MINUTES OF THE 46th MEETING OF THE CABE (MAR, 8-9, 1991)

353.8225 IND - I D6607 'Kinu-tes of the 46th meetiing of the Central Acv;-.^ory E a r -. of Education (CAEE) held at Convention Hall, JmLa Harnaarf Nagar, New Delhi~-6 2 on 8--9^March, 1991_. ______

The 46th meeting o±f the Central Advisory Board of Education (CABS) was helci at the Jamie Hamdard University, New Delhi on March 8-9, 11991 under the Chairmanship of Shri Rajrnangal Pande, M i n i s t e r of Human Resource Developm ent.

2. list Of participants is furnished in Annexure-I .

'3. 3hri Anil Bordia, Education Secretary, welcomed the member.? of the Beard'and invitees to the meeting. He expressed regret at the cielay in convening the- meeting of the Doird, despite several efforts during the last l1/2 years. He thanked the prrevious Chairmen Sllri P Shivshankar and Shri. Ch.iJB«f}bbai Mehta and the outgoing members of the Board for their contributions. He gave a brief resume of the discussions held at fclve meeting of the Education Secretaries and Directore: held on 7th March, 1991. He then outlined the business listed for the meeting of the Board and introduced briefly tJke Agenda items (Annexure- II). He thanked the Vice-Chancellor, -the Sarnia namdar^l University for making available the excellent facilities on the campus for the CAE32 m eeting. T h e re a fte r, he i n v i ­ ted the Cnairrrtan to deliver his inaugural address.

4. • In his address, Shrri Rajmangal Pande, Union-Minis.ter of Human Resource Development, highlighted--.the policy initiatives undertaken in recent years,to extend the benefits of education-to weaker sections of the society and to rural areas. He imade special mention o.f the i . •. ‘ • scheme of Navodaya VidyaLayas which was designed to.;.nu»Cure' rur-jl te. lent. He commenci^d the practice adopted by Nave *5 ay a to migrate a fixced percentage of students of Class IX and above to different linguistic regions~*of

NIEPA DC the country. Such migration promotes national i n teg r a a - r er a ~ tion. He appealed to all the States and Lnion Terri to ;>rtc tor: to give a big push to the adult literacy programmes, a?.s £ as illiteracy is a national shame and an obstacle to the nation1 s advancement. He expatiated on the need for we- v va education for all-round development of personality, fooif

5. On conclusion of the inaugural address of the ; Chairman, Minister of Education (P&S),. Government of V- f We Bengal raised his doubts about the desirability of holoih'hold the meeting of CABE at the present juncture. The polijloo olit situation was fluid, he said, and the Eighth Plan and ida.n,nd t Central Budget were yet to be finalised. That apart, ;,rt't, a decision has to be taken on the recommendations of theth t the Report c f the Committee fo r Review of NPE, 1986 (Acha"ncch:haryi Ramamurti Committee). All these have a vital bearing ncir.ng o the agenda items listed for the meeting. While some e mae member-: concurred with this view, a large number made deaade a plea for the meeting to proceed as scheduled. The Minister cf Higher Education, Bihar called for prompt ip'imjnpt c o n s ia e r a d o ii of the A ch arya Ramamurti Committee Repo.jp^epporii i In response, the Chairrnan assured that due consideratjrasr-ratic; would be given to the Acharya Ramamurti Committee Repfte RRepo} Union Education Secretary explained the position obtaining in regard to the Report. He recalled that atnaat NPE 1986 was formulated after a great deal of consultulsuultai tion; it was adopted by the CABE, considered in a . . • ^- ^ • c specially convened meeting of the National Development Council and was finally approved by both Houses of Parliament. Acharya Ramamurti Committee submitted its report to the Government on 26 December, 1990. The Committee made several recomrnendationc ranging across the whole educational spectrum. The normal procedure adopted to process reports of committees is to constitute an Empowered Committee of officials to examine the recommendations made by such a Committee. Keeping in view the importance of the Ramamurti Committee Report and since education is a concurrent subject, it was felt that it would be better if the matter was considered by a CABE Committee which includes State Education Ministers as well as eminent educationists. Education Secretary said that the Chairman, CABE had decided that rather than goinc ahead with constitution of the Committee he should be guided by the CABE as to how the Report should be processed. Therefore, the entire matter regarding action on Ramamurti Committee Report was before consideration cf the C/-JE. The consensus that emerged after discussions was to constitute a CABE Committee to examine the Report and tc go ahead with the business nr. scheduled.

6. The minutes of the 45th meeting of CABE were confirmed. ’

7. thereafter, the agenda items were taken up for discussion in the plenary session. The written texts of the speeches of the Education Ministers are appended at Annexure-IV. Some of the salient issues touched upon by the Education Ministers and by the members of the CABE during the plenary’' session on 8th March are outlined b e lo w . '

8. The Education Minister (Higher Education), Bihar stated that universities in Bihar are passing through a severe financial crisis. There were practical prcblorv’.s; ; in raising fees. He desired that a Rural University should be set up in Bihar. The State Government has already set up the Malanda Open University. fie regretted:! 1 that in spite of the requests cf the State Government the 2 ; Central Government has not established a Central Universi.t.ty in Bihar. He desired that either the Patna University bee 3 converted into a Central University or a new Central 9. The Education Minister (Elementary -Education), Bi'narr,', listed the measures taken by the State Government to promote national integration among the school children. He stated that a common prayer had been introduced for children of all communities to remove communal tension. He urged that sioecial attention should be paid to education of tribal s.

10. The Education Minister (Secondary Education), Uttar Pradesh, sought higher allocation of funds for the educational programmes in the State, particularly for Non formal Education and Adult Education. Education policy should be such that the standard and quality of education are of high order; the policy should instil in the students a spirit cf discipline, self-reliance and

n a t i o n a l integration, He suggested that there should be mr re interaction erncna the members of the CABE and that they should be kept abreast of the developments in e d u c a t io n „

11. Education Minister (Mass Education Extension), West Bengal, referred to the Adult Education Programme and the Mass Campaigns in the State particularly in districts of Burdwan, Hooghly, Birbhum, Bankura, Cooch Behar and Midnapur. He said that 15 lakh illiterates had been made literates in Midnapur district alone. He further stated that the school students were being involved in the programme. Me also informed the Board tiat the West Bengal Government was trying to reorganise tie l-Teriformal Education Programme with the involvement of local bodies end Panchayati Raj institutions in the existing socio-economic framework. He also stressed the need for involvement of local bodies and Panchayat insti­ tutions in educational planning and management.

12. Education Minister, Sikkim enumerated the various steps taken by the Government of Sikkim to provide education. He suggested that the block should be the basic unit for teacher training instead of districts. He also pleaded that, a scbcol for the development of Bhutia, Lepcha and Limbec- languages should be established. He further stated that the needs of the State must be taken into account to modify particular schemes if it suited the State's needs. The central assistance should not be limited only to a plan period but should continue fDr a period of ten years.

13. Education Minister, Orissa wanted Central assis­ tance for the construction of school buildings and funds f:r the upgradatien of primary to secondary schools and tie strengthening of teaching of science and mathematics.

• 14. Education Minister, Kerala expressed the need for construction of school buildings in his State. He noted chat the Central Government sought to tap external funding for basic education? such funds should be made available to Kerala also. He also made a plea for carrying forward funds under the World Bank assisted project for technical education from one year to the next year. He informed the CABE that Kerala would be fully literate by ^pril/ 1991. This statement was widely welcom ed. 6

15. Education Minister, t;adhya Pradesh referred tc the developments in the field of education in the otate in spite of acute financial constraints. The State Govern­ ment, he said, is giving priority to girls' education. He wanted more funds for the State for Adult Education, NFS and Technical Education. He informed the Board that the State Government has recently established a rural university at Chitrakut. He also stated that -the State Government was recrc anising the University Education and would regularly r e v i e w the progress in the field of Technical ZSducatxon. The -• cate Government is giving priority to the skilled training. He concluded by saying that the schools set up by foreign missionaries are harming Indian culture about which the Government of India should take remedial steps. .

16. Education Minister, Meghalaya gave a resume of the development of education in the State. He stated that the educational norms for opening of schools, training of teachers and grant-in-aid should be relaxed for the tribal areas. While it is desirable to progress towards a uniform academic calendar, local considerations, parti­ cularly in the North East, should be taken into account. He mentioned that Indira Gandhi National ' Open University has set up one centre* at Shillong and one at Turr. However, there was need for setting up more such csntrcs for the promotion of distance education.

17. Education Minister, Mizoram dwelt on literacy, vocationalisation, university calendar and polytechnic education. Ho stated that the problem cf unemployment can bo solved only through skilled training.

18. Education Minister, Nagaland stated that Nagaland had several habitations where schools are yet to be 7

established. He stated allocations for the State were insufficient and there was no programme of Nonfcrmal Education in the State. He further stated that the curriculum should conform to the capacity of the child.

19. Education Minister, Tripura gave a resume of the development of education in Tripura, and sought higher allocations for the State. He also urged that a Central University should be established in the State.

20. Education Minister (Higher Education), Uttar Pradesh made a plea for abolition of public schools, examination reforms, observance of academic, calendar and the setting up of an Inter-University Eoard in each State for proper coordination and maintenance of standards between different universities.

21. Education Minister, Rajasthan advocated a high priority to value and moral education. Total literacy is a pre-requisite for development. Therefore, it is necessary to strive for achieving total literacy.

22. Prof.(Mrs.) Annapurna Shukla, Varanasi pressed for value-based education. She stated that instead of delinking jobs from the degrees, need-based education should be linked with value education. A survey of existing jobs should be conducted with,a view to asses­ sing the manpower requirements in education.

23. Dr, G S Randhawa suggested a review of text-bocks with a view to eliminating passages which encouraged divisive tendencies and go against the concept of national integration. He further suggested that the ■ Ministry of Human Resource Development should bring out a creatively written book which should bri.ng out the real tenets, particularly the harmonising ones, of 8 different religions. This bcck should serve as a supplementary reading material and would foster emotional integration of the country.

24. Dr. Melcolm Adiseshiah observed that over the years there had been a trend towards centralization. He also f e l t th at we should net re ly too '..uch on fo r e ig n a id in the area of education.

25. Prof. Ramlal Farik'n supported the proposal that a Committee be constituted to consider the recommendations of the Acharya Ramamurti Committee.

26. The plenary Session on Gth March ended with an exhortation. by Prof. D S Kothari to uromote Indianness of Indian education. He expressed his concern at the increasing disharmony, tension and violence being manifested in the country. The need of the hour, he said, was tolerance and v/isdom. And herein lay the true role of education. Knowledge should be linked with the values needed in human development, values which were fostered by Buddha and Mahatma Gandhi.

27. The Board adjourned for lunch after announcement on arrangements for discussions in the Working Groups. Seven Working Groivps were set up to deliberate in-depth the various agenda, items. Details of these arrangements arc fu r n is h e d in i-nnexure-V * A ft e r lunch, the groups met separately to consider various issues and to prepare their reports. The groups continued their deliberations in the forenoon of 9th March also and finalized their reports. Copies of the 'Working Group reports are presented at AnnexuresVI to XII .

28. In the afternoon of 9th March, 1991 the Board met in its plenary session to consider the reports of the various working groups that had been formed the previous d a y .

29. Secondary Education; Ms. Sushma Chaudhary/ Rapporteur presented the report of the working group on secondary education. While considering the Report, Frcf. Ramlal Parikh was of the view that the vocational education should not continue as a distinct stream at the +2 level. The consensus/ however, was that the report as prepared by the Group may be adopted. It was also pointed out that in any case this matter will again come up for considera­ tion in the context of examination of Acharya Ramamurti Committee Report., Dr. Ananelalakshmi suggested that in the report the tejcms 'deaf' , 'dumb' and 'blind* should be replaced by the terms persons suffering from 'auditory' and 'visual* handicaps. This suggestion was accepted. With this modification the report was adopted.

30. Higher Education: The report of the working group on Higher Education was presented by Shri C T Benjamin, Rapporteur of the group. In the course of discussion, the- following decisions were taken: (a) In regard tc the Gnanam Committee Report,vthe State Governments should formulate their views and send them to the Ministry within three months. The Chairtr.an, CABE should set up a CABE Committee to consider the recommendations of the Gnanam Committee Report keeping in view the comments cf the State Governments, and have the Report of the Committee pieced before CABE at the next meeting.

(b) The Chairman may also set up a CABE Committee on Distance Education to examine steps to be taken for promotion of distance education in the country, including the role cf IGNOU vis-a-vis the State Open Universities, as well as the need for greater use of radio and TV for promotion of distance education. / 10

The CABE approved the Repci't of the wo riving group with the .ditional decisions as above.

31* Adult Education: The report of the working group on adult education and literacy was presented by the- Chairman of the group Dr. Melcolm Adiseshiah. The following points were made in course of discussion:

(a) The initiative taken by Prof. Yash Pal, former Chairman, UGC and a number of like-minded persons to involve school and collegc students in national issues like eradication of illiteracy was welcome.

(b) Concrete steps s h o u l d be taken to revive the Vidyapeethas set up in Karnataka under the auspices cf Karnataka Adult Education Council.

(c) There is need for greater linkage of the adult education programme with the system of libraries. Systematic programmes need to be undertaken for ensuring that neo-literates do not relapse into illiteracy.

(d) In the planning of literacy and post-literacy programmes special attention should be paid to habitations with SC/ST concentration.

With these observations, the CABE adopted the working group report.

32. Technical Education: The report of the working group on technical education was presented by its Rapporteur, Prof. B B Chopne. In the course discussion some members drew attention towards the urgent need to attract and retain qualified teachers in engineering. Steps need to be taken to improve the general guality of engineering teachers and to provide them better avenues for career advancement. The Board noted that the All India Council for Technical Education was 11 already seized of this matter and that necessary action is being taken by it. The report of the working group was adopted by the CAEE.

33. Elementary Education; The working group report on elementary education was presentee by Dr. L P Pandey, the Rapporteur of the group.

34. Education Minister, Karnataka said that CABE should recommend adoption of mid-day meal programme for improving enrolment and retention. He said that the experience of the states which had adopted such a programme had been very positive. In response to this, Shri Anil Bordia explained that CABE had always endorsed the idea of provision of mid-day meals to children but had also consistently taken the stand -that -the responsibility for this should not lie with the school system, as the work relating to procurement of foodgrains, their storage, cooking, distribution, accounting, monitoring, etc., greatly interfered with the t.ask of teaching/learning in schools.

35. Prof. D S Kothari said that while he fully agreed with the I ILL approach and con

36. Soma other members also made observations on different aspects of the report of the working group. CABE adopted the Report of the working group with the following additional observations:

(a) The specific levels cf skills and competencies reccmr.'.ended by the R H Dave Committee should be 12

got thoroughly re-examined by the Ministry before accepting the Report.

(b) Operation Blackboard should continue in the Eighth Plan and expanded to the upper primary stage. Funds for appointment of teachers provided by the Central Government during the Seventh Plan should continue to form part of the Centrally Sponsored Scheme during the Eighth Plan. A timebound programme should be taken up for provision of infrastructure and basic facilities for primary education based on well laid down norms.

(c) The Central and State Governments should be called upon to fully implement the law relating to child labour, while efforts are made to provide education to all working children.

37. At this juncture the Chairman (Shri Rajmangal Pande) had to leave due to exigencies of work and the meeting proceeded under the chairmanship of Shri Kanti Biswas, Education Minister, West Bengal.

33. SC, ST and Women; Report of the working group on women's education and on disadvantaged groups like SC, ST, Minerities, etc ., was presented by Shri A.K*Mis'ra, Rapporteur of the working group.

39. Dr. Adiseshiah criticised the clubbing of Women with 3Cs, STs and other disadvantaged groups. It was agrees, that in future women's education would be deli­ berated upon by a separate working group. The CABE noted that the report of the working group had endorsed several reccrnmenr ations (1 to 102) of the Report of the Acharya Ramamurti Committee. As the Board had not yet consi- do rod the Acharya Ramamurti Committee and a CABE Committee is being set up to go into the recommendations : 13 of Ramamurti Committee, it was considered inappropriate at this stage to endorse t’rne recommendations of the Review Committee and thereby pre-eimpt due consideration of the

Report. Hence the working group's report whs adopted with the deletion of those portions which endorsed the recommendations cf the Ramamurti Committee.

40. Policy and Planning: The Report of the working group was presented by ShriL Ashok Saikia, Rapporteur of the group. In the course of discussion Education Minister, Karnataka said that the Central Government should set up some specialised institutions in the States as deemed universities. He added thet he would send a detailed note on the subject to the Union Education Minister. Education Minister, Bihar pressed for a CABE Resolution in favour of establishment of a Central University in Bihar. It was decided that a group may be set up by the Chairman, CABE to go into the whole matter of setting up of Central Universities. Dr. Saraswati Swain expressed disagreement with the recommendations of the group in regard to securing externa.l funds for basic education. Education Minister, Vifest Bengal (Shri Kanti Biswas) and Dr. M S Adiseshiah also exzpressed reservation in this behalf. CABE took note of: these observations but adopted the report of the working group on policy and planning as p re se n te d .

41. h'rap up of the discussions: Shri Anil Bordia mentioned that the CAbE had made valuable recommenda­ tions in several areas of education including resources for education, Centrally Sponsored Schemes, processing of the reports of the Ramamurti Committee and the Gnanam Committee, mic.rc-planning for universalisa- tion cf elementary education, restoration of academic calendar, adult literacy -an3 equalisation of educational 14 opportunities. The recommendations of C/J32 were relevant not only to the Central Government but also to the State Governments as well as t.c all persons and organisations engaged in the field of education.

The meeting ended with a vote of thanks to the Ch ai r .

* * * -,v * * * * * * * *

■Jf JL+ * Annexure-

LIST OP PARTICIPANTS A T ■THE MEETING OF THE CENTRAL ADVISORY BOARD OF EDUCATION HELD ON 8-9 iMARCH, 1 9 9 1 .

C h a ir m a n Shri Raj Mangal Pancle Union Minister of Human Resource Development

Representatives of the Government of India Prof. D. Swaminathan Member (Education) Planning Commission

Representatives cf State Governments and UT Admi ni s t ra ti on s______Shri Khurshid Alarn Khan Governor of Goa and Administrator of Dadra & Nagar Haveli and Daman & Diu. Dr. Diwakar Prasad Singh Minister (Higher Education) B ih a r . Dr. Ram Chander Pureve Minister (Primary & Secondary Education) B ih a r Shri K* Chandrasekharan Minister of Education and Law K e ra la Shri Vikram Verma Education Minister Madhya Pradesh Shri H.S. Lyngdch Education Minister . Meghalaya Shri rl. Thansanga Education Minister Mizoram Shri Bukchem Education Minister N agaland Dr.(Smt) Kamala Das Education Minister O r is s a 16

12. Shri Hari Kumar Audichya Education Minister R ajasth an 13. S'n ri S . C . L epcli a Education Minister Sikkim 14. Shri ‘-run Kumar Kar Education Minister T rip ura 15 . Shri Ashoka Dajpai Minister (Secondary Education) Uttar Pradesh 16. Shri Rama Shanker Kaushik Minister (Higher Education) Uttar Pradesh 17. Shri Kanti Biswas Education Minister West Bengal 18. Shri Md. Abdul Bari Minister-in-charge (Mass Education Extension) West Bengal 19. Shri K . Kandaswarr.y Counsellor (Education) Andaman & Nicobar Islands

Elected Members 20. Shri Shankar Dayal Singh . Member of Parliament (Rajya Sabha) 21 . Prof. Syed Khaleefathullah Presi dent Central Council of Indian Medicine 22. Prof. Ramlal Parildi V i c :;o -• Ch an c e 11 o r G ujarat v7idy ap eeth , <-»hmedabad (R&preoentinc Association of Indian Universities) 23 . Dr. A.P. Mitra Director General Council cf Scientific Industrial Research (Representing All India Council for Technical Education) : M

Ex-Officio Members 24. Prof. Satya Bhushan Director, National Institute cf Educational Planning &. Administration. 25. Dr. K. Gopalan Director, National Council cf Educational Research & Training 26. Shri H.S. Singha Ch airman Central Board of Secondary Education 27. Prof. Mooniz Raza Chai rman Indian Council cf Social Science Research 28. Shri R. Balasubramanian Chairman Indian Council of Philosophical Research 29. Shri Lakshmidhar Mishra Director General National Literacy Mission

Nominated Members representing various categories 30. Dr. Malcolm 3. Adiseshiah Chairman Madras Institute of Development Studies, Madras 31. Dr. S. Anandalakshmy Senior Fellow Muruoappa Chettiar Research Centre, Madras 32. Shri Prem Bhai Secretary, Banwasi Seva Ashram Distt. Sonbhadra, Uttar Pradesh 33. Prof. K.L. Chopra D ire c to r III, Kharagpur 34. Dr. Jyotibhai Desai Gaiichi Vidyapith, Vedachhi Distt. Surat, Gujarat 3 5 . P r o f . A . Gnanarn Vice-Chancellor 1'ondicherry7 University, Pondicherry 3 6. Dr. Syed Hasan D ir e c t o r • Insan School/College, Kishanganj Purnea, Bihar. 18

37. Dr. RaBhika Berzberoer B-irector, fdslii Valley Schccl Chiffcoor, i^vBhra PraBcsh 38. Prof. Izhar ' Hussain Professor, Aligarh Muslim University., A lig a r h 39. Shri Vijenclra Kabra Director, Indian Institute of Rural Ucrkcrs * -u r an g ab a cl, 1i ah a rasiitr a 40. P r o f . D . £. ICctha ri D e lh i 4 1 . S mt. J ag ann a th an M ri chn amraa 1 -ocial l'.'or);er Tamil licdu 42. Prof. Mrinal x.iri ^eott. of Philcscphy N .B. Hill University Shillong, Meghalaya 43. D r . Ram Dayal Munela Professer, Ranchi University Ranchi 4 4 . Shri Mari Yallabh Barik Chairman, Anancl Hiketan Ashram Rangpur, Bare .. a, Gujarat 45 . Dr. D.P„ Patt^nayak Ecgaji Rc a_, Mysore 46 . i *ch a ry a Rama murti Shremabharati, KhaBigrain Monghyr, Bihar 47. P rc f . G .S . RanBhav/a V i c c ■ - Ch a nc e 11 o r C .. . U n iv e r sity , --mritsar 4 8 . Dr. (Mrs) Suripn Grhai P r o s i Bent TCB, Tilhar, U,P. 41". Dr. Martikeya V. Sarabhai Birectcr, Centre for ^nvircnment BC.ucaticn i-hi'iio" aoac. 5 0 . Dr. (Mrs) j-nna.puma Bhukla F r fosscr

51. Smt. SarvG Sridevi S ita p h a lm a n d i, Sec. nclcrabacl r.nd’nra Pradesh 52. Dr. (Smt) Serasv/ati Svain Kalyan Nagar, Cuttack O r is s a 53. Dr.(Smt^ Jyoti H. Trivedi Bombay 54. Shri B.C. Jhaveri Technical Director m . n . Dastur & Coi Ltd.

Member-Secretary 55 „ Shri ~nil Borclia Union ISducation Secretary

Penn?nent Invitees 56. Shri M.R. Kclhatkox adviser (Education) P 1 anrri n g-Commi ssio n 57. Smt. i*nits . Kaul D ir e c t o r Directorate cf Adult Sducation

^peciel Invitees 5 8 . P r o f . Mohammad Amin Vice-Chancellor J am i ■. h aind a r d 59. Prof. R.II. Dave Chairman M .L.L. Committee 60. Shri S.C. Behar C ^n e u lta n t, tflDPA

Cther PQ.rtici^ants

i'linistr^ cf Human Resource Development

1. Shri S.o. Iiankad J o in t Secretary (U) 2. Shri J. Sar;ar Jrint secretary (BP) 3. Shri Friyadarshi Thakur Joint Secretary (L) 20

4. Dr. R. V. Vai dy an a th a <->y y a r Joint Secretary (A) 5. Dr.(Mrs) D.H. de Rebello Joint Secretary (S) 6. Prof. S.K. Srivastava J o in t Educational *-.c'viser(S) 7. Shri I.B. Sangal Joint Educational Reviser(T) 8. Dr. J . S . Raj put . Joint Educational Adviser(EE) 9. Shri K.S. Sarma 1 Director, Nave day a Vidyalaya Sami.ti 10. Shri S.D. Awele Addl.Apprenticeship Aclvi ser 11. Smt. V. Lakshmi Reddi D ir e c t c r (P) 12. Shri 3. Teyal D ir e c t o r (UU) 13. Smt. Xiran Dhingra Director (EE) 14. Shri K.M. Acharaya Director (TE) 15. Shri M.P.M. Kutty D ir e c t o r (U) 16. Km. P. Bolina Deputy Educational i.dviser(VE) 17. shri D. Bhattacharya Deputy Educational Adviser (T) 18. Shri A.K. Mehra Deputy Secretary'’ (KFE) 19. Shri A. Banerji Deputy Secretary(Schools) 20. Shri S.X. Ray Deputy Financial Adviser 21. Shri A. Mukhcpac'hyaya Deputy Secretary (l.FE) 2 2 . Srnt. S . B rar Deputy Secretary (ET) 23. Smt. R. Mehra Deputy Educational Adviser(VE) 24. Shri Jai Ram Singh Deputy Educational adviser(P) ./ 2tf 5

25. Mrs. Vimala Ramchandran Project Director (M3) 2 3 . Shri K.K. Khullar C o n su lta n t 27. Ms. Tera S. Anand C o nsultant 28. Sh. A. Ramakrishnan Director, Board of Apprenticeship Training(SR) Madras 29. Mrs. Preet Verma Under Secretary (NFZ) 30. Shri 3.K. Sengupta Under Secretary (V E ) 31. Shri S.K. Jindal assistant Educational Adviser(Tech) 32. Shri R.i-i. Panda assistant Educational Adviser(Tech) 33. Shri Inder Jit Singh Under Secretary (NFS) 3 4 . D r . C . T . Mahajan Assistant Educational adviser(T) 35. Shri. M.L. Gilautra Assistant Sduc ation a1 Advi s e r (T) 36. Frc f . G .S . Chandran TTTI, Bhcpal 37. Shri G. Ealachandran Dy . Di rec tor (SC/ST) 38. Shri S.C. Sahai Dy. director(P) 39. Shri S.C. Seddy Dy. Di rector(S tat)

Ctnor Central Ministries/Departments

40. Shri T. Munikenkatappe Joint Secretary, Ministry of Welfare 41. Shri M.S. Pandit Joint Secretary (Minorities & Backward Classes) Ministry of Welfare 42. Shri Ram Singh Director, Ministry of Welfare 43. ohri G. Balachandran Deputy Secretary, Ministry of Welfare 22 :

44. Dr. Manjula Chakravarty Deputy Director, WD Division, NIPCCD Departm ent of Women & C hild Developm ent 45. Dr. Kalyani Roy Assistant Director (ECCE), NIPCCD Departm ent of Women & C h ild Developm ent

Representatives from State Governments/Union ______Andhra Pradesh 46. Shri K. Penchalaiah Director of School Education 47. Shri J.C. Ranganayakulu Director of Adult Education 48. Shri T.V. Reddy Director of Collegiate Education

Arunachal Pradesh 4 9 . Shri T . Bam Secretary, Education 50. Shri G.C. Yadava DPI

Assam 51. Shri Ashok Saikia Commissioner/Secretary Education 52. Shri A.K. Padmapati Director, Technical Education 53. Smt. Tilottama Baroceh Addl. Director of Adult Education

B ih a r 54. S'nri G.D. Sharma Ad0.1. Commissioner, KRD 55., Shri R.K. Srivastava Secretary, Education 56. Shri 3.P. Choudhary Joint Secretary, HRD 57. Shri Phool Singh Director, Primary Education 58. Dr. P. Baskaran Director of Science & Tech. Education ..../- , 23

G c£ 59. Shri ShaJcti Sinha Secretary, Education 60. Shri A.K. Srivastava Director cf Technical Education 61. Shri S.G. Amonkar Director/ State Literacy Mission anc! Adult Education

Guj arat 62. Shri Ealwant Singh Secretary (Sc. & Tech.) 63. Shri A,K. Joti Director of Higher Education 64. Shri Shukla Director cf Primary Education '

Haryana 65. Shri A.N. taathur Education Ccmmissicner 66. Shri M.L. Tayal Director cf Higher Education 67. Shri S.S. Kaushal Officiating director, Primary Education 68. Shri D.M. Talwar *.dcl. Director, Technical Education 69. Dr. S. Kumar Deputy Director, Sec. Education 70. Shri R.C. Sharma Deputy Director, Department of Industrial Training and Vocational Education 71. Shri Darain Dass Dy. Superintendent, Directorate cf Industrial Training and Vocational Education

Himachal Pradesh 72. Shri B.K. Gcwel Director of Education (Sec. & Higher)

Jammu &. Kashm ir 73 . Shri Virend.ra Prakash Adviser tc Governor 74. Ms. S. Chcudhary Commissioner/Secretary, Education u

75. Shri A.K. Angurana Director cf Education

Karnataka 76. Shri C.T. Benjamin Commissioner & Secretary.. Education 77. Shri M.L. Chandra Keerthi DPI 78. Shri D. Eswarappa Director of Collegiate Education 7 9 . Shri M. Madan Gopal Director of Mass Education

K e ra la 80. Shri J.S. Badhan Cornmissicner & Secretary, Higher- Education 8 1 . Srnt. L i s * i e Jacob Secretary (General Education) 82. Shri P.K. Givanandan, Secretary (Local i.drnn) and Secretary, Kerala Saksharata Samiti 83. Shri K.P. Hamza Director (Vocational Education) 84. Shri K.V. Madanan DPI 85. Shri ICuruvilla John Director of Collegiate Education 86. Shri IC.X. Vijayakumcr Director, Hr.Sec. Education 87. Dr. P.. Jayarainan Director of Technical Education

Madhya Pradesh. 88. Smt. I'i.V. Garde Principal Secretary, Higher Education 85. Shri L.X. Jcshi Secretary. School Education 90. Shri R. Bhargava Cornmissicner, Public Instruction 91. Smt. if Ike oirohi Commissioner, Higher Education 92. Shri S.P. Snrivastava Director, State Institute cf Ed'.ucaticn : a s :

93. Shri C.7.. Kesv/ani Joint Director, Technical Education

Maharashtra 94. Dr. N.K. Patole Director cf Higher Education 95. Shri S.S. Salgacnkeir Director, MSERT 96. Dr. V.R. Nagpure Director cf Dducati.cn 9 7 . P r o f . B .B . Che pane Director of Technical Education

M eghalaya 98. Shri R.3. Datta acIcII . Director cf Public Instruction

Miscram 99. Shri Lalawia Director, Hr. & Tech. Education 100. Dr. H.L. Malsawma Dy. Director, Hr. & Tech. Education

N ag alan d 101. Shri Lalhuma Commissioner & Secretary, Education 102. Shri Talitsuba Director cf Schccl ^Education

C ri s s a 103. Shri A.K. Misra Secretary, Education 104. Shri R.K. Kar Director, Technical Education 105. Dr. L,K. Das Director, Higher Education 106. Dr.(Smt) G. Mohanty Director, Elementary Education 1 0 7 . D r . Mahape^t ra Director, SCERT

Punj ab 108. Shri K.L. Watts adviser to Governor, Punjab 26

109 . Smt. G. Chahal Secretary. Education 110. Shri S.K. Honda Director, TE & Industrial Trg.

1 1 1 . Shri Jaswent Singh DPI (S) 112. Dr. Ujagar Singh Bangs DPI(Colleges) 113 . Shri P.S. Ehupall Director, SCERT 1 1 4 . Dr. Balbir Singh Reader in Physical Education, Patiala 1 1 5 . Dr. M.ii. Sachdeva Deputy Director (Vocational Education)

R ajasthan 1 1 6 . Ms. ii.K. /.huja Secretary, Education 1 1 7 . S h ri De*.modar Sharma Director, Primary & Sec. Education

Sikkim l i e . Sh ri i-i.C. I'lathur Director 2ducaticn 119. Shri G.P. Upadhyaya Deputy Secretary, Education Department

Tamil Nadu 120. Shri V. Sankara Subbaiyan Secretary, Education 121. Shri T. Uctchimuthu Director of ochcc.1 Education

T rip u ra 122. Shri Sudhir Sharma Commissioner & Secretary (Education) 123 . Shri S.B. Biswas Diroctcr, School Education 1 2 4 . Miss Gauri Dhar Mddl. Director, SVJ & Social Education 125 . Sh ri M.S. Dhar Hindi Education Officer Directorate of School Education : 2 7 ;

Uttar Pradesh 126. Shri V. Venkatachalam Special Secretary, Education 1 2 7 . Shri S.R. Lakha Special Secretary, Education (Higher) 1 2 8 . Shri Shardindu Joint Secretary (2ducaticn) 1 2 9 . Dr. B.M.L. Tiwari Director, Higher Education

1 3 0 t D r . IC•*%• Pandey Director, Adult Education 1 3 1 . Shri 13.P. Khandelwal director of Education 1 3 2 . Dr. L.P. Pandey Director (Basic Education) 1 3 3 . Shri M.N. Ilishra Director cf SIET 1 3 4 . Shri H.P. Pandey . Director, SCERT 1 3 5 . Shri L.N. Misra Jt. Director of Technical Education

West Bengal 1 3 6 . Shri A.K. Chatterjee Secretary?', Hr. Edmcoticn 1 3 7 . Sh ri P . IC. Ch audhuxi DPT & Ex-officio Secretary7-, Education Department 1 3 8 . S h ri Ghosh Director, School £

Chandigarh 1 4 1 . Shri 7 .S. Malhotra Director, Technical Education 1 4 2 . Smt. Kuldeep Kaur DPI(S) 143 . Shri P.S. Bhupall Director, SCERT 144. Shri Pritpal Co-ordinator (VE) / 28

Dadra & Nagar Ilaveli and Daman & Diu 1 45 . Shri Sahney Secretary tc Governor of Goa and Administrator, Dadra £; liagar Ilaveli and Daman & Diu

D elhi 1 4 6 . Shri Narendra Frasad Commissioner & Secretary, Education 1 4 7 . Shri V.P. Suri Director cf Education 1 4 8 . Sh ri V . N arayan an iJj (Technical education) 1 4 9 . Shri S.K. Shukla i-ddl. Director 1 5 0 . Sh ri D . 'Pane j a Registrar, BTE

Lakshadweep 1 5 1 . Shri G.D. Sharma Director of Education

Pondicherry 1 5 2 . Shri M.S. Krishna ilurthy i-ddl. Director cf Technical Education

University Grants Commission 153 . Prof. S.K. Khanna Vice-Chairman 1 5 4 . Shri Y.W. Chaturvedi S e c re ta ry 155 . Dr. P.B. Tripathy Joint Director

Dav-.ional I n s t i t u t e of Educational P la n n in g c: -administration 155. Dr. J.B.G. Tilak Senior Fellow 157. D r . M. Mukho;;-adhyaya Senior Fellow

National Council cf Educational Research G: T ra in in g

158. P rc f . i . . K . r li sh ra Head, Deptt. of Vocational Education 29

1 5 9 . d>r. C .J. Daswani Professor & Head, Deptt. of WFE 160. S h ri i ..K . Sharrna Joint Director ' 1 6 1 . Prof. P.N. Dave Head & Professor, DPSEE . 1 6 2 . Prof. B. Ganguly P r o fe s s o r O. Head, Deptt. cf Education in Science and Mathematics and Dean (^ca^ernc) 1 6 3 . S h ri 7-rJun Dev P r o fe s s o r 164. Shri P.M. Patel Professor & Head, Department cf ^ ic a s u x* ©it] en *t, E v a lu a tio n , Survey and Date. P ro cessing 1 6 5 . Shri R.P. Singh P r o f e s s o r 1 6 6 . Shri S.D. Roka P r o f e s s c r .

* * * * V *** * . 3 0 s AN KE XU RE I I

AGENDA FOR 'A-L MEET I KG OF THE CENTRAL ADVISORY dd EDUCATION HELD ON 8-9 MARCH, 1 99 1.

ELEi-iEi -■'■.--■Y EDUC ;A IO N :

1* Universalisation of Elementary Education 2# Minimum levels of learning 3, External funding for Education for All 4, Teacher Education 5* Teachers constituencies in Legislative Council Elections: Need and Composition

ADULT LITERACY;

6. Review of literacy scepe 7. Programmes for universal literacy (age group 15 to 35). 8. Post literacy and continuing education

SECONDARY EDUCATION: 9. Vocst.ionalis=tion of Secondary Education 10. Programmes for qualitative improvement in Secondary Education.

TECHNICAL EDUCATION:

11. Regulation of fees and admission (Prohibition of capitation fees) j self-financing* \ provision of financial support to needy and talented students. ,

12. Making AICTE more offective 13. Review of the implementation/formulation of the or Id Bank assisted Project on . Technician (Polytechnic) Education in the country. : 31 : HIGHER EDUCATION: 14, Report cf the Gnanam Committee on "Towards Hew Educational Management UGC1 g recommendations thereon. 15, Measures to promote distance education 16, Formulation and observance of academic • cal'^nOar by universities and colleges. 17, Measures to improve quality of education in colleges.

EDUCTION FOR SCs/STs/ MINORITIES AND DISADVANTAGED SECTIONS: ' ’

18, Programmes for equalisation of education opportunities.

POLICY & I L I N I N G .

19* Management and Resources, 20. Consideration of the manner in which the Report of the NPE Review Committee (Acharya Ramamurti Committee) is to be processed. 21. Eighth Five Year Flan Formulation-Approach paper. 32 Annexuro -'..Ix

;u30R2J.. ]3Y SHRI RAJMANGAL PANDE, MINISTER CF HUMAN RESOURCE DEVBLOll-L. N T .______

Respected Members of the Central Advisory Board o.'i Education and distinguished participants:

I have.great pleasure in welcoming you to the 46th meeting of the C..BE. The CABE was constituted about 56 years ago. From then on it has been playing a very significant role in the development of education. Education is a concurrent subject, which means it is a partnership between the -en;:re# the States and the educationists. No partnership can survive, , much less be a success, unless th>i- partners periodically meet, discuss their business and come to an understanding. The CABE is meeting exactly their need. The • CABE is a confluence - a triveni sangam - of eminent educatio­ nists, the Centre and the States. Every meeting has been a family reunion, a get-together of the educational policy community; an oaccsion to exchange notes, to take stock of what happened since the last meeting, to share experiences, to recall and review failures and successes, to plan for the future and to roaecticate oneself to the common cause of education. In thar process the me -cings have helped to evolve national consensus on educational policies and programmes.

2. This meeting has be-n rather belated. I regret that it has not been possible to call this meeting earlier. In a way the delay is a reflection on the times in which we live and on the events which took place 33 : after tht- last meeting* Ever since I assumed office, i. have been kean to convene this meeting and to have the benefit of your advice. I Then it became clear that th-- Committee for Review of National Policy on Education, 1986 -would submit its report in December, I decided that, we should wait till the State Governments, Union Territory Administrations -and other members of the CASE receive c'.~ re -ort and have a reasonable time to study it. As you all know, the report was submitted on 26th December, 199Q, placed on the Tables of both [-louses on 9th January, 1991 and forwarded to a ll States and Union T e rr ito rie s in rdd- January, 1991. The Board will, therefore, have on opportu­ nity to consider this report at this me ting. You ipay deliberate on the report of the Review Committee and advise how to process thfc report expeditiously.

3. This meeting assumes further importance in the context of the Eighth Five Year Flan. In the Seventh Plan/ following the 10S6 Policy, many Centrally Sponsored Schemes were introduce^ in priority areas. These include Operation Blackboard, Teacher Education, Vocational Education, Science Education, etc. This is the time to have a critical look at these schemes and to learn from the experiences of implemen- ' tation. How are the schemes being implemented? Are they achieving their objective? Are there any unintended consequences? Are there any weaknesses? Should any of the schemes be discon­ tinued? Are any schemes to be modified or extended? Should any new scheme be introduced? I would like you to pose all the right questions and to ponder over them. The main function of the c.VBS is to review the progress of education, from time to time, and to appraisethe extent and manner in which the Education Policy has been implemented by the Centre, the State Governments and other agencies concerned, I would, therefore, like you to suggest the future direction of these schemes* : 34 :

4. Though ends can't justify means, ends arc important* We often tend to forget the ends, the basic objective;'-:* In emphasising the enrolment targets we often lose sigh- of the learning outcomes. A t all levels of education x- is necessary to improve thQ content and process of education and to ensure the achievement of minimum levels of learning. Since the last meeting considerable progress has been achieved in formulating the minimum level of education a,t 'the primary stage. A Committee under th- Chair­ manship of Prof, R.H. Dave has finalised its report. The re -ort has be.on circulated to you. I would like you to reflect on the report and suggest a national approach for implementing th; report,

5* It is human nature to count one’s sorrows and not to count happiness. This trait is sometimes carried to extr'im'.:;.. Oenj.gration of national achievements is a pastier.' for many* One should not miss the silver linings and wallow in cynicism and passimism. The International Literacy Year 1990 has witnessed stirring rdevelopments in the literacy scene. First it was the turn of Kottayam c i t y , then of Ernakulam district, to become totally literate. Then the unprecendented mobilisation for literacy all over the country by the Bharat Gyan Vigyan Samiti* -hese successful experiences have spurred emulation. Sf forts are on to achieve total literacy in all th.. districts of K rala, Gujarat and Pondicherry and 30 districts in other States. Vfe plan to take up total literacy campaign in 50 more d is t r ic t s in the next financial y e ar. These developments arouse great hope and enthusiasm, a hope that illiteracy problem can be surmounted. We should not let the enthusiasm ebb. . : 35 s

6. Though neglected, management of education is th- critical dimension. T would like to recall the vise observation of the .eminent statesman and my illustrious predecessor/ Shri C. Rajagopalachari. In the thirteenth meeting of the CABE, welcoming the Sargent Plan he sai:l that the more difficult task of execution had begun. Plans, he remarked, were after all definitely formulate.;', aspirations, while execution was the real thing. Nowhere is management more critical than in governance of univar­ sities, Via have placed before you for your consideration, the report of the Gnanam Committee on Educational Management

and the comments of the u g c on the report.

7 . You V i 11 no doubt agr~e with me th at we must get the maximum out ox this Conference. I will, accordingly suggest that th1* conference may divide itself into sevsn priority areas nemely: Elementary I-ducation, Adult Education, Secondary Education, Technical Education, Higher Education, honien and other disadvantaged groups like SC/S^ and minorities, and Management and resources,

I request till of you to consider the issues in these priority area:; in the groups with special .care.

8. hope that the deliberations in this meeting would lead v.g a greater clarity on educational priorities, strategies and programmes in the VIII Plan.

Thank you. * AMNuXURE-- IV

WRITTEN SPEECHES OF STATE EDUCATION MINISTERS

1 . Bihar

Shri Diwak&r Prasad Singh Minister (Higher Education) ( in H in d i)

2 . G ujarat

Dr. Karsan Das Soheri Education Minister (p laced on t a b le )

3. Himachal Pradesh

Education Minister (placed on table)

4 . Madhya Pradesh

Shri Vikram Verma Minister of Education ( in H in d i)

5. Maharashtra

Shri Bharat Bondre Minister for Education and Technical Education (placed on t a b le )

6. Meghalaya

Shri Hoping Stone Lyngdoh 'Minister, Education, etc.

7 . M izoram

Dr. H. Thansanga Minister of Education

8 . Sikkim

Shri Sonarn Chhyoda Lopc^a Minister for Education

9 . Tripura

Shri Arun Kumar Knr Minister-in-Charge of Education

10. Uttar Pradesh

Shri Ashok Bajpai Education Minister ( in H in d i) s 37 :

10. West.3Ǥfi2&l (i) Shri K anti Biswas Minister of Education (P&S)

(ii) Shri Md. Abdul Bari Minister-in-Charge.. Hass Education Extension Department

11 • Andaman and Njcobar 1 s ].ands

Shri K. Kandaewamy . Counsellor, Education : 38 :

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O r , Karsan Qas Sonert, Education Minister, Gujarat ••••«»*

I must congratulate the Government of India for convening the Conference of the Central Advisory i ).a :• : of Education at this juncture, soon after it has rucoiued the report of the Acharya Ramamurti Committee, Most of the Agenda items arc the repeat items for the C.A.3.E,

This is but natural since the basic issue in the . \ of education is one of consolidation and review of various schemes put on the ground,

2. I agree that the universalisation of elementary education will have to continue as the IMo.1 Priority of any educational-policy. The need for nan-formal education Programme basically arises from the fact that we have not been able to provide funds sufficient enough for pursuing a "ully formal system. The need for a strong formal system t j cater to the basic needs of the education can not be over-emphasized and, therefore, I welcome the statement made in the Agenda notes that major improvement will have to be made to the present programme of NFE to develop it into ’ cornP lenientary system to the formal elementary educat ion system. However, the proposition made in the nates that the present expenditure will be twice the expenditure per pupil is not understood. FSole of the Central Sector should be to finance NFE programmes fully, but, ultimately the State would have to have an infrastructure of the formal education system to meet the needs of the children of the school going age-group. Formal system however should have flexible working hours to meet the needs of the •’articular groups, .

3. The need for micro-planning and achievement of minimum levels of learning cannot be over-emohasized and, therefore, the State Government welcomes the need for computerisation of the elementary education data and Jeveloping a proper monitoring system. : 42 ;

4. The second item of priority naturally is the .'r;ib lem of teacher education, Uhile neu structures like DIET and CITEs could be helpful, need has arisen for leaking :;t the basic curriculum content of the teacher education ;.rogrammes, My State Government is seriously considering rsisi'ig the minimum qualification for the primary teachers. Presently the admission requirement for PTC is 10th Standard and ue propose to raise it to 12th Standard, However, certain stats could be reserved for the 1 Gth Standard students but they will have a longer period of training, Uhile on the subject, State Government also wants to stress toe need for the primary education curriculum to be in accordance with the basic education programme initiated by Gandhiji. In our State, ue have, therefore, set up a Buniyadi Shikshan Board which will monitor the curriculum of the primary education as also the curriculum of the primary teachers' training institutions,

5, In the field of adult literacy, the State Government s of the view that class-based programmes.cannot be given the go-by completely. The State Government is uhale-heartedly encouraging a mass literacy programme being implemented through Gujarat Vidyapith and already ue have programmes aiming at complete literacy in three districts. However, the need for a formal structure to impart adult literacy is continued to be felt by the Stpte Government. I am glad to inform this body that State Government has set up a State Literacy Mission on the lines of the National Literacy Mission an•' the State Literacy Mission has been fully em icuered to take necessary action to co-ordinate the class-based programme --•n-: moss literacy programmes.

5. Tn the field of wocationalisat ion of Secondary Education, the State Government has sanctioned Post-1 0

'\1 PC at i ona 1 Courses as per the recommendation of the Govern­ ment of India. State Government has, however, felt that chure is a need to look into the actual working of these classes specially when the schools are mostly in the private : 43 s sector rs in the State of Gujarat. Vocational e iuoation should be a part of the curriculum of ths schoil education system and the State Government would urge the C.A.3.E. to consider as to whether the present system of h-.ivirv} a separate vocationslisat ion stream after the 10th Class is really worth its while. The idea of such courses becoming terminal courses has not really found favour with the students and the clamour remains for such courses being treated as a link for entry into the formal adodr.oic courses at the university level. It uould be ^referable, therefore, to weave vocational subjects into the formal se secondary education curriculum structure. This would mean re vival of the earlier technical school concejt as per the Sargent Committee with suitable modi^*-03^ 00. This is a matter which needs serious consideration,

7. Simultaneously the programme for qualitative improvement of the Secondary Education should be pursued and State Government welcomes the suggestion made in this regard in the C.A.B.E. papers. However, the matter of nualitative improvement need not be confused with the question of elevation of the status of Principals. The present emoluments of teachers with time-bound scales is sufficient enough incentive to attract the right type of t?, lent for the secondary schools and it should be possible to h-^ve administrative improvements without additional outlays of emoluments,

3, In the field of higher education, the proposals for I stance education, academic calendar and adopt ion of rrteosur os to improve qualitative education in colleges o we I come At the same time, the State Government is of the o'-.’in ion that the autonomy of the Universities should be fully respected and eff*ort of the State Government should be basically to ensure co-ordination and supoort. ; 44

9, As Tor technical education I feel happy to hring to the notice of all that in Gujarat ue admit students in engineering colleges and polytechnics strictly on merit; on the basis of marks obtained by the students -it the qualifying examination. The uhole admission procedure is centralised and computerised and is operated under the supervision of the Director of Technical Education,

10, The All India Council of Technical Education Act 1 987 has come into operation from 1 988, It Ls hut a^irop- riate that general guidelines are laid down so that there is upgradation of standards in technical education, Hou- ei/tr, it should be keat in mind that the while system does not become rigid and closely controlled only by a central agency. A certain measure of flexibility in consonance uith the responsibilities of the State uill have to be impar­ ted in the system, I am happy to note that the AICTE has set up a Committee under the Chairmanship of Shri K Kalyanakrishnan to go into various aspects and I hoje that this Committee uill give due thought to this as :ect also,

11, Due emphasis has been laid in the agenda about the timely implementation of the World Bank assisted projects. * I ?.m hap :y to say that in Gujarat uhere a project of Rs,65 cr-ares has bean sanctioned for the polytechnics, the ■ragress has been quite satisfactory.

12, The State Government is auare of the need for protecting the interest and e ducat ion of minorities and Li-, 'men and uill be uilling to take necessary special steps i..a this direction.

13, The State Government also supports the need for focusing attention on the resources for education, Ue uould like, houever, to repeat that at least in certain sectors like Elementary Education, the allocation uill have to be completely need based and not dependent on restrictions of sectoral outlays. s 45 :

14, As regards the Centrally sponsored schemes, the State Government welcomes the need to continue them in specific areas, However, there should be scope for sufficient flexibility within the Centrally sponsored programmes to cater to individual State's requirement so that the Centrally sponsored scheme does not become a cause for neu skeunessss uithin the system,

15, The Acharya Ramamurti Committee Report has provided a welcome overall review of the system. However, it encompasses so many issues that it may be advisable to set up a sub-committee within the C.A.B.E, to arrive at a consensus,

16, I have restricted myself to general comments on the items op the Agenda, I am sure, the collective wisdom of this Body will be able to provide guide-lines for a speedier progress so tn-'t it least before the end of this Century we would be able to keep our head high in the community of the nations in regard to achievements in the field of literacy and education. i 46 s Education Minister, Himachal Pradesh,

I am happy to get this opportunity to address this august gathering of educationists and policy planners, on the subject of implementation of our new pattern of education, particularly in Himachal Pradesh,

2, Our concern for this has been serious in view of the challenge and difficulties it faces from students, teachers and on account of our limited resources. The approach to the VIII Five Vear Plan in the meeting of the National Development Council held on 10th 3une, 1990 had called for a thorough revamping of education for an equitable and decentralised literacy, focus on primary and secondary education and a greater emphasis on technical and vocational education. Education has to act as an important instrument of social change through the active participation of the community. As such, it is a social responsibility function for all kinds of governments and is to be assigned a fairly high priority in its planning and implementation, A lot of work has been done in terms of financial allocation and quantitative expansion in Himachal Pradesh and earnest endeavours are being made to make education a medium for social awareness, change and development. Despite the current resource crunch and the . geographic handicaps such as of difficult hilly terrain and inclement weather that we have, the State Government has achieved commendable gains of social relevance, employability and .excellence linked to education, through the rapidly expanding educational infrastructure in Himachal Pradesh,

3, L1 ■;mant ^r y Education in Himachal Pradesh has received greater attention with a view to making it universal and in cutting down the rate ;r dropouts. By 199C, we hope to achieve the goal of universal arimary education. Linked to this is a rigorous programme af teacher training at var ious leve Is through two' State Institutes o~ Education, six 3ST Institutions where several teacher orientation programmes continue to be 0 rganised, 47

Meanwhile in consonance with the National Policy on Education (1986) vocationallaation at secondary education lev/el has been undertaken in a phased manner since 1988. For the qua lit Vc ive improvement■in Science subjects, Science • Improvement Programme has been introduced. Through sixteen Industrial Training Institutes effort continues to be made to give vocationjl training.

4. But the approach towards vocationalisation, as envisaged in the present system of education i .e .10+2+3, requires to be reviewed in the light of our past experience, social milieu, its accept­ ability and relevance. The present system of 1-0+2 simply means 12 years schooling i . e . 10+2 pattern, we have neither ga,-ned employment incentives nor the self-confidence that the new system was expected to generate. Uhile the +2 pattern has opened greater avenues the employment op teachers with the opening of a number of new Senior Secondary Schools, it has so far not added any extra employment dimension for its products. The reason is quite obvious. iJhile we have toned down the status, leval and recogni­ tion of Matriculation standard, we have not re-inforced the concept of +2 with any structurally viable and meaningful inputs with resultant employability effects. It is, therefore, necessary that on the basis of our experience with the present +2 pattern which has simultaneously been introduced in our schools and cole- Qes, it requires to be suitably reviewed vis-a-vis our social set ■•up, requirements and financial constraints,

5. Presently we have introduced certain vocational courses only in 11th and 12th classes, but even here there is a general-reser­ vation about the relevance and utility of these courses. There is some: resistance also in terms of their efficacy, academic acceptability, industrial applicability and priority. Even nou thr first preference of any student is for such professional courses as are offered in IITs, Medical Colleges and even for Las.:, 3 .Ed., Business Management, Computer and Technology classes. The highly controlled and competitive entry to all worthwhile professional courses makes them almost beyond the reach of most : 48 : of our students. There again those who get into jsual traininn institutes oPfetin^ different ttades afe looksd down upon by the elitists. Besides, at the age of around 16, the capacity of a child gets restricted to learn or adopt any manual- skill. It must be considered at National level to introduce a feu common v/oca- tional courses for all in lower classes,

6. The present +2 pattern has been conceived to establish uni­ formity in educational standards in the country. Jut its introduc­ tion and implementation have not been uniform. It is indeed a very expensive system because of the resultant addition of one more class at the top so as to provide for the minimum 12 year schooling. There have been additional costs at all levels i.e ., greater burden on the parents, more class-rooms, teachers fees, books, equipment, etc, Also, if it is a continuation of the old 10+1 pattern and is to be carried on as 10 >2 by the same set of teachers, it leads to no qualitative improvement. If it is an addition of tuo more classes in the same institution i.e, the High School then the new +2 teachers looking after these new classes would constitute a separate academic or social group which would, not be absorbed in the culture of the existing ®et up. At the level of students upto 10th Class, the prevailing culture is that of obedience and submissiveness, whereas at +2 level it suddently grows into adolescence and comes to the level of sudden maturity. This maturity and assertion usually determines their attitude and approach towards the system and society. Certain psychological affronts, besides the usual problems of discipline which though belonging to the colleges, appear in the schools uhere +2 system operates. The system has not been able c ~ s?rn aoc-'-jstability due to lack of proper preparation, adjust­ ment and environment and practically is fraught with numerous contradictions . This has serously compromised the future of our students and has restricted our options in relationship to amenities and facilities available in schools and colleges.

7. To tide over this dichotomy, it is suggested that ue should strengthen the level and content of our primary education and* introduce elementary vocational courses which should be taught : 49 : from class 6 to 10 uniformly. These courses hove to ot compulsory for all irrespective of caste, status or social consideration. It would just be the time for all the children to learn basic skills uniformly when they are mentally more amenable and impressionable. For this, a National policy uill have to be drafted and a National Task Force of vocational teachers constituted. As o srpolement to this and with a view to strengthening it, our primary system should be of 6 years instead of the present 5 years. Instead of primary schools having 2 teachers, we should have 3 teachers, 5o, instead of adding a class afe the top under +2 system, and parking our youth in their frustration and contributing to the swelling ranks of their unemployability, some avenues may be provided to them as teachers at the pre-primary level. This would be neither that expensive nor difficult to implement as impleoenfcation at the pre-primary level would be much easier than addition of more class after matriculation and providing for it all the infrastructure, books, equipment and teachers. Not only at the Gaver.nment and Institutional level, but even at parental level it would be economical. The new pattern would be 6+3+2M, Nine years would be for elementary education, two for high schooling and four for college education,

8, While the +2 pattern gets dismantled, our courses at the degree level will require suitable restructuring to have practical linkages with the common vocational courses earlier made available at the below Matriculation level'. The courses shall have to be articulated so as to create avenues for the diverse interests and aptitudes of the students coming our of schools with basic skills. Here it is heartening to note that vocational courses are being tailored to suit the requirements of Medical, Health, such as X R ::y, Gptha lmology Laboratory Technicians, and other para medical './ices. Even courses which could be of use to Railways as a c"moon facility cushion could be prepared. For the agri-based or horticulture-based States, some such interdisciplinary courses as having relevance to local culture, economy and social conditions could be set up as supplementary courses to our conventional

/- : 50 : degree packages in our colleges. This uould draw incentives from Government of India which creating enterpreneurial opportu­ nities for our youth. This uould indeed be a lau'-isr’le effort to correlate our education uith employment opoor tun i t L s , All this uill have to be introduced in the rirSt Year of the College after uhich diversification may take place towards Professional courses. Those who desire to pursue acadomic courses nay pursue

Three Year Degree Course, In this course also uf may endeavour to introduce one applied subject/course, Unless we provide for this kind of a system we cannot stop the stagnation of our youth in the conventional courses despite the frequesnt exp er i mtso ta t ion that ue keen on doing uith our system of education,

9, My suggestions may look radical; bu± to cope uith the futuri­ stic frame of our education, a holistic vieu 'if tne f.ntire system requires to be taken by this apex academic national planning body, I think this uay the present mismatch betueen the supply of educa­ tional resources and institutfens and the demand particularly in rural areas uhere the rates of absenteeism and dropout are vey high, can be removed. This uill also avoid uastage of resources and f o 'S on the involvement of the community right from the beginning of our education from pre-primary level onuards. This uill also gradually enhance the capabilities of our students iand train them in this highly competitive uorld,

10, Education has to be assigned Top Priority as it is the fun­ damental basis of all progress, !,0ur progress as a Nation can be nn swifter than our progress in education", .Notwithstanding this, t Huc:'tion has been relegated to the social services sector o.nd is in no uay being considered productive in nature. This thinking has to be changed as the prosperity and development of a nati on- depends on the quality of manpower that education produces, Ihe investment in education is a long term investment as the period ■ f its gestation goes even beyond 20 years. There is no escape from this investment. This is a must if the Nation has to survive >n this technological era. The expenditure on education

/- has been on the decrease over plan periods, fioj wo sh :uld treat education as a Pri.ofci.ty sector and allocate aoout 10% of our; country’s Gi\! P to give a much required filiio :;n aur effort to get the desired result in this field,

11, Himachal Pradesh Government has identified backward on the basis Of criteria of davelopment. Additional inputs have

been earmarked f o r the spread of education among STs/SCs/Uomen/ OBCs and Antodaya familites. Education is f r 88 upto Matriculation level throughout the State, But in this effort the Government of India should offer assistance packages to enable; us and others similarly placed, to enable us to extend educational facilities to our underdeveloped and deprived people at different levels,

12, Schemes like Operation Black Board and Science Improvement Programme are attractive, but their impact analysis should be undertaken with the involvement of the users and these schemes should be uptJated in their applicability and operation with additional incentives so as to make them more useful. The new schemes may also include provision for repairs/construction of school buildings, storage material and drinking water facilities etc. If it is not possible to start these schemes on 100^ basis,

these be introduced on sharing basis particularly for hill States where the cost of construction is exhorbitantly high,

13, The scheme of Adult Education should be reviewed in thelight of its results and mass impact. Its effects should percolate to grass-root level among our rural poor and slum dwellers. Special area specific approach projects should be curved to make it more relevant and rewarding with greater liaison between the schools, colleges, universities and the State Governments* This would enhance its utility considerably and the community would be able to appreciate the State effort in this direction. : 52 :

14, There has been a lot of expansion at all levels but it should be further stepped up in some States, All oup resources should be pooled for consolidation of nducational facilities. As you all uill agree uith me, the Hill States are sparsely , populated-our density being 77 persons per Sq.Ktn. Some areas are having still thinner population. Uhile consolidation of educational facilities is very important in Hill it°.tb s uith lou density of population, expansion of educational facilities, too, uill have to be continued alongside,

Uith these fsu uords, as I conclude, I express my.thanks to you all. i 53 s

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' At the cutset, I would like to th-rvik the Honourable Union Minister and his colleagues for convening this meeting at a very appropriate time. In the first place, wa are at the beginning of the VIII Five Year Plan and, therefore, whatever decisions are taken in this meeting can be implemented effectively and efficiently during the plan period. Secondly-/ the major items on the agenda for this meeting would be the strategies to be adopt d for different sectors of education in the Eighth Flan. Decisions taken in this me r ting will help in introducing re leyant programmes in t: .• remaining period of the Eighth Plan. My Government has, from time to time, giv*.n de-tailed reports of 'ch- progress n'.ade in various sectors of education to the Ministry of Human Resource Development. Hence here, I will tr;- tc hig’atii.jht only those areas which need particular attention of the CABL-.

Pre-School Education

Pre-oQhool education is a feeder and strengthening faceor for utiLversalisation of elementary education. In Mahar-shtra, T..,e have 21,811 Anganwadis under the ICD3 Programme. *'here are 4190 Balwadis attached to single teacher primiury schools run by the Zilia Parishads. In addition, th

Supervision over private pre-primary schools, which are run und^r different names like K.G. classes, Nursery, Montessori, Shishu Mandir, etc., also need urgent attention. These are, at present, not recognised by^these schools need to be carefully reviewed. There is no doubt that there is a need for bringing about appropriate attitudinal changes among parents and teachers. However, there is an equally urgent need to supervise such schools so that their activities canfarm to r.ht: principles of Child Psychology.

Element try Education

Under the. Programme of Operation Blackboard, 52 blocks, 45 Municipalities and 5 Corporations uerS covered last year. Ue have prepared a project report for 68 .blocks in the second phase. Major problem that ue are facing in this programme is paucity nP funds for construction of classrooms. In the first Jhast 3,101 one-room units and 683 tuo-room units are expected to be constructed. Cost of the construction comes to about :'!s. 17.87 crores. Resources required for the remaining blocks uiiuld be more than 70 crcres. It uould be very diffi­ cult ta r'i."vd funds of such magnitude. It is, therefore, necessary bo rcvieu this scheme to overcome this problem.

Non-Forma .1 Education A welcome feature of the new Programme of Non-formal

Educ ici .ia of the Government of India is that the \JIII Plan gives i iiami.aent place to the educ ^tion/uor king children through .'•] rt_ in the scheme of things for UEE and that it is proposed to continue the scheme in the centrally sponsored sector and r nse Central share of the scheme to 75%, The : 63 2

Programme of l\!or>-formal Education should be considered not only as a cofttponent of universalisation of elementary education, but -also as a strengthening factor for the Lite­ racy Programme, as it would help in arresting the growth in number of illiterates in future. I uould urge the Government of India, th:t Central Assistance should also be made avai­ lable far NFE Projects in districts where literacy rate is below national average, ir respect iv/o of their locations.

Teacher Education

In tht light of NPE 1986^ the curriculum of primary education (for Stds. I to Mill) has been revised and the same is implemented in the State from June, 1989,

Ths process of revision of syllabi for Diploma in Education and BgcHolo*- uf Education irr the Iig*it of the NCTE frame work, 1 9 9 8 is in progress,

A" ';~r having completed the Program m e of Massive Or lent'•-ti j.a of School Teachers in the implementation of

NPE, 86 for the last four years ue have already entered the operational phase of the programme,

Tru. work of identifying the existing Junior Colleges of Education to be converted into DlETs h^s been completed. In Maharashtra 11 DIETs have beerv approved by the Ministry of HRO, Government of India,

Efforts to Promote Girls* Education

The population of children in Maharashtra in the age

group 6-1 % is 1,29 crsires. The enrolment of the children in thusc i k group is nearly 100 per cent. As per State Government's policy primary sch«ols have been provided uithin i radius of one and half Km. with a population of 200, s 64 :

The State thus has satisfactory infrastructure' to provide primary education to the children. However, high drop-out rate continues to be an area of concern in nrimary education S' t . in the State. The drop-out, rate is high especially amongst the girls and children belonging to SC/ST. A number of programmes h:ve been ^undertaken by the State Gov/ernment to improvt; the. primary education especially to reduce the drop-out amongst the children in the schools. Some of these

measures are as follows:

(a) Savitribai Phule Dattack Palqk Yojana.— The scheme was started in 1 983-84. In this seheme the school teacher identify the economically poor girls who are likely to drop­

out on account o * their poverty. They also meet the ''local community membtrs and motivate them to contribute Rs.25 per month or Td. 300 per year either in cash or in kind to main­ tain thj }itls in t'h e scheme. Till Msrsh, 1 990, 1 .56 lacs girls in Primary Education have benefited. The scheme has been ev > iu -ti J and it has been d ecided • to extend the scope of this scaeme from the academic year 1 991 -92 to all the Districts on a large scale.

(b; “Natru Prabhodhan'1 Scheme,- This scheme was started in 10 Districts in the State which aims as interac­ ting with the young mothers whose girls are about to enter the pr.i.mry schools or are in the schools. The scheme not only continuously motivates the mothers to send their girls to schools but also aims at creating awareness amongst them regard m g aspects of health, hygiene, nutrition and education. The so'ioa-., is being monitored by the S.C.E.R.T. and in view of th: -pod results notice in the 10 Districts, it has been decided ta ex’: end the scope of the scheme to atleast one taluka .. Tch in all the Districts from June, 1 991-92,

vC’) Vi l 1..age Education Committee.- Under the Primary Education Act, there is a provision for setting up of Cram Shikshaa Samiti (Village Education Committee). However, these Samitis were not very effective, A review was undertaken and -is per th: guidelines given by the Government of India, Village Education Committees have been set up through-out the State uith specific responsibility of micro level planning and monitoring of educqtion pronramme of primary, non-formal and literacy. Efforts are now boing made to orient Village Education Committee Members in order to enable them to discharge their duties effectively. The committees consist of local sarpanchas, school teachers, parents, literacy instructors, young activists and uomen members.

(d ) Frte Uniform and Text Books for children belonging to Backward Class,- Under this scheme two sets of uniforms are provided to the children belonging to the Backw ird C l"s<:, However, due to financial constraint the cover i under this scheme is not satisfactory. The Government h's provided in 1 990-91 Rs. 3 crorss for this schttme,

!Jn.!er Book Bank Scheme an amount of Rs, 2,00 crores is beLa^ jrovided for the students in the primary sector,

National Literacy Mission

The literacy rate of Maharashtra as per 1981 Census was 47,2% . Th ere is a disparity between literacy rates if men and uomen, which is 3 4 , 8 % as against men's litaracy rate of 53,3^,

Under the National Literacy Mission, the State Government has intensified the efforts to eradicate illiteracy in the age group of 1 5 to 35 and some of the notable measures under-taken by the State Government are as follows - 1 00/o literacy programme for Sindhudurg and uiardha Districts, In both these Districts after a house to house survey, a number of illiterates were identified in October-November, 1990. Uith ^ 66 : the active involvement of local leaders, Sarpanchas, School Teachers, Voluntary Groups, Mahila Mandals and students, the District Collectors of these tuo Districts prepared a time-bound plan for eradication of illiteracy. The programme has started in both these Districts and there is a high degree of moti­ vation and commitment on the par of all participating agencies. The programme is monitored regularly at the Taluka, District and State level. It is excepted that by Duly, 1991 th.ese tuo Districts uill be able to attain the objective of 100% literacy.

One Taluka in each of the remaining 27 District^ \oxcept 3ombay) uas also identified for total eradica­ tion of illiteracy. The house to house survey u?.s dans in December, 198 9 with the active help of Sarpnanchc’s and School Teachers, To create proper at:rns.)hkrt-, meetings of the Village Comnunity, Local Pinchayat Members uere organised and local instructors were selected and trained by March, 1990. The programme was started in April, 1990 and a mid-term evaluation was done by an external agency viz, Gokhale Institute of Education, Pune. The Institute has indicated that in 'Tiajority of Talukas more than 50^ people have been rmrio literate by these efforts.

Bombay has a rich history of voluntary groups working in / Tit:1 fit.Ids from literature, arts, women issues, social and economic developments. A mfeeting of some va i.unt y groups was convened by the Department in July,

193:9 L;i the University Department of Chemical Technology, Bombay. A group of voluntary organisation decided to u for literacy in a specified area from Dharavi and Bnabha Atomic aad Research Centre. The group also r c -j itself as CORO (Committee of Resource Org ais'.tion). This grouo has identified five slum "areas in Bombay for total a b d ic a t io n cf ill.?.:;r-..oy and the Education Department has requested Tata Institute of Social Sciences to evaluate this programme since its inception and the efforts of the Department is, therefore, to involve voluntary groups in Bombay on a larger scale,

Bombay University has responded by starting mass programme of literacy through student volunteers. In 1989-90 nearly 30,000 students volunteers and in the current year also approximately the same number of students are making nearly 30,000 persons literate' in the Bombay University area.

Amravati University has also identified 70 villages in the University area for taking up literacy and; rural awareness programme through it's students.

At the request of the Education Department the Doordarshan has ’positively helped the programme- by starting a serial called ’Akshardhara* which focuses on creating motivation amongst the volunteers and learners. So far 13 Episodes have been tele­ casted and nearly '25 volunteers from all over the 5t=»te have wirttei'n tb the Doordarsftan showing their desire to participate in i the literacy programme. 1 i . •' Th? All India Radio in Bombay, Nagpur, Pune and Aurangabad are broadcasting literacy programmes in their weekly programmes. The Bo mbay All India Radio has recently started a new programme called !,Shalefcaherchi Shala" focusing on creating awareness and motivation for literacy amongst the people*

With the Central and St?.te funds, thus there are 31,310 Adult Education Centres where 7.9 lacs - learners are learning. The highlight of this prbg~ ramrne is that out of these total learners approxi­ mately 60% are women. - Therefore, the State Edticatien programmehas focused attention on the women’ s liter6£^v> 68 'Technical Education

The State Government has established a Technological University of a unitary and non-affiliating type at Lonare in' Raigad District of Knnkan taking into consideration the upsurge of industrial growth in the area. In the initial phase, the University has started a petro-chemical course •and other non-convent ienal* courses relex/antto the area will follow .

. Maharashtra is a highly industrialised State and manpower requirements in industrial and tertiary sectors in our State are increasing at a rapid pace. In order to meet this"' emerging demand utmost importance in being .given to ensure that technical institutions are suitably equipped - ancj staffed

to. impart high quality education. We had in the past conducted a critical evaluation of the infrastructural facili­ ties available in the unaided institutions, and I am glad to say that current evaluation shows significant improvement in the quality of facilities provided by these institutions. Ws also expsct to get shortly abou?;, Rs,123 crcres by way of World Bank assistance for our Technician Rducation*Project for upgrading and 9cpanding our polytechnic education system. We also expect to get Rs.6 crores Japanese aid fo,c uporading. and expanding the facilities in the College of Engineering, Pune,

In our State, due emphasis is laid on encouraging m'ore and more women to take up technical education. .At present of the total enroj.rrso’vL in Enjinosrino Colleges and Polyte­ chnics in the State about 10,i aro women* With a view to stepping up the enrolment cf wcn'-o^ vs have started 10 new Polytechnics exclusively for wot-er. and havo also introduced courses such as computers and electronics whieii are generally preferred by women. : 69 :

Vocationalisation of Education

The Government of Maharashtra has taken a big l6ad in the implementation of Vocationalisation of Education at +2 level in consonance with the National Education Policy. In 1988-89*. new vocational courses were started in 157 institutions* in 1989-90 in another 108 institution's and during 1990-91 vocational courses have been introduced in additional 100 institutions. In all vocational education facilities at +2 level have been provided to 21,900 studehtfe so fa r.

We have also introduced minimum competency based vocational courses in 20 selected fields Out Of 58 emerging vocational fields suggested by the N.C.E.R*T*, New Delhi.

Tha Ckr/ftrnment of India was to provide Apprenticeship Training to th-. vocational passed out students under the Apprentices Act, 1961. Government of India have taken steps to amend the Act and included as many'/as 20 vocational subject fields for the purpose of apprenticeship training. However, students who have completed ■vocg£iffial tr a In-iritg in subject fields which are yjst.; to b:£; brought under- tft'e purview of the Apprentices ' Act'/19’61'. are. •'£ insing it, v*ery- ' difficult to secure apprentice training ''facilities... Urgent steps are,therefore, needed to cover all thevocational / subject fields which have been recommended ;by the NCER.T for introduction at +2 level for apprenticeship training.

Higher Education

My Government has implemented the re v ised pay scales for College and University tecchers;-with of f#ct. ftom-Is^ January 1986 as suggested by the Mehrotr,a .'.Gom'i'iittee'' appoint ted ’ey the University Grants Commission. AVhile. implementing by the Government of India for maintenance of standards in Higher Education, we have also revised the workload of the teachers as per the guidelines of th> UGG;

the new payseaies, apart from the measures reconra

We have set up an Open University, viz. the Yas'nwantrao Chavan Maharashtra Open University with headquarters at Nashik. Appointment of the Vice-Chancellor has been made and 'the University has started functioning from June, 1989. In the Open University there will be a stress on vocational course. Yet another University, the North Maharashtra Univer­ sity has been established from 15th August 19 90 for Dhule and Jalgaon Districts which were previously within the purview of Pune University.

General

Education is a powerful instrument for promoting economic growth and industrial development. In the fyigh technology era of today, it has become one Of the most precious of all resources. The country has realised the , economic value of education apart from its social, cultural and productive importance. In the present,day context, education plays a crucial role in bringing about techno. economic development and at the same time promoting soci'al and cultural advancement. Today, the society needs a variety of ta len ts. The educational programmes have to cater to the need'; of different classes of people engaged in different activitl^s end vocations. Hence, due emphasis needs to be given to man-power planning. Modern education has to provide equality of opportunity to various sections of the people and in different parts of the country for promoting balanced’ eccmmic and social development.

Resources

The National Policy of Education has very rightly pointed out that the deleterious consequences of non-invest*' ment or inadequate investment in education are indeed very serious. Although, there is a strong case for increasing budgetary allocutions, we cannot rely solely on this source. Uir approach should be to invest maximum share of budgetory allocations on elementary education and to.explore the

/ : 71 ; possibility of increasing non-budgetary allocations for secondary and higher -education. It is cuite essential to continue the schemes under the Centrally Sponsored Sector, as they arc directly concerned with the Universalisation of elementary education and cualitiative improvement of the State, so as to rovidc- the children an eqoal opportunity of access as well as their future placement in the life.

I am sure, we would be able to arrivr at pragmatic solutions to the urgent problems that we are facing in different sectors of education. Experiences that we will be sharing with each oth.r in this meeting will/ I am sura, help all of us in gaining better insight into the nature of these problems, and finding appropriate solutions to them. i 72 s

Shri Hoping Stone Lyngdoh Minister Education, etc., Meghalaya

THE EDUCATION 1RCFILE OF MEGHALAYA I INTRODUCTORY

Meghalaya became a full-fledged State of Indian Union on January 21, 1972, During tlv period of about 18 years of statehood, th.- State has witnessed tremendous chants and progress in various fields of developmental activities under th- suceeeeive Five-Year Plans. In the field of Education,however, the State has not been able to achieve much due to seme r asons or other. Low rate of literacy (below the national average), continuation of the School Education system in vogue over the last half a century now in spite of its having reached the State of obsolescence, dearth of technical Man- ower and a glut of Educated un­ employed youths in the St at-- are few of the indicators of this un-happy situation. The National Policy of Education 1986 gave a new dir’: ction of the progress and development of Education in the Country. In pursuance of this National Policy Statement, the State Government brought out a white Paper on Education in 1988 which broadly laid down the object:; and priorities of Education in the State. During the last few y-'-ars of implementation of the New Policy on Education, certain .progress has been made in many areas especially in th field of Uni versa] ization of Elementary Education, National lit racy Mission and re-structuring of Secondary School Education with Vocationalization at +2 stage, etc. However, the spate, of change that is taking place in the Country today is so fast that in certain areas the national Telicy may not fully 'reflect in it the emerging raoode and expectations of our society and the need for a review is call-d for sooner or later. With this end in view

a bri--f account of the progress made by the State in various sectors of education, in the light of the.Agenda Papers circulated by the Government of Indie for this Conference of the Central advisory Board of Education, is presented in tie.: follov.’ing paragraphs. i 73 ;

I I . ELEMENTARY EDUCATION (Aggnda item Nus. 1 ,2 ,3 ,4 ,5 )

Under the restructured system of School Education, the Elementary Education consists of- (1) Primary-Class I , I I , III & IV uith one attached Pre­ School Section, (2) Upper-Primary- Class V ,V I, VII,

(3) Primary Education:

There are about 5337 villagas/hsbitations in the rural araas of the State as reported by Fifth All-India Education Survey 1986. The number of villagas coverad by L,P. Schools uithin various rangss of distance upto 2 Km. are given in the Statement-I balou. It may be seen th'-t about 63% of tha habitations have schools uithin the habitation itself. The coverage is uhan ue consider habitations uithin the distanca of 1 Km. from the L.P, School.

STATEMENT I

Stats total Habitations uith an(j without ___ _ Primary Schoo1s 5 action. Total No. Population No. of Villages/habitations having of Villages/ Villages Habitations Uithin Uithin Uithin Uithin Not cov­ in tha Stats habita­ 1 Km, 1.5 Km. 2 Km. ered by tion of habi - of hati- Schools ha bita- tations . tations uithin tions 2 Km. distance

1, S. “ 3. " 4. 3. 6, 7.

100 1274 290 545 607 848 426 100-199 1495 884 1C2 1159 12 88 215 3 -299 1002 777 860 8?3 901 101 3 0 0 - 3 9 9 5 7 8 5 1 0 5 4 8 5 5 2 5 6 0 1 8 400-499 307 2 62 289 294 29 8 9 0 -999 519 478 503 507 515 4 lOOa-1999 132 120 130 130 132 •. * 2000-4999 28 27 28 28 28 • « • 5D00 2 2 2 2 2 ...

T ota 1 5337 3350 4007 4152 45 64 773 : 74 ;

Fron the above statsment it i3 evi lent that there ara still 206 viable tillages which do not have Primary Schools within 1 Km. of the habitation. On the whole 1003 villages do not at present have schooling facilities within a distance of 1 KM.

The age specific enrolment ratios for Primary Children of 3ge-group 4-11 years and ^ge-group 6-11 years are given at state­ ment below.

STATEMENT II

State total&ge specific Enrolment Ratios

Age group Estimated Child Enrolment in Percentage _____,______Population __ Classes k-III^. __ ; — 1 ~ *“ " " 2 " ...... *" 3 ~ “ 4

4-11 years 3,36,788 2,51,502 74.67 6-11 years 2, 31,573 1,28,537 55.80

So far tha position of the teachers is concerned, at tha beginning of tha 7th Five Year Plan 53J& of all tha L.P, Schools in the State are being manned by Single-teacher. The number of two-teachers schools is only 27t7/£. Therefore, over 8O7S of all the L.P. Schools in the State are Single-teacher or tuo-teachers

Schools. Only about 9.9% of the Schools haue 3(three) teachers

each , and hardly 9% if the Schools have 4(four) or more than four teachers each. During the 7th Plan Period about 500 additional teachers usre appointed under the State Plan Schame and under the Awards of the 8th Finance Commission. &nd under tha Operation Black-board Scheme, a Second teacher is appointed in as many as 1368 Single-teacher L.P. Schools in the State . The position obtained tcd^y is given at Statement III belou. ; 75 2

STATEMENT III

Primary Schools according to teach3rs in position.

Schools by number of teachers Number Percentage Atll-India Percentage

1 2 3 4

One-Teacher L.P. Schools 631 17.11 27.96 Tuo-Teachers L.P.Schools 1963 53.17 32.28 Three-Teachers L.P.Schools 673 18.23 15.18 Four-Teachers L.P, Schools 2218 5.97 8.91 Five-Teachers L.P, Schools 204 5.52 15.07

STrtTE TOTKL: 3 692 100.00 »

stated, the Government has recently raafeructured the School Education System following broadly the National pattern of Education. Under the restructure] system, the Louer Primary Schools uill have classes I ,I I ,I I I & IV and ons Nursery Class attached to it. Therefore, in order to impart proper Education to the Children at this level, it is incumbent to have a minimum number ^f 5 teachers per Louer Primary School, one teacher in each class. This uopld imply, appointment of additional teachers ' ■J.-n

in about 95% of the Schools in the State.

Accommodation facilities

According to the 5th &>11 India Education Survey of 1-986, about 73% of the total number of Schools are located in Kutcha Buildings and temporary Sheds about 19.00% in Semi-Pucca Suiliings and 7.05>0in Pucca Buildings. Considering the fact that the St- te has a history of being the heaviest rainfa H place on e^rth, the accommodation pattern of L.P. School Buildings, therefore, presents a very dismal picture. Since the L.P. Schools '■ To run °n Kutcha buildings and temporary sheds, they do

* • • • /■* 76

not attract children to School, especially during the rainy seasons °s the Class rooms an 1 whatever space is available within such temporary buildings is wet and damp and unhealthy.

Again according ta tha Survey Report more than 67 • 80/o of all the available schools buildings are housed in single­ room structures an -j hardly 16/a of the schools have tuo class

roorns each, 9.5% have 3 class rooms and 5 .5 % have 4 rooms or more.

The above statement therefore, presents a very gloomy picture of the existing state of Lower Primary Schools in the State. It is unthinkable to impart learning to small children in such pattern of accommodations. Since ue' had to hava 5 classes conducted in any Lower Primary School, it is very essential that a permanent structure of School 3uil jings with at least 5 rooms should be available. A»t present 98^ of the L.P. School Buildings in tha St-te have less than five rJoms e ’ch.

Therefore, Non-ay-ilability of proper school Buildings ani sufficient instructional rooms, have made the School system un-pleasant and un-atractive to Children and the initial enthusiasm of the tiny-tots to attend Schools dies down very fast. This explains to a large extent the high drop-out rates among L.P. Schools Children in the State which, as par the 5th A* 11 India Education Survey report, the figures stands as high as 70.49 from Class 1 to Class 1 to 31 per cent from 1 to class III.

During the Seventh Plan period i.e. after the above Survey was c-niuctei a large number of temporary School 3uil lings i.e. Kutcha Buildings and thatched huts have been repine.;; by double-rocm Pucca structures. 1000 such Schools have been construct a:l under the Atward of the 8th finance Commission snd 335 under the 9th Finance Commission hw''-r J. Besides, 328 more such schools have been constructed under the N.E.C. and State Plan Fund and an additional of 275 such School 3uildings have also been constructed under : 77 s Tha R.L.E.G.P. and N.R.E.P. by the D.R.Q.A.a. Tha approximate position obtained today is represented in T#bls IV below.

It is evident from the statem9nt that 9W

TABLE IV

L.P. School Buildings by Types and Instructions 1 Rooms available.

Types of Schools/1nstr.uctions 1 No.* of Scho o ls Percentage Rooms

Having Pucca Suildings 2126 ^7.58 Having Saffli-PudC."- Buildings 560 15.16 Having Kutcha EkuilJings 415 11.25 Having Th8fech-3rjl Hut/T ants 591 1 6 .0 2

One Room Schools 753 20,40 Two Room Schools 2155 58.37 Three Room Schools 545 14.73 Four Room Schools 145 -4i»C0

Five Rvjoru Schools and more 94 2.5B

jj ...... ■ 1 —

(2) Upper Primary (M.E.) School-Level ,

According t the Vth All India Education Survey 19A6.

there ufcjre 665 M.E. School in tha uhola S'fe&fca. The Statement V bo - -w gives the membar of villages covered by the ffl.E. /Upper Primary Schools. : 73 s STATEMENT V

Stats to ta 1-Habitations with and without Primary (ME) School.

~N o . o f v i IT a o e s' haying lTrp~.~r^.T7;~ c h o o T s Pop *8 size of Total No, Within Uithin Uithin- Uithin Not covarad Villa ga habitation habi- 1 Km. 2 Km. 3 Km. uithin 3 Km. tation habita- habi- habi- habitation tion tation tation

1. 2. 3. 4. 5. 6. 7.

Bb I ou 500 4556 320 794 1432 2163 2493 500-999 519 134 265 326 , 393 126

10*0-9999 132 74 89 106 115 ,17 2J00-4999 28- 2 Ct ■ 24 26 27 1 5000a bov e 2 2 T * • 2 2 •••

STATE TOTAL 5337 600 1174 1892 ^700 2 637

Tha S t£tament indic---t a 1 t ha t about 66 uillages with more than

1000 population * da not hove M.E. Schools uithin tha villages thamsslvt and about 144 villages with population over 5 00 are pot covarad by M.E. Sch ■ j1 1 •_)cu1 3''1 s distance of cnors than 3 KM from''tha Village/ H - bita t i on? . Thus only 50/a of tha total number pf habitations are

Covera 1 by M.l . School uithin a distance of 3 KM 'from the habitation.

If tha constitutional provision is to ba fulfillad and free and compulsory allocation is 0 3 ir g v i ! to children upto tha age of

14 y ■ situation pro' d in t h a abova statement has got t,o ba changed. 'Jhila priority snoulj ba given to establishment of Upper Primary Scnoolo in 66 villages, about 60 Schools have ta ba further sat up t-j provide full ccver^ga of villages of 500—999 population siza uithin 3KM of such villages anj also onothar 550 Schools to provida coverage to 2493 srsallar vil-lngas, presently un-covered.

Thus, on t-:.; uhole 676 more M.E. Schools hava to ba sat up at convenient locations to proviio full coverage for the State. During 79

tha 7th Plan Period about 140 mors M.E. Schools have baan established by various privata agancias many of uhich hava bean recognized and aiJad by Government. Evan considering such a .j-jit iona lit y, about 500 mora I^.E. Schools (Uppar Primary Schools) are required to ba sat up to provide full coverage.

• So far the accommodation facilities are concerned according to tha Vth A»ll India Education Survey 1986, 5 6% of all Pl.E. Schools ara located in Pucca and Semi-pucca buildings and tha remaining 44/S are locatad in Kutcha and that­ ched buildings. Almost 7 8% of all the M.E. Schools hava 3 to 4 rooms each , 14>S have 5 or mora rooms and only about 8% hava 2 or lass than tuo rooms oar school. i

During tha 7th Pl^n Pariod, a good numbsr of community

Hall had bean constructed by tha DRQh ’s under ULEFT/ NREP and a nuna.bax of them hava boon usa i of by ths village commu­ nities for accomnodating tha n.E. Schools also. Tha upto- data pictura uhich amarga considaring tha improvement made

during tha 7th Pl-^n ( 1936-90) is presented at statjment M I balou. ■

STATEMENT \ll

Upper Primary (H.E.) Schools by type of school buildings

T ypa of SchooIs No. of Schools Percentage

1. 2 Y ' ™ “

Schools uith Pucca Buildings 240 29. 38

Schools uith S-;mi Pjcc?- 3uildings 255 3 1 .7 6 Schools uith Kutcha Buildings 213 26.52 Schools uith thatchad Huts 95 11. 84

1t 2 Room Schools 81 10.08 3-4 Schools 620 77.22 5-6 Room Schools 64 7.97 7-8 Room Schools 38 4.73 t 80 :

In keeping uith tha spirit of encouraging community participation in E 'ucation, tha pattern of management of schools at this level is as indicate! in statement l/II. From the statement it is sa jn that only 7,2/4 of the schools at this level are Government schools. 17.3$» ara Deficti W»i j 3' j Private Schools unlar the Deficit System of Grant-in-aid. Tha teachers of this groups of schools enjoy the benefits of pay and Allowances at per with Government teachers. The maximum number of Sch oc Is (71. 6/3) 'however, belong to tha cate­ gory of f»dhoc »>idad Private Schools, to uhich schools Govern­ ment extends recurring maintenance grant and non-recurring grant-in-aid on adhoc basis subject to avilability of fund. Normally a teacher of a dhoc-ai ded schools gat as low as#50/> of whut a Government to cher or Deficit ta-chsr gats.

STATEMENT VII . Upper Primary Schools by type of management

Type of management No. of Percentage No. of Percentage Schools teachers

1. Govarnrrjent Schools 58 7.22 2 62 7.98 2 . Deficit Schools 139 17.31 879 26.78

3. dh j 0 i d e 1 P r i v '• t e 575 71. 5 J 2043 62.24 Scii 3 1 s

4. Private un-ai lad 31 3.78 98 3. 10 Schools.

3. _onivarsa 1 i_za t i 0 n of Elementary Education : g on d ' item Nos . i ,2 ,I3 ,4)

(i) Ue have const i t Li t ional commitment to provide f r a e and compulsory Education of our children upto the ags of 14 within tha period of 10 73 ;rs from the date of commencement of our Constitution. This cherish a I goal is still f ;r off ovon fter 40 ya'rs now. Today, we a^a fixing a target : 81 ; data to achiwa this b/ 1995, i.e. by tha and of the VIlith FiVs Year Plan. Considering the Over-oll pictura as amorgad from tha profilo of elementary Education in our State, ue have our own reservation of achievement. Firstly* tha hilly t-eTrain an^, scattered habitations are posing a major problam- of accessibility to tha schools system. 25$ of all villages are not having Primary Schools uithin 1KM from tha habitations, and 50^ of all villages in tha State are notsarved by Uppar Primary Schools even uithin 3 KM distance from tha habitations. Secondly, 90$» of the Primary Schools are run in ona room or tuo rooms School buildings many of uhich ara th3tched/Kutcb3

buildings. Thirdly, 6 0 % of all Primary Scho.uls ara either single-teachur or two-teachers schools. Henca, non-a^3liabi­ lity of sufficient basic schooling facilities namely, (a)

Schools at a rassonable. dist^-noa. f r o m J>ha--habitations (b) School buildings with sufficient rooms to -accommodate one class e^-c-h and (c) Sufficient numbar of tO'Qchars to. have one teacher ror class, uill constitute a major hurd-i-o to o,ur goal of Unirsr'-alization of Elementary Education*. Ud endorse tha proposed strategy and programmes for Univa£s*lizawi°n of Education as envisagaj at item No, 1 of th^ Agehd^ inclu­

ding widening of Participation in Elenrarrtary Edu-^tiorr and

achievement of minimum laval of learning (WLL) snvisaga^ at agenda item No. 2.

(ii) On the question of External funding for ed!'rQ^ on t0 all, we ara happy to nota that a fau projects been taken up in various States in tha country. In view of Qduc-tio-

na 1 backwardness of tha State ue uould raacll^9 n c-*- ^ > , , i c , , • . _ ■ ^astructurss but assistance not only for strangthemng 1 tne1 i - , . . n a -ri tib the tef-chars of also for e n su rin g a reasonable rsmundr^tl^i o/ the a jhoc aidad Private schools who ^con3t,x^^r av/sr 71*60/®

of all tha teacher at Upper Primary I b V cV* ^ uou ^ S , ^ . x. j i.i-3 C^utral Advisory welcome such assistance and urge upon t/,0 ' . . . 3o'Jrd of Education to evolve norms a»^ gui ^-lin^s

m?ttar. i 82 s

(iii) So far teacher Education in concerned us ara conti— nuing tha programme of mass orientation of school touchers. During tha UHIth Five Year Plan ue have drawn up an ambitious programme of rafrashar courses for 6000 elementary ts^chars exposing them to the enrichad contents of tha nau curriculum and syllabi. The facilities of regular education through the S.T.C's and N.T.S. ara being expanded far a large intaks

capacity. \4& have not houavar baen abla to sat up JD. I . E .T s in tha Stata as yet. Wa expect to be abla to submit our proposal very soon.

III. aoULT literacy (Uganda items 6,7,3)

(i) Tha Nationa l Literacy Mission aims to cover all tha illiterate adults in tha age group 15 to 35 by the end of the 1994-95. The estimated number of illiterate adults in tha State of ^eghalaya is expected to ba a little over 3 lakhs. 3asa 1 on tha coverage of tha A Jults Education Programme during tha past few years, which was an an ayaraga of 22 to 25 Isomers par centra, tha number of Adult Education Centras proposed to ba sat up till 1995 to 9200, of which 5000 uill be under the Rural Functional Literacy Programme and 4200 unJar tha Stata hdult E Juc'-tion Programme. The programme caters mainly tc tha rural araas and there is a separate arrangement for tha

Urban areas of the StQte which would ba implemented through tha North Eastern Hill University and the Colleges,

(ii) F a r achieving tha above target, the Centre Based Approach continues to be our strategy where each District Officer runs 2 projects with the help of 2 SuparvisQrs par block. However, uith tha increase in tha numbar °f centras t o ba suparvisad, tha Supervisory staff would need to be s t r o ngt hena d. The basic idea of Araa proa of-' has -Iso bean taken up in almost from this year. For this purpose, each District Officer selected one C.D. Block r'or an : 83 :

intansiva ^n.i concerted effort to eradicate illitaracy in tha '-'raa uithin a cartain tima-frama. Cantras are sat up in villagas having a sizaable numbar of illitarata adults aftar a local survay is dona by tha fiald functionaries and tha racommandation of tha villaga Durbar, Tha cantras are manned by saljctad local aduc^tad youths uho ara accoptad by tha community. They ara givan Training bafora the commancamant af tha centras. A»t tha and of tha course , Non-formal test uill ba givan sj as to idantify thosa successful laarnars uho could ba classaj as litaratas,

(iii) In tha araa of Rasourca Support to tha programma, tha Qiractor-ata of Public Instruction has had to shoullar additional rasponsibility both in tha fiald of Training of functionaries and in davalopmant of taaching/laarning roatari^ls. In tha ab sanco of a Stata Rasourca Centra, the task of bringing out primers, Workbooks, Guidebooks, functio­ nal charts, Educational Gamas, Posters etc., in the local vernaculars has so far baan taken up by the Officars of the

Adult L:'/.:-: Call of tha Directorate,; Though N.E.H.U, has been idan' ifiad as the Regional Resource Cantre, the fact that it has to c^isr to the needs and reqjirements of 3 State in the North Eastern India, viz, Meghalaya, Nagaland and Mizoram, has not enabled it to help us much on this front, Ue have not bean able to set up the Rasourca Development Cell yat, due to uncertainty of resource availability in the post-plan period.

(iv) Ais envisaged in the NLM document tha Jana Shikshan Nila yams (3SN) are being established all ove/the State in a phased manner so as to institutionalize post literacy and continuing Education on a sound footing. At present the nurridar of 3SNs set up in the State is 408 in a ll^O S under tha Cantr-1 Sector and 220 under State Plan. These 408 3SNs are spread in all the 5 districts and access to them is not limited only to thosa uho have attended the Adult Education Centres but also to the uhole village population. These permanent learning centres are expected to considerably reduce the percentage of those who --relapse into the illiterate state.

(v) The experience gained so far gives an indication that Vocational Courses are a strong force of motivation of learners. It has been observed that where Vocational Courses are better organized, the attendance also improved significantly. Vocational Courses should, be planned in nuation and application of literacy/numeracy skills but also help learners to learn new skill uhich they could use to augment their income. It is therefore, proposed that each Adult Education Centre uill include a Vocational Course as part of the stage II Programme and at the same time regular and systematic programmes of different courses uill be organized at the 35!M uith the help and co-operation of the various development departments. Periodical and jersonal contacts uith personnel of developments departments

iould be the extra effort of tha Adult Education functionary o that the JSAj become a forum for tetching/learning of neu (kills.

(vi) 'Jhile implementing the programmes, ue are auare of .ts various deficiencies a'nd uaakness. A feu of such leakness/deficiencies have been identified in the agenda aper itself. Ue uould uelcome every measures and approa- hes sought to rectify the deficiencies to make the programm ore effective and successful. Ue however, feel that ackling the problem of illiteracy only at these level of ge group of the population uill not ensure eradication f illiteracy, for, as the aggnda papers themselves shou,

ardly 4 0 % of the total population enrolled in fti.E.C's

ttained the desired level of literacy. The other 40% of tha people enrolled dropped out miduay and another 20% relapse into illiteracy. In our view, the errphasis and

such a- t ily that they help not only in retentions, cent:- 85

priorities should be shifted to the louer age-group af 6-11 years through the process of Universalization of Education including the Non-Formal School System.

IV. SECONOKRY (HIGH SCHOOL) EDUCATION

(i) The Secondary or High School level of Education in the State normally comprises classes VII to X. Under the re-structured system, secondary education uill have three classes only viz., class VIII, IX and X. In keeping uith tha spirit of encouraging community participation in Education, the pattern of management of schools at this level is same as in the case of the M.E. or Upper Primary Schools. Thus we have various categories of High/Sacondary Schools in the State, such as Government Schools, Daficit Schools, &dhoc ^ided Private Schools and purely Private Schools un-aided by the Government. The up-to-date position of Government and Government aided schools is given at statement VIII belou:-

STATEMENT VIII

No, of Secondary/High Schools a nc) Teachers by type of management,

T ype of No. of Percsn- No. of Percen- ftveraqe raanagem ant Schools tage teachers feage teachers per school 1. 2 . 3. 4. 5.

Govt. High/ 24 6.68 246 6.74 Sacondary Schools

Daficit High/ 121 33.70 2284 58.26 18. 87 Secondary Schools

Hdhoc Hidad 214 59. 62 1372 35.00 6. 11 Private Schools

Tota1-Govt./Govt. 359 100.00 3925 100.00 A*ided Schools

• « • • /i : 86 !

(ii) Vocational Education at Secondary Education (ftigenda item No. 9)

As air eady stated, tha System of school education in the State has bsen re-structured broa dly in-line with the National pattern and the New curriculum and syllabi have also been prepared and are being implemented in a phased manner. Under the revised school syllabus, ue have already includad compulsory vocational subjects at Class IX and X replacing S.U.P.U. This u3 have done uitn a view to providing multi­ skills to students uho may drop out after the Xth Class and also to create interest among the students at this level for further diversification at +2 stage. UJe intend to in­ troduce vocational subjects in about 25 High Schools already identified for upgradation to Higher Secondary Schools uith vocational streams , during the 8th Plan period. Private institutions uill also be encouraged to introduce such subjects. Lie therefore, endorse the introduction of Pre- vocational courses at Secondary level and urge upon the Government of Incia to include such scheme under C.3.S.

Us also have a large percentage of students uho dropped out of the formal school s/stem at the V/IIIth class. They constitute a major chunk of the educatad un-employed. It is, therefore, very essential to provide them uith certain amount of vocational skills to enable them to support them­ selves. Ue appreciate the proposal put forth in the agenda papers for setting up separate vocationa l training schools for such students under C.S.S. and urge upon the Government of India to assist the State in setting up at least One such training schools in every district.

Lastly, ue uelcome the idea (,Each one Place one'1 as spelled out in tha agenda papers. Houever, absence of industrial activities and a lou volume of business activities in the Stats may not provide a fertile qrnL.'nd for implementing the " at the moment. ; 87

\J TECHNICAL EDUCATION

Ue have no Enigneering College or Medical College in the State, Therefore, tha State has to depand totally on allotment of seats out of Central Pool for engineering studies in various disciplines.

Pit the louar level of technical institutions, ue have only ona Polytechnic in the State located at Shillong, uith an intaka capacity of 120 studants par year in Civil, Electrical and Mechanical Engineering. Steps ara being taken to add one or tuo mora technical disciplines in the Polytechnic uhich uill not houaver meat tha rsquiramant of technical man-pouer at that lovel. Recently, tha North Eastern Council has agree to extend certain fin3ncial assistance to tha State Govarnmant for setting up another P o lyt-achp.ic at Tuia in the luost Garo Hills and preparatory stops a r.a bsing taken by tha Stata Govarnnnent in this regard, ue nave not availed of tha World Bank assistance Tha mattar is ; , J :r examined oy tha State Govarnmant and tha Govarnmant of India uill ba approached in due course, on the matter if considered nacassary.

V/I. HIGHER EDUCATION

(i) College Education:- Thare are 24 Colleges in tha State including 10 Dunior Collegos teaching upto Pre­ Univarsity Laval, f* 11 tha Collagas are affiliated to tha North Eastern Hill University. Except tuo Government Collages, the remaining are Non-Government Collages receiving Grants-in-aid in the form of Salary Deficit or f»dhoc Schema. Tuo vanture Colleges ara still un-aidad. So car g Colleges hava baan included under ths Salary Daficit Schama. Tha Rovised U.G.C. Scales of pay hava bean oxtanded to the teachers of all the abova 9 Daficit Colleges ag well as tha tuo Govarnmant Collagas, Tha enrolment in tha Colleges is about 14,D00 out of uhich about 5000 ara in Dagrea Courses and tha remaining 9000 are enrolled in tha Pra-Univarsit y Courses, The North Eastern Hill University has recently decided to

/_ : 88 :

switch over to 3 Yaars degraa courses. With tha imple­ mentation of tha new curriculum and introduction of Higher Secondary Schools, Pra-Univarsity courses will ba converted into +2 stage of Higher Sacondary Education. Most of the Colleges ara at prasant located in and around Shillong. Tha Government is taking staps to ancouragg Private Organi­ sation to sat 'up Degree Colleges in tha Rural areas.

(ii) Promotion of Distance E iucation (^gsnda It am No . 15)

Uith tha incraase in cost of Higher Education, tha poorer a^d weaker saction of the Society ara finding it impossiol--> to pursue Higher Education on a full tima basis. Distance Education is, therefore, increasingly accepted by the youths of tha State. The I.G.N.O.U. has sat up one centra at Shillong and one at Tura. Hawsvar , judging from tha response to tha various courses offered by I.G.N.O.U,, Micro is a need to sat up more contres in tha State to coucj' all District He^dquartars and major Sub­ division headquarters. In case the I.G.N.O.U. finds it impossible to c ^ter to the requirement, we welcome the suggastions spelt out in tha agenda papers for establishment of ana Open University in each Stata.

(iii) Academic Calendar (*>genda Item No, 16) • Ragardinq tha oc?damic calendar for Higher Education, we agree that there should ba a uniform calendar for University Education prascribing tha number of teaching days and oth :;r allied activities. & uniform Academic Calendar for Highar Education may be conveniently applied to States having similar environmanta1 and climatic conditions. In areas like in tha North Eastern India where tha anvironmen- tal ond climatic conditions ara vastly different, from the rest of the country, it is considered mere appropriate t ^ la^ve to tha c .jncsrn Universit y/S tata Governments to frama tha 'Academic Calendar in consonant with tha local anvir nmental and climatic conditions* : 89 : Or. H. Thansanga, Education Minister, Mizoram

1• Vocationaljgation of Education:

&11 Education Commissions had emphasised Uocationali— sation of Education at Secondary S taoe: Ue in Mizoram had started in 4(four) schools. Ue had utilised fund released by Gout, of India for Uork-Shed construction as uall as C lass rooms.

CONSTRAINTS:

(1) Ue find procurement of equipments and tools pose difficulty. (2) Ue find very difficult to find teachers for the different trades/courses introduced. (3) Mizoram is lacking behind in Industry/allied manufacturing activities and this is causing problems in motivation of students to take up vocational courses. At present only vnry feu are enrolled for the course in Mizoram.

2. Univ a r . q . . C.;°- lander: ** In North F'.-st India, especially three States under the Central University (NEHU) , due to the climatic conside­ ration, it is our age-old practice to have academic session uith lung 1/inter Vacation.

. In t,hg plains areas long summer vacation is the age- old practice. If, for the sake of uniformity, considera­ tion alone, academic sessions are mada uniform for 3une- 3uly session, than ue shall find it difficult to even fo llo u 180 teaching days in a yaar#

Moreover, dua to loss of teaching days, the standard of T.Jucstion uill be adversely effected.

This and other considerations had prompted us to object to 3uno-3uly session at earlier discussions.

There should be provisions to adjust the calendar to suit the local conditions. : 90 i

3. Minimum Level af Learning;

Mizoram attached this problem from sometime past. The

draw back is the absence of effective evaluation system,

since continuous comprehensive evaluation had not been done

e f fact iv al y .

Mizoram had devised evaluation of learning outcome by

re-introducing common ar>d public system conducted by the

local committees and the Government at Lower Primary Level

and Higher Primary (Middle) Level respectively.

Ua find that the system is working very effective-

and wa decided to have this kind of evaluation for some

years to came.

Xn this mass ex er cis e, a ll D istrict and Sub-Div/is iona 1

Education Officers ars involved. This device also ensures

effective supervision of schools.

4 . L ite ra p / n : i.y~? and Adult Education; Mizoram State will

lead all other States in literacy and to this end we are

confidant of ieving substantial let's 1 in 3 short time.

Ue have besides the schools, the best social and

voluntary organisations at village levels e.g. Y.M.M>»,

M.H.I.P., Church Youth Groups. Thosa organisations are

very effective agencies for implementing literacy drive

programmes. ■

Hi Is o w 3 t a ke effective steps for enrolment of children at Elementary School stags sj that all may be-0me literate

especially the ag8 group target envisaged b» "National

Planners, The State target is actually al. persons irrespec­ tive of egg. The voluntary organisation? in ract had t°ken up the challenge in right earnest and apart rrom teaching,

Drama, Plays, Visual A,ids have been in u?e a_rcdriy.

Ue will do well in this literacy dr;.ve/ s 91

Shri Sonam Chhyoda Lepcha, Minister for Education Sikkim .

Sikkim has now been in the main stream for about more than fifteen years, and within this short span tremendous progress has been made in the field of education. This has been possible with the untiring efforts and unstinted support of the State Government coupled with the generous assistance of the Central Government.

We are passing through very difficult times these days and hence in order to maintain the present rate of progress and to make education meaningful and relevant to the needs of our times, it is imperative to take into account the local conditions while planning and implementing any scheme. We have time and again requested for a special dispensation towards the North Eastern States, particularly my State, Si\. ' . r_s it is totally hilly. Adverse weather conditions, poo’? transportation facilities, closure of National Highvny during rainy season and land slides causing heavy damages etc. are some of the very basic factors to be taken into account while formulating any scheme. We have already brought to the notice of this august house, the- difference between the academic session of our schools and the CBSE to which our schools are affiliated to, which causes severe strain on our budget on account o f changes in books in between our academic session specially when bocks are supplied free upto class XII in my State. On the other hand, although we have been able to receive some excess funds in some of the projects, e.g. DIET at Gangtok, tc take care of protective works which are a must in hil'ly terrain, yet a lot remains to be done to fully offset the peculiar topographical disadvantages of my State and to bring it at par with other States. Coming tJ the points of

a:;c-nc.A, I briefly submit that;-- : 92 i

ELEI'IENTARY EDUCATION s

1• UNIVERSALISATION OF ELEMENTARY EDUCATIONi

1.1 Sikkim has universalised pre-school education through a network oi; 800 pre-primary and lower primary schools which is projected to go up to 950 by the end of VIII plan to fully cater to the growing needs of the population. To improve the quality of pre-school teachers and make teaching learning process more effective, the State Depart­ ment of Education is collaborating with UNICEF and other Central Agencies.

1.2 Sikkim Education Bill has been finalised and the draft has been sent to the Ministry of Herne Affairs, Government of India for perusal and concurrence. Once it is adopted, it will control and regulate the functioning of non-govemment/private nursery schools end ensure introduction of uniform curri­ culum, provision of physical facilities and of qualified teachers.

1.3 The scheme of OB has been implemented covering 100% primary schools in the State. 45 single teacher schools have been converted into two teacher schools and the remaining 23 schools have been provided with two roomed buildings completed.

1.4 The Fifth All India Educational S u r v e y has revealed that there are habitations which are still to be served with the primary and middle level educational facilities. These requirements would be met during the 8th Plan period.

1.5 The gross enrolment ratio and age specific ratio

stood at 127.27 and 65.00 respectively by the end

of VII Plan a t the primary stage. By 1995, it is proposed to bring down the gross enrolment ratio S 93 :

to 105% and to raise the age specific ratio to 100% and to reduce the drop-out rate to 10% at the primary stage.

1.6 At the middle stage, the State attained the gross enrolment ratio of 52.98 and the age specific ratio of 75.97. By 1995, it is proposed to raise the gross enrolment ratio to 62.00 and the age specific ratio to 100%.

2* MINIMUM LEVELS OF LEARNING:

2.1 The State Education Department is controlling the Early Childhood Care and Education Programme (ECCE) and provision has been made in each school for proper teaching-learning material.

3* EXTERNAL FUKDJNG f o r EDUCATION FOR ALL;

In my State, presently, the external funding of education is nil. However, I welcome this idea and look forward to Government of India for guidance and suggestions.

4. TEACHER EDUCATION;

4.1 ESTABLISHMENT OF DIET s A grant of 35.50 lakhs has been released by the Centre for capital and equipment expenditure. The construction of DIET complex at Gangtok is in full swing and we hope to utilise the amount of Rs.3 0.5 lakhs fully by March, 1991. We have already purchased equipments which are being used for teacher education in the present building. We expect to receive the balance amount in the next financial year. We had requested the Ministry of Human Resource Development for relaxation in the qualification in order to accommodate the local people, the response of which is still awaited. 94

The mement we receive the concurrence of the Ministry, the recruitment will be done very soon. The State Government policy paper pertaining to 16 points for early operationalisation of sanctioned DIET is ready. Moreover, the Director of Education, Government of Sikkim has already been designated as ’Mehtor' for the DIET.

4.2 BUDGET PROVISION; 4.2.1 An outlay of Rs.160.00 lakhs has been proposed for eighth plan. 4.2.2 An outlay of Rs. 70.00 lakhs proposed for the eighth plan for Development and consolidation of SIERT with a view to ensure an overall improvement of the academic standard and teaching learning process. 4.2.3 An outlay of Rs.50„00 lakhs is proposed for special Teacher Training Programme (STTP) to f1 ifil the professional training needs of 100C untrained primary teachers, 820 language teachers and 5 28 pre-school teachers.

4.3 SECONDARY TEACHER EDUCATION: It is proposed to convert the present teacher education department in Sikkim Government College into a full fledged B.Ed college having an indepen­ dent physical infrastructure.

5 • TEACHER CONSTI TUENCIES 1N LEGISLATIVE COUNCIL ELECTIONS NEED"AND COMPOSITION:

Sikkim does not have a bicameral legislature, as such this agenda item is not relevant to us. ADULT LITERACY:

REVIEW OF LITERACY SCENE;

6.1 The literacy rate in Sikkim as per 1981 census, is 33.89% with a literacy rate amongst thq men and women being 43 .7236and 22.10% respectively. The literacy rate in Sikkim has increased from 6.59% in 1951 to 33.89% in 1981. The number of illiterates in the age group 15-35 as per 1981 census was 62594 out of the total population of 116784 in this age g r o u p .

6.2 A sample survey carried out during 1989-90 in 25 out of 411 revenue blocks in the State has revealed that literacy rates have gone up during the eighties. This is due to increased emphasis on universal primer/ c.uiica'lon f.s well as implementation of vr.riout. Aui.lt L i x.<: racy Programmes .

6.3 The total number of Adult learners under Rural Functional Literacy Programme and State Adult Etncatic-n Programme during 1990-91 is 6405, through 485 number of such centres. In addition about 350 ; limber of i l l i t e r a t e s are b ein g covered by the students under "Each One Teach One" and NSS programmes.

6.4 During the 7th Plan period about 46400 number of learner:; were covered through the various Adult l;e. a o a t i o n P ro g n <- mi ri e- s .

£.5 By and ltrge a bulk of the Adult Education Centres are located in schools with teachers as instructors. This has helped in establishing rapport with the -■*3.1:11 learners quicker. We have four State 1 ;'.ngnages and are proud to mention that the adult literacy material has been prepared in all the State languages and is being made available in ’ 96 %

time. Being a small State we have not set up any separate SRC and instead have been utilising the existing expertise available in the department.

7* PROGRAMMES FOR UITIVERSAL LITERACY (AGE 15-35)s

7.1 The State Government has taken a decision to eradi­ cate illiteracy in the age group 15-35. In the State as a whole, during the 8th Plan period, rather than selecting districts or sub-divisions for that purpose, on a yearwise basis.

7.2 Sikkim has not been selected under tie T.D. programme despite our request. We would like the Government of India tc select at least a few revenue blocks of the State, under this programme.

7.3 Due to the small sire and special circarr,stances of the otate, the cccpe for voluntary agencies is somewhat limited. However, we are making efforts in this regard. Literacy Malas v/ere organised in all the districts of the State to mark the World Literacy Day. We are also av/are of the urgent need for raising female literacy rate, as the same is correlated tc various development indicators like Infant Mortality Ratio, Acceptance of Immuni­ satio n P ro g r amr.ie e tc,

7.4 The involvement of prison management for National Literacy Mission activities has long been accepted by us, and an adul-c education centre is being run in the one and the only Jail in the State.

8. POST LITERACY AND CONTINUING EDUCATION:

8.1 In the year 1S?0~91, a total of 5 2 number of Jana Shikshan Nilayams v/ere operational. We have deliberately not increased the number of J.S.N., due to limited availability of dedicated Preraks, : 97 :

We have developed a module cf 22 books with the assistance of UNICEF on various topics pertaining to environment, cultivation, health, nutrition, geography, etc. which is to be utilised in the library of various j.S.N. centres. Nearly all our J.S.Ns,, are located in school buildings with teachers as Preraks.

SECONDARY EDUCATION;

9. VOCATIONALISATION OF SECONDARY EDUCATION;

9.1 In my State, no vocational survey has been conducted recently. However, we have already sent our proposals for vocationalisation of Secondary Education to the Ministry for their acceptance and release of funds. We propose to conduct vocation

9.2 We are keenly looking forward to Central assistance for early operationalisation of vocational education scheme. I also request for early release of NCERT video cassettes and folders for dissemination of information about vocational courses.

9.3 In my State, I don't foresee any problem regarding recruitment of vocational pass out candidates.

9.4 My Etite being of small size, the management structure proposed in our proposal should be adequate for the purpose of monitoring.

9.5 We are trying for establishing linkages with the employment sector. However, due to their small requirements in my State, sustenance of this linkage for a longer duration would be a bit d i f f i c u l t .

9.6 The scheme should continue in VIII Plan with 100% Central sponsorship. 98

9.7 In my State, in order to cater to Vocational Education at the middle and secondary level where there is a high percentage of dropouts, there is pressing need to establish a State Institute of Vocational Education. The VIII Plan Working Group has recommended an outlay of Rs.50.00 lakhs for this. In this context, the idea of pre-vocational courses would be very helpful.

9.8 The idea of "Each One Place Onei! is very construc­ tive and would be given wide publicity in my State to help the students. This will be linked with "Each One Teach One" project in the State.

10. PROGRAMME FOR QUALITATIVE IMPROVEMENT IN SECONDARY EDUCATION; ’ “

10.1 We are seized of this very important aspect of educational development in our State. We are thinking of equipping the Head Masters of Secondary Schools and Principals of Senior Secondary Schools with the following powerss- (a) Making them drawing & disbursing officers = (b) Certain powers relating to Establishment m a tte rs .

10.2 I would also like to mention the following points •which we are taking care of in generals (?) Prevision of proper infrastructural facilities like school buildings, playfields, quarters ' e t c . (b) P revision of quality books and equipments. (c) Up-gradation of Laboratories. (d) Systematic recruitment of teachers. (e) Training of teachers. (f) Giving rewards to meritorious students. (g) Up-gradation ox administrative standards.

. . . . / 99

TECHNICAL EDUCATION;

11. REGULATION OF FEES AND ADMISSIONS, PROVISION OF FINANCIAL SUPPORT TO NEEDY AND TALENTED STUDENTS :

My State does not have any Technical Institution. How­ ever efforts are on to set up a Polytechnic during the VIII Plan period for which an outlay of Rs.550.00 lakhs has been provided. However, my State is sponsoring needy and talented students against the State quota to various Engineering Colleges of the country.

12. MAKING AICTE MORE EFFECTIVE; f My Government, has endorsed all the relevant proposals for making AICTE more effective.

13. REVIEW OF THE II lPLEMENTATI ON /FORMULATION OF THE WORLD BANK ASSISTED"PROJECT ON TECHNICIAN IPOLYTECHNIC^EDUCATION IN THE COUNTRY;

Once our polytechnic: cornsf into being, we would like to take advantage of this scheme.

HIGHBR EDUCATI ON

14. REFCRT OF THE GNANAM COMMITTEE; The Gnananri Committee Report has not been received by the State Government.

15. I-ffiASURES TO PROMOTE DISTANCE EDUCATION; VJe have opened a study centre of Indira Gandhi National Open University under Regional Centre, Calcutta. Two of cur •uscturers have already attended and obtained Diploma in Distance Education.

16. FORMULATION AND OBSERVECE OF ACADEMIC CALENPAR £Y U1IIVERSITI E~S* AND "COLLEGES ; ~ The college has been preparing and following the academic calendar as per the list of holidays circula­ ted by the University concerned (North Bengal University) and also the State Government. In one academic year the minimum number of teaching days is ..../- ; 100 s

invariably more than 180. The Sikkim Government College has prepared an academic calendar 1991 in which the norms of the report on academic calendar recommended by U.G.C. are more or less adopted.

17• MEASURES TO IMPROVE QUALITY OF EDUCATION IN COLLEGES; 17.1 I have already mentioned at various points, various measures being adopted by Education Department, to improve the quality of education in the entire State as a whole. However, I would like to mention briefly some specific points pertaining to the Sikk-im Government C o lle g e . ' (a) The ratio of Teacher and Students in the college is about 1:20. (b) Class tests and tutorials for all subjects are being introduced. (c) The various infrastructural facilities in the college arp being improved.

E^UCATTOI'^ FOR SCs/STs/MINORI 71 ES AND DISADVANTAGED SECTIONS :

1 8 .1 P:;o~iTiatric s c h o la rs h ip schemes on m erit cum means basis to the SC & ST students are being implemented by SC/ST Welfare Department. The various schemes of award of scholarship for school studies and higher and technical education are being imple­ mented by Education Department. Preference on liberal ssele ic given to students belonging to minorities on award of scholarships. A reservation of upto 3 0% of the seats in technical/higher institutions in other states is envisaged for SC/ST students out of quota of seats alloted to the S t a t e .

16. 2 Orr State does not have any minority medium institution following the curriculum laid down by the State Education Department. 101

18.3 One of the four State languages, viz. Nepali, Lepcha, Bhutia and Limboo is taught to each student from Class-I. Lepcha and Bhutia are considered minorities in the State. Moreover, all the adult education learning/teaching material is also brought out in all the four languages.

POLICY AND PLANNING:

19. MAJOR STRATEGIES FOR THE DEVELOPMENT OF EDUCATION IN THE V I I I PLAN; ~

19.1 I have already mentioned at various points, the relevant VIII Plan strategy as well as VIII Plan and 91-92 annual plan working group recommenda­ tions. Some other major strategies ares (a) Establishing of a School of Languages for development of Bhutia, Lepcha and Limboo language:s . (b) Al round development of Sikkim Government C o l l e g e . (c) Setting up of an independent Autonomous Exami­ ning body in the form of Sikkim Board of E d u c a tio n . (d) Establishment of State Advisory Board of E d u c a tio n .

21. VIII PLAN - CENTRALLY SPONSORED SCHEMES:

21.1 In the Centrally Sponsored Sector, the individual State's needs must be taken into account to modify any particular scheme if it better suits that State's needs. Moreover, Central assistance should not be limited to only Plan period but should continue for upto 10 years or more if r e q u ir e d .

Finally I extend my Government's gratefulness to the Ministry of Human Resource Development for understanding and cooperation that we have received for solving our needs and problems. S 102 s

Shri Arun Kumar Kar, Minister in Charge of Education, Tripura

I consider it a great privilege to have the opportunity to address this august gathering and share the enriching and rewarding experiences of the Policy framers, administrators and distinguished educationists assembled from all over the country I uould like to invite your attention to the discussions in the C.A.B.E, conference held in Duly, 1 989 uhen it uas expected that the challenge thrown before us by the National Policy on Education 1986 to fulfil the hopes and aspirations of the people of our country uould be accepted and programmes of action draun uould be implemented uith strong determination and a sense of dedication, But unfortunately till nou steps have not been taken to implement all the recommendations made in N.P.E.19S6 and elaborate progra­ mmes dr aun in the P ,0 .A , (1 986 ) .

In this context ue have come to attend this meeting of the highest educational advisory body of the country in a period of transition so far as the formulation and declaration of the Policy of the Government of India on major thrusts in education are concerned, Nevertheless the role of this forum has become all the more important because of our admission of the fact that education is the most effective instrument for bringing about desired ?n.-' - economic changes in the country. Further, this august b-j’Jy s entrusted uith the great task of revieuing education in the national perspective and suggesting uays and means that might make education more suited to deal uith national n-oblems like illiteracy, poverty and unemployment Our task has no doubt become extremely difficult at a time uhen disruptive rv:.! anti national forces are out to destroy the integrity anci unity of the country. Therefore, uithout wasting further time ue should urge upon all concerned to ansuer the most compelling need for making education relevant and

/- 10 3

meaningful which would educate the teeming millions and instil in them true awareness of constitutional obligations. This body might do well to identify action points and spell out priorities; ,'or guidance of all those who are involved in educational activities,

. Inspite of being a part of the economically backward noJth eastern region of the country, Tripura is spending more than

1S% of its budgeted funds on education. Since independence Tripura has experienced a healthy growth of educational institutions resulting in literacy rates of 42,12^ in 1981, 1991 census is sure to reflect a brighter picture in this respect, ■ * Now I would like to deal with some of the items included in the agenda paper.

Uni vtr a a iisat ion of Elementary Education has been given the highest priority in our plan scheme in keeping with the status given to it :^th under M.II.0, and the new 20 point programme. The perspecti'jf! paper on Education recently circulated by the Government India also has given the topmost priority to elementary education. The total number of primary and middle schools in Tripura at the end of Seventh Plan was 2043 and 437 respect ivc iy against the target of 2011 and 547, The shortfall at the middle stage was due to acute shortage of fund. The Eighth P 1 an target of starting the primary and middle schools is 5 00 and 4Hd with additional enrolment target of 23,500 and

5 0, 00 0 r a s a e c t i v a ly,

As per tht Fifth All India Educational Survey about 30/S of the total habitations are yet to be provided with primary school facilities. At the middle stage it has been decided that in Tripura schooling facilities will be provided to all habitations within a walk able distance of 2 Kms, the national norm being 3

Kms. Further 7 5 % of elementary schools including about 2000 : pri-iary schools do not have all weather class rooms, drinking water facilities, sanitary arrangements, playfields, adequate furniture and sitting arrangement, Uithoufc liberal central : i 04 : assistance through plan allocations it uould not be possible on our part to provide all the essential facilities and adequate teaching learning conditions in the schools.

Curriculum of different subjects have been revised and better quality text books prepared according to the neu curri­ culum in order to ensure uniform standard and minimum level of learning by all the students in schools almost all of uhich are financed by the State Government. Mass orientation programmes have been arranged to make the teachers auare of the neu content areas, improved methods of teaching and good evaluation system.

The arrangement for teacher education in the state are quite inadequate in v i|u of the backlog of several thous,and untrained teachers, Tt4e existing tuo primary and one secon­ dary teachers' training colleges have the intake capacities of 25Q and 2GQ respectively, Ue have a plan of establishing more teachers' training colleges in the State, Meanwhile one of the Primary teachers' Training Colleges has been converted into a DIET, If the central assistance is available tuo more DIETs can be established in Tripura,

3 ■; a t e Government is also thinking of adopting alternative strategies like vocational courses, correspondence courses, etc, to cover bicklog as a time bound programme uith the help of

Region?! 2 ; i I r n e of Education, Bhubaneswar and NCERT,

!ou I u I :} give a brief account of the adult education activities. In Tripura there are three Rural Functional Literacy Projects (RFLP), Three projects of State Adult Educa­ tion PrograiTne (SAEP) also are being implemented in the State, Th S pr.'.nE-cts are covering mostly far-flung tribal and rural areas if i:; e. State, For post literacy programme about 150 3 ? n a

Shikshan dilayams (3SN) are catering to the needs of neo­ literates in the State, Besides this, 4 (four) innovative projects have also been running in Dharmanagar, Kailashahar,

/- : 105 : Kamalpur and Agartala Town. These projects are other-wise

known as time bound projects i.e. 1 00% literacy in 100 days. The interest that these new projects have aroused in the public

for achieving the target of total literacy is encouraging. Another batch of 13 innovative projects known as Blanket Projects have been started in 13 Blocks of the State, covering the area within 8 Kilometre of the block headquarters. The

literacy rate of Tripura which was 4 2 .1 2 % as per 1981 Census is estimated to have g ne up substantially, Bharat Gyan Vigyan Samity has also been organising Oathas in our State and substantially supporting the adult education programme.

At present the survey work is going on in all the Social Education Centre villages to find out the illiterates of 1^-35 age group ns the first phase of the programme to literate all such illiterates of Social Education Centre villages.

Government of India have sanctioned 130 Dana Shikshan Nilayam Ci.ntres for Tripura, Preraks under this scheme have b een a j p ° i - i to continue the post literacy programme under the Rural Functional Literacy Projects,

Rcganling vocationalisation of education at the school stage it rrny be mentioned here that the Educational Consultants Indin Li :,ii'■ r conducted a survey in our state and gave some suggestions ^nr introduction of vocational courses in some selected schools, Accordingly, we have selected a few schools with a view to introducing the vocational courses on a try out basis. But financial constraints are standing in our way.

Centre slijul'1 o .tic forward with liberal assistanee for the special catt-g^r y states like Tripura of the North Eastern Region for this purpi-se.

u'n:JoT tr i centrally sponsored aeheme of ’ Improvement of Science L. Jucninn in Schools r funds are provided for strengthe­ nin'! : f i. ’bcrrt or ies and libraries of secondary schools and also fir providing science kits to upper primary schools. 5 - 106 :

But no funds have been provided for training of science and mathematics teachers. Further, if adequate funds are available training courses uill also be arranged for the orientation of primary and Secondary teachers in the teaching of languages, Social science, etc, by the S .I.E .

The State Government commends the action of the Ministry of Human Resource Development in enacting the AICTE Act, The decision taken by the AICTE recently at the national level to prohibit charging of capitation fees at the time of admission in privately managed technical institutions is most welcome. The AICTE may also consider formulation of special scheme for providing financial support to needy and talented students.

Such scheme should be on 1 Q.0% assistance basis. This measure uill really ensure a continuous supply of trained manpouer required in Industry, Agriculture and such allied services.

In the interest of sustained growth and development in t^e field of technical education in the country it is highly desirable that adequate machinery is created at the AICTE level for accomplishment of the objectives set forth in the field of technical education. The State Government further hopes that the Ministry of HRD will take effective measures for proper functioning of the regional office of the AICTE with necessary delegation of powers. Uhile formulating various schem es under Technical Education by the Government of India due care may also be ta

Ue have already formulated Uorld Bank Assistance Project of Technical < ;olytechnic)Education in the State, It is very much hoped chat Government of India will accord approval to this pr o j c t ,

In this connection I would request this forum to recanume,nd immediate reform of the evaluation system in Technical and zither profess1 ai a 1 education so that the most damaging trend of mass copying is nipped in the bud,

• • * • I “ : 107 J

The report of Gnanam Committee on 'Towards New Educational Management' with recommendation of the U.G.C. is not yet available with the State Government and as such there is no scope of offering any comment.

The State Government admits that the Open University system augments opportunity for Higher Education and innovative education system, Uith a view to formulating schemes of Distance Education Tripura University is actively considering some measures in this direction,

Tripura University has already formulated its academic Calendar for the Post-Graduate Departments, The University has introduce:! 18 0 teaching days by reducing the number of holidays. The University is planning to up-date the holding of examinations and publication of results uithin next two years1 time. The colleges have also formulated their academic calendar,

Tripura University has constituted a Committee uith educational experts for redesigning the degree courses. Since redesigning of courses entails responsibilities on the part of the rnna]t. nent to provide additional physical accommodation for the colleges as well as additional teaching manpower the flow of fund under the 5-year Plan is very much inadequate

I would h'j difficult to effect improvment of quality of education at college level without adequate central assistance, CABE may consider recommending Special allocation of fund for Tripura for improving quality of college education,

Uith its meagre resources Tripura has been implemen­ ting various incentive schemes like attendance and dress scholarships exclusively for ST/SC girl students. Education bas been rr-vJe free for all upto class-XII, Besides, book- grants, Pre-matric and post-matric scholarships, boarding house stipends are provided to ST and SC students, Book-grants are also provided to meritorious students of poor families 108

belonging to general category. Without liberal assistance from the centre it uould not be possible to provide adequate educational opportunities to the students belonging to ST/5C by introducing the neu incentive programme like opportunity cost compensation, free supply of text-books and stationeries to all children upto Class-V-and extension of mid-da y meal schemes to cover middle stage children (VI-VIIl).

To ensure equality of opportunity the Operation Black­ board Schemes should continue as a centrally sponsored scheme uith enhanced financial allocation per school to compensate for the price increases. The provision of C.S.S. should include1 the cost of providing tuo all ueather class rooms for eaph and every primary school uithout uhich States like Tripura uould never be able to bring about the desired improvement in the primary education uhich has rightly been described a^ the foundation of school education.

The schema of setting up Navodaya Vidya la ya in every distri of tha country should ba continued. Already a Navoda ya l/idyala-/, has been set up in one jf the three districts of Tripura uhich has become vary popular among the people of Tripura. Since,75/& seats are earmarked for rural talents, such schools uould rid education of the elitist bias. The proposal for tuo more

Navodaya Vidyalayas in tuo districts of Tripura may be approved by the Government of India *

Here I like to point out that to establish the first

Navodaya l/idyalaya in 1988-89 in Tripura the State Govt, provided land and arranged construction at an expenditure of Rs.1 crore uhich served the purpose of class room and semi permanent residential accommodation of the students of classes l/I and VII. In the meantime neu construction uas expected to come up. But the same has not yet been taken up by any construction agency. A*s a result the students of Navoda ya l/idyalaya- have oeen using tents for running 2 classes and dining tnougn tents are totally unsuitable for the climate of the regior

. B. : 10J9 ' : Moreover in the coming session commencing in 3uly» 1991 admission of new students numbering 80 uill not ba possible uith the existing arrangements. Naturally the enthusiasm and interest that was roused in the minds of the people about the first Navodaya 1/idySlaya of Tripura is going to be seriously affected which is detrimental to the cause of a great and popular national scheme drawn in accordance uith the principles of NPE 1936.

Decentralisation of management by establishing educational complexes and adopting the local area planning approach as proposed in th© perspective paper on the review of NPE.(l986) is necessary. 1 8 School Complexes covering about 200 primary, middle, high and Higher Secondary Schools have been established in Tripura on Sfcxpsrimenta1 basis which are expected to strengtheb the work of inspection and supervision and make the management of schools in th# complexes more efficient and affective.

To frame schames and programmes of educational development •--nd also to an3ura proper implementation and revfiew of the programmes both for quantitative expansion and maintenance of 3 u _i r .j the necessity of collection of correct upto date data ;-nd information naeds no emphasizing. Collection of such data c'-in ensured only by computerisation which cannot be introduced by the stats without liberal central assistance.

On the issues raised in the perspective paper of the NPE (1 -• '36; r.iviaw committee chaired by Acharya Ramamurti the views of tho Stata Government have already been submitted on 25.10.90 to th3 Chairman in the meeting of Education Ministers, Secretaries and Directors of Education.

Eighth p i « n allocation for the state of Tripura has recently been finalised. The allocations mads by the Govern­ ment of India for the sector of education are not at all adequate to meat the praising requirement of funds to implement various .* rio; * development programmes and schemes in the state uhich is economically backward and'deserues a special deal as such to overcome its severe limitation to mobilise additional resources.

In this connection I would like to specifically mention th3 t because of the hilly topography of the state and also in view of the large number of unserved small habitations

in the 3T & SC. populated areas of the state all India norms for starting neu schools and also for putting inputs for qualitative improvement may not be applied while deciding plan allocation for educational development of the state in future. Allocation of fund for 1991-92 by the Government of India is also required to be re-considerod,

' I want to highlight that the problems of ineurgency and the unhappy political situation prevailing in the state in the past are to a great extent attributable to a sense of deprivation among the tribal people of Tripura particiiJarly among the tribal youths. Unless adequate opportunities for getting proper educa­ tion is extended to all homes in the hilly areas thechronic problem -)P insurgency .faced by the states in the North Eastern Region cannot be permanently solved. Therefore with a view to removing such feeling of deprivation and bringing the tribal people t fj t ii: ms in-stream of national life developmental pr ojr'-Tt u:s n thE sector of education as well are required to be taken up by the state Government on the. basis of urgency even beyond tha iporovcd norms in the greater interest .of the state

and t;5 sa Pegu ?rd the integrity of the country,. An economically backward state like. Tripura cannot take .up such programmes uithput liberal financial assistance from the Government of India,

At thci c-cvJ, I thank you all and specially the organisers of this nesting fot giving me the opportunity to exchange views uifch the Jhi.-r~uLsV.d participants who are involved in the task of shaf.*in 7 t.; !-- jcatirty of our country through imparting education -•*» -ri' i mialitv. s 111 :

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*7t the outset I express my gratitude tc Sri Rajmangal Pande, Hon'ble Minister fcr Human Rescurce Development fcr taking sc much interest in convening the meeting of the Central advisory Beard of Education after a lapse of 20 months. During this period since July 7, 1989 when the last meeting cf the was concluded, many vital changes had taken place. During this short span cf time there were changes in Central Government twice which resulted in the change cf Ministers cf Human Rescurce Development also twice. Merecv©!:, in quite a number cf States new Ministers have assumed ■fefo© charges of Department of Education by this time. So, cn this occasion, we can avail oUfS^slves of this opportunity to escchange our respective vi ew3 With the old as well as ncW colleagues.

*-t the same time one precious year of the 8th Five- Year Plan is g c i n g tc be over after three weeks. although the. said plan has no t yet been finalised we do not know what lies in store fcr education in the rest of the undeci­ ded '7X11 7ive-Year Flan. :/ote-Cn-...ccount Budget cf the Central 7..veminent has been placed in the Parliament on 4th riarch, 1991 and in that budget also no indication has been givi.n about the central plan allocation cn education and financial assistance to States. 3c this session is, undoubtedly, bfc?.nc; held at a very important point cf tim e.

I am extremely sorry tc say that the persons in charge of prospering the documents upon which this session has beer, conYttfMGO, perhaps, hopelessly failed tc realise an iota of it* importance. I, being the Hinister-Member of tiiir,' augusffc IsotV for the last consecutive 10 years, have bean atttJS'"inc all the sessions during this period, but never bo£*jj?© we had to' deliberate cn such an out­ dated and irr®&t»Vd"te ' “conment prepared in November 1990 could not be sent to us well be fere t .is mootin', ? We were kept in suspense by iev.oors xrorc. Uew Lolhi even before one week that agenda pi-~ cit wore being despatched.

'.i. tais contu.vh 1 suggest that the entire report of iamurai Co>>7U?ti ttee, part I cf which has only been sent to u: vide the hinietry1s D.O. letter No.F.1-2/91.PN.I dated 9.1.91, be nvrdc -available tc us together with observations co tiit. ;-.ir:ir.tr^ c r URb cf the Government ox India on it. : 122 : Let us examine these documents thoroughly and then a m eeting of the Cl.BE may be convenec' fcr a f r u i t f u l d is c u s ­ sion and exercise. I fervently appeal tc Sri Pande, lien’M e Minister for IIRD, not tc convene the C. 1... m eeting fc r the sake c-f meeting only. I would request the gentlemen in Sastri Lhavan net tc invi te us tc such a meeting withe‘at talcing the seriousness or M e matter into cc-nsideratic n. M l Education Ministers it can be presumed will be engaged in budget discussions in their respective State Pssemblies up tc May. Let there be a C. .£.. meeting in June, 1991 by whicn time the full budget cf the Union Government may be p laced and tft$ 8th Fi ve-Year Plan may be f i n c l i n e d . 'Then it w i l l be cl£®.f to us as tc how much the lottfj standing demands and flcurished suggestions fcr allocating at least G% of national income :'or education which was not only sti.rulc.tcd by ICcthari Comi.issic n, but also contemplated, by Education Policy of 19£6 have been satisfied or complied with. M this prospective it will be possible for us to have a serious discussion. Ho discussion in this meeting M c M ,.. ::-c contemplated without prcper preparation cf the agc.M' p--.crs, particularly taking in view the recommenda­ tions •» * t o Ramamurti Ccminittee.

i-t this stage it may bo presumed that the particulars aocut tie ea’cctimal •: ctivities of the State should have boon presented and collected yesterday in the conference cf the Mete Secretaries and i recto rs of Education. So there id no use cf going through these particulars at this meeting. I ;; fine, again I must thank Sri Pande and his cclleagues tc give us scope to have a get-together of the me.ijors of nowly constituted Central Mvisory Beard, of o.caticn whera many now members have stepped in and let me hope that all of us will be able tc contribute cur valued, cpinioil in this vital sector and I trust we will be aMc to reCi-ch tc a consensus when we shall meet, in the next sesoi£-?J after few months. 123

Shri Mel. Abdul Bari, Minister dn-c'v?rt]o. K-\- Education Extension Department, host Ccugcl

The year 1990 was observed as the In to viatic, nr 1 Literacy Year throughout the country. Sonic: special ur; ' -ra-• mmes for eradication of illiteracy were introduced tc commemorate the year. We are meeting today at this back­ drop to share our experience regarding cur success and failures in the International Literacy Year and also in •the bygc ne y«et;s.

1. Observance of International Literacy Year

The main task before us in the Interne.ticnal Literacy Year was the consolidation c f the newly created Department of Hass- Ednc^t’icn Extensir n for looking aftaJC the pro grammes cf ail types cf non-formal education for th© children in t.lio ago cjrc.up Ct C t^ 1 <• and for adults in the age group o f 15 tc 35 and onwards. The programmes cf this Department ware chalV.ac out and executed under the over all supervi­ sion ard guidance of the State board of Mass Education Extension, of whicn the Chairman is our Hon'ble Chief Minister. The Hon'ble Chief Minister himself took . personal mtereot in the activities of 'the newly created dopartnent arid always kepr. himself personally briefed about the progress of implementation of various schemes of Adult and don--formal e d u c atio n . The State programme for o b s e r ­ vance of International Literacy Day was inaugurated by the Hon'ble Chief Minister of nest Bengal at Midnapore along Witii liidUQwJT&tion of the 'programme for Total Eradication Illiteracy iri the district of Midnapore. In the said inaugural function he gave clarion call to take up such massive li teracy programmes in other districts of this State, nenng inspired by his call the programmes for Total ,,radi cation Illiteracy was taken up in the districts of Lnxxwori end Mocdhly in the International Literacy ye..-. ""hi A pre-gram-.e has also been taken up in the : 124 ; districts of Birbhum, Bankura anr. Coccn bc.->c: — "coruo” More than 15 lakh of illiterates are cove reel in the district of Kidnapc.re only who are expected tc be machv literate within a period of 6 to 7 months. Nowhere in our country such a massive programme was taken up lor execution within such a short period. Approxi m a t e 1y 12 lakh illiterates and 9 lakh illiterates are also going to be covered within same time-span in the districts of Burdwan and Hooghly respectively. The district of Banxura, Birbhum and Cooch behar are also having a target of approximately 11 lakhs, 7 lakhs and 8 lakhs respectively. Com-: new schemes were also introduced in the State to mark the observance cf International Literacy Year, These are the scheme of complete eradication of illiteracy from the City of Calcutta to mark the Ter Centenarv of the City and the schemes for total eradication of illiteracy from Sagar Block and oili rruri Municipality. 2.44 lakhs ad,.;It illiterates from the City of Calcutta, 30 thousand illi he;rates from -agar Block and 20 thousand illiterates from Giliguri Municipality are going to be made literate within a period of two years, one year and two years respectively. The programme for eradication illiteracy throvgh the students of Class IX has been started from the academic session 1990-91. Under this scheme each student of Class XX is supposed to impart literacy training to at least one illiterate learner in the age group of 10--35 as a part of their curriculum for Madhyamik Exami­ nation. This scheme is being financed entirely by the State Government. A sum of R3.70 lakhs has already been released to the 'West Bengal Beard of Secondary Education in the last financial year for the said purpose. ApproidL’aateiy 3 lakh illiterates are going to be made l it e r a t e w n d e r this scheme within a period of one year.

Vie have also taken up a scheme for building up 213

Model L i t e r a c y V illa g e s i n the 213 Hbcks not covered by any other massive schemas for Adult Literacy. / : 125 s

2. Review of the Literacy Scenario in the State

It is a fact that a large number of illiterate persons are going to be made literate in the State by execution of the schernes taken up in the International Literacy Year. But that will hardly touch the core of the problem of illiteracy. The National Literacy Mission Authority aims at imparting functional literacy to 8C million illiterate in the age group of 15 to 35 by 1995. In West Bengal, our task is r.o impart functional literacy to 91.45 lakhs by 1995. The major portion of these- illi­ terates fall in the category of rural womenfolk and persons coming from the Scheduled Castes and Scheduled Tribes communities. There is also a very high level of gender disparity in the level of illiteracy. The districts of Malda, West Dinajpore, liurs'lidcbad and Purui.ia are having a. percentage of female literacy ranging from 13^to 2

It is really unfortunate to note that even after 43 years o£ independence a vast m ajority of our population are groaning in poverty end illiteracy. But literacy is one of the basic needs of human development. It is also a matter of concern for all of us to know that 50% of world's illiterates corne from India only. As such, it is of impera­ tive need that highest p rio rity is given to the programme of literacy "for bringing about a transformation towards a tr.orc humane and enlightened society. Ihere is need to make education an effective instrument for securing a status of: equality, for Women, and persons belonging to backward classes and minori ties’-5.

3. Programme for Universal Literacy and Mass Campaign/' Arca-based Approach

I:i the last 2/3 years we have noticed a welcome change- in tr/e attitude of the planners for adult education. This c.idnge from centre-based approach to campaign approach has been widely acclaimed. We have repeatedly pointed out

. . . . A 126

earlier that the centre-based approach of the Rural Functional Literacy Projects suffers from various defects of an insti­ tutional system. A centre, after weeks or months, either had only a handful of learners left or most of the learners attending were below 15 years. Ihere were reports of a large percentage of centres closing down due to low response. Taking th is experience .into account the National Literacy Mission Authority adopted a modified strategy based on the experience of the Total Eradication of Illiteracy in Erna- kulum District in Kerala State. This campaign approach strategy is to be meant less costly. The campaign approach is also highly suitable for getting a system of quick literacy with the help of improved pace and contents of learning. The State rescurce centres of different States are also engaged in preparing such contents of learning for the purpose.

In our State we have already introduced this mass cairpaign approach. The programme: for TiJtal Eradication of Illiteracy in the 3 districts of Kidnapore, Burdwan and .ooghly are nearing completion, 3 more districts viz. Bankura, Birbhum and Cooch Behar have also been cohered under the scheme of Total Eradication of Illiteracy. The schema far Total Eraciication of Illiteracy is also going to be launched in the district of Morth 24--Parganas shortly.

We have received maximum co-operation from the authorities of Government of India regarding launching of the Total Eradication of Illiteracy in the districts for V/hich we convey our thanks to the Government of India particularly-to Shri Anil Eordia, Secretary, Human Resource “ Department Developrrient^and Shri L . K is r a , Director General, National Literacy -Mission who helped a lot in providing necessary guidance for preparing Action. Plans for the purpose. It v/oulr' net have been possible to take up massive schemes but for the liberal financial assistance from Government oir India. This is a healthy trend in the Centre-State relation and expect this situation to continue in the years to conjfe* • « •/- 127

The main features of the said programmes for Total Eradication of Illiteracy of our State are as follows: (1) The Voluntary instructors would get no honorarium. (2) Field survey was undertaken at the beginning to identify the unschooled and School dropout children in the age group o/ 6 to 8 and 9 to 14 and illiterate persons in the .age group to 15 to 5 0 . (3) Persuasive campaigns were effectively launched in course of motivation and awareness building campaigns to send thousands of the unschooled/school dropout children in the age group of 6-11 to primary schools. (4) The unschooled and school dropout children who could not be persuaded to join the formal schools were covered under the programme to impart literacy training up to stage I standard of N.F.L. (5) In some districts, the programme was linked up with immunisation/health education programme. (6) Active involvement of district Administration, Panchayat Bodies, Government officials of different departments and different mass' organisations could be ensured.

v.re have decided to keep the Programme of Rural ?iinctionel Literacy Projects suspended in the districts covered under the programme of Total Eradication of Illiteracy. Vie propose to cover the remaining districts of this State with the programme for Total Eradication of Illiteracy in the next one

4• Post-LitQg&Cy and .Continuing Education

Here literacy is not enough. It is a means to an end. The end being, to build up a good citizen so that he or she can take part or associate himself in the nation building process. For that purpose we are to take the literacy ociu'ce-tion to such a level which enables a person to roach ti 2 stage of self- learnin g. Tfte.*urge for learning 1.28 throughout the period of living is tc be cr&Sted in t'.e minds of all the neo-literates.

The number of neo-literates will shoo* up dv.:i to launching of these m assive schem as. To z'ei&if* and ug.rrt. 'o the literacy o t the neo-literates, the task of: tic Po;-t- Literacy and Continuing education should ba giver. the seme importance as 15 being given to the Literacy proqrammr s . Many of our earlier efforts for literacy have c;cne in vain for want of po©t-.literacy and follow-up progrtmmes.

The thinking cf the Government of India in this regard has found a shape by institutionalising the post­ literacy and follow-up education by setting, "up of Janasiksha Nil..-.yarns. I not very much hopeful about: Ihis scheme. Shis is another attempt of giving a formal fl&ape to a non- formal system of educa-cion. The preraks who ere b eing appointed on a monthly remuneration of Rs. 200 or so are likely to put forward their claims for permanent absorption and are likely to institute court litigations in future. I-;y svv geos tion it: to decentralise the post-literacy program­ me. Lit;;racy Committees have been set up to execute the scheme c;. total eradication of illiteracy in the districts. V.e .i.ey eon si a tr taking up Fost-Li tc-racy Scheme by these Comuitr.ees. This will ensure bringing out Post-Literacy and foi?.ow~up materials according to the need of the locality end taking up of of 1 c-ctive programmes for execution by the L‘i strict CcjTcrd ctoes with no obligation for absorption by - the Government. to the staff of such Committees. No uniform .cystem cf Pcst~Literacy Education can suit the divergent ne-ede of our oommunity, Hence we should consider about dv.'cc-'.tral: satipr: of our efforts for Post-Literacy and ' follow-up odtec Jvfcj.cn.

full;* .endorse the recommendation of the Committee fcr i-tc -/lew o‘* Tat i on a 1 Policy or Education (NFS) 1986 • ?hcn if f

the challanae of the writ-; on word". To achicvc this tee-got we raust make provision for e a s y flow of boc'.s w r i t ter. ir. . simple local languages. The publicity raateri a Is for .alicr-

ent development departments should also be re-writcon i n

simple languages so that those are made usable b y the noo- literates. All these activities cannot bo Centrally organised. It would rather bo better if thee e r.ctivi ties could be decentralised by setting up District Fiosource Units (DRUs) at least for those districts where a largo number of neo-literates are available due to launching of massive sciicms of literacy. The Central Government must come forwen? tv provide necessary financial help for the pu rp ose.

In Conclusion, I like to add that due to growth of population some other related factors there has been phenomenal rise in the number of illiterates. VJe can't thinh cf solving tiiis problem of illiteracy forever till "wo arrange for crniverselisation of elementary education. ':I. illt'.. i etc eu'ul ts are those who have either not had -the access tc education or heving had access, have been unable to coree.L eee their schooling for a sufficient period so as v.o ■..-cfair: an irreversible level cf literacy." As such chore eho’eld be concerted and co-ore!inated effort for acleievoi.iui.t of to l-al lit e r a c y by g iv in g la r g e r or more stress or. 'j3. iita.ry euucation. Here comes the need for str^i:yther.ijvj and streamlining of activities of non- forr.i-'l Oij'-w&KXoei for the out of school and school dropout chi Id re;.'. "*?c r.nist: remember that free and compulsory education only ensure universalization of elementary educat;' on. cenc.rete steps in this regard have nei ther been aucpt’^l e*3 yet nor- are those feasible without dcine ii'«C*,*?.! reforms. In our State we are trying to re--o;rcan? 3a the N . i'.E. Programmes with the involvement of i^cai bt'dies and Panchayet institutions in the exist­ ing seec-eeer>-'\;a c ..ramo-work , We are tc do a lot in th is rea are. , 130

According to the Directive Principles of our State Policy, oniversalisation of Elementary Eduoaticn wns to toeachieved by 1960. But in 1991 we are still nowhere, near the goal of uni vers e.lisaticn • We whol eheartedly accept the view of Ramamurti Committee with regard to universalisstion of education that “the Right to Education should be examined for inclusion amongst the fundamental rights guaranteed ;nidc.r the Constitution of India.

Viith thenks tc a l l .

k k * ic * * * * 131

Shri K. Kandaswamy, Counsellor, Education Andaman and Niccbar Islands

Andaman and Niccbar Islands - An over vlew„

The Andaman and Uiccbar are a group cf picturesque islands, inhabited and. uninhabited, lying in the Scuta Eastern part of the Lay of Ecngal. They were knevn through out the country as 'Kalapani' becausc cf their having been a penal settlement under the British rule, a reputation they are fast shedding since independence. Situated between 6 and 14 degrees North latitude and 92 and 94 degree East longitude, they, nevertheless, form t.e remotest part of Indian Union. Total area of the Union Territory of Andaman and Piccbar islands is 8 249 sq. Kms.

This territory comprises 319 islands cf which only 39 arc inhabitated.

Large scale influx of population into the territory mainly in search cf employment opportunities and increase in the stren;. t '. of defence personnel together with the normal c.rewth rate have caused a spurt in the population from 1,15,133 in 1P71 to 1,88,741 in 1981 - an increase cf at cut 6 O* in a decade. Port Llair is the capital town of this territory. Sout i Andan.cn Island comprises 50% of the total population. The literacy percentage cf this terri­ tory as per 19C1 ccnsus was 51.56 of which females account for 4 2 .1 4 .

Education Baclc--round.

The first I rimary School in these Islands was esta­ blished in the year 1891-92. This schocl was later upgraded as a High School with English medium cf instruction and Ur.u as a major language. In the year 1946, 12 schools v/ero functioning in this territory comprising of one High Sc..C‘. 1, one Aiello School, 8 primary Schools, 1 Karen Schcv1 and one luraese School. Total enrolment was 1013. : 132 : ^

At present the territory has 35 Senior Secondary Schools, 28 Secondary Schools, 43 Middle Schools, 185 Primary Schools, one Ashram School and Two Navodaya Vidyalayas. Besides, there is one Elementary Teachers* Training Insti­ tute, two Government Colleges, one Secondary Teachers' Training Institute and two Polytechnics. Total student population during 1989-SO was 74789. which includes 3455 7 girl students. The population of tribal students was 6200 including 2871 tribal girls.

ELEMENTARY EDUCATION In this territory Education is free for all up to +2 stage. Primary Education from class I to V has been made compulsory through out the territory. Primary schools have been provided within an easy reach of 1 Km. However, the villages in this territory have not been established in a consolidated planned manner and therefore the population is sparse. In order tc provide fcr them also we may have tc establish another 15 to 20 Primary Schools so as to be able tc cater to the needs of those children living in remote sparsely populated habitations also. Out cf the children belonging to the age group of 6 to 11 years 96% have already been enrolled by the end of 7th Plan. The remaining children who are either handicapped or living in remote inaccessible areas shall also be covered by opening new primary schools or non-formal education centres or opening a class for the handicapped children under the Schcme. Thus by the end of 1995 there will not be any child in this territory who will be out cf school.

To achieve the target of universal enrolment for the ace group of 11 to 14 years, 25 Primary Schools shall be upgraded into Middle Schools as per the norms 1 aid down by the- Govt, of India to provide a Middle School within a distance of two Kms. or tc provide a Middle Schce.1 in the ratio or 1:2. At the Middle stage wo h-vc been able to enrol 93.5% of the targeted age 133

group by the end cf 7th Plan. The remaining will be enroled during the 8th Plan. The dropouts, working and the children belonging tc the disadvantaged gitup of ccci- ety shall be encouraged tc join N.F.E. centres.

The Govt, cf India as per the latest pclieyfhas laid down that the Primary Schools be opened whore a pucca building is available. This is possible cnly if the Ccvt. cf India provides liberal grants for this purpose. This work cannot be executed under J.R.Y. or hREP. *.t present there are about schools runninc in huts and there are about 600 quarters required tc be constructed for teachers in tribal one! remote areas without which the lady teachers will not be able tc serve. s e c c iid : .r y e d u c .\t i c n . The review committee has rightly felt the pulse cf the prevailing mood of the country regarding the vecation-

alisaticn scheme. The vocational courses arc loci cg cl "Up o n as inferior to the courses available in other streams. In this territory we have introduced vocational courses in the area cf shorthand rr.d typewriting. fte do not have any major inch-s tries cxcept sc me small scale cottage industries. r.st coast line and. marine resources, however, provide sckk. areas for vocational activities in addition to agri­ culture sector. '->e are, therefore, in the process of intro ■ ducinr iisheries, Cc.ir making an: Poccl processing as vocational courses at the v2 stage. The syllabus for the fisheries has alreacy been finalised: and approved by the C.B.S.E. c.ncl the equipments have been ordered for. Similarly the syllabus for Coir Making and FoocJ processing are being obtained from the CESE for implementation, It is proposed tc introduce these two vocational courses from toe next ecafemic session.

In orccr that the scheme cf vccationalisation is implemented in line with its main objective we feel that the vocc.tion.2l Crurscsmay be prescribed at the core level 134 as optimal subjects anc the students passing cut cr +2 stage with the- vocational subjects racy be declared as equal to certain levelsfbr the purpose of employment.

The perspective paper prepared by the *-chary a ham Murti Committee has iclentif icc, in ter-alia, three m-.j ~r thrust areas requiring priority attention for bringing about qualitative improvement in secondary education. a) Giving wider powers and autonomy tc the Hoads of institutions. b) Examination reforms c) Curricular revision.

In consonance with the directives ci the Govt, of India the HeaCs of Stem ' ary 3choc Is have been given wider powers in th© ©after of achninistraticn and alii ed aspects. There is nc restriction imposed cn the Heads of institu­ tions on the implement a tic n c-f any academic innovations . The action plan fo r the tc tal improvement cf the system including the elevation of the status cf the Heads of insti­ tutions arc being v/c rkc^ cut. The concerned officials will oe actively involved in tic formulation of the plan.

The recc.. ..:cndaticn c i the review committee that th e public examination system particularly at the end of class X ir.av be. d. no away with in a phased manner deserves consi­ deration. However, a system! of comprehensive and ccntineus internal evaluation (CCIb) incorporating both scholastic and non-schc. l a c t i c aspects of sc;hoc 1 education have been intro­ duced initially at the elementary stage, in this terrirofcy. ”■ ■"e feel that doing away with the public examination totally will .oe un-com'neive to the teaching - learning programme, especially unSer the present circumstances where it is tc-tally impes sib le tc nave teachers w ith good ed ucation al background an' devotion towards teaching profession.

No separate board exists in this territory. The syllabi and courses proscribed by the CBS 3^ are being followed in fchi* territory*. The text bocks published by . • • / ­ and tha fcaxt-bojks dsv^lopad by th3 NCERT , 135

the NCERT are translated into the regional 1 -ncv.,at elementary stage in phased manner to meet th

NAVODAYA VI DYALAYAS Two Navodaya Vidyalayas have been established in this territory, one in Andaman District and the ether in the Nicobar district. The land required for construction of the complex has already been handed over to the Samity at both tho places but the construction work has not yet been started. Early action for ccnstruction may kindly be ' taken. The allocation of fund for messing purpose of the students of Navodaya Vidyalayas has been made as per the norms adopted by the Samiti on all India basis. But the cost cf articles-in these islands being much more than the rates prevailing on the mainlandJwi 11 be appropriate if J_it the rates are enhanced to at least ^3.350/-^mon th per child ^per tc avoid hardship to the students.

TECHixIC-tL EDUCATION <.t present there are two polytechnics and one Industrial Training Institute functioning in this terri­ tory. The first polytechnic provides facility for Diploma courses in electrical, mechanical, and Civil engineering and the second polytechnic provides facility in electronics & Hotel Management. Hi ere are 192 students studying in both the polytechnics put together. The Industrial Training Institute provides facilities in civil, mechanical, radio, tel:- visicn and stenography. The total students availing facilities from ITI is 149.

Thors* is no facility for professional and technical degree cr-urset? in this territory. However, the candidates e l ig ib l e and desirous of prosecuting higher studies in professional •md technical degree courses are encouraged 6 136

and they are sponsored to different ineti tuti'.ns cn the mainland against reserved quota provide d. by tho Govt. -,f India. Such students are given scholarships as per norms for various courses by the administration.

HIGHER EDUC&TION

There are two colleges in this territory, one in th© district of /indamans and the other in the district of Nicobars. The college at Port Blair proviced facilities far.B .A/B .Sc/B..Com, and for post graduate studies in certain faculties. I r addition tc the above, the Indira Gandhi Open University has extended the facility for the benefit of these Islands and students are taking advantage cf the sam e. To bring about qualitative imrrovenient of education at the college level some cf tho vital aspects as have been sxtg^f.'Stec1 by thfc Gncman Ccran\i-ttce lik e enhancement of library and laboratory facilities, improvement of pay scales of teachers, provision for travel and research grant to the. teachers and monicoring of implementation of minimum standard of the college are receiving attention. However, it will be worth submission that the evil of charging Oc.p.i. tation fee ccuid not spread its wing in this territory as the Administration did net encourage privatisation cf higher education.

The college at Car Nicobar provided, facilities for ^ r m h.’o tion in Hum anities e-nly. i ; L/i .1/ je... j.’.l ON To augment the phase of literacy work in the Union Territory of i*ndaman and Nicobar islands a otate Literacy Mission -*ut;verity has been established in 1S89. Although the . number of illiterates are comparitively less in the islands, yet, on all counts it is estimated that about twenty the.'usands cf th an in 15-35 age group require literacy instructions to- improve the quality of their l i f e , am clic.rM:e t h e ir sceaa.‘-economic c o n d it io n s , upgrade • • • • / V 137 :

their level of. functionality, improve social envir;-n:ncv>t ood profitabily participate in the process cf development.

The centre-based approaches of RFLP cn .„ -..rc presently operative in the U.T. with 9017 learners or. roll, of which 5 21# are women and 1539 Scheduled T r ib e s . idbeut 20/000 learners have been made literate during recent years of whom mortrfchan 10500 are women and 3500 tribftls.. There has been a iwlbstantial improvement in the literacy percen­ tage from more 33.62% in 1961 to 51.56 in 1981.

■ Taking into consideration the remotaaess of the islands, difficult terrains, vast se? all around and various constraints in terms cf access and communications, the centre- baso& SIJ>£»reach is b e in g su. lemontec? Hass L ite r a c y Campaigns thjpc»u^h volunteers, of whom the 3«thoc 1 and college students arts *l®minating. Last year, during ftjfnmer vacation two thousand ouch volunteers were deployed to teach more than three thoufcJMJd learners with encouraging results. This ye?.r tee, .•ijsout five thousand student volunteers are propo­ sed tc ■ .-o o*ng&ged. fcr similar literacy works.

Jana Shikshan Nilayarns are being established in •..v-..ry Fehayat and most tribal villages tc facilitate poot- literacy and continuing education of the nee -literates. F i ft'j su:;-, JSNs^so far been established both under central and. state schemes „

Village Pradhans, Tribal chiefs, Political parties employers and employees, trade unions, educationists, p e o p le s ' rejfrjpeusontatives and educated youths are regularly involved in literacy programme. Literacy classes are also held fc# the illiterate employees in industrial estaMishmcn

Undf^jr th© concept of total Literacy Programme, recently we %:■&■& adoptee, the district of Nicobar for c;.n;pletc er'K-'i^titicn of illiteracy within a time boynd 138 !

frame work. Similarly, Andaman district also v.dll be adopted for the same purpose eventually.

With all the renewed thrusts and ^ccole-ratcc' pace having been added tc the ongoing literacy psogrMiBnes v/s can hopefully expect to eradicate illiteracy from tho islands territory scon by 1995.

EDUCATION FOR SCHEDULED CA.CTES/SCHEDULED TRIBES , MINORITIES AND DISADV/JTO^Yp' SEC Tl OKS" '

No caste has been scheduled as such in this territory. However, there is scheduled tribee in these islands. Education is free upto -1-2 stage without any discriminatid* based an caste, creed cr reXA'jicn. However, the disadvantaged sections cf trilH&S are being provided in c e n t iv e s sc that they can come the level cf other secticn of people of the society. There is tribal sub-plan formulated in this territory for the benefit of the tribals which .'includes components like re: .ie dial coaching, recruitment of teachers providing h:stel facilities, timely disbursal cf scholarships, dc.-ve.lcp;'ie:~t of primers in tribal languages, opening cf non-forma I educati.cn adult education centres, post­ metric schclerships etc. I-Ience, no problem existsfin this regard in sc- far as this territery is concerned. ; 139

a rrangement OF ,U UR KING GROUPS

No. Name of the Group Name of* tha Chairperson Name of Rap -;or- teur . 1

Shri L .P . p ^. nde oup-I Elementary Dr . (Smt.) Kamala Das Director (i'-sic Education Minister of State for Educ-ticn,' Education, Orissa Uttar Pra Jesh oup-II Adult Education Dr.Malcolm S.Adiseshiah Shri A .3 , Shukla and Literacy Director, Madras Institute Director (AE&PE) of Development Studios, Guj a ra t Ms. dr as . oup-III Secondary Shri Kanti Sisuas Ms. Sushma Choudhary Educat ion Education Minister Education Secretary West Bengal 3ammu 4 Kashmir oup-IV Technical Prof. D. Suaminathan Pro f. 3.3 .Chopa ne E ducat i on Member Director Planning Commission (Technical Education) Maharashtra Shri C.T.Benjamin oup-V Higher Education Shri l/ikrso \larma Education Education Minister Secretary Madhya Pra iesh Karnataka oup-VI E .uc^tion of Shri H.S, Lyngdoh Shri Ashok Kumar- uomen an i other Education Minister nishra, Qisa dvantagad Meghala ya Education- Groups like SC, Secretary, ST , Minorities Orissa. e t c . bup-l/II Policy & Snri K. Chandrasekaran Shri Ashok Saikia P lanning Education Minister Comm.& Secretary, Kerala Education Assam. REPORT OF THE WORKING £ R J D U P _ •,T 1.0N,

Chairman Shri K'^nti 3isuas E lucation Minister Gouernment of Uest Bengal

Rapporteur Km.Sushma Choudhary Education Secretary Government of 3&K

The Group of the C^3E which met to discuss issues connected uith Secondary Education resolved to place on record its concern that Secondary Education was not getting its rightful importance ooth in terms of financial allocations and physical facilities. It was stressed th;1t secondary education, which inclules higher secondary education, is the vital link between elementary education and higher education and therefore, it deserves appropriate importance vis-a-vis tho other stagas of education.

VQCA.T IQMftLlSftTION OF SECONDARY EDUCATION The scheme of vocation^lisation of secondary education u3s t' ken up for discussion first. the end of an interest­ ing a.ii : thought provoking discussion, the following recommen­ dations were majej 1. The scheme of vacationalisation of secondary education should continue as a Centrally Sponsored Scheme at least till the end of the 8th Plan. The financial ceilings of various components under the existing scheme need to be revised upwardly in view of cost escalation. 2. The Group recommended that vocational education at tne +2 level may continue as a distinct stream. 3. Keeping in vieu the need of a large number of students who do nut study beyond class X, prs-vocational education at the louer secondary stage, in lieu of uork experience, should be introduced in a phased ftiannsr. Tha group agreed in principle with the draft scheme circulate i ap suggested that the details should be finalised in consultation uith the State Governments/ U.T. Administrations. * 141

4, The group welcomed the suggestion to set in sep .-irate vocational schools, particularly in the North Eastern States and also in certain rural areas of other States. Initially, a f©u schools maybe started an an sxper imbntc; 1 basis and thereafter based upon the evaluation 7 " the scheme, Purthftf expansion could be considered. As in the case of the Pre-l/ocat ione 1 Scheme, it i^aa suji^sted

that the details of this scheme also be finalised in consultation with the State Governments/U,T. Administrations,

5. The nembata Of the group felt that the proposal to involve the ctMWftunity in helping the vocational students to achieve 3©if*»employment/uage-emp loyment through the scheme entitled fEach One Place One* was intapSsting and had tremsndcwj* potential. It recommended it.a wide circulation throughout the country and called upon all State Govts.U •Tt. and NGOs to give it appropriate publicity,

6. The programme of vocationalisation of secondary education needs to be consolidated and the quality impsoved.

While it is desirable that the programme should be exoanded,

this expansion should be undertaken in a selecti'/e manner af ter providing the necessary inputs,

7, The group considered the recommendations of the Acharya- Remamurt£ Report, which has accorded a very high priority O to Voc-itionaligation of Education, There was unanimity among the group that sex-stereotyping in coursesjfehould be. carefully avoided and th^fc access for Scheduled Castes 4 Scheduled Tribes should be enharwjad, It also agreed that there should be a meaningful linkage between the courses in schools and the world of work and that there should be greater decentralisation in decision making and implementation uith more involvement of the Heads of Institutions, The suggestions for Introduction of Vocational Cota?#®© before Class XI and the modular approach to these course* have, in a modified manner, been incorporated in the schomii Of Pr e-vocat iona 1 Education uith which the group has already a g £ $ # d in principle. s 142 :

8. The Group noted that many of the States h i v o made a lot of progress in introducing v/ocational coursas V; the niU3

2 level but that some States are still lagging bah in'.’1. Some of the areas in uhich particular attention needf to be paid by the State Governments are the fallowing: i ) The setting up of adequate management structure's at all levels, ii) Construction of uorksheds, iii) Procurement of equipment before commenct-'mt ,nt of the course, iv) Appointment of qualified teachers. v) Development of instructional material <*nd textbooks,

vl) Development of appropriate linkages f a r practical training during the courses and latoy ^'Jr wage/ self

:]g-'A -nOYAUYAS The majority of the Group recommended that the existing i.nbhl^nco in tho pattern of coverage of Districts in a feu St U- 's/UTs ra.’ay bw reduced, by brinhing the percentage of overage >f Districts to the National percentage of 65. This uill enable students of those particular Statea/UTs to compete 143 for admission in Navodaya Vidyalaya on a comparat ivt ly ; quitable basis. The majority of the Group suggested that corrective action be taken by opening a feu Nav/odaya Vidyalayas in those States/llTs uhere the present percentage of coverage is less than that of the national average figure i.e. 65,

•Er„ J grammes for Qua li tat ive Imporvement in Second: ■ r y Education

(i) Elevation of the status of the Principals/Headmasters of High and Higher Secondary Schools . ______

The Group recognises the need for granting greater delegation of authority - administrative, financial and academic to the Principals/Headmasters of high and higher secondary schools and commensurate accountability an their part. However, it was suggested that the specific delegations listed in the Agenda note may be considered by e^ch individual State Government. It was also suggested that the proposed scheme may be adopted first in the school systems directly under the control of the Central Government, (i i ) Examination Reform The Committee noted that inspite of several recommendations that have besn made for examination reforms there are many State Boards of Secondary Education which have yet to take nucessary steps to reform their examination systems. The Group felt that there is need to monitor the implementation Qf examination reform in the various States, and that this task could be effectively done by the Conference of Boards of Secondary Education (C08SE) and NCERT which are already involved in this activity,

(i i i ) Curricula Development The group noted that this is an on-going activity and recommended that State Government should continue to strive for upgradation of the currficulxim, ,

IMP3QVEP1ENT OF SPECIFIC SUBJECT_ AREAS

It was recommended that the schemes aimed at improvement in the quality of school education such as science education. 144 env ironmental orientation to school education and f; Jucat ional technology should be continued uith central assistance during the 8th Plan. It uas suggested that for teacher training programmes, provision of TA/DA should also be made since the State Governments are unable to meet this financial commitment. CLASS PROJECT

Recognising the importance of imparting computer education in Government and Government aided schools in order to reduce disparities of access in this area, continuation of the Class Project and its phased expansion is rucommended. Schools should be selected carefully to ensure that basic facilities such as building and electricity are available,

OTHER ITEMS UITH PERMISSION OF THE CHAIR a. The attention of the group was invited to a communica­ tion received from the Ministry of Welfare and the Department of Women and Child Development regarding unique problems being faosd in admission of destitute, orphaned, abandoned children and recommended that the following m3y be done J- i) the form for admission may be amended to provide for the name of the parent/guardian. The name of tha father need not be insisted on. ii') The date of birth as declared by the parent i guardians of the child should be accepted by all educational institutions without insistence on birth certificate, b; It U3s acknowledged that handicapped children such as deaf, duffib and blind find it difficult to learn more than, one language. The Government of India had earlier recommended to all States/lJ.Ts to permit children uith hearing and vision disabilitied to learn one language only and other subjects in lieu

/- : 145 :

of the second or third language. In some Stites/iJ.Ts this is still not being done. To facilitiate the education of the handicapped, it uas recommended by the Group that provision of this facility may be considered by the States/U.Ts where it is yet to be provided, c. The group recommends that the norms regulating the establishment and uP-gradation of schools in reference to roll factor and teacher-student ratio for hilly and in-accessible areas should be relaxed. 146

PARTICIPANTS IN THE GROUP ON SECONDARY EDUCATION

1, Shri Kanti Bisuas Ch 3 irman Education Minister U est Bengal 2, Km. Sushm a Choudhary Rapp or teur. Education Secretary Government of 3ammu & Kashmir 3, Shri Arun Kumar Kar Education Minister Tr ipura

4, Shri Ashoka Bajpai Education Minister . Uttar Pradesh

5, Shri H ,S , Singha Chairman, CBSE.

5. Shri G,C, Yadava Director of Public Instruction Government of Arunachal Pradesh

7 , Shri S .0 . Shares Additional Commissioner (HRD) Government of Bihar

8. Shri Shakti Sinha Secretary (Education) Government of Goa

9. Shri R.C. Sharma Dy .Di rector (VE) Department of Industrial Training and Vocational Education Government of Haryana

10. Dr, S. Kumar t Dy,Director, Secondary Education Government of Haryana

11. Shri Natain Oass Dy, Superintendent Director Of Industrial Training and Vocational Education Government of Haryana

12. Shri. AshOk K. Angurana Lir_ctor of Education v;7.crn*nent of Jammu & Kashmir. 147 ; 13. Shri K.P. Hamza Director, Vocational Education Government of Kerala

14. Shri R, Bhargava Commissioner, Public Instruction Government of Madhya Pradesh

15. Dr. H.L, Malsauma Dy.Director, Higher Education Government of Mizoram

16. Shri Hasuant Singh Director of Public Instruction Government of Punjab

17. Shri T, Natchifiiuthu Director of School Education Government of Tamil Nadu

18. Shri S.B, Bisuas Director, School Education Government of Tripura

19. Shri B.P. Khandelual Director of Education (Secondary) Government of Uttar Pradesh

20. Shri B. Ganguly, Professor & Head Department of Education in Science and Maths and Cean (Academic), NCERT

21 , Shri Ashok K. Mishra Head, Deptt. of Vocational Education N'CERT .

22. Shri Arjun Dev, Professor, NCERT

23. Shri P.M. Patel Professor, NCERT

24. Shri K ,S . Sarma Director Navodsya l/idyalaya Samiti

23, Dr, (Mrs) 0 ,M , de Rebello Joint Secretary(S) Department of Education Ministry of H ,R ,D ,

26, Smt, S, Brar Deputy Secretary (ET) . Department of Education Ministry of H ,R ,D , : 148 ;

27, Ms. P, Bolina Deputy Educational Adviser Department of Education Ministry of H,R,D .

28, Shri A, Banerji Deputy Secretary (Schools) Department of Education Ministry of H ,R ,D .

29, Smt, R. Flehra Deputy Educational Adviser Department of Education Min istry of H,R,D , REPORT OF THE UORK'IN G GROUP aON HIGHER .ED UC ATI ON-’

The Working Group on Higher Education under the Chairmanship of Shri Vikram Uermaf Hon. Minister of Education Madhya Pradesh met on 8-9 March, 1991 and deliberated j,a various issues concerning Higher Education in India.

GNANAM COMMITTEE REPORT The Group first took up discussion on ths Gnanam Committee Report. The Group felt that although the report is too voluminous to be considered in a short meeting, it should benefit from the presence of Prof. Gnanam who was requested to give a btl#f resureof his recommendation®. Prof. Gnanam explained th«t the management structure of most Indian Universities based on the pattern of traditional British Universities vid this structure was not adequate to meet uith the requirements of present day University in India. He stated that tha report emphasised the principle of academic autonomy of universities and decentralisation Of thier in-': ,agrme.-vt structure. The Report made detailed recommendati­ ons about the powers and functions of various officers and Authorities of Universities and the role of tsachers, students, politicians and others in its management structure.

The Group felt that the recommendations made by the Gnanam Committee are of far reaching importance and should be very carefully considered by all State Governments. The Group, therefore, recommended that the State Governments should formulate their views on the report in three months Lioo and send their recommendations to the UGC which shoold nooces# the saflJ© and place them before the next meeting of the CASE.

ACADEMIC Cfttffi&ftftf The G ro up expressed serious concern at the disruption of academic s a h e d u !•- in several Universities in the country, Cx?moles vert

declaration of results and disruption of class-room teaching due to Agitations -nd several other reasons, Ths Group felt that restoration of academic calendar u^s of utmost importance tc resfc&tg the credibility of our higher education system, jacretary, UGC explained that UGC had prepared a model academic calendar which uas circulated to all Universities and State Governments for implementation from the academic year 1990-91. The UGC guidelines also provide for setting up a three-tier machinery for monitoring the implementation of the academic calendar. The Group resolved th4fc tha calendar prescribed by th© UGC uith appropriate modifications to suit local conditions, and without radU-Cing the prescribed minimum r>u^»0t of teaching days, shoui-i be adopted and implemented by *1 1 the Univer­ sities. TGroup also resolved that for fct>« above purpose necessary statutory provisions may also bs m&de by the Universities before the beginning of tha next academic ysar.

..h i g h e r E >JCh T IGM: Tha Group felt that there are several rs0 sons for

dstorioratian in the quality o f sducation, particularly at the college level. Serious concern was expressed at the opening cf collagas which did not have adequate facilities. It was „ientioned that out of nearly 7000 colleges in the country, 30Q0 colleges haye not baen foundZnecessary infrastructure facilities like buildings, classrooms, laboratories , libraries and some do not eyen have tn ~i required number of teachers and students. Taking this into account the Group recommended that new colleges shall not be permitted if they do not conform to certain basic To-, uir-jments in terms of population, buildings and other

/^i it r or assistance from UGC, as they do not posses - ...... /- * 151 t infra-structura 1 facilities. The Group also recommends th^t UGC should prescribe norms ~nd guidelines to be observed before neu colleges are sanctioned and granta 1 affiliation by the Universiti ?s. The Group also felt that politic'-1 uill needs to be mobilised to prevent proliferation of colleges without necessary facilities.

The Group felt that quality of higher education could be improved if the minimum qualifications prescribed by UGC for recruitment of teachers are strictly followed by all Universities and Colleges. Tha Group also recommended that facilities for in-service training for University and College teachers which are hot adequate and should be further strengthened.

UNIVERSITY FINANCES: T'is Group observed that while there has been a general daclin-3 in the share of higher education in the overall budgot of education, the requirements of funds in tha higher education sector have increased Suostantia11y

bee use of increase in number of institutions, students and tsj&ch-’r s , a nd cost nf providing education facilities. The

Group expressed its concern at the financial condition of several Univarsities which do not hav/e necessary resources to p'.1. y even salaries and have often to depend on bank

over- ir:-fts for their day-to-day expenditure. The Group felt that the State Governments should take a serious note

of this situation and allocate adequate/the Universities to

function smoothly. The Group felt that the UGC and the Govern­ ment of India should make a re-appraisal of the threshold level of fin? ici-‘l assistance to Universities and colleges and enha.ico it, taking into account the developmental needs of s ['c i University and college. While making the above '■:ciQl-!l'c e 3 and release them on time to enable 1 152 : . recommendations the Group also, observed that there is a mood to bring sbout .financial discipline in the? Universities and curtail wasteful expenditure. The Group also recorrsTiended that the University system should rc-duce its dependence: on Government grants and raise resources on their own, ihe Group felt that to encourage Universities to do so, they may be allowed.to retain the additional resources raised by them,

PROMOTION OF SrORTS IK UNIVERSITIES & COLLEGESt The Group strongly f elt that adequate attention is not being g iv n n to promotion of sports and youth activities in our colleges and universities. At present U .G .C . does not provide any resources for development of sports bvt only acts as an agency for Department' of Youth Affairs and i Sports which provides limited funds for development of - sports infrastructure and promotion of sports activities. *hc Group recommended that theisports facilities in colleges *■ j * end urdv‘ rsities should be substantially upgraded and to begin with atlr, ast one institution in each district should provided with minimum sports infrastructure and facilities for coaching end training.

U.'V:c Croup r^-cognis'-d the growing import a nae of distance o duce^ion in the. system of higher education, and recommended t.hr.t e^bh State should establish an Open University, The Group rocornmendtd that the States can utilise the course m aterial prihor-vil by the INGOU by having it translated into lo c a l l^ngu.-aycr;. The Group' also recognised the need o'Z reorientation of correspondence courses into distance mode b y r;.ncrc---s.s.ncj use of audio and video material and counselling f ::c i l i t .V. **he Group emphasised the need to provide for :fiob;Mity b^twr^n Conventional and open university systems. : 153 :

PARTICIPANTS IN THE GROUP ON HIGHER EDUCATION

1 , Shri l/ikram \lerma Ch i r^an Education Minister Madhya Pradesh .

2. Shri C,T, Benjamin Rapp ortcur Commissioner & Secretary, Education Government of Karnataka,

3. Dr. D.P. Si'igh Minister of Higher Education Bihar.

4. Prof. A. Gnanam Vice-Chancellor Pondicherry University,

5. Prof, Izhar Hussain Aligarh Wu0&lra University

6 , Prof. Mrin*! fliri Deptt. of Philosophy ME HU

7. Smt, A Shukla Professor & Principal Mahilo Mahavidyalaya Ba.-^aras Hindu University,

8, Pro:*, R, Balasubraman ian Ch3 i rman, ICPR .

9. Prof. S.K. Khanna ■J ica-Ch a ir man, UGC.

10, Shri T.J, Reddy Diro.^tor, Collegiate Education Government of Andhra Pradesh,

11, Shri 3.P, CHaudhary Doint Secretary (HRD),, Government of Bihar,

12, Dr, M.L, Tgyal Dil'ector, Higher Education Government of Haryana,

13, Shri 3.K. G^wel Oiroctor, Education (Secondary & Higher) Government Of Himachal Pradesh, S 154 : I A + — JShri■•Kuruvi.lla John Director of Collegiate Education Government of Kerala,

15. Shri K.K. Vijayakumar Director, Higher Secondary Education Government of Kerala,

15. Smt. M ,\1. Garde Principal Secretary Government of Madhya Pradesh,

17. Ms, Alka Sirohi Commissioner, Higher Education Government of Madhya Pradesh,

18. Dr. N ,K . Patole Director of Higher Education Government Of Maharashtra^

19. Shri Lalaul« Director, Wither & Technical Educatior, Government Of Mizoram.

20. Dr . L .K . &** Director, Higher Education Gcve-rnmB.it of Orissa.

21. Dr. Ujagar Singh Banga Director of Public Instruct ixn (Colleges) G ;vernme.it of Punjab,

.22. Smt. A .K . Ahu ja Secretary, Education Govtm-iisnt of Rajasthan

23, D v . B .M .L , Tiuar i directnr, Higher Education Q-jvsrnment of Uttar Pradesh, •

2'!. Dr. P.K. Chaudhuri DPI c- Ex-officio Secretary Gn/errriynt of Uost Bengal

25. S'iri Y .r!. Chaturvedi S c r t-1 a r y, UGC. 26. Dr. P.B. Tripathy J.iiit Director, UGC.

27 . Shr i S ,G . flank 3oint Secretary Oepartms.^t of Education Ministfy of HAD.

26. Shri MPM Kutiy Direct nr Deott. of Education Ministry of H.R .3 . -^ Annexur i ^ H ^I

REPORT OF TH£ WORKING GROUP ON ADULT EDUCATION & LITERACY

Ue declare that the attainment of mass literacy is linked to the attainment of the national objectives of eradication of TOJErty,. the achievement of full employment and realisation of the values of national concern, namely national integration, women's equality and employment, small family norm, protection and conservation of environment. ■

1.1, Magnitude of the problem of illiteracy The number of illiterate adults should be shown on the bssis of the Census of 1991 instead of projecting them on the basis.of 19 01 Census,

1,2 Factors contributing to the phenomenon of y^ainq illiteracy 5Ti>>r!q3;j5EE7™ ' ' “ These lnclu#*«:

, I." ■'•jr. •=:; ’ -.h coverage of children of school going age in schools duo tc poor Infrastructure and unwillingness of parents* , Major i sy of the children, particularly belonging to the un kr ; rLvilaged and in educationally backward areas, not stsyin ] long enough in the school to acquire the minimum l~'vc.is O'-' learning on account of social and economic compul- I n i s«.d by poverty and deprivation. A J 1.: . . t.. :c-ttion/Literacy programmes not being able to counter t.i:.i i.Ij and compulsions resulting in large scale drop-out of i J'j It learners before abhieving 'minimum levels of literacy. Injr"uate and unsatisfactory arrangements failing to enthuse nsalit:; iteg to take up post-literacy <£ continuing education pro jr.v:.vf»cr» and preventing them from relapse Into illiteracy. Grouch ii literacy (both in rate as well as in absolute number not k-.-aing pace uith rise in population (both rate of growth

-3 U ’l I '•& in absolute number), 1 : L inal backwardness of specific areas (desert areas, slum

'H' '■■■', .' •.bfi j and forest areas and other interior and inac ; s9iblc sreas), poverty,,- -social deprivation, economic

ex ’ 1citrjl i o a , unemployment, irrelnvance of the educational syso :ni ifes larger need-, of life, absence of a positive and v; Ifcairning environment and general absence of a society Which and prUes literacy. s 156 * W3-* Strategy for reduction in illiteracy LThis would include the following measures . Universal enrolment and retention cf children in schools upto 14 years of age. • Improvement of socio-economic conditions including creating conditions for ameliorating the plight cf. socially and educa­ tionally disadvantaged groups and creating cn environment which will facilitate learning and reinforce the.teaching —• learning process. . Improvement in the quality .cf education imparted in the formal school system. • Prov; sion of ncn-formal education of good quality to those who cannot join regular primary school. . Provision of opportunities to illiterate adults in 15-35 age-grcup to■ enable them to become functionally literate. . Overriding priority to female literacy. • Provision cf opportunities and facilities for post-literacy end continuing education. . Outlining a special strategy for areas which are actually disadvantaced from the point of infrastructure, communication, trrms;; ort, etc. as also other educationally deficient areas.

1.4 Findings of Institutes of Social Science/ Research and aocrqent on ev a lu a tion o f the impact cf the A dult Education Prcrranuna conductcd by them.

i'he airy o', the findings of evaluation studies as brought cut in th,; agenda was noted. These include the following . Lack of stress cn time-bound plan for eradication of illiteracy. . Lack c ~ oguete planning and preparation with special reference to environment b u il d in g p r io r to actual commence-

. i . y . Centre-based programme,

Wrong selection s t a f f . Lack of bacJc-up s u p p o r t/t,fcy r a .in in g and con tin uing education of fur;eti'."-i-',.ries . 'Po 1 i.i c a e u p Xy of teaching-learning materials. -X :';i': -:'.t /•byf?ical teaching-learning environment. r eri’iphaaia cn quantitative rather than on qualitative

•^c.;iev . s 157 ;

, Lack of credible and effective management information eyetom. It was emphasized that while these deficiencies be made good in the current programme, they should not be allowed to repeat themselves in the future Centre-based programmes.

1.5 Shift from institutior.a.ll^gdjCentre-based approach to Campaign approach" • .. — ~ ~ -

Determination and unqualified support State Govts. & UTs to literacy campaigns " ' ~ ~

The welcome shift which is taking place from the traditional Centre-based approach to the Campaigns-approach, which is area-specific, time-specific, volunteer-based, cost-effective and result-ori®nted, is endorsed. For this, there is need for total politicall will, commitment and unqualified support of the State Govts.and UTs as preconditions for the success of these campaigns and suggested that such involvement and support may be secured in the following manner:- In respect of districts where campaigns have already been “la u n c hed ------"

• An nergetic and committed district administration will to Joe th'- focal point of mobilisation of ooc:' al forces as well as coordination of all such forces to act ir. synergy for tho success of th' campaign, The Gtnte 'o^ern-K nt, in addition to creating conditions for such a synergy, will also havf to ensure continuity of tenure of th". functionaries at various levels of district administration who are closf ly involv'd with the campaign ?.nd particularly of the District Magistrate who provides t>r. principal driving and coordinating force for the campaign in thr district.

. . Voluntary £g-. ncies are grass root level organisations which 'nave flexibility of structure and operations and "aav- volunteers who have intimate knowledge of and contact with field conditions. They have, therefore, a very special role to play in a campaign for total l it e r a c y . The State Government and th e D istric t ,'idminis- t.r^tion will have to create conditions in which the VAs can make their voluntary contri ution to tha campaign I 150 l

more m ea n in g fu lly and. e f f e c t i v e l y . Such dnvolv^rrvsr.t vr. support of VAs can be secured In a number of v;-ys such 'as giving them representation at various commit t -~i -s, assigning specific responsinilities such as resource :.:u'joort th thrpugh training, evaluation, conducting of literacy pro~rr.... programmes, etc.

Involvement of State Government would also, riv-an tot-il emotional involvcirr nt of development functionaries in th’- campaign, Such an involvement is also necessary to convert campaign for total literacy into a campaign for immunisation, maternity protection, child health cnro, protection “ind conservation of environment, small family norm, etc* Xn addition to issuing instructions in cle^r and ur;ambl<3 ous terms to Seer-tar ies to Govt, Heads of Development JeLartmf. nts, Revenue Divisional Commissioners Coll'ictora snd all lOther independent bodies (including si. .tutory and corporate bodies) regarding release of personnel and provision of logistic support to the campaign, th'i ^tata 3overmtent also needs to monitor the pace and progress of such involvement, r^l;^cj;^ion_ of ney; .d is t r ic t s for , 1 au nchinq campaigns afr^sh

C'-;n-.-aigns can become a part of our strategy ©or total eradication of illiteracy only if State Govts, develop rfai.ch in the efficacy' of the campaigns approach and. creatc conditions for their -success. One of the factors which c\n canv.ribute to this process is selection of TLC districts with imagination and far sight. The following broad criteria inn.;.- 'x kept in vi'.-w for selection of the TLC districts:

0 rich folk- culture and tradition which can be barn ssed fcr environment building. 0 confluence of cre-tive' forces and energies which c-'.n b'* harnessed for‘providing resource support such ea trailing, monitoring and evaluation of the campaign, 0 c:vim oH c. n^: rgetic and committed officials and not»~ officials at all levels, .. A 159

Campaigns for total literacy have, as their clientel :, persons in different age-groups such as 6-60, 9-35, 9-'1-5 15-35, 15-45^ etc. Of these, children belonging to tin. age-group of 6-8 and 9-14 will have- to be covered in tl NieC programme, which has a duration of two years for achieving tha minimum levels of learning as against tho duration of 6 months or 200 hours for adults. While children In these age~group$/ban be covered in th.. campaigns by providing separate curriculum instructional materials, train:; ng and separate t • aching-learning places for th-m, thv State 3ovts. v/ill have to take a policy decision in regard to -Xtention of the NFE programme (Centre-based) beyond tilts campaign period with a view 'co ensuring minimum levels of learning for children covered in thr campaign.

^nnuri n% i^eruat e_ me3.ia coverage and suT«>Qart to th.; dove- 1 opraents jfy the camn aign d i s t r i c t s .

• 1<. sisenible nrdia coverage and support will have to cone from the Ministry of I&B and the autonomous bodies thereunder, such nr AIR and Doordarshan, tshe State Govt* car: contribute a lot in (a) preparing and disseminating success stories of ongoing campaian districts; (b) id .j tying creative thinkers, writers and artists and. •i-nccur aging them to contribute by way of regular write­ ups in th'; local press to disseminate the roes sage of literrcy in it.5.: correct perspective as well as to dispel v.'.v:. rdstaken notions about such campaigns for total litoracvj. and (c) placing the services of the District information and Public Relations set up at the disposal o:c tlii corv^aign authorities for intensive publicity and propaganda for r-porting the pace and progress of the C’>.::!;->o.igii OS veil as the outcome thereof.

Hass. Mobilisation It was n£*fc ■•>2 that s gnificant achievement has been made both in r^/ard to coverage as well as in creation of a . nt for literacy by Bharat Gyan Vigyan oa‘ .ar t-.c Vttl.l r.:. Taidal Jatha of Gandhian and Sarvodaya ^ / » 160 : wtork-ers in October- November, 1D90, It was also noted that a large number of'area-specific concrete action uisns for total literacy have been formulated as a result o~ th. positi environment uhich has been created and total literacy campaigns are being implemented in a number of districts. In view of the

imperative need for reinforcing and sustaining, iz is suggested

that similar initiative may be launched on a .large scall all over the country. It is also suggested that necessary measures be taken to secure large scala involvement of students and

teachers in the environment building as uell as campaign effort by designing appropriate motivation strategics for them.

The new initiative taken by Prof, Yash Pal, pnrmer Chairman,

UGC and a number of like-minded persons on the subject of Mass Action for National Regeneration by lar*j« *cale involvement of students in schools, colleges and universities for one year

to deal uith th** problems of illiteracy and nvil-'development was welcomed. It uas noted that for the current year, a

beginning is to be made by extending the S'jcmW vacation during uhich students and taachers uill work intensively for literacy

■on the on', hand and by integrating liter icy as an integral part of th'j curriculum in the school, collegiate and university system

on thf.: other. It uas further noted that this has been endorsed by tho Council of the National Literacy Mission Authority in its recent meeting held on 1 5 t h February, 1991.

fir i or itj/ _to jjomen ’s li_t eracy

, Keep ing in view the close linkage between the female literacy' '*,0.1 the status of the uomen in society, maternity protection child health csre and its impact on reduction of infant morta­ lity r :t-r and birth rate and also in vieu of the abysmally low rate of fe.Tials .literacy in several parts of the country, the Grouo suggested a number of measures for giving 3h effective boost tc female literacy (both in terms of rate «js uell as -dos v !.u co o umbt’E )* such as involvement of women functionaries in

adult r •': j c nt i^rt m d literacy programmes in large number, desig­ ning o‘j r ' i cu law (both teach ing-learn ing and training) as uell

?s conducting the- programme in a manner which will enthuse and uomen to participate; in the programme, in large numbers, ocC* It "vat?.*! with satisfaction that a good deal of linkage ^*>t 3bli®h*d bt.-tu.ien the campaign for total literacy S 161 ; in sone of the districts and the neu p n g r i w . f-»r uomen’s ■ equality and empowerment, known as "Mahila S^.naknya •*, The functionaries of Mahila Samakhya in these iji~tv lets, in addition to helping in creation of a positive envLr nn,;i-^nt for literacy, have also acted as resource persons in trninin^ and mobilisation of v f M s n , Uhiia recommending extension of Mahila Samakhya project to larger number of districts, reinf.iroement of the nexus between Mahilo Samakhya an;! Campaign mode for fcat.il literacy uas also emphasised.

I nvolvement oP Voluntary Agencies The voluntary agenci.es uill also have to ba petsuaded to adopt the neu approach which is area-specific, time-bound, volunteer- based, cost-effective and result-oriented 13 faf as possible and practicable. T h i s would require considerable t?forts on the part of the Central and State machinary inchargc 0* implementation of the prograirws in (a) organisation of work-©hops for \/As for. their large seal© familiarisation uith the *>9-ap 0 roach and IPCL techn iques; (b) assisting the VAs in formulation and reformula­ tion of action plans for total literacy in specified areas andJ (c) extending continuous encouragement, supaort and help to VAs tn enable them to run the programme in a climate of total freedom and spontaneity. The Director-Qsneral, Nationa 1 Literacy Miss ion stated that in the uake of the Paidal Gatha undertaken by a large number of Ga.ndhian and Saivodaya workers in the 5 States of Assam, Orissa, Bihar, UP and f1P, a good number of good and reliable UAs have been mobilised and motivated to come up uith concrete action plans fa'total literacy in specific areas, A workshop was held at Sevapuri near Varanasi uith representatives of 30 such volun­ tary groups, which uas attended by him and the Education Secretary^ Cnvt« of India^ the need for creating a decentralised set up = ncJ mechanism for processing of such proposal from the \/As, uith utmost spefd and expedition on the one hand anci also to provide crntinucus encouragement, guidance, leadership and support on the. other, uas felt. It is in this context that need for : 162 : constituting a State level body to assist the \?As in formula™ tion and reformulation of action plans, sanction end release of funds, monitoring and all other promotional activities related to the UAs, uas felt. He indicated for information of the Group the consensus which had emerged from the workshop about the broad composition of such a state level body, The composi­ tion would be as below:-

Chairman: a distinguished civil servant serving or retired, of sufficiently high seniority in the hierachy who has empathy & sensitivity bo the voluntary sector & uho is acceptable as such, OR tn otherwise eminent person in public life.

Secretary; Should be full-time to be takan on deputation from the State Govt. (Dev, Deptt,), Should be

acceptable to the \l{\s.

Members: 3 local UAs of whom atleast .in.} should be a woman, 1 \lA from outside the State. 1 representative from GOI,

The state level body would be registered as a Society under the Societies Registration Act and may be named as "Sampoorna Sakeharata and Gram Swarajya Samiti" or by such other name as may be considered locally appropriate. In addition to scrutiny and sanction of proposals of VAs, this body would 1 also function as a promotional and developmental body vested with mobilisation and leadership development functions,

While endorsing the suggestion regarding constitution of such a State level body for the specific purpose as indicated above, It was recommended that Director, Adult Education of the State and Director, State Resource Centre should also be made members af the society. 163

1*6 Flexibility in Approach

The now thrust, initiative and awakening in the direction o f mass campaigns for total literacy was not^d and tho following suggestions made Mass mobilisation and campaigns for total literacy should :en * A campaign for total literacy, would mean mass wherevfer saxion, voluntarism arid learning outcome according isible, to NLM norms as its cardinal principles. This would also require for its success designing good training modules, an effective Management Information System (MIS) ar.d an effective system of evaluation of the learning outcome.

. The traditional Centre-based programme should be t o t a l l y frozen in those districts where mass campaigns fo r total literacy hnvt been launch d.

■ . The traditional Centre-based programme should be progre­ ssively phased out even in districts where mass campaigns for total literacy have not be on launched but by adopting other alternative approaches like involvement o'Z vioruon coordinators , prerak/instructor centred approach, etc*

. In areas, such as border areas, desert areas, tribal and forest areas, inaccessible areas and other d is tu rb e d areas where it is not possible to go in for-Wnass campaigns for total literacy, a more flexible approach or mix-d approach (both Centre-based and Volunteer-based) could be adopted, as may be relevant to the specific needs of that region (it being noted that in the same area, the Centre-based; approach and the Volunteer-based approach should not be . adopted), .

• The Group noted that we should be little guarded and cautious about the continuance or replication of the schema of payment for r. suits, as has been introduced in the 20 CD Blocks of West Bengal and the Ex-servicemen projects in the States of Tamil Nadu, UP, MP and Rajasthan.

2,1 Post-Literacy I n districts where, mass campaigns for total •literacy’ have been launched, it was suggested that alternative mechanisms c o u ld be designed for an effective post—literacy & continuing education programme, which would take irrto account:- s 164 : (i) Continued Non-Formal Education of children in the 9-14 nge- - group until they achieve the minimum levies of learning; (ii) Retention and strengthening of literacy skills of those persons (neo-literati s) 'who hav achieved the I-ILil levels of literacy with a view to making them permanent; (iiL) Continued basic literacy skills for those persons who have during the course of the campaigns, not r.uite achieved the NLM levels of literacy; (iv) A programme of literacy for 'those persons who were, for various reasons, not able to at all participate in the basic literacy campaign.

It was felt that adequate steps should be taken to design graded post-literacy materials and making available these materials in sufficient quantity for the neo-literat-s thr>. ugh libraries and other institutionalised avenues. It was felt that priority in organising the; post-campaign post literacy stratogicis should be given to continuing education for women. It also noted that a series of m:etings/workshops are being p l a n n e d with a view to evolving strategies for rost-literacy & .continuing education in the campaigns context. It was dlso felt that it may be nece­ ssary to organise training programmes in skills including vocatio­ nal skills in which opportunities for self-employment as well as wage-employment are locally available. Illustratively, simple and short duration training could be organised on health and nutrition, common ailments and inexpensive remedies, information about proper upkeep *nd maintenance of productive asset measures of safe storage of water, growing and storage of vegetables, introducing devices which can minimise hardships and d r u c r ie s , particularly in the lives of^ural women (smokeless chullahas, bio-gas, solar cooker, etc). Such training could also be organised to provide access to legal literacy, such as provisions ot labour, tenancy laws and welfare laws, etc. .

We, th- students, teachers, working people in Govt, business concerns, firms and factories, men & women of all ages pledge to devote oursclv-'.s w holly beginning this year for the attainment of total literacy vhi~h is the hallmark of progress and development. : 165 s PARTICIPANTS IN THE GROUP ON AJ3ULT LDUCATION & LITERACY

Dr, Malcolm S, Adiseshiah Chairman Chairman, Madras Institute of Development Studies

Shri A.J. Shukln Rapporteur Director (AE & PE) Government of Gujarat

Shri Mohd. Abdul Bari Mi nister-ix>-Charge, Mass Education & Extension Vfest Bengal

Shri i-rem Bhai Secretary, Banwasi Seva Ashram Govindpur, Sonbhadra, Uttar Pradesh

Shri Viiendra Kabra Director, Indian Institute of Rural -Works Aurangabad

^■hri H arivallabh P?_rikh - Chairman, Anand Niketan Ashrama Rangpur, B-roda, Gujarat

Smt. Sarva Sridevi Sit aphalmrjidi Secunderabad

Shri J.C. Ranganayakulu Director of Adult Education Government of Andhra Pradesh

Smt, Tilottama Barooah Additional Director, Adult Education Government of Assam

Shri S .G . i^tnonkar Director, State Literacy Mission & Adult Education, Government of Goa

Shri M, Madan Gopal Director, #4q £S Education GovernmenH of Karnataka

Shri ]?,K, Sivanandan . Secretary (local Administration) and Secretary, Kerala Saksharata Samiti Government of Kerala : 166 : 13, Shri R. Kar director, Teacher Education Government of Orissa

14, Shri M.C. Mathur Director, Education Government cf Sikkim

15, Shri G.P. Upadhyaya Deputy Director, Education Department Government of Sikkim

16. Miss Gauri Dhar /additional Director SW & Social Education Government of Tripura

17. Dr. K.A. Pandesv Director, Adult Education Government of Uttar Pradesh

18. Shri M. Roy Director, Mass Education & Extension Government of West Bengal

19. Shri Kfaru.ndra Prasad Commisr~o oner-cum-Secretary (Education) Del .i AdT.iiiistration

20* Shri Lakchmidhar Mishra Joint Secretary (AE) & oirector General (NLM) jjfcpartment of Education Ministry of H.R.D. ; 157 i Annexurc-XlI ,

RL-l'ORT CF fj-HL TORIOuG GROUP ON TECHNICAL EDUCATION

Prof. D. Swaminathan, Member, Planning Commission/ chaired the meeting of the fcv>rhing Group. Prof, B.B. Chopane, Director of Technical Education, Maharashtra acted as Rapporteur, List of participants is attached. In his introductory remarks, Prof. Swaminathan emphasised the ne .d to view technical education system in th'j total pers­ pective of the socio-economic and environmental development of th country, int; grat d with the production system and service sectors and with active participation of all sections o f the society. In this context, he identified a f rm p ara­ meters with which technical education development is to o<- viewed. They are; - Treating Technical Education as a continuum. - Access and ■ guity to all sections of community including

_ v^nceR*fW??len‘prograames and courses - Lrapleyeoility including solf-employment. - Cost effectiveness - minimising the cost and maximising the result.

Ke fu rth e r stressed th" importance of reducing tha subsidy from the exchequer to th higher and technical education system to th-. extent possible, enhancing the scope for generating in t e r n a l resource through appropriate resource jnotili^afd o n . fbr t h i s purpose, he enumerated the different approaches such as profitable exploitation of research findings and p o o lin g , s h a r in g and optimising available facilities in the institutions as v.’ell as research organisations and industry. There was a lso a need for up-dating the infrastructure and information system. The Chairman also highlighted th: necessity f^r strengthening/ providing facilities for training and re-training of teachers of higher technical institutions and als-^ for adequate and active linkages among in s t it u t io n s , ind ustries, univ^reities and research organisations through a system of symbiosis. ; 168 :

fie also stressed the need to develop and expand part time education -and distance education for the employed/ -who missed such opportunities earlier. In this connection appropriate courses at diploma, degree and post-graduate levels need to be developed.

After a general discussion on the issues facing technical education, the l.orking Group took up the three items on the -r;r.da for consideration: Item No.11 Regulation of fers and admission (Prohibition of capitation fee), self-financing, provision o f financial support to needy and talenfeed st'vdents*

The Group discussed the item in detail and also th... present position in various States. The Groun r-cognised tit n~ed. for adequate r:sourct mobilisation to reduce th r= h igh lev el o f subsidy being g iv e n from the Government ex chequer tovjards recurring cost of Technical Education and for further devolop- ments. To t h i s extent, it was felt necessary that th"* fee structure in various States and institu tio n s need upward r e v i s i o n . Moy;';ver, this enhancement may be done suitably depending upon and as decided by concerned States and i f neceseary in stages. In the case of self-financing and non­ a id ed institutions,$■ rea listic• maximum limit rr.aj' proscribed by the A IC T A , keeping in view, elimination of malpracticos lik e c o lle c tio n o f huge sums o f money as donation, capitation fee, etc. The Group also emphasised the need for A IC T J to inccr- porate/invoke punitive provisions to pre-vent such malpractices alto geth er. ilence the Group recorrmendtd that - Fe% structure in Government, Government aided and Univ&rsity institutions should be enhanced and, i f necessary, in stages, so as to augment r e s o u r c e s . - A relistic maximum limit of fees should be prescribed by . \1 CT1. for self-financing Engineering Colleges and Polytechnics, keeping in view the elimination of collection of capitation fees in any form altogether. : 169 : - Punitive measures may be enforced by AICTE/state Governments Par curbing malpractices such as collection of capitation fee^etc, - Uith regards to admissions, the norms prescribed by the AICTE should be followed by all institutions so that quality of standards could be impaJcv^d* This uill also eliminate the malpractice of giving admission to underserving students. - The Institutions should strive to mobilise resources, generated internally through sponsored research, consultancy, technology transfer, continuing eJucation programme, testi.ng^etc. which should meet at lent 1 CJfo of the recurring costs. - T;o encourage private investment to the Technical Education System the amount ini/ested/domay be exempted from income-tax. Intern No.1 2, linking AICTE more effective

Shri 1,3, Sangal, Additional Secretary, AICTE: explained the various steps taken during the past one year, to make the AICTE effective. Dr. K, Gopalan, Member-Secretary, AICTE supplemented the points. The Group noted uith satisfaction, the progress in this regard and also the steps taken by AICTE an 1 its Regional Committees, Universities and the State Governments for the effective implementation of the AICTE Act, Further, in order to make AICTErole more effective, the Working Group recommended that: - The Chairman, l/ice-chairman and the Member Secretary should be appointed on full-time basis at the earliest, - The staff structure the Headquarters of the AICTE and at the Regional Committees should be adequately strengthened without any further delay, ~ In order that the States are able to control and . develop technical education in the changed circumstances che State Boards/Councils of Technical Education should be made autonomous/statutory, . i 170 : - The AICTE should take over the various schemes uhich are at present being handled by the Bureau of Technical Education, • Item No. 13. Revieu of implementation of the Uorld Bank Assisted Pro ject on Technician Education t_ _ _

Prof, S.K^ Shrivastava, Joint Educational Adviser(T) and National Project Director of the Project enumerated various aspects of the project and the present position in this regard. He highlighted the need for the States to optimally utilise the resources provided under the Uorld Bank Project, It is expected that States and Union Territories uhich are nat covered at present in phases I and II, uill be covered after the first annual revieu of the project, taking advantage of the built-in flexibility. The Group deliberated on the item and recommended that the States should ensure the follouing: 1) Scarce and valuable resources made available are opt in - .1 tv used, 2 ) Const.ou ction programmes are completed in the stipulated time and uith quality as planned, 3; Purchase and installation of equipment is cormletbd in time and quality ensured, 4) Staff is appointed in time and training is arranged adequately and effectively, 5) Develop and ensure a proper monitoring system to get accurate feed-back for taking corrective measures in time, o) Special attention should be paid to increase enrolment of uomen students so as to double the intake fr^m the present level by the end of the projact. The meeting of the Uorking Group ended uith n vote of thanks to the Chairman and participating members.

/ e • • »/ : 171 s

PARTICIPANTS IN THE GROUP ON TECHNICAL EDUCATION

1, Prof. D, Suaminathan Cha ir man Member Planning Commission

2, Prof, B,B. Chopane Rapporteur Director of Technical Education Government of Maharashtra

3, Shri A.K. Padmapati Director of Technical Education Government of Assam

4, Dr, P, Baskaran Director qf Technical Education Gnvernmant of Bihar

5, Shri A.K, Srivastava Director of Technical Education Government of Goa

6 , Shri Baluant Singh Secretary (Sc & Tech) Govcrnrr'ont of Gujarat

7, Shri L), M„ Taluar Addl, Junctor, Technical Education Government of Haryana

8 , Dr. R, Jayaraman Director of Technical Education Government of Kerala

9, Shri C.A Kesuani, 3t, Director of Technical Education Government of Madhya Pradesh

1 0, Shr i Lalauia Director, Higher & Technical Education Government of Mizoram

1 1, Shri S.K, Handa Director, Technical Education & Industrial Training Government of Punjab. 172 12. Shri G.P, Upadhyaya Deputy Secretary, Deptt. of Education Government of Sikkim

13. Shri Sudhir Sharma Secretary, Education Government of Tripura

14. Shri L.N. Mishra Joint Secretary, Technical Education( U Zone) Government of Uttar Pradesh

15. Shri D, C, Das Director, Technical Education Govern me nt of lies t Bengal

16. Shri V.S. Malhotra Director, Technical Education Chandigarh Administration

17. Shri V. Narayanan ADTE Delhi Administration

18. Shri D„ Taneja Registrar, 3 ,T .E . Delhi A !:,iinistr at ion

19. Shri M „.3 . Krishna Mur thy A'Id 1 . D.7.E. Government of Pondicherry

70 Dr. K. Gopalan lember-Secretary, AICTE Department of Education Ministry of H „R ,D .

3r f . S.K, Srivnstava Ihint Educational Adviser(T) Department of Education 'Un istr y of H ,R .D ,

Bhr i 1.8 , Sangal Dcint Educational Adviser (T) x A■:];11. Secretary, AICTE Department of Education 1 ia istry of H .R ,D ,

5hr i S,D, Auale i • 1, Apprenticeship Adviser Department of Education ‘lin-istry of H .R ,D , : 17 3 : 24, Shri S. Tayal Director, Department of Education - ' Ministry of ' H.R .D .

25, Shri H.L. Gilautra Assistant. Educational Adviser (T) Qeaartment of Education Ministry of H ,R ,D .

26, Shri S.K, 3indal Assistant Educational Adviser (T) Department of Education Min istry of H ,R ,D ,

27, Dr. C ,T , Mahajan Assistant Educational Adviser (T) SRO, Ministry of H.R.D,

28, Prof, A# Ramakrishnan Oirbctot;, Board cf App. Ttg. Department of Education Ministry of H.R.D,

29, Prof. G.S-. Chandran Pro£» ITT I, Bhopal Dep?::. -’rnent of Education Ministry cf H.R.D. REPORT OP THE WORKING GROUP ON ELEMENTARY EDUCATION

1116 Group on Elementary Education was chaired by Dr. (Smt.) ^ Das, Minister of State for Education, Orissa.

In view of the vast subject for discussion and the* limitation of time, the Group decided that it would concen­ trate on discussing. Minimum Levels of Learning, Micro- Flanning and Non-Forrnal Education.

Minirum Levels of Learning

Recognising that Universalisation of Education does not mean universal enrolment only, but also universal achieve­ ment of all children in the school going ag®, the Group discussed t/hci strategy of Minimum Essential Level oZ Learning in this contend;. Dr, R.H. Dave, the Chairman of the Committee set up to jay down the Minimum Levels of Learning for the primary starve and to recommend a procedure for comprehensive learner evaluation, sketched in brief the reasons why it ■ was necessary to draw up minimum levels of learning as per­ formance goals for universal achievement and for measuring prcgrers towards UEE. The major concern behind che need to have minimum levies of learning was to reduce the existing disparities and improve the level of achievement: in rural areas, socially and economically backward areas and thus work towards the establishment of equity and social justice. It is in this ^ontext that the Minimum Essential Levels of Learning were proposed. .

It was seen that one of the factors which afdected the quality of primary education was an overambitious and excessively heavy curriculum that had little relevance to : . 175 :

the lives and needs of the majority of students 2 nd h a d compelled a joyless rote rr.jnorisation and overemphasis on textbooks, VJhat was required was a curriculum that equipped children to acquire mastery over compet ancies and s k i l l s essential for them to function as literate adults in their communities even if they do not get the opportunity fo r further studies. The Minimum Levels of Learning,therefore emphasise relevance and functionality. Another important feature of the MLL is achievability. Reduced quantum of learning will enable children to learn to mastery levels, even w h i l e •permitting the teacher to relate text-book infor~ m ation r.nd objective reality into a meaningful p ro c e ss of understanding and application through experiment ation, exploration and activity-based teaching, Tha reduced quantum will thus not only permit a greater joyousness in the class room but also by virtue of a good mastery over th e e a r l i e r learning units,. the ability to progress faster through l a t e r stages of education.

The -tratn^y of Minimum Levels of Learning will provide the c.Tnraon b a s is fo r both formal and nort-formal modes of imparting primary level education. This strategy can, therefore, be effectively utilised for establishing'' comparability and equivalence of achievement botw-on the formal r.nd the non-formal systems, at least in the essential subjects of study such as Language and Mathematics,

An important aspect of the MLLs vfts that i t toc'-v into account the existing disparities between region?;/ districts, and States in achievement levels, Tho strategy for introducing MLLs, therefore, envisaged that e-ach region would examine the MLLs in relation to i t s . listing- conditions and achievement levels and modify thotf suitably before accepting them as e x p e c t e d goals of performance. : 176 ; Thus in .areas with significantly lower achievement levels, intermediate levels.of MLLs could be set with time-bound targets. Different regions could thus have difffcrentiated MLLs. The endeavour of this strategy would ba to direct better results where levels of learning were lower end to consciously accelerate the pace of development in the interior regions thereby reducing disparities and crualis- .ing the minimum standards over the entire country.

Continuous and comprehensive evaluation for re an important part o£ the strategy of MLLs. Having set MLLs as the performance goal, continuous and comprehensive evaluation would, ensure the attainment of competencies and skills through continuous and periodical evaluation and corresponding recedial measures as well as sumnative assessment of performance from stage to stage.

In the discussion that ensu ed,. several viewpoints were high 1 ?.o hte d. The opinion was expressed that there was nothin;:' .v;v in the subject, and that the work on defining the Minimum Levies of Learning had been done in this country as early as 1978. Instead of 're-inventing1 the wheel each time., the Government should be a d vised to take earlier experiments and studies into account, '.hile. recognising that the ne d to specifying MLLs was long overdue, some nenrbers expressed concern for the learning needs of gifted children should also be given some thought, Others felt that the better achieving/own pace. Since a majority of children grow up in billingual or rptilti- lingual environment, their home language should be u,ed as the strategy for learning the schocA language. The view was also expressed that there was danger in taking the . s prescribed by the R.H. Dave Committee as the schools should bs allowed to progress ahead at their : 177 : final -word on the subj; ct and as the basis for deciding tha progress of USE. Some ro-nmber 3 expressed the view that crux of the matter lay in making the teachers perform their duties and not only in re-defining the' curriculum. It was stated that measures such as continuous in-service teacher training, provision of Early Childhood Education, convergence of services, provision of facilities such as transportation, etc., aimed at reducing drop-outs and improving the functioning of the schools would also need to be given continued importance.

Overall, however, the Group accepted that fixing the minimum levels of learning as an achievable/ relevant, functional and measurable goal for the schools system was a significant move forward. It was seen that measuring the progress of the educational system by tha number of children who attained MLLs would be a distinct improvement over measuring the progress by the additional enrolments into the s^/s^em. The Group felt that MLLs, taken together with a con; ' and comprehensive evaluation system,

would help ffteachers to control the p a c e of learning & get an insight into the learning difficulties and learning achievements of children and thereby help than to struc­ ture their pace, method and success of teaching, .f proper analysis of the evaluation results would also indicate to the educational planners the kind of inputs that are necessary to improve: conditions, facilities and the cuality of teaching in schools. Thus, the programmes for teacher training, improvement in facilities, supervision of schools, etc. fwould all be guided by a proper understanding c- class­ room processes and as we structure towards a veil-defined g o a l. : 178 : The Group saw the MLLs as an effective solution to tho vexing1 question of comparability of standard between formal and norv-formal systems. It saw that the question no longer remained one of NFE conforming to th'j primary school standards but became one of the viability of a different model and methodology to attain a proscribed level of learning.

Some concern was expressed by the Group that the MLLs might result in imposing a centralised curriculum on th'- system. It was clarified by Prof. R.H. Dave that, in fact, the move would encourage flexibility, innovation and experimentation, and greater involvement of tcachers with th".- teaching-learning processes and materials taking account the local realities and resources. It was also clarific.d that the recommended levels were not proscriptive and that each State or any other urit would bo advised to measure tho present levels of learning of children, and on that basis, decide the quantum of skills and competen­ cies it would wish to keep as the minimum for mastery by all children as the goal for the system.

A fter the drtailed discussion, the Committee recommends as follows:

(1) The strategy of Minimum Levals of Learning (i-iL? should be accepted as an important compatfGnt or all educational planning for universali^atic^ of elementary education, including non~f6rmal, ed ucation .

(2) Gteps should be taken to widely dissemir-ite the strategy and concept of MLL, highlighting its in-built flexibility and the active involvement in a decentralised manner of teachers, educators, parents, etc.

Concrete measures should be initiated as early as possible to implement the whole strategy in order to improve the quality of achievement coupl-d with ecuity and social justice.

The State Governments and Voluntary Organisations, universities and other institutions should be provided assistance, financial and academic, to operationalise the strategy.

Since the ultimate objective is universalis at ion of elementary education, a similar exorcisc should bo initiat-.d for the upper primary level so that improvement in attainment together VJith social justice and equity is ensured at the upper-primary .level also. : 180 i MICRO PLAHNIM3

At the outset, the Workirg Group wanted to bo fully- apprised. of the main parameters of micro-planning. These were explained as follows;

Efforts have been made in the past to bring elemen­ tary education system closer to the community, The modali- ti-es created over the years have continued to serve the well- to-do sections of the society/ which co-opted/into their fold, the influential teachers and other persons concerned with delivery of basic education services. This overfull section has protected the disfunctionality of the school system and has not made much contribution to enhancing the participation of children in the elementary educational system. The d is fu n c t io n a lit y of the 'elementary ftclucation system hr.s consequently reached an alarming st^rye. In large parts of the country, schools are running in an unsatisfac­ tory manner, children drop-But in large numbers, and the levels of their learning are well below the expected norms. A significant percentage of children has remained altogether deprived of th- benefits of elementary education.

The situatioii has to. change. A widespread, mobilisation has J o be generated to energise the hitherto deprived actions in the countryside. Mobilisation could be generated vith the help of msss-media, traditional and folk forms cc corrmuni- cation and person to person contact by committed .prtivitists. Such a communication strategy should highlight present status of elementary education and indicate ar^s in which useful intervention can be made. The mobilisation which has got generated in several parts of the country under toe National Literacy Mission, should also be hap1-320^- *n this behalf. Simultaneously with the creation cf' an environment, large-scale programme of training and orientation should be taken up for village youth and women. The p u r p o s e sc.hind this should be to explain the responsibility of village community towards elementary system and ery^ndoring q confidence : 181 ; among th-m to secure accountability of tho elementary

system to the Village Education Committee. Tha tr~ined women and youth will need to work in rapport with th~ local levr- 1 Panchayati Raj structure as well as with teachers -and A3E/NFE instructors. The latter viz. elemen­ tary school teachers and AE.'NFE instructors, should be given confide nce that thf. process of micro-planning is not a confrontation with them; but a new kind of mutually beneficial partnership. This group (comprising oriented women and youth) could take the shape of Mahila Samooh (as has happened in- several hundred villages in i-lcjasthnn wherj the I .omen' s Development Programme is being implemented)., or Village Education Committee (VEc). This Mahila Samooh or VEc w ill not be a structure only i n name as i n some States. This organisation will have its own inner strength. It must t-ke th form of Lok Shakti/Stree Shakti. This group (MS or VEc) will need to be provided a support system in the form of school complexe£^or a block level education organisation which is permeated by a similar spirit.

The* eLementary education system (Primary and upper primary school as well as the NFE Centre) will be accoun­ table to this kind of a village education structure. In concr.te terms, accountability will imply an effective say (without interfere nee in academic aspects) i n the. running o f elementary education programmes. While,on the one hand, this MS/VEC will secure accountability of the elementary eaucaeionsystam, it will, on thf other hand,help the

schoole and NFE centres i n their work. The group will undertake school mapping to ensure that practically every child of the village has access to elementary educe cion; it will monitor from day to day and week to week tho rate of participation of children in the elementary education system to ensure retention and active participation; end, i t w i l l also take interest to see that the shortcomings and difficulties found by teachers are resolved and the children have satisfactory achievement in cognitive as well non-cognitive areas. 182

The Working Group endorses the micro-planning approach / for improvement of elementary education programmes and calls upon all State Governments to take steps for its careful implementation.* It requests the Central Government, NIEPA and

NCERT to actively associate- ;8uith the State Govts.in effective implementation of this approach as early as possible.

In doing so, the State Govts, may have to incur a good deal of expenditure, uhich should be built into various schemes of the Central and State Govts, and the additionality required should be separately provided a3 a Centrally Sponsored Scheme.

The Working Group is also of the vieu that the monitoring of the ^resent status of elementary education and in particular of micro-planning, NFET programme, achievement related progress of pupil's etc, should be effectively monitored.

SC HO CL CAL E

Ths Grci'p felt that School Calendar should match the major agriculture a c t iv it ie s , socio-economic factors the reqion. This would improve attendance of children in schools on the one hand and control teacher absenteeism on the oth er. s 183 ;

NOM -FORMft L EDiiCAtXON- ^ i

The Group noted that in the present socio-economic condition of the country, all children cannot toko advantage of schools and therefore, non-formal education will have to continue to p lay a s ig n if ic a n t role i n providing- learning opportunities to children(i) of small and r-.mote habitations, and (ii) v:ho because of economic compulsions or social constraints cannot attend the schools, being pro-occupied with a variety of economic activities including sibling c a r e , domestic chores, work in agriculture , etc. The Group also noted with regrotthet the Non-Formal Education system in many parte of the country is not v/orking satisfactorily. It stroeeed the ne.d to make a success of Non-Formal Education and to operatia-n .alise effectively a system of Non-Formal Education to meet the needs of the out-of schools children in such a manner that the ichiov merits of the learners are comparable to those in the schools. Analysing the factors contributing to the present unsatisfac! ory performance of the system, the Group recommended the. following measures for n vitalising the Non-Formal stream of -educ-.tion:- i) Greater financial allocations are necessary both from the Central Government and the State Govern­ ments. To begin with, the Central share for co­ educational centres should be enhanced from the existing 50% to 75%.

ii) Honorarium to Instructors should b ; enhanced suitably k-. e-ping in mind parallel structures, lii) Adequate teaching learning material should be provided to the learning centres somewhat on the linos of material supplied under the Operation Blackboard. iv) Children in NFE programme should bo provided free textbooks and stationery. Tha HFo centre should emphasise activities which are relaxing c.nd joyful for the participants. s 184 : v) Attention should be paid to improve all textbooks end learning material adopting to th; extent possible the Improved Pace and Content of Learning approach followed for the primers of Adult Education.

vi) The pedagogy should be improved to s-nrohasise learning rather than rote m emorisation of text-; and to condense th. courses to the extent possible*.

vii) Th<^ training of Instructors should bj strengthened with a provision for recurrent continuous training through periodic - monthly or quarterly - meetings and other modes.

v:.ii) The t r a n s f e r a b il it y of c h ild re n betvjeen 5'ormal and Non-Formal system should be made common, .easy end convenient. A system of certification h av in g equivalence with primary schools should bo provided. T h is should be possible as both Formal and i.'on- Fo^mal Centres will aim at attaining the sarr.f- minimum levels of learning.

ix) Management system should be improved to ensure timely payment to Instructors, effective supervision, rr gular and timely supply of teaching learning m aterials. The Group also recommended that the existing Scheme of Non-Formal Education should be revised, taxing into account th-- above, suggestions. It also felt that th- revised scheme should be discussed with the representatives of the state Gov'rn ■: nts and Voluntary Organisations before finalising it.

The Group also strongly felt that the States should be given a clear assurance that Central assistance for the programme would be available at least during the VIII . F iv : Y-ar r 1 an, i f po ssible t i l l the year 2000 A.D.- 5 185 :

L l,£ C:2^R EDUCATION

1 . The Group stressed that a proper system of teacher preparation is essential for improving standards of education. It tiiscusssd and endorsed the features of the proposed NCTE Bill uhich u/ere circulated for the Board's cons idar at ion, uith the observation that all States of a region should be repre­ sented on the Regional Committee and these Committees should be enabled to take care of regional and state-to-state uaria var i t ions,

2, The Group noted the current status of implementation of the Centrally Sponsored Scheme of Teacher Education, especially

the District Institutes of Education and Training (DIETs), It ‘"u.lt that the scheme needed much greater attention by State Governments- especially in the matter of induction of willing, committed and competent persons in thes? institu­ tions, and their proper orientation. It is now three years since the scheme began. The Group felt that all-out aborts r\t:Ou to be made by State Governments to operationalise the m-.ximum pcssible number of DIETs etc, within the next peu mnnths, It also strongly recommended that Central Government should continue assistance for salaries, programmes, etc. for

ail institutions sanctioned during the Mil Plan for the entire

Mill Plan neriod, besides meeting committments of non­ recurring nature, .

3, The Group also noted uith concern that Teacher education

Institutions uhich are sub-standard and/or indulging ’-'i ma 1 ;i r act ices continue to exist in some States,- and m 3 feu of them, even continue to grow. It 'urged State Governments to urgently take effective steps to curb such institutions,

4, The Group stressed the crucial importance of S^^Ts as a support system for ECE, School Education, Non-forma1 Education and Teacher Education, and urged that these bnoies bo suitably strengthened for the purpose ac the earliest:, uith adequate assistance from the Central Goi

TEACHERS' REPRESENTATION IN LEGISLATIVE COUNCILS

1, Under Article 171 of the Constitution, voting rights in Legislative Council elections from teachers' constituencies are at present limited to teachers working in institutions 'not loucr :in standard th-en that of a secondary school'.

The issue of non-inclusion of elementary teachers uas discussed by the Group. It noted that these Councils at ' present exist in only four States. A number of views were expressed on the subject. One view uas that discrimination between different types of teachers wa's unreasonable. Another vieu.' u"3s that elections from teachers' constituencies resulted in considerable politicisation of teachers and affected the smooth functioning of the education system. Yet -another suggestion was that teachers, including elementary teachers, should be represented on the Councils - but through nomination of meritorious teachers rather than through elections.

Most members in the Group felt that the issue needed in-deoth and comprehensive consideration. The Group accordin­ gly suggested that CABE constitute a Committee to qu.ickly go into all aspects of the matter and make its recommendations far the Board's consideration,

EDUCATIONAL MANAGEMENT

Although the Group uas not able to discuss educational management, it recognises the critical importance of an effective, properly functioning and people oriented decen­ tralised system of educational administration. is, therefore, recommended that in the next mating c^f the CABE . the matter should be placed for in-depth consideration oarti­ cular ly to galvanise and revitalize the system^to meet the needs the kind of micro planning approach, we h^ve recommended in which the communities, the people'and decentra­ lised functioning would be the main feature?; 5 187 s

PARTICIPANTS IN THE GROUP ON ELEMENTARY EDUCATION

1. Dr. (Mrs) Kamal'a Das Chairperson Minister of State for Education Or i ssfl

2. Dr. L.P. Pandey Rap por teur Director, Basic Education Government of Uttar Pradesh

3. Dr. Ramchander Purve Educ at ion Min ister Bihar

4. Shri Ashoka Bajpai Minister of Education Uttar Pradesh

5. Shri K. Kandasuamy Counsellor (Education) Andaman & NLcobar Islands

6 . Dr, S. Anandalakshamy Senior r'cilinu, MCRU Ma d r a " ,

7. Dr. Syc-d Hasan Director, Inaan School/College Kishanganj, Purnea

8 . Dr.(Smt.) Radhika Herzberger Qi.rector, Rish i l/alley Schoo 1 Chit tor, Andhra Pradesh

9. Dr. D.P. Pattanayak 3ogadi Road My sore

10. Dr, Suman Sahaiy' Resident T.C .S ,,

11. Shri Kertikaya V. Sarabhai Centre far Environment Education Ahmodabad

12. Dr . (Smt. ) 3.H. Trivedi Bombay. s 188 :

13. Prof, R.H. Dave, Chairman, MIL Committee

14. Shri K, Penchalaiah Director of School Education Government of Andhra Pradesh

15. Shri Phool Singh Director, Primary Education Government of Bih3r

16. Shr i A ,K , 3oti Dir-ector, Higher Education Government of Gujarat

17. Shri S.S. Kaushal Director, Primary Education Government of Haryana

18. Shri M.L, Chandra Keerthi Commissioner, Public Instruction Government of Karnataka

19. Smt. Lizzie 3acob Secretary (General Education) •Government of Kerala

20. Shri .Lalit Kumar Joshi , Secretary, School Education Government of Madhya Pradesh

21. Shri S. P. Sri vast ava Director, State Institute of Education Government of Madhya Pradesh

22. Shri S.S. Salgaonkar Director, MSERT, Pune Government of Maharashtra

23. Prof, (Or.) Mahapatra Director, SCERT Givemment of Orissa

24. Shri Talitsuba Director of School Education • Government of.Nagaland

25. Shri P.S. Bhupal Dirtctor, SCERT Government of Punjab, 189 26, Shri Damoddar Sharma Director, Primary & Secondary Education G'jvtrnment of Rajasthan

27, Shri T, Natchimuthu Director of School Education Government of Tamil N§du

28 , Shr i H .S , Dhar Hindi Education Officer Dte. of School Education Government of Tripura

29, Shri D. Ghosh Director, School Education , Government of Uest Bengal

30, Shr i S.C, Behar Consultant, NIEPA

31, Shri S,D, Roka Professor, NCERT

32, Shri R.P. Singh Professor, N"ERT

33, Prof. f\M. Dave NCERT

3*, Or, C . 3 . Dasuani He^d, Deptt, of NFE and Education of SC& -ST, NCERT.

35. Prof. 3,S. Rajput 3oint Educational Adviser Department of Education Ministry of H.R.D.

36. Shri K .M . Acharya D ir i ct or Department of Education Ministry of H.R.D,

37. Ms, K. Dhingra Director (EE) Department of Education Ministry of H ,R ,D .

38. 5.:ri Amitahh ' Mukhopadhyay Deputy Secretary Di jartment of Education Ministry of H.R.D,

39. Shr i A.K, Mehra Deputy Snor atary Cn rc) Department of Education Ministry of H.R.D, s 190 : j^nfV3 x.ur 3-XI REPORT OF THE WORKING GROUP ON EDUCATION OF UOfO *ND OTHER DlSftQUftNTAGEO GROUPS. .LIKE, SC.ST. MINORITIES ETC.

. The Group on Education for Women and Othe; Disadvantaged Gooups like SC.ST*, Minorities, etc. constituted by Central Advisory Boa^d of Education to consider items of the agenda on the subject-, namely, Item No. 18 mat on March 8 , .1991 under the Chairmanship of Shri H.S. Lyngdoh, Education Ministar of Meghalaya^ Shri *V.K. Mishra , Sacretary, Education, Governmant of Orissa acted as rapporteur, list of participants is attached.

' Tha Chairman of the Group highlighted ttae issues to b3 considered. He stated that the education for weaker sections must occupy highest priority in any programme of education. He further stated this was the right time to maka concrete and practical recarnPKjniJ&tions so that they can be included in the Eighth Five Year Plan. He referred to the AcharyS Rsmamurti Committee Report *nd also ether reports on Scheduled Castes and Scheduled Tribes and Minorities. In the light of the discussions and in tha background of the available reports and data on the subject, the recommandations of the Group uer'e finalised.

Uhile discussing the spgcific problems of women* scheduled castas and scheduled tribes and minority communities some common recommendations emerged in order to improve their access to education. They ars- - GVn area intensive approach needs to be adopted in order to focas on extremely backward regions and pockets where litar^cy rate is very low, - Certain sub-castes, tribes, communities naad special attention because literacy rate among them is extremely low. Woman in such communities are more disadvantaged. The Group, therefore, recommends special community focus. J 191 i Ttve;._&fw>p'-t00'k note of tha fact that due to shortage of funds, most State Governments ar3 not in a position to introduce spacial programmes for disadvantaged groups. Tha n3 3d to continue and to expand cortfcr^lly sponsored schemes for uomen, SC/ST^ minorities uas omph L\z3d, - Specific moasur-3S needs to bo taken for the smpcunrmont of backu^rd communities and uoman. Total literacy compaigns and other cempaigns for education should begin uith auarenass generation. The need to create a demand for education from the community uas emphasized,

- Participatory planning uhere village education committees are actively involved in monitoring edu->tional activities in villages and micro-level planning, especially taking . the block as a unit uas emphasized by the Group, - Rocommendations ( 1 ) - (102) of tho Report of the Committee for Review of National Policy on Education 1986 uas endorsed by the Group.

- On-going schemas for uomen, SC/ST and minority communities have to be evaluated and close i y monitored. Thj impact of such schemes in ensuring access to education noedsto be

studied and on-going schemes suitably modified to reach the goal of univcrs.Elementary education.

It uas noted that any investment in education of uomen, SC/ST and monority communities should be seen as an investment in the development of the country. Educational opportunities should bs geared as far as possible, touards employment, for this uill encouraga increased participation in the educational process. Positive discrimination in favour cf such communities could be exp lored,

WOOTEN’S EDUCATION

At the outset, the Group discussed the reasons for lou literacy among uomen in the country and focussed on the problems uhich prevent young girls from attending schools. Among other reasons, special emphasis uas laid on the social attitudes of people, responsibility shouldered by the girl-child specially : 192 :

j,n~collecting water,,fuel and in looking aftar her siblings. The regional variations -especially batwaan aro^s like North East on one hand where the position of woman i* diffarent from regions like Uttar Pradesh and 3ihar were nated, Therefore, the first rscornnandation of tha Sub-Group was that gpaci^l efforts should b3 made to understand the region^ specific problems of woman and girls in order to design special inputs. All recommendations should thus ba seen in'ara3 --nd culture specific contaxt*

2. The position of woman in minority communities was an important focus or the Group, It was notad th^t literacy rate among Scheduled Castes and Scheduled Tribes 2nd other minorities was much lowar than the litar^cy rate amoung forward araas/ communities, in some areas, tha literacy ra't^ --mong Scheduled Castes women i* lower than 1/&. The Group thsiaf-ire recommended th^t tha probi.iWB of girls education among th*S9 communities should receivj special attention and area/cotrusunit y specific strategies may h^va to bo davisad.

3. Most young girls, especially in pooT families share a vary large ourdan of hou seh o Id - r esponsibi lit ios . In this context, tha need to provide child cure facilities and ECCE centres along- with primary schools was emphasised.

4. Focussing on problem of high drop-out rates among girls and their non-participation in the formal school system, the Group was of the opinion that the formal system naads to be non­ formalised. Possibility for operating different shifts for girls ^nd working children could ba explored, along with - reduction of school hours , ' wherever necessary. In order to achieve universal elementary education a special Action Plan may have to ba props’-rad far addressing the problem of girl*s education. If nac3ssary, special funds could b3 oarmarkad for such an initiative.

/- s 193 S 5'. The.Group strongly recommended the need t . .vlo t ; the impact of special provisions, schemas and projects m"da for uomen ovar tha last 40 years. An understanding of th^ impact of the Schema could help policy-makers m^ko specific recommendations. Area specific special programmes uill have to be devised after a thorough study of those regions where fomale literacy is extremely lou.

6 . The Group uas of the opinion that a Council to monitor woman's education should ba set up under the Chairmanship of the Chief Minister uith senior officers 2 s members. This Council should have a Chief Executive uho could systematic3 lly monitor progra#* of different schemas, ensura target is achieved and &bovo all ensure resources ara allocated for uomen's education.

7. The Group recommended the need to hay* awareness generation programmes uhich could create a demand for education for uomen and a loo encourage pSrants to send their girls to schools. Additional facilities or infrastructure alone cannot -ensure increased participation. In this context, the Group took note of tine pilot programme initiated by the D^partmjnt of Education, Ministry of Human Resource Development- lvlahila Somakhya .

9. T iu Group endorsed the recommendations made in aganda Item No. 19 on Uomen's Education. The Group noted that the specific recommendations of the NPE-1936 are still relevant. Sp eciol mention uas ma^e on the follouing itamss- - Increased uomen's access to vocational, technical and professional education. - Preference for ujmsn in recruitment of teachers - Special Polytechnics for uomen. - 5p'ici3-l hestel facilities for uoiflfrH - 10Q& as sist' nee for MFE centres for girls, •S?hart'4S of freeahips and scholarshipa, - Sp focus on the campaign approach to encourage woman's participation in adult literacy programmes. ■— Mahil^t Samakhya Programme as an important pilot pr ogramme. : 194 s 9-*- The Group also took note of tha m^in rucommend^-tion of the Report cf the Committee for Review of Nation-1 Policy on Education - 1985. Special mention uas mfida to the following recommendations of that CommitteaJ-

- Need to link girls1 access to elamantary education uith ECCE facilities* - Oacsntralised^nd participative mode of planning to address policy moasuras to region and community specific problems. - Naad to one Murage vocational and technical education. - Incr®^so tho number of women taachars in schools tn st least 5CJ& and provide necessary facilities to thdm. - fcWaronass gonoration programmes as an important inpyfc in tho Adult Education. - Ear*Pfking funds for girl's education.

10. Rounding off tho discussion, tha Group roitoratod tho need to focus on areas and region spacific problems especi­ ally t -■ encourage women's education. Culture attitudas and practices vary from region to ragion. Tharafora, planning f'^r education should ba sensitive to. tha abova context. t 195 :

Educati^n for Scheduled Castes and Scheduled Tribes

PROFILE

According to 1901 Census, Scheduled Castas and Scheduled Tribes constitute 23,67^ of the total population of the countr/i Majority of the SC^/ST population is still backward not only socially, economiqje lly but also educationally, T ho experience of 'the development planning as undertaken over the successive Five Year Plans has been thst the overall development cf Scheduled Castes and Schodulorf Tribes cannot be achieved only through economic developmant. Thair educational dovelopmant is of fore­ most importance tu bring them into the main stream of national life. For them, aducation is an input not only for their economic development out a l$o for promoting in thim self-confidence and inner strength to f^co the neu challenges. They h&V/e been the targets of economic exploitation 3nd social oppression. They have fallen victims to the exploitation of the middleman, merchants and moneylenders on account of their illiteracy, ign-iT'-1 nr.e 2 nd superstition. The need for their educational development, therefore, assumffis importance to save thera from all t ypas . f exploitation and to help th em in their all round develop­ ment, MthJugh the spread of education in the country has been quite fast during the last decades, thegaps in the educational Jevelopment ;.f Scheduled Castes and Scheduled Tribes still persist.

The literacy rate amongst Scheduled Castes has though gr^-'dully incre^s eH and it is neu 21.38J&, yot this is not o significant success. The literacy rate in STs is 16.4^. The literacy r t.:: in the fjmalas in SCs and ST s are|v#ry low being in 3Cs an ; 3^ for STs, The literacy gaps between SC/ST and tha rest jf popu 1 *'tion i-s may be sian from the table below have r-'-th ,r bj :n widening* 196

Gap Vear SC ST Rest of Gap SC Population ST

1961 10.27 8.53 27. 86 18 19 1971 14.67 11.30 33. 80 19 22 1981 21.38 1.6.35 41.22 20 26

Tha literacy rata amongst Scheduled Costas in Bihar is tha lowest (10.40$») according to 1981 census, ;This is followed by Rajasthan (l4.04'/a). Tha position is sxtrsmaly unsatisfactory in tha case of famalss, which is 10.9% as against 29.4$ fur others. There ara 48 districts in tho country uhere tha Scheduled Casta female literacy rata is lass than etaoping to as lou as 0.48/4 in 8$rmor district of Rajasthan (tta against 4.75^ amongst others)* Thara ara some communitiaa which have hardly any literati| parsons amongst them, Among tha roc :iqnised educat ions lly ■ backward Statas ara fcndhra Pradesh, Orissa, fcssam, 3ihar, Jammu &. Kashmir, Madhya Pradesh, Rajasthan, Uttar PradoSih & Uest 3angal. In raspact of literacy rats, enrolment r’5tie and drop-out rata, SCs & STs ara far worsa than tha non-SC/STs.

The main causa of wastaga in education among SCs/STs ha\/3 baen identified as thair social disability, persistant poverty, poor nutritional standards, poor home conditions uith unhealthy anvironmants and inadequate accommodation, apprehen­ sions of rejections on account of perpetual axploitatation and failures, internalised feelings of disappointing experien­ ces in life and as a consequence the overall apathy towards education, espocially uhan children in their families are treated as economic assets.

The Stato Governments ara seized of the magnitude of the problem and have launched many schemes to improve the educational standards of Scheduled Castes and Scheduled ' Tribas. Bulk of the schames at p*3 -matric stage ara with tha respective State Governments. Tnese schemes include r ic scholarships, boarding grants, hostel facilities, : 197 : fraa supply of books, stationary -nd uniform.:; mid-1-'y mo'

A part from thasa Stata sector schemas* there 3ra s mo Cantrally Sponsorad Schamas baing handled by tha Ministry of Ualfara« Thasa schames include post-matric schoI'1 rsoips for SCs/STs« pra-matric scholarships to those childr en 'hose parants ara angagad in unclaan occupations, book b-nks to SC/ST studants in mCdical & engineering colleges, construction of buildings for SC/ST boys & girls hostels, Coaching and allied schamas for SC/ST candidates and national overseas Scholarships schema. Tha D partm^nt >f Education have also takan up a schama of ramadial coaching fur SC/3T studatns in subjects lika Maths and Sciences in which they are gene­ rally uiaak for classes IX to XII to enable tirem to f aca examinations confidantly and also to prepara tham for entering into tha profassion3 1 courses lika medical and engineering.

Racommandati o ns

In ardor to ensure speedy and overall educational development of SC/STs, following steps aro suggastodS 1. All out efforts should be mada ta build up a strong educational basa of SC/ST children at the primary and pre­ primary laval. To achieve this, adequate funds should ba aarmarkad for tha education sector undar Spacial Component Plan/Tribal Sub-Plan of tha States/UTs and also of tha Department of Education.

2. Spacial drives should bo organised at tha baginning cf every acadomic session to anroll all school age male and famala children belonging to Scheduled Castas and Scheduled Tribas. For this purpose, tha official agencies outside tha regular Education Department and also the voluntary organisations prjferably uith larger representation of these communities may ba associated. : 198 : 3. In all the SC and ST habitations uith viable population achnal-age children there should invariably be a primary school. For school age children of poor and institute scatte­ red SC population, there should be Ashram schoils. Ashram schools for STs that are already in existence should be further expanded. To supplement these efforts, 'Literacy Centres' should.also be established. All such Ashram schools should fit int1a the environment of the habitations in linguis­ tic/ethnic/community lines. Wherever teachers belonging to these communities are available they should be vjptEd in these Ashram - schools and also other schools situated in areas uith concerttration of SC and ST population.

4. The; schools in SC and ST habitations shouldbe equipped uith all infrastructural facilities.

5. There should be provision of adequate incentives in the form of scholarships, uniforms, textbooks, stationery and mid-day meals. All the Scheduled Caste and Scheduled Tribe children studying in pre-matric classes should be given sc ho lar sh ip s.

6. The above facilities are particularly necessary for the children of the vulnerable groups among Scheduled Castes such as suespers, 'scavengers, flayers, taners, bonded- labourers, nomadic/semi-nomadic and denotiPied tribes.

7. The indigent families among SCs/STs should be given some incentives as a compensation for opportunity cost to send their children (particularly girls) to sohools rather than engaging them in some gainful employment to fifirn their subsistence income. This uould also avoid drop-outs of these children at the primary and elementary levels.

8. The Centrally Sponsored Scheme of pre-matric scholar­ ships for the children of those engaged in unclean occupations should be extended to cover the students in clossed I to U and the day scholars also. It should be extendsJ to children of all vulnerable groups. 9, Under the Scheme of post-matric scholarships, the rates should be revised periodically keeping in view the increase in the cast of living index,

10, The restriction of providing scholarships only to tuo children of SC/ST parents should be removed in vieu of the louer lovels of education in them. Income coiling of parents prescribed for parents in this regard should be enhanced to be Rs.50,000/- per annum as per tha present cost of living index,

11, A merit schlarship scheme for students uho secure 60% and above marks in the last annual examination srntjld be introduced.

12, Arrangements for sanctioning and disbursing scholar­ ship should be reviewed to ensure their prompt oayment etc,

13, Under the scheme of book banks for SCs/STs, it uould be advisable to give a set of books to each of ST/ST student,

14, As has been done by the Mizoram Government, local educat: d youth should be made to participate1 in the literacy programmes and they should be provided adequate remuneration for doing this work.

15, The rFcoomendations on the common school system of Education Commission reiterated by Remamurtt Committee should be given ueightage,

16, As for as oossible, adult literacy centres should be established in SC/ST habitations so as to attract more and more- -.literate adults to these communities. There should be adequate post literacy centres to fol.lou up the results achieved,

17, Adequate reservation for SC/ST should be provided in the public and private convents and the expenditure involved in admitting SC/ST poor children in th^sr. schools should be met by the Government responsibility. ■ 18. There should be earmarked opportunities fsr SCs and STs in all courses and- at all love Is of education in proportion to SC and ST population percentages, Wherever necessary, there should be special .attention on them'and adequate measures -shouId be taken to ensure that these r ecommendations are fulfilled,

19. There should be Advisory Bodies to review and oversee the implementation of the educational programmes f:r SCs/STs at block, district, State and Central levels. SC/ST people should be adequately represented in these bodies,

20. Uherever there are tribal communities in adequate number, there should be attempts to make them leirn in their mother tongue -nt primary levels,

21. Uherever teachers are not available in schools located near SC/ST localities, crash programme under a Centrally Sponsored Programme should be given to eligible persons from SCs and STs and the eligible armng them should be appointed in these schools,

22. The delivery system should be streamlined and made effective, ■

23. In sports activities, it should be ensured that in those sports and games which are an integral part of the tribal way of life such as archery and javeline, the ST boys and ST girls from amongst students should be given additional incentives and encouragements,

24. The existing Central or Centrally sponsored Schemes should be continued and also exoanded wherever possible to ensure effective implementation of all recommendations found above,

25. The philosophy of Dr, Ambedkar should form part of school and college curriculum. s 201 s . MINORITIES EDUCATION

The Grouo reviewed the Report of the -oilon tTken on the recommendations of the 45th Conference of tht- Cm3E held at New Q^lhi on 3uly, 6-7, 1 999. The Group i s / firmly of the view that a well coordinated, fully funded, time bound and a closely monitored programme specifically r:: s i i.o■1 ?nd to bring the backward minority communities into !:hc educatio­ ns 1 mainstream should be evolved and implement*...', C n the basis of available data and reports on the subjoe^, . he Group has made the following recommendations,

1 , Specia 1 Plan for Backward riino_r_ities

A Sub-Plan should be formulated for the educational uplift of the educationally backuard minorities on the lines of Special Component Plan and Tribal Sub-Plan.

2 • Data relat in^ to EJucg tiona 1 St at us \ f JN ifior Hi e s . The Group observed that in the absence of reliable data uith regard to educational status of minorities 1-aalistic planning has not been possible. It accordingly recommends that community-u/ise data in this re] ird should be made available to the public,

3 . Centrally 5p on s o re d Scjh e me_s _f or ^ E djuc a t^ i o n .3 11 y back uiard

minorities . The Central Government should make use of r,he concurrency provision in education and play a vital role to make its recommendations incumbent on the State Governments to implement the programmes on uniform basis throughout the country. There should be some Centrally Sponsored Schemes for minorities,

4. ■ Ed uc a tiona 1 _ Pfep jo i n g _o f ^Hinor ity concentrat i°n areas . The list of 41 minority concentration districts should be reviewed and those districts, particularly in the East and North-East, which were left out should be included. Detailed educational mapping should be carriej out in minority concentration districts to identify the deficiencies in educational infrastructure and to drau time-bound action plan. 2 202 : 5, Uomen*a Education Schools and hostels for uomen should /tn first priority in a l l future programmes of opening ~}f schools. Arrangements for subsidised transport in towns other incentives like uniforms, mid-day meals should be given to the girls in minority concentration areas.

6, Incentive^ to poor students. The alarming rate of drop-out among th& minority students should be checked by specially desi^nP.i measures. Incentives should be given to poor minority ■ofcu:!wnts in the shape of freaships, stipends and uniforms. Tm;y should also be given pra-flsatric and postmatric scholarships,

7 * jeme/4 i ^ ,Coach i ng . Most of the students drawn from the bas^irftsr d minority communities are grievously handicapped because many of them are first generation learners with the result th.’.t they get neither academic environment nor academic supjort at home. The Group, therefore, feels that provision of remedial • coaching at class VI and above to the weaker students of minority communities is absolutely essential in lifting these communities out of the morass of educational backwardness,

8, Crash Programme A time-bound crash progtamme of school improvement uith an in-built mechanism for covering minority concentration areas with the on-gelng programmes of Operation Blackboard, Non- Formal Education and District Institute of Education and Training should be implemented on priority baais.

^ . Instruction in Mother-tongue. (a) Primary Education The Group observed that the oresent arr an ]Gmerits for instruction in the mother-tongue at the primary stage are grossly inadequate. The Group, therefore, r ecaornends that the States and Union Territories and the Local Bodies should make all necessary arrangements for imparting instruction in the Mother-tongue at the primary stage. The 3u;) also recommends that the recommendations of Gujral uo.-nrnittee for promotion of Urdu on primary education be acceott ! for Urdu and extended to other minority languages,

(b ) Secondary Education

The Group recommends that the recommend",;; iuns rf the Gujtiel Committee on promotion on Urdu in res Jact of Secondary Education should be also accepted for Urdu on d .'i to other minority languages.

(c) Training of Teachers.

The Group also felt that ife is absolutely necessary to ensure on a continual basis the training of ttachcrs in minority languages and their utilisation for the purpose Por uhich they had been trained, A Centrally Sponsored Scheme for appointment of language teachers, fully fundi. J by Govern­ ment of Indi3? should be launched in the Eighth Five Year Plan, (d) Timely availability of Text-Books By suitable arrangements it should be ensured that text-books are made available to the school stuJenbs on time in their own language along uith text-books in English/Hindi,

(e) Three Language Formula

No programme for educational development among minorities can succeed unless adequate and effective arrange­ ments are made not only for providing instruction to children from minorities in their first language (mother -to.ngue) at the primary level but also at the secondary level under the Three Language Formula, The distortions that have crept into the Formula over the years to the disadvantage if Urdu speaking people and speakers of other minority languages oYomIh be straightened , : 204 ;

I o# Continuous Evaluation of School xt--3 iAo,¥

This Group is op the vieu that the Gs/n lua ; i on of text­ books should be a continuous programme both it the Centte and the States. It should be effectively monitors i- periodically and members of minority communities should be associated uith the process of evaluation arxA revieu.

II , I mo raw emant of * duca tion in t r a di ti on p 1 ^ i nst itu t ..ions . Traditional institutions like Madrasas should be encouraged and assisted to include Science, Mathematics and English in their curri.cu.lutu, This is necessary to '-Ting them into the educational mainstream of India. A " on r ^ 1 ly Sponsored Scheme in this regard should be launched,

1 ^ •> Training in Crafts.

As provided for in the Programme of Action, 1936 technical in9tS.tues should be opened in areas predominantly i populated by artisans. The letter's children uhoulj be alloued to upgrade' their inherited skills by ivailing of these- facilities to the extent of 30%, Similar preferences may operate in case of admission to polytechnics.

13, Community Polytechnics. . The Group observed that-the Dsptt. of Education has already established 20 community polytechnics in minority concentration areas but they do not cover all the 41 districts of minority concentration identified in the POA or uhich only 16 districts have been covered so far. The remaining 25 districts uhich have not yet been covered linger the scheme of Community Polytechnics should also be brought under their cover age before the end of the 8th Five Year Plan.

14, Coaching for competitive examinations for minorities. The Group observed that the scheme for pre-examination coaching operated by the UGC through universities/colleges has not made a dent into the problem so Tar primarily because of certain ueakhess in the scheme. The implementation of the scheme needs to be reviewed effectively on continuing basis and remedial action taken from time to time uith a vieu to ensuring that the benefit of the scheme goes to the target group. s 205 : The Gr,oup- also obserbed that the Ministry of Welfare has recently launched a scHfeme for setting up of or e -cxq mina - tion coaching/training centres through minority voluntary organisations. It is necessary that the pitfalls observed in the implementation of this-scheme, and the implementation should be closely monitored.

The Group further recommends that open universities including the IGNOU should establish distance education programmes for imparting special coaching to the. minorities,

15, Reconnitinn and ennnuranement of voluntary efforts. Recognition and encouragement of voluntary effort for education of backward minorities is essential. Government can, in this context, act as a catalyst. Socially oriented '!nd public spirited persons in the communities should receive due recognition and impetus; for, in the ultimate analysis, it is the voluntary effort that can bring about a real educational and social transformation. Federations and

Associations of Minority-managed institutions should be

encouraged and actively associated with the functioning of minorities education and implementation of programmes of educational uplift,

1 6, Monitoring . A strict and vigilant monitoring of the recommended programmes for minorities education is absolutely essential if these are to make a real impact, 17, Amendment of Prime Minister's 15-Point Programme for minority welfare. The Group noted that at present the 1 5-P;jint Programme does not incorporate any point relating to general education for minorities. Accordingly it recommends that the Programme may be recast so as to include a specific point af general education so that it gets necessary impotus. ; 206 s Other Backward Classes . m *■ r - ■*“— I —— r ~

The Group 'recommends that facilities extended to SC and ST . coijimunities in the matter of promotion of education should be mutatis-mutandis extended to the children of sobially, educationally and economically backuar .1 classes. A auitably formulated Centrally Sponsored Schema in this regard should be implemented«

Specially Disadvantaged Groups Wost needy and most neglccted) This grouo consists of: 1) Working Children

(i) Children engaged in family jobs/Mosfcly r u r ^ , (ii) Children ii^Bmall menial unskilled ^afes/Hostly Urban Slu (iii) Cbil/J* en in industries/Rural &. Sntall Towns, 2) Handica#i*0d Children (i) Physi^a lly handicapped; (ii) Socially handicapped like street children, children of beggars & prostitutes, children in custody, children of ntigrant labour, etc. Rrcommendatione. I

(i ) Rnaching chi ldf en through, alternat ive modes of education, flexible hours, etc, i,ii) All facilities extended to thechildren of SC/ST should be provided to thesechildren at least upto the'level af primary education.

(iii) Coordination with other Ministries like Labour, Industry, etc. fof

(a) Compulsory provision of teaching and learning time during children's work hours? (b) The centres should be located in th® place of work. : 207 ;

(c) Expenses should be borne by the employer 2nd the State. (d) Close monitoring of the system. (iv) Strong links between functional literacy/non-formal educational programmes with main stream educational programme. Multiple entry point in the mainstream education. (v ) Strengthening of voluntary efforts and enabling therr to play their uatch-dog and conscientization rjle effectively. (vi) Employmsnt/lncome guaranteed linkages with education*, (vii) Provision of vocational guidance and counselling, (v&ii') Role of mass media and traditional me'Jia to highlight the educational problems of these groups, (ix) In-depth study of this problem for effective under­ standing 0rvd tretervention hy the State, 208 :

PARTICIPANTS IN THE GROUP ON EDUCATION UOMEN AND OTHER DISADVANTAGED SECTIONS INCLUDING SC, ST, MINORITIES ETC.

.1 . Shri H.S. Lyngdoh Chairman Education Minister Me.gha laya

2, Shri A.K, Mishra Rapporteur Secretary, Education Government of Orissa

3. Shri Ram Dayal Munda Professor, Ranchi University

4. Dr. (Smt) Sarasuati Swain Kalyan Nagar, Cuttack Orissa. •

5, Shri K.y, Wadanan Director of Public Instruction Government of Kerala

b. Shri R ,N . Datta Ad'.l it ional Secretary of Public Instruction Government of Maqhalaya

7. Dr. H.L, Maisawm3• Secretary (Scholarships & Higher Education^. Government of Mizoram

8. Dr. M.L. Sachdeva Deputy Director (Vdczvational Education) Government of Punjab'

9. Shri I/. Venkatachalam Special Secretary, Education Government of Uttar Pradwsh

10. Shri S.C, Behar ConsuItant, NIEPA

11. Shri T. Munikenkatapoa Ooint Secretary Ministry of Welfare

12. Shri M.S. Pandit Ooint Secretary (Minorities & Backward Classes) Ministry of Welfare 209

13. Shr i Ram Singh Director Ministry of Welfare

14’. Shri G. Balachandran Deputy Secretary Ministry of Welfare

15* Dr. Manjula Chakravarty Deputy Director, W,D. Division, iM IPCELD Department of Women & Child Development Ministry of H.R.D.

16. Smt. V. Lakshmi Reddi Director (Planning) Department of Education Ministry of H.R.D.

17. Shri K.K, KhuLlar Consultant Department of Education Ministry of H.R.D,

10. Smt. Vimla Ramachandran Project Director (MS') Department of Education Ministry of H.R.D.

19. Shri 3ai Ram Singh Deputy Educational Adviser(P) Department of Education Ministry of H.R.D.

20. Shri G. Balachandran Deputy Director Department cf Education Ministry of H.R.D,. Report of the Uorkinq Group on Policy and Planning

The Group uas chaired by Shri K, Chandrasekhar an, Minister of Education, Kerala, Shri Ashok iaikia, Secretary and Commissioner of Education, Governmpnt of Assam actc-d as r?

2, The Group considered the manner in uhich the report of the NPE Revieu Committee is to be processed. The Group noted that there is a certain degree of uncertainty in regard to the educational policy and is of the view that this uncertainty* needs to be di sp cl.lod at the earliest. The Group recommends the constitution by the Chairman of the CABE of a sub-committee to study in depth the report of the NPE Revieu Committee, The Group also recommends th^t the State Governments and other related bodies be given time till the end of April to send their comments on the NPE Revieu Committee report. The CABE committee should take into account these views in formulating its proposals,

3. Tha Group considered in-depth the resource requirements of th?.. ^rlucatian sector. The Group welcomes the proposi­ tion set out in the Eighth Plan approach document that the developmental pattern and process should be explicitly reoriented so as to enable everyone, inter^Aisih to have access to education and strongly urges that this proposi­ tion be adequately reflected in the Plan allocations. Evr.r t'ince the Kothari Commission made a fervent plea for pragreftivaXy raising the level of expenditure on educa­ tion to 6% of the national income, the 6% notm h*8 beoem® 3 national goal reiterated again and again in many policy docurnfcnts, including the NPE, 1 986, The Group strongly plc-iJn the immediate implementation of the 6% norm. : 211 :

Keeiing this in v/ieu, significant increase in .a ilc v : L

for the education sector should be made by thf; Sz s ; . the Centre in the Eighth Five Year Plan, Without a e l z ■-nc lc

infusion of additional resources it would not be posoi . to translate into practice the laudable objective of reorienting and restructuring the educational pattern .... process. The Group strongly feels that this uould he a timely step against the backdrop of the stirring deyelo- • ments in the field of adult literacy and the nation-1,; lie resolve to universalise elementary education in order t: accelerate social transformation in the shortest possible 11 me.

4, The Group discussed the question of mobilising additio­ nal resources for education by increasing fees, efficient management of resources, reduction of subsidies, by greatc-r community participation and through appropriate tax incen­ tives through amendments to the Income Tax Act^ can b e extended to cover donations to educational Institutions on 1dj£ basis; incentives can be provided to support research in science and technology* humanities and social sciences on par uith R&D, The Group also" recommends that adequate incentives should be provided by the State and General Go-jsmments to educational institutions to raise res-ill-ces through consultancies and similar services. Pu present practice of deducting such income from the bloc': r-rants acts as a severe disincentive. The Group also nntes that while these resources can supolement to some e/. tent they do not detract from the strong need for adequate ■n: j ;: . ry support by the states and Centre for the educa­ tion secttir as envisaged in the earlier paragraphs. To sup j 1 o: "mi? t Government effort, corporate bodies should a i sun-her take eduaational promotion activities from t ,;ji: resources,

ax'mple, tho scope of deductions under th: income tax act 5. The Group takes note of the attempt of the Department of Education, Government of India, to tap external funds in the field of basic education from bilateral sources as uell as multi-lateral agencies. While endorsing this effort the is of the view that external funding should be an additionality to the resources for education* that the projects must be in total conformity uith national policies, strategies and programmes, that the project formulation should be the responsibility of the Central/ State Government/other national agencies, that project formulation should be a process of capacity building, that the projects must be draun up on innovative lines, emp has ising people's participation, improvement of quality and equality of education and a substantial upgradation op facilities. The Group notes that in the implementation of the externally aided projects, the Stats Governments are handicapped by the stipulation requiring the States to first incuT' expenditure from their oun resources and claim re:r.H^-sment subsequently. The Group uould recommend a specially earmarked uays and means advance to the States for the implementation of the externally aided projects including the World Bank assisted Technician Education Programme. Further the outlay on externally aided projects should be an additionality to the State Plan in the Education sector,

S. The Group uould recommend that district be the unit for determining educational backuardness, and the benefits accruing to the educationally backuard states should be extended to the educationally backu/ard districts, Moreover the hill, desert,remote rural areas, urban slums as uell as tribal araas should be provided special Central Assistance, s 213 :

7. The Group appreciated the support provided by the Central Government for the wide-ranging HRD activities for the western border areas under the Border Area Development Education Programme (BADEP). The Group was apprised of the: serious resource constraint being faced by the States of t hi & north-eastern region and Sikkim and also of the need to enhance investment in HRD activities in these States, As the objectives of BADEP are equally applicable to the North­ Eastern States and Sikkim, the Group strongly recommends extension of BADEP to these States with necessary enhance ment of outlays or to start, with immediate effect, another Schene for the North-Eastern States and Sikkim taking into consideration their difficulties.

8, On a review of the Centrally Sponsored Schemes, the Group came to the conclusion that the Schemes in the education sector mainly relate to extension of the facility of education to the deprived sections and improvement of quality of education. Considering that education is a concurrent subject and concurrency entails sharing of responsibility between Centre and States the Group is of the view that strong Central support to major programmes in priority areas of education is a categorical imperative,. The States need to be reassured that adequate and sustained support from the Centre uould be forthcoming. The Group strongly recommends that the Centrally Sponsored Schemes should not only be continued but also strengthened and yidened in the Eighth Five Year Plan. The Group would suggest that the Department of Education, Government of India should review, in consultation with the States, the • existing Centrally sponsored Schemes with a view to impro­ ving their effectiveness. The Centrally Sponsored Schemes should hove an element of flexibility to fulfil the indivi­ dual needs of the States, Moreover, the Group would suggeist that in consultation with the States the Central Govt, should initiate new Centrally Sponsored Schemes in areas which have remained uncovered during the Seventh Plan. These schemes should be started in 19 91 -9 2, : 214 : PARTICIPANTS IN THE GROUP

ON POLICY & PLANNING

1, Shri K. Chandrasekharan Cha ir man Minister (Education & Lau) Government of Kerala,

2, Shri Ashok Saikia Rapporteur Secretary & Commissioner Education, Government of Assam,

3, Dr , 0 .P , Singh Minister of Higher Education r3 i h a r ,

4, Shri Arun Kumar Kar Minister (Education) Tr ioura,

5, Prof. Syed Khaleefathullah President Central Council of Indian Medicine,

6, Prof, Ramlal Parikh ' Vice-Chancellor, Gujarat Vidyapeeth A hme da bad,

7 , Pr of , K . L . Chopra Direct--.’, IIT Khar art - n ' ,

8, Dr, Dyotibhai Desai Gandhi l/idyapeeth, Vedacbhi • Surat,

9, Shri B.C. Dhaveri Technical Director M,N. Dastur & Co. Ltd,

10, Prof. Satya Bhushan Director, NIEPA,

11, Shri R .K . Srivastava Secretary, Education Government of Bihar,

12, Shri A ,N , Nathur Secretary, Education Government of Haryana, t 215 13. Shri D. Esuarappe Director of Collegiate Education Government of Karnataka

14. Shri 3 .S . Badhan Commissioner & Secretary, Hr, Education Government of Kerala.

15. Dr. 'Jasant Nagpure Director of Education Government of Maharashtra

16. Shr i Lalhuma Commissioner & Secretary, Education Government of Nagaland.

17. Smt. Gurbinder Chahal Secretary, Education Government of Punjab.

18. Shri V. Sankarasubbaiyan Seer etary Government of Tamil Nadu.

19. Shri Sudhir Sharma, Commissioner (Education) Governm i 'c of Tripura.

2 0. Shri S:~:^rd;ndu Joint T- :jrotary, Education Go ver rv: of Uttar Pradesh

21. Shri Hari Prasad Fqndey Director, SCERT Government of Uttar Pradesh.

22. Shri A ,K . Chatterjee Secretary, Hr. Education Government of Uest Bengal,

23. Dr. 3.B.G. Tilak Senior Fellow, MIEPA.

24. Dr. f'l. Mukhopadhyaya Senior Fellow, NIEPA.

25. Dr. Manjula Chakravarty Dy,Director (Women's Development Division) \!IPCCD, Deptt. of Uomen & Child Development Hi n i s tr y of H.R.D. 216

26. Shri Kalyan Roy Assistant Director (ECE), NIPCCQ Deptt, of Uomen 4 Child Development Ministry of H ,R ,D .

27, Dr, R .V . Vaidyanatha Ayyar 3oint Secretary Department of Education Ministry of H.R.D.

NIEPA DC

D08607