Conference of Chief Ministers

CONFERENCE OF CHIEF MINISTERS

*5 ^ % 1994 FEBRUARY, 15, 1994

NIEPA DC

D09080

PROCEEDINGS mnm a documentation cr National lastitute of Education. Planning and Admini*tr»tioa. 17-B, Sri Autobindo Marg,

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6—414 Edu./94 CONTENTS P age Minutes of the Conference of Chief Ministers held on 15th February, 1994 ...... 1

ANNEXURES

1. List of Participants ...... 11 2. Summary of the discussion ...... 15 3. Welcome Address by Shri Arjun Singh, Minister of Human Resource Development .. 16 4. Prime Minister’s inaugural address ...... 18 5. Speech of Shri Sharadchandra Pawar, Chief Minister, Maharashtra ...... 21 6. Speech of Shri Lalu Prasad, Chief Minister, B i h a r ...... 23 7. Speech of Dr. J. Jayalalitha, Chief Minister, Tamil Nadu ...... 25 8. Speech of Shri Gegong Apang, Chief Minister, Arunachal Pradesh ...... 29 9. Speech of Shri Bhajan Lai, Chief Minister, Haryana ...... 31 10. Speech of Shri Veer Bhadra Singh, Chief Minister, Himachal Pradesh ...... 34 11. Speech of Dr. Wilfred D' Souza, Chief Minister, Goa ...... 36 12. Speech of Shri Salseng C. Marak, Chief Minister, Meghalaya ...... 41 13 Speech of Shri S.C. Jamir, Chief Minister, Nagaland ...... 44 14 Speech of Shri V. Vaithilingam, Chief Minister, Pondicherry ...... 46 15. Speech of Lt. Gen. V. K. Nayar, Governor, Manipur ...... 48 16. Speech of Shri Achintya Ray, Minister-in-charge of Primary and Secondary Education, and Smt. Anju Kar, Minister of State-in-charge Mass, Education Extension Deptt. West Bengal .. .. . ■ .. • • • • ...... 50 17. Speech of Shri K. Vijaya Bhaskara Rec'dy, Chief Minister, Andhra Pradesh ...... 53 18. Speech of Shri K. Karunakaran, Chief Minister, Kerala ...... 55 19. Speech of Shri P.C. Ghadei, Education Minister, Orissa ...... 57 20. Speech of Shri K. N. Upreti, Education Minister, Sikkim ...... 59 21. Speech of Shri Anil Sarkar, Education Minister, T r i p u r a ...... 60 22. Speech of Shri Chimanbhai Patel, Chief Minister, Gujarat ...... 61 23. Speech of Shri Lai Thanhawla, Chief Minister of Mizoram ...... 63 24. Speech of Shri A. Mohandas Moses, Adviser to Governor of J & K ...... 65 MINUTES OF THE CHIEF MINISTERS’ CONFERENCE HELD ON 15TH FEBRUARY, 1994 AT THE PARLIAMENT HOUSE ANNEXE, NEW DELHI

A Conference of Chief Ministers of all Stales and to achieve the goals of Education For All. The time Union Territories (UTs) was held under the chairman has come, the Prime Minister said, to. squarely face ship of the Prime Minister at, Parliament House An this challenge with determination and lesolve. The nexe, New Delhi on 15th February, 1994 to consider conference of Chief Ministers was, therefore being the reports of the NDC (National Development Coun held to consider the strategies and actions needed tor cil; Committee on Literacy and CABE (Central achieving the goals of EFA. He re-afiirmed the coh.- Advisory Board of Education) Committee on Decen mitment made by him at the EFA Summit in Decem tralised Management of Education, and Education for ber, 1993 that allocation for education would be raised All proposals. The list of participants is appended at to six per cent of GDP from the 9th Five Year Plan. Annexure-I. A summary of the discussion is at He requested Dy. Chairman, Planning Commission to Annexure II. take measures to gradually increase the allocations to the desired level. He pointed out that the economic reforms had created greater possibilities for releasing 2. Shri Arjun Singh, Minister of Human Resource funds for social sectors by increasing private sector Development, welcomed the participants to the con investment in major projects for inlrastructure deve ference. He said that a conference of Chief Ministers lopment. At t,he same time he stressed that the nation exclusively to consider issues relating to education was as a whole must assume the responsibility of providing being convened after many years. It was only appro the resource support for our national goals. Emphasiz priate that this Conference was being held immediately ing the need for exploring alternative means for after the first Education fqr All (EFAJ Summit to augmenting resources for education, he urged the give a meaning and direction to the efforts [or achiev Chief Ministers to consider tjhe imposition of an ing EFA. Expressing concern at the low literacy rates educational cess as had been recommended by the in the high population States of Uttar Pradesh, NDC Committee on literacy. Madhya Pradesh, Bihar, Rajasthan and Andhra Pra desh, Shri Arjun Singh proposed the formation of a group of Chief Ministers of these stales which could 4. Along with the need for raising sufficient resou meet periodically. He called for formation of State rces for education, the Prime Minister underlined the level literacy mission authorities under Chief Minis need for their appropriate application and optimal ters. He alto suggested continuity of tenures of olliccrs utilization. He called for encouraging private initiative doing good work in literacy. While the task of achiev and involvement of the local community. Econoa.) ing the goal of EFA by the end of the century and tiirift should be the charcteristics of our spending on education so that the returns are commensurate appears daunting, the performance and success, parti cularly in adult education, had given us hope that this with tiie input, he said. A rigorous and well concti- ved perspective plan for the next 7-8 years should be is achievable, he said. What was required was a strong prepared by the States ensuring complementarity in and unwavering political will both at, national ; ,nu resource allocation and utilisation covering all sectors stale levels. Shri Arjun Singh also drew attention of the Chief Ministers to the new District Primary Edu and levels of education. cation Programme (DPEP). He also requested the States to prepare their own Programme of Action 5. The Prime Minister underscored the inter-related quickly and to take expeditious action fox setting up nature of adult literacy and elementary education pro decentralised management structures in education. grammes and emphasized the need for proper co Referring to the issue of resources for education, Shri ordination between them. He . commended the new Arjun Singh said that (he norm of six per cent of GDP initiative of the District Primary Education Program for education was to be achieved by the Centre with me which would complement the total literacy the cooperation of States and the community including compaigns now covering 258 districts. non-governmental organisations (NGOs). He empha sized that other measures for mopping up resources 6. The Prime Minister also under-scored the im for education as well as less costly alternative systems portance of decentralised management of education in and processes of education also should be explored- In the efforts to achieve universal elementary education. this context he referred to the non-formal education He said that it was the people’s involvement in educa and distance education methods. He also stressed the tional reconstruction which would make the real need for optimal and effective utilisation of existing difference. There is no better way to ensure accounta resources. He referred to the need for reducing the bility than nn awakened and demanding community, academic burden on school children and also for grea he said. Stating that it was the teacher who stood at ter encouragement of sports through the education sys the cutting edge of the educational delivery system, tem. The text of Shri Arjun Singh’s welcome address the Prime Minister said that a critical component of is at Annexure-III. the educational management would be improving the standards of teacher education thereby improving 3. In his inaugural address the Prime Minister teacher competence and performance. The text of th e pointed out that the country still has a long way to go Prime Minister’s inaugural address is at Annefxnre-IV 1 2

7. Shri Pranab Mukherjee, Deputy Chairman of CABE Committee on Decentralised Management of the Planning Commission informed the conference Education she requested the Chief Ministers to take that he did not visualise any serious problem in allo early action for implementation of the report. cating six per cent of GDP to education from the 9th Five Year Plan onwards which would mean an allo 9. Shri Sharadchandra Pa war, Chief Minister, cation of Rs. 53,000 crore as against the present level Maharashtra, in his address, briefly narrated major of Rs. 20,750 crore. Shri Mukherjee also called for achievements of the State in education. He said that community sharing of expenditure on education. In a primary school is available within a radius of one this context he referred to the scheme of voluntary and a half kilometre for a population of 200. He schools in Maharashtra where a part of the resources was confident that the state will achieve total literacy accrue from the community. For this more freedom in the next three years. Total Literacy Campaigns needed to be given to the community to manage the (TLCs) had been completed in 7 districts and were schools. He also wanted to explore the possibilities going on in 8 districts. The state has set up i task of private sector financing higher and technical edu force to prepare State Programme of Action. Shri cation, of course keeping in view the Supreme Pawar suggested that we should focus on improving Court judgements. To solve the problem of illiteracy the quality of teachers to make the teaching and learn he suggested a special programme with focus on the ing process more enjoyable and on starting incentives four States of Uttar Pradesh, Madhya Pradesh, Bihar schemes for children who dropout on account of and Rajasthan. He also underlined the importance poverty. He mentioned that Maharashtra was provid of education in the population control programmes. ing attendance allowance to girls below poverty line He also highlighted the need for encouraging commu and under the book-bank scheme 10,000 students had nity participation. He wanted that it should be en been provided books free of cost. He also said that sured that the proceeds from education cess are used programmes for ensuring greater participation of girls only for education and not diverted. should receive priority at the national and state levels. Stating that the State is already spending 17 per cent of the total plan and non-plan budget on school edu cation, be requested for more financial assistance from 8. Dr. (Smt.) Chitra Naik, Member (Education), the Centre, Referring to the proposal for introducing Planning Commission, introduced the agenda items education cess, he said that Maharashtra had already for discussion. She said that the NDC Committee on introduced such a cess on irrigated crop, but the in Literacy felt that the best way to implement program come from the cess is not much. He, however, had mes for total literacy and Universalisation of Elemen no objection to a uniform education cess if other tary Education (UEE) was microplanning at dis Chief Ministers (CMs) agreed. He also said that trict, block and village levels. The Committee also while many sectors have been opened to private in took a view that microplanning was the best way to vestment, thus making more governmental finances utilize resources optimally at the- local level. This available for social sectors,' roads and telecommuni would raise the efficiency of the system and would also cation have not yet been opened to private business. ensure people’s participation. She also said that while He urged that early step be taken in this regard so community participation needed to be encouraged in that more resources could be provided to education planning and execution of education programmes, it sector. Contributions from the community also need was also necessary that Panchayat functionaries should to be encouraged. In Maharashtra Village Education be trained so that they would understand the techni Committees (VEC) have been setup; which imple ques of micro-planning. Referring to the recommenda ment Shaikshanik Uthav scheme aiming at improving tion of the NDC Committee on Literacy that social the physical amenities at the school with voluntary finances be raised, Dr. Naik said that the scope of contribution in cash and kind. While welcoming the social finances’ extend beyond community support or recommendations of the NDC Committee on Literacy education cess; that social finances would come from and CABE Committee on Decentralised Management all sections of society and sectors of economy at the of Education, Shri Pawar urged the Central Govern national level. She also referred to the recommenda ment to take steps to implement Committee’s direc tion that more funds should be allocated for education tives by evolving definite schemes which would help and that trade, commerce and industry be given con the States achieve the UEE by 2000 AD. The text cessions and facilities to encourage their contribution of Shri Pawar’s speech is at Annexure-V. to education. She also pleaded for creating an aware ness among the people that education would ultimately lead to economic development and that it was there 10. Shri Lalu Prasad, Chief Minister, Bihar add fore necessary to invest in education for economic ressing the Conference said that his government had progress. She also felt that a new administrative cul already initiated the process of implementing the re ture and supervisory technique needed to be in commendations of the NDC Committee on Literacy. culcated in education to improve efficiency. She felt Recounting some of the measures taken by the State that education should become a felt need so that Government for achieving EFA, he said that one children were automatically sent to schools. She also rupee per day was given as stipend to motivate pleaded for removal of educational disparities. To Scheduled Caste students to come to school; textbooks attract children belonging to SCs and STs and girls, were being made available to all students on 50 per education should be made relevant to the context of cent subsidy and construction of school buildings was the child. She also referred to the recommendation being take up in urban slums and other localities of for introduction of open education at the post-lite weaker sections on priority basis. He also gave racy level. Referring to the recommendations of the the salient features of the Charvaha Vidyolayas 3

scheme launched by the St,ate Government lor mittee under the chairmanship of Shri Hari Krishan children engaged in tending cattle or in agricultural Awasti, former Vice-Chancellor of Lucknow Univer operations. He said that the resource requirements sity to look into this matter and the committee had for salary of teachers alone for universalisation of submitted its interim report on 14th February. The elementary education in the State was Rs. 2600 crore State Government, thus, was taking all steps to stop and requested central assistance for this. He also men copying. He aiso said that Uttar Pradesh had about tioned that the unemployed youth would be engaged 10,700 habitations which did not have primary in non-formal education. While admitted that Bihar schools and about 2000 habitations which required was lagging behind in implementation of Operation upper primary schools. He requested for central Blackboard (OB), he mentioned that the State Govern assistance for providing these facilities. He felt that ment had already proposed the fourth phase of OB. the proposal to levy education cess was not practical. He also requested for central assistance for construc He suggested that the expenditure on literacy program tion of school buildings. Shri Laloo Prasad requested mes should be shared between centre and state govern for approval of the Government of India for the State ments in the ratio of 90 : 10. The circulated text of Government’s proposal for reorganisation of 530 basic Shri Yadav’s address is at Annexure-VII. schools in the State. He also mentioned that the Bihar Education Project was under implementation in 12. Dr. J. Jayalalitha, Chief Minister, Tamil Nadu seven districts and that it would be extended to said that in the past the commitment of the Govern seveji more districts in the next year- Elucidating ment and society to EFA had not been as strong as the measures taken by the State Government to imple it should have been and, therefore, she welcomed the ment the recommendations of the CABE Committee present initiative in holding the conference of Chief on Decentralised Management of Education, Shri Ministers on the subject. She mentioned that Tamil Laloo Prasad said that Village Education Committees Nadu had initiated a new legislation to make ele had already been constituted; and that Bihar Pan- mentary education compulsory. It had also launched chayati Raj Act, 1993 had been passed. Under the an innovative 15 point programme for the child which Act, management of primary and secondary schools is a comprehensive plan of action including; education had been delegated to Panchayati Raj bodies. Refer for child and women literacy. She, however, sought ring to the Education for All Summit, Shri Laloo more central support to State Governments. She also Prasad said that the State Government had launched said that Tamil Nadu had adopted holistic approach a comprehensive enrolment drive throughout the State covering education, health and welfare in the pro from 26th January, 1994. Shri Laloo Prasad men grammes for EFA. She also mentioned that the en tioned that in accordance with the recommendations tire State would be covered by comprehensive pro of the Yashpal Committee, the State Government had gramme of Early Childhood Care and Education reduced the number of examination papers from during the current year. Puratchithalaivar MGR 15 with total marks of 1050 to 9 with 900 marks in Nutritious Noon Meal Programme of Tamil Nadu the secondary school examinations. The State covers all the school going children from 6— 14 years. Government had also paid special attention towards An element of education is also added to the program orientation programme on environmental and voca me. The State also propose to launch from this year tional education. The proposal for extending the a special programme to link the ECCE system with orientation programme on environmental education to the primary school system. Dr. Jayalalitha mentioned four more districts was under submission to the Cent that the State had already ensured one primary school ral Government. He also referred to the proposal for every 500 population within a distance of one of the State Government for opening Navodaya kilometre. To reduce dropout, a new multi-pronged Vidyalayas in all the districts in the State. He con programme consisting of an attractive package of in cluded his speech with an appeal for special financial centives including free mid-day meals, free text assistance from the Central Government. The text books, free bus travel, free uniforms and free footwear of Shri Laloo Prasad’s speech is at Annexnre-VI. is proposed to be launched. To improve girls’ edu cation, an innovative girl child support scheme under 11. Shri Mulayam Singh Yadav, Chief Minister, which financial support is given to girls throughout Uttar Pradesh conveyed his gratitude to the HRM for their schooling years has already been launched. Dr. accepting his invitation to inaugurate the Education for Jayalalitha also assured that by the year 1994-95 All .programme in the state and hoped that a date there would be no single-teacher school in Tamil would be fixed soon for the same. Speaking on the Nadu. The State Government was also implementing agenda items he said that to achieve universal lite a scheme of appointing only women teachers upto racy, Government of Uttar Pradesh had prepared a standard V. In Tamil Nadu, primary school teachers plan for a literacy force, which would consist of are associated with textbook preparation. She also college and university students. The entire state said that mother-teacher councils had been found in would be made literate within three years. He wel all the primary schools in Tamil Nadu. Tamil Nadu comed the announcement that allocation for education had also launched a massive programme to improve would be raised to six per cent of GNP. Referring qualitative aspects of school system. This includes to the scrapping of Anti-copying Act in Uttar Pradesh, introduction of minimum levels of learning, teacher Shri Yadav said that he was totally against copying training and orientation, comprehensive review of in exams; only that he did not share the view that curriculum and textbooks, etc. While welcoming students are criminals. He said that the issue of copy efforts of voluntary agencies in the promotion of edu ing ought to be considered not in isolation but keep cation. Dr. Jayalalitha said that State Governments ing in view educational facilities, teaching standards, should be involved in financing, monitoring and eva etc. Uttar Pradesh Government has set up a Com luating the work of voluntary agencies. She also 4

pleaded for allowing more flexibility to the States in rcduce the ratio of primary schools to upper-pri implementing state-specific strategies in primary edu mary schools from 4 : 1 to 3 : 1. He also pleaded cation. She said that centre should assist the States for steps on a war footing to eradicate illiteracy in the to create a good management team at the state level educationally backward states. In this regard, he but leave it to the states to devise detailed implementa suggested setting up of a committee of education tion plans. She also suggested that the time allotted ministers of nine educationally backward states. He by All India Radio and Doordarshan for educational suggested that non-formal education should be im programmes be placed at the disposal of the State proved and made more effective. He also suggested Governments. She also referred to Tamil Nadu’s pro that in regions where the number of working children posal for a comprehensive state project and requested are more, the responsibility for giving them primary for early clearance of the proposal. Referring to the education should be entrusted to the legislators. Shri report of the CABE Committee on Decentralised Shekhawat felt that literacy could be made a pre Management of Education, she said that Tamil Nadu requisite for availing of certain economic benefits would be bringing forward new legislation in this re including employment. He also made a plea that gard very soon. She also said that the Panchayati the educationally backward states should be given Raj functionaries needed to be trained in modem special assistance by the centre. On the proposal management techniques. She also suggested that a to levy education cess he said that a consensual deci specific reference should be made to the Tenth sion may be taken after examining all aspects of the Finance Commission to take note of the basic require proposal. The text of Shri Shekhawat’s speech is ments of elementary education in its recommenda at Annejture-IX. tions. She said that in Tamil Nadu the Panchayat Unions had been permitted to levy a surcharge on land revenue for education. She did not support the 14. Shri Digvijay Singh, Chief Minister, Madhya proposal to levy an education cess as she felt that the Pradesh said that his government had, within 20 return would not be commensurate with the cost of days of taking office, passed the Panchayati Raj Act. collection and as it would put a heavy burden on the State Government proposes to transfer all govern rural people. She, however, felt that perhaps in the ment primary and middle schools as well as non- urban areas it would be possible to levy an education formal education centres to the local bodies. The cess. The circulated text of Dr. Jayalalitha’s speech Panchayats would be encouraged to construct pri is at Annexure-VIII. mary schools on a priority basis. He informed the conference that on 4th January the State launched the Rajiv Gandhi Prathmik Shiksha Mission in 19 selected districts. An innovative teacher empower 13. Shri Bhairon Singh Shekhawat, Chief Minister, ment programme called Shikshak Samakhya had been R ajasthan welcomed the initiative taken by the Prime started in few districts with UNICEF support. To Minister in calling a meeting on EFA. He said that tackle the problem of child labour, an innovative it was the responsibility of every government to en programme called Food for Education would be sure availability of provisions- for primary education- started next year. The State Government also, in While Rajasthan had many handicaps, he expressed tended to set up an effective open school system. confidence that the State would achieve EFA by Revision of curricula with a view to inculcating the 2000 AD. In this context, he referred to some of values of communal harmony, equity and good citi the programmes already launched by the State zenship was another priority area. The State Govern Government. He said that Rajasthan had decentra ment intended to accord higher priority to vocation- lised education to Panchayat level more than 30 years lisation of education. The TLCs have already ago. To look into various aspects of the recom covered 26 districts and projects for seven more mendations of the CABE Committee on Decentra districts are under preparation. Efforts are also being lised Management of Education, Rajasthan had set made to achieve maximum convergence between uo a sub-committee. He wanted a sub-committee literacy programmes and ICDS. Primary education of CABE to look into the resource aspects of decen and adult education are proposed to be brought tralisation. He also said that Free and Compulsory under the same department for achieving maximum Primary Education Act was passed by the State in synergies. The State Government also propose to 1964. He also pave brief details of the Lok Jum- encourage more involvement bv NGOs in education. hish and Shiksha Karmi projects, under implementa Shri Singh lamented the low level of learning achieve tion in Rajasthan. Specifically about Lok Jumbish ment bv students in Madhva Pradesh. The text of project he said that the expenditure pattern of the Shri Digvijay Singh’s speech is at Annexure-X. proiect should continue! to be the same. He also mentioned that the TLCs would be started in 15 dis 15. In his address Shri Gegong Apang, Chief Mini tricts bv next vear. Some of the programmes that ster, Arnnachal Pradesh mentioned that the imme would be undertaken bv the State in 1994-95 for diate prioritv areas were UEE. reduction of illiteracy UEE were opening primary schools in everv and promotion of education of girls. Arnnachal habitation with a population of 150 or more Pradesh was trvine to bring in coherence in the over in the backward region and habitations of all administrative stvucture of education. He sup- 200 or more in all regions; free distribution norted the NDC Committee view point that there of textbooks and feachme-lcarnins material to stu should be closer linkage between the national, state dents in classes T—V: appointment of a second and district level structures concerned with adult teacher in all single-teacher 'schools and efforts tp education. Arnnachal Pradesh was adopting the 5

Committee's approach in adult education with close sectors of education. He said that the literacy rate monitnring at district and state levels. He welcomeed had reached to 55.33 per cent and female literacy was the suggestion for constitution of a State Executive 4Q.95 per cent and drop out rate at primary stage Committee of National Literacy Mission and involve had come down to 19 per cent. Considerable pro ment of elected representatives in the preparation of gress had been achieved in providing access to edu aciion plans. He also supported the concept of an cation with only about 100 habitations not having integrated delivery system in education. He appre facilities for primary education and approximately ciated the commitment of the Prime Minister to spend 70 per cent of the habitations having middle schools. a sizable sum every year on education. He expres Village Education Committees had been constituted sed his agreement with them like resource and awards were given to panchayats for their out mobilization, people’s participation and decen standing performance in the enrolment drive. A tralisation of education. The State Progra separate Primary Education Directorate had been mme of Action was expected to be finalised formed and a State level high powered coordination in the next couple of months or so. He pointed committee constituted to monitor literacy program •out that the existing situation in education in Aruna- mes. To improve retention and encourage girls free chal Pradesh is problematic in the matter of achieving stationery and textbooks had been provided to stu quality of education. The State required qualified dents from weaker sections and free uniforms to girl teachers and for providing incentives to them Central students besides provision of stipend and scholar assistance was needed. He pleaded for merit-linked ships, 60 per cent of posts of primary school teachers promotion policy and also for a better designed reserved for women, 100 new primary schools have appraisal system for teachers. He also wanted a been established exclusively for girls and girls are fresh look on the reservation policy in the recruitment given attendance prizes and education is free for of teachers. He also mentioned that every school them upto graduation level. He said that 38-39 per should have a strong cultural unit with enough infra cent of the education budget was spent on primary structural backup. He requested for more Central education and another 17 per cent on middle school assistance for programmes for the dropouts. He education; TLC projects were being implemented in also impressed the need for intensive population edu 8 districts and environment building programmes had cation system. The text of Shri Gegong Apang’s been started in 8 other districts. He said that an speech is at Annexure-XI. open school proposed to be established by next year- A massive programme for repairing school buildings and construction of additional class rooms had been 16. Shri Hiteshwar Saikia, Chief Minister, Assam launched. Shri Bhajanlal agreed in principle to the in his address welcomed the announcement of Prime proposal for decentralised management of education Minister to increase the allocation for education to and said that the schools run by local bodies were six per cent of GNP and said that investment in provincialised in 1957. The state also proposed to education was the best form of investment in human enact further legislation in pursuance of the 73rd and resource development. He endorsed the recom 74th constitutional amendments. He did not sup mendations of NDC Committee on Literacy. He said port the setting up of Zila Parishads. On the Yash- that because of the special programmes launched for pal Committee, the State Government proposed to the education of SCs and STs, their level of education organise seminars. He said that the load of school is fairly good in Assam. Special efforts arc being bag needed to be reduced. Referring to the report undertaken by the State Government to improve the of the Committee on Physical Education and Sports, educational level of low literacy population groups- Shri Bhajan Lai said that the recommendations re He also said that because of law and order problem garding assignment of a daily period for sports, Assam could not launch TLC programmes earlier creation of sports fund, and charging of sports fee but have started implementing TLCs now that the have already been implemented in the State. Simi law and order situation has improved. About 94 larly, in the middle, high and senior secondary per cent of the villages in Assam now have a primary schools in the State there was at least one trained school within a distance of one kilometre. Referring teacher for physical education. He requested for to the recommendations of CABE Committee on De additional funds, particularly for maintenance of centralised Management of Education he said that school buildings. He pleaded for measures for necessary steps for decentralisation of management stopping copying. This is to be done through ■of elementary and secondary education would be awareness generation in the people. He also plead taken shortly. He agreed with the recommendation ed for implementation of the three-language formula. that education shrould be a participatory process. He said that this is essential for unity of the country. He, however, cautioned about die process of delegat The text of Shri Bhajan Lai’s speech is at Annexwe- ing powers to the local bodies. He said that the XII. two new central universities and IITs sanctioned in Assam would start functioning from next academic year. 18. Shri Madanlal Kbnrana, Chief Minister, D elhi said that the city government has constituted a com mittee which would prepare an aciton plan for achie 17. Shri Bhajan Lai, Chief Minister, Haryana in ving total adult literacy within the next five years. his address expressed confidence that the target of The report of the committee is expected within the EFA by 2000 AD would be achieved. He presented next two months. Non-govemmental and volun the progress achieved by Haryana in the various tary organisations would be associated with the total 7—414 M u/94 6 literacy programme. A major hurdle in Delhi’s 20. Addressing the Chief Ministers’ Conference, efforts to achieve total literacy is the substantial illi Shri Veer Bhadra Singh, Chief Minister, IWum lml terate immigrants who flow in every year. The Pradesh said that the State had already initiated action government has also prepared a plan for construction for preparing the State Programme of Action. He also of building for all schools. A new scheme for giv said that many of the recommendations of Hie NDC ing stipend to SCYST and Backward Classes students Committee on Literacy had been implemented by the for higher education has also been prepared. Free State. Measures taken for UEE included opening bus travel passes will also be given to the SC, ST 1100 additional primary schools in the interior, back and poor backward students. He conveyed agree ward and tribal areas; incentives for reducing dropout ment in principle to the proposal for decentralisation rate by way of scholarships to the children belonging of educational management. But Delhi’s case is to IRDP families ranging from Rs. 150 per annum in different from states and other UTs. Distance is primary schools to Rs. 1800 per annum in senior not a major problem here. Stressing the impor secondary schools; Scholarships in the tribal areas tance of value education, Shri Khurana said that a ranged from Rs. 8 to Rs. 15 per month; scholarships committee on value education had also been set up to SC/ST students; free textbooks to tribal children which would give its report within a month. He said upto class X; free clothing to girl students at primary that his government intended to make value education level in tribal areas; 217 hostels for students belonging compusory. He assured that Delhi would fulfill the to SC/ST and backward classes; and attendance scho targets set for Education for All programmes. The larships. He also suggested setting up of free as well text of Shri Khurana’s address is at Annexore-XIII. as paid hostels for girls. He requested the Govern ment of India to provide assistance for additional 1100 primary schools in the State under the Operation Blackboard scheme. He also mentioned that the TLC 19. Shri Surendra Nath, Administrator, Chandi was launched in the State in June 1992 and that the garh, said that percentage of literacy in Chandigarh Campaign had reached an advanced stage. The TLC is above 80%, and that Chandigarh completed total and PLC programmes in the State have graduated literacy programme in December, 1993. He also from a dependent to a self-guiding movement. He said that steps had been taken to lighten the burden assured that Himachal' Pradesh would become fully of school children particularly at the pre-primary and literate by June, 1995. The State Government also nursery levels; the Administration is insisting that there decided to evolve a pattern for revolution of super shall be no books at that stage. Chandigarh already visory powers to the Panchayati Raj institutions and is spending a significant portion of its budget on local bodies for the management of elementary educa education. An action plan has also been brought out tion and also for increasing community partidpation. to achieve the goals of education. Referring to the Endorsing the three language formula he said that its observation that national will is not merely political implementation would promote national unity and will, it involves social will also, Shri Surendra Nath integration. He also stressed the need for streamlining said that we h'avfe to make education a people’s move the university and higher education and a lso , io r ment. He also said that adult education programme rationlization of college and university fee structure. should be pushed hard because when the adult gets The text of Shri Vir Bhadra Singh is at Amexure- educated he would ensure that his children get edu XIV. cated. He also pleaded for incresing the incentives for attracting children to school, like mid-day meals, attendance scholarships, prizes. He felt that a gentle 21. Dr. Wilfred D’Souza, Chief Minister, Goa compulsion through measures like making education/ said that Goa had already achieved 100 per cent literacy a pre-condition for sanctioning a tube well or enrolment in primary schools. Primary education for giving employment would be welcome. Such facilities were provided at a walking distance and over packages of incentives or disincentives, however, 90 per cent of primary schools have their own build should relate to the local conditions. He also sugges ings. Upper Primary education was available within ted rewarding a village which achieves total literacy a radius of 3-5 kilometres. Fifty per cent of the higher through hefty grants. Talking about decentralisation secondry schools were covered under the programme he insisted on the accountability of the teacher to the of vocational education. Education upto higher Panchayat. This would improve teacher performance. secondary level is free in Goa. At present 100 Jan He said that the governmental funds at present going Shikshan Nilayams are functioning in the State. The for economic activities should be diverted to social action plan for TLCs had been approved in July sectors. In this context he agreed with the view that 1993. The external evaluation of TLC was conducted • .to attract private investement the procedures needed in October 1993. State level Advisory Board of Adult to be simplified. He also felt that there was tremen Education has been formed. People’s participation in dous scope for commerce, trade, etc., to invest in school programme is ensured by establishing school education. He also pleaded for diversion of funds committees and parent-teacher associations. Dr. from higher education sector to elementary education. D’Souza felt that the prevailing educational manage He suggested revision of fee structure at higher ment structure, in which tlie Village School Committees education stage. He felt that privte initiative should play an active role, adequately takes into account the be encouraged in higher professional eduoation. He proper aspirations so far as the educational needs of also said that measures may be taken through a Central the community were concerned. He also mentioned legislation for improving the standards of university that State had already initiated debate on Prof. Yashpal ■ eduoation. Committee report. He also intimated that the State 7

Government had implemented most of the recommen He suggested that for such states one Nilayam may be dations of the CABE Committee on Sports and Physi set up for villages within a 3 km radius irrespective cal Education, but for lack of funds adequate infras ot population size. Ho broadly agreed with the recom tructure for sports could not be built up in most of mendations of the CABE Committee on Decentralized the schools. He also felt that the recommendations to Management of Education, but decentralization should charge sports fee needed to be reviewed since educa be a gradual process. The text of Shri Jamir’s written tion was free. The text of Dr. D’ Souza Speech is at speech is at Annexure XVII. Annexnre XV.

22. Shri Saiseng C. Marak, Chief Minister, 24. Shri V. Vaitbilingam, Chief Minister, Pondi Meghalaya, in his address, highlighted the recent cherry gave a brief account of the progress achieved policy initiatives taken by the State which included by the Union Territory in EFA programmes. The UT re-structuring of elementary education. He said that has set up 530 Arivoli Contact and continuing Educa 63 per cent of total habitations in Meghalaya were tion Centres. The special focus of the PLC is on having primary schools within the habitation itself and creation of awareness among women about their legal 12 per cent within a walking distance of one kilometre; rights apd on vocational training for women and youth. 50 per cent of the rural habitations were covered by Referring to the concept of decentralised management upper primary school within three kilometres- He of education he said that it may pot be viable to trans pointed out that EFA was basically a mass programme, fer the education institutions to village panchayats at depending on active support and participation of the this stage. The Union Territory decided to experiment community for success. He also said that 100 per wi(h the concept of reduced academic burden in 6 cent of primary schools and 93 per cent of upper selected primary schools- The text of Shri Vaithilin- gam’s speech is at Annexure XVIII. primary schools in Meghalaya were under private management. Referring to the report of the CABE Committee on Decentralised Management of Educa 25. Lt. General V. K. Nayar, Governor, Manipur tion, he said that the 73rd Constitutional generally endorsed the Reports of NDC Committee on Amendment Act did not apply to Meghalaya. Literacy and CABE Committee Decentralized Manage Ia Meghalaya the autonomous district councils ment of Education. He said that in Manipur, the were looking after the primary schools. The Panchayati Raj system was existing in the valley and Government had to temporarily take over the control the autonomous hill district concept in the hilly areas. and management of primary schools from the district He said that the major problems in Manipur ip educa councils in the early 1980s and is now contemplating tion were the high dropout rate and the low literacy to make the arrangement permanent. He, therefore, rate of women. Ten percent of the village do not have made it clear that the circumstances did not allow the schools and about 27 per cent of 6-14 age group State Government to implement the decentralised children are not in formal schools. He wanted special management structure of education in Meghalaya in central assistance to renovate schools, etc., destroyed line with provisions of the 73rd Constitutional Amend in the ethpic conflict. He also pleaded for extension ment Act. He expressed confidence that India would of Border Area Development Programme to Manipur. be able to achieve EFA by AD 2000. The text of He felt tjiat decentralisation is not only to be in educa Shri Marak’s speech is at Annexure XVI. tion but also in other developmental areas. Referring to the mismatch between education and labour market 23. Shri S. C. Jamir, Chief Minister, Nagaland he said that a major thrust was required in the field of vocational training, which he felt could even begin atj said tliat the biggest hurdle in the way of educational primary stage. He requested for early establishment of development was lack of adequate resources particu the Agricultural University sanctioned in the State- larly fei the North-Eastern states. He also wanted an He wanted more ITIs to be set up in the State. The element of flexibility to be built into all educational text of Gen. Nayar’s address is at Annexnre-XIX. programmes keeping in view the diversities. He said that while coverage at the primary stage was satisfac tory in Nagaland, the quality of education was not so. 26. Shri Achintya Ray, Minister-in-Charge of Pri While appreciating the special emphasis laid on mary and Secondary Education, West Bengal briefly education of STs in the EFA strategy, he said that the recounted the importance of literacy programmes in distinctive socio-cultural milieu and characteristics of West Bengal. He said that all the districts in West the tribal communities (needed to be taken into Bengal would be covered under TLC during the account. He also said that the state was preparing Eighth Five Year Plan. He however, observed that Plan of Action for primary and secondary education. while TLCs attracted wide participation of voluntary However, the state would require financial assistance agencies. the thrust of volunteerism was not sustained from the centre for implementing the plan. While at the PLC phase. He wanted JSNs and Adult High welcoming the NDC Committee’s recommendation ojn Schools run by Zilla Saksharata Samitis be also con Operation Blackboard, Shri Jamir wanted the scheme tinued. He said that State Governments should be to be extended to middle schools. He pleaded for allowed to draw1 up their own programmes within the revival of the scheme for supply of white printing broad framework of the Government of India Policy. pacer for production of school textbooks. He did not He also said that economic reform, land reform, etc., surtnort the proposal for relaxation of formal qualifi are closely linked with Education for All programmes. cations for appointment of primary school teachers- He! also suggested that the media should be effectively TaWner about adult education, he said that the exist employed in the EFA programmes and also that the ing norm of one Jana Shikshan Nilayam for a popula banks should go forward with specific programmes to tions of 5000 villages was not workable in hilly spates. improve the assets of educational institutions. The 8

State Government agreed with the policy of decentrali 28. Shri £. T. Mohammed Basheer, Education sed management of education and said that West Minister, Kerala said that strategies to implement the Bengal had a three-tier body at the district, block and Delhi Declaration should be drawn up. He mentioned village levels. He also felt that withoutj effective land that, in pursuance of the 73rd and 74th Constitution reforms, all the Panchayati Raj bodies would be con amendments, Kerala had delegated a wide variety ol trolled by the local vested interests. In West Bengal powers to the district and sub-district level officers and there are statutorily constituted educational bodies that the State Government intended to give more such as District Primary Education Council, State powers to the municipalities and papchayats. He Primary Education Board, Secondary Education requested for financial assistance from the Government Board, Higher Education Council, etc- Members of of India for continuing the postliteracy programmes in these bodies are elected. The Statp Government was the tribal areas and the coastal belt. While Kerala considering how Pancliayats be linked with literacy had achieved 100 per cent enrolment of children in and formal education in the light of the 73rd and 74th the age group of 6-14 years, it was facing the problem amendments to the Constitution. The text of the of dropouts. Through the parent-teacher association address is at Annexure XX. community involvement was sought to be nurtured- All the DIETs were functional. The State Government 27. Dr. P. V. Ranga Rao, Minister, Andhra Pra fully endorsed the Yashpal Committee report; the desh read out of the observations of Shri K. Vijaya report of the CABE Committee cyi Sports and physical Bhaskar Reddy, Chief Minister, Andhra Pradesh- He Education and the report of the CABE Committee on said that considering that the 11 States of Andhra Decentralised Management of Education. The text Pradesh, Bihar, Gujarat, Karnataka, Madhya Pradesh, of the address is at Annexure XXII. Maharashtra, Orissa, Rajasthan, Tamil Nadu, Uttar Pradesh and West Bengal accounted for more than 90 per cent of the country’s illiterate population, these 29. Shri Prabhakar Rane, Minister of State for 11 States must be considered for special attention and Adult Education, Karnataka welcomed the announce that an EFA secretariat for these 11 States be set up ment of the Prime Minister to allot 6 per cent GNP so as tp serve as a forum fox constant exchange of for education. He said that Karnataka had taken up a information on the strategies and initiatives as well as massive programme of providing at least one teacher to develop appropriate methodologies. He also said acid one class room per school by AD 2000. Special that the entire Andhra Pradesh was on the verge of drives are made to ensure total enrolment at the being covered under the Total Literacy Campaigns primary stage. For enhancing quality of education. (TLCs) and he requested that, the TLC be continued Project on Minimum Level of Learning is underway. in Ninth Plan on thef same financial basis. Recounting He also referred to the Akshaya Scheme wherein text the measures taken by the State Government towards books, uniforms, etc, are distributed free of cost to all UEE, he said that State Government intended to primary school children- The Statp has also privatized supply free textbooks to all children studying in classes printing of textbooks, The state, has taken measures I-V in Government and local body schools. The State to reduce the burden of curriculum. Through the Government was embarking on a programme of uni DIETs the state hopes to train a^d orient all teachers- versal retention from the 2nd standard in the academic He also said that| the project preparation under DPEP year 1994. Talking about decentralised management was at an advanced stage. He pleaded for provision of education, he said that suitable legislation for Pan for pre-project funding. He also suggested that the chayati Raj had been introduced in the Legislative NFE component be taken on a campaign mode- He Assembly and that the State Government welcomed also said that decentralisation of education was the in principle the recommendations of the CABE Com corner stone of statie education policy. The state mittee on Decentralised Management of Education. Panchayati Raj Act 1993 entrusted primary and He stnyiely recommended that instead of levying a secondary education to the Zilla Parishads. He also centralised education cess, it would be far moro recounted the TLC programmes in Karnataka. He desirable to empower the VECs to levy and cultivate said that TLCs have created social and political the Village Education Fund- He also expressed his awareness among people. He also said that implemen agreement with the commitment to achieve the six t»er tation of all types of NFE including adult education cent target of allocation for education. Hp hoped that should be through a single agency at the district level, the financial requirements for achieving EFA would the implementation of DPEP should be through the be kept in view bv the Tenth Finance Commission campaign mode and by the Zi'la Saksharata Samiti while working out the financial arrangements. He (ZSS). The ZSS should be actively involved in all suooested constitution of a CABE Committee to developmental programme at the grass roots levels and de1iherate upon financial reauirements P,nd to make that the emphasis be shifted from mere provision of necessary recr.rnmenHatinns. He unHpriin<*H tji^ impor schooling facilities to that of provision of quality of tance of mobilising resources for education from all education to all. sources, including financial institutions. Talk'^cr about tjip aiwUtojivfi flcrvvt of ivtnrntinn. ]ie eoirl tTiat AnHTira Pradesh had initiated an exercise of involving teachers in writing textbooks and that the State was "" 30. Shri P. C. Ghadei, Minister (School and Mass al®n focussing attention on teacher education. In this Education), Orissa stated that the State Government context, he referred to the Andhra Pradesh Primary broadlv agreed with the recommendations of the NDC F/livnlinn Proiect and also mentioned that the State Committee on Literacy and CABE Committee on was lookin? forward to the TTP^P. The written text Decentralised Management of Education and the FFA of the address is at Annexure XXI. proposals. While the State Government had already 9 started implementation of these recommendations and 33. The circulated statements of Late Shri Chiman- proposals,, it was facing resource crunch and, there bhai Patel, Chief Minister of Gujarat, Shri Lai Than- fore, he. requested for adequate central assistance and hawla, Chief Minister of Mizoram and Shri A. expeditious clearance of externally aided projects. He Mohandas Moses, Adviser to Governor of Jammu pointed out that the South Orissa Education Project Kashmir are appended at Annexure XXVI, XXVII was awaiting the clearance of the Government of and XXVIII respectively. India. He also mentioned that the preparation of State Programme of Action was in the final stage. Referring to the TLC Programmes and NFE programmes in the 34. In his response to the discussion, Shri Arjun State, he said that NGOs would function better if the Singh said that the meeting had underlined very decisi state had some control over their functioning. He also, vely not only the concern of the Prime Minister but mentioned that the State Government had constituted also his commitment to make EFA a reality by the a task force to prepare an action plan to achieve EFA turn of the century. He said that with the signing of goals and the report of the task force was expected by the Deihii Declaration we have earnestly taken the the e,nd of February 1994. The EFA cell for monitor pledge to achieve EFA and all obstacles in the way ing UEE had already been set up in the State in would be resolved. He said that the education cess October 1993, He also mentioned that the State could be imposed on any tax or land and the mode Government had organised conventions apd seminars could be decided later after consultation with all. He to sensitize and motivate educational functionaries sought PM’s directive on the demand for special focus about the efforts towards EFA. Referring to the on the four northern staies. Shri Arjun Sing said that CABE Committee o:n Decentralised Management of decentralisation has now become a constitutional Education. Shri Ghadci said that the process of decen requirement. He also requested PM to consider the tralisation of management should be gradual and taken suggestions made by the CMs that the 10th Finance up in a phased manner. He said that the past experi Commission should t^ke note of the requirements of ment iji Orissa in decentralised management with the States in the education sector. Expressing his urban local bodies was not very successful. He also happiness over the statements by the PM and the Dy. mentioned that at the primary school level there had Chairman, Planning Commission oji resources fcr been considerable decentralisation in Orissa. On the education, Shri Arjun Singh said that now there is a proposal tp levy education cess, he said that most of certainty that 6% of GNP for education would be a the people live below poverty line and cannot afford reality in the 9th Plan. to pay any cess. The text of the speech is at Annexure XXIII. 35. In his closing remarks the Prime Minister said that the Chief Ministers having now agreed on the objectives of Education for All, it was essentM that they work out the modalities by dividing the task into 31. Shri K. N. Upreti, Minister of Education, actionable components and start implementing them. Sikkim expressed the hope that the measures suggested He saSd that as time passed the task of EFA was for achieving EFA would achieve the objective. He becoming more difficult; it is now two and a half times briefly recounted the various measures like provision more difficult than it was ini 1950, but| we need pot of schools, incentives, etc., taken by the State Govern go by percentages. ment in this regard. He, however, asked for special dispensation for the hilly states in the allocation of 36. The Prime Minister said that special program funds. He also pleaded that thd additional plan funds mes may be devised for the tour or live high popula should be made available to States specifically for tion and low literacy states. The PM observed that meeting expenditure on items covered under EFA. The though individual excellence is very much there in text of the address is at Annexure XXIV. these spates, when you take the community as a whole they lag behind. Solutions have to be devised keeping in view the peculiar problems of the states. He highlighted the importance of microplapning in this 32. Shri Anil Sarkar, Education Minister, Tripura task. He said that we should also look into the reasons for the Community Development Programme which mentioned that all the agenda items were basically started on a very promising note going away. about one theme, tnamely, universalisation of elemen tary education. He observed that to achieve EFA by 2000 AD we have to allocate at least 10 per cent of 37. The Prime Minister also emphasised the need the budget each vear to the education sector and out for integrating education with programmes in the areas of that at least 50 per cent should flow to elementary of health, women and child development so that the education. He supported the idea of decentralised benefits of programmes in one sector flow into pro management of education, but said that decentralisa grammes in the other sectors. A holistic approach is tion should be done cautiously and gradually. While essential so that the political and administrative appreciating the sanctioning of the TLC project in structure at the Centre, St^te and lower levels are North Tripura District, he requested for early sanc developed and integrated. He wanted the Planning tion of the projects for South and West Tripura Dis Commission to look into this aspect. trict*;. He also said that the State Government had derided to launch TT C in the en

40. Km. Selja, Deputy Minister for Education and 39. The Prime Minister described the meeting as Culture proposed the vote of thanks. She said that the ‘beginning of a new story’ in providing a perspec it was gratifying to find that there was a general con tive of educational development for the country for sensus that education for all should be given the hig the next decade or so. He said that this would be the hest priority and that more resources should be alloca beginning of the formation of a ‘virtuous circle’ as op ted for education. She also appreciated the keen posed to the ‘vicious circle’ of illiteracy, ignorance and interest evinced by the Chief Ministers in having poverty. He directed the Deputy Chairman of the periodic monitoring of EFA programmes. She also Planning Commission that while working on the Ninth said that the Conference had showjn that education Five Year Plan, efforts should be made to integrate had come to the centre satge of developmental pro programmes which have linkages with each other so cess in India. She thanked all participants and the that the totality of human resource development Prime Minister. ANNEXURE-I

LIST OF PARTICIPANTS IN THE CONFERENCE OF CHIEF MINISTERS HELD ON 15TH FEBRUARY 1994 IN NEW DELHI

‘1. Sim P. V. Narasimha Rao 9. Lt. General V. K. Nayar (Retd) Prime Minister Governor Manipur. 2. Shri Arjun Singh Minister of Human Resource Development 10. Shri S. C. Marak Chief Minister 3. Shri Pranab Mukherjee Meghalaya. Deputy Chairman Planning Commission 11. Shri Lai Thanhawla Chief Minister 4. Sint. Sheela Kaul Mizoram. Minister of Urban Development 12. Shri S. C. Jamir 5. Shii Rameshwar Thakur Chief Minister Minister of State for Nagaland. Rural Development 13. Shri Beant Singh 6. Shri Bhuvnesh Chaturvedi Chief Minister Minister of State in PMO Punjab. 7. Shri Mukul Wasnik 14. Shri Bhairon Singh Shekhawaat Minister of State for Youth Affairs Chief Minister & Sports Rajasthan. 8. Dr. (Smt.) Chitra Naik 15. Dr. J. Jayalalitha Member Chief Minister Planning Commission Tamil Nadu. 9. Km. Selja 16. Shri Mulayam Singh Yadav Deputy Minister for Education & Culture Chief Minister Uttar Pradesh- CHIEF MINISTERS 17. Shri Madan Lai Khurana 1. Shri Hiteshwar Saikia Cheif Minister Chief Minister Delhi. Assam. 18. Shri Surendra Nath 2. Shri Gegong Apang Administrator Chief Minister Chandigarh. Arunachal Pradesh. 19. Shri K. S. Baidwan 3. Shri Lalu Prasad Administrator Chief Minister Dadra & Nagar Haveli. Bihar. 20. Shri V. Vaillrlinjam 4. Dr. Wilfred De Souza Chief Minister Chief Minister Goa. Pondicherry. 5. Shri Bhajan Lai MINISTERS OF EDUCATION Chief Minister Haryana. 1. Dr. P. V. Ranga Rao 6. Shri Vir Bhadra Singh Minister for Education Chief Minister Andhra Pradesh. Himachal Pradesh. 2. Shri IL K. Khrimey 7. Shri Digvijay Singh Minister for Education, Chief Minister Soience & Technology Madhya Pradesh. Arunachal Pradesh. 8. Shri Sharad Pawar 3. Shri Golak Rajbanshi Chief Minister Minister for Education Maharashtra. Assam. 11 12

4. Shri Ram Chander Purvey 21. Dr. Masood Ahmed Minister for HRD Education Minister Bihar. Uttar Pradesh. 5. Shri Narharibhai Amin 22. Smt. Anju Kar Minister for Education Minister of State Mass Education Gujarat. West Bengal. 23- Shri Achintya Ray 6. Shri Phool Chand Mullana Minister for Education Minister of Education (Primary & Secondary) West Bengal. Haryana. 24. Shri Sahib Singh Verma 7. Shri A. Mohan Das Mosses Minister of Education Advisor to Governor. Delhi. Jammu & Kashmir. 25. Shri A. Gandhiraj 8. Smt. Nagamma Keshava Murthy Education Minister Minister for Education Pondicherry. Karnataka. 9. Shri Prabhakar Rane HEADS OF RESOURCE ORGANISATIONS Minister of State for Adult Education 1. Prof. G. Ram Reddy Karnataka- Chairman UGC. 10. Shri E. T. Mohd. Basher Minister for Education 2. Prof. S. K. Khanna Kerala. Chairman AICTE. 11. Shri Mahendra Singh 3. Shri A. K. Sharma Education Minister Director Madhya Pradesh. NCERT. 12. Shri Sadashiv Rao 4. Prof. M. Mukhopadhyaya MOS for School Education Chairman Maharashtra. National Open School. 13. Shri Salim Zakaria...... 5 , Ms. .Neeru Nanda, . Minister for School Education Director Maharashtra. NVS. 14. Dr. H. Lamin Education Minister GOVERNMENT OF INDIA OFFICERS Meghalaya. CABINET SECRETARIAT 15. Shri Zosiama Pachuau 1. Shri Zaffar Saifullah Education Minister Cabinet Secretary. Mizoram. 16. Shri P. C. Ghadei PRIME MINISTER’S OFFICE Minister of Education (Mass & School Edu cation) 1- Shri A. N. Verma Orissa. Principal Secretary to Prime Minister. 17. Shri Lalit Kishore Chaturvedi 2. Shri Prabhat C. Chaturvedi Minister for Higher Education Director, PMO. Rajasthan. OFFICERS OF MINISTRY OF HUMAN 18. Shri Gulab Chand Kataria RESOURCE DEVELOPMENT Minister for Primary & Secondary Education Rajasthan. (DEPARTMENT OF EDUCATION) 1. Shri S. V. Giri 19. Shri K. N. Upreti Education Secretary. Minister of Education Sikkim. 2. Shri Y. N. Chaturvedi Additional Secretary. 20. Prof. K. Ponnusamy Education Minister 3. Dr. R. V. Vaidyanatha Ayyar Tamil Nadu. Joint Secretary (DPEP). 13

4- Shri P. Thakur 9. Shri S. D. Sharma Joint Secretary (S). Secretary Education 5. Dr. J. S. Rajput Gujarat. JEA (EE). 10. Shri M. C. Gupta 6. Shri Sudeep Bancrjce Chief Secretary Joint Secretary (AE>. Haryana. 7. Shri S. D. Awale 11. Mrs. Anuradha Gupta JEA (T). Director, Secondary Education Haryana. 8. Ms. S. Chauhan 12. Shri P. S. Negi FA. Finance-cum-Education Secretary 9. Shri Deepak Gupta Himachal Pradesh. Joint Secretary (A&P)- 13. Shri S. K. Das Secretary to Chief Minister OTHER MINISTERS/DEPARTMENTS Karnataka. 1. Shri B. N. Yugandhar 14. Shri K. M. Ponnappa Secretary Education Secretary-II. Department of Rural Development. Karnataka. 2. Shri B. N. Bhagwat 15. Shri Sudhakar Rao Secretary Commissioner of Public Instructions Department of Youth Affairs & Sports. Karnataka. 3. Dr. P. C. Rao 16. Shri Lukose Walatharai Secretary Director, Mass Education Department of Legal Affairs Karnataka. 4. Shri R. C. Tripathi 17. Shri K. K. Vijay Kumar Adviser Education Secretary Planning Commission. Kerala. 5. Dr. (Smt.) Sarla GopaJjwi 18. Shri H. Mishra Adviser Secretary Education Planning Commission. Madhya Pradesh. STATE GOVERNMENT OFFICERS 19- Smt. Anita Das, Secretary 1. Dr. J. S. Sarma Social Welfare (Adult Education) Secretary Education Madhya Pradesh. Andhra Pradesh. 20. Shri K. M. Acharya 2. Shri K. S. Sarma Commissioner Secretary Planning & Finance Public Instructions Andhra Pradesh. Madhya Pradesh. 3. Shri A. K. Paitandy 21. Shri R. Gopalakrishnan Secretary Education Addl. Secy, to Chief Minister Arunachal Pradesh. Madhya Pradesh. 4. Shri M. Sen 22. Smt. Kumud Bansal Joint Secretary to Chief Minister Secretary Education Arunachal Pradesh. Maharashtra. 5. Shri D. K. Barthakur 23. Shri G. P. Wahlang Education Secretary (Higher Education) Secretary Education Assam. Meghalaya. 6. Shri R. C. A. Jain 24. Shri L- Roy Secretary, HRD Director of Public Instructions Bihar. Meghalaya. 7. Shri V. H. Pachnao 25. Shri T. P. Khaund Education Secretary Resident Commissioner Goa. Mizoram. 8. Shri G. Subba Rao 26. Shri Raghu Menon Principal Secretary to Chief Minister Spl. Secretary to Chief Minister Gujarat. Net aland. 8—414 Edu/94 14

27. Shri R. S. Pandey 43. Shri R. C. Poddar Resident Commissioner Dy. Resident Commissioner Nagaland, New Delhi. Tripura. 28. Shri D. N. Padhi 44. Shri Jitendra Choudhary Commissioner-cum-Secretary MOS Primary Education & Sports School & Mass Education Tripura. Orissa. 29. Shri S. K. Tuteja 45. Shri P. C. Sharma Secretary Principal Secretary Punjab. Basic & Adult Education Uttar Pradesh. 30. Shri J. S. Maini Principal Secretary to Chief Minister 46. Shri P. L. Punia Punjab. Secretary to Chief Minister Uttar Pradesh. 31. Shri M. L. Mehta Chief Secretary 47. Shri M. A. Siddiqui Rajasthan. Joint Secretary to 32. Shri Abhimanyu Singh Chief Minister Secretary (Primary & Secondary Education) Uttar Pradesh. Rajasthan. 48. Mrs. B. Prasad 33. Shri Sunil Arora Resident Commissioner Secretary to Chief Minister Andaman & Nicobar Island. Rajasthan. 34. Shri S. W. Tenzing 49. Shri A. N. Talwar Education Secretary Education Secretary Sikkim. Chandigarh. 35. Shri M. C. Mathur 50. Smt. Kuldip Kaur OSD to Chief Minister Director of Public Instructions Sikkim. Chandigarh.

36. Shri T. V. Venkataraman 51. Shri Manish Gupta Chief Secretary Dy. Collector Tamil Nadu. Dadra & Nagar Haveli. 37. Smt. Jayanthi Education Secretary 52. Shri V. B. Sharma Tamil Nadu. Liaison Officer Dadra & Nagar Haveli. 38. Shri N. Narayanan Secretary (Finance) 53. Shri M. K. Bezboruah Tamil Nadu. Education Secretary 39. Shri P. Kolandaivelu Delhi. Special Representative to Govt, of Tamil Nadu at New Delhi. 54. Shri Shakti Sinha Director of Education 40. Shri R. Vasadarajulu Delhi- Secretary to Chief Minister Tamil Nadu. 55. Shri B. V. Selvaraj 41. Shri Th. Jawahar Babu Education Secretary Dy. Secy, to Chief Minister Pondicherry. Tamil Nadu. 56. Shri M. Duraisamy 42. Shri S. R. Debnath Private Secretary to the Director of School Education Chief Minister Tripura, Pondicherry. ANNEXURE-Il

SUMMARY OF DISCUSSIONS AT CHIEF MINISTERS’ CONFERENCE ON EDUCATION FOR ALL

1. There was complete unanimity at the Confe participation, universalisation of elementary educa rence that EFA should be placed high in the coun tion (UEE) cannot be achieved. The school should try’s developmental agenda. Welcoming the an be an important social organisation once again as it nouncement of the Prime Minister to enhance the used to be. outlay on education to six per cent of the national income from Ninth Plan, the Chief Ministers agreed to supplement the efforts of the Central Government 5. The Chief Ministers felt that the Seventy-third in the mobilization of resources and to accord higher and Seventy-fourth Constitutional amendments pro priority to primary and adult education in State vide an opportunity to decentralised educational ad Plans. ministration within the time span provided by the amendments. The recommendations of the CABE 2. It was felt that apart from budgetary resources Committee on Decentralisation were endorsed and it there was considerable scope for harnessing commu was decided to appropriately implement the recom nity resources and private initiative. There was mendations while enacting the State legislations to broad agreement that education cess can be a means follow the Constitutional amendments and framing of raising resources by both the Centre and the States the subordinate legislation in a time bound manner. and that it should be ensured that the proceeds of the cess are earmarked for educational development. It 6. The Chief Ministers were of the view that apart was suggested that the Tenth Finance Commission from legislative measures, it was necessary to orient should take note of the basic requirements of elemen the members of the decentralised structures so that tary education and that the exemption under Income they can fulfil the responsibilities vested in them. Tax for donations to the universities and institutions of national importance should be extended to elemen tary education. 7. The Chief Ministers also agreed that special efforts would be made to promote convergence of 3. It was also agreed that alongwith higher alloca primary education and related services like Early tion of resources it was necessary to ensure better Childhood Care and Education (ECCE), ICDS, utilization of resources through effective implementa school health and nutrition. It was felt that apart tion and monitoring of programmes in their States. from improving efficiency such a convergence would The Chief Ministers would periodically review the promote enrolment and reduction of drop outs. progress in this area so that the right signals are sent afl over the State about the high priority attached 8. It was felt that specific efforts are needed in to EFA and management of educational services and educationally backward States like Bihar, Uttar Pra programmes more effectively. desh, Rajasthan, Madhya Pradesh and Andhra Pra desh. The programmes in these States would be 4. The need to enlist the cooperation of NGOs, periodically reviewed by a group of Chief Ministers ^teachers’ unions and socially conscious individuals with a view to sustaining the tempo and achieving came out very clearly in the discussions. The shared synergies in implementing the programmes in the re perception was that without proper decentralisation lated fields of education, health, women and child

15 ANNEXURE-III

WELCOME ADDRESS OF SHRI ARJUN SINGH, UNION MINISTER OF HUMAN RESOURCE DEVELOPMENT AT THE CHIEF MINISTERS’ CONFERENCE ON FEBRUARY 15, 1994 AT PARLIAMENT HOUSE ANNEXE, NEW DELHI

I have great pleasure in welcoming you all to this role to play and should be encouraged. Moreover, to Conference of Chief Ministers. It has been many generate the right climate for literacy, a series of sen years since a Conference of Chief Ministers was con sitization and awareness workshops for Legislators, vened to exclusively consider issues relating to Edu Panchayat functionaries and officials at all levels cation. It is but appropriate that this meeting is should be held. The role of officers, particularly being held immediately after the first ever Education Collectors is vital in attaining total literacy. I request for All Summit of nine high population countries. the Honourable Chief Ministers to try and ensure Some of you were kind enough to participate in the continuity of tenures of officers doing good work. Summit which adopted a declaration and also formu lated a framework for action to achieve Education Literacy leads to empowerment of women and for All by the turn of the century. This Conference weaker sections. It is bound to lead to some chal today is a first step in giving a meaning and direction lenges to the socio-political-economic status quo. This to that effort. must be appreciated and the State administration must be tolerant and sympathetic to the new aspira Literacy has been an area of concern for us right tions. from the days of the freedom struggle. This concern has been reflected in the Constitution which directs Shri Rajiv Gandhi had taken the initiative in the the state to ensure free and compulsory education to formulation of a new education policy in 1986 which all children within a period of ten years. Unfortu became a land mark in the field of Indian education. nately, we have not yet been able to fulfil this direc Based on an in-depth review of the entire education tive. While there are several reasons for this the system and evolved through a consensual process. It time has now come for us to address ourselves to provides a comprehensive framework for streamlin this issue in right earnest. A strong commitment ing our effort in this regard. In 1992, this policy and needs to be made by all. Although India’s efforts in its programme of action were revised and updated recent years on the basic education and literacy front by a similar process. What is now required is sin have come in for much international, appreciation, it cere implementation of the policy and its -programme. will be our success in achieving total literacy that will The States were also requested to prepare their own define the contours of our future development in the state programmes of action in line with their situa twenty-first century. tional imperatives within the broad framework of the national programme of action. I am sure that all the A look at the total literacy profile of the country states have completed their task. shows clearly that the high population States of Uttar Pradesh, Madhya Pradesh, Bihar, Rajasthan and In order to achieve the goal of Education lor All Andhra Pradesh also have lower literacy rates. It is by the end of this century, we have to literally cover also unfortunate that these very States have not been as much ground in the next half decade as in the able to mount literacy and elementary education four and a half decades since independence. While programme as effectively as the others. These States this task would appear daunting, our performance, have more than one crore illiterates in the age-group and success in the past few years, particularly in the of 15—35. The coverage in the total literacy cam area of adult education, has given us hope that it is paign in the first four States is about 16 to 17%. definitely achievable. Precise planning, concerted Andhra Pradesh has a substantial coverage in TLCs effort accompanied by constant monitoring is abso but its overall size of illiterates is very large. We may lutely necessary to bring our efforts to fruition. Above perhaps consider constituting a group of the Chief everything else, a strong and unwavering political Ministers of these States which could meet periodi will has to be applied both at the national and state cally and take appropriate initiatives in coordination. level. This Conference, I am sure, would reaffirm our country’s determination to remove illiteracy and In addition to this, there are some points of action delineate clear strategies to fulfil this commitment. for all States. The State level Mission Authorities under the Chief Ministers should be constituted and A highlight of our efforts in this direction during meet atleast once in a quarter. There is also a need the last year has been the development of the District for coordinated delivery of Elementary Education Primary Education Programme (DPEP). This is a and the literacy programmes. They could be brought comprehensive and holistic approach to primary edu under a single political and administrative umbrella. cation in a given area and marks a major departure NGOs and voluntary organisations have an important from piecemeal implementation of individual schemes. 16 Through decentralised educational planning and actual implementation of programmes. With all the management of all aspects of elementary education, emphasis at my command, I urge that an ethos of DPEP would be our principal vehicle of achieving cost-effectiveness and accountability should permeate UEE in educationally backward districts. The issue every part of the education system. It is necessary, of decentralisation of education has gained sharper therefore, for us to consider whether there are less focus after the 73rd and 74th Constitutional Amend costly alternative systems and processes. ments and we will be discussing the recommendations of the CABE report on this today. One of the alternative systems of education is Non- formal Education. Keeping in mind the high drop We have five externally funded on-going DPEP out rate in schools, this system would provide access projects. Six more are under negotiations. With the to education to children who, for one reason or the massive inflow of funds and national and international other, have remained beyond the pale of the formal interest, we feel that we must respond with an ade school system. Through this, we will carry the school quate mechanism to implement these projects. We to the child. are in the process of setting up a national mission for primary and elementary education. Not only is We can perhaps no longer rely exclusively on pro this in line with the proposals of the NPE, 1986 and viding access through setting up of formal schools. Programme of Action 1992, a mission mode would The alternative of the Distance Education method, impact a sense of urgency and make our efforts time which has now come to be accepted universally as an bound. instrument for democratising education and for mak ing it a life-long process, is particularly suited to the diverse requirements of our country. Compared to A recurring theme that comes up in discussions the conventional system, it is cost effective too. about education is that of availability of resources. The Hon’ble Prime Minister, while addressing the EFA Summit, said that he was confident that given the There are two other issues which need emergent) determination, we could reach the six per cent GDP action. The first is to reduce the academic burden level of total investment on education by the turn of on school children. This is a problem that is distres the century. While the Government of India is com sing a very large number of parents. We have circu mitted, what I would like to stress is that this target lated copies of the Prof. Yash Pal Committee report is to be achieved not by the centre alone, but with the to all the States for their comments. cooperation of the States and the community includ ing non-governmental organisations. Seeing the pre The second important issue is the need for greater sent budgetary constraints, we have necessarily to encouragement to sports through the educational sys think of other measures for enhancing resources for tem. The report of the CABE Committee on this education. The NDC Committee on Literacy, whose will be considered by the CABE in its forthcoming report is before you, recommends an education cess meeting on March 2, 1994. My request to the Chief for raising resources for education. We would like Ministers now is that they should look into the re to know the views of the State Governments on this commendations of both these Committees and give recommendation. necessary guidance to their Ministers who would be attending this meeting. Wc also have to think of other measures for mop ping up resources for education. While I am sure 1 once again extend a very warm welcome to all of you all would have innovative suggestions to make you to this Conference- I am confident that the in this regard, I would also like to draw your atten deliberations today will mark the beginning of our tion to the need to optimise utilisation of resources, joint endeavours to fulfil our commitment to achieve not only in inter-sectoral allocations, but also in the Education for All by the end of this century. a n n e x u r e -i v PRIME MINISTER’S ADDRESS

“I join Arjun Singh ji, in welcoming you all to this Chairman, Planning Commission, was present there important conference. I have always felt that this Con while I made this statement, I looked at him and almost ference was a little overdue and I am glad that it is tak told him that now it is for him while formulaing the ing place today. Ninth Plan to set apart this amount of 6%, whatever it comes to, for education and not to touch it for any Even since planning began in 1950, we have been other purpose. This is the only way of doing it. It striving towards universalisation of elementary educa will adjust itself. Once you take a decision you are tion and total literacy. Considerable progress has determined to have this money for education and only been made over these years in spreading literacy and then you will be able to manage the rest. It has been creating educational opportunities. Nevertheless, we our unfortunate experience for the last forty years that all recognies that to achieve the goal of education for whenever there was any difficulty, any adversity neces all, we still have a long way to go. The time has sitating cuts in the expenditure, the expenditure on come to squarely face the challenge of reaching the education got the first cut. This has been agreed on goals of universalisation of elementary education and all hands. It has been stopped for some years now universal literacy with determination and resolve. Edu but it had become more or less endemic and this will cation is a concurrent subject. This envisages a sha have to be stopped. This has stopped but should ring of responsibility between the Union government not be allwed to be started again. It is a policy and States. The Centre and the States will have to and this policy has to be taken as seriously as any act together and in concert, if we are to achieve our other policy we decide upon. objective. The nation as a whole must assume the responsibility of providing the resource suport for our national goals. Two months ago, India was privileged to host the To achieve this target, all our States would also need to Education for All summit of nine High Population properly enhance the share of education in their own countries in New Delhi. The Summit sent out a clear budgets. I would request the Deputy Chairman of message of international solidarity in the fight against the Planning Commission to consider this issue in depth illiteracy. It concluded with the signing of a historic so that measures are taken to gradually increase the document which heralds a new dawn—a dawn of hope. allocation to the required level. The increase in out The Delhi Declaration is a reaffirmation of our faith lay on education would also depend, on the. pace at and commitment to achieve education for all. The which Govt, budgetary support to sectors like power, Summit also agreed upon a Frame-work of Action oil industry etc. could be taken over by non-govern- which contains the detailed strategies for making our mental investment channels. population fully literate by the turn of the century or at the earliest possible moment. This conference is This is what I have been stressing right from the being held to consider these strategies and actions we beginning. Right from the time when we made a are required to take. reorientation of our economic policy, I have been say ing publicly, privately, in Parliament, in other coun In my statement at the EFA Summit , I had stated tries that the infrastructure that we have been spread that I felt confident that given the determination, we ing for from budgetary sources all these years needs to can reach the 6% GDP level of total investment on be taken over by some other agency, non-govern education in India by the turn of the century. The mental agency, so that that money which we collect national resolve to ensure that expenditure on educa from the people may be released for the programmes tion is 6% of the GDP—was first enunciated in the for human resource development which have been national Policy on Education in 1968 and was re suffering so far because all the money goes to these iterated in the National Policy of 1986 and again when big, huge, massive projects. So, that fortunately is the Policy was updated in 1992. Although, expendi fructifying today- ture on education as a percentage of GDP has in I feel very happy to tell you that my visits to Ger creased from 2.4% in 1969-70 to about 3.7% as of many and Davos recently and a continuous stream of now, the time has come for us to redeem our national possible investors from abroad convinces me that this resolve. substitution is more than possible now, Recently we have cleared as many as seven mega projects in the These decisions have been taken from time to time. power sector. You can imagine seven mega projects But, looking back, I feel that they have been taken in the power sector not any longer requiring budgetary after the Plan were formulated. So, it was not possible support from us could mean how much money is being to change the Plan so drastically as to include such released and that money or a bulk of that money would large amounts and upset all other programmes. Fortu have to go to education, health and other programmes nately, this time when I made this statement we are of human resource development. And this substitu still in the middle of the Eighth Plan and the Deputy tion if it works well, and I am sure it is already work- 19 ing well, we have to still streamline it a little further, important, particularly in relation to universalisation this will solve the problem of human resource develop of elementary education. ment to a large extent apart from our course the per sonal attention that we pay and the quality and other Now, the Committee has given some very good, things that we attend to. bright ideas, as Arjun Singh Ji just pointed out. The Committee has recommended joint emphasis on Ele Simultaneously, it is necessary to consider alterna mentary Education and Adult Education and greater tive means for augmenting the resources flowing into coordination in the delivery systems of the two sub the education sector, more importantly of encourag sectors. Now, how you will be able to do this, I have ing private initiative and involvement of the local no idea because the areas are rather distant and diffe community. In this context the recommendations of rent. Now how you will coordinate, how you will the NDC Committee on literacy, regarding levy of have a single command or a coordinated command I education cess, as Arjun Singh ji has pointed out, am not just able to imagine but you will certainly needs to be considered. come up with some ideas. The systems of delivery for Elementary Education, Adult Education and Non- We had Education Cess in the old days. In the formal Education need to function under the integ District Board days in some states there was an Edu rated system. So, this is something which I am stres cation Cess levied. Now there is nothing new. Since sing most because I find it not an easy matter to do. it has been given up for a long time it sounds new, But it is important in the sense that these are inter it seems new today, but it is really not new. Educa related. tion Cess was in vogue in some States long ago, 30 years ago, 40 years ago, 50 years ago. Even before Independence it was in vogue. Therefore, we The programme of Adult Literacy is dwindling are not really asking for anything new. What was programme. It is going to be a tapering programme. already there, it needs to be streamlined and if all of Say, after ten or fifteen years when the drop-out rate you agree, we could easily collect it and people will in the schools becomes zero or comes near to zero, see that this is being collected for a very viable pur there is no need for you to take up anyone at the pose, a purpose which is visible, it is available to adult stage and start educating him then. Therefore, them in their own village and that is how it has to these two are inter-dependent. To the extent you be organised. succeed in stopping drop-out at the Primary Level you will be saving the money and the effort and every Raising sufficient resources is only one side of the thing later which has to be devoted and is belflg de coin. Equally important is the need for proper ap voted today for adult literacy. What you may have plication of these resources and for their optimal in lieu of adult literacy at that stage is something utilisation. Governmental machinery and educational which you can consider later but since the two as management have to gear up considerably to ensure pects are very much interrelated, so the coordination that there is no waste. which has been suggested by the Committee becomes relevant in that respect. I still do not konw how to Now, in this connection educational management bring it about. You please consider this and come is not an ordinary thing that anybody can do. We up with something concrete on this and it will be use have a whole big institute on educational management ful. in the country working here and the specific and the specialised aspects of educational management are being imparted to educational administrators and I A new initiative called the District Primary Edu think there is a lot of improvement in the administra cation Programme to which Ariun Singh Ji has made tion of education in the last few decades. a reference just now, the total literacy campaigns cur rently in implementation in 258 districts of the country also reflect this strategy. Now, another When we take resources from the community bur thing which the Committee has brought out and responsibility In this regard is increased. Economy which I am very much impressed by is where you and thrift should be the guidelines of our spending on start a really successful total literacy programme at education and the return should be more than com the adult level the urge for education in general at mensurate with the input. For this purpose, States the primary level also increases, it comes up. It is would need to prepare a rigorous and well conceived something like an automatic increase in the interest perspective plan for the next seven to eight years of the people because an adult being educated, at ensuring complementarity in resource allocation and some point he feels if I am being taught A, B and C utilisation covering all sectors and levels of educa now why is it that my child should be deprived of tion. this. So, the urge, the desire to send children to school automatically increases by the successful imp In the context of the substantial efforts that have lementation of the Adult Literacy Programme. This to be put in and the progress that we have to make, inter-connection also is very important. This has the management of the educational structure and been pointed out by the Committee. We have to take process will become of critical importance. It is not full advantage of this particular inter-linkage, while' only a auestion of supply of textbooks, conduct of motivating the adult to come to the Adult School you examinations and operations of the academic calen will have to motivate him also to send his child to dar. It is management in its entirety. The issue of the school in the village wherever it is available. So, decentralized management of education becomes this programme should go hand in hand. 20

It is the people’s involvement in educational re multi-dimensional instrument for improving the qua construction which will make the real difference. lity of life for all sections of society. This we have There is no better way to ensure accountability than been saying for a long-long time. Almost every an awakened and ‘demanding community’. The 73rd Commission on Education has said this. But when and 74th Constitutional amendments unfold a new coming to implementation we fall back on the more era of empowering the local communities to assume concrete things like good education or good examina greater responsibilities in many development areas in tion and things like that. So, this is perceived as cluding education. You have before you the recommen something multi-dimensational, the other dimensions dations of the Central Advisory Board of Education I am afraid are not really coming to the fore and they Committee on decentralized management structures are not receiving the attention which they deserve. I in education. These are not mandatory, but they think it is time that educationists thought of this and provide useful norms as well as a frame-work, you thought of weaving this into the educational system may adapt them to suit your situational imperatives. effectively. Education must be perceived as a galva nizing force in social dynamics and development., At the cutting edge of the educational delivery sys While literacy by itself contributes greatly to consci-j tem stands the teacher. A very critical component of ousness about issues germane to the well being of an the educational management will therefore be imp individual, it cannot be treated in isolation. roving the standards of teacher education, thereby improving teacher competence and performance. Now, these are some of the important ideas that Simultaneously we need to improve teacher motiva have come in the report and out of these ideas there tion. One of the ways to do this is to ensure their will be action points which you will be discussing. I full involvement in the educational process. There is would not like to take too much time because what no better way to unshackle and enliven the mind of we want is to' hear from you first and then in the the child than by unleashing the creative energies of afternoon when you are winding up the discussion, I the teacher. would once again like to know what you have decid ed, what you have resolved. For the present, I think It is being increasingly recognised that education this is what I would like to place before you. is not merely to endow societies and people with vocational and employment capacity and skills. I I wish you all success in your deliberations and would like you to go into this once again. It is a now you can start the discussion. ANNEXURE V

SPEECH OF SHRI SHARADCHANDRA PA WAR

Chief Minister, Maharashtra

At the outset I would like to thank our Prime 64 per cent against t}.c national average of 52 per Minister Shri P. V. Narasimha Rao, for convening cejit. I would like to avail this opportunity to describe this meeting to deliberate upon measures necessary some of the major achievements :— for achieving the goal of ‘Education for All’ and to discuss the Report of NDC Committee on Literacy (1) The State has accepted a norm of opening a and the CABE Committee on Decentralised Manage primary school within a radius of li km. ment of Education. for a population of 200. The entire State has been covered based on this norm and In December 1993 in Delhi, nine most populous 57,804 primary schopls have been started. countries in the World which are lagging behind in 85 per cent of these are in the rural areas achieving Universal Primary Education, met to reite managed by the Zilla Parishads. As against rate their commitment to this goal in a given time the estimated population in the age-group frame by 2000 A.D. It is significant to note that the 6— 14 (as per 1991 census) of 140 crore most populous countries in the world are also edu 1.39 crore children- have been enrolled, out cationally backward. Poverty, backwardness, illite of which 45 per cent are girls. racy, ill health and mal-nutrition exist side by side in these countries. I therefore, wish to congratulate (2) The State recognises pre-school education Shri Ariun Singhn, Minister of Human Resource De as an integral part of the programme for velopment. for taiking this initiative of bringing these Universal Elementary Education and has nine countries together and securing their resolve to started 29, 251 Balwadis and 24,000 Angan- achieve Universal Primary Education by the end of wadis with the primary schools. this century. I am happv to note that several organi sations like UNESCO. UNICEF. UNDP and other (3) All the 15,525 single teacher under Opera International agencies like World Bank have commit tion Blackboard Scheme (OBB). ted their support to these countries for achieving the (4) Ijti the primary schools, under OBB there goals of Elementary Education. is a shortfall of 24,000 school rooms for As our Prime Minister has spent his formative years which the State Government has decided to in Maharashtra, he has imbibed in good measure the pool the funds available under the Jawahax script of reformation and tradition of great Saints and Rojgar Yoiana. Hill Area Development social reformers like Swami Ramanand Tirth. Maha- Fund and the Felt Needs Programme. So tnin Tvntihq Phule. Gooal Krishna Gokhle, Bal Gan- far nearly 6,000 school rooms have been padhar Tilak and Dr. Babasaheb Ambedkar- As constructed. earlv as in 18th century Mahatma Jyotiba Phule re (5) Under OBB 35,569 primary schools have marked— ~ been provided educational equipment like farcnfRT *rf?r nsft blackboard, educational toys and books. jftfa fo T T tt# (6) For improving retention of girls in schools, the State has provided Rs. 15 crores in the year 1992-93 as attendance allowance to rirls below poverty line. This will benefit Translated in English, it mean* *Lack of education 7 lakhs girls in the State. resulted in ignorance and inability to discern right n ) The State implements a Book Bank Scheme from the wrong. Action suffered without discern under which in 1992-93. 19 lakhs students ment without which productivity fell. This deteriora have been given books' free of cost. tion brought poverty and misery to the depressed. All this only on account of lack of education.’ Village Education Committee (8) To ensure community participation in educa —Mahatma Jyotiba Phule tional planning and supervision, fee State Government has set-up Village Education To sustain this rich cultural and social heritage, the Committees, consisting of 50 per cent State^ Government after the inception of Panchavat women members. The members of the com Rai iu 1962, consciously entrusted Elementary Edu mittee help in pre-school, orimarv education cation to the Zilla Parishads The results achieved in and literacy programme V the village. The the field of education during the last 32 years have Village Education Committee also imple been impressive and the State’s literacy has risen to ments the “Shaikashanik Uthav” Scheme 9—414 Edu/94 which aims at improving the physical ameni absenteeism and poor quality of teaching. Nearly 30 ties at the school with voluntary contribu per cent children drop-out to poverty related issues. tions in cash and kind. Last year under this scheme Rs. 4 crores were collected. It is, therefore, clear that we will have to focus on (9) To improve the quality of teaching the improving the quality of teachers for making the State Government has decided to provide teaching and learning processes more enjoyable and inservice training to 40,000 prirnaty school on starting incentive schemes fox children who drop teachers every year. out on account of poverty. All these measures require a huge additional investment of Rs. 858 crores. It is (10) The State has also identified areas of Mini scarcely possible for the State to bear all this additio mum Level of Learning (MLL) and has nal burden, as in Maharashtra, the State Government developed evaluation tests. It has also trai already spends nearly 1,800 crores on School Educa ned 12,000 teachers in Maharashtra to tion which is 17 per cent of the total Plan and Non- implement these tests in the schools. Plan expenditure of the State- I, therefore, strongly urge that the Central Government should assist the (11) For efficient and timely data collection of State Government implementing the strategies which educational statistics, the State has develo have emerged in the State Programme of Action. ped a computerised Monitoring J,nformation System vvhiefi is being implemented in Under the able leadership of our Prime Minister phases. Shri Narasimha Rao, our country has made impressive advances in the field of economic reforms. The libera The State has also decided to implement the lised economy and industrial policies have been hailed National Literacy Mission. We have already success the world over and these policies have started bearing fully completed the Total Literacy Campaign in seven fruits by definite commitment of investment in the districts of the State where nearly 12 lakhs learners industry and business. It must however be recogni have become literate. An external evaluation has sed that unless the large mass of our people is edu highlighted that nearly 70 per cent of these learners cated and trained, it will not be able to participate in are women and that implementation of the campaign this rapid economic development and growth pro wit,h the help of Village Education Committee has cess. It is, therefore, impreative that we seriously been instrumental in motivating people and creating commit ourselves to implementation of Universal Pri an environment for education. The Literacy cam mary Education. A recent survey made by the Eco paigns arc being implemented in another eight districts nomist of the South-East Asian countries in October - and my Government is firmly committed to complete 1993 highlighted that one of the reasons of. the phe file literacy campaign in our State in the next three nomenal economic development of these countries is years. As most learners are women in this campaign, their huge investments in Primary and Secondary Edu the, literate .women Jearners, have, gained, confidence cation rather than Higher Education. It also says that which will help to improve the other Social indicators. East Asia has been very canny in educating girls as extensively as boys. . We have still a long way t,o go as the goals of Universal Elementary Education has still not been In our country the focus should be on providing achieve j^ nd nearly 40 per cent children are drop access to all children to primary schools and to im outs. WM high drop-out rate and poor quality of prove the quality of Education. Policies and Pro educa«oi|*li8#S0#£sed us concern. In order to remedy grammes to ensure greater participation of girls will this our State has>.set-up a Task Force to prepare a have to receive major attention at the National and State Programme io f Action in October 1992. The State level. Task Force consisted of eminent educatoinalists, Zilla Parishad Presidents,^Chairman of Education Commit The Recommendations of the NDCs committee on tees of Zilla Parishad|ft Teachers and Women’s Repre literacy and the CABE commit'ee on Decentralised sentatives to deliberate extensively on the existing Management of Education have given us definite di situation and suggest strategies to achieve the objective rectives, All these recommendations in a way reite of “Education for All” by 2000 A.D. The major find rate the National Policy on Educa'ion 1986 and the ing of the Task Force report is that in the next 6 years, programme of Action of August 1992. I would, there Maharashtra will have to^nrol another 17 lakhs child fore, urge the Central Government to take immediate ren out of whom in the rufel areas. 70 per cent will be steps fo implement these directives by evolving defi air’s. The report, also indicates that 40 per cent of nite scheme which will help the State to achieve the the children, drop-out cf school because of ur,-attrac goals of Universalisation of Elementary Education by tive teaching environment, Mack of facilities, teacher- 2000 A.D. ANNEXURE-VI SPEECH OF SHRI LALU PRASAD

Chief Minister, Bihar

It is a matter of pleasure that today a conference of agriculture. These schools have been established in Chief Ministers has been convened to discuss the 114 agricultural farms so far. Besides primary educa reports of National Development Council (NDC) Com tion these schools have been made centres for studies mittee on literacy, Central Advisory Board of Educa related to animal husbandary, fisheries, agriculture etc. tion (CABE) Committee on decentralised Manage The village level programmes related to cottage indust ment of Education, ‘Education for all’ and other ries, rural development, forestry and welfare will also related issues of national Importance. I express my be run in its premises. The students of these schools gratitude to the Hon’ble Prime Minister for convening will be provided free school uniforms, mid-day meal, such a conference. books, slates, sports kits from the current year. I am thankful to the planning Commission which was kind enough to sanction Rs. 2 crores for Charwaha Vidya The target of literacy in the context of Bihar is all layas. I hope that this amount will be released by the the more important. Once Bihar used to be known all Central Government. In addition to these schools over the world as synonym for education, culture, philosophy and prosperity. But now the rate of lite 50,000 Non-formal Education Centres have been sanc racy in Bihar is only 38.54% against the National tioned for children not going to school and school average rate of literacy is 52.11%. The population of drop-outs. Bihar is approximately 10% of the total population of the Country. Naturally any scheme, campaign or move Arrangement have been made to provide primary ment related to literacy or ‘Education For All' becomes education to 124 lacs children in the state. It is esti very significant for Bihar. Therefore my government mated that there will be atleast 229 lacs school going have special interest in the issues under consideration in children by the end of Eighth Five Year Plan. Our this conference. We are determined to adopt and government are fully determined to provide primary implement the recommendations and guidelines issued education to these additional 105 lacs children during from time to time in this direction. Eighth Five Year Plan period for universalisation of primary education. But to fulfil this demand Rs. 2600 crores will be required for salary of teachers alone. 1 had the priviledge of being associated with the Due to resource crunch this target can not be fulfilled N.D.C. Committee on literacy. This committee has unless government of India comes forward with subs made 72 recommendations. Our government have al tantial financial support. At present we are giving ready initiated the process of implementing these re unemployment allowance to 3 lacs educated unemploy commendations. We have made Bihar State Literacy ed. We are making efforts to utilise the services of Mission Authority an autonomous organisation. The these youths in non-formal education, which will help campaign for literacy and universalisation of primary in achieving the goals of universalisation of primary education has taken the shape of a movement. In 13 education. districts of the state the campaign for total literacy has been launched. Remaining districts will also be brought The first, second and third phase of Operation under the campaign very soon. Special drive has been Blackboard has covered only 55% areas of Bihar. No launched for enrolment as a result of which 24 Lacs doubt we are lagging behind other states in this sphere, additional s'udents were enrolled in 92-93. In view but we are fully determined to undo the wrongs of the of the extreme poverty and backwardness of scheduled past and implement this scheme in right perspective. caste particularly Mushar, Dom, Halkhor etc. our Proposal of the state Government for fourth phase of government have decided to give one rupee; per day as Operation Blackboard is already under consideration stipend to motivate this group to come to school. Text of the Government of India. We are hopeful that books are being made available to all students on 50% approval will be accorded to this proposal at the ear subsidy. Our government are constructing school liest. buildings on priority basis in urban slums and other localities of weaker sections so as to attract children of scheduled caste, scheduled tribe and other weaker There are about 13000 (i.e. 25%) schools without Sections towards this campaign and to ensure their buildings in Bihar. In view of the limited financial participation. recources at our disposal we expect adequate financial support from Government of India for the construction ‘If children can not go to the school, let the school of school buildings. go to the children.’ In order to implement this maxim w» hasp started ‘Charwaha Vidyalayas for children In order to realise the dream of the Father of the engaged in tending cattles or other works related to Nation Mahatma Gandhi the state Government hav» 24

submitted the detailed plan of Rs. 12 crores to Govern summit. After the Delhi summit Declaration was ment of India for reorganisation of 530 basic schools made. In which it was resolved that by the year 2000 of the state. I hope that the Government of India will or at the earliest possible movement every child (In approve the proposal. the age group of &—14 year) will be ensured a place to primary school or appropriate education program In collaboration with UNICEF and Govt, of India, mes. I would like to reiterate the resolution of our the state Govt, are implementing the ‘Bihar Education govt, to impliment the Delhi Declarations in letter and Project (BEP)’ with estimated cost of 360 crores. spirit. We have launched comprehensive enrolment Currently it is being implimented in 7 districts only. drive throughout the state from 26th January’94. I From next year we propose to extend the project to 7 had my self started this campaign from the slum areas more districts. In this project more emphasis is being of Ranchi. laid on to solicite the co-operation of voluntary agen cies for the qualitative improvement in educaion, We have examined the recommendations of Yashpal achievement of minimum level of learning, universa Committee to decrease the load on school going lisation of primary education, to ensure public parti children. In accordance with the recommendations we cipation in the execution of the schemes. have condensed the number of examination papers from 15 to 9 and have reduced that number of marks We have already initiated actions to implement the from 1050 to 900 in the secondary school examination recommendations of CABE Committee on decentra to lessen the burden of books on the students. Our lised management of education. ‘Village Education govt, have also paid special attention towards orienta Committees (VEC)’ have already been constituted. By tion programme on environmental education and voca the invovement of VECs in enrolment drive, construc tion^ education. Orientation programme on environ tion of school building and in changing the academic mental education have been introduced in 4 districts environment of the school, greater public participation in the first phase. The proposal of covering 4 additional is being ensured. In the meetings of VECs not only districts has already been submitted to the govt. of senior officers are being deputed to work as a observer India. In 148 schools of the state vocational educa of the state Govt., but minister-in-charge also attends tion has been started. There ar$f 4000 schools in which some of these meettings. The strengthening of VECs teaching is imparted up to secgndary level only. We has clearly resulted in the increase of enrolment and want to introduce vocational education in these schools public contributi^ in the construction of school build also. ing.

By passing Bihar Panchayati Raj Act 1993 the Out of 5 1 districts of the state Novodaya Vidayala- management supervision and control of pirmary and yas have been opened in 30 districts only. Pro secondary school? have been delegated to Panchayati posal have been sent for opening Novodaya Vidyalayas Raj Bodies. The Power of superintendence and ad in other districts also. I request central govt, for ministrative- control, of. officers., staff, and .teachers of immediate approval of these proposals. these spools have now been transferred to these bodies. AH development maintenance and welfare programmes We are determined to implement National Educa in t&ese schools will be executed through these bodies. tion Policy ami the recommendations of high level com By tUs decentralisation of management people’s parti mittees constituted from time to time. We have started cipation will be ensured in real sense and VECs will the process of formulating a workable and effective pro develop into more active, strong and effective institu gramme of action for the said purpose. But I have no tions. By making provisions of reservation for weaker hesitation in accepting that these programmes of action sections, backward classes and women, our Govt, have cannot be implemented with the limited financial re paid attention towards safeguarding the interest of sources at the disposal of state govt. So we expect spe students of these deprived sections. cial financial assistance from the central government. In view of the complex problems and financial limita In December 1993 ‘Educaiorf For All’ summit of tions of the through this conference I make spe nine nations was convenend in New Dehi. I had the cial request IfrHon’ble Prime Minister to make addi honour to be a member of Indian delegation in this tional financial assistance available to the state Govt. ANNEXURE VII

SPEECH OF DR. J. JAYALALITHA

Honourable Chief Minister of Tamil Nadu

At the outset I would like to congratulate the point programme for the Child, which is a compre Hon’ble Prime Minister and the Hon'ble Union hensive plan of action including education for the Minister for Human Resource Develoment for having child, and women’s literacy. We believe that the taken the initiative to convene this important meeting State Government can take considerable local initia of the Chief Ministers to discuss all relevant issues tive and the Central Government should come for concerning the achievement of the goal of “Education ward to support the innovativeness, flexibility and for All”. I am glad that the Nation has at last pragmatism of the State Governments. I regard this understood the necessity to accord universal ele as an opportunity to rededicate ourselves to this mentary education the primacy of place in national noble mission of achieving “Education for All-’ which development. will form the foundation for nation building.

The Indian Constitution made the provision of We have on the agenda before us, the issues in free and compulsory education for children, a direct volved in reaching the goal of “Education for All”, ive principle of State policy. The Constitution lays consideration of the repot of the National Develop down that the “State shall endeavour to provide, with ment Council Committee on Literacy, and the report in a period of 10 years from the commencement of of the Central Advisory Board on Education, this Constitution, for free and complusory education (CABE) on Decentralised Management of Education. for all children until they complete the age of 14 Let me first spell out my view on the issues involved years.” It is a sad commentary on our perception in attaining the goal of “Education for All”. The of priority, that even after more than four decades of declaration on “Education for All” by 2000 AD, planned development, we are still in pursuit of the endorsed at the World Conference of Education in elusive goal of “Education for All”. Despite the 1990, enjoins on us certain key tasks which include appearance of studies and reports on the subject of expansion and improvement of early childhood care, education at regular intervals, the commitment of the universalisation of elementary education, reduction Governments, both Central and State Governments, in illiteracy, particularly in the 15—35 age group, pro and Society to the fulfilment of this important goal vision for continuing education, creation of necessary has been weak, and the measures taken to reach '.he structure and processes to empower women, making goal half-hearted, and progress in the implementation education an instrument of women’s equality and of the various schemes tardy. Further, the issues improving the content and process of education to relating to education are complicated enormously by relate it better to the environment. In addition to the vastness of the size of our population and dispa the intrinsic merits of imparting basic education, we rities in the attainment of goals from State to State, have to invest in basic educaion as a means to rapid region to region, and from community to community, growth. and as between males and females. The problem is further compounded by the fact that the need for There is plenty of well documented evidence which strengthening the professionalism of education has points out that basic education and its synergistic been mixed up with the kind of administrative effects on the health and welfare of the community is arrangement by which this is sought to be done, and an essential condition to propel a country forward by our own lack of clarity as to the institutional on a higher growth trajectory. Keeping this in framework which will have to be provided, in order to view, we, in Tamil Nadu, have adopted a holistic mobilise the support of the people, without which approach which covers every ingredient of the tasks very little can be really done. I am, therefore, involved in reaching the goal of, “Education for All”. happy that the Hon’ble Prime Minister has come This has been set out in our action plan which was forward to listen to the views of the Chief Ministers launched in 1993 for achieving universal elementary on these important issues, so that some firm goal- education in Tamil Nadu by 2000 AD. oriented action programme can be formulated and implemented within a specific time-frame. I would like to briefly highlight what we have boon able to do so far and how we propose to march ahead. This august body will be happy to know that, in Tamil Nadu has been in the vanguard of the move Tamil Nadu, we have initiated new legislation to ment towards early childhood care and education. I make elementary education compulsory. I have am glad to inform you that, this year, the entire State been emboldened to take this far-reaching step as I will be covered by a comprehensive programme of firmly believe it is our bounden duty to ensure imme early childhood care and education. With a World diate realisation of the Constitutional directive. In Bank supported nutrition project and, with support Tamil Nadu, we have also launched an innovative 15- under the Integrated Child Development Serricw, 25 26 wft have reached the happy situation of compre preparation as well as in finding enforceable solutions hensive coverage of all children in the age group of to a variety of education-oriented problems. six months to six years throughout the State. In addition, fthe Puratchithalaivar M.G.R- Nutritious I believe that community participation in edu Noon Meal Programme of Tamil Nadu covers all the cation is the key to the success of the programme. I school going children from 6 to 14 years, one of the have called upon all the schools to constitute Mother- largest programmes of its kind in the developing Teacher Councils and I am happy to report that such countries. We are also adding the element of edu Mother-Teacher Councils have been formed in all the cation as an input in these centres so that they primary schools in Tamil Nadu, and are playing a function not merely as nutrition centres but as early positive role in the improvement of facilities in education centre. schools. Their functions include ensuring enrole- ment of children, ensuring their attendance on all This is indeed a remarkable milestone in our pro days, running Creches in schools and appointment of gress towards “Education for A11”. In addition, I voluntary teachers on days when teachers go on leave. have also proposed to launch from this summer, a special programme to link the early childhood care Conscious of the need for a supporting non-formal system with the primary school system. We will system, we have launched a new comprehensive ensure that the different sub systems reinforce each, “educated volunteers service” scheme under which ; other in the realisation of the main goal. educated jobless youths are being enlisted to teach children who have dropped out. It is a very ambi We have already improved access to school by tious programme in which one lakh and fifty thousand ensuring that we have one prmary school for every youihs are being involved in a major effort to tackle 500 population within a distance of 1 Km. I have we drop out issue. I am sanguine that this effort very recently gone into the various reasons for drop will pay rich dividends and will be complementary outs and I propose to launch a new multipronged to the major effort we have launched within the programme shortly to ensure better school retention. school system. This will consist of an attractive package of incentives including free midday meals, free text books, free bus I entirely endorse the view that it is not enough travel, free uniforms and free footwear. It is a total that we improve access and retention. It is neces package which we shall continue to provide, despite sary to qualitatively upgrade the school system and the constraints in resources. also build up reinforcing non-formal system. In Tamil Nadu we have recently launched a massive Our focus is on girls, children of scheduled castes, effort to improve qualitative aspects of the school tribes and disadvantaged groups. We have launch system. ed an innovative girl child support scheme under which financial support is given to girls throughout We have endorsed the concepts.of minimum levels their schooling years. I firmly belive' that with " the of learning and multigrade teaching. Our teachers attention and resources we are now committing to this are being reoriented and retrained with these concepts task, we can make a significant impact on the prob in view. I have ordered a survey on the availability lem of drop-outs. of the physical infrastructure. We intend to pro vide the facilities needed at the earliest. We shall By the year 1994-95, there will be no single-teacher undertake a comprehensive review of the curriculum schools in Tamil Nadu and in the course of the next and the text books needed. We shall keep in mind three of four years, it is the intention of my Govern the gender issue. It is my keen desire that the girl ment to appoint more teachers, so that ultimately child should be empowered in order to be a high we reach the goal of one class, one teacher. The achiever. I have every confidence that we can bring in-service trtining of teachers will receive our conti this about. nued attention, with focus on minimum levels of learning, multi-grade teaching, appreciation and acceptance of socially deprived sections like SC/ST The “Education for AM” declaration also envisages and girls as equally competent to learn. I can say a strong effort to combat the problem of illitracy. We with all the force at my command that education of have to take note of the report of the National Deve girls is absolutely essential for women’s empower lopment Council Committee on Literacy. We ment, and an empowered woman can discharge her broadly endorse the recommendations of the Commi social obligations with utmost commitment and con ttee which cover all aspects of universal elementary viction- We are also implementing a Scheme of education, literacy campaigns and the need to sustain appointing only Women teachers upto Standard V. the effort. In Tamil Nadu we have launched a massive compaign, under which 13 districts involving 45 lakh people have been covered, and we intend My Government believes in the immense potential to ensure State wide coverage before 1995. It is of teachers and has always been utilising them in a colossal task covering 83 lakh persons in the lite ail progressive measures. Our State is one of the racy drive. What is more important is that we few where the Class room primary school teacher is sustain the drive. I have in fact placed special associated with text bopk perpfiration,. We intend emphasis on the post literacy campaign so that we can to involve; them in : a greater .measure in curriculam consolidate the gains achieved. = 27

Social mobilisation which, is at the heart of the achieve the goal of “Education for AH'. I entirely total literacy campaign has to be nurtured. We have agree that it is necessary to reinvigorate the manage constituted mother-teacher councils to harness the ment of primary education particularly in the cuirvnt full potential of the community to strengthen the context. school system. We have also gone ahead and established 1363 Jana Shikshan Nilayams t;nd we On our part, we have taken note of the recommen shall expend this network to cover the State. dations of the Committee of the Central Advisory Board oi Education (CABE) on decentralized The Tamil Nadu Government’s strategy of involv management of education- At the outset, I would like ing Non-Governmental organisations and Voluntary to confirm that we shall be bringing forward in the Agencies, espacially in the Literacy Movement, has e;isui.ig Assembly Session, detailed new legislation, been a fruitful and productive experience. The incorporating the various objectives enumerated in the Voluntary Agencies who come forward to work in 73rd and 74th Amendments of the Constitution. Opce the field of literacy are being provided necessary the new legislation is passed, we will have the frame technical help by the Department of Non-formal and work for the revised structure of local bodies. Adult Education and State Resource Centre. It is worth mentioning here that Nine Voluntary Agencies The main suggestion in the CABE report is regard have been entrusted with the total literacy campaign ing the constitution of a Village Education Committee in limited areas in Madras, Trichy and Chengalpattu which could also be the Panchayat Standing Com M.G.R. District. The Scheme of Grant-in-Aid mittee on Educatiop. We shall certainly constitute given to Voluntary agencies is directly administered such a Committee to oversee primary education at the by the Govenment of India- Here I would like to village level. I am also glad to see that the CABE suggest that the State Government should be involved Committee has recommended joint meetings of the in financing, monitoring and evaluating the work of Village Education Committee with other such Com voluntary agencies. mittees, relating to health and similar subjects, so that we can have a synergistic fusion of efforts at the micro Primary Education is basically a State subject. level. While the magnitude of the task today does call for a Central initiative, I am of the view that considerable flexibility should be allowed at the State level to imple We shall also enhance the roles of all the three tiers ment State-specific strategies. The Centre should seek of local bodies in primary education. At the same to assist the States to create a good management team time we shall also give them, an expanded role in non at the State level and leave it to the States to devise formal education, adult education and so on. I appre detailed implementation plans. The States have ,not ciate the spirit behind the recommendation of the been associated with the scheme of grants-in-aid to Committee on decentralised management of education voluntary agencies which is administered directly by relating to the transfer of funds to the Panchayat Raj the Centre. Since the States are fully involved in the bodies- field they should be fully associated- We had sought to achieve this, way back, in our I also hold the view that we can harness the poten 1958 Panchayat Act. Over a period of time, the need tial of the mass media including television much bette-' for professionalism in education began to dominate, in this effort. I suggest that the time allotted by AH with the result that the functional responsibility for India Radio and Doordarshan for educational pro management of education came to be fully vested with grammes be placed at the disposal of the State Govern the Government Return of the focus with regard to ments. This will enable the production of educational education management to the Panchayat Raj insitu- programmes whclly in conformity with the needs of tions is welcome ip principle. At the same time, in the children in the States concerned. view of the developments that have already takec place over many years, we need to bring about the needed management system in a careful manner, by I would also like to express my appreciation of the vesting the Panchayat Raj bodies with enough func well designed District Primary Education Project tions and responsibilities, and providing, at the same which is being formulated. Three districts in Tamil time, a proper and congenial atmosphere for improve Nadu will be covered under this Project. The ment in professionalism and quality of education- We Honourable Prime Minister may recall my plea that would definitely need much operational flexibility in Tamil Nadu be supported to take up a comprehensive ensuring the transition. Tji particular, we would have State Project at a cost of Rs. 1200 crores. Our project to tread somewhat cautiously in the management of proposal is with the Centre to be forwarded to the teachers. May I suggest that the States be allowed to World Bank- While we are glad that a begining is formulate their own policies in' this regard, taking note made in three districts, our State-specific situation is such that we have the ability to launch an all-out of the ground situation ? State wide effort. I do hope it would be possible to allow us to go ahead, given particularly the earnestness Another key dimension relating -p tnc management which we have demonstrated in taking up the district of education is the question of resources. Most States primary education project. have faced a very difficult time in contend’fig with the trials and tribulations posed by the stabilization aiid I would now like to turn to the management of structural adjustment process. In fact, it has been an education which is a key issue in our endeavour to uphill task to protect the outlays for th® social sector*. 21

Even within the social sectors, it has been the quali children involved, a massive task to transform this tative inputs which have faced tremendous pressure, system is oefore us. In addition, the harder task erf as very little can be done tp regulate salary costs. imparling qualitative dimensions to the whole struc ture and process of education has also to be faced. It It is in this difficult scenario that we have to ex is not goi.ng tn be an easy task- We need to develop amine the question of resources for primary education. flexible approaches in the field, which will subserve I fully subscribe to the recommendation that our focus the common objective of ensuring the minimum thre and priority has to be primary education. It has, shold levels of literacy we have set for ourselves. In therefore, been my endeavour to provide maximum novative strategies developed at tjhe micro level will resources for primary education, while requiring prove to be the key to speedier progress. higher education to find resources on its own for its needs. The CABE has made certain recommendaticps In Tamil Nadu, I am personally committed to on mobilisation of additional resources, and has high ensuring that we reach the “Education for /Ml” goal lighted the situation relating to the (resources position which has been incorporated ins the 15-point program of the local bodies. It would seem to me that in a me for the Child which we have launched recently. situation where both the States and the local bodies have to struggle toi find the resources even to maintain I wish tp assure you that the comprehensive existing level, we cannot dismiss the question of package of programmes1 that we have launched, repre resources as merely one of transfer of resources from sents a bold and imaginative new effort towards reach the States to the local bodies. May I suggest that ing our goal. We are marshalling all our resources, given the nation building task that we are engaged in. skills and the people’s support towards realisation of a specific reference should be made to the Tenth this feoal- As set out in our programme of action, it is Finance Commission to take note of tfae basic requir- our endeavour to achieve this goal by 1998. We are tncnts cf elementary education in its recommendation? confident that,, with the significant new steps that Given the fact that the recommendations of the Tenth have already taken, and the new programmes we will Finance Commission are to cover the period 1995- launch this year, we shall attain this goal. 2000 and our goal is “Education for All” by 2000 AD, we should address ourselves to the resources question in a resolute manner. I am aware of the very many problems that exist, but I do firmly believe tlat basic education cannot be postponed from the agenda any further. As I have I have conveyed my views somewhat broadly on the already mentioned, it is the first building block in various concerns before us, as set out in the reports of nation building and it is perilous to ignore this- ?{tty the Committees- We have a National Pol-cy cn further. In Tamil Nadu we shall rededjcate ourselves Education (NPE 1992). We have come a long wav to this goal of education for all, and leavd no stone ia e^fciishing access to the school system. Our enrol unturned in attaining this goal. ment pereesnjages are, quite good. What is a cause of concent is that we are not able to ensure 5 years of schooling for a large number of children. It shall be our united endeavour to see that the people fully participate in this nation building task. I In addition, what is disturbing that even those who am confident that with the very many new measures technically complete 5 years of schooling do not that we have initiated, this goal will not be a distant possess m inimum levels of learning, Givetn the size of dream, as it has remained in the past, but will act,ualty our country’s population and the large number of be realised in a specified timeframe of five years- ANNEXURE—VIII

ADDRESS OF SHRI GEGONG APANG Chief Minister, Arunachal Pradesh

I deem it a privilege and honour to be heard in this of National Literacy. Mission will be achieved only august forum. An important conference like this on when formal, non-formal and adult-education com National educational scanario for an indepth assess ponents are all viewed as one composite unit. The ment of the present ground realities and to translate literacy movement is being geared up m Arunachal the dream of ‘education for all’ was overdue. And Pradesh and political support to the cause is quite I much, therefore, thank the Hon’ble Prime Minister transparent all over the State. Our drop-out rates are and the Ministry of Human Resource Development coming down and we hope to arrest he deficiencies for this exclusive meeting on vital educational matters. substantially in next 3 to 5 years.

I am equally happy to sound a note of optimism We shall also elisure parity of the male female right in the beginning. Despite being the remotest literacy ratio. For this purpose the recruitment of comer of the country. Arunachal Pradesh has been female teachers is being given a positive thrust. Fur striving with all the enthusiasm to join the educational ther more than 70% of our plan fund is being in mainstream. The present State of educational aware vested in the Primary education sector. ness in Arunachal Pradesh is indeed very refreshing and people by and large are gravitating towards Taking a close look at the report of the N.D.C. quality education- The overall literacy percentage committee on literacy I would like to mention certain standing currently around 42% has in fact improved points which are in conformity with the national considerably notwithstanding many constraints like policy objectives. We whole-heartedly support the inadequate communication facilities, remoteness, lack viewpoint that there should be closer linkage between of infra-structural requirements, adverse climatic con the National, State and district level structures con ditions etc. cerned with Adult Education.

We have already adopted the goals and objectives In Arunachal Pradesh, we are now gearing up the of education stipulated in the National policies of adult education programme by adopting the campaign education and our major aims and objectives are : to approach and by inviting the collector of the district remove backwardness and imbalances of the area, to to participate in the basic job like a oommitted and raise the socio-economic level of the people to pro involved functionary. The progress is being monitor mote National integration, to eradicate illiteracy, to ed at the district and state levels. On the question universalize elementary education and to acquaint the of seeking assistance from voluntary agenoies I would, people with modern science, technology, medicine and however, like to mention that Arunachal Pradesh is engineering. Our immediate priority zreas are uni somewhat handicapped on this account as we are not versalization of elementary education, eradication of having many voluntary organizations. The issues like illiteracy, and promotion of education of girls. I am constitution of State Executive committee of National happy to mentioned that he recommendations of the literacy mission and involvement of elected represen National policy on education have made considerable tatives in the preparation of action plans are welcome impact on our state’s education system. The ‘Opera suggestions from our angle as well. We are also tion Black Board” scheme, adoption of measures quite clear in our mind that the goal of edu to reform the educational system, the affiliation of all cation for all will be achieved only when there is an schools under CBSE, orientation programme for tea effective delivery system and close co-ordination is ching and supervisory staff, improvement of the teach established while implementing programmes of ele ing of science and mathematics etc. have all made mentary education, adult education and nan-formal qualitative improvement in our educational scenario. education. In fact, the National Development Coun We are further looking into the useful recommenda cil committee on literacy is absolutely correct in ob tions made by a ‘task force’ for educational adminis serving that successful implementation of elementary tration of the State under the chairmanship of Shri education and non-formal education programme would Y. N. Chaturvedi, Additional Secretary in the Ministry effectively control the accretion of illiterates to the of Human Resource Development. target age group in the population and make the task of eradicating illiteracy more manageable. We, in We are trying our level best to build in the element Arunachal Pradesh, are, therefore, also supporting the of coherence in the over-all administrative structure concept of an integrated delivery system to reach that of education. We also clearly realize that the goal objective. 10—414 Bdu/94 30

We have aiso had a close look at the ‘Education On the 3rd agenda item of decentralization manage for All” proposals. Honb’le Prime Minister’s initia ment of education, I would like to make certain ob tive in this regard has in fact raised our stature in the servations. I find that one of the thrust areas in the International arena of eduoation. I also take this entire exercise of programme of action is quality edu opportunity to warmly compliment the Hon’ble Minis cation. The surrounding scenario in a remote state ter for Human Resource Development and his minis like Arunachal Pradesh causes difficulty on this try for the success of the Nine-nation summit. The account and I would expect all round help from enlightened deliberations of the summit as well as pre various enlightened quarters. summit have clearly demonstrated to the world com munity that our country was in a position to anticipate Quality teachers will sound educational background the desirable needs in the educational sector in almost are needed for us and for this package of incentive all vital areas. The firm commitment of our Hon’ble with central help may have to be thought of to invite Prime Minister to spend a sizeable sum every year better talents in remote areas like Arunachal Pradesh- under the education sector in the nature of a man Further, till the time is more congenial, insistence on datory form is the most welcome step of all. reservation in the recruitment of teachers calling for quality content may also have to be given a re-look We are totally in agreement with themes like mobi to the extent possible and desirable. Again, every lization people’s participation and decentralization of school must have a strong cultural unit with enough education. We also have commitment toward girls infrastructural back-up both through central as well and women’s education on a very sustained basis. as State assistance in order to have a sustained impact Our State’s programme of action which we hope to on the minds of the students towards the basic values finalize in next two months or so will focus attention of life which can be termed as progressive outlook, on these needs in a practical and action oriented positive upbringing, emotional integration etc. Then manner. In fact, we are evolving our programme of again, the accountability factor in the management of action which will establish meaningful relationship education needs to be given a re-lock. Teachers exhi with the basic central model. While flexibility in biting promise, fairness, unqualified appreciation from such ventures with so much of diversity all around parents and students should be allowed to have quic and all over the country will be an accepted norm. ker avenues of promotion and other incentives through The basic concept of attaining an unified goal shall a beter designed performance appraisal system. have to be kept in view by all of us. Similarly, as part of educational decentralization a concrete and Similarly, educational trips of the students should useful programme of action at the district level will be frequent and on a generous pattern with active be undertaken. While planning this at the ground and more central assistance to give the students broad level, we will have to keep in view the availability vision and congenial temperament. Another point of proper management skills at the decentrailized of relevance is that the alarming population scenario levels. We also got to be cost-effective as well and of the country is also having a depressing effect on at the same time accountable'. The scheme- which the quality, infrastructural support and management cannot sustain in debth scrutiny or long term utility of education. In order to ensure that the gains of content should not be entertained. our efforts are not neutralized, the population boom has to be effectively discouraged through a powerful People’s active involvement in the educational re population education programme. construction has been emphasised. The State Govt, of Arunachal Pradesh shares this perception and need. I do not wish to say anything further at this stage We also hope to enable the senior citizens of the as the time constraint is very material. I am closing districts, Retired educationists, Environmentalists and my submission with the mention that our programme public representatives a practical say in the opera of action will respond to all relevant aspects in a tional mechanism of the district educational outfits comprehensive manner. I once again express my without tinkering too much for theoretical satisfaction deep sense of gratitude to the Hon’ble Prime Minister of the concept of decentralization. Our ground reali for giving me the opportunity to speak from this ties at present will have to be pragmatically assessed. forum. ANNEXURE-IX

SPEECH OF

SHRI BHAJAN LAL

Chief Minister, Haryana

I am grateful to the worthy Prime Minister for giving 6. There has also been a phenomenal progress in the me an opportunity to express my views in this august field of female literacy in our State. The literacy rate assembly on certain important issues relating to edu in 1971 was 14.89 per cent but now this percentage cation. has risen to 40.95, as against the national average of 39.42 per cent. Increase in the female literacy has created a social awakening which has, in turn, helped 2. Hon’ble Prime Minister, you are a gifted scholar in reducing birth rate. Although, Haryana has regis and have a deep interest in literature and education. It tered a sharp rise in the literacy growth, yet we are not is universally acknowledged that you had played a vital complacent. We are commitfed to the goal of achie role in formulating the new Education Policy in your ving cent per cent literacy. capacity as Human Resource Development Minister. It was under your inspiration and able stewardship that new and significant educational initiatives like the 7. We have made considerable progress so far as setting up of the Navodaya Schools and ‘Operation access to the provision of education and enrolment of Black-Board’ were taken up. These schemes have children in the age-group of 6-11 are concerned. In given a definite thrust to the improvement of educatio 1986, 96.68 per cent of the habitations had a primary nal programmes in the states. It is in this context school against the national average of 80.34 per cent. that today’s conference assumes greater significance At present, there are more than 8,000 primary schools and I hope that the decisions of this meeting will pave in Haryana. Now, only about 150 habitations do not the way for attaining our cherished goal of "Educa have the facUity for primary education. We propose tion for AH” by 2000 A.D. to provide primary education facilities in these habita tions also within the next two years. Primary school ing is available within a radius of one kilometre. 3. The educational programme is a national pro gramme. Therefore, it is essential to have national consensus on it so that the pace of progress in educa 8. At present, Haryana has middle schools in ap tion may not be hampered due to political considera proximately 70 per cent habitations as compared to 40 tions. per cent habitations at the national level. Middle school education facility is available within two kilo metres. Thus, the facility of middle school education 4. Soon after the last meeting of the National Deve has been extended on a large scale in the State. The lopment Council, a Summit of the nine high population teacher-pupil ratio in our State is 1:42 at primary stage, developing nations was held in New Delhi. There which compares favourably with the national norms. can be a national consensus on the deliberations of the As is evident, therefore, the State does not have any Summit and on the common framework of action thus particular shortage of schools and teachers. formulated. In this context, the report of the Natio nal Development Council on literacy and the proposals for the decentralisation of educational management 9. There has been sharp rise in the enrolment in the assume grea* importance. On this occasion, I would primary classes. At present, the enrolment ratio in like to express the view point of my State on all these respect of boys is 116 per cent. In 1990, the enrol vital issues. ment ratio of girls at primary stage was 87 per cent which has since gone up to i00 per cent. We would be able to achieve the goal of ‘Education for All’ when 5. When Haryana was carved out as a separate State, enrolment ratio reaches 120 per cent. We are making it was considerably backward in the field of education, as in all other sectors of development. The literacy constant efforts to attain this target. percentage in 1971 in the State was 26.89, as against the national average of 34.45 per cent. But in 1991 10. In order to facilitate community participation in the literacy rate in Haryana rose to the level of 55.33 the process of education, we have constituted Village per cent, against the national average of 52.19 per cent. Education Committees consisting of teachers, women. 31 32

aocial workers and members of the panchayats. Main 17. There it also a proposal to cultivate interest and objective of the committees is to awaken the masses to inquisitiveness among young children in games, sports the importance of. education, to encourage enrolment in and science. These programmes have been framed in schools and expand facilities. The unattending chil the State in accordance with your guidelines. If they dren in every village are being identified and efforts are prove successful, these will extended further. The rame a foot to bring them to schools. As a result of these work of action for coordinating activities of schools and efforts there has been a tremendous increase in enrol Anganwadies will be fully implemented. ment during the last 2i years. Awards are also given to the panchayats for their outstanding performance in 18. We are committed to attain the target of total the enrolment drive and this incentive has shown excel literacy by the end of the Eighth Five Year Plan. Lite lent results. racy Projects are being implemented in eight districts of the State. The environment building programme 11. At the time of formation of the State, the drop has also been started in eight other districts and their out rate at primary stag© was 49 per cent. The drop projects are being sent to the Government of India for out rate has now come down to 19 per cent. The approval. A State Level High Powered Coordination steps which have proved effective for the expansion of Committee under the chairmanship of His Excellency, the primary education in the State include the forma the Governor has been constituted to monitor the lite tion of a separate Primary Education Directorate, pro racy programmes in the State. Panipat district has now vision of free stationary for the students of weaker sec entered the post-literacy phase. tions, free uniforms for the girl students and the provi sion of stipends and scholarships. 19. The Centrally Sponsored Scheme of non-formal education had to be discontinued due to the decision of 12. It is, however, a matter of grave concern to us the court. Therefore, we are planning alternate sche that 36 per cent girls belonging to scheduled castes mes for which a project for the educationally backward drop-out before completing their primary education. minorities of Mewat Areas has been submitted to the We are conscious of this problem and are trying to tac Government of India. kle it. 20. Similarly, under the projects formulated with the aid of World Bank for four districts, it has been 13. Girl-education is our prime priority area. 60 provided that village development agencies should per cent posts of primary school teachers have been select instructors at their own level for the education reserved for women. One hundered new primary of those children who are unable to attend schools schools are being established every year exclusively due to certain reasons. These instructors would be for girls have also been extended the facilities of free paid Rs. 400—500 per month. Additional funds uniforms and attendance prize. Education has been would be required for the extension of this pro made free upto graduation - level for girls. We are gramme. spending approximately a sum of Rs. 4 crore every year providing special incentives to the girl students belon 21. We are planning establish an “Open School" ging to the scheduled castes. There is also a provision in the State for the students who are unable to com to provide free text-books to the students belonging to plete their formal education due to certain reasons. the weaker sections. It will not be desirable to provide The Board of School Education, Haryana is taking free text-books to all the students. Our focus is parti steps to implement the scheme and it is hoped that cularly on the education of girls belonging to weaker the “Open School” would start functioning from the sections of society. next year.

14. Out of the total education budget, 38-39 per cent 22. Improvement in the sfandard of education is is beino spent on primary education. If expenditure very important and the proposals in this regard are on nvddle stare education is added to it, the percentage eoua’lv significant. We are already working for would go upto more than 55 per cent which is well improvement in the field of teacher education and above the provision in ofher states. text-books. We are considering a proposal to consti tute an autonomous body for the management of 15. The reports which we are discussing today con SCERT, DIETs and Training Colleges. tain many important recommendations. I think that the stress on the I.C.D.S. programme for the children 23. A massive programme of in-service training below the age six years is quite justified. Except for for teachers has been envisaged but financial cons six blocks, all other blocks in the State are covered traints are there. 900 school complexes are alrea under this scheme. dy functioning in Haryana for the professional gro wth of the primary school teachers. Efforts are 16. Haryana has also taken a lead in the implemen being made to make these more effective. tation of nutrition and health programmes for the chil dren. We have prepared a special project for primary 24. Special cells have been created in Haryana to education in four districts of the State with the help of improve the standard of text-books. There hour the World Bank. Under this project, we propose to schooling has been introduced in Sirsa district on ex provide training to the Anganwadi workers and also perimental basis to utilize the available school buil creches for the children. This scheme will encourage dings and services of the available teachers more and enable girls of poor families to enrol in schools. effectively. 33

25. We have launched a massive programme for velopment of facilities for sports. All these pro repairing the school-buildings and construction of ad grammes already exist in our State. ditional class-rooms. Under this scheme, the total money available in the budget of the Education De 30. This Committee has also recommended that partment, school building fund and money available there should be atleast one trained teacher for physi with the district administration under various schemes cal education in a school. In the middle, high and and the public contribution have been pooled toge senior secondary schools of the State, this provision ther. This work is being executed under the super already exists and there is also a provision for physi vision of the Additional Deputy Commissioners. 7000 cal education in the school time-table. additional class-rooms have been added under this scheme during the last three-four years; 31. A programme is being formulated to give spe cial training to atleast one teacher of each primary 26. We agree in principle to the proposal of de school in physical education. Similarly, program centralisation of management of education. In our me has been finalised for training of teachers in State, the schools run by local bodies were provin health-education. We welcome the recommenda cialised in 1957 and now almost every village has a tions of the Committee and we would implement these Government school. Therefore, we cannot comple in our State. tely transfer the control of these school teachers to the local bodies but a possible way-out for mutual 32. Hon’ble Prime Minister, we welcome and cooperation is being explored. accept all the recommendations which have been made for the formulation of educational policies. 27. We are going to legislate a law on the basis As I have already mentioned, we are already imple of 73rd and 74th Constitutional Amendments. I menting most of these programmes in our State and am of the opinion that all the developmental work at our achievements in this respect have been remarka the district level should be entrusted to the District ble. We are committed to the implementation of Planning and Development Board and an integrated these programmes in right earnest. agency should be set up under the control of the Ad ditional Deputy Commissioner. In my opinion, 33. Sir, I would like to mention about the paucity there is no necessity of setting up Zila parishads as of funds for the implementation of these projects. the A. D. Cs. can coordinate effectively with all the The problem of maintenance of school-buildings is departments. quite serious. If the maintenance cost of eabh pri mary school is estimated at Rs. 10,000 per year, we 28. Now, I would like to refer to the report of the would require Rs. 8 crore per year. In addition, Yash Pal Committee. As regards its recommenda more teachers are required to cope with the increas tions concerning improvements in the courages of ing enrolment. Funds are also required for provi studies and text-books, it was decided in the last mee ding maps, charts, libraries and laboratories. I ting of CABE that these recommendations should be would request that Special schemes should be fra further discussed. The Government of India has med to sufficient financial assistance to the states to written to us to organise seminars to seek views of all facilitate the implementation of all the educational sections of interested people on these issues so that programmes. Only availability of resources can policy in this regard could be evolved. Accor enable the states to achieve the goal of “Education dingly, a programme for organising such seminars is for All” by 2000 A. D. to which the country stands being drawn. On this occasion, I would like to em committed. phasise that efforts should be made to lighten the burden of the children. 34. Hon’ble Prime Minister ! before I conclude, I would like to assure that no efforts would be spared 29. I would also like to mention the report of the to implement the decisions taken in today’s con Committee on Physical Education and Sports. The ference. My State would participate wholly and mam recommendation of this Committee is that phy earnestly in the programme of achieving the goal of sical education and sports should be assigned one pe “Education for All” by 2000 A. D. With these riod daily for each class and sports’ fund should be words. I once again thank the Hon’ble Prime Minister created and sports’ fee should be charged for the de and the distinguished guests in this august gathering. A N N EX U R E X

ADDRESS BY

SHRI VEER BHADRA SINGH Chief Minister, Himachal Pradesh

The Hon’ble Prime Minister, by convening this con estimated at 27% in class I-V and 25% in class VI- ference, has given due recognition to the importance VIII. A number of steps have been taken to en of literacy, education for all-proposals and decentra courage enrolment as well as reducing the number of lised management of education to meet the basic learn drop-outs by providing incentives by way of scholar ing needs of the people and the role that the ele ships to the children belonging to IRDP families rang mentary education and basic literacy play in fulfilling ing from Rs. 150/- per annum in the primary classes the developmental goals and the aspirations of the to Rs. 800/- per annum in the senior secondary people. classes.

The State of Himachal Pradesh has already initiated In the tribal areas, scholarship ranging from Rs. 8/- development of Programme of Action on the model of to Rs. 15/- per month is provided to the students at all Government of India’s Programme of Action under levels in the schools. There are scholarships provided National Policy on Education. The State has adopted to scheduled caste and scheduled tribe students study the national system of education and the State Prog ing in different classes as well as to the students pursu ramme of Action has given priority to achieving uni ing higher education. Free text-books are provided versal primary education, eradicating illiteracy through to the students up to class X studying in schools In Total Literacy Campaign and providing continuing Ae tribal areas. The girl students at the primary level education through post-literacy promotion programmes in tribal areas are provided free clothing. 21 free and vocational educational programmes, etc. The hostels for students belonging to SC, ST and Back State Programme lays special emphasis on equity- ward Classes have been established in the State. Atten package as envisaged under National Policy on Edu dance scholarships have also been provided ranging cation for the removal of disparities and to equalise from Rs. 2/- at the primary level to Rs. 25/- per educational opportunities with central focus on the month at the secondary level for higher rate of atten educational development of SC, ST and Backward dance erf the girl studests in ths State. All these incen Classes. The State Programme has taken care that tives are intended to increase enrolment and reduce women have their rightful share in all educational drop-outs at elementary level. A scheme for setting programmes and activities and it also ensures oppor up free as well as paid hostels may have to be deve tunities to widen womens’ access to technical and pro loped on priority basis particularly for the girls study fessional education at all levels. ing in various schools to reduce drop-out at upper pri mary level. Himachal Pradesh has already initiated and imple mented most of the recommendations of the National To achieve near 100% enrolment at the primary Development Council Committee on Literacy. The level, we feel that primary education sector requires State has given priority to the elementary education. capacity expansion, efficiency development and The target audience under the universalisation of quality improvement in education. There should be elementary education in the age group of 6—14 years a primary school in a radius of 1 k.m. and a middle is 11.18 lacs (census figures to be firmed-up). As per school in the radius of 3 k.ms., if the target is to be the statistics prepared on the estimation done of the achieved. There are 7548 primary schools run by the children in the age group at the primary level in the State Government and 176 primary schools run by the current year, there are 7.27 lac children in class I-V private sector. The State may have to open 1100 and 3.79 lac in class VI-VIII. By the end of the 8th more primary schools and these will be in the interior Five Year Plan, the State of Himachal Pradesh can areas, where private sector schools may not come up, achieve near 100% enrolment at the primary level to achieve the objective of setting up one primary provided we open additional 1100 primary schools in school in the radius of 1 k.m. We request the Gov the interior, backward and tribal areas, which will ernment of India to continue the Operation Black achieve the target of opening one primary school in Board Scheme to provide assistance for additional the radius of 1 k.m., which should take care of in 1100 primary schools in the State of Himachal Pra creased enrolment at the primary level. desh during the 8th Five Year Plan period. The universal retention of children beyond primary Most of the NDC Committee recommendations on up to VIII class will require measures to be taken to adult education have already been implemented in the reduce the drop-out rate, which at the moment, is State of Himachal Pradesh. A project known as 38

“Total Literacy Campaign”, was launched in Hima State will achieve 100% literacy in the age group of chal Pradesh in June, 1992. The project develop 9—45 years. Post literacy projects have also been ment and actual implementation started in February, sanctioned for seven development bloeks in the state 1993 and that the project reached the take-off stage & in fact the campaign has already been launched to by April, 1993. The target audience is 8.33 lac illi help the neo-literates move from a dependent to a terates in the age group of 9-45 years. The Total self-guided learning stage. Literacy Campaign project development and imple mentation is being done under the guidelines of The State Programme of Action on decentralised National Literacy Mission. The structural arrange management of education has been developed as per ments at various levels like setting up of District guidelines under the National Policy on Education level committees, Block level committees, Panchayat and GOI Programme of Action. So far as H.P. is con level committees and Saksharta Ghars at village level cerned, the recommendations of the CABE Com have now been completed. The systems development mittee on decentralised management of education and staffing have already been accomplished by pro have been considered by the State Cabinet and it has viding Coordinators, Resource Persons, Master been decided in principle to evolve a pattern for devo Trainers in all the districts. A large number of volun lution of supervisory powers to the Panchayati Raj tary instructors have joined the campaign. The teach Institutions and Local Bodies for the management of ing and learning materials have reached the destina elementary education. The State will undertake fur tions and the training of Resource Persons have al ther feasibility exercises on the subject of decentra ready been completed. The total budget estimate to lised management of education to provide for com accomplish the task of TLC is Rs. 6.62 crores to be munity participation in the educational development shared by the State and the Centre. The literacy and community control over the educational institu campaign has reached advanced stage in all the dis tions. tricts of the State. Out of 69 development blocks, the campaign is at the advanced state in 47 blocks and We feel that the deliverations in this conference will that the rest of the blocks will be fully covered in help develop creative means to advance the causes third phase. It is expected that by June 1995, the of Education for All. Annexure xt

SPEECH DELIVERED BY DR. WILFRED D’SOUZA Chief Minister of Goa

PRESENT POSITION OF GENERAL 4. Higher Secondary Education: Govt. 11, Non- EDUCATION IN GOA Govt. 49, Total 60.

^ Major recommendations of the National Policy on Adequate facilities for higher education are also Education have been implemented in Goa from the available in this State. All those students who desire academic year 1986-87. An Action Plan on various to join higher secondary education after passing S.S.C. aspects of the National Policy on Education was pre examination can be accommodated in the existing pared and action has been initiated accordingly. Higher Secondary Schools. Achievements done so far are listed below in brief :— 5. Higher Secondary Schools with Vocational Edu 1. Pre-Primary Education: Govt. 106, Non-Govt. cation facility : Govt. 5, Non-Govt. 24, Total 29. 400, Total 506. Also vocationalisation of higher secondary schools The aspect of early childhood care is taken care of is done with a view to provide skill-education to the by the Social Welfare Department by opening Angan- students. 50% of the higher secondary schools are wadis (Nursery Schools). A total number of such now covered under the programme of vocationaUsa- schools in Goa is 1046. Also there are over 500 tion of higher secondary education. Pre-primary schools functioning in Govt. & Non- Govt. sectors as detailed in the margin. Efforts are being made to provide necessary educational and play 6. Colleges of General Education : Govt. 4, Non- material to these Pre-primary schools and also to or Govt. 15, Total 19. ganise in service training programmes for the teachers working in Pre-primary schools. In all there are 19 Colleges which provide higher education to the students under the streams of Arts, Commerce, and Science.- These Colleges are spread 2. Primary Education : Govt. 1226, Non-Govt. all over the State providing easy access to the students 496, Total 1722. who desire to join college education. All these col leges are now affiliated to the Goa University which Envisaged in the National Policy on Education, we controls all the academic aspects of these Colleges. have already achieved 100% enrolment in Primary Schools. It is ensured every year by approaching every household in the remote areas that every school 7. Navodaya Vidyalaya age child attends school. Also primary education faci lities are provided at a walkable distance for the pri Two Navodaya Vidyalayas in the two districts of mary school children. Over 90% of the primary Goa have been established to provide better educa schools having their own buildings and are furnished tional facilities for the talented children in rural areas. and equipped suitably for better education. There is There is good response for both the Navodaya Vidya a continuous programme of in-service training for pri layas. mary school teachers so as to improve the quality of education at the primary level. 8. Adult Literacy/Post Literacy Programme

3. Secondary Education: Govt. 65, Non-Govt. Post Literacy programme is also underway for the 279, Total 344. benefit of neo-literates. We have started 89 Jan Facilities for secondary education are available Shikshan Nilayams so far which are supplied with within a radius of 3 to 5 kms. and all students passing necessary materials useful for the neo-literates. More primary schools can be accommodated in the secon JSNs will be started during next financial year to dary schools. Syllabus and curriculum have been cover majority of the neo-literates. modernised as per the directive principle of the N.P.E. Facilities for in service training for secondary school A mass programme for achievement of 100% lite teachers are also provided. Special efforts are being racy has been undertaken since last academic year. made for the quality improvement at the primary as Internal and external evaluation of literacy programm* well as secondary level by revitalising the scheme of has already been carried out and the report Is Sch*ol Complexes. awaited- 37

9. Professional Education area of operation. 13 such institutions have come forward and they have opened: Mini-JSNs from 8th This State is also having facilities for professional September, 1993. The Government of India hatfr- education as there is a Medical College, a College of been requested to give central assistance for 100 JSNs. Pharmacy, Dental College, Law Colleges, Colleges of The Post literacy material in Konk-ani and Marathi will education and Institutions for Management Educa be developed by organising Workshops and develop tion,.besides Technical Education facilities such as ITI, ment of books/wallpaper will be entrusted to Goa Polytechnics and an Engineering College. So far we Konkani Academi and Marathi Academi. The poet do not have a College for Agriculture and Veterinary literacy material in other languages like Kannada, education. Urdu will be procured from the ooncemed SRC’s of. the State. In the Action Plan provision of Rs. 94 STATUS REPORT ON TOTAL LITERACY lakhs is made. The details may be seen at Annexure - CAMPAIGN IN GOA III. Goa was liberated from the Portuguese rule on 1. Magnitude of the Problem : 19th December, 1961. Soon after Liberation the programme of Adult Education was undertaken for According to 1991 Census, the literacy ; rate of» theimplementation during the year 1961-1965 through Goa State is 75.51%. There has been a significant Community Development Blocks. Later on the increase in literacy rate, after the Mberatioa of Goa scheme of eradication of illiteracy was entirely taken from 32% in 1961 to 75.51% in 1991.’ As pec . overby the Directorate of Education, Government of the latest literacy survey conducted by the .Teachers,' Goa from the year 1968-1969. social workers in June, 1993, the total number* of , illiterates in the age-group 15=^5: and 36-60 areas< One of the most vexing problems that our country follows :— faces is the problem of illiteracy among our papula tion. Therefore, it has been our national goal to (a) 15-35 Age-rgroup illiterate populattoo cover the entire illiterate adult population in the age- Males .. 96ft7 group of 15-35 by 1995 and impart them functional Females .. 26321' literacy to enable them to appropriately respond and actively participate in the developmental programmes Total .. 35928^ which are being implemented for the upliftment of our vast population the majority of whom are still (b) 36-60 Age-group illiterate' population; under desired level of standard of living. Maleii .. 17996-* Females .. 46791 With this view, our State of Goa has been imple menting the literacy programme known as Total Lite- Total .. 64699 rasy Campaign to achieye 100% literacy. The Total Grand Total ... 100627’ Literacy, Campaign has gained appropriate momen- tum si®ce, July, 1992- The brief report in respect of Now it has . been our targetto pover ilMte**te*popq* (T&taLLitecacy Campaign) in Goa is given here- lation in die age-group below. racy Campaign aod making thcm*'fiia

; 4. Meeting with the Village Panchayats and Muni 8. Training Programme : cipal Councils were held in all the places of Goa. They were apprised about their role in Total Literacy A batch of 15 Resource persons was trained by the Campaign. The literacy Committees are constituted SRC of Maharashtra i.e. Indian Institute of Education in area of their jurisdiction which meets regularly to of Pune. These Resource persons in turn have review the programme. The list of identified learners trained 450 Master Trainers selected from Colleges/ was also handled over to the concerning Chairman/ Higher Secondary/High Schools. These Master Secretary of the Committee. These meetings were Trainers have given training to instructors of the held under the Chairmanship of Honourable Educa centres and students volunteers. Again the State tion Minister of Goa. Majority of these Literacy Institute of Education of Goa has undertaken an in Committees formed at Village/Municipal level and service training programme. Taluka level are extended full co.-operation to achievc 100% literacy. 9. Teaching/Learning Material :

5. Meetings with the Heads of various Institutions : This Directorate has procured learning material in Marathi, prepared as per IPCL norms form the SRC Indian Institute of Education, Pune, Kannada material Meetings were held in each Taluka of Goa which from Karnataka State Adult Education Council, Hindi were _ attended by the Headmasters of Secondary from Literacy House Lucknow, Telugu from Andhra Schools, and Principals of Higher Secondary Schools Pradesh Mahila Sabha and Urdu from Jamia Milia (Government and Non-Government) and Degree col leges (Government & Non-Government). They were Islamia, New Delhi. apprised about the Total Literacy Campaign and they The Konkani Primers Part I, II, III were develop were asked to undertake. Each One Teach One Pro ed as per the IPCL Scheme recommended by the Go gramme through their students volunteers and N.S.S. vernment of India. The said primers’Part I, II, and III - Volunteers. Accordingly the Ei^).T.O. Programme is were placed before TPCL material Review Committee undertaken bv the institutions in the State of Goa. in the Directorate of Adult Education, Ministry of The list of identified learners were handed over to Human Resource Development for approval- Mean the Heads of Institutions so as to cover the illiterate while one primer Amche Shikshan in Konkani was population .within the are^ of their jurisdiction- Meet printed. Now Konkani Primer Part I, are made ings with the Heads of Institutions were also held available. Third primer will be received soon. Spe under th£ Chairmanship of then Honourable Edu cial primer in Roman Konkani is also printed and oation Minister of Goa. supplied. 10. Management 6. The offices of the Directorate of Education have come forward and one two officers Have adopted Gomantak Dnvan Prakash Society registered under. one Taluka. These adopted officers -of respective Societies Registration Act is looking after the Manage talukas have undertaken overall responsibility of the ment and proper implementation of the Total Literacy implementation • of Total Literacy -^Campaign in the Campaign. For this purpose following 6 Sub-corn-, area of their operation and area giving full support. mittees have been formed. The meetings :of such officers are held regularly to review the progress of Adult Education and to over 1. Mobilisation and Environment Committee come the'difficulties encountered at the field level. 2. Training Committee

7, Environment and Mass Publicity Campaign : 3. Material Supply Committee 4. Administration and Finance Committee • Total'Literacy Campaign depends entirely on mass parri^iyition 'and for th’s. entire community has tto be 5. Monitoring and Evaluation Committee mobilised'/' N ow the literacy- meetings at Panchavat, 6. Post Literacy and Continuing Education Com Municipal Councils and Taluka level are held. The mittee. posters and banners are being displayed whenever thftSff meetings are held’ at various levels. Film shows The meetings of the Committees are held regularly Oft literacy are'regularly conducted bv the Audio-Visual and appropriate steps are being taken for the success ifnit of the" Directorate - of Education in rural area. of the campaign. The success stories, dial opus and discussions held with the learners in Adult Education Centres, etc. 11. Teaching Programme were shown on T.V. and relayed on A.T.R- (a) Centre Approach r. Get-tosether-s of adult learners and students volun- The actual programme is highlv flexible. In places teerft/Instrsiofors were conducted • in ©verv village of where .15 to 20 learners are available at place be it Goa in February 1993 to Mav 1993. The response a school building or be it a Panchavat build:ne, of Adult learners specially those of women was very centres have been opened. So far 2113 centres jyith encouraging. enrolment of 42349 illiterate adults are opened. 39

__ Government has encouraged this programme by Also we have been tackling the problem of high approving the scheme of prizes for the best Taluka, rate of drop outs in the rural areas. With a view to best Adult Education Centre and best Educational tackle these problems, various measures- have been Institution. adopted since last few years as noted in brief below.

(b) Each One Teach One Programme : Universalisation of Elementary Education : The student volunteers of High School/Higher Since the year 1985-86 following aspects are con Secondary Schools/Degree Colleges have undertaken sidered on priority basis to achieve the objective of the programme of Each One Teach One. The list elementary education for all :— of identical learners is given to the various Institu (a) Primary schools have been opened with tions. 58278 illiterates are covered under E.O.T.O. even enrolment of 15 students at a walkable distance. 12. Evaluation of the Programme : (b) Pre-Primary education facilities are also Internal Evaluation Team for North Goa and provided on a large scale to attract the South Goa have undertaken the evaluation of pro children towards schools. gramme from 28th April 1993 to May 1993 and they have submitted their report. (c) Mid-day meals facilities are provided in schools of backward areas. The request for taking up external evaluation was 'made in March 1993 to the Tata Institute of Social (d) Supply of free text books, uniforms, rain Science, Bombay. However, the Institute was busy coats/umbrellas etc. are provided to. needy with the external valuation of TLC Distriot of Maha students. ■ .' ; rashtra State. Again we request Ministry of Human Development to assign this work of external evalua (e) Cash incentives 'are given to the children tion to any agency- Now the external valuation of belongmg to scheduled caste families. TLC was conducted from 18th October, 1993 10 28th (f) Primary schools are equipped with neces October, L993 by the Tata Institute of Social Science sary teaching aids, sports material, library Bombay under the leadership of Dr. DenzJ Saldanha books, furxii ure and other needful material ; and we expect to get his report by March, 1994. under the scheme of ‘Operation Black board’. 13. Post Literacy and Continuing Education : Post Literacy Programme is very important to (g) Single teacher schools are converted into make any literacy programme a success. The illi two teacher schools where enrolment .ex terate who will become the literate as a result of this ceeds 19 students. TLC will be taken care of partly through the Jana (h) Teachers personally contact each household Shikshan Nilayams. More JSNs are being established in the catchment areas and ensure that all in addition to the already established JSNs. school-age children are enrolled. State Level Advisory Board on Adult Education is (i) Scheme of Schools Complexes has been formed and the first meeting was conducted on 7th reactivated which supports the . efforts of May? 1993. The second meeting of the Board will be each primary school in enrolment and . re called soon to decide about post literacy programme. tention of school children. ■ . '"1 Media people can support the programme in follow (j) People’s participation in the school- pro ing ways :— gramme is ensured by establishing School 1. By publishing success stories, review report Committees and Parent-Teacher Associa interviews of functionaries of the programme. tions. 2. By allottting one/two columns for Neo litera (k) Programme) of short-term orientation of tes weekly/fortnightly/monthly. primary teachers is continuously organi sed at complex level which is also suppor EDUCATION FOR ALL : GOA STATE ted by the D.I.E.T. and other agencies at Goan people in original are very much conscious taluka and district levels. about the need of educating their children and there fore there is very good response for education right The above noted programme is vigorously started from the Liberation of Goa m the year 1961. Never since the year 1985-86 which has yielded encouraging theless, the problems faced by various States in the results. We have achieved 100% enrolment in ele country are also existing in Goa, though in a small mentary schools since last two years and the rate of way. There are certain deprived communities which dropping out during this age-group is reduced consi find it economically difficult to send their children to derably. schools. This is particularly conspicuous in case of girls and boys above the age of ten years who can General scenario of education in Goa existing to lend a helping hand to the families meagre income. days is briefly described in the enclosed note. 40

The edueationaiinstkutions in Goa are by and and maturity of the local elected bodies, their, increas iitiiimlsioed - by the Government and private ing involvement with greater meaningfulness is antici Managements which are registered educational socie pated with their more responsible role within the pre- ties or trusts. There is also a sizable number of vailing village education Committees. institutions aaanaged by religious minority societies/) convents. A tpresent: the Jocal self-Govemment institutions 2. Wide Range Debate on Prof. Yashpal Committee like Village Panchayats or Municipalities are not in Report : volved in the educational administration at may level. • However in, every village, this Conunittee which in This State has already initiated debate on Prof. cludes the headmasters and teachers of local schools Yashpal Committee Report and two seminars, each and social workers, plays an active role in mobilising one in south Educational Zone and North Educational ^community ■ resources for betteonent of primary and Zone and North Educational Zone are completed. •middlelevel education in that area. It also effectively Now the debates are planned at Taluka level and contributes to bring about required developments in thereafter at Panchayat/School complex level to the system to reflect the local aspirations. create adequate awareness among the teachers so that we will be able to come out with . suggestions The planning-with its components of area develop based on wide range debates involving entire teacher ment, special planning, institutional planning, ad- community and social workers. Entire programme and financial control and . personnel is expected to be completed by March/April, 1994. ^management's taken up by considering the views given by these school Committees. of Goa. this State*witnessed un SPORTS AND PHYSICAL EDUCATION IN GOA precedented iêwth.iof.education a n d in terms of this rapid growth, the increased role of Government We have împlemented most of .the recommenda thdv’S&t&*pWM®reUgiou» structure of, the popu- tions of -CABE in regard to the Sports and Physical . -««m»ge*nent has undergone Education. We have, appointed qualified *. Iftjisical Significance changes. The rapid expaasion of educa- Education Teachers in aU. ihe Higher Seeoiadary, erihbted-ifee StatetoÂchieve ahigh* literacy rate Secondary and Upper Primary; Schools.Most tof&the erf about 78% which in turn enabled for generation of teachers in the primary schools have also undergone lo catio n awareness, among the masses. Against this a sort of physical education training through SuET. it itf’i&eMmy to plan the gradual and Within a short period of time all the primary teachers “taoSSns ‘dfecenttalisation "process for educational will be- made to undergo Physical ’Biucation Training Management. through DIET. The sports department provides sports equipments and sports materials to -‘all *!the Îkut-isr- ar-small'istate.-'trf" compact size'With its popv- government schools. But for lack bPfuridy adequate sla te r crfrapproitinBtCfety 1I:7‘teflchs. -ft* has a com-' infrastructure' for sports cannot be built-up inrffirtst of mendable*'transport network ccwering almost 100% the schools. The recommendations of the • C i^ E , rural areas. Entire State is electrified. The cohesion Committee to charge fees from die educational* insti of the population structure is so perfect that there is tutions will need closer examinations, as. in' Goa - the almost no areaspeftific variations of the qualitative State Government provides free education ppto ^stan Mifferetfces in @dti&tiohial requirements and as a dard twelve. Charging of fees from. ihe students result no difficulty is experienced in the present sys- for sports activities may not find favour with the par >tem okman^gsmentwiththe central control with De rents and students. We haveintrodoeed' Yogai'-classes partment ofEducation. With the gain of experience in the schools. ANNEXURE XII

SPEECH OF

SHRI SALSENG C. MARAK

Chief Minister of Meghalaya

1. I consider it a matter of great privilege to been initiated to implement the policies. After about participate in this important meeting, specially conve 5 years of implementation of the policies and the ned by our beloved Prime Minister, tp discuss i,n depth, strategies as per the White Paper on Education, the important issues pertaining to Education and certain progress has been made in various areas -of Literacy in the context of “The Delhi Declaration” on Education especially in the elementary education Education For All” (EFA) and the 73rd and the (4th sector, the position today is as wider :— Constitutional Amendments ijti relation to the Decen tralised' Management of Education. i. The elementary education has been re-structured after the National pattern with certain modifications to .2. The National Policy cn Education 1986, with its suit local situations. Thus from 1991, the. Primary multifarious programmes has brought in a new breath school stage comprised 4 classes namely class I to of fresh air to the Education Scenario, giving rise to class IV with attached Pre-Primary section, replacing new hopes and aspirations to, tfie youpger generations the old system of having classes A, B, 1, II, 111. Tlie of our country-.' During the last 7 years of implemen old Middle School of classes IV, V & VI has -been tation of the New Policy on Education, a substantial replaced with the Upper Primary classes V, VI, VII,. progress' has beeni. made in the field of Universalisatiou At the secondary level theje will be only three classes oi Elementary oi Education, le-stiuctuiing, o£ Ihe VIII, IX & X. At the higher Secondary level, classes school Education system, rc-organisation of Teachers XI & XII are being introduced with Vocational stream Training, the National Literacy Mission etc. How in certain selected Schools. ever, the spate of change that is taking place in the country today is so fast that in certain areas the ii. 63% of t,hei total habitations are ■having'Primary National Policy on Education may not fully reflect the Schools- within the habitations-themselves;-mid J2% emerging moods and aspirations of the society. I,u this of the habitations are having schools within aosralfcing context, this meeting assumes a greater significance for . distance of l .KM from the habitations- Thus 75%- of all of us here. all the habitations are having schools within a walking distance. Thus 25% of all the habitations or about 3- ‘Education for All’ by the year 2000 A.D. has 1300 habitations in absolute number are yet to be pro been adopted as a global goal. At a World Conference vided with schooling facilities, everr at the^pjamary . ott Education, -for All held in 1990, the international level. Such habitations account for about 11% noMhe community' fixed targets framed objectives and decided total rural; population of t|ie State- the: FramefWorkof a Han ofAction to«btain Educa- iii. 50-% of-lhe nwal habkations are eeweged by ;'*lio#4oÂll liiilhe:©eeade. Tlie li Delhi .’Beclamtion Upper Primary Schools within 3UKm- aansrfffji)3»4 l» D eâpipg Natwos? of the-World in Deeumber, 1993, reaffirmed, their commitments to the iv. 360 primary schools still "have ,sin£lprce^;her igddls. set by The World Conference on Educatigjl'for only. *allf O uf Country being~cpe' of Hie signatories? to 1 Ihe Declaration therefore, stands ■ fipnly * committed to* sthe v. In accordance with the re-structured, pattern of issue. We are now only 7 years away from the y&ar Education* in^'thd-State, J there - -Trtiofllfrtir 'IjTiMliil 4 2&60W&? if is 5tfeerefore- a* time efe|r all of us to classes andoneadditional room) for Jhe Be^Sthm ty np&ftvto acW&vd ihecr^mls. section,'per school. As- against tthis, . 2*39 Bwwtary schools shave 4: class rooms,, and . <545 -schools, >faave 4, Meghalaya is a small State with a population of 3 ;class rooms.-.: About 2 160 . scho£is .have, 2... rooms . about 18.00. lakhs living in' 8 towns arid about" 5300 and the remaining ”760 are havingisingle room in Villages." Wlth an area of 22547 Sg.Km,: the density each school. itofnpopBiatfem is-abauf^0i!pe*soos sper sq^ Mm .< About J80% of the itotat popuktion live in the rural areas apd vi. The break up child population - andêafolnuot is aittiosP the same percentage f of the total population given below : belongs ta.the Schediiled Tribes. Age group Child population Inrohnent "5. Iq t988, ||Ki State OovemmeSl haft, b ro u g h t® 6 - 1 0 1". 92 lakh 1.48 4A5‘White Paper on Education, wmeh spelled, outjthe 10 - 14 1.48 " 0l76 • pfttkaes and5h0. stnBbBpes lor lachjeteing the goal& and x>bjcct»^<.*adun:4iie bioad^paameteiôiihdNatioaal Thus the-ugenrolkd. cKildreii in the, age group 6-14 .1986. A number. «f steps, ha Vi years iS" 1>32 llkhs- 41 vii. The Literacy rate has increased from 34% in 9. Education for All is basically a Mass Pro 1981 to in 1991 census, as against 52% at national gramme and for its success, active community parti level. cipation and support are indispensable. In Megha laya there js a favourable ground for launching such a viii- 72 % of the children drop out at the Primary movement for community support and participation level and 50% at the Upper Primary level. as most of the schools are under private management. ix. In Adult Literacy, an estimated number of 2.62 As a matter of fact, 100 per cent of all Primary lakhs in the age group 15-45 years will be covered by schools and 93 per cent of all Upper Primary Schools the end of 8th Five Year Plan. in the State are under private management. What is required here is some form of re-organisation of the 6. The above indicators are only illustrative and System Management of Education in general and to n o t exhaustive of the extent of the field yet to be the Schools system in particular. This leads me to covered in providing the requisite physical facilities other issue namely, ‘Decentralised Mamagement of to the school system, it goal ot universalisation of Education’. education in t,he State is to be achieved. Ip the con text of ‘Education For All’ (EFA), every one is 10. The Central Advisory Board of Education in entitled to a minimum, level of education which will its meeting on 15th October, 1993 revolved that in enable him to develop his self esteem and contribute pursuance of the 73rd and 74th Constitutional to the improvement) in the quality of life. Education Amendments, immediate measures need to be taken for all is a kin to the concept that education is a by all States for introducing decentralised manage fundamental right, and a critical means of develop ment structures in Education so as to facilitate ment. It is therefore, the responsibility of the State aciiievemeat of the national goals in the field of Edu and of the country as a whole to make adequate cation, keeping in view the specific situation of the provision of facQities to enable the citizens to exercist concerned States as well as the spirit of the constitu sucli right- tional amendments. 7. At present, Education and the demand for By and large the proposed decentralised manage education expansion is no better than a#i expression of ment of education relates to the' management of ele consumers preferences. Social status has been asso mentary education, i.e. primary and upper primary ciated with education, and for many it is taken as a levels. means to escape from manual labour and soiling ojtic-’s hands. In the contexjt of AFE the assumption that 11. In most of the state's in the country where Education is the acquisition of knowledge and the the aforesaid amendments' to the constitution apply, pursuit of research has to be corrected and it is to be the proposed decentralied management is done viewed” as an investment in human resources. It through the Village Panchayat and the Zilla Parishc d, should be regarded not as a closed system, but as a etc. and in urban areas through the Municipal Board, sub-system of wider society having interfaces with the Municipal Corporation. In Meghalaya the Panch- economic, political, societal and cultural domains. yat Raj System does not exist and the constitution . Action should be planned taking ipto account, all these (73rd Amendment) Act 1992 does not apply to the domains. This calls for a maximum, sustained politi State. Hence the question of decentralisation of cal support arid community participation. management of education through the Panchayat Raj System does not arise. 8. So far my State is concerned, we have a very keen and sincere desire to eradicate illiteracy in the 12. The Sixth Schedule of the Constitution of State. We have tried through successive five Year Plans India provides for the creation of tjie Authonomus ahd Annual. Plans to establish priorities and objectives District Council and responsibility was conferred upon to. ensure expansion of physical facilities with a view to them by the constitution to establish, construct and increase Access to Education. However, the problems manage primary schools. Till recently the 3 (three) being numerous and varied, it is desirable to formu Autonomus District Councils of the state discharged late new strategies and new plan of Action to achieve such constitutional obligations and the role of the the goals. We are grateful to the Goveniment of India State was only to assist he District Councils with finan for the sustained support and liberal assistant which cial resources to enable them to administer the sub enable the Staite to leap forward even in small steps in ject: In -course- of time-Jiowevej;,.^ {-ttype^ Efistrict the path of progress. We look forward to continued Councils have failed to administer the subject namely support and assistance of the Government, of India primary education in accordance of the provision of to cover a wider field of “Education For. All” within die constitution. Therefore the Government" has the remaining period of the 20th Century. to take over temporary control and managwnaM o fth *, 43

Primary Schools from the 3 (three) District Councils 13. Circumstance therefore, does not allow the of the State in the early 1980’s under the provision State Government to implement the decentralised of para 16(2) of the Sixth Schedule of the Constitu structure of Management of Education in line with tion of India. But since the circumstances which the CABE resolution. With the constraints impo prevailed in the three District Councils at the time of temporary taking over of the schools have not chan sed by the legal and the social structures aforesaid, ged, the Government continued to manage and admi the issue of the Decentralisation of the Management of nister the Primary Schools of the three District Education in the State will have to be examined in Councils till date. The adhoc arrangement is not depth by the State Government. however conductive to long term planning, effective administration and control over the schools. The 14. I have full hope and confidence that with the state Government is considering to take over the continued support and encouragement of the Govern administration and the management of the District ment of India and the kind cooperation of all con Councils Primary Schools from the concerned District cerned, we can as a Nation, achieve the desired goal Councils, on a permanent basis. of Education For All by 2000 A. D. ANNEXURE XIII SPEECH OF

SHRI S. C. JAMIR

Chief Minister of Nagaland

At the outset, I would like to congratulate the equipments and so on.. Although our Plan expen Prime Minister and the Minister for Human Resource diture has increased over the years in the education ' Envelopment for convening this meeting so soon after sector from Rs. 286 iaklis in 1991-92 to Rs. 406r the^'recently conducted Education for All Summit, lakhs in 1993-94. most of the Plan funds arerutihsed which reflects their anxiety to implement the EFA for payment of teachers’ salaries since, there aren© proposals without. aqy loss of time. This meeting Non-Plan resources available. With the increase in is therefore a timely and appropriate forum to devise enrolment, the requirement, of teachers is also increa workable and concrete strategies for our country, sing but this is not matched by the increase in resour not only on the basis of the EFA proposals, but also ces- In this context, the initiative taken through the on the recommendations of the C A.B.E. Committee Delhi Declaration calling upon international agencies on Decentralisation of Education and the NDC Com to assist the developing countries in human resource mittee cm Literarcy. All these documents have strong development activities is very welcome. What I linkages with each other, since they all aim at a com wish to stress is that implementation of programme mon goal. like EFA within a definite tim&-frame will be realistic only if it is accompanied by an appropriate financial The Delhi Declaration and the Framework of Ac package from all possible sources. tion accompanying it are very comprehensive in their approach, range and depth as all the major issues fac Despite these constraints, I am happy to say that ing densely populated developing countries have we have always accorded the highest priority to edu been addressed in these documents. I am sure there cation in Nagaland. Our literacy rate in 1991 was are no two opinions amongst us regarding the crucial 62.6% and primary education covers 98 per cent of importance of education as a primary strategy for im the villages through 1175 Government primary proving the, overall .quality of life of the people. schools and 127 private primary schools. There is Moreover, with the liberalisation of the economy and" no gender discrimination in our State and the ratio the adoption of globalisation as a concept, the impor of boys to girls in the primary stage is 10 is to 9. tance of education has increased even more, parti cularly if the benefits of these reforms are to reach the people who deserve tjhem most. However, while the coverage at the primary level is satisfactory, the same cannot be said of the quality While all of us may agree on the basic approach of education. Due to the lack of trained teachers and of the EFA proposals, there is however a need to make lack of infrastructure and equipments, we have lag adequate allowance for the diversity that exists in ged behind in this respect. We hope that the two various regions and States of our country in terms of new District Institutes of Educational Training (DIE- infrastructure available; locational disadvantages, re Ts) at Mokokchung and Tusensang, which have source constraints, geo-physical conditions and other been approved in principle by the Human Re sim ilar factors. Therefore, a certain degree of flexi source Development Ministry, will be functional bility based on these realities would necessarily have soon. We are happy that thel EFA strategy and pro to be built into any action plan that is adoptable by grammes lays special emphasis on the education of Scheduled Tribe students since the distinctive socio us. cultural milieu and characteristics of the tribal com munities need to be taken into account. The biggest hurdle which is probably coining in the way of speedier educational development in most States in the lack of adequate resources. This han As decided by the Central Advisory Board bn dicap is even more pronounced in the case of States Education in its meeting held in October, 1993. we like Nagaland and other North-Eastern States which are in the process of preparing a Plan of Action for have hardly any internal resources of their own. Primary and Secondary Education for the next Five Everv social measure, including education, has a cost Years. This would require massive investments if attached to it and the bulk of this cost has to be borne the Plan is to be implemented in its totality. We bv the State Government since most of our education shall have to approach the Government of India for is in the Government sector. The inadequacy of help in terms of financial resources for implementing resources has its effect oarticularlv in terms of increa the Plan of Action from time to time. We are confi sing the coverage, appointment and training of tea dent that with the assistance of Central Government, chers, construction of school buildings, purchase «f we shall be able to achieve our targets. 44 In respect of the recommendations of the NDC The Report of the CABE Committee On Decentra Committee on Literacy we support their recommenda lised Management of Education has been received by tion on Operation Blackboard since this programme us only a few days back and we have not been able has had a very positive impact in the State. As to examine the recommendations in detail. Broadly suggested by the Committee, the provision of contin speaking, we agree that the direct involvement of Dis gencies for repairs and maintenance of equipment is trict and Village level bodies in the management of essential. I would suggest that, Operation Blackboard education is not only desirable but also essential if the should be extended to Middle Schools also. goals of EFA and total literacy are to be achieved. At the same time, decentralisation has to be a gradual process. Any hasty attempt to decentralise responsi The Government of India’s scheme for siipply of bilities and powers without making the concerned bo conces:ional paper for printing text books has unfortu dies ready for shouldering such responsibilities could nately been discontinued. This has had an adverse prove to be counter-productive. Here again, the eifeci on needy tribal students in particular. In or question of resources is significant since I find that der to bring down the cost of text books, I would there is a heavy dependence on transfer of Plan and urge that this scheme may be revived. The recom Non-Plan funds from the State Government to the mendation of the Committee for relaxation of formal local bodies. I am afraid that for resource starved educational qualifications for appointment of primary State like Nagaland this may not be feasible without teachers has various ramifications. While the un adequate support from the Centre, since the require derlying idea is no doubt laudable, its effect on the ments would exceed the funds presently available with quality of education could be significant. In Naga the State Government for the education sector. In land, for instance, the minimum qualification for a order to give us more time to examine all the ramifi primary teacher is Pre-University passed for general cations of this Report, I would suggest that concrete tribal candidates and Class Nine passed for educatio views of the State Government could be further dis nally backward areas. Any further relaxation may cussed in the CABE meeting being held on March 2nd not serve the best ipt,erest of the students. 1994. I would like to congratulate Shri Moily and other Members of the Committee for the painstaking In rcspcct of adult education, the Committee has work which they have put in for bringing out the made some excellent recommendations. However, Report. the existing norm of one Jana Shiksha Nilayam for a cluster of villages with a population of 5000 will not On conclusion, I would like to thank the Prime be workable in hilly states, having far flung villages Minister and the Minister for Human Resource Deve and lack of transportation facilities. I would suggest lopment for giving me this opportunity to express my that for such states, one Nilayam each may be set up views and I would like to assure them that the Go for villages within a three kms. radius irrespective of vernment of Nagaland lays the highest priority on uni population size. Moreover, the programme of provi versal education so that the people of our State can ding honorarium and light charges to instructors may also enjoy the full benefits of progress and develop be revived. ment.

12—414Edu./94 A n n e x u r e x i v SPEECH BY

Thiru V. VAITH1LINGAM Chief Minister of Pondicherry

I heartily thank our beloved Prime Minister and the Primary Schools in which they are attached. Ihis Union Minister for Human Resource Development, situation ensures better enrolment and retention of for their commitment to the cause of education in the students in the next stage of education. Therefore, realisation of the constitutional goals of education. this Union territory is able to achieve nearly 137% of ratio of enrolment by adopting the strategy of me The Union territory of Pondicherry scrupulously thodical distribution of all Primary Schools within follows t,he guidelines of Government of I,ndia in one Kilometre of the habitation of school-going chil achieving the targeted goals of education in the dif dren. In addition to that, several support services ferent prioritised areas of major national concerns like for maximum retention have been provided in the Literacy, Education For All (EFA), Decentralised form of free mid-day meals upto VIII standard, free Management of Education and reducing the load of suppy of text-books. uniforms and stationery upto school students while improving the quality and ex V standard, retention scholarships especially for S.C. cellence of education. I feel privileged to inform gills ?,nd merit prizes for girl children. Above all this August forum that we have taken the lead in all we pursue the strategy of converging all services avai the. above national concerns and I wish to focus in lable in other agencies and departments of this Unit nutshell the different initiatives taken by the Union on territory for achieving Universalisation of Eleme- Territory Administration of Pondicherry. tary Education. It is not out of place to mention that education for girls in this Union territory is the Under Total Literacy Campaign, popularly known topmost priority. Girls institutions, nearly 50, are as ‘Puduvai Arivoli lyakkam’ launched in 1989, the rua by this Administration in addition ty> the co-tdi> strategy of achieving total literacy has been planned cational institutions from Primary to Collegiate level in two phases of covering all population in the age of Education. The number of women teachers i;i group of 15—40 to become neo-literates in the first this Union territory at Primary stage constitutes 40% phase and subsequently starting of post-literacy cam and 44% in respect of High School stage and 42% paign in the second phaSe. On this occasion, I am in respect of Higher Secondary stage. I am proud proud to inform that our Territory was the second that th's status of women teachers itself shows that State to achieve total literacy status after Kerala and our Territory has also taken lead to empowering wo also the first Union territory for which we have been men. Our Government is also very keen to ensure honoured with UNESCO’s King Sejong’s Literacy equality of all vulnerable sections like S.C/S.T., Mino Prize for' the year 1992. Now, we pursue the second rities and Physically Handicapped by implementing of total literacy as the post-literacy phase special schemes for their upliftment. At this junc by setting up of 530. Arivoli Contact and Continu ture I should mention that a thrust will be given du ing Education Centres with information about all de ring 1994-95 to the proposed scheme of Action 6-14 velopmental agencies/departments. Our special focus under non-formal education to cover 3,000 learners under the post-literacy campaign is to provide through the well established mode of Post-Literacy women their rightful share by creating aware Campaign. ness about their legal liightjs and vocational training for young women and youth. This Union territory has carefully considered the During this phase. primers specially develo concept of Decentralised Management of Education ped for neo-literates of this Union territory have been by transferring some of the Schools to Village and distributed in these Arivoli Contact and Containing Commune Panchayats and Municipalities. But con Education Centres. Under this phase, we have also sidering the population, infrastructure, our existing given training for all the volunteers and other func traditional system and financial resources, it ma;y not tionaries to pursue effectively this second phase of be viable and wise to transfer the educational institu Post-Literacy Campaign. During this phase, we will tions at tliis stage, In this circumstance, I shall concentrate on all those who have been left out in mention that elections to the Panchayati Raj Institu the first phase of the campaign. tions are yet to be held and the devolution of ma nagement of education to Panchayati Raj Institutions Under the component of ‘Education For All’, the may be an additional burden on their resources. Union territory of Pondicherry has taken several ini Hence, the Government is of the opinion that at pre tiatives under Early Childhood Care and Education sent this concept of decentralised management of (ECCE), Universalisation of Elementary Education education involving local Self-Government has to be (U EE),’and Empowerment of Women to ensure wo examined from various realistic angles. men’s equality. I wish to mention here that the Department of Education runs 43 Pre-Primary Under the national concern of reducing the aca Schools with all infrastructural facilities available in demic burden of school students, this Union territory 46 47 has organised a meeting of Headmasters of Primary To conclude. 1 wish to say that this Union territory Schools if both Government and Private, to reiterate is very keen in the improvement of Quality of Educa the views of Prof. Yashpal Committee. We have tion because this Territory has achieved the target of providing access to education from Primary to Colle decided to experiment this concept in the schools by giate levels of education and the Total Literacy Cam selecting six Primary Schools—three Government and paign including the Post-Literacy Phase now pursued three private in our Territory from the current year in this Union territory will give further impetus in itself and the findings of this experiment may give the efforts of the quality improvement of education fruitful results for the whole nation. At this junc in this Union territory. ture, I shall mention that our Territory has planned to organise Workshops of Head of Primary Schools Once again, I heartily thank the Hon’ble Prime of both Government and private institutions in co Minister, Hon’ble Union Minister for Human Resource ordination with the expertise of NCERT, Tamil Nadu Development, Hon’ble Chief Ministers from various and Pondicherry. I hope that our Territory will States/Union territories and other academicians for also benefit from the wide ranging debate on this their contribution in achieving the goals of education matter in this meeting. on the abovesaid national concerns of education. ANNEXURE XV

SPEECH BY

LT. GEN. V. K. NAYAR, PVSM, SM (RETD.) Governor of Manipur

At the outset, I would like to thank the Prime Minis entrusting supervisory and developmental responsi ter for giving me opportunity to place certain informa bilities to School Management Committees set-up with tion and views on the issues of Decentralisation of people’s representation. The initial result of the Management of Education, ‘Literacy’ and “Education endeavour was found encouraging. For All” in the light of the “Delhi Declaration” of nine high population developing countries vis-a-vis the Need for Cautious approach mandate of the Indian Constitution to provide free and compulsory education for all children. While appreciating the need for devolution of powers, as on date, the local bodies in the State are State Plan of action lacking in experience and capability. Therefore, as also mentioned in the Committee Report, devolution In this connection, may I mention that the Stale may be done gradually and cautiously. Government has taken steps to formulate the State Plan of Action in consonance with the National 11. Education tor all Policy on Education (1986) and the guidelines laid down in the Programme of Action (POA) 1992 and Delhi Declaration also keeping in view the local1 specific priorities- We endorse the Delhi Declaration as it focuses on the fact that the aspirations and development goals I. Decentralised Management of Education can be fulfilled only by ensuring education to all people. At the same time, we cannot deny the CABE Committee Report reality that the school would not reach all children We are seized of the urgency of taking tangible steps before the coriimenccment of the 21st century for in the direction of decentralisation of the manage various socio-economic reasons, ment of education as stressed in the Report of the CABE Committee. With regard to devolution of Profile of Education in Manipur powers and responsibilities upon the local bodies, State Aberrations legislation in line with the Constitution (Seventy-third Amendment) and (Seventy-fourth Amendment) Acts, With 59.89 literacy percentage in 1991, Manipur 1992 is on the anvil. In Manipur, there is a dicho ranks 16 among the States/U.Ts. in India. This is tomy of functions and territorial jurisdiction between against 49.61% in 1981. However, despite the the Panchayati Raj institutions and the Autonomous phenomenal expansion of education and the relative District Councils. In the valley districts, we have growth in literacy in the State since independence, two-tier Panchayat System—Gram Panchayat and 52.40% of the State’s women population is still illi Panchayat Samiti operating at the village and Block terate and only 73% of children within the age group levels respectively. The new legislation, which is al of 6— 14 years are enrolled in the schools. In other ready underway, contemplates replacement of the Pan words, 0.97 lakh children in this age group are still chayat Samiti by Zilla Parishad. The local bodies outside the formal education system. Besides, the would deal with education, of course within the ambit drop out rate of 45.05 p.c. in the classes IV—VIII, of the Government system. In 5 (five) tribal popu 65.67% and 65.95% in respect of ST and SC children lated hill districts, autonomous district councils having respectively, has causcd serious concern to the Government. More than 50% of the Primary statutory powers and functions are manacins orimarv teachers are untrained which implies the need for up education. However, our experience is that the grading the training facilities like District Institute of system leaves much to be desired. Education and Training (DIET). Not less than 45% of the primary schools has ‘Ka*cha’ buildings. 234 Decentralisation measures taken by State villages do not have primary schools within 1 (one) To start with. State level Advisory Board and Dis Km. Worst of all, ethnic strife in the hill districts of trict Arivicorv Boards of Education have been consti Manipur has resulted into dislocation of about 400 tuted with n wide ran we of functions as laid down in village settlements and caused extensive damage to the POA ('109?.'). Side bv side, my Government has infrastructure developed in the last few decades. The annointed a Stafe Education Commission. Tnter- villagers need to be rehabilitated, with relocation of alia, decentralisation measures have been taken by schools at substantial cost. Unfortunately, deficit 49

States like Manipur tend to get Government fuuds thousand children in the age group of 6—14 years are diverted towards lighting militancy, thereby creating still outside the formal education system and about an avoidable impoverished situation in which the 2 (two) lakhs adult population in the age group of State’s priorities get distorted more often than not. 15—35 years are illiterate. My experience in the norJi-eastern region tells me that in the face of uni Need for Centre's Intervention que local situations and difficult terrain e.g. very low density population of 82 per square kilometre In the face of this uphill task, 1 would urge the Gov coupled with sparsely settled tiny hamlets in the hills ernment of India to intervene in terms of providing constituting nine-tenth of the total area of Manipui, lump sum relief grant or special funds under the migratory tribes whose habitats shift from place to Border Area Development Programme to restore place unpredictably, etc. a great deal of flexibility the infrastructural facilities wiped out in the strife- would need to be infused into the Government struc torn hill areas and to provide single teachers for the tured all India norms. schoolless villages. On our part we fully realise that the State Government should devise an effective A critical issue mechanism for consolidation and optimal utilisation of 'he resources at its command. This implied the need Manipuri Language to work out modalities for convergence of different services like primary education, non-formal education, Respected Chairman and Hon’ble Chief Ministers, primary health, early childhood care and Integrated would you bear with me, if I deviate for a while and- Child Development Scheme (ICDS). draw your kind attention to a critical issue concerning my State. That is about the euphoria among the Manipuris when Manipuri Language was included in III. Report of NDC Committee on Literacy the 8th Schedule of the Constitution of India. This is their pride, which should be appreciated and Comment on the Committee Report sustained even in the context of National Integration We endorse the NDC Committee recommendations more so in the wake of insurgency with secessionist on various points for structural changes and overtones. Therefore, I would urge to Govt, of democratic decentralisation. Empowerment of wo India to consider the State Govt’s request for pro men, elimination of disparities of access and improv viding assistance towards promotion and develop ing the quality and relevance of education are the ment of Manipuri Language. other major areas of concern to enhance the pace of V ocationalisation achieving universal basic literacy. Agriculture University Distance from the Goal Engineering and Allied Studies The task ahead Vocationalisation in the context of Manipur should have a strong agricultural orientation with adequate As I have just dwelt brifly on the profile of educa focus on electronics- The Central Agriculture Uni tion in Manipur, the State is still at a considerable versity would need to be fully activated. Since the distance from the goal of universal literacy. On the State has no Engineering College, we would request one hand, it is a question of “expanding primary the Centre to allot more seats for Engineering and education” and of improving the “holding power of the Allied Courses, especially for Electronics and Com schools” to prevent illiteracy in future. On the puter Science in order to meet local demands. other hand, the adolescents and adults who have missed the opportunity of formal education system Manipur University need to be served through “functional literacy and The State’s resource crunch has affected higher edu adult education programmes”. The task is gigantic cation. The Manipur University, which was estab even in the context of tiny states like Manipur and lished by a State legislation is limping for want of Nagaland. Interestingly, we are also faced with the resources to develop infrastructure. While establish problem of quality-quantity mismatch. All said and ing the University, Manipur did not receive any done, the colleges producing ordinary graduates in “foundation grant” from UGC. Hence the stagnation. large numbers have not delivered goods. This im I would therefore urge the University Grant Com plies the need to reorient the thrust of education, for mission, through the Centra! Advisory Board of Edu instance, through dynamic marketing of the voca cation and the Govt, of India, for providing lump tional courses as well as improvement of the content sum “foundation grant” in order to strengthen the lone and process of education as it should be directly University in Manipur. related to one’s environs. In a society with more than half of the population below the poverty line, Conclusion the children in the age group of 11— 14 years have bccome most vulnerable, because of their potential Finally, I would again thank the Respected Chair in the labpijr market, Jn my State, nintyscven man and the Hon’ble Chief Ministers present, ANNEXURE XVI

SPEECH OF SHRI ACHINTYA RAY Minister-in-charge- Primary & Secondary Education Department and SMT. ANJU KAR

Minister of State-in-Charge

Mass Education Extension Department West Bengal

To begin with we must express our gratitude to the teachers and arranging their proper training and open Hon’ble Prime Minister for convening this special ing of new schools wherever necessary. meeting on some important issues like Literacy, Edu cation for All and Decentralised Management of Edu It is also felt that we should adopt a holistic view of cation and Reports thereon. the total educational needs and try to build up a multi track approach designed to provide adult literacy, ele We would like to place our views on these issues as mentary education and post-literacy-cum-contiiiuing follows : education to the children who for certain leasons are unable to receive formal education. In the context of post-literacy and continuing education, a fresh 1. A note on Mass Literacy Programme thinking is required for making provision of permanent infrastructural facilities like JSNs to be run by the Zilla The census of 1991 shows that during the 1980’s Saksharata Samitiies under the active guidance and while the percentage of literacy in India has increased supervision of the State Government. A uniform by 8.55%: the number of illiterates has also increased policy is the need of the day. by 26.98 millions. In case of West Bengal, the figures are respectively 9.80% and 0.81 million. Thus it is Since West- Bengal will be covering all the 'districts evident that ah alarming growth of population has under Total Literacy Campaign during 8th Five Year more than neutralised the appreciable increase in the Plan, our aim is not to stop by making them literate percentage of literacy in our country. at the minimum level but to enrich their knowledge, skills and improve their functional capabilities. The task before the State Government is immense The State Government has already chalked out a posl- as it intends to give basic literacy to the people of literacy programme which include remedial action, West Bengal within the shortest possible period of continuation of learning activities and application of time. Out of this, about 130 lakh persons have literacy skills to actual living and working conditions, already been covered within a short span of 3 years. the stress being on the application of literacy skills. 49.06 lakh persons have also attained the minimum level of literacy as per the norms laid down by the Our experience shows that while community par' i- National Literacy Mission. This has resulted in the cipation and voluntary service through local bodies rise of literacy rate in the State from 57.72% in 1991 was available relatively easily during TLC phase, the to estimated 66.38% in December, 1993. spirit of voluntarism is dwindling during PLC. This is primarily because voluntarism can’t be sustained for As a result, literacy drive in the ] 5 districts of West a long time and secondarily because the right quality Bengal including Calcutta has brought to focus some, requirements of PLC volunteers are not being met in prominent issues like enrichment of school-going many cases. It is high time, therefore, that a children through increasing number of fresher groups policy decision is taken at the national level as regards i.e. parents, communities, etc. induction of appropriate instructor-guides from the employed categories of people for the PLC with cer- Although in our State there has already been subs !in provision for incentives., tantially additional enrolment in the primary schools, unfortunately the existing primary school system 2. Some Points on Education for All suffers from infrastrucf&ral deficiences both in school Low per capita income : We all know that illiteracy building and in teaching /earning inputs. A minimum is mostly prevalent in families having very low per thrust to make up these deficiencies, is, therefore, capita income. The world has learnt that whether necessary and it is necessary also that the existing in it is reduction of population growth or improvement frastructural deficiencies in the primary school system in agricultural productivity or whatever, all these are removed by way of recruitment of additional depend on having a working force which is literate which has at least a sound basic education. Any either the tools have not been very efficient or many economic reform should, therefore, primarily try of the subsidies are not aimed at the poor and have to improve the standard of living of the vast illiterate become very generalised. With better target masses, simultaneously improving the rate of literacy ing, for the same amount of money we and qualify of basic education of its people. can have many more sharply focussed program me to really help the vulnerable section and Land reforms : With a view to improving the stan still have resources left to invest in more productive dard of living of the uiral poor, one fundamctVal iask enterprises, in infrastructure which is essential for the foreseen during the first and second plan period arid economy to grow rapidly. The Indian banks may also during (he early years of Smt. Gandhi’s Prime come forward with specific programmes to improve Ministership was aimed at carrying out different as the assets of educational institutions and for that they pects in land reforms. This was a step in right direc may have to spend only a marginal amount of their tion. It is essential to implement the land ceiling total investment. policy am! relevant Acts on land reforms expeditiously and vigorously. Self-reliance should be the goal of the country’s edu cational policy and planning. Access for all : In the changed scenario in West Bengal in the last decade, access to basic learning is 3. Report of CABE Committee on Deccntralised guaranteed, but retention of children in schools for Management of Education at least 4 years is difficult in spite of various inccnlive We fully agree to the policy of Decentralised Man programmes like free education, mid-day meal, school agement of Education Further, we are in common dresses, stipend, etc. It is felt that the problem should agreement with the Seventyihird and Seventy-fourth be tackled in a comprehensive manner on a Amendments and the listed Scheduled of the Constitu country-wide basis so that a general impact may be tion of India. created throughout the country. In fact, we have a three-tier Panchayat Body at the Rale of media : Communication media arc funda District, Block and Village levels. The Left Front mental allies of basic education in at least three ways : Government conducted the Fourth time Panchayat (a) as a complimentary instruction tool; Election in May last with specific features of reserva tion of sea's for Scheduled Castes and Scheduled (b) as means of upgrading teachers and super Tribes and for the women in each tier. fen number visors’ skills and keeping their morale and of Standing Committees are introduced by legislation moiiva ion high by fostering a sense of to each Zilla Parishad and each Panchayat Samity. A professional solidarity; and good number of women, Scheduled Caste and Sche (c) as channels for advocacy, public information duled Tribe candidates are elected as heads of these and shaping opinion in favour of basic edu Bodies. Planning is formulated from the Panchayat cation. Samity level and almost fifty per cent of Plan Budget is spent through these Decentralised Bodies. Each Zila Better use of the media requires greater attention Parishad and each Panchayat Samity has a Sthayee to issue such as training of personnel in programme Samity (i.e. Standing Committee) on Education and production and in pedugogical use of media, improv Culture. ing programme quality and recognising the specific strengths and limitations of communications media We have gone through the recommendations in when tiiey are used for educaional purpose. Unfortu Chapter IV of the document : CABE Committee on nately in Indian context, the role of media is far from Deccntralised Management of Education. Regarding (he expected standard. In an English daily published Para 4.5 and the projection in pages 16 to 19 of the from Calcutta, there is all sort of propaganda for pupil Report we have an alternative view. Without land belonging to a particular class of citizens. It is felt reform, functioning of the Panchayati Raj Bodies will that a systematic programme is needed to be solved be controlled by the local vested interest. People’s and carried out with the assistance of the Ministry of participation and the money for development will be Information and Broadcasting. of no use.

Role of Indian banks : Perhaps the Indian banks do On the other hand, there are statutorily constituted not have presently any programme of development of Educational Bodies in West Bengal, such as. District human resources. Though for long time, poverty Primary Education Council, Slate Primary Board, eradication has been the focus of Indian Planning, Secondary Education Board, Higher Secondary Educa- 52 institutions to equip them to catch up with new trends tation course for Primary School Teachers in three Bodies are taken up by democratically elected persons. years with the fund from NCERT to be given for this These Bodies work in co-bperation with Panchayat purpose. Bodies down to the lowest level. We are reviewing further how Panchayat be linked At present, orientation course is going on for newly with literacy and formai education in the light of the elected Panchayat heads where educational principles 73rd and 74th Amendment Of the Cdnstitiitidn. At and projects arc also included for training. Similarly this stage Village Education Committees may be set up with the help of the UNICEF a State-wide intensive for supervising and monitoring purposes. In the campaign for enrolment, retention, evaluation and district named by Burdhman such type of Committee is development of elementary education is in progress in vogue on an experimental basis. Recruitment, with the co-operation of Panchayat Bodies. We are transfer and discipline may vest with the Statutory also going ahead through our SCERT with the orien Educational Bodies- ANNEXURE XVII SPEECH OF SRI K. VIJAYA BHASKARA REDDY Chief Minister Presented By DR. P. V. RANGA RAO Minister for Education

Let me, at the outset, communicate to all of you constant exchange of information on die strategies and bow sorry I am to be missing tms conference of Cnxef initiatives, as well as to acveiop appropriate meuiouo- Ministers convened to discuss issues relating to Lite logies. racy and decentralised management of education, so vnal for our nation’s development. My duty 10 the The picture of literacy in India is a cause for con Legislative Assembly obliges me to be away from this cern and, at tiie same time, great nope. It is a m atter august gathering. 1 am ceitain that my Government’s of concern that noiwiins.anamg tne phenomenal growth views Wih be ably reflected by my young colleague and in literacy percentage Detween tne years 1951 and Education Minister Dr. P. V. Ranga Kao, wnose deui- 1991, tne number ot illiterates has actually grown. At ca.ion to the cause of education is well known. I send the same time, we are all enthused by tne dedicated my best wishes for the success of this conference. ettort with w m ch millions of our young men and women, and at times even boys and guis, are ngnling That the world at large has realised the pre-eminent this problem particularly tmougn tne lOtul Literacy role of Literacy in human development is indicated by Campaign, a significant feature of whicn is me all the Jomuen call of EDUCATION JrOR ALL BY 2000 round support tnat tne programme enjoys. It is essen A.D. L must congratulate you. Prune Minister Sir, for tial that the fruit ot this campaign are sustained having brought together the Nine High Population co througn adequate inves-mems in juemeniary tuuca- untries, together accounting for 75%? of the world’s tion, both tmougn internal ellort and tmougn external illiterate population, for a summit in New Delhi in assistance. It is against the backdrop of such a need December 1993. The Delhi declaration would in that tne NDC had endorsed Jie report of tne iuU deed be written in golden letters. The Hon’ble Prime Committee on Literacy, containing various recom Minister's announcement raising the investment level mendations regarding both Liementary and Adult in education to at least 6% of GDP has generated Education. great hopes and joy among everyone who holds edu cation dear. It is indeed only fitting that you have taken the initiative of convening this Chief Ministers’ I am happy to inform this august gathering that the conference to immediately lay the foundations of a various steps recently being taken by us in Andhra strong action plan for achieving the objective of EFA, Pradesh are such as to give sliape to NDC’s recom Sri Arjun Singhji deserves to be complimented for mendations. We are on the verge of covering the launching a vigorous and sustained campaign against entire Stats under Total Li eracy Campaign. It is in one of the persistent scourges in modern society— deed gratifying to note from the agenda notes for this illiteracy. conference that Andhra Pradesh is doing well in this sector. There is however no room for complacence in If the Nine Countries represented at the recent Sum an empowering programme of this nature. We have mit contain 75% of the world’s illiterate populaiou, therefore resolved to redouble our efforts and ensure India alone accounts for 30%. Here agam, eleven the success of this programme and, in the process, see States namely, Andhra Pradesh, Bifiar, Gujarat, Kar that all persons belonging to Scheduled Castes and nataka, Madhya Pradesh, Maharashtra, Orissa, Rajas Scheduled Tribes are made literate at the earliest. 1 than, Tamil Nadu, Uttar Pradesh and West Bengal, would urge you, sir, to ensure that the To al Literacy each of which has more than ten million illiterate per programme is continued in the Ninth Plan, on the sons, account for over 90% of the country’s illiterate same funding basis. population. In other words, these eleven states in themselves contain more than 25% of the world’s illi If we have to avoid having to treat the problem of terate population. I strongly feel, sir, that these eleven adult illiteracy again in future, it is essential that the States must bs considered for special attention if our children of school-going age receive education, at least march towards the goal of EFA by 2000 A D. is to upto the Elementary stage. Universal enrolment and succeed. May I venture to suggest that we require retention are the major concerns. I have announced not only to monitor the progress but also maintain a my Government’s resolve to supply text books free of sustained dialogue among these States every six months cost to all children studying in Classes I to V in Gov at the highest level. I would like to take this opportu ernment and local body schools, in keeping with the nity to invite you sir, as also the Minister for HRD NDC’s recommendations. We are also embarking and the Chief Ministers of the ten States to Hyderabad upon a programme of universal retention, beginning in July, 1994 for the first of such deliberations. I from the second standard in the academic year 1994, would also suggest that we set up an EFA Secretariat and progressively going higher so tha*, before the year for these eleven States so as to serve as a forum for a 2000 A.D. we would have achieved universalisation 13—414Edu/94 £4

of Elementary Education. We are also committed to would also ensure a higher degree efficiency of invest giving a uiup to iNOii-ronnal tiaucauon. Uur pro ment in education, which is essential in the context of posals tor sanction o i iu,uu0 aa o iu o n a l N tn centres the commitment for raising the investment levels in the Win, i am sure, snortly receive me concurrence or tne years to come. In this regard, I must compliment Munster tor i-ial). 1 eL auotner area receiving our you, sir, on your commitment to raise the level of in attention is tne upen Learning system wmcn nos nad vestment in education to 6% of GDP by the year 2000 very encouragmg results. We piopose extending tins A.D., if not earlier. We also express our solidarity system m sucu a m an n er as to progressively serve as with this commitment notwithstanding the limi.ed an enecUve model ot Non-formal jsuucation, and to financial capability of the State Government. We particularly suoserve girls as well as cnudrea ot weaker shall leave no stone unturned in mobilising the required sections, among whom the dropout rate is Jugiier. resources bo h through Government and outside. I am happy to note that the external funding agencies are Education-however cannot remain a matter of purely also evincing a keen interest in the process. governmental concern. MoDitisanon ot communny is an essential prerequisite. We nave recenay liDeransed There is one aspect which requires your attention tne rules governing uie conuuct oi private scnoois m- No.wunsianumg tne liberalisation ot our economy and ciuorug minority educational institutions. But since tne resultant unnnnsmng activity of tne ’State", uie private euort is likeiy to De restricted largely 10 uioan States wm couunue to oe responsiDie for investments areas, tne requirements ot rural areas wm nave to in in sectors such as Health and Education, ine pro volve a cojistucraoie aegree 0 1 coimnumty enort. ine active roie tnat tne states will have to piay in deliver ?jru (UwaiUuoa amendment Ac., aesigncu 10 irani- ing universal and nign quality eoucauon and social ter appropriate powers to uie giass root level is a surety net programmes necessitate tnat mey also nave Umeiy measure. Snutaole legislation tor Panchayati access to Uie rquired resources- This was emphasised &aj nas been introduced w tne Andnra Pradesn legis by us to me lentn finance Commission during uieii lative Assembly ana is receiving Jie atienuon oi uie recent visit to Hyderabad. I do nope tna. tne nnancial Select committee. We welcome tne initiative taken by requirement of the States for achieving EFA wiU be the Central Advisory Board on Education in constitut kept in view wmie working out the financial arrange ing the Moily Committee on Decentralised Mauage- ments. It would, in my opituon, be eminently Qcsu- atent of huucation, witn whicn our Jtuucaaon Minis able to constitute a CABE Committee to deliberate ter had the privilege erf being associated ail through, upon the financial requirements and to make necessary We. equally welcome, in principle, tne Commi.tee’s recommendations. In this connection, I feel it is essen recommendations. While the Village Education Com tial to underline the need to mobilise resources from mittees need to be set up and allowed to function enec- all sources including financial institutions so as to give tevely, ttieir design must be such as to carry with tliem grea.er impetus to and accelerate the growth erf Edu all sections of society. They also need to have appro cation. priate statutory powers. Decentralised Management of Education is m essential path towards EFA. While focusiag on-the quantitative aspects of EFA, the qualitative aspects cannot be lost sight of. This, like democracy, calls for eternal vigilance and constant •' True decentralisation however occurs only when the effort regarding curriculum as well as teacher compe Village Education Committees have con.rol over finan tencies. We, in Andhra Pradesh, have initiated an cial resources. So long as the VECs are dependent on exercise of involving teachers in writing text books and external funds, they will be subject to external control I hope this would prove to be useful in the years to The NDC’s recommendation for levy of Education come. Likewise, we are aiso focusing our attention cess must be viewed in this light. I would s rongly on teacher education. The Andhra Pradesh Primary recommend that instead of levying a centralised cess, Educa ion Project, with its emphasis on making class it would be far more c’esirable to empower the VECs room teaching attractive and effective, has already to levy and collect a Village Education Fund as per proved useful in reducing the dropout rate and increas their requirement and as they see fit, subject to the ing enrolment. We are looking forward to launching fund’s utilisation and audit being overseen by external the District Primary Education Programme authority. Given the value that every section of our society attaches to Education, I have no doubt that the Sir, the task before us is s'upendous. The road is response to such a move will be highly encouraging. long and the time limited. But our heart is full of Besides, such an effort would lead to greater involve courage, and mind firm with resolve. God willing we ment of community in the educational process. This shall achieve the task. ANNEXURE—XVIII ADDRESS BY SIIRI K. KARUNAKARAN Chief Minister, Kerala Presented by SHRI E. T. MOHD. BASHEER At the outset let me congratulate the Honourable Kerala has achieved the unique distinction of being Prime Minister for holding this conference which I the first state in the country to become totally literate. consider an important landmark in our onward march While taking due credit for the remarkable achieve towards education for al!. This meeting has come ment by Government, we realise that this is c*ny a close on heels of the “Delhi Declaration’' adopted in humble begnriing and in order to sustain this acheive- the ‘Education for All Summit’. The Delhi Decla nient we have to do enormous kork in the field of adult ration sums up the concept behind our polic}' on edu literacy from now onwards. I would like to mention cation and the Action Plan which emanated from it that the post literacy programme in the tribal areas specifics its operational aspects. Supplementing and the coastal belt in the State requires more attention these two documents we have now at our disposal and resources. I appeal to the Government of India valid and authentic reports of the National Develop and the Hon’ble Prime Minister that, recognising our ment Council’s committee on literacy, and the reports pioneering work in the field, Government of India may of the Central Advisory Board of Education on de sanction necessary financial assistance to continue the centralised management of education. The seventy- programme. One of the major recommendations third and seventy-fourth constitutional amendments in the National Development Council Committee Re are three as convincing evidence of the concern of port on Literacy is that all these programmes should the Government and the people of India for educa have people’s participation. Kerala has a glorious track ting all and the commitment to achieve this objective record of voluntarism and at all levels in out literacy through people’s participation. These documents camputuig the active participation of voluntary agen are certainly cogent and comprehensive. Our effort cies, people’s movements and political parties have at this meeting, as I perceive it, should be to draw up been ensured and in future also we will continue ihis ways and means of how best to implement them in approach. how short a time. When we talk of education we are not talking of an Kerala has achieved 100% enrolment of school go action programme of a particular Government for a ing children of the age of six to fourteen years. All particular period. Education holds the key to our the same we have problems regarding drop outs and future. When we discuss education we are discharg lack of educational facilities for the most backward ing a responsibility to the future. Democracy cannot communities like Scheduled Tribes. In the field of survice without an educated mass base. Society can minority girls education also we have a vast ground to not progress without an educated citizenry. Our cover. We are also focusing our attention on provi heritage cannot be enriched without an educated po ding necessary and congenial infrastructure quality im pulace. Gandhiji was sharing with us a home-truth provement and teachers training. We have chalked when he said “Education is a basic tool for the de a host of programmes for quality improvement and velopment of consciousness and re-constitution of teachers training. Through the Parent-Teacher As society”. sociation we are trying to get the increased involve ment of mothers in a big way. Our initial experien One> of the key issues discussed in this meeting is the ces in this direction has paid rich dividents and with decentralised management of education. Govern active participation of the District Councils Pancha ment of India and especia’ly our late Prime Minister yats and voluntary agencies working in this field, we Shri Rajiv Gandhi have given great emphasis on de are expanding this programme throughout the State. centralisation- The 73 rd and 74th amendments of As part of the quality improvement programme, we the constitution, giving enormous authority to the grass have also revised our syllabus and new text books have root level, is in fact the realisation of Rajiviji’s dream. been prepared for this. I am very happy to inform this august house that Government of Kerala have delegated a wide variety of powers which were hitherto exercised bv the State We fully realise the fact that any improvement pro Government to the district level and sub district level gramme in the educational field will not be successful officers. Our Government intends to arm the munici without the active participation and co-operation of palities and panchayats With sufficient authority in our teachers. We fully realise the importance given matters relatine to education. We would like to to the teacher in the new education policy. Within our make education the people’s responsibility and people’s limited resource we have revised the pay scales of our activity at the cutting edge level. The detai's are being teachers recently. AU our District Institutes of Educa worked out and we will be finalising this process tion and Training are working in full swing and •very soon. teachers are given inservice training through these 14—4!4 Edu/94 S6 institutions to equip them to catch up with new trends If education is basic to the sustenance of demo in education. Apart from from the training imparted cracy, progress of society, enrichment of culture and by the DIET we also have been organising a large elevation of mind, it cannot be left as a matter to be dealt with by GovenrmenC. alone. People’s education number of training programmes for the Secondary should be a people’s movement and a people’s pro School Teachers. gramme. Government can at best remain as a faci litator encouraging people’s initiative, mobilising Our Government fully endorse the view expressed local resources and activating local management. by the Yashpal Committee on reducing the work load While the State has to step in to fulfil our constitu of children. Workshops on the subject are being con tional commitment and moral obligation to provide ducted in the districts and we will be coming out with elementary education for all and promote adult edu a detailed action plan “For Learning Without Burden” cation in every way, we should ensure that the soil is very shortly. Our Government fully accept the sug left fertile for private initiative to flourish in this field gestions and recommendations made by the CABE I consider the 73rd and 74th amendments as effective Committee on Physical Education and Sports- Due constitutional instruments to provide power to the to financial constraints we are not in a position to ap people to enducate themselves. I endorse the well- point the required number of physical education tea me.uiwig suggestions and the concrete proposale con chers in our schools. We appeal to the Government tained in the valuable documents presented here for of India that necessary financial support may be pro our enlightenment. I trust, this conference would up vided to implement the suggestions made by this with specific suggestions for achieving tangible results Committee. in oui campaign to provide education for all. ANNEXURE XIX

SPEECH BY

SHRI P. C. GHADEI Minister, Education (School and Mass) Orissa

On behalf of the Chief Minister, Orissa, It is my (ii) Prior to December ’91, 34 Adult Education privilage to convey to the Hon’ble Prime Minister and Projects (19 RFLP-f-15 SAEPs) were functioing all of you our good wishes. We hope that the deli in the State. After closure of the said Projects berations will generate the required motivations, with effect from December ’91, 1110 Centre and appropriate strategies and well-defined initiatives so 604 State JSNs are being operationalised in the State tha* the benefit of qualitative education reaches every to impart continuing and follow up education to the citizen of this country, in general, and the people of neo-literates. Orissa, in particular. 5. Education for All 2. While we do broadly agree with the recommen dations of the (a) NDC Committee on Literacy, (b) (i) In pursuance of Government of India’s request EFA Summit in terms of the Delhi Declaration, to to the State Governments to formulate strategies and be achieved by 2000 AD, and (c) CABE Committee implement programmes for attainment of Basio mi Decentralised Management of Education, 1 wish Learning Needs of all by 2000 AD, I would like to to place before this august meeting that the same can state that Government of Orissa was the first State in be implemented only if (a) adequate Central Govern the country to constitute a Task Force in May, 1992 ment support in terms of enhanced/new grants are to prepare an Action Plan with a view to realise the made available to achieve the physical targets over EFA goals. The Task Force submitted its draft and above that economically poor States like Orissa report. Government after careful examination de can afford, and (b) externally aided-projects are sired some modifications. The final report is likely expeditiously appraised by Government of India in to be available by the end of February, 1994. which State Government functionaries are also asso ciated. (ii) On the basis of the recommendations in the 3. It may interest you to know that in Orissa, the Programme of Action 1992 (Government of India), State Plan of Action has been drafted and is in the an EFA Cell for monitoring Universalization of Ele final stages. mentary Education was set up at the State Level in October, 1993. Perhaps, we are the first State to 4. (i) In so far as the Total Literacy Campaign do this in the country. (T.L.C.) is concerned, it has been under implemen tation, in a phased manner, with effect from 1990-91- The State EFA Cell, in collaboration with the EFA While Sundergarh, Rourkela (Special Project) and Task Force constituted for Dhenkanal and Angul Ganjam have adopted Post Literacy Campaign district (a Committee to prepare EFA draft plan lor (P.L.C.) after completion of the 1st phase pro those districts) approved the draft plan. It is under gramme, Total Literacy Campaign (T.L.C.) is al active consideration of the Government of Orissa for ready in operation in Keonjhar, Malkangiri and un acceptance. divided Dhenkanal, Kalahandi and Bolangir Districts. Government of India have sanctioned adhoc grants (iii) As a sequel to the Delhi EFA Summit of for Gajapati and Koraput District TLCs in advance December 1993, Government of Orissa with the sup for the purpose of environment building after care port of UNICEF, organised a two day Convention on fully considering the Action Plan of the districts. The February 9 and 10, 1994 to sensitize and motivate Project proposals for TLC in Sambalpur and Naya- education functionaries, District Collectors, Nop- gard have been considered by the EC. of NLMA in Government Organisations, media persons including its recent meeting and both the districts are expected Journalists, prominent opinion leaders and teacher to receive grant in near future. So far as other organisations the essence of the Delhi Declaration of districts of the State are concerned, the TLC pro 1993- The same also deliberated on issues and strate gramme in those districts have been proposed to be gies connected with the achievement of FFA poals by completed in a phased manner by the end of the 8 th 2000 AD, with special reference to primary education, Five Year Plan i.e. by 1996-97. We have associat adult education and education of the girl chPd. SC/ST ed Voluntary agencies, eminent educationists and persons and the disabled peoole. Perhaps, here again, local opinion leaders. wa were the first State to hold such a Convention. 57 58

6. Decentralised Management ment is willing to adopt any approach that could help the people to have easy access to education, in. institu- As regards Decentralised Management of Education Ijons wnich are well managed. suggested by the CABE in its meeting held on October 15, 1993, the Committee endorsed the Report and As regards management of Primary Schools in the recommended it for appropriate adaptation and effec State, much of the administration has already been tive implementation by the States and UTs keeping in decentralised with control resting at the Blocks which view their specific situation as well as the spirit of 73rd form the Panchayat Samiti level. & 74th Constitutional Amendments- As a member of the Committee of the CABE, which deliberated on 7. In conclusion, I would reiterate our State’s view this issue, I had expressed the view that, in a State that adequate funds should be made available by the like Orissa, the process of decentralisation of the Central Government to augment the resources of management should be gradual and taken up on a Orissa State so that the laudable objectives, based on phased manner. We had, in the past, given powers to the recommendations of the NDC Committee cn Lite Urban Local Bodies to manage educational institu racy, Delhi EFA Summit and CABE Committee on tions. This did not help improve matters. As such it Deccntralised Management cap be truly and fully had to be withdrawn. Nonetheless, the State Govern achieved- ANNEXUNE XX SPEECH BY SHRI K. N. UPRETI Hon’ble Minister of Education, Government of Sikkim

At the outset I may express the regrets of my Chief levels of education. Our literacy rate has gone up to Minister for not being abl# to attend Ijiis meeting due 56% as compared to 34% as has been recorded at the to heavy pre-occupations and take this opportunity to national level. All sections of society are attended to place before this august assembly the views of my carefully a,nd their educational needs are met at the Government on the draft reports which are being deli Panchayat and district level- We have already decen berated upon in this meet. tralised management, of education, to the district and panchayat level—we are a small State and that parhaps While appreciating the sincere efforts of the intellec is an advantage for us—out the terrain and topography tuals and academicians in preparing these draft and being mountainous and rugged, we are disadvan for laying emphasis on making ‘Education for all’ a taged to the extent of resources available. Hilly states, necessary ingridient in our planning process; I may in my opinion need a special dispensation in the submit that the need of the hour is to re-vamp the allocation of funds to provide consistency to the entire educational structure in order to make it more various schemes of educational planning aad develop realistic, analytical and situation oriented. If we have ment. The point I would like to be taken up seriotisly to iinprov* the quality of life of our people, we have for consideration at, the level of Human Resource to ensure that, health conditions are improved, educa Development Ministry. tional atmosphere is cha,nged with commitment, modest infra-structure in created and all levels of I am convinced that wc can definitely achieve the learning and requisite resources are provided on need targets highlighted in these reports, if we could take base without strings attached. We have not as yet been out Education from the casulity list of our planning able to meet the Constitutional directive of providing process. Whenever a cut is tp be effected in the elementary education despite we being an independent Central plan fund, allocation, the axe falls on educa nation for all these years. Illiteracy figures have gone tion. Let it be decided at this meet that additional up, mal-nutritution, child labour and gross ignorance plan funds shall be made available to States’ in rural areas have caused embarassment to us in our specifically for meeting expenditure on items covered schemes of development and growth. Though the under ‘Education for all project’. reports on “Education for all” and on literacy have dwelt, on the inherent problems that are being faced in I may also inform this august assembly that in my the country. Yet the measures that have been pro Slate significant achievement has been made in meet- posed. if implemented meticulously, I am sure will ine the goals of clean education, Adult and Non- bring the desired result in making education meaning formal education, education for girls, education for ful and relevent to the .needs of time. handicapped and retarded and towards improving the professional competencc of teachers. Towards higher In my State of Sikkim, which has been in the education, we are thinking of privatisation, so as to national mainstream only for about two decades now, make it more competitive, research-oriented for the we are on a better standing and it is a matter of hap inculation of self confidence and self employability- piness for us to have made education facilities available to all those who should have them at the right These drafts reports should therefore be viewed moment of their life. No child in Sikkim has to walk with a purpose and the provision of funds to make more than a kilometre for elementary education as the these reports effective be given highest priority, is my State Government has provided schools within a radius pppeal to. the members of this august body. of one kilometre. Text books are issued free and scho larship facilities to socially and economically weaker I thank you for giving me this opportunity for pro- section are available in order to ensure that none iectinc the views of my State Government and I lock should be deprived of his rieht to education for forward to a decision which will help In making reasons bevond his/her control- We discourage child ‘Education for all’ a reality by the close of this century labour and have stringe,nt checks on drop-outs at, all as envisaged.

$9 ANNEXURE XXI

SPEECH BY SRI ANIL SARKAR Education Minister, Tripura On behalf of the Hon’ble Chief Minister of our bution is made to the school concerned. We are con state I would first like to extend our heart-felt thanks vinced that universalisation of education is not to the Hon’ble Prime Minister of our country for con possible without decentralisation. I am happy to vening a special meeting of the Chief Ministers of the inform you that Panchayat elections shall be held States for interaction and deliberation on the report shortly in Tripura and thereafter we shall take steps of the NDC Committee on literacy, the report of the for giving power to the elected bodies. However, I CABE Committee on Decentralised Management of have to strike a not® of caution here. The newly Education and the documents of Delhi Declaration elected representatives would be totally in-experieneed on ‘Education fo" All’—The Indian scene, together and would need to be trained to handle responsibili with the Frame-Work of Action. ties. We have taken up a programme for training of Now, all of these reports and documents relate the elected representatives. We, therefore, feel that broadly to one and the same thing, that is, Universali- while the extent of decentralisation suggested by sation of Elementary Education, which, today, is the CABE Committee is the ideal, the actual decentrali most crying need of the country. The report of the sation should be done cautiously and gradually to en NDC Committee on Literacy says that in the age sure that the educational system moves towards the group of 15 to 35 years we have as many as 10—58 desired objectives. We propose to assign the respon ctores of illiterates ■whom we need to educate at least sibility of micro level planning, Universal enrolment, in the three R ’s and if we widen the target group, as ensuring retention of students, school mapping etc. to we should, from 15—35 years to 9—45 years of age, the Panchayats presently. We feel that it may be pre the number of illiterates in the country would simply mature to assign any financial responsibilities to the be a staggering figure. panchayats at this stage. We also see a great need of community participation in terms of their involve If we question ourselves on how and why we are ment in the running of the educational institutions as one of the most backward countries in the field of well as in raising voluntary donations for the upkeep Education, especially in universalisation of elemen of the institution to the extent that may be possible tary edacation. the- answer will simply be that despite in a poor state like Tripura- This would . inculcate all our efforts towards the cause of education, we have feeling among the villagers that the educational insti not been able to provide adequate fund for enrolling tutions belong to them and they are there to serve their all children of the relevant age group in the primary needs. It must, however, be reiterated at this stage schools free of cost, retaining them in the schools till that the entire funding of the primary education would they have been imparted education of a basic mini have to be continued by the State Govt, for the fore mum and providing schools with adequate teaching seeable future since the people in Tripura are unlikely materials and trained teachers. T know, it is easy to to become prosperous enough in near future to be criticise but difficult to act, given our constraints. able to run schools on their own. But if we see what budgetary allocations we have I am thankful to Govt, of India for sanctioning the been able to make to this verv important field of TLC Project for North Tripura District and look for Human Resources Development over the previous ward to early sanction of the Projects for South and eight plan periods, we find that the total allocation West Tripura District to facilitate timely attainment to Education sector has come down from 8.62 per of our objectives. As brought out in various docu cent of the total plan outlay in the first plan to 4.89 ments under discussion, this problem of illiteracy can per cent in the Eiphtb plan. Elementary Education only be combated by declaring a State of ‘educational has received onlv 43 ner cent of the total allocation emergency’ and this is what the State Govt, has to Education. Now. if our sincere aim is to educate decided to do by its programme of action for eradi all by 2000 A.D.. we should have to allocate atleast cation of illiteracy. I take pride in informing this 10 per cent of the budget each year to the Education august gathering that we have decided to launch sector and out of that allocation not less than fifty Total Literacy Compaign in the entire State on 21st per cent should flow to elementary education to make February 1994. We are committed to making the our mission a success. entire State literate by December 1996. I have seen the recommendations for Decentralised Before concluding, may I once again point out that management of education made by the NDC Com the objectives which we have set for ourselves can be mittee on Li'eracv as well as the report of CABE achieved only by increasing the budgetary allocations Committee on dccent-nlised management of educa substantially. We do hope that such additional funds tion. Wc whole-heartedly support the idea of decen would start flowing from 1994-95 itself. tralised management of fdncation. We also endorse the view (hat the Block Level mav be the point at With this T would like to thank you for giving me which need1; are assessed, materials ordered, checks an opportunity to speak in this gathering of eminent on the material are made, efficient and timely distri people. ANN'LXUNIi XXII SPEECH BY LATE SHRI CHIMANBHAI PATEL Chief Minister of Gujarat

To begin with, I congratulate our respected Prime Cvi) Improving the content and process of edu Minister for convening this meeting to consider the cation to. relate it better to the environment Reports of the Committee of NDC on (1) Literacy people s culture and with their living and and (2) Education For All, besides the Report of working conditions, thereby enhancing their CABE Committee on Dcccntralised Management of ab'lky to learn and cope with the problems Education. of livelihood and environment.

2. As you know, our Hon’ble Prime Minister host 3. Free elementary education is an objective en ed a meeting of Nine High Population Developing shrined in our Constitution. Although the framers of Nations in Delhi two months ago. It was at this our Constitutijii hoped that this objective would be historical occasion that these Nine Nations pledged achieved by the end of 1960, its realisation is not yet their commitment to achiee the objectives of Educa in sight. tion For All. To achieve this cherished goal of Edu cation For All, we have set ourselves the following 4. The need for upgrading educational skills of our objectives : people has acquired a special urgency in the context of economic reforms with emphasis on privatisation, (i) Expansion of early childhood care and liberalisation and globalisation. In the modern tech development activities especially for poor nology, a competitive production mechanism can be disadvantaged and disabled children, operated optimally only by competent and trained through a multi-pronged effort involving work force. Inadequate grounding in elementary edu families, communities and appropriate insti cation not only makes a person inefficient in the tutions. competitive work environment but also exposes him to poverty and exploitation. (ii) Universalisation of Elementary Education (UEE), viewed as a composite programme 5. Only a little more than a year ago, our Parlia of; ment passed two Constitutional amendments and en shrined in the Constitution a basic structure for Local * Access to elementary education for all Self-Government both in the rural and urban areas. children upto 14 years of age; We, in Gujarat have a long cherished history of 3-tier Panchayati Raj system which has been functioning * Universal participation till they complete since 1963. In fact this experience of Gujarat pro the elementary stage through formal or vided the background in which the Nation examined non-formal education programmes; the issue of decentralisation of power and devised the mechanisms for generally transferring power to * Universal achievement at least of mini people. mum levels of learning. 6. The major thrust of these Reports is on expand (iii) Drastic reduction in illiteracy, particularly ing and upgrading the efforts for providing literacy in the 15—35 age group, bringing the lite to adults and primary education to children with the racy level in this age group to at least 80 objective of enhancing the level of achievement and per cent in each gender and for every iden securing 100% coverage. The gap in achieving these tified disadvantaged group, besides ensur objectives is predominantly noticed in the rural areas ing that the levels of the three R’s are rele on account of various factors. In Gujarat we have vant to the living and working conditions of already entrusted the responsibility of managing pri the people. mary education to District Panchayats and Taluka Panchayats. The Village Panchayat needs to be (iv) Provision of opportunities to maintain, use strengthened and involved in ensuring that all child and upgrade education, and provision of ren of the village are provided access to elementary facilities for development of skills to all education and enabled to take full benefit of the persons who are functionally literate and programmes. those who have received primary education through formal and non-formal channels. 7. It is in this context that the Report of the CABE Committee on Decentralised Management of Educa (v) Creation of necessary structures and the set tion also makes very useful recommendations. In ting in motion of processes which could fact, achievement of the goals of Education For All empower women and make education an and 100% literacy is hardly possible if the Local instrument of women’s equality. Self-Government institutions are by-passed. No 62 other delivery system can be as effective and econo we should be able to step up the investment in educa mical as our three tier Panchayati Raj. tion to double the present level.

8. In Gujarat, the two areas which require special 10. I am happy to mention here that the outlay on thrust are—(1) universal achievement at least of general education in Gujarat during 1992-93 was Minimum Levels of Learning and (2) reducing areas Rs. 1042.82 crores. This, however, does not include of gender and other social, geographical disparities. the expenditure on Technical education, Medical edu Involving Local Self-Government bodies such as Pan cation and other professional courses. Our State chayats will greatly help these programmes of Edu Government is making all out efforts for making cation For All and 100% literacy by securing both necessary financial investments in the field of educa public contribution and participation. However, the tion. I may mention that against a total expenditure achievement of the objectives of.these programmes of Rs. 8688.22 crores, general education has a share also requires substantial set up in the levels of in of 12.30 per cent. It is in this context that the main vestment. responsibility for achieving the goals of Education For All and Literacy will have to be shouldered main 9. Enhanced financial investment by public re ly by the Central Government. The 1976 Constitu sources should not prove very difficult since our tional amendment has given a clear direction that edu Hon’ble Prime Minister has affirmed that 6% of the cation is a join responsibility of the State and the gross national product could be invested on education Centre. It will enable the Central Government before by the turn of the century. This investment was the turn of the century to help and guide the States only 3.5% in 1990. Our commitment places us in a and enable them to achieve the objectives of Educa comfortable position because in the next 5 to 6 years, tion For All set by ourselves. ANNEXURE XXIII SPEECH BY SHRI LAL THANHAWLA Chief Minister, Mizoram

I must thank the Hon’ble Prime Minister for hav mos't essential. In this connection I would like to ing convened this meeting to deliberate on a subject refer to the report of the Independent South Asian which is of vital concern and importance to the Commission on Poverty Alleviation where it says; I nation. Human Development, with special emphasis quote : ‘"The core element which emerges from the on education, is an essential component of any deve success cases on the ground is participation. Parti lopment strategy. Education is considered to be one cipation here is seen not in narrow terms pointing of the best investment in social development, because towards formal activities effected through representa it directly contributes towards raising the productive tives. Instead, it is defined as a socially vibrant grass capacity of the individual. Various studies under roots process whereby people identify with the pro taken in a number of South Asian countries have es cess as their own, with occasional help from facilita tablished that investment in primary education gives tors” In our country voluntary bodies have been return that is well above the opportunity cost of capi playing an important role in the field of social reform tal. The nation has, therefore, rightly accorded prio programmes and educational advancement. What is rity to educational promotion and mass-literacy pro needed now is a greater degree of their involvement grammes. because government agencies alone cannot deliver all that is needed for the success of (this programme. 2. The NDC committee on literacy, with which I had the good fortune of being associated, has made a number of suggestions relating to the structural, 4. I would also emphasise the need for paying teaching and functional aspects of the literacy pro more and special attention to the remote, backward gramme besides suggestions for decentralisation and tribal and hilly areas in the matter of implementing people’s participation. These recommendations were the literacy programme. While the urban and easily generally discussed in the last NDC meeting. It is accessible areas get the services in a normal course, necessary now to formulate an action plan for iple- the special areas have to strive hard to get the same. mentation of those of the recommendations which are The services provided for these areas must not be considered "most important (and relevant. I would fragmented. It has to be a total package. particularly commend for consideration the recommen dations of the committee concerning finance and peo ple’s participation. The country has set a target of 5. The report of the CABE committee on decen achieving 25.97 million additional enrolment in the tralised management of education contains a number primary class by the end of 8th Plan and of providing of thoughtful and very valuable suggestions. It is free and satisfactory education to children upto 14- no doubt imperative that the responsibility of manage years of age by the turn of this century. The pro ment of education should be passed on to Panchayati grammes to achieve these objectives would call for Raj and other Local Self Government institutions. massive resource investment. Besides, a continuous For, that would ensure total involvement of the com post-literacy programme for about 50 million persons munity in this important nation—building task. expected to become literate in the next decade under However, we may have to adopt a cautions approach the non-formai education programme will require in this regard. As the report rightly suggests, the substantial additional resources for bringing out read- important pre-requisite would be the preparation and reading material for these neo-literates. In strengthening of these bodies before they are asked view of severe resource constraint at the national level, to take up this important responsibility. Unless these it may be difficult to carry on the massive program institutions acquire the minimum capability there will me. It is against that background that the committee be problems and difficulties at the functional level. In recommended to explore the possibility of levying my State management of elementary education has education cess on urban and rural incomes or pro been transferred to the three District Councils in the perty.. The other important suggestion of the commit Southern district. Our experience in this regard has tee that needs serious consideration is that at least not, however, been quite satisfactory. Lack of re 50% of the outlay in the education sector should be quired capability and sense of direction have caused earmarked for elementary and adult education. The avoidable difficulties. Secondly, adequate financial present level of about 45% is considered inadequate. resources have to be provided to these institutions to As of now, expenditure on education accounts for a enable them to discharge this responsibility satisfacto- little over 3% of the country’s GNP which may have rify. to be doubled by the turn of the century.

3. Regarding people’s participation, community 6. A word about the role of the media in the lite participation in a programme like mass literacy is racy campaign will be relevant. The media can play 63 64 a crucial role in three ways. Firstly, to create inte remedial measures. We are also proposing to under rest among that section of the population who declin take an educational survey for which a reference was ed to enrol themselves in schools because they are made to the Govt, of India in May 1992. As for the reportedly not interested. According to the Forty existing primary schooling facilities in Mizoram, the Second Round of NSS, they constitute 30% of per “Operation Black Board” scheme was of substantial sons surveyed; secondly, to educate and motivate the help to build up minimum required infrastructure in local bodies about proposed decentralisation of mana cluding supportive devices. gement of education; and thirdly, to promote popular participation. It can thus help the Govern 9. In order to facilitate post-literacy and continu ment win half the battle. ing education for neo-literates and school drop outs, 21 Circle Adult Education Centres and 123 Sub- 7. I would now like !.o refer briefly to the literacy Centres covering the entire State have been establish situation as it prevails in my State. The percentage ed and to each of the centres a Rural Library has of literacy in Mizoram, as recorded in 1991 census, been attached. In addition, 38 Jana Sikhshan is 82.27%. The State Govt have made all out Nilayam (JSN) have also been functioning in the efforts to achieve cent percent literacy during the State. current financial year. However, due to certain local constraints in some parts of the State, we may not be 10. Before I conclude I may refer to a long stand able to achieve this target. But we are hopeful that ing need of the State in the field of higher education. we shall attain 100% literacy by the end of 1994-95. We do not have a university of our own. Therefore, we have been pleading with Govt, of India for set 8. The programme “Each One Teach One” has ting up a Central University in Mizoram. The pro been found to be very effective. Village Adult Edu posed university may not, however, be of the usual cation Committees have been constituted in every run. Its structure and curriculum may be specially village in the State for successful implementation of devised to fit into the socio-economic conditions in the scheme. As a result the literacy percentage by the State. I take this opportunity to plead Very the end of December 1993 is estimated to have gone strongly our case for a Central University and upto 87.39. Out of 600 villages where village Adult hope that it would receive most sympathetic conside Education Committees were constituted, total literacy ration of the Govt, of India. has been achieved in about 300 villages. Forty-two villages, where adequate primary schooling facilities 11. At the end I would like to emphasise, as I are not available, have been identified and special did during the earlier meeting of NDC, that the arrangements made, to provide such facilities. The Government at the Centre and in the States. NGOs. real educational needs and kind of educational model corporate bodies and others must join hands to ena that would suit the living condition of the people in ble us to achieve the targets of education for all by these areas are being identified for taking appropriate the end of the present century. ANNEXURE-XXIV

STATUS PAPER OF GOVERNMENT OF JAMMU AND KASHMIR FOR CHIEF MINISTER’S CONFERENCE ON LITERACY PROGRAMMES ON 15 FEBRUARY, 94 AT NEW DELHI.

(1) The positive features of the educational pro (7) The drop out rates are unduly high—45% file of Jammu and Kashmir State are a satisfactory for body and 58% for girls in classes 1—8. From enrolment ratio, scheduled caste enrolment compara 1990-91 we have extended our scheme of providing ble to total enrolment, high teacher pupil ratio, better free uniforms in Government schools in primary norms for opening of primary schools, free education classes to boys also. We have also removed the upto post-graduation level and a high allocation of Poverty line criteria for distribution of uniforms. We the State budget for education. have initiated measures for reducing the prices of fext bonks and for streamlining text book distribution. (2) The negative features are a low literacy rate, a high drop out rate, a significant gender disparity, (8) We have extended Operation Blackboard to a primary education system which needs considera all 197 educational blocks in the State. For construc ble strengthening, insufficient infrastructure, inade tion of school buildings we have supplemented the quate facilities for teaching science subjects and very funds available in our State budget with funds made weak NGO support. available JRY and the Border Area Development Programme. We have constructed about 1500 school buildings and 950 are in progress. (3) Against a population of about seven million, the State has 9300 primary schools, 2500 middle schools, 1200 secondary and higher schools, 32 colle (9) The Government of India has released Rs. ges, 3 Universities and one research institute of uni 15.00 crores in three phases for creation of 2057 posts of teachers and for teaching material under versity level. We have about 59500 teachers in schools and in technical education. Operation Blackboard. The new schools we are opening are all two teacher schools and after the scheme is fully implemented, there will be no single (4) The main issues which need to be tackled are teacher school. This step will enable better quality promoting quality primary education, reducing gen education at the primary level. der disparity, motivating young mothers in the lite racy programme, training teachers, orienting senior masters in adult education, extending coverage of (10) Under the next phase of Operation Black the Rural Functional Literacy Project especially to board, we propose to take middle schools upto class remote areas, providing for school-less habitations VIII, provide a third teacher in primary schools, pro and providing adequate educational facilities for the vide at least three rooms per school and supply of more teaching learning material per school. We are border areas. Some of the steps we are taking on awaiting the green signal of Government of India for these erucial issues are highlighted. proceeding further. We request that this next phase of Operafion Black Board may please be expedited (5) In the field of primary education, one of our by the Government of India. main programmes is opening of 1400 schools in schools-less habitations so that even in these locations, (11) The prevailing situation has placed a strain schools would be available within 1 Km. and for on our infrastructure and as man, as 320 school places having 100 population. Out of 1400 schools buildings have been damaged or burnt. These gutted 350 with two teachers have already been sanctioned buildings need urgent repairs and reconstruction. We during the 8th Plan. We propose to open 200 new have made make-shift arrangements from our own schools during year 1994-95. resources. Financial assistance on a fairly large scale is needed over and above what the State Government can afford in the budget for education. In these spe (6) There is a marked gender disparity in enrol cial circumstances we will be separably approaching ment which is the main contributory factor for low Government of India for assistance in restoration of female literacy (19% in 1981) for everv 539 boys the damaged school buildings. enrolled in primary schools there are only 380 girls. At the secondary level out of everv 125 student only 44 are girls. In order to reduce this disparity at the (12) In order to improve the standard of teachers secondary level, we will be giving preference in our training, we have established District Ins'itutes of upgradation programme to girls schools. Education and Training in all fourteen districts. We 66 are also running special orientation programmes for ment of India team has already held discussions with primary school teachers with NCERT assistance. the State Government, the State Resources Centre, Upgradation of Stale Institute of Education at Jammu the Jammu University and the district Administration and Srinagar has received a very positive response for ensuring that the TLC programme proceeds on from the Government of India. We request the proper lines. We will be working in close association Government of India to sanction this project very with Ministry of Education, GOl for extending the early as the State Institute of Education and Train programme to other districts. ing is the nodal agency for training for the Total Literacy Campaign. (17) We are at present facing a paucity of suita ble voluntary agencies for implementing literacy pro (13) We are running 17 projects under the Rural grammes. To begin with therefore, we will have to Functional Literacy Project, seven from Government rely on the Government structure. In course of time of India and ten from the State, under which 4057 on a- selective basis, we will be associating voluntary centrcs have been sanctioned for training 20 to 30 agencies. persons each. Our State Resources Centre function ing in Kashmir University has designed material lor these courses. (18) Our delivery systems under elementary educa tion, adult education and non-formal education are (14) Under non-formal education we have open under a unified control. The Directorate of Educa ed 2145 centrcs, 1896 for boys and 289 exclusively tion has been organised on area basis and the Direc 'for girls. We will be implementing the revised pattern tors of Education of Jammu and Kashmir Divisions under non-formal education indicated by Govern lookafter a total aspect of education including for ment of India from the current year. mal, non-formal and adult education schemes. At the district level also all the schemes of formal non- formal and adult education operate undei 1he control (15) The total literacy campaign was sanctioned of the Chief Education Officer of the District. In for Jammu District by the National Literacy Mission his role as District Development Commiss’oner has in January, 1994 with an allocation of Rs. 25 lakhs. the powers and authority of a Head of Department We have set up a Core Group under DC Jammu which for all State, District Plan Schemes which includes will be assessing the problem of illiteracy ^nd devis elementary education, adult and non-formal educa ing the strategy for tackling the problem in this Dist tion. He will, therefore, play pivotal 'role in the total rict. Technical support will be provided by the State liteeracy campaign. Resources Centre, Kashmir University and the Con tinuing Education Department of Jammu University. H9) The 73rd and 74th amendment to the Consti We will be shortly sending proposals for extension of tution of India do not apply to the State of J&K. The the total Literacy Campaign to other Districts. The Mate Panchayati Raj Act of 1990 which provides District Primary Education Project, financed by the for association of Panchayati Raj Institution in plan Government of India and the World Bank has still ning for education among other sectors at the district fo be introduced in our State. We will be sending level. However, this Act is yet. to come in force on Districtwise proposals giving due priority to those a date to be specified in this behalf. However, for districts where female literacy js particularly low. encouraging people’s participation at the Block and Panchayat levels^ ttie Government of Jammu & Kash (16) The report of the National. Development mir has recently introduced the system of Panchayat Council Committee on Literacy contains valuable and Block level Advisory Groups. This is in addi suggestions for speeding up our schemes for eradica tion to the existing District Advisory Groups. It is ting illiteracy. Concerted action calls for close link intended that the Advisory Groups at all three levels between National, State and District level s’radures will be closely associated with the planning and im engaged in the total literacy compaign.' A Govern plementation of literacy programmes.

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