 50. Uttar Pradesh Bahraich 51. Uttar Pradesh Shrawasti 52. Uttar Pradesh Balrampur 53. Uttar Pradesh Siddharthnagar 54. Uttar Pradesh Bijnor 55. Uttar Pradesh Saharanpur 56. Uttar Pradesh Muzaffarnagar 57. Uttar Pradesh Meerut 58. Uttar Pradesh Baghpat 59. Uttaranchal Udham Singh Nagar 60. Uttaranchal Hardwar 61. West Bengal Uttar Dinajpur 62. West Bengal DakshinDinajpur 63. West Bengal Maldah 64. West Bengal Murshidabad 65. West Bengal Birbhum 66. West Bengal Koch Bihar 99 6.10 Rashtriya Madhyamik Shiksha Abhiyan (RMSA): 1. Objective of the scheme: The programme was launched in March, 2009 as part of the Central Government’s commitment to make secondary education of good quality available, accessible and affordable to all young persons. The objective of the scheme is to universalize secondary education by enhancing access and to improve quality of education at secondary stage, while ensuring equity. The scheme envisages increasing the number of children enrolled for classes IX-X within 5 years by providing a secondary school within a reasonable distance of every habitation, improving quality of education imparted at secondary level through making all secondary schools conform to prescribed norms, removal of gender, socio-economic and disability barriers. One of the 12th Plan Goals for the Secondary Education sector is to achieve near-universal enrollment in secondary education, with the GER exceeding 90 per cent by the 2017. 2. Existing Provisions: RMSA presently covers opening of new Government secondary schools (classes IX-X) and strengthening of existing secondary schools run by the State Government and local bodies. Further, as per recently approved revision of norms of RMSA communicated vide letter dated 25.07.2013, the coverage of aided secondary schools is permitted under the scheme for interventions excluding infrastructural support and other core areas including salary of teachers. 3. Interventions supported under RMSA for Government secondary schools Major interventions: Infrastructure development : Existing Government secondary schools - Additional class rooms, (ii) Science Laboratories, (iii) Libraries, (iv) Art and crafts room, (v) Toilet blocks, (vi) Drinking water provisions. New Government Secondary Schools- class rooms, (ii) Laboratories, (iii) Libraries, (iv) Art and crafts room, (v) Toilet blocks, (vi) Drinking water 100 provisions, (vii) Head Master Room, (viii) Office Room. Equity aspects is being addressed through, (i) focused micro planning, (ii) Preference to areas with concentration of SC/ST/Minority for opening of schools, (iii) Special enrolment drive for the weaker section, (iv) Residential quarters for teaching staff in hilly and remote areas (v) enhance recruitment of female teachers in schools and (vi) Separate toilet blocks for girls. Other interventions supported under RMSA to Government secondary schools: School Annual Grant (@ Rs.50,000/- per school) and minor repair grant (Rs.25000/- per school)- as per present structure of the scheme, these grants are provided to only Government Secondary Schools. Providing of Math Lab kits, Science Lab kits Excursion trip for students of classes IX or X Remedial teaching (Bridge Courses ) Enhancement of learning achievement for poor students Providing lab assistant and clerk Additional Teachers to improve PTR Teachers, Headmasters and staff for new secondary school In-service training for principals, teachers (since State Governments support grant in aid schools mostly for salary of the teachers, in-service training of teachers is provided under RMSA for Grant in aid schools for their capacity building). Leadership and Professional development programme of headmasters. Excursion trip for Teachers 4 Funding pattern: The funding pattern between Centre and State in the XI Plan and 1st year of XII Plan (2012-13) is 75:25 and the same being 90:10 for North Eastern States. 5. Budget Allocation As against projected outlay of Rs. 20120 crore for XI Plan, actual allocation was Rs. 4562 crore only. The Working Group on Secondary Education for XII Plan estimated a requirement of central share of Rs. 1,93,958 crore for RMSA with full support to aided schools after subsuming of 4 other centrally sponsored schemes (ICT @ School, VE, GH, IEDSS) into RMSA. The outlay for XII Plan is Rs. 27466 crore while the actual allocation for 2012- 13 is Rs. 3172.63 crore. Against the proposed amount of Rs. 6785 crore for RMSA, Rs. 3983 Crore has been provided for 2013-14. 101 6. Physical targets under RMSA The physical targets for XI Five Year Plan include: opening of about 11,000 new Government secondary schools, strengthening of about 44,000 existing govt. secondary schools, appointment of additional teachers to improve Pupil Teacher Ratio (PTR) and to provide subject specific teachers 7. Norms of RMSA on Equity: Para 1.3.1 (iv) The Vision of RMSA provides that access to secondary education with special references to economically weaker sections of the society, the educationally backward, the girls and the disabled children residing in rural areas and other marginalized categories like SC, ST, OBC and Educationally Backward Minorities (Vision) Para 2.1.1 (v) has provision to open new secondary schools which are disabled friendly and 2.1.1(vi) has provision for existing school building be made disabled friendly (Access) Para 2.1.3 Equity (i) free lodging/ boarding facilities for students belonging to SC, ST, OBC and minority communities (ii) hostels/ residential schools, cash incentive, uniform, books, separate toilets for girls (iii) providing scholarships to meritorious/ needy students at secondary level (iv) Inclusive education will be the hall mark of all the activities. Efforts will be made to provide all necessary facilities for differently abled children in all the schools (v) expansion of Open and Distance Learning needs to be undertaken, especially for those who cannot pursue full time secondary education, and for supplementation/ enrichment of ace to face institutions The district Plan shall have details / evidence/survey/ assessment with targets for GER (separate for SCs/STs/Girls/Minorities & Rural population) and the planning process shall have participation of women, SCs/STs/parents of differently abled children, Educationally Backward Minorities and other disadvantaged groups to ensure that their interests are taken into consideration. A plan for quality education includes a plan for Girls, SCs/ STs, Educationally 102 Backward Minorities and children with special needs. 8. Schools approved in Minority Concentrated Districts (MCD) under RMSA During the period of implementation of Rashtriya Madhyamik Shiksha Abhiyan from 2009-10 till date, 9670 New Secondary Schools have been approved out of which 7303 have become functional and 890 schools have been approved in Minority Concentration Districts and 461 of these have become functional. During 2012-13, opening up new Govt. schools under the RMSA could not be implemented due to lack of fund and huge committed liability of over Rs.6500 crore. For the year 2013-14, proposal received under the Scheme have been considered by the Project Approval Board (PAB) and out of 222 new schools sanctioned to different states, 32 new schools have been sanctioned in minority concentrated areas. The PAB meetings in respect of States of Bihar, Jharkhand and Uttar Pradesh, which have significant minority concentrated areas was held on 16.09.2013. 9. Financial targets (Rs. in crore) year Budget allocation Release 2009-10 550.00 549.13 2010-11 1500.00 1481.95 2011-12 2512.45 2499.81 2012-13 3172.63 3171.62 2013-14 3983.00 - 10. Programmatic Support from external funding agencies to RMSA The World Bank, Department for International Development (DFID) and European Union have committed to extend their support to the RMSA programme. In association with these Development Partners, the RMSA programme will be implemented during 2012-16. During this implementation period, for this programme, it is anticipated that DFID will financially support to the tune of 80 Million Pounds. Of 80 Million 103 Pounds, 20 Million Pounds has been earmarked for Technical Cooperation for capacity building of RMSA. International Experience of the External Funding Agencies will bring in technical expertise to the programme, besides additional financial resources for the programme. 11. In the 12th Plan, with the revision of the RMSA (CCEA decision of 2.5.13) – mainly - adoption of SSoR or CPWD rates whichever is lower in construction of new school buildings and additional classrooms, raising of the Monitoring, Management, Evaluation and Research (MMER) component to 4% and subsuming of the isolated schemes of ICT in schools, Vocational Education, Girls Hostels and Inclusive Education under the RMSA, to ensure holistic school based planning and implementation, an attempt has been made to address these issues by way of integration, leading to efficient utilization of available funds and institutional capacities. The RMSA now includes within its ambit aided schools –partially- in that quality interventions under RMSA can reach them. 12. For assessment of learning outcomes at class X level, NCERT has been commissioned to develop the national assessment tools and execute the study by 2015. 104 6.11 Model School Scheme - status of Minority Concentrated Blocks (MCBs) (a) Brief Introduction of Scheme: The Model School Scheme envisages setting up of 6,000 model schools – one in every block of the country as benchmark of excellence for providing quality education to talented rural children. The scheme was launched in November, 2008 and is being implemented from 2009-10. The scheme has two modes of implementation, viz. (i) 3,500 model schools are to be set up in educationally backward blocks (EBBs) through State/UT Governments; and (ii) the remaining 2,500 model schools are to be set up under Public-Private Partnership (PPP) mode in blocks which are not educationally backward. During the 11th Five Year Plan the sharing pattern between the Centre and the State/UT Governments was 75:25 for both recurring and non-recurring costs for the schools. Presently, the sharing pattern between the Centre and the State/UT Governments is on 50:50 basis. The sharing pattern is 90:10 for special category States and for upgraded Ashram schools in all States for both the 11th and 12th Five Year Plan period. (b) Status of MCDs: Out of 710 blocks and 66 towns identified as MCBs/Town by the Ministry of Minority Affairs, 427 blocks and 37 towns are in the list of EBBs and 239 blocks and 17 towns are in the list of non-EBBs of this Ministry. Out of 427 MCBs and 37 towns, model schools covering 186 MCBs and 22 towns at the rate of one school per block have already been sanctioned under the State sector component of the Scheme. Lists are attached. (c) Target: Setting up of schools in remaining EBBs will be considered on receipt of viable proposals from the concerned states. In the 239 MCBs and 17 towns which are non-EBBs, the schools will be established under PPP mode based on the responses received from private entities. (d) No of model schools sanctioned in 2012-13 and 2013-14: 2012-13 338 2013-14 June, 2013) 240 (e) Scheme under PPP mode: Under the PPP component of the Scheme, 2,500 Model Schools in the non-EBBs will be established based on the interest shown by the Private Entities. Under pilot phase of the scheme, 41 blocks have been shortlisted for award of model schools. 105 6.12 Jan Shikshan Sansthan (JSS) : Jan Shikshan Sansthans (JSSs) are established to provide vocational training to non-literate, neo-literate, as well as school drop-outs by identifying skills as would have a market in the region of their establishment. Scope of Work : The Scope of Work of Jan Shikshan Sansthans (JSSs) will include the following: Develop/ Source appropriate curriculum and training modules covering vocational elements general awareness and life enrichment components. Wherever possible, JSS are encouraged to undertake training equivalent to courses designed by the Directorate of Adult education, National Institute of Open Schooling and Director General Employment & Training. Provide training to a pool of resource persons and master trainers for conducting training as also availability of infrastructure and training – specific equipment. Administer simple tests and award certificates. Network with employers and industries for trainees to get suitable placements. Out of 88 MCDs eligible under the Scheme, JSS has already been set-up in 33 districts(mentioned below) and a proposal for opening JSS in the remaining 55 MCDs is under process. State wise name of Muslim dominated districts & status of eligibility under Jan Shikshan Sansthans (JSS) in these districts State S.No. Muslim Dominated Districts JSS Andhra 1 Hyderabad Set up Pradesh Assam 2 Barpeta 3 Bongaigaon 4 Cachar 5 Darrang Set up 6 Dhubri 7 Goalpara 8 Hailakandi 106 9 Kamrup Set up 10 Karimganj 11 Kokrajhar 12 Marigaon 13 Nagaon Set up 14 Nalbari Bihar 15 Araria 16 Darbhanga Set up 17 Katihar 18 Kishanganj Set up 19 Pachim Champaran 20 Purnia 21 Sitamarhi Delhi 22 Central 23 North East Gujarat 24 Bharuch Set up 25 Kachchh Set up Haryana 26 Gurgaon Set up Jammu & 27 Anantnag Kashmir 28 Badgam 29 Baramula 30 Doda 31 Kargil 32 Kupwara Set up 33 Pulwama 34 Punch 35 Rajauri 36 Srinagar 37 Udhampur Jharkhand 38 Giridih 39 Godda 40 Lohardaga 41 Pakaur 42 Sahibganj Karnataka 43 Dakshina Kannada Kerala 44 Kannur Set up 45 Kasaragod 46 Kozhikode 47 Malapurram Set up 48 Palakkad Set up 49 Wayanad Lakshadweep 50 Lakshadweep Madhya 51 Bhopal Set up Pradesh 107 Maharashtra 52 Mumbai Set up Manipur 53 Thoubal Set up Pondicherry 54 Mahe Rajasthan 55 Jaisalmer Uttar Pradesh 56 Baghpat 57 Bahraich Set up 58 Balrampur Set up 59 Barabanki Set up 60 Bareilly Set up 61 Bijnor 62 Budaun 63 Bulandshahar 64 Ghaziabad Set up 65 Jyotiba Phule Nagar Set up 66 Lucknow Set up 67 Meerut 68 Moradabad 69 Muzzaffarnagar 70 Pilibhit Set up 71 Rampur 72 Saharanpur Set up 73 Sant Kabir Nagar 74 Shrawasti Set up 75 Siddharthnagar Set up Uttaranchal 76 Hardwar 77 Udham Singh Nagar West Bengal 78 Birbhum Set up 79 Dakshin Dinajpur 80 Haora Set up 81 Koch Bihar Set up 82 Kolkata Set up 83 Maldah 84 Murshidabad 85 Nadia 86 North Twenty Four Parganas Set up 87 South Twenty Four Parganas Set up 88 Uttar Dinajpur 108 6.13 Model Degree College : One of the visions of the XIth Five Year Plan was to raise the standard of Higher Education in the country because at the time of the release of the Plan, the average General Enrolment Ratio (GER) for Higher Education in the country at 12.4% was far behind the world average GER of 27.4%. 2. Accordingly, a new Centrally Sponsored Scheme (CSS) with Central- State funding was launched in February, 2010 for providing increased ‘access’ to higher education so as to raise the Gross Enrolment Ratio (GER) by 5% by the end of XI Plan. 3. For this Purpose the University Grants Commission (UGC) constituted an Expert Committee under the Chairmanship of Prof. S.P. Thyagarajan, former Vice Chancellor, University of Madras. The Committee identified 374 Educationally Backward Districts (EBDs) where the GER is below the national average. These include 64 Minority Concentrated Districts. The EBDs were identified based on 2001 Census data. 4. The capital cost for each college had been estimated at Rs. 4.00 crore to Rs. 8 crore. This includes academic & administrative buildings, campus development, staff quarters, laboratories, library, computer centre, health centre, sports facilities, etc. The total fund requirement was calculated at Rs.2992 crore (for 374 colleges @ Rs.8 crore per college) and the central share limited to Rs. 1079 crore (50:50 for Special Category States (all North-Eastern States, Sikkim, Jammu & Kashmir, Himachal Pradesh and Uttarakhand) and 1/3 for other States). The land shall be provided free of cost by the State Governments. The balance amount of the capital cost, and the recurring cost of running these new colleges shall be met by the concerned State Governments. 5. The Scheme shall be implemented both through the University Grants commission (which can release funds to the concerned affiliating university for establishment of the college as its constituent college) and also alternatively by way of direct release of funds by the Ministry of Human Resource Development to the concerned State Government, which may like to set up the college either as an affiliated or a constituent college. 6. The 374 Educationally Backward Districts (EBDs) include 64 Minority Concentration Districts (MCDs) having gross enrolment ratio less than the National Average. In case of the 64 MCDs, proposals were received for 31 from the respective State Governments. Of these, 16 proposals have been approved. So far, approx. 50 colleges have been operationalized in the country. However, no college has been functional in MCDs during the XI Plan. Construction of these colleges is in progress. 109 7. Some of the eligibility conditions are that the college should be set up during the XI Plan period, on or after 1st January, 2008, and The college shall preferably be a constituent unit of a University which is covered under Section 12B of the UGC Act or it shall have to be permanently or temporarily affiliated to a University, covered under Section 12 B of the UGC. 8. National University of Educational Planning and Administration (NUEPA) was requested to do a 3rd Party evaluation of the scheme. The salient recommendations of the report are: a) The model colleges located in Educational Backward Districts are contributing in a big way towards inclusive growth with equality. b) Since these colleges are fairly nascent, they should be facilitated to do away with teething troubles. c) Since none of the colleges have completed four years of existence, their performance seems to be commendable in the short time span. d) A large number of stakeholders are benefitting from this scheme and therefore should be sustained at any cost. 9. The GER of the country at the end of XI Plan stands at 18.8 %. This has been contributed to in some measure by this Centrally Sponsored Scheme. The Government proposes to launch a new Centrally Sponsored Scheme called Rastriya Uchchtar Shiksha Abhiyan (RUSA) in the XIIth Plan. It proposes to establish new colleges and improve the Gross Enrolment Ratio in Higher Education to 30% by 2020. RUSA is included in the XIIth Five Year Plan Draft and the Draft EFC Proposal of RUSA has been circulated to various Ministries for their comments/suggestions. RUSA is proposed to be launched in the XIIth Plan and will continue to the XIIIth Plan. Since RUSA will be a much larger scheme having overlapping objectives with the Model Degree Scheme but with a wider scope, RUSA will subsume the Model Degree College Scheme when launched. 110 Implementation of Model Degree Colleges Scheme in 64 Minority Concentration Districts (MCDs) (Till May, 2013) Sl. State/UTs. MCDs. Proposal Proposals List showing Minority No s s approved/ Concentration Districts in . received sanctioned which Model Degree College to be located has been approved. 1. Arunachal 6 4 2 1. Changlang, Pradesh 2. East Kameng, 3. Kurung Kumey (bifurcated from Lower Subansiri District) 4. Tawang, 5. Tirap 6. West Kameng. 2. Assam 9 9 9 1. Bongaigaon, 2. Cachar, 3. Darrang, 4. Dhubri, 5. Goalpara, 6. Hailakandi, 7. Karimganj, 8. Morigaon, 9. Nagaon. 3. Bihar 7 1. Araria, 2. Darbhanga, 3. Katihar, 4. Kishanganj, 5. Pashchim Champaran, 6. Purnia 7. Sitamarhi. 4. Haryana 2 1 1.Gurgaon, 2.Sirsa. 5. Jammu & 1 1 1 1. Leh(Ladakh) Kashmir 6. Jharkhand 3 1. Gumia, 2. Pakaur 3. Sahibganj. 7. Kerala 1 1 1 1. Wayanad. 8. Maharashtra 2 2 2 1. Buldana 2. Hingoli 9. Mizoram 2 1. Lawngtlai 111 2. Mamit 10. Odisha 1 1. Gajapati. 11. Sikkim 1 1. North. 12. Uttar Pradesh 17 12 1 1. Bahraich, 2. Balrampur, 3. Barabanki, 4. Bareilly, 5. Bijnor, 6. Budaun, 7. Bulandshahr, 8. Jyotiba Phule Nagar, 9. Kheti, 10. Moradabad, 11. Muzaffarnagar, 12. Pilibhit, 13. Rampur, 14. Saharanpur, 15. Shahjahanpur, 16. Shrawasti 17. Siddharthnagar. 13. West Bengal 11 1 1. Barddhaman, 2. Birbhum, 3. Dakshin Dinajpur, 4. Haora, 5. Cooch behar, 6. Maldah, 7. Murshidabad, 8. Nadia, 9. North Twenty Four Parganas, 10. South Twenty Four Parganas 11. Uttar Dinajpur. 14. Andaman & 1 1. Nicobar Nocobar Total 64 31 16 (The names of districts in bold font have been approved) 112 6.14 Polytechnics: - Under the scheme of Sub-Mission on Polytechnics, financial assistance is provided to the State / UT Governments, limited to .12.30 crores per polytechnic to meet the costs of establishing a new Govt Polytechnic in the unserved / underserved districts. - Land free of cost is provided by the State Government and State Governments also provide 100% recurring expenditure and also non- recurring expenditure beyond .12.30 crores, if any. - Out of 300 unserved / underserved districts identified under the scheme, 287 Districts have been provided partial financial assistance to set up a new Polytechnic. - 57 Identified Minority Districts are eligible for assistance under the norms of the Scheme. - As on 31-07-2013, 54 out of the 57 eligible Districts (List attached) have been covered and an amount of .319.78 crores has been released for construction of new govt Polytechnics in these Districts. Polytechnics are in various stages of provisioning of land and construction of Buildings. - The 3 uncovered Minority Districts are located in Delhi, A&N Islands & Arunachal Pradesh. The Govt. of A&N Islands has already expressed its inability to take up the scheme. The remaining 2 Districts in Arunachal Pr. & Delhi can be covered in 2013-14 if the State govt provides its consent to meet recurring expenditure and provide free land as per scheme’s norms. - 2nd/3rd Installments to already covered Minority Districts can be released in 2013-14 depending on progress of State Govts. in implementing the scheme. - As on 31.07.2013, status of the scheme is as follows – - Classes Started – 4 Polytechnics. - 1st Batch Admissions Completed in July 13 – 8 Polytechnics. - 1st Batch Admissions likely to be completed – 1 Polytechnics. - The process of Construction of Polytechnics is at various stages in the remaining Districts. 113 Status of Scheme of Setting up of Polytechnics in Minority Concentration Districts (as on 31.08.2013) (Rs. In Crores) S.N State No. Of No. Of Total Grant Remarks o. Eligible Districts released Districts Covered 1. Delhi 1 00 Districts -- Consent awaited from State (1 Pending) Government to meet the recurring expenditure and provide land free of cost. 2. Uttar Pradesh 13 13 Districts 135.35 Polytechnics in various stages of construction 3. Maharashtra 1 01 District 11.00 Polytechnics in various stages of construction 4. Andaman & 1 00 Districts -- UT Administration has Nicobar (1 Pending) informed that it does not Islands require a new Polytechnic at present 5. Bihar 6 06 Districts 35.35 Polytechnics in various stages of construction 6. Jharkhand 3 03 Districts 21.35 Polytechnics in various stages of construction 7. Odisha 1 01 District 10.12 Polytechnics in various stages of construction 8. West Bengal 7 07 Districts 28.62 Polytechnics in various stages of construction 9. Arunachal 6 05 Districts 22.745 Polytechnics in various Pradesh (1 District stages of construction. pending) Consent awaited from State Government to meet the recurring expenditure and provide land free of cost in 1 Districts. 10Assam 9 09 Districts 18.00 Polytechnics in various stages of construction 11Manipur 6 06 Districts 12.12 Polytechnics in various stages of construction. 12Mizoram 2 02 Districts 16.00 Polytechnics in various stages of construction 13Sikkim 1 01 Districts 9.125 Polytechnics in various stages of construction TOTAL 57 54 Districts 319.78 Covered out of 57 114 6.15 Women Hostels: There has been an increase in the enrolment of women students in the universities and the colleges over the years owing to greater awareness of role and relevance of Higher Education across the gender and community etc. Such rise in enrolment in Higher Education has also caused a greater demand for hostels in the universities and the colleges women’s colleges, in particular. There is a great dearth of women’s hostels not only in the institutions exclusively serving women but in some of the established, old co-educational institutions of the country, which, in the earlier decades, largely catered to men students when there was little mobility for women to seek education in place other than their own residential locations. With a view to provide hostels and other infrastructural facilities to achieve the goal of enhancing the status of women and harness the potential available for the development of the society at large, as also to bring about gender equity and equal representation of women the efforts of the University Grants Commission (UGC) has been to pursue special scheme for the construction of the women hostels in the country. During XI plan period the Commission approved/sanctioned a total of 285 women’s hostels in Minority Concentrated Districts (MCD). For this, Rs.370.19 crore has been sanctioned and Rs.203.69 crores has been released. State-wise details are given below:- List of Women Hostels approved/sanctioned by the UGC during XIth Plan period in Minority Concentrated Districts. S.No. Name of Name of the Amount Amount Released the Distt. Univ./Colleges allocated SU Division 1 Darbhangha Kameshwara Singh, 20,00,000/- -- Darbhangha Sanskrit University, Darbhanga (Bihar) 2 Karnatak Gulbarga University, 1,00,00,000/- 50,00,000/- Gulbarga, 3 Haryana Choudhary Devi Lal 1,00,00,000/- 50,00,000/- University, Sirsa 4 L.N Mithla University, 1,00,00,000/- 50,00,000/- Bihar Darbhanga 5 K.S.D. Sanskrit 20,00,000/- -- University, Darbhanga 115 6 Rajiv Gandhi Proudyogik 1,00,00,000/- 50,00,000/- Vish, Gandhi Nagar, Bhopal Bhopal 7 Barkatulla Universitiy, 1,00,00,000/- 50,00,000/- Bhopal 8 Ch. Charan Singh 1,80,00,000/- 50,00,000/- University, Meerut, 9 Uttar Pradesh M.J.P. Rohilkhand 1,60,00,000/- 40,00,000/- University, Bareilly 10 Lucknow University, 1,00,00,000/- 50,00,000/- Lucknkow 11 Kanpur CSJM University, Kanpur 1,00,00,000/- -- (U.P) 12 Kalyani University, 1,00,00,000/- 50,00,000/- Kalyani 13 West Bengal Burdwan University, 75,00,000/- 37,50,000/- Burdwan 14 Bengal Engg. & Sc. 1,00,00,000/- 50,00,000/- University, Shibpur 15 Calcutta University, 2,00,00,000/- 1,00,00,000/- Kolkata 16 West Bengal University 60,00,000/- 30,00,000/- of Technology, Kolkatta 17 Jadavpur University, 2,00,00,000/- 1,00,00,000/- CU Section 18 Lucknow Babasahib Bhimrao 60,00,000/- 4,63,00,000/-* Ambedkar University, * for all merged Lucknow schemes including Women Hostels DU Section 19 Ranchi Birla Institute of 52,50,000/- 26,25,000/- Technology & Science, (2007-08) Mesra, Ranchi, Jharkhand 20 Haridwar Gurukul Kangri 60,00,000/- ---- Vishwavidyalaya, Uttaranchal Delhi College Section 21 Delhi Sri Guru Tegh Bahadur 1,00,00,000/- 50,00,000/- Khalsa College NRCB, New Delhi 22 Sirsa CMK National Girls 80,00,000/- 40,00,000/- College, Sirsa (Haryana) 23 Mandi Dabwali, Bhagwan Sh. Krishan 40,00,000/- 20,00,000/- College of Education, Mandi Dabwali, (Haryana) 24 Mumtaz PG College , 80,00,000/- 40,00,000/- Lucknow Lucknow 116 25 National PG College, 75,00,000/- 65,00,000/- Lucknow (U.P) 26 Barabanki Jawaharlal Nehru P.G. 80,00,000/- 40,00,000/- College, Barabanki (U.P) 27 Ramnagar PG College, 75,89,000/- 37,90,000/- Ramnagar, Barabanki 28 Rampur Gochar Mahavidalaya, 80,00,000/- 40,00,000/- Manhyran Rampur Manhyran (U.P) 29 Siddharthnagar Ratan Sen Degree 80,00,000/- 40,00,000/- College, Bansi- Siddharthnagar (U.P) 30 Moradabad Maharaja Harishchandra 80,00,000/- 40,00,000/- PG College, Moradabad (U.P) 31 Sardhana St. Joseph’s Girls Degree 80,00,000/- 40,00,000/- College, Sardhana (U.P) 32 Badaun (U.P) Shri VedamuVedic 40,00,000/- 20,00,000/- Vidyapith, Badaun 33 Bareilly Sahu Ram Swaroop Girls 38,00,000/- 19,00,000/- College, Bareilly 34 Ranipur Chinmaya College of 70,00,000/- 35,00,000/- Science, Ranipur (Uttrakhand) SWRO, Bangalore 35 Bangalore University 9,18,75,165/- 4,37,87,582/- 36 Gulbarga University 18,85,50,000/ 9,10,86,676/- 37 Karnataka University 51,71,71,734/- 29,68,61,000/- 38 Kuvempu University 10,72,20,000/- 4,85,43,000/- 39 Karnataka Mangalore University 13,51,05,122/- 6,86,95,000/- 40 Mysore University 19,85,85,000/- 11,63,01,500/- 41 Kerala Calicut University 29,59,90,253/- 15,37,84,614/- 42 Kannur University 8,74,85,000/- 4,58,88,750/- 43 Kerala University 20,51,40,000/- 11,26,20,000/- 44 Mahatama Gandhi 25,73,52,035/- 14,13,97,017/- University 45 Amareshwar Arts 40,00,000/- 00 Commerce & Science Degree College 46 BV Bhoomaradde 71,25,000/- 48,75,000/- College of Arts & Comm. College, 47 Karnataka Arts Science & 1,00,00,000/- 50,00,000/- Comm. College 48 Channabasaveshwar Arts 69,00,000/- 39,00,000/- Bidar Science & Comm. Degree College 49 SS Khuba Basaveshwar 57,50,000/- 46,00,000/- College of Arts & Science, Basavakalylan 117 50 SBCS Arts S.V. 40,00,000/- 20,00,000/- Commerce & Science College, Humnabad 51 Akka Mahadevi Mahila 1,25,00,000/- 50,00,000/- Mahavidyalaya 52 Shri Siddarameshwar 40,00,000/- 20,00,000/- Degree College, Kamal Nagar, 53 Dr. Ambedkar College of 40,00,000/- 20,00,000/- Arts & Comm. Gulbarga 54 HKES’S A.V Patil 40,00,000/- 20,00,000/- Degree College of Arts,Science & Comm. Vidya Nagar, 55 Gulbarga MS Irani Degree College 25,00,000/- 00 of Arts, Science & Comm. 56 SS Margol College of 60,00,000/- 20,00,000/- Arts,Science & Comm. Shahabad 57 Sharanabasaveshwar 44,50,000/- 33,37,500/- College of Science 58 Smt. CB Patil Arts & 15,00,000/- 13,50,000/- Comm. Degree College, Chincholi 59 Smt. Veeramma Gangasiri 93,75,000/- 66,25,000/- College for Women, Aiwan-E-Shahi Road 60 Godutai Doddappa Appa 85,00,000/- 63,75,000/- Arts & Commerce College for women 61 Seth Shankarlal Lahoti 40,00,000/- 20,00,000/- Law College 62 Siddarth Law College 40,00,000/- 20,00,000/- 63 Gulbarga SRI Prabhu Arts & 20,00,000/- 19,42,176/- Science & JM Bohra Commerce College, Shorapur 64 Government First Grade 60,00,000/- 30,00,000/- College, Sedam, 65 Nrupatunga Arts & 15,00,000/- 15,00,000/- Commerce College 45,00,000/- 22,50,000/- 66 Pazhassiraja College, 71,00,000/- 63,90,000/- Pulpally, P.O. Wayanand, Kerala 67 St. Marys College, 70,00,000/- 35,00,000/- Sulthan Battery, Wayand 68 W.M.O Arts & Science 75,00,000/- 50,00,000/- College, Muttil, P.O Wayanand Distt.Kerala 118 69 Wayanad N.M.S.M. Government 60,00,000/- 30,00,000/- College, Kalpetta Wayanad, 70 Mary Matha Arts & 75,00,000/- 45,00,000/- Science College, Vemmom P,O.Mananthavady, Wayanad, Kerala 71 Government College, 69,00,000/- 39,00,000/- Mananthavady Wayanad Distt. NERO , GUWAHATI (Assam) 72 Cachar Women’s College 60,00,000/- 20,00,000/- 73 Cachar College 80,00,000/- 40,00,000/- 74 Karimganj R.K. Nagar College 54,43,597/- 48,32,600/- 75 Karimganj College 25,00,000/- 12,50,000/- 76 Hailakandi N.C. College 50,00,000/- 25,00,000/- 77 Lala Rural College 40,00,000/- 20,00,000/- 78 B.B.K. College, Barpeta, 30,00,000/- 30,00,000/- Nagaon 79 Bhabanipur Anchalik 40,00,000/- 36,00,000/- College 80 B.B. Kishan College 45,00,000/- 22,50,000/- 81 Barnagar College 20,00,000/- 10,00,000/- 82 Barpeta Girls College 20,00,000/- 18,00,000/- 83 Barpeta, M.C.College, Barpeta 20,00,000/- 10,00,000/- 84 B.H. College, Howely 15,00,000/- 7,50,000/- 85 Nabajyoti College 30,00,000/- 22,50,000/- 86 B.H.B. College 25,00,000/- 25,00,000/- 87 Barnagar College 60,00,000/- 45,00,000/- 88 Nirmal Haloi College 40,00,000/- 20,00,000/- 89 North Kamrup College 40,00,000/- 20,00,000/- 90 Bapujee College 19,84,312/- 9,92,156/- 91 Salbari College/ GU 40,00,000/- 20,00,000/- 92 Madhya Kamrup College 60,00,000/- 30,00,000/- / GU 93 Nagaon Girl’s College 25,00,000/- 18,75,000/- 94 Dr. B.K. B. College 30,00,000/- 15,00,000/- Nagaon 95 Lanka Mahavidyalaya 30,00,000/- 22,50,000/- 96 Nagaon Khagrijan College 40,00,000/- 30,00,000/- 97 G.N.D.G. Commerce 40,00,000/- 30,00,000/- College 98 A.D. P. College 1,24,550/- 00.00 99 Nowgong Girl’s College 30,00,000/- 00.00 100 Kampur College 40,00,000/- 20,00,000/- 101 Kalliabor College 70,00,000/- 35,00,000/- 119 102 Raha College 25,90,500/- 12,95,250/- 103 Rupahi College 30,00,000/- 15,00,000/- 104 Dhing College/GU 34,00,000/- 17,00,000/- 105 B.B.K. College/GU 30,00,000/- 15,00,000/- 106 Nagaon ‘A’ Moirabari College/GU 60,00,000/- 15,00,000/- 107 P.B. College, Gouripur 40,00,000/- 20,00,000/- 108 B.N. College, Dhubri 25,00,000/- 18,75,000/- 109 Dhubri Saptgram College 20,00,000/- 15,00,000/- 110 Chilaraj College 20,00,000/- 10,00,000/- 111 Ratnapith College/ GU 50,00,000/- 25,00,000/- 112 Janata College, Kokrajhar 40,00,000/- 30,00,000/- 113 Kokrajhar College 40,00,000/- 27,00,000/- 114 Gossiagaon College 34,00,000/- 25,50,000/- 115 Science College/GU 40,00,000/- 20,00,000/- 116 Kokrajhar Commerce College/ GU 40,00,000/- 20,00,000/- 117 Swami Yogananda 40,00,000/- 20,00,000/- College/GU 118 J.N. College, Boko 57,00,000/- 38,50,000/- 119 Chhaygaon College 20,00,000/- 10,00,000/- 120 Dispur College 50,00,000/- 25,00,000/- 121 D.K. College, Mirza 40,00,000/- 30,00,000/- 122 R.G. Baruah College 35,00,000/- 35,00,000/- 123 Pandu College 40,00,000/- 30,00,000/- 124 Cotton College 20,00,000/- 00.00 125 Arya Vidyapith College 25,00,000/- 18,75,000/- 126 Gauhati Commerce 25,00,000/- 00.00 College 127 S.B.M.S College 30,00,000/- 15,00,000/- 128 Suren Das College 60,00,000/- 30,00,000/- 129 B.P. Chalilha College 45,00,000/- 33,75,000/- 130 Kamrup J.B. Law College 80,00,000/- 40,00,000/- 131 K.C. Das Commerce 8,00,000/- 40,00,000/- College 132 L.C.B. College 70,00,000/- 35,00,000/- 133 Govt. Banikanta College 30,00,000/- 15,00,000/- of Teacher Education 134 Handique Girl’s College 65,00,000/- 32,50,000/- 135 Sarighat College 50,00,000/- 25,00,000/- 136 Pragiyotish College 55,00,000/- 27,50,000/- 137 Udalguri College, 20,00,000/- 15,00,000/- 138 Darrang Sipajhar College 25,00,000/- 18,75,000/- 139 Mangoldoi College 50,00,000/- 50,00,000/- 140 T.H.B. College 20,00,000/- 10,00,000/- 141 Bongaigaon College 28,00,000/- 21,00,000/- 142 Bijni College 60,00,000/- 30,00,000/- 143 Bongaigaon Birjhorea Mahavidyalaya 40,00,000/- 20,00,000/- 144 (Chirang) Bentol College/GU 40,00,000/- 20,00,000/- 145 Basugaon College/ GU 40,00,000/- 20,00,000/- 146 Goalpara Dudhnoi College 40,00,000/- 20,00,000/- 120 147 Goalpara College 70,00,000/- 35,00,000/- 148 West Goalpara College 50,00,000/- 25,00,000/- 149 Morigaon Moirabari College 60,00,000/- 30,00,000/- 150 Morigaon College 60,00,000/- 42,50,000/- 151 Rangia Rangia College 65,00,000/- 32,50,000/- 152 West Garo Hills Tikrikilla College 40,00,000/- 36,00,000/- 153 Kazi & Zaman College 40,00,000/- 30,00,000/- 154 Lawngtlai Govt. Lawngtlai College 40,00,000/- 20,00,000/- 155 Mamit Govt. Mamit College 40,00,000/- 20,00,000/- 156 Churachandpur College 40,00,000/- 40,00,000/- 157 Churachandpur Lamka College/ MU 7,25,000/- 3,62,000/- 158 Lilong Haoreibi College, 20,00,000/- 15,00,000/- 159 Thoubal College 40,00,000/- 40,00,000/- 160 Kha Manipur College 30,00,000/- 15,00,000/- 161 Thoubal W.Mani Girl’s College/ 35,00,000/- 17,50,000/- MU 162 Presidency College 15,00,000/- 15,00,000/- 163 Senapati Mount Everest 40,00,000/- 20,00,000/- College/MU 164 Chandel United College 20,00,000/- 15,00,000/- 165 Changlang Rang Frah Govt. 10,00,000/- 5,00,000/- College/RGU ERO, KOLKATA 166 Uluberia, Uluberia College 80,00,000/- 40,00,000/- Howrah 167 Jiagranj Rani Dhanya Kumari 80,00,000/- 40,00,000/- Murshidabad College of Commerce 168 Lalbagh, Subhas Chandra Bose 60,00,000/- 00 Murshidabad Centenary College 169 Murshidabad Berhampore Girls College 55,00,000/- 27,50,000/- (West Bengal) 170 Pubarun, South Malda College 80,00,000/- 40,00,000/- Malda 171 Kaliachak, Kaliachak College 80,00,000/- 40,00,000/- Malda 172 Mangalbari Gour Mahavidyalaya 80,00,000/- 40,00,000/- Malda 173 Malda Government Teachers 25,00,000/- 00 Training College 174 Pakuahat, Pakuahat Degree College 60,00,000/- 15,00,000/- Malda 175 Gangarampu Gangarampur College 80,00,000/- 40,00,000/- r Dakshin Dinajpur 176 Raiganj, Raiganj Surendranath 80,00,000/- 40,00,000/- Uttar Mahavidyalaya Dinajpur 177 Mankar, Manak College 80,00,000/- 40,00,000/- Burdwan 121 178 Durgapur, Durgapur Women’s 80,00,000/- -- Burdwan College 179 Burdwan Suri Vidyasagar College 46,96,906/- Grant yet to be (West released Bengal) 180 Paralakhemu Women’s College, 40,00,000/- 20,00,000/- ndi Gajapati Paralakhemundi 181 Circular Ranchi Women’s College 80,00,000/- 40,00,000/- Road, Ranchi 182 Madar Mandar College 40,00,000/- -- Ranchi 183 8, Raji Maulana Azad College, 1,20,00,000/- 60,00,000/- Ahmed Calcutta Kidwai Road, Kolkata 184 92,S.P, Asutosh College 1,20,00,000/- 30,00,000/- Mukherjee Road, Kolkata 185 Harinbari, Sagar Mahavidyalaya 60,00,000/- 15,00,000/- Sagar, South 24 Parganas 186 Banippur 24 Post Graduate Govt. 20,00,000/- 5,00,000/- Pargansas Institute for Physical (N) Education 187 Ajodhya Shyampur Siddeswari 70,00,000/- 17,50,000/- Howrah Mahavidyalaya 188 Bethuadahari Bethuadahari College 60,00,000/- 00 , Nadia 189 Kalyani, Kalyani Mahavidyalaya 75,00,000/- 00 Nadia 190 Shimurali Shimurali Sachinandan 25,00,000/- 00 Nadia College of Education 191 Nadia (W.B) Chakdaha College 80,00,000/- Grant yet to be released 192 1, Motijheel Dum Dum Motijheel 80,00,000/- 20,00,000/- Avenue, College Dum Dum, Kolkata 193 Birati, 70, Mrinalilni Datta 65,00,000/- 00 Vidyapath Mahavidyapith Road, Kolkata 194 111/3 BT Prasanta Chandra 60,00,000/- 15,00,000/- Road (Bon- Mahalanobis Hooghly) Mahavidyalaya 195 West Pandit Uma Shankar 80,00,000/- 40,00,000/- Champaran Tiwari Mahila (Bihar) Mahavidyalaya 122 196 Sitamarhi Ram Sewar Singh Mahila 80,00,000/- 40,00,000/- (Bihar) Mahavidyalaya 197 Sitamarhi Shree Lakshmi Kishori 40,00,000/- 20,00,000/- (Bihar) Mahavidyalaya 198 Darbhanga Mahakavi Kalidas 60,00,000/- 30,00,000/- (Bihar) Smarak, Mahavidyalaya 199 Purnea Bir Narain Chand College 80,00,000/- Grant yet to (Bihar) be released 200 Darbhanga Bahera College 43,61,200/- WRO, PUNE 201 M.E.S Arts & Commerce 40,00,000/- 20,00,000/- College 202 Arts & Science Mahila 64,00,000/- 36,00,000/- College 203 G.S. Science, Arts & 39,85,000/- 35,86,500/- Buldana Commerce College 204 Shri Shivaji Science & 55,05,279/- 49,54,750/- Arts College 205 Shri Vyankatesh Arts & 40,00,000/- 30,00,000/- Comm. College 206 Shri Guru Buddiswami 40,00,000/- 40,00,000/- Mahavidyalaya 207 Nutan Mahavidyalaya 40,00,000/- 20,00,000/- 208 Punyashlok Ahilyadevi 40,00,000/- 20,00,000/- Holkar Mahavidyalaya 209 Katruwar Arts, Ratanlal 40,00,000/- 30,00,000/- Kabra Science & B.R. Mantri Commerce College 210 Parbhani Late Ramesh Warpudkar 40,00,000/- 30,00,000/- Arts & Comm. College 211 Shri Shivaji Law College 80,00,000/- 72,00,000/- 212 Madhavrao Patil Arts & 60,00,000/- 45,00,000/- Comm. College 213 Arts, Commerce & 60,00,000/- 60,00,000/- Science College 214 Late.Saw Kamaltai 43,82,216/- 32,86,662/- Jamkar Mahila Mahavidyalaya 215 Shri Shivaji Arts, 85,00,000/- 76,50,000/- Scien,Comm.College 216 Toshniwal Arts & 40,00,000/- 20,00,000/- Commerce College 217 Nagnath Arts, Comm. & 52,29,312/- 47,06,380/- Hingoli Science College 218 Arts, Commerce & 70,00,000/- 52,50,000/- Science College 219 Bajirji Smarak 80,00,000/- 72,00,000/- Mahavidyalaya 220 Babasahed Dhabekar 60,00,000/- 30,00,000/- 123 Arts, Commerce & Washim Science College, 221 S.S.S.K.R. Innani 1,60,00,000/- 1,60,00,000/- Mahavidyalaya CRO, Bhopal (MP) 222 Distt. Satna Govt. J.T. College, 60,00,000/- 30,00,000/- Nagod, Dilstt. Satna (M.P) 223 Sagar Govt. Arts & Commerce 19,27,000/- 9,63,500/- (Nodal) College, Sagar (M.P) 224 Jhunjhunu Seth Motilal P.G College, 60,00,000/- 30,00,000/- Jhunjhunu (Raj) 225 Indore Smt. Mateshwari 80,00,000/- 40,00,000/- Sugnidevi Girls College, Pardeshipura, Indore (M.P) 226 Ujjain Govt. Madhav Science 52,00,000/- 26,00,000/- College, Ujjain (M.P) 227 Shahdol Govt. College, Jaysingh 40,00,000/- 20,00,000/- Nagar, Shahdol (M.P) 228 Ambikapur Holy Cross Women’s 80,00,000/- 40,00,000/- College, Ambikapur 229 Bilaspur Govt. Agrasen College, 40,00,000/- 20,00,000/- Bilha, Bilaspur (CG) 230 Sikar S.N.K.P. Govt. College, 80,00,000/- 40,00,000/- Neem-Ka-Thana,Sikar (Raj) SERO, HYDERABAD 231 -- M.V.S. Govt. Arts & 92,50,000/- 46,25,000/- Science College, Mahabubnagar 232 -- Dr. B.R.R. Govt. Degree 96,00,000/- 86,00,000/- College, Mahabubnagar 233 -- Silver Jubliee Govt. 80,00,000/- 40,00,000/- College, Kurnool 234 -- PSC & KVSC Govt. 60,00,000/- 30,00,000/- Degree College, Nandyal Kurnool Dt. 235 -- The Adoni Arts & Science 40,00,000/- 20,00,000/- College, Adoni, Kurnool 236 -- KVR Govt. College for 80,00,000/- 40,00,000/- Women, Kurnool 237 -- S.T. Hindu College, 39,00,000/- 19,50,000/- Nagercoil 238 -- Sirpur Kaghaznagar, 80,00,000/- 72,00,000/- Employees Degree Coll, Kaghaz Nagar, Sirpur 239 -- Chundi Ranganayakulu 80,00,000/- 72,00,000/ College, Chilakaluripet, 124 Ganapavaram 240 -- A.D.M. College For 85,25,000/- 42,62,500/- Women Nagapatinam 241 -- Govt. Degree College for 1,00,00,000/- 50,00,000/- Women, Adilabad 242 -- Emerald Heights College 35,00,000/- 17,50,000/- for Women, Ootacamund 243 -- EmeraldHeight College 80,00,000/- 40,00,000/- for Women, Udhagamandalam, Ootacammund 244 -- Rayalaseema College of 60,00,000/- 54,00,000/- Physical Education Proddatur, Cuddapah 245 -- Govt. College for Men, 59,99,780/- 29,99,890/- Cuddapah 246 -- S.K.R.B.R. College, 60,00,000/- 54,00,000/- Narasaraopet 247 -- Sri Subbaraya & 80,00,000/- 80,00,000/- Narayana College, Narasaraopet 248 -- P.N.C. and K.R. Degree 80,00,000/- 40,00,000/- College, Narasaropet 249 -- Govt. Degree College, 1,00,00,000/- 50,00,000/- Nirmal 250 -- Vivek Vardhini College, 60,00,000/- 30,00,000/- Jambagh,Hyd. 251 -- Indira Priyadarshini Govt. 1,00,00,000/- 50,00,000/- Degree College, Nampally, Hyderabad 252 -- Nizam College, 1,20,00,000/- 60,00,000/- Hyderabad 253 -- Osmania University 1,20,00,000/- 60,00,000/- College for Women, Koti, Hyderabad 254 -- R.B.V.R.R. Women’s 43,21,445/- 21,60,723/- College, Hyderabad 255 -- Sarojilni Naidu Vanita 1,05,00,000/- 52,50,000/- Mahavidyalaya, Hyderabad 256 -- Pragati Maha Vidyalaya 80,00,000/- 40,00,000/- Deg College, Hanuman Tekdi, Kandaswamy Lane, Hyderabad 257 -- A.P.C. Mahalaxmi 96,66,624/- 96,66,624/- College, Women, Tuiticorin 258 -- Annammal College for 45,00,000/- 45,00,000/- Education for Women, Tuticorin 125 259 -- V.O. Chidambaream 80,00,000/- 40,00,000/- College, Tuticorin 260 -- Scott Christian College, 85,00,000/- 76,50,000/- Nagercoil 261 -- Women’s Christian 1,00,00,000/- 90,00,000/- College, Nagercoil, 262 -- Sree Ayyappa College for 76,37,600/- 38,18,800/- Women, Chunkankadai, Nagercoil 263 -- Sarah Tucker College, 85,01,200/- 76,51,000/- Tirunelveli 264 -- The Madurai Diraviyam, 80,00,000/- 40,00,000/- Thayumanavar Hindu, Tirunelveli 265 -- Sadakathullah Appa 23,00,200/- 11,50,100/- College, Tirunelveli 266 -- T.D.M.N.S. College, 65,00,000/- 32,50,000/- Tirunelveli 267 -- Women’s College, 85,00,000/- 42,50,000/- Nizamabad 268 -- Pope’s College 80,00,000/- 80,00,000/- Sawyerpuram, Thoothukudi 269 -- St. Mary’s College, 80,00,000/- 40,00,000/- Thoothukudi 270 -- S.K.S.C. Degree College, 35,00,000/- 17,50,000/- Proddatur 271 -- B.T. College, 75,00,000/- 67,50,000/- Madanapalle, Chittoor 272 -- Auxilium College, Gandhi 85,00,000/- 85,00,000/- Nagar, Vellore 273 -- Providence College for 80,00,000/- 40,00,000/- Women, Springfield, Coonoor 274 -- Govt. Arts College (M) 60,00,000/- 30,00,000/- Krishnagiri 275 -- Government College, 60,00,000/- 30,00,000/- Raychoti 276 -- Govt. Degree College for 80,00,000/- 40,00,000/- Women,Madanapalli 277 -- Ariganar Anna 40,00,000/- 20,00,000/- Government Arts College, Karaikal 278 -- G T N Arts College, 40,00,000/- 20,00,000/- Dindigul 279 -- M V M P Govt. Arts 80,00,000/- 40,00,000/- College for Women, Dindigul 280 -- S.T. Hindu College, 26,00,000/- 26,00,000/- Nagercoil 126 281 -- Sacred Heart College, 25,00,000/- 12,50,000/- Tirupattur 282 -- NSPR Govt. Degree 60,00,000/- 30,00,000/- College for Women, Thyagrajnagar, Hilndupur 283 -- S.D.G.S. College, 40,00,000/- 20,00,000/- Hindupur 284 -- Govt. Degree College, 60,00,000/- 30,00,000/- Koratla 285 -- The Adoni Arts & Science 20,00,000/- 10,00,000/- College, Adoni TOTAL 3,70,18,70,030/- 2,03,69,14,250/- 127 6.16 Equal Opportunity Cells : The higher education is a tool for social and economic equality; the University Grants Commission (UGC) has been addressing national concerns of access, equity, equality, by implementing policies of Government of India and promoting several schemes and programmes for the disadvantaged groups in eliminating social disparities. To make colleges and universities more responsive to the needs and constrains of the disadvantaged socials groups, the UGC has initiated a scheme viz. Establishment of Equal Opportunity Cell in Colleges and Universities to oversee the effective implementation of policies and programmes for disadvantaged groups and to provide guidance and counselling in academic, financial, social, and other matters. The cell also takes up programmes of sensitizing university/college community on problems faced by disadvantaged social groups of students in higher education during the Eleventh Plan . It will run specific schemes of coaching for SC/ST/OBC (Non creamy layer), women/minorities students and persons with disabilities to enhance the employability and success. For furtherance of these objectives, the UGC has issued the University Grants Commission (Promotion of Equity in Higher Educational Institutions) Regulations, 2012. Regulation 3(f) stipulates that Higher Educational Institutions shall establish an Equal Opportunity Cell and appoint an Anti-Discrimination Officer. The position of the Equal Opportunity Centres is as under :- (Rupees in lakhs) Institutions. No. of beneficiary Expenditure Institutions. Collages 2316 (2007-2012) 2349.00 (2007-2013) 1671 (2012-2013) Deemed to 06 11.21 (as on 30-9-2012) be Univ. Central 23 19.21 (as on 30-9-2012) Univ. 128 6.17 National Commission for Minority Educational Institution (NCMEI): The National Commission for Minority Educational Institutions, established under the National Commission for Minority Educational Institutions Act, 2004, is mandated to issue certificates to the minority educational institutions for their affiliation. As on 5.9.2013, the Commission has issued 8551 Minority Certificates, as detailed below. STATE-WISE AND YEAR-WISE DETAILS OF MINORITY STATUS CERTIFICATES ISSUED AS ON 05.09.2013 State/UT YEAR WISE BREAK UP Total No. of MSC issued 2005 2006 2007 2008 2009 2010 2011 2012 2013 1 Andaman - 3 2 - - 1 1 7 2 A.P. 4 9 24 6 30 2 17 35 38 165 3 Arunachal - - 2 - 6 12 20 Pradesh 4 Assam - 2 - 17 2 13 111 32 12 189 5 Bihar 1 2 20 17 3 3 27 6 12 91 6 Chandigarh - 2 3 1 1 1 3 1 2 14 7 Chhattisgarh - 1 4 5 7 55 91 3 23 189 8 D&N Haveli - 2 2 - - 4 9 Daman - 1 - - - 1 10 Delhi 2 36 8 15 10 14 33 37 22 177 11 Goa - 9 31 28 81 4 3 3 159 12 Gujarat - 3 3 5 8 5 5 2 31 13 Haryana - 20 12 3 4 24 23 18 104 14 H.P. - 9 3 4 - 1 3 3 23 15 Jharkhand - 2 15 15 3 1 4 15 11 66 16 Karnataka - 4 26 15 11 9 12 43 77 197 17 Kerala - 9 78 97 524 822 852 844 360 3586 18 Madhya - 15 19 12 23 23 58 73 48 271 Pradesh 129 19 Maharashtra 11 22 28 21 7 3 2 17 35 146 20 Manipur - 1 - 1 - 32 1 35 21 Meghalaya - 1 4 - - 1 6 22 Orissa - 14 16 23 6 12 6 2 4 83 23 Pondicherry - 2 13 - 3 1 1 20 24 Punjab - 11 39 4 - 9 5 7 9 84 25 Rajasthan - 2 22 37 20 4 2 3 90 26 Sikkim - 3 13 - 1 17 28 T.N. 1 9 19 13 14 16 12 23 28 135 27 Tripura - - - 1 6 4 11 29 U.P. 1 107 99 48 59 114 253 692 492 1865 30 Uttarakhand - 36 17 6 4 3 11 4 6 87 31 West Bengal 1 85 215 113 15 7 89 85 68 678 Total 21 422 737 507 848 1122 1656 1965 1273 8551 130 6.18 Greater Resources for Teaching Urdu: Academies for Professional Development of Urdu Medium Teachers were started during the 11th Five Year Plan. Academies for Professional Development of Urdu Medium Teachers have been set up in three Central Universities viz. Aligarh Muslim University, Aligarh(AMU), Jamia Milia Islamia, New Delhi(JMI) and Maulana Azad National Urdu University, Hyderabad(MANUU). The AMU has conducted 13 Refresher Courses, trained 416 teachers, organized 4 Workshops on translation and preparation of books, prepared 3 Syllabus as teaching material, conducted 2 Extension Lectures and published 2 publications. The JMI has conducted 1 Convention, 28 Orientation Programmes, 19 Workshops and 1 Motivation Programme benefitting 1845 participants. The MANUU has conducted UGC-NET Coaching for minorities by which minority community candidates were prepared for appearing in the National Eligibility Test. Till date, 15 batches were given coaching and 697 students took coaching and out them 21 qualified for NET/JRF examination. Till the academic year 2012-13, 926 students received coaching in the Remedial Coaching Centre of the MANUU. The Centre for Coaching Minorities for Entry into Services (CCMES) of MANUU conducted Coaching Programme for Group-I Examination from 26th May, 2012 to 17th May, 2012, 52 candidates benefitted from the Programme. 131 6.19 Appointment of Language Teachers: Under the Centrally sponsored scheme of Financial assistance for Appointment of Language Teachers, 100% financial assistance is provided for appointment of Urdu Teachers and Grant of honorarium to the existing Urdu teachers for teaching Urdu in schools. The present criteria of granting financial assistance for appointment of Urdu teachers is for any locality, where 25% population is from Urdu speaking community. The financial assistance is admissible till the terminal year of the next Five Year Plan. The objective of the Scheme is to provide financial support to the States/UT Governments for appointing Urdu teachers / honorarium to the existing teachers for teaching Urdu to the students with a view to promote Urdu in States/UTs wherever necessary. The scheme is demand driven. The scheme depends upon the proposals received from the States/UTs. Hence no physical/financial target can be fixed. During 2012-13, an amount of Rs.1.38 crore was released to the Government of Punjab for appointment of 42 Urdu teachers. 132 6.20. National Council for Promotion of Urdu Language (NCPUL): The objective of NCPUL is promotion of Urdu Language in the country and it advises Government of India on issues connected with Urdu Language and having a bearing on education as may be referred to it. Establishment of Computer Applications and Multilingual DTP Centres During the year 46, new consisting 34 NCPUL aided and 12 accredited Study Centre through registered NGOs opened for One Year Diploma in Computer Applications, Business Accounting and Multilingual DTP (CABA- MDTP) implemented through DOEACC Society under Ministry of Communication and Information Technology. This is, in addition to existing 379 centres making a total of 425 in which 24026 students including 9619 girls got admission so as to give technical education to Urdu speaking boys and girls for making them employable technological work force. Till date 60% students including girls have got employment in private and local institutions. Booked expenditure is Rs.1562.33 lakhs. Calligraphy and Graphic Design Centres So as to preserve and promote Traditional Calligraphy, 10 new centre added in existing 45 existing Calligraphy and Graphic Design Centre to make total 55. About 1125 students are pursuing this course. Booked expenditure is Rs.66.57 lakhs. Grant-in-Aid (Urdu) Financial assistance to 318 NGOs/Agencies approved to support selected Urdu promotion activities for holding 137 Seminars, 26 Lecture series, manuscripts of 155 writers selected for providing printing assistance and 411 Urdu books of bonafide writers including 59 Journals approved for free distribution to Urdu libraries of the country and 86 small and medium newspapers for availing Urdu service of the United News of India extended financial aid. Booked expenditure is Rs.198.21 lakhs. Publishing Activities NCPUL is the principal Urdu publication house under the Govt. of India. 110 new titles, 50 reprint, 12 issues of Urdu Duniya and 4 issues of quarterly journal Fikr-o-Tehqeeq published. New monthly magazine Bachchon Ki Duniya launched from June, 2013. Booked expenditure is Rs.187.69 lakhs. 133 Book Promotion Promoting Urdu Books through sale and exhibition is done by holding Urdu Book Melas. NCPUL participated in 11 Book Fairs organized by other agencies including NBT. 5 trips of Exhibition Van made to cover various districts of Western/Eastern Uttar Pradesh, Bihar, Maharashtra, Jharkhand, West Bengal and Andhra Pradesh for making available Urdu publications in rural areas. Till date, 13 book fairs held at different places of the country, 14th All India book fair held at Lucknow from 6th -11th November, 2012. Booked expenditure is Rs.72.95 lakhs. Academic Projects/Collaboration/National Seminars NCPUL continued the various academic projects of Production of 5 Dictionaries, 6 Vol. Encyclopedias, 4 Terminology, 25 Panel meeting on children Literature and reference Books including linguistic Unani medicine, mass media, legal studies social science, life science held, 45 ITI books translated in Urdu and works for translation, compilation of dictionary of Urdu to Kannada completed. NCPUL commissioned new projects on 01 short term course in Urdu Journalism, Creative Writing, and 52TV production and telecast & organized 7 national seminars in collaboration with local NGOs/Institutions. Booked expenditure is Rs.161.68 lakhs. Distance Education (URDU) NCPUL runs Urdu correspondence course through accredited centres and direct learners. 46 Urdu Study Centres established in addition to 966 existing centres for making total 1015 centres which includes Computer Centres for whom Urdu Diploma is compulsory for learners pursuing computer Course. About 1675 part-time Urdu teachers got employment and 67937 students including 30697 girls admitted. The course material of Online Programme is also under preparation in collaboration with CIIL through which Urdu can be learnt on computer. Booked expenditure is Rs.917.91 lakhs. Promotion of Arabic and Persian In addition to the above, NCPUL has been assigned the responsibility to promote classical language Arabic and Persian to preserve the cultural heritage of India. Diploma in Functional Arabic and One Year Certificate Course run through accredited centres and direct learners. 476 existing centres continued. 1322 part time Arabic teachers got employment to teach 28239 learners including 15147 girls admitted on both the courses. The financial assistance to 134 16 authors for bulk purchase of Arabic and Persian books and 16 for publication manuscript, and 10 NGO for holding seminars, lecture series provided. Booked expenditure is Rs.761.42 lakhs. New Programme Urdu India Keyboard, Urdu Keyboard for Android and 12 Naskh & 01 Nastaleeq Urdu Fonts and Tools were launched on 12 July 2013 for providing a gateway in today’s IT World to use Urdu Unicode in Desktop, Laptop and Android based mobile. Urdu Pedia(www.urdupedia.in) was launched on 03 August 2013 for providing a facility to the Urdu lovers express their views in Urdu using Urdu Unicode. Urdu learning course with Aakas, BOSS( Bharat Operating System Solutions) in Urdu and Children Books may be launched on 30th September or 2nd October 2013. ***** 135 CHAPTER-7 PRIME MINISTER’S NEW 15 POINT PROGRAMME FOR THE WELFARE OF MINORITIES - STATUS REPORT (A) Enhancing opportunities for Education (1) Equitable availability of ICDS Services The Integrated Child Development Services (ICDS) Scheme is aimed at holistic development of children and pregnant/lactating mothers from disadvantaged sections, by providing services through Anganwadi Centres such as supplementary nutrition, immunization, health check-up, referral services, pre- school and non-formal education. A certain percentage of the ICDS projects and Anganwadi Centres will be located in blocks/villages with a substantial population of minority communities to ensure that the benefits of this scheme are equitably available to such communities also. (2) Improving access to School Education Under the Sarva Shiksha Abhiyan, the Kasturba Gandhi Balika Vidyalaya Scheme, and other similar Government schemes, it will be ensured that a certain percentage of all such schools are located in villages/localities having a substantial population of minority communities. (3) Greater resources for teaching Urdu Central assistance will be provided for recruitment and posting of Urdu language teachers in primary and upper primary schools that serve a population in which at least one-fourth belong to that language group. (4) Modernizing Madarsa Education The Central Plan Scheme of Area Intensive and Madarsa Modernization Programme provides basic educational infrastructure in areas of concentration of educationally backward minorities and resources for the modernization of Madarsa education. Keeping in view the importance of addressing this need, this programme will be substantially strengthened and implemented effectively. 136 (5) Scholarships for meritorious students from minority communities Schemes for pre-matric and post- matric scholarships for students from minority communities will be formulated and implemented. (6) Improving educational infrastructure through the Maulana Azad Education Foundation The Government shall provide all possible assistance to Maulana Azad Education Foundation (MAEF) to strengthen and enable it to expand its activities more effectively. 137 STATUS OF IMPLEMENTATION OF PM’S NEW 15 POINT PROGRAMME: Department of School Education & Literacy National Targets and Achievements for 2012-13 and Targets and Achievements for Minority for 2012-13. Sl.No Department of National Targets for Achievements % achievements School Targets Minorities for for Minorities for Minorities Education & 2012-13 2012-13 upto IVth upto IVth Literacy Quarter Quarter 1. No. of New Schools opened in Minority Concentration Districts Primary level 1026 258 175 67.82 Upper Primary 1609 256 216 84.37 level 2. New School building constructed in MC districts Primary level 1316 231 176 76.19 Upper Primary 2368 361 98 27.14 level 3. Additional Class 201811 45117 34158 75.70 Rooms constructed MC districts 4. No. of teachers 122199 27542 10072 36.56 sanctioned 5. No. of kasrurba 9 3 3 100 Gandhi Balika Vidyalayas sanctioned 138 Department of Higher Education Report for the quarter ending 31.03.2013 Format D: Schemes where the flow of benefits/funds to MC Cities/Towns/Districts is monitored S.No. Scheme Total Achievement Achievement achievement at for minority for minority National level areas areas as % age of total 1. Model No. of colleges 18 10 55.55 Colleges Amount (Rs. 9.00 5.00 55.55 sanctioned in in crores) MC Districts 2 No. of new No. of New 08 06 75 Polytechnics Polytechnics sanctioned in sanctioned MCDs under Amount (Rs. 16.00 12.00* 75 the Sub- in crores) * Mission on Polytechnics. 3 Girls Hostels No. of Girls 148** 25** 16.89 sanctioned in Hostels MCDs for sanctioned colleges by 0 – Amount (Rs. 97.95 4.35 4.44 Physical(Nos.) in crores) * In addition, in financial year 2012-13, 17 Minority Districts were provided 2nd/3rd Installment of grants totaling Rs.51.12 crores (against amount of Rs.306.00 crores for 2nd/3rd installment released nationally). So far 54, out of 57 Minority Districts eligible under the scheme have been covered. ** These are new hostels approved for the year 2012-13. Funds are released after requisite approval of the State Govt. along with land and the final financial estimates. 139 Monitoring of Action Taken on Sachar Committee recommendations, including PM’s New 15 Point Programme. Department of School Education & Literacy Report for the quarter ending 30.06.2013 Scheme under which community assets are created. S.No. Scheme National Target for Achievement Achievement Target For Minorities for for 2013-14 for 2013-14 minorities minorities as with % age of percentage national to target level achievement. 1. NO of new schools opened in MCD Districts -Primary 1135 133 30 (23%) 3 -Upper Primary 337 22 0 0 2. New School Buildings constructed in MC Districts -Primary 1909 302 0 0 -Upper Primary 152 42 0 0 3. Additional Class 2844 123 0 0 Rooms constructed in MC Districts 4. No. of teachers 1704 179 0 0 sanctioned 5. No. of Kasturba Gandhi BalikaVidyalayas sanctioned 140 Department of Higher Education Report for the quarter ending 30.06.2013 Format D: Schemes where the flow of benefits/funds to MC Cities/Towns/Districts is monitored S.No. Scheme Total Achievement Achievement achievement for minority for minority at National areas areas as % level age of total 1. Model No. of 8 1 12.5 Colleges colleges sanctioned in Amount (Rs. Rs. 16.00 Rs. 2.00 12.5 MC Districts in crores) crores crores 2 No. of new No. of New 0 0 Polytechnics Polytechnics sanctioned in sanctioned MCDs under Amount (Rs. Rs. 18.10 Rs. 2.00 10.9 the Sub- in crores) crores crores Mission on * * Polytechnics. 3 Girls Hostels No. of Girls 78 39 50 sanctioned in Hostels MCDs for sanctioned colleges by 0 – Amount (Rs. Rs. 12.21 Rs. 0.37 3 Physical(Nos.) in crores) crores crores *2nd and 3rd instalments to the polytechnic already approved. ***** 141 CHAPTER-8 LIST OF 90 MINORITY CONCENTRATION DISTRICTS (MCDS) Category ‘A’ Minority concentration districts which have both socio-economic and basic amenities indicators below national average Sl.No. States Districts 1 Arunachal Pradesh East Kameng 2 Arunachal Pradesh Lower Subansiri 3 Arunachal Pradesh Changlang 4 Arunachal Pradesh Tirap 5 Assam Kokrajhar 6 Assam Dhubri 7 Assam Goalpara 8 Assam Bongaigaon 9 Assam Barpeta 10 Assam Darrang 11 Assam Marigaon 12 Assam Nagaon 13 Assam Cachar 14 Assam Karimganj 15 Assam Hailakandi 16 Assam Kamrup 17 Bihar Araria 18 Bihar Kishanganj 19 Bihar Purnia 20 Bihar Katihar 21 Bihar Sitamarhi 22 Bihar Pashchim Champaran 23 Bihar Darbhanga 24 Jharkhand Sahibganj 25 Jharkhand Pakaur 26 Maharashtra Parbhani 27 Manipur Thoubal 28 Orissa Gajapati 29 Uttar Pradesh Bulandshahar 142 30 Uttar Pradesh Budaun 31 Uttar Pradesh Barabanki 32 Uttar Pradesh Kheri 33 Uttar Pradesh Shahjahanpur 34 Uttar Pradesh Moradabad 35 Uttar Pradesh Rampur 36 Uttar Pradesh Jyotiba Phule Nagar 37 Uttar Pradesh Bareilly 38 Uttar Pradesh Pilibhit 39 Uttar Pradesh Bahraich 40 Uttar Pradesh Shrawasti 41 Uttar Pradesh Balrampur 42 Uttar Pradesh Siddharthnagar 43 Uttar Pradesh Bijnor 44 West Bengal Uttar Dinajpur 45 West Bengal Dakshin Dinajpur 46 West Bengal Maldah 47 West Bengal Murshidabad 48 West Bengal Birbhum 49 West Bengal Nadia 50 West Bengal South 24-Parganas 51 West Bengal Barddhaman 52 West Bengal Koch Bihar Category - 'B' Minority concentration districts having either socioeconomic or basic amenities below national average 53 Andaman & Nicobar Islands Nicobar 54 Arunachal Pradesh Tawang 55 Arunachal Pradesh West Kameng 56 Arunachal Pradesh Papum Pare 57 Assam North Cachar Hills 58 Delhi North East 59 Haryana Gurgaon 60 Haryana Sirsa 61 Jammu & Kashmir Leh (Ladakh) 62 Jharkhand Ranchi 63 Jharkhand Gumla 64 Karnataka Gulbarga 65 Karnataka Bidar 66 Kerala Wayanad 143 67 Madhya Pradesh Bhopal 68 Maharashtra Buldana 69 Maharashtra Washim 70 Maharashtra Hingoli 71 Manipur Senapati 72 Manipur Tamenglong 73 Manipur Churachandpur 74 Manipur Ukhrul 75 Manipur Chandel 76 Meghalaya West Garo Hills 77 Mizoram Lawngtlai 78 Mizoram Mamit 79 Sikkim North 80 Uttar Pradesh Lucknow 81 Uttar Pradesh Saharanpur 82 Uttar Pradesh Muzaffarnagar 83 Uttar Pradesh Meerut 84 Uttar Pradesh Baghpat 85 Uttar Pradesh Ghaziabad 86 Uttaranchal Udham Singh Nagar 87 Uttaranchal Hardwar 88 West Bengal Haora 89 West Bengal North 24Parganas 90 West Bengal Kolkata ***** 144