Programme of Action 1992 Final Two Colums

national policy on education 1986

PROGRAMME OF ACTION 1992

Government of India Ministry of Human Resource Development Department of Education

CONTENTS

Pages Acronyms and Abbreviations iii Introduction vii Education for Women's Equality 1 Education of Scheduled Castes, Scheduled Tribes and Other Backward Sections 7 Minorities' Education 13 Education of the Handicapped 26 Adult and Continuing Education 33 Early Childhood Care And Education 44 Elementary Education 52 Secondary Education 68 Navodaya Vidyalayas 78 Vocational Education 82 Higher Education 96 Open Education 112 Delinking Degrees From Jobs and Manpower Planning 116 Rural Universities and Institutes 119 Technical and Management Education 121 Research and Development 133 The Cultural Perspective 144 Development of Languages 151 Media and Educational Technology 160 Sports, Physical Education and Youth 167 Evaluation Process and Examination Reforms 171 Teachers and Their Training 175 Management of Education 180 Appendix Composition of Steering Committee and Task Forces 192

N.B: (1) These chapters follow the sequence in which NPE, 1986 deals with subjects. Each chapter deals with aspects of 'Content and Process of Education', 'Making the System Work' and management appropriate to it. Therefore, unlike the POA 1986, there are no separate chapters 'Content and Process' and 'Making the System Work'. The chapter 'Management of Education' deals with management aspects which cover the entire field of education or more than one area of education.

ACRONYMS AND ABBREVIATIONS

AE Adult Education AEC Adult Education Centre AICTE All India Council of Technical Education ASC Academic Staff College ASCI Administrative Staff College of India BITS Birla Institute of Technology and Science BOAT Boards of Apprenticeship Training BPU Bureau for Promotion of Urdu BRAOU Dr. B.R. Ambedkar Open University CABE Central Advisory Board of Education CBR Community Based Rehabilitation CBSE Central Board of Secondary Education CCRT Centre for Cultural Resources and Training CCE Continuous Comprehensive Evaluation CDC Curriculum Development Centre CDPO Community Development Project Officer CEO Chief Education Officer CIEFL Central Institute of English and Foreign Languages CIET Central Institute of Educational Technology CIIL Central Institute of Indian Languages CIVE Central Institute of Vocational Education CLASS Computer Literacy and Studies in Schools COBSE Council of Boards of Secondary Education COSIST Scheme of Strengthening of Infrastructural Facilities in Science and Technology CSIR Council of Scientific and Industrial Research CSTT Commission for Scientific and Technological Terminology CTE College of Teacher Education CTV Colour Television Set DAE Directorate of Adult Education DGE&T Director-General Employment and Training DIET District Institute of Education and Training DRC District Rehabilitation Centre DRDA District Rural Development Agency DRU District Resource Unit DST Department of Science and Technology DWACRA Development of Women and Children in Rural Areas EB Educationally Backward ECCE Early Childhood Care and Education ECE Early Childhood Education EEO Education Extension Officer EFA Education For All

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EMRC Educational Media Research Centre AVRC Audio Visual Research Centre GVE Generic Vocational Courses HH Hearing Handicap IAMR Institute of Applied Manpower' Research IASE Institute of Advanced Study in Education ICDS Integrated Child Development Science ICHR Indian Council of Historical Research ICMR Indian Council of Medical Research ICSSR Indian Council of Social Science Research IDES Integrated Education for Disabled Children IDS Institute of Development Studies IETE Institute of Electronics and Telecommunications Engineers IGNOU Indira Gandhi National Open University IIM Indian Institute of Management IIT Indian Institute of Technolog INFLIBNET Information and Library Network IPCL Improved Pace and Content of Learning ITI Industrial Training Institutes JCVC Joint Council of Vocational Education JRC Janardhana Reddy Committee JRF Junior Research Fellows JRY Jawahar Rozgar Yojna JSN Jana Shiksha Nilayam KHS Kendriya Hindi Sansthan KOU Kota Open University KVIC Khadi and Village Industries Commission KVK Krishi Vigyan Kendra LM Locomotov Handicap MHRD Ministry of Human Resource Development MIL Modern Indian Languages MIS Management Information System MLL Minimum Levels of Learning MOU Memorandum of Understanding MLA Member of Legislative Assembly MP Member of Parliament MLC Member of Legislative Council NAB National Accreditation Board NCC National Cadet Corps NCERT National Council of Educational Research and Training NCHE National Council of Higher Education NCTE National Council of Teacher Education NEC North Eastern Council NEO National Evaluation Organisation

NET National Eligibility Test NFE Non-Formal Education NGO Non-Governmental Organisation NIEPA National Institute of Educational Planning and Administration NIHH Al Javar Junj National Institute of Hearing Handicapped NIVH National Institute for the Visually Handicapped NIMH National Institute for the Mentally Handicapped NIOH National Institute for the Orthopaedically Handicapped NLM National Literacy Mission NLMA National Literacy Mission Authority NOS National Open School NPE National Policy on Education NPERC National Policy on Education Review Committee NSS National Service Scheme NTMIS National Technical Manpower Information System NYK Nehru Yuvak Kendra OB Operation Blackboard PC Personal Computer POA Programme of Action RCCP Radio-cum-Cassettee Player RCE Regional College of Education R&D Research and Development RPF Revised Policy Formulations SABE State Advisory Board of Education SAP Special Assistance Programme SC Scheduled Caste ST Scheduled Tribe SCERT State Council of Educational Research and Training SCHE State Council of Higher Education SCVE State Council of Vocational Education SEEUY Self Employment for Educated Unemployed Youth SH Speech Handicap SRC State Resource Centre STEI Secondary Teacher Education Institute SIET State Institute of Educational Technology TLC Total Literacy Campaign TQM Total Quality Management TRYSEM Training for Rural Youth in Self Employment TTTIs Technical Teacher Training Institutes TV Television UEE Universalisation of Elementary Education UGC University Grants Commission UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organisation

UNICEF United Nations International Children's Emergency Fund UT Union Territory VEC Village Education Committee VH Visual Handicap VRC Vocational Rehabilitation Centre YCMOU Yashwantrao Chavan Maharashtra Open University

INTROD0CTION

The Revised Policy Formulations (RPF) which set forth the modifications to the National Policy of Education, 1986 (NPE, 1986), were placed in both Houses of Parliament on 7th May, 1992. These modifications were evolved through the same consensual process through which the NPE, 1986 was evolved. In July, 1991, a CABE (Central Advisory Board of Education) Committee on Policy (JRC), under the chairmanship of the Chief Minister of Andhra Pradesh, and comprising six other Education Ministers belonging to the major political parties and eight educationists, was constituted to review the implementation of the various parameters of the NPE, 1986, taking into consideration the report of the Committee for Review of the NPE (NPERC) and other relevant developments since the Policy was formulated. The JRC, in its report submitted in January, 1992, came tc the conclusion that while very little of the NPE, 1986 required reformulation the Programme of Action (POA) needed to be revised considerably. At its 47th meeting held on 5-6th May 1992, the CABE, the historic forum for forging a national consensus on educational issues, considered the JRC report and formulated the RPF. While replying to the discussion on the RPF in the Rajya Sabha, on 12th May 1992, the Minister of Human Resource Development gave an assurance to present a revised POA (hereafter referred to as POA, 1992) in the Monsoon Session.

The POA, 1992 was evolved through the same consensual process through which the Policy was reviewed. Twenty-two task forces were constituted on different subject areas comprising educationists and officials of the Union and State Governments. A Steering Committee was also set up. The composition of the Task Forces and the Steering Committee is given in the Appendix to this document. In spite of the time constraint, the Task Forces and the Steering Committee accomplished their work with great care.

The draft Programme of Action was discussed at a Conference of State Secretaries and Directors of Education, held on 3-4 August, 1992. Suggestions received during this meeting were carefully considered and incorporated in the document. The Central Advisory Board of Education (CABE) met on 8th August, 1992 and endorsed the document after detailed consideration. The valuable suggestions made by the State Education Ministers and educationists were also taken into account in finalizing this document,

The Policy review had established that the policy framework the NPE, 1986 enunciated is robust and can guide the educational development of the country for a long time to come. Likewise, many of the strategies outlined in POA continue to be relevant and should be acted upon. There are, however, many exceptions, the best example of which is adult literacy. The Total Literacy Campaign approach is a post-POA innovation which has emerged as a viable model and has transformed the perception of universal adult literacy from one of hopeless dream to an achievable prospect. The wisdom of hindsight as well as the evaluation of major programmes launched after the POA, and the recommendations of NPERC and JRC facilitated the revision. The constant endeavour of the Task Forces and the Steering Committee was to make the POA, 1992 more practical and action- oriented.

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The NPE, 1986 has the distinction of giving an operational meaning to concurrency. Given that Education is a concurrent subject, the POA, 1992 can be implemented only if the Union and the States/Union Territories (UTs) work together in meaningful partnership. The POA, 1992 has to be perceived as a charter for action of the nation as a whole requiring a co-operative effort of the Union, States/UTs, the education community, and the community at large. Given the rich diversity of our continental nation it would be in the fitness of things if each State and UT formulates a State POA which is in line with the situational imperative as well as with the POA, 1992. This process has to be carried to its logical conclusion with each district and educational institution formulating a POA of its own. In this context it is necessary to stress that what is presented here is not an inflexible structure but only a projection of the direction with varying degrees of detail. A certain amount of flexibility is assumed which will help the implementing agencies in tailoring the POA, 1992 to suit their contexts and emerging scenarios.

In the ultimate, resources and management would define implementation. In developing this document the resource availability indicated for the 8th Five Year Plan (1992-97) was kept at the back of the mind; but at the same time the long term perspective has not been lost sight of. Many actions envisaged by the POA, 1992 span not only the 8th Five Year Plan but also the 9th and even beyond. Phasing has, therefore, to be left somewhat flexible so that the pace of implementation can match the mobilisation of resources.

The national resolve of raising the outlay on education to 6% of the national income should be translated into practice at the earliest possible. As envisaged by the NPE, 1986 and through the modalities it outlined, the nation as a whole, should assume responsibility of providing the resource support for education. The logical corollary of this proposition is that an ethos of cost-effectiveness and accountability should permeate every part of the education system. To say the least, unplanned proliferation of sub-standard institutions should stop here and now; programmes should cease to be driven by budgets and instead should stress processes and outcomes; efficiency should be rated not by the ability to consume budget and demand more but by performance and delivery. All this calls for extra-ordinary attention to the management of education which is often neglected. It is obvious that the many tasks which the NPE, 1986 and POA, 1992 envisage cannot be performed in a state when even routine tasks like supply of textbooks, conduct of examinations and operation of academic calendar leave much to be desired. Reform of management in its entirety should be the first and foremost task of the education community.

While the Union and State Governments will fully shoulder these responsibilities it is people's involvement in the educational reconstruction which will make the real difference. The total literacy campaigns have demonstrated that, given the will, and the right strategy and appropriate structures, people's involvement can be elicited on a large scale. The management challenge in education lies in creating appropriate arrangements for a similar involvement to take on long-standing problems like the Universalisation of Elementary Education (UEE). There is no better way to ensure accountability than an awakened and "demanding" community.

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Another important challenge is establishing linkages between education and other related services like child care, nutrition and health. As it is, the responsibility for educational administration is fragmented in most States, with more than one Education Secretary and several Directors of Education. There is need for greater coordination amongst these multiple agencies and functionaries on the one hand and between Education and other areas of HRD on the other. Appropriate mechanisms should be developed.

Education for Women's Equality is a vital component of the overall strategy of securing equity and social justice in education. Paras 4.2 and 4.3 of the National Policy on Education (NPE), 1986 are very strong and forthright statements on the interventionist and empowering role of education. What comes out clearly from the implementation of NPE, 1986 and its POA, is the need for institutional mechanisms to ensure that gender sensitivity is reflected in the implementation of all educational programmes across the board. It is being increasingly recognised that the problem of UEE is, in essence, the problem of the girl child. It is imperative that participation of girls is enhanced at all stages of education, particularly in streams like science, vocational, technical and commerce education where girls are grossly under-represented. The education system as a whole should be re-oriented to promote women's equality and education.

Another facet of the overall strategy of securing equity and social justice in education is the concern for the educational needs of SCs/STs, minorities, and the physically and mentally handicapped. Here again it is necessary for educational system to be sensitive to the educational needs "of these groups; it should be geared up to promote equalisation of educational opportunities.

The formulations on management outlined in this document cover not only structures but also processes. Many of the structures envisaged like the State Advisory Boards of Education (SABEs), District Boards of Education, Village Education Committees (VECs), are participative in nature and facilitate greater coordination between education and support services. The processes envisaged include planning, training, and monitoring and evaluation. Experience sinca 1987 has established the need for the monitoring arrangements being strengthened and being supplemented by periodic impact studies. The formulations in POA, 1992 should be implemented with vigour and determination, with adaptation which may be necessary to suit specific situations.

More than ever, there is an increas-iag awareness about national integration and adherence to certain national values and concerns; observance of secular, scientific and moral values; inculcation of an understanding of our composite culture, with its rich diversity, of our history, the history of freedom struggle and of the achievements of independent India; creation of an awareness of the importance of protection of environment and observance of small family norm; and stress on commitment of youth to manual work and social service. While these aspects have received due attention in the past, further reorganisation of the content and process of education on these lines would be a matter of foremost priority.

Time is of essence, and unless we act now, we stand in the danger of once again missing the opportunity of educational reform, so critical not only for the development of our nation but for our very survival.

x 1. EDUCATION FOR WOMEN'S though the female population is less than EQUALITY the male population by 32 million. There are significant rural-urban disparities 1. PREFACE among women, rural female literacy is about half of urban female literacy. A 1.1.1 Education for Women's Equality is striking finding is that for every 100 girls a vital component of the overall strategy in class I in rural areas, there are only 40 of securing equity and social justice in in class V, 18 in class VIII, 9 in class IX education. Paras 4.2 and 4.3 of the and only one in class XII - the National Policy on Education (NPE), corresponding figures for urban areas IS86 are very strong and forthright being 82, 62, 32 and 14. If ten to twelve statements on the intervening and years of general education is the basic empowering role of education. Inter alia, requirement for entrance into technical they emphasize the provision of special and professional education, rural girls support services and removal of factors would therefore stand excluded. An which result in discrimination against overwhelming proportion of vocational, women at all levels of education. The higher and technical educational POA clearly spells out the actions which facilities are located in urban or semi- need to be taken to promote education urban areas. Participation of girls in this for women's equality; it can hardly be sector continues to be low and gender improved upon. What is sought to be stereotyped. Similarly, proportion of done is to modify the contents of the women and girls in engineering and POA wherever appropriate. What comes agriculture based courses is woefully out clearly is the need for will to low. implement and institutional mechanisms to ensure that gender sensitivity is 1.2.2 This is compounded by the fact reflected in the implementation of that the proportion of women teachers in educational programmes across the the low literacy States is extremely poor. board. Education for Women's Equality The percentage of women teachers at the is too important to be left to the primary and middle schools is 21% and individual commitments or proclivities 23% in rural areas and 56% and 57% in of persons in charge of implementing urban areas. programmes. It should be incumbent on all actors, agencies and institutions in the 1.2.3 It is therefore imperative that the field of education at all levels to be entire educational system is alive to the gender sensitive and ensure that women gender and regional dimensions of have their rightful share in all educational disparities. educational programmes and activities.

2. PRESENT SITUATION

1.2.1 According to the 1991 census female literacy rate is 39.42% compared to 63.86% for males. The number of female illiterates at 197 million is more than male illiterates by 70 million even

3. POLICY PARAMETERS AND of Education to ensure integration of STRATEGIES gender issues into policies, programmes and schemes. This unit will develop 1.3.1 In pursuance of NPE the main indicators for monitoring features of the implementation strategy implementation, ensure effective will consist of the following :- dissemination of information and coordinate action. This will be done by (i) to gear the entire education system to August, 1993. play a positive interventionist role in the empowerment of women; (iii) Similar monitoring units/bureaus will be set up at the State level. (ii) to encourage educational institutions to take up active programmes to enhance (iv) Annual reports of all the bureaus and women's status and further women's institutions will clearly spell out the development in all sectors; steps they have taken to enhance women's and girls' access to education, (iii) to widen women's access to ensuring that the content and process of vocational, technical and professional education is sensitive to gender concerns education at all levels, breaking gender and equal access is assured for science stereotypes; and technical education at all levels.

(iv) to create a dynamic management 5. EMPOWERMENT OF WOMEN structure that will be able to respond to the challenge posed by this mandate; 1.5.1 Education can be an effective tool for women's empowerment, the 4. PLAN OF ACTION parameters of which are :-

1.4.1 Strategies outlined below deal enhance self esteem and self confidence primarily with operational details of women; regarding implementation of the POA : building a positive image of women by (i) All the Bureaus of the Department of recognizing their contribution to the Education will prepare a concrete action society, polity and the economy; plan addressing gender related concerns in their specific area of work by August, developing ability to think critically; 1993. Relevant nodal institutions like the UGC-, AICTE, ICSSR, ICHR, CBSE, - fostering decision making and action ICAR, ICMR, IAMR, State Boards, through collective processes; Vocational Education Bureaus, etc. will also prepare similar action plans. Part enable women to make informed choices IV, para 4.1 to 4.3 of the NPE and in areas like education, employment and Chapter XII of the POA will form the health [especially reproductive health]; guiding principles for the action plan. ensuring equal participation in (ii) A monitoring unit will be created in developmental processes; the Planning Division of the Department

providing information, knowledge and Department of Women's Studies, skill for economic independence; NCERT will intensify activities already initiated in the area of developing gender enhancing access to legal literacy and sensitive curriculum, removing sex bias information relating to their rights and from textbooks and training of entitlements in society with a view to trainers/teachers. SCERT and the enhance their participation on an equal concerned State level boards and footing in all areas; institutions will initiate similar work.

1.5.2 The following measures will be (vi) Funds would require to be taken for achievement of the above earmarked in all education budgets for parameters and the concerned bureaus such awareness and advocacy related and institutions will report on progress activities. as stated in para 4.1 above : 6. RESEARCH AND WOMEN'S (i) Every educational institution will STUDIES take up active programmes of women's development; 1.6.1 Women's Studies is a critical input to promote better understanding of (ii) All teachers and instructors will be women's contribution to social processes trained as agents of women's within social, technological and empowerment. Training programmes environmental change, their struggles will be developed by NCERT, NIEPA, and aspirations, conceptual obstacles that DAE, SRCs, DIETs, SCERTs and the make them "invisible" in many areas of University System. Innovative training scientific enquiry. The programme aims programmes will be designed with the to investigate and remove structural, assistance of concerned organizations cultural or attitudinal causes of gender and women's groups; discrimination, and thus empower women to achieve effec tive (iii) Gender and poverty sensitization participation in all areas of national or programmes will be developed for international teacher educators and administrators. An development. The four dimensions to be environment will be created whereby all supported are :- the sections of the education sector will become alive and sensitive to the role of (i) Research to advance the frontiers of education in eliminating gender dispari- knowledge, develop human resources ties. and produce teaching/learning material in pursuit of the above aims. (iv) In order to create a greater confidence and to motivate parents to (ii) Teaching to change present attitudes send girls to school, preference will be and values of men and women to one of given to recruitment of women teachers. concern for gender equality. Existing biases and deficiencies in curriculum (v) The common core curriculum is a will be addressed. potentially powerful instrument to promote a positive image of women. The (iii) Training of teachers, decision

makers, administrators and planners to cannot attend formal schools or have had enable them to play a positive inter- to drop out will be provided educational ventionist role for gender equality. opportunities through Non-Formal Education (NFE). Efforts will be made (iv) Extension or direct involvement of to design special NFE programmes for institutions in women's development out of school and adolescent girls with a activities among the community. view to get them back into the formal stream or qualify for technical or 1.6.2 Special efforts will be made to vocational education. The Open School, make the Women's Studies Centres set distance education systems and other up in 20 universities and 11 colleges to innovative educational programmes will become more effective through intensive reach out to girls in rural/remote areas training of their staff. Eminent and urban slums. Voluntary and institutions and well known women's community based efforts will be organizations will be involved in the encouraged in this sector. The above process of revitalizing existing tasks acquire a greater significance in the centres/units and helping in the SAARC decade of the girl child. establishment of new ones. 1.7.2 The rural girls are doubly 1.6.3 Networking between different disadvantaged by non availability of institutions for research, extension and educational facilities and by the work information dissemination has they have to do related with fuel, fodder, demonstrated high cost-effectiveness as water, sibling care and paid and unpaid well as potential for coordinated growth. work. Coordinated efforts, albeit with Such networks will be initiated to other Departments/Ministries, need to be increase output of quality teaching made to provide the necessary support materials especially in regional services to enhance their participation languages, training and curriculum and performance. Provision of support design, and decentralized area-specific services and child care facilities should models of intervention. be seen as a necessary and integral adjunct of UEE. 1.6.4 Foundation course should be designed and introduced for 1.7.3 An important constraining factor undergraduates with a view to promote for female education is the lack of the objectives of empowerment of women teachers in rural areas. The women. This will be done within the 8th Revised Policy Formulations postulate Plan period. that at least 50 per cent of teachers recruited in future would be women. 7. UNIVERSALIZATION OF Therefore special efforts would be made ELEMENTARY EDUCATION AND to recruit women teachers and to ADULT EDUCATION augment teacher- training facilities for women so that adequate number of 1.7.1 It is impossible to achieve qualified women teachers are available Universal Elementary Education (UEE) in different subjects, unless concerted efforts are made to including Mathematics and Science. reach out to the girl child. Girls who

1.7.4 Total Literacy Campaigns (TLCs) precondition to encourage participation. being taken up should pay special attention to women in the 15-3 5 age 1.8.2 Women's access to technical group as it has been done with very education will be improved qualitatively positive impact in many districts. NFE and quantitatively especially in rural should be dovetailed to TLCs in order to areas. Women's ITIs and Polytechnics reach out to girls in the 10-20 age group. and women's wings in general Politechnics and ITIs will be revamped 1.7.5 Programmes for continuing with a view to diversify disciplines, education should be designed to ensure trades and courses to encourage that neo-literates and school going girls participation in new and emerging have access to reading materials. If technologies. necessary, books and magazines should be made available to women in their 1.8.3 Information about credit, banking, hamlets. The medium of radio will be enterpreneurial abilities will be utilised to sustain enthusiasm and developed in technical and vocational motivation. institutions. The apprenticeship scheme will be strengthened to increase the 1.7.6 Efforts should be made to coverage of women. coordinate the different vocational schemes both within the formal system 9. MEDIA and those initiated by other Departments/Ministries. 1.9.1 The electronic, print and traditional media will be used to create a 8. WOMEN'S ACCESS TO climate fpr equal opportunities for VOCATIONAL, TECHNICAL AND women and girls. It will thus play a PROFESSIONAL EDUCATION complementary and supportive role in AND EXISTING AND EMERGENT awareness generation, diissemination of TECHNOLOGIES information and communication. Given the fact that almost all rural areas are 1.8.1 Improvement of girls' access to covered by technical, vocational and professional radio, special efforts will be made to education requires a national programme utilize this medium to reach out to to introduce and strengthen Science and women. Mathematics teaching in all girls schools. A special scheme will be 10. MANAGEMENT designed to meet the shortfall of Science STRUCTURE AT CENTRE AND and Mathematics teachers in girls STATE LEVEL schools. Serious efforts should be made by the Centre and State planners, 1.10.1 Women's cells should be set up curriculum developers and forthwith in all Central and State administrators to consciously encourage agencies concerned with curriculum participation of girls in non-traditional development, training and research. and emergent technologies at all levels. Guidance and counselling for girls 1.10.2 A Monitoring cell will be set up should be undertaken as a necessary within the Planning Bureau of the

Department of Education, Ministry of Human Resource Development. Similar units in the states should take, responsibility for monitoring and evaluating progress.

1.10.3 A high level Inter Ministerial Committee will be constituted by the Department of Education, MHRD to :-

(i) review implementation of POA on a continuing basis;

(ii) advise the government on policies and programmes related to girls education;

(iii) activate planning mechanisms in consultation with each other to ensure provision of essential support services that will enhance girls' and women's participation in education.

1.10.4 Similar committees will be constituted at the State level.

2. EDUCATION OF SCHEDULED about removal of disparities and CASTES AND SCHEDULED attainment of egualisation of educational TRIBES AND OTHER BACKWARD opportunities for SCs, STs and other SECTIONS Backward Sections, specially for girls. The POA detailed a number of strategies 1. PRESENT SITUATION aimed at accelerating their rate of enrolment and retention. The NPERC as 2.1.1 Accordinq to 1981 census, the well as the JRC have reiterated the need population of Scheduled castes (SCs) for concerted efforts for bringing about was 10.6 crores and that of Scheduled equality of educational opportunity and Tribes (STs) 5 4 crores accounting for achievement for SCs, STs and other 15.75% and 7.8 % respectively of the backward sections of the society. country's population. The corresponding However, despite the policy imperatives, figures of 1991 census are not yet the implementation of the various available. schemes has not been commensurate with the goals set up for each scheme. 2 1.2 According to 1981 census, the literacy rates of SC and ST population 2.1.5 A number of Centrally Sponsored were 21.38% and 16.40% respectively as Schemes are being continued in the 8th against 41.22% of non-SC/ST Five Year Plan (1992-97) for SCs, STs population. The literacy rates of women and other backward sections. These are for these categories were 10.93, 8.04 and (i) Post-matric scholarships; (ii) Grant- 29.43 percent respectively. The in-aid to voluntary organisations; (iii) corresponding figures of 1991 census are Pre-matric scholarships for children of not yet available. The proportion of those engaged in un-clean occupations; enrolment of SC/ST children continues (iv) Book banks; (v) Boys' and Girls' to be much less than their population Hostels; (vi) Coaching and allied proportion except in the case of primary schemes. In addition to these, two education where the enrolment ratios are schemes in the central sector have also comparable to the general enrolment. been approved, viz., (i) special But this is possibly due to the higher educational development programme for proportion of over-age children amongst girls belonging to SCs of very low these categories. literacy levels, and (ii) educational complex in low literacy pockets for 2.1.3 The drop-out rate among SC/ST development of women's literacy in students continues to be very high at all tribal areas. These programmes are in levels of education. The drop-out rates addition to the special thrust given to the for the year 1987-88 amongst SC, ST weaker sections in the and general population are given below:- Drop-out rates (1987-88) Classes SC ST General I-V 51.60 65.2 46.97 I-VIII 68.81 80.0 62.29 I -X 81.98 87.61 75.30

2.1.4 The NPE, 1986 was unambiguous

3-14 and adults in the age-group 15 and general programmes for educational above. development like opening of schools, running of Non-Formal Education (NFE) 2.2.5 For SC children access and centres and adult education centres, enrolment will be assured primarily in schemes of Operation Blackboard, the formal school. Where SC children upgradation of merit of SC/ST students, are not able to attend the formal school reservation in educational institutions, provision for non-formal and distance etc. education centres will be made to ensure universal access and enrolment. 2. ELEMENTARY EDUCATION 2.2.6 It will be the responsibility of the 2.2.1 Taking into account the teachers to organise drives at the experience gained in the implementation beginning of every academic session to of NPE, 1986 and POA, the following enrol all school-age children specially strategies are proposed: girls belonging to SCs, STs and other backward sections. For this purpose (a) Access and Enrolment active assistance of voluntary agencies and local communities shall be taken. 2.2.2 In order to ensure universal Traditional and folk media can be very access and enrolment of SC children in effective in reaching parents and rural areas, henceforth, in opening children in remote areas to motivate primary and upper primary schools them. priority would be given to the needs of SC habitations and hamlets. As far as (b) Participation possible pre-primary section will be an integral part of such schools. 2.2.7 Adequate incentives will be provided for the children of SC, ST and 2.2.3 Every Scheduled Tribe habitation other backward sections in the form of will be provided with a primary school Scholarships, Uniforms, textbooks, or other suitable institution before the th stationery and mid-day meals. end of the 8 Five Year Plan in order to ensure universal enrolment and 2.2.8 All schools, NFE centres and pre- participation. school centres in SC/ST habitations will be equipped with necessary and essential 2.2.4. In tribal areas educational plan infrastructural facilities in accordance will be implemented in an integrated with the norms laid down for Operation manner. Pre-school education (through Blackboard and for achieving Minimum Balwadis), Non-Formal Education, Levels of Learning (MLL). elementary education and adult education will be organically linked and 2.2.9 Operation Blackboard shall cover integrated to ensure achievement of total within a period of two years all schools literacy of the entire population. This in tribal areas and Harijan Bastis integrated Educational Complex will be irrespective of the date on which the responsible for total education within its school was set up. area serving all children in the age-group

2.2.10 The indigent families among of empowerment. Special and relevant SC/ST will be given incentives to send curricula and materials shall be prepared their children, particularly girls, to for this purpose as a crash programme. schools. 2.3.4 Post-literacy centres will be set up (c) Achievement in SC/ST areas where literacy campaigns have been carried out in order to provide 2.2.11 Children from tribal communities facilities for continued literacy for adult will be taught through the mothertongue neo-literates specially women. in the earlier stages in primary school. Teaching/learning material in the tribal 4. INCENTIVES languages will be prepared providing for a transition to the regional language by 2.4.1 Under the scheme of pre-matric Class III. and post-matric scholarships, the rates will be linked with the increase in the 2.2.12 The home language of children of cost of living index. SC/ST may be different from others. Therefore, standard teaching/learning 2.4.2 Scholarships for SC/ST students material will be re-written to make them in upper primary (middle) school and intelligible to the SC/ST children onwards will be distributed through especially in areas where the standard bank/post-office. Scholarships will be language and the learners' dialect are payable in advance on the first day of different. each month. Special provisions will have to be made to allow minor children to 2.2.13 It will be ensured that MLL operate bank accounts. already set-up for primary schools will be achieved, that the necessary standards 2.4.3 Coaching, training and remedial of three Rs are acquired by all children teaching classes will be organised for in SC/ST communities'. Effective students of SC/ST and other backward methodologies for measurement of MLL sections in order to enhance the will be implemented. scholastic achievement of these students. Special coaching for entrance 3. ADULT EDUCATION examinations for institutions of higher learning, particularly for professional 2.3.1 Adult education programmes will courses to be provided to SC/ST students be an integral part of educational micro- of Classes X and XII. planning in all tribal areas. 2.4.4 Residential facilities will be 2.3.2 Under the total literacy campaign provided for SC/ST students preparing SC and ST populations will be the major for competitive examinations. focus for achieving total literacy. Special attention will be paid to adult illiterate 2.4.5 Additional scholarships will be women. provided for SC/ST girl students in the secondary and senior secondary classes. 2.3.3 Adult education programmes for Special coaching and remedial courses SCs/STs will essentially be programmes will be organised for SC/ST girl

students. in-aid.

2.4.6 Merit Scholarship Schemes 6. TEACHERS AND THEIR covering A Grade students will be TRAINING implemented in all the States. 2.6.1 Where teachers are not available in 2.4.7 Books of proven quality including schools located in SC/ST"localities, classics from Indian and foreign crash programmes for giving suitable languages will be abridged, adapted, training to eligible persons from translated and reproduced and made SCs/STs will be started. The eligible available at subsidised rates to the amongst them will be appointed as children and neo-literates in SC/ST teachers in the schools. communities. 2.6.2 Specified teacher training 5. RESERVATIONS institutions such as DIETs will be identified for training of SC/ST teachers 2.5.1 Implementation of reservation on a large scale. will be monitored at all levels and failure to adhere to the same will be made 2.6.3 In order to encourage SC/ST punishable. students to become teachers special courses integrating secondary, senior 2.5.2 Reservation in recruitment of secondary and professional training wil teachers from SC/ST communities will be devised. This will encourage such be ensured in all educational institutions. candidates to opt for the teaching profession from an early stage and get 2.5.3 In Navodaya Vidyalayas, adequate training as teacher. admission for SCs and STs are reserved on the basis of either the national norm 2.6.4 Wherever possible husband-wife of 15% and 7.5% respectively or of the teams will be posted as teachers in tribal percentage of SC and ST population in areas. This will ensure high participation the district, whichever is higher. This by such teachers in school education. principle will be considered for adaptation by State Governments in 7. ADDITIONAL MEASURES other educational institutions, wherever feasible, the criterion of reservation 2.7.1 A chain of pace-setting being the national percentages of 15 and institutions from primary to higher 7 1/2 or the State percentages of SC and secondary will be established in areas of ST or the district percentages of SC and SC/ST concentration for providing ST, whichever is higher. quality education to talented learners as well as for upgrading the achievement 2.5.4 Through an appropriate scheme levels of comparatively slow learners in facilities will bje provided to SC/ST these communities. children for studying in reputed private educational institutions of high quality. 2.7.2 Education in tribal areas should Reservation will be provided for SC/ST be linked with out door activities. Many children in schools which receive grant- tribal children excel in sports, games and

other out-door activities. Such talent stationery, etc. reach the clientele must be identified and nurtured. groups. Adequate coaching will be provided at early stages so that these talented 9. MONITORING sportsmen and women can participate in sporting activities and competitions. 2.9.1 In addition to the monitoring by the Scholarships will be provided for such existing scheme, monitoring of students paying special attention to their education in SC/ST areas will be dietary requirements. entrusted to the local community/village education committee with adequate 2.7.3 There is need for improvement in representation of SC/ST members the standards of hostels for SC/ST specially women. The local community students. Special attention has to be paid will take the total responsibility of to the nutritional need of the students. As planning the educational facilities in far as possible hostels should be SC/ST areas, managed by teachers. Hostels for SC girls should be constructed in or around 2.9.2 In most of the States and at the the vicinity of the school/college where Centre the incentive programmes like the girls are enrolled and adequate scholarships, mid-day meals, free security measures should be provided. uniforms, etc. and setting up of hostels Hostels should preferably be run by and Ashram Schools for SC/ST are Non-Governmental being implemented by the Welfare Organisations(NGOs). Departments, while the Departments of Education run programmes of setting up 2.7.4 There is need to incorporate in of schools, appointment of teachers, the school curriculum philosophy of Dr. preparation of textbooks, curriculum, Ambedkar which emphasised an untiring etc. which cater to SC/ST students as a effort to alleviate the educational part of the general programmes of the standards of SC/ST persons, an Education Departments. It would, inculcation of an understanding among therefore, be appropriate that the teachers and students about the richness monitoring is done by the respective of the culture of SC/ST and of their departments implementing the contribution to culture ajid economy. programmes. The Joint Monitoring System developed for this purpose by 8. OTHER EDUCATIONALLY "the Ministry of Human Resource BACKWARD SECTIONS Development, Ministry of Welfare and Planning Commission will be taken up 2.8.1 Special efforts will be made to earnestly. improve the educational infrastructure in remote and inaccessible areas, border 2.9.3 In some States, educational areas, islands and hilly and desert areas institutions for Scheduled Tribes are and areas of concentration of being run by agencies other than the educationally backward sections. Education Department. It is better that Measures will also be taken to ensure these are managed by Department of that incentives in the form of Education. scholarships, uniforms, books,

10. EVALUATION OF SCHEMES

2.10.1 A number of evaluation studies have been conducted on the implementation of Centrally Sponsored Schemes as well as schemes of the State Governments. For example, in the recent past, the post-matric scholarship scheme has been reviewed by the Department of Personnel and by NIEPA. Pre-matric scholarship schemes of the State Governments have been evaluated by NCERT. The Girls' Hostel scheme was reviewed by three research organisations under the scheme of evaluation of the Department of Education. Many studies have also been conducted under the programmes of assistance of Ministry of Welfare, NIEPA, NCERT, Tribal Research Institutes, etc. But there does not seem to be a proper follow up of the reports.

2.10.2 What is needed is a systematic documentation and utilisation of the findings of the reports for taking corrective action.

3. MINORITIES' EDUCATION minority, referred to in clause (1) , the State shall ensure that the amount fixed 1. PRESENT SITUATION by or determined under such law for the acquisition of such property is such as 3.1.1 Articles 29 and 30 of the would not restrict or abrogate the right Constitution of India guarantee the rights guaranteed under that clause. of minorities to conserve the language, script and culture and to establish and 30(2) The State shall not, in granting aid administer educational institutions of to educational institutions, discriminate their choice whether based on religion or against any educational institution on the language. So far as minorities are ground that it is under the management concerned the following constitutional of minority, whether based on religion or gaurantees have been provided which are language. in addition to Articles relating to Fundamental Rights in part III of the (iii) Article 350A. Facilities for Constitution :- instruction in mother-tongue at primary stage. (i) Article 29. Protection of interests of minorities. It shall be the endeavour of every State and of every local authority within the 29(1) Any section of the citizens residing State to provide adequate facilities for in the territory of India or any part instruction in the mother-tongue at the thereof having a distinct language, script primary stage of education to children or culture of its own shall have the right belonging to linguistic minority groups; to conserve the same. and the President may issue such directions to any State as he considers 29(2) No citizen shall be denied necessary or proper for securing the admission into any educational provision of such facilities. institution maintained by the State or receiving aid out of State funds on 3.1.2 The implementation of the above grounds only of religion, race, caste, guarantees has been uneven although the language or any of them. various Conferences of Education Ministers, Government of India (ii) Article 30. Right of Minorities to Memorandum of 1956 as also the establish and administer educational statement on Languages in 1958 etc., institutions. have been laying emphasis on the special treatment to linguistic minorities. Efforts 30(1) All minorities, whether based on should be made to safeguard these religion or language, shall have the right constitutional guarantees more to establish and administer educational vigorously. institutions of their choice. 3.1.3 According to 1981 Census, the 30(1A) In making any law providing for religious minorities constitute about- the compulsory acquisition of any 17.4% of the population of which property of an educational institution Muslims are 11.4%, Christians 2.4%, established and administered by a Sikhs 2%, Buddhists 0.7% and Jains

0.5%. The High Power Panel on 2. 15-POINT PROGRAMME FOR minorities, SC/ST and other weaker THE WELFARE OF MINORITIES sections, appointed by Ministry of Home Affairs and headed by Dr. Gopal Singh 3.2.1 Former Prime Minister Smt. Indira has identified Muslims and Neo- Gandhi issued a 15-Point Directive on Buddhists as educationally backward at welfare of minorities to the Central and national level. Subsequently, the State Governments in May, 1983. Point Government have extended to neo- Nos. 11 and 12 concern education of Buddhists all the benefits which are minorities. available to Scheduled Castes. The State Governments may identify other groups Point No. 11 : In many areas recruitment which are educationally backward at the is done through competitive State level. Special efforts need to be examinations. Often minority groups are taken to bring the educationally handicapped in taking advantage of the backward minorities on par with the rest educational system to compete on equal of the society and to make them terms in such examinations. To help participate fully in the national them to overcome these handicaps, steps developmental activities. The census should be taken to encourage the starting data of 1991 in respect of minorities is of coaching classes in minority not yet available. educational institutions to train persons to compete successfully in these 3.1.4 The National Policy on Education examinations. (NPE) 1986 states the following regarding education of minorities vide Point No.12: The acquisition of technical para 4.8 of the document: "Some skills by those minorities who are today minority groups are educationally lagging behind would also help in deprived or backward. Greater attention national development. Arrangements will be paid to the education of these should be made to set up ITIs and groups in the interest of equality and Polytechnics by Government or private social justice. This will naturally include agencies in predominantly minority areas the constitutional guanrantees given to to encourage admission in such them to establish and administer their institutions of adequate number of own educational institutions, and persons belonging to these areas. protection to their languages and culture. Simultaneously, objectivity will be 3. ON-GOING PROGRAMMES reflected in the preparation of text books FOR MINORITIES' EDUCATION and in all school activities, and all possible measures will be taken to (i) Scheme of Coaching Classes for promote an integration based on Competitive Examinations appreciation of common national goals and ideals, in conformity with the core 3.3.1 The University Grants curriculum." This has been reiterated in Commission introduced a Coaching the Revised Policy Formulations. Scheme in 1984 to prepare students belonging to educationally backward minorities to enable them to compete in various competitive examinations for

recruitment in services and for admission 3.3.5 The Planning Commission has to professional courses including agreed to include a scheme of pre- Engineering, Medical etc. examination coaching for weaker sections based on economic criteria 3.3.2 The U.G.C. is currently under the 8th Five Year Plan. The implementing the scheme in 20 modalities are being worked out by the Universities and 33 colleges. Besides Ministry of Welfare. these, two Regional Resource Centres, one each at Calicut and Aligarh Muslim (ii) Community Polytechnics in University, have been set up with the Minority Concentration Areas objective of preparing teaching and learning materials and also for 3.3.6 The scheme of Community conducting orientation programmes for Polytechnics was initiated in 1978-79 the functionaries of the Coaching with a view to ensuring for the rural Centres. So far, during the period 1984- society a fair share of benefits from the 90, 24,000 candidates have availed of investments in technical education the facility of Coaching Classes. UGC system. The major areas of activities of has incurred a total expenditure of Community Polytechnics are socio- Rs.140.00 lakhs on the implemntation of economic surveys, training programmes the scheme. The number of successful for providing skills to unemployed candidates is approximately 1,900. persons for self/wage employment, organising technical services in villages 3.3.3 A Standing Committee of UGC etc. reviewed the scheme and on the basis of its recommendations the scheme was 3.3.7 As a part of implementation of revised in 1988. The Standing the 15- Point Programme, ten Committee has been making periodic polytechnics were selected during 1984- visits to the centres and has suggested 85 in minority concentration areas for further changes to improve the quality of upgrading them as community the scheme. UGC has accepted to carry polytechnics. At present, all the 41 out these changes. This needs to be minority concentration districts listed in pursued. POA-1986 have been covered by Community Polytechnics or their 3.3.4 Ministry of Welfare had launched Extension Centres. during 1990-91, a scheme of pre- (iii) Training programmes for examination coaching/training to prepare principals/managers/teachers in candidates belonging to educationally Minority managed schools and economically backward minority communities for various competititve 3.3.8 NCERT has been organising examinations/ professional seminars and training programmes for courses/entrance examinations through principals/teachers of minority managed reputed minority voluntary schools. The programmes include organisations. 36 Pre-exaroination seminar cum workshop for principals coaching/training centres were and managers, and training programmes sanctioned till March, 1991. for teachers from minority managed institutions in subject areas of English,

Science, Mathematics, Vocationalisation North Bengal University from 13th to of education and Educational Evaluation. 16th March, 1992. Such training programmes are also being organised by the Regional Resource (vi) Programmes identified for State Centres. About 1400 Principals and Governments teachers have been trained so far. 3.3.11 The Programme of Action 1986 (iv) Guidelines for recognition of listed a number of other programmes to Minority Managed Institutio be taken up by the State Governments for the upliftment of educationally 3.3.9 The Union Department of backward minorities. However, most of Education have prepared policy norms them have not been taken up because of and principles for recognition of paucity of funds. educational institutions as minority managed institutions and these have (vii) Monotoring been circulated to State Governments for enabling them to prepare detailed 3.3.12 A quarterly monitoring report on guidelines in the matter. However, the action taken on programmes envisaged response from State Governments has under POA is submitted to Ministry of not been encouraging. These guidelines Welfare. The quarterly report, however, need to be vigorously pursued and are not regularly effectively monitored. submitted by the State Governments.

(v) Review of Text-Books from the 4. REVISIONS SUGGESTED IN Stand-Point of National Integration THE EXISTING POA/STRATEGIES OF IMPLEMENTATION 3.3.10 The programme of review of text books from the point of view of 3.4.1 In school education and adult providing communal harmony, education sectors, areas of concentration secularism and national integration is of educationally backward minorities to being implemented jointly by the be taken care of by an Area Approach NCERT and State Governments. with Block/Tehsil as a unit where NCERT takes up review of Text-Books specially designed programmes would be of State Governments on sample basis. implemented to ensure accelerated A Steering Committee has been set up at progress.(Action : Deptt'. of Education - national level to make this programme a Centre and States/UTs). regular feature. A meeting of the National Steering Committee was 3.4.2 Suitable Centrally Sponsored/ organised at International Institute of Central Schemes should be formulated Dravidian Linguistics, Trivandrum in the 8th Five Year Plan for (Kerala) on 19-20 April, 1991 to implementing the strategies for the consider the report of the work done and development of educationally backward formulate its recommendations. A minorities. (Action: Deptt. of workshop to evaluate History and Education, Ministry of HRD and Language text-book of West Bengal, Planning Commission). Assam, Manipur and Tripura was held at

3.4.3 A revised list of minority backward minorities. (Action: concentration districts and UGC/State Govts./UTs). blocks/Tehsils should be prepared by the Ministry of Welfare taking into account 3.4.8 In areas where there is all relevant facts. Schemes for the concentration of the educationally development of the Minorities should be backward minorities, girls hostels to be designed for such districts and constructed in schools and colleges on a tehsils/blocks (Action: Ministry of priority basis. (Action: Deptt. of Welfare; Deptt. of Education, Ministry Education, Centre/States, Ministry of of HRD). Welfare and U.G.C.) .

3.4.4 Non Formal Education equivalent 3.4.9 Studies and surveys to be to primary schooling to be adequately commissioned on selective basis by provided in areas of concentration of Research organistions, Universities and educationally backward minorities. The other Central and State Agencies. Scheme of Non Formal Education needs (Action: Deptt. of Education - Centre to be reviewed and strengthened and States/UTs, Ministry of Welfare, accordingly. This is necessary to reduce NCERT, U.G.C, Planning Commission, the drop-out rate. (Action: Deptt. of ICSSR). Education -Centre and States/UTs). 3.4.10 The safeguards guaranteed in the 3.4.5 A time-bound crash programme of Constitution to linguistic and religious school improvement with an in-built minorities in respect of education at the mechanism for covering minority primary and secondary stages to be concentration areas with the on-going effectively implemented. (Action: Deptt. programmes of Operation Blackboard, of Education - Centre and States/UTs). Non-formal Education and District Institute of Education and Training to be 3.4.11 A centrally sponsored/central implemented on priority basis. (Action: scheme to be launched in areas of Deptt. of Education, Centre and minority concentration to ensure the States/UTs). availability of Urdu knowing teachers in schools. Facilities for instruction through 3.4.6 Remedial coaching schemes for the medium of Urdu at the primary stage SC/ST students to be extended to to be implemented effectively. Where students belonging to educationally the situation warrants on the basis of backward minorities also. Remedial existing formula, the Urdu medium coaching should also include enrichment sections to be opened in the existing classes for the relatively better students. secondary schools. Urdu knowing (Action: Deptt. of teachers to be appointed for students Education/States/UTs.). offering Urdu as a medium. The number of the students belonging to 3.4.7 In the higher education sector, educationally backward minority should educational trusts, foundations and non- be the criterion for the appointment of Governmental organisations to be Urdu teachers in each class/school, and supported and strengthened to cater to also for starting Urdu medium schools the educational needs of educationally and Urdu as subject at different classes

in existing schools. State Governments Govts.). shall ensure that Urdu Textbooks are made available to the school students on 3.4.14 The coaching scheme of UGC to time alongwith textbooks in be revamped and expanded to cover English/Hindi. (Action: Deptt. of more minority concentration areas. Education - Centre and States/UTs). Wherever necessary, new coaching centers to be opened not only in these 3.4.12 (a) A Centrally areas but also in non-minority sponsored/Central scheme for the concentration districts for remedial and introduction of Science, Mathematics, enrichment coaching, where suitable English and Hindi etc., in traditional target group and facilities are available institutions to be formulated by the in Colleges and Universities. The Department of Education and to be existing scheme of the Ministry of adopted by such instituions purely on Welfare for providing pre-examination voluntary basis (Action : Deptt. of coaching for minorities through reputed Education, Ministry of HRD) . voluntary organisations to be strengthened and extended to provide (b) The State Govts would be remedial coaching. The Ministry of encouraged to establish Madrasa Boards Welfare will have to take into to look after the education of the consideration the involvement of non- minorities.Effective administration of Governmental organisations known for these boards to be ensured through their interest in educational development adequate staff support. (Action: of minorities. UGC will be exploring States/UTs.). possibilities for adopting their scheme for coaching through reputed private 3.4.13 Educational programmes with a institutions for recruitment to the public vocational bias to be introduced in the services. (Action: Ministries of HRD and educational institutions in areas of Welfare and U.G.C.). concentration of educationally backward minorities on a priority basis. Training 3.4.15 A Centrally sponsored/Central programme in crafts in which there are Scheme for appointment of language inherited skills among educationally teachers, funded by Government of backward minorities to be organized India, will be launched in the Eighth through craft training institutes. Efforts Five Year Plan. (Action: Ministry of to be made to locate such craft training HRD and Planning Commission). institutes in area of concentration of educationally backward minorities. 3.4.16 The alarming rate of drop-out Where these institutes are available, in among the minority students to be such areas, they are to be upgraded on a checked by specially designed measures. selective basis as advanced craft training Incentives to be given to poor minority centres so that the inherited skills of the students in the shape of freeships, educationally backward minorities stipends and uniforms. They are also to become more productive. Artisans' be given pre-matric and post-matric children to be given preference in scholarships by extending the admissions in ITIs. (Action: Ministries scholarship shemes of SC/ST students. of HRD, Labour, Textiles and State (Action: Ministries of Welfare and

HRD). priority basis. (Action: States/UTs).

3.4.17 Voluntary Organisations, 3.4.23 Voluntary Organisations should Federations and Associations of be encouraged to set up ITIs in areas of Minority-managed institutions to be concentration of educationally' backward encouraged and actively associated with minorities. Where required, suitable the functioning of minorities education. funds should be provided. (Action: (Action : State Govts./UTs). Ministry of Labour, States/UTs).

3.4.18 Special monitoring machinery 5. PHASING OF TARGETS, must be set up both at the centre and STRATEGIES ENVISAGED AND States. The Monitoring Committees PRIORITY MEASURES should be headed by eminent public persons and have reprasentatives of the 3.5.1 Short term, measures include: community, Voluntary Agencies and the concerned Govt, agencies. (Action: i. Imparting of Technical skills through Deptt. of Education - Centre and the 41 Community Polytechnics set up in States/UTs). the areas of pre-dominant minority concentration. There are many areas in 3.4.19 Scheme for Scholarships for which Community Polytechnic weaker sections on merit-cum-means programmes have not borne the desired basis, with in-built system of, placement result. Corrective measures need to taken in good institutions; fee exemption/fee and vigorously implemented. Due concession for artisans and other weaker publicity and incentives, should be sections; such help could be routed provided. (Action: Deptt. of Education - through Voluntary Societies of all India Centre/States). repute. (Action: Deptt. of Education, Ministry of HRD; Ministry of Welfare; ii. University Grant Commission's States/UTs.). Scheme of giving assistance to Universities/Colleges for coaching 3.4.20 Scheme for encouraging setting classes for students belonging to up of Libraries, Reading Rooms etc. in educationally backward minorities to be minority concentration areas; projects in revamped and expended to cover more a few blocks on an experimental basis to minority concentration areas. Wherever be undertaken by State Governments necessary, new coaching centres to be which will provide adequate finances for opend including in non-minority the purpose. (Action: States/UTs.). concentration areas. (Action: UGC)

3.4.21 A suitable incentive scheme to be iii. Programme of Evaluation of text- devised to encourage States achieving books from the stand point of national the targets in respect of minorities integration undertaken by NCERT and education. (Action: Ministry of HRD). State Governments to be taken up more systematically for speedy and effective 3.4.22 Arrangements for appointment of implementation of this programme. regional language teachers in Urdu (Action: NCERT/ SCERTs) medium schools may be made on a

iv. Orintation programmes for District Committees. (Action: Deptt. of principals/managers and training Education - Centre and States). programmes for teachers of minority educational institutions taken up by (viii) Arrangements for appointment of NCERT/NIEPA to be intensified regional language teachers in Urdu (Action: NCERT/NIEPA). medium schools in States may be made on priority basis. (Action: States/UTs.). v. A crash programme of School Improvement consisting of Elementary (ix) There are complaints of standards of Education, Non-Formal Education % education being lowered down in some and Adult Education to be implemented institutions run by educationally on priority basis in minority backward minorities. Similarly there are concentration areas. (Action: Deptt. of many allegations regarding appointment Education, M/0 HRD) . of teachers and admissions in engineering, medical and other vi. The scheme of Resource Centres will professional colleges. There are also be extended for providing training and complaints about the general guidance to minority educational management of institutions at all levels institutions situated near these centres. from primary schools to universities. (Action: NCERT, U.G.C.). It is the crying need of the hour that an vii. A proper monitoring machinery must awakening should be created among the be set up at the Centre and States. The Muslims themselves to run and manage Monitoring Committees should be their institutions with academic constituted under the Chairmanship of excellence on the lines of the Institute of eminent publicmen of the community Mass Communication, Jamia Millia and well-versed with the problems of Islamia. To achieve this, Government of minorities. The Committee at the Centre India should extend generous financial should have all India representation. It grant to such institutions and also should include eminent persons of the provide total protection to Minority community, officers from Education Institutions under Article 29 & 30 of the Department and the Ministry of Welfare Constitution. The monitoring of the rank of Joint Secretary, Members committees at State and Central level of Parliament, Vice-chancellors, should be charged with the task of representatives of voluntary ensuring improvement of standards in organisations of repute and a minority managed institutions. (Action: representative from Anjuman Taraqqi- Deptt. of Education; Ministry of HRD, Urdu-i-Hind. The State Committee will Ministry of Welfare, States/UTs). submit quarterly reports to the Central Monitoring Committee. Monitoring (x) Women's Community Polytechnics proforma for the purpose will be should be set up in minority carefully designed. State Governments concentration areas on priority basis. should be requested to form such (Action: Deptt. of Education - Centre committees in their respective States on and States/UTs). the same pattern with immediate effect. They may also be requested to form (xi) Implementation of Guidelines for

Recognition of Minority managed educational institutions: xiv) The number of students belonging to educationally backward minority shall a) Clear guidelines for recognition and determine the appointment of Urdu for timely disposal of applications. Each teachers and teaching of Urdu as a State Government to formulate its subject and also for establishment of recognition policy and giving wide Urdu medium schools. (Action: State publicity to this. (Action: Deptt,-of Governments). Education Central/State Governments). xv) In the schemes of Operation b) Effective monitoring arrangements Blackboard, Adult Education and Non- should be made to see the proper formal Education and othar such implementation of the guidelines. schemes where Urdu has been neglected (Action: Deptt. of Education so far should be given due importance Central/State Governments). and Urdu teachers/instructors should be appointed in schools in minority c) State Governments should fix a time concentration areas and arrangement for limit for processing applications for Urdu facility should be made with recognition. There should be a maximum immediate effect. (Action: Deptt. of period of three months fixed for disposal Education, Ministry of HRD). from the date of receipt of application. (Action: States/UTs). 3.5. 2 Medium term measures include: d) The State Governments may grant i) Centrally sponsored / Central scheme automatic recognition to schools of of Area Intensive Programme for minorities upto Class V. (Action: Educationally Backward Minorities in States/UTs). the light of Revised NPE (1986) and POA and the recommendations of other (xii) Special attention should be paid to expert bodies. Action: Deptt. of the minority concentration areas in Education, Ministry of HRD). locating schools so that minority children have access in matters of ii.a) Centrally Sponsored/Central admission. The Ministry of Welfare will Scheme of Modernisation of Madrasa prepare a revised list of minority Education by the introduction of concentration Blocks/Tehsils (Action: Science, Mathematics and English/Hindi Ministry of Welfare, Deptt. of Education in traditional Madrasas and Maktabs on - Centre and States/UTs). Voluntary basis. (Action: Deptt. of Education, Ministry of HRD). xiii) Urdu teachers should be appointed in all the Kendriya Vidyalayas and b) The State Govts, would be Navodaya Vidyalayas located in encouraged to establish Madrasa Boards minority concentration areas and to look after the education of the arrangement for teaching Urdu as a minorities. Effective administration of subject should also be made in these these boards to be ensured through schools with immediate effect. (Action: adequate staff support. (Action: Deptt. of Education, Ministry of HRD). States/UTs.).

launched by the Government really reach iii) Centrally sponsored/Central scheme the beneficiaries. (Action: Ministry of I of Appointment of Urdu teachers in the & B). States where Urdu is spoken by a substantial number of people with a view viii) NCERT should bring out Urdu text to a more effective implementation of books along with those of Hindi and the Three-Language Formula as English. The Bureau for Promotion of envisaged in the 1968 Policy, NPE-1986 Urdu should be directed to publish text and Revised NPE-1992. (Action: Deptt. books for primary and secondary classes of Education, Ministry of HRD). on top-priority basis. (Action: Deptt. of Education, Ministry of HRD) . iv) A Centrally sponsored/Central Scheme of Language teachers, funded by ix) There is a large concentration of the Government of India for more minorities in urban slums. A Centrally effective implementation of the sponsored/ Central Scheme be devised to safeguards guaranteed under the cater to their educational, health and Constitution to linguistic minorities. nutritional needs. Special infrastructure (Action: Deptt. of Education, Ministry of should be provided for implementing HRD) schemes of Operation Blackboard, Adult Education, Non-formal Education etc. v) Complaints have been received that (Action : Deptt. of Education, Ministry NCERT Urdu text books are not easily of HRD; Ministry of Urban available at all or if available are not Development). available on time. A time-bound schedule should be prepared for x) It should be ensured that the publication and timely availabilty of constitutional rights of the minorities in Urdu textbooks along with those of respect of opening and administration of Hindi and English. The Bureau for institutions, admissions etc. are fully Promotion of Urdu should be directed to protected to uphold the cherished ideals publish text books for primary and of Constitution as defined in Articles 29, secondary classes on priority basis in 30, and 350-A. (Action : Ministries of addition to the text books being HRD, Welfare and Home Affairs, published by NCERT. For this purpose States/UTs). special funds should be provided to BPU. (Action: Deptt. of Education, xi) Where the situation warrants Urdu Ministry of HRD). medium sections may be opened in the existing secondary schools. Urdu vi) An Urdu Open University may be knowing teachers should be appointed in established with a view to cater to the anticipation of students offering Urdu as needs of the Urdu speaking people. a medium. This will give the Urdu (Action: UGC). speaking students an opportunity to mix vii) All programmes of Minorities freely in the schools with students whose Education should be given wide mother tongue is not Urdu and will publicity through Radio, TV and promote national integration. However, Newspapers in regional and minority new Urdu medium secondary/higher languages in order that the programmes secondary schools should be opened in

areas of concentration of educationally Education, Ministry of Human Resource backward minorities in special Development should prepare a scheme circumstances. In such Urdu medium of assistance to State Governments in schools also there should be provision this regard. However the State for parallel sections with regional Governments will be encouraged to start language as a medium. (Action: their own prpogrammes in ECCE. State/UTs.). (Action: Deptt. of Education, Ministry of HRD). xii) The Central/State Governments should release grants to minority (b) Primary Education institutions on a quaterly basis in the interest of work and effeciency. (Action: i) Institutional system for compilation of Central and State Governments / UTs). statistical information required by Commissioner for Linguistic minorities xiii) A suitable incentive scheme to be regarding educational facilities. (Action: devised to encourage States achieving State Govts./UTs.). the targets in respect of Minorities Education. (Action: Deptt. of Education, ii) Eliminating delay in sanctioning of Ministry of HRD) . linguistic minority teachers' posts and appointment of teachers by delegation of xiv) In areas where there is concentration powers to District Collectors (Action: of the educationally backward State Govts./UTs). minorities, girls hostels to be constructed in schools and colleges on a priority iii) Survey on availability of text books basis. (Deptt. of Education in minority languages and setting up of Centre/States, M/0 Welfare and U.G.C.). printing facilities in minority languages. (Action: State Govts./UTs). xv) Voluntary Organisations would be encouraged to set up ITIs in minority iv) Survey on availability of teacher concentration areas. Where necessary, training facilities for teachers in minority suitable funding would be provided. languages and measures to enhance such (Action: Ministry of Labour, capacity wherever necessary. (Action: States/UTs). State Govts./UTs.).

3.5.3 Long Term Programmes include: v) Efforts will be made to utilise 15% of the curricular time for training in local (a) Early Childhood Care and Education crafts/trades and to arrange evening Centres classes for children of artisans/agricultural labourers. (Action: Early Childhood Education Centres will State Govts./UTs). be set up in Primary Schools in areas pre-dominantly inhabited by (c) Middle and Higher Secondary educationally backward minorities. Education Socially Useful Productive Work (SUPW) should also be introduced in i) A scheme for in-service training from such schools. The Department of minority institution teachers in Science,

Mathematics, Social Sciences, English Departments). and Career guidance, through SCERT and other resource centres and State (e) Vocational and Technical career guidance institutions. At present Education the NCERT has a scheme for such courses. The proposal is to extend this Provision of vocational courses in higher activity through SCERTs and other secondary schools specially catering to above mentioned institutions. (Action: educationally backward minorities. State Govts./UTs) (Action : State Govts./UTs). Ensuring that in all the programmes on technical ii) A scheme for Orientation Courses for and vocational education included in the Managers and Principals of minorities policy, minority run institutions derive institutions in modern educational full benefit. (Action: State Govts./UTs). techniques by SCERT. This is being done by NCERT at present on a small Setting up Crafts Training Institutes in scale. There is need to increase the identified minority artisan concentration coverage. (Action: State Govts./UTs). blocks, with 80% seats for artisans' children. Where these institutions are iii) Scheme of appointment of regional available, they are to be upgraded on language teachers in minority institutions selective basis as Advanced Craft for national integration and for Training Centres. Artisans children implementation of the Three Language should be given preference in admission Formula. (Action: State Govts./UTs). to ITI's (Action: Ministries of Labour and Textiles, State Govts./UTs) . iv) A scheme of remedial coaching in minority managed educational (f) Women's Education institutions. This sheme should also provide for enrichment classes for better i) As the women literacy and the girls students. (Action: State Govts./UTs). enrolment is lowest among educationally backward minorities, in the schemes of v) Minority managed educational opening of girls schools, appointment of institutions will be given fair lady teachers, opening of girls' hostels representation in the scheme for and providing of incentives in the form computer literacy in school education of mid-day meals, uniforms etc. (Action : State Govts./UTs). Minorities needs should be fully met. (Action: State Govts./UT's) . (d) Higher Education ii) A Production-cum-Training Centre In the higher education sector, for crafts exclusively for girls preferably educational trusts, foundations and non- with women instructors to the extent Governmental organisations to be possible in each of the identified supported and strengthened to cater to minority concentration districts. the educational needs of educationally (Action: State Govts./UTs). backward minorities. (Action: Deptt. of Education Centre and States/UTs, (g) Voluntary Effort in Adult Ministry of Welfare and State Welfare Education & Early Childhood

Education (ii) Association of Educationally Backward Minorities with Boards Orientation Courses for professionals of Education and other Advisory from minority communities to motivate Bodies voluntary effort; attaching one centre to all minority institutions to create 3.6.2 Educationally Backward awareness of these schemes and to train minorities to be associated with various supervisors for multiplier effect. (Action: Education Boards and Advisory State Govts./UTs). Committees at Central and State levels. (Action: Deptt. of Education (h) Libraries, Reading Rooms and Central/State Governments). Extension Work (iii) Monitoring Arrangements Scheme for encouraging setting up of libraries, reading roooms etc. in minority 3.6.3 A Cell will be created in the areas; projects for educational extension Union Education Department and in the work in a few blocks on an axperimental State Education Departments exclusively basis. (Action: State Govts./UTs) for monitoring implementation of programmes for educationally backward (i) Scheme for Scholarships - Scheme minorities. for scholarships for weaker sections on merit-euro-means basis, with in-built (iv) Review and Evaluation system of placement in good institutions; fee exemption/fee concession for 3.6.4 There shall be a departmental artisans' children and other weaker review and evaluation by an outside sections; such help could be routed agency of all minority education through Voluntary Agencies of All India programmes every year. repute. (Action: Deptt. of Education - Centre/States, Ministry of Welfare).

6. ORGANISATIONAL AND MANAGEMENT ISSUES

(i) Bench Mark Survey and Research Studies

3.61 Arranging Bench mark Survey and periodical surveys to assess the increase in literacy and in educational attainments; scheme for periodical research studies on various aspects to improve the effectiveness of remedial measures especially relative availability of schools in minority concentration areas. (Action: State Governments/UTs).

4. EDUCATION OF THE million disabled children is to be HANDICAPPED improved through early intervention and services by ECCE. 1. PRESENT SITUATION 4.1.3 At the end of 1991-92 about 4.1.1 It is estimated that about 12.59 30,000 children with disability were million children with disabilities are to availing special benefits under the be provided education in the school scheme of Integrated Education for system. The details are as follows:- Disabled Children (IEDC). In addition, about 60,000 children with mild disabilities received resource support Figures in Million without special benefits. A large number of children with disability are also Projected Population of children with receiving education in special schools disability in the age-group 5-14 years @ which number about 1035. 3.19 Locomotor Handicap 1.48 4.1.4 The Project Integrated Education for Disabled (PIED) is being Hearing Handicap 0.65 implemented, as a field demonstration, in one block each in ten States and Speech Handicap 0.91 Union Territories. In these blocks about 90 per cent of children with disability are Visual Handicap 0.15 receiving education in general schools. The cost per pupil in these blocks is now Mentally retarded children 3.60 around Rs. 2,000/- and is likely' to come in the age group 5-14 * down further as the number of beneficiaries increases. General teachers Children with learning 3.60 feel confident and motivated as their disability in the age group 5-14 status in the community has improved due to the services they provide. Children with disability 2.20 in the age group 16-18 years. 4.1.5 The innovative multi-category ______training of resource teachers has been @ The 1981 figures of the survey by found to be effective and has been NSSO have been extrapolated on the institutionalised in the Regional Colleges assumption that population with of Education, the universities offering disabilities would have grown at the special education courses and the same rate as the general population. training programmes organised by Non- Governmental Organisations. * Estimated at 1% of the population in the age group 5-14 years. 4.1.6 Each DIET has been provided a resource centre for orienting elementary Out of these, about half a million teachers and establishing field require vocational training. demonstrations in lab areas. Faculty- from 102 DIETS have so far received 4.1.2 The educability of another 2 induction training at the NCERT.

dream unless concerted and urgent 4.1.7 The Ministry of Welfare had taken measures are taken. steps to ensure supply of trained manpower to special schools and 2. NPE REVIEW PERSPECTIVE improve standards in these schools through th.e National Institutes for the 4.2.1 As part of its .concern for Handicapped (NIHs) and increased equalisation of educational support to NGOs. opportunities, the NPE, 1986 focuses on the needs of children with disabilities. 4.1.8 The Ministry of Labour manages The NPE, 1986 recommended an 17 Vocational Rehabilitation Centres integrated education in general schools (VRCs) for the handicapped and helps in for children with locomotor handicaps their placement altso. About 66,000 and with other mild disabilities, persons with disability have been orientation and pre-service training of rehabilitated under this scheme by general teachers to meet special needs of September, 1991. Three percent of seats these children, provision of vocational for admission to ITIs and under the training, establishment of special schools Apprenticeship Training Scheme are for severely disabled children and available for handicapped persons. encouragement of voluntary These seats are being fully utilised. organisations in these tasks. The POA suggested a pragmatic placement 4.1.9 The evaluation of special schools principle. It postulated that a child with and the scheme of IEDC has revealed disability who can be educated in a some grey areas. General education general school should be educated in a system is not yet mobilised, to a general school only and not in a special noticeable extent, for education of the school. Even those children who are handicapped, either at the Central or initially admitted to special schools for State level. Inputs from different training in plus curriculum skills should schemes like CBR, DRC, ECCE, non- be transferred to general schools once formal education, adult education, they acquire daily living skills, vocational and technical education, etc. communication skills and basic are not being brought together for the academic skills. education of the physically handicapped. Some States are still reluctant to 3. TARGETS implement IEDC while some are implementing it rather indifferently. Few 4.3.1 For achieving equalisation of NGOs are active in rural areas. The educational opportunities, children with standard of education in special schools disability should have access to quality needs improvement. Facilities for the education comparable to other children. education of children with multiple However, considering the financial handicaps are yet to be developed. The resources likely to be available during early detection and intervention the 8 th Plan the targets for education of programmes so essential for education of disabled children would be as follows: these children have yet to be started. The goal of UEE for this disadvantaged (i) Children who can be educated in group would remain an unachievable general primary schools

UEE is equally relevant for this a) Universal enrolment by the end of 9 th disadvantaged group. Planning for UEE Five Year Plan. and adult literacy at all levels - Centre, State, District, Block and Project – b) Ensuring achievement of minimum should provide for the educational needs level of learning through adjustment and of this category of children. adaptation of curriculum and teaching to special needs. 4.4.2 Education of children with disability will be a component in the (ii) Children who require to be educated training of educational planners and in special schools or special classes in administrators as well as preservice and general schools inservice teachers. DIETs, CTEs and a) Universal enrolment by the end of the IASEs which have been provided 9th Five Year Plan. facilities for this component will have to pay particular attention to this aspect of b) Ensuring achievement of level of teacher training. While drawing up learning commensurate with their schemes for strengthening SCERTs, potential. cells for education of the handicapped may be considered as envisaged in (iii) Reduction of drop out rates on par IEDC. with other children. 4.4.3 The material supplied under (iv) Providing access to disabled Operation Blackboard will have to take children to secondary and senior into consideration special needs of these secondary schools with resource support children. School buildings will have to and making special provision for take note of architectural adjustments vocational training of these children, needed to ensure access to children with particularly those with intellectual disability, at the con&truction stage itself disabilities. so as to avoid expenditure on modifications later on. Special schools (v) Reorienting pre-service and in- need to be opened in the districts which service teacher education programmes have no special school facilities. The including pre-school teachers training education of the handicapped should programmes to meet special needs in the form an essential component in all classroom. externally assisted basic education projects being implemented or proposed (vi) Reorienting adult and non-formal to be implemented. education programmes to meet educational and vocational training 5. INTEGRATED EDUCATION needs of persons with disability. FOR DISABLED CHILDREN (IEDC) 4. IMPLEMENTATION STRATEGIES 4.5.1 The POA, 1986 target of increasing enrolment of children by 25 4.4.1 The strategy of area-specific and per cent per year was achieved as population- specific micro-planning for enrolment of disabled children in general

schools increased from 15,000 to 30,000. district headquarters. However, because Subject to availability of resources, the of resource constraints no new special cumulative enrolment would reach school has been established. The 50,000 by the end of the 8th Plan. Ministry of Welfare has identified 240 However, an additional 1, 00,000 districts without any special schooling children with mild disabilities will be facility. Efforts would be made to provided resource support from teachers provide special schools in these districts and learning aids and equipment. by the end of 9th Five Year Plan.

4.5.2 The following actions are needed 7. VOCATIONAL TRAINING for achieving the targets laid down: 4.7.1 The Ministry of Labour is (i) Adequate allocations of resources. providing vocational training to the handicapped through the Craftsman (ii) Provision for education of persons Training Scheme (CTS), the with disability should be made an Apprenticeship Training Scheme and integral component in externallyassisted separate Vocational Rehabilitation basic education projects. Centres (VRCs). Three per cent of the seats for admission to ITIs under the (iii) Provision for education of disabled Craftsman Training Scheme and children should be made in the Centrally Apprenticeship Training Scheme are Sponsored Schemes of Operation reserved for candidates who are Blackboard, Vocationalisation of handicapped but have aptitude and are Education and Non-Formal Education. otherwise fit to undergo the required training. The States/UTs have been (iv) Co-ordinated implementation of advised from time to time to implement schemes like Community Based this reservation for the handicapped Rehabilitation, ECCE, VRCs and IEDC which will be continued during the 8 th so as to reduce cost and achieve higher Plan also. Seventeen VRCs will continue coverage. This would require to provide training to a larger number of coordination among the handicapped persons during the 8th plan. Ministries/Departments of Health, The instructors in ITIs will receive Welfare, Education, Women & Child orientation to meet special needs of Development and Labour. handicapped persons. This component will be added in ITI instructor's training (v) The NGOs have to be encouraged to programme. Adjustment and adaptation implement IEDC, particularly in rural of equipment to provide full access to areas. The NGOs involved in other disabled persons will be ensured. educational activities will be encouraged to work in this area also and assisted in 4.7.2 The National Institutes for the developing their expertise. Handicapped under the Ministry of Welfare will continue their efforts to 6. SPECIAL SCHOOLS provide vocational training to the handicapped. 4.6.1 The POA envisaged provision of an additional 400 special schools at the 4.7.3 The Department of Education will

also encourage voluntary organisations to the IEDC cell staff. Multicategory working in the area of vocational training of resource teachers will be education and training for the encouraged in UGC supported handicapped. The CIVE will provide programmes. support to vocational training programmes for the handicapped through 9. TRAINING OF teacher training material and other EDUCATIONAL resources. ADMINISTRATORS

8. ORIENTATION AND 4.9.1 The NIEPA in collaboration with TRAINING OF TEACHERS NCERT should develop programmes for training educational administrators and 4.8.1 All the DIETs to be established making them aware of the needs of this by the end of the 8 th Plan will have a group. The IGNOU should design and resource room and trained faculty to offer courses for this target group also. teach the essential component of education of children with disability. 10. SPECIAL TEACHERS They will also run orientation programmes for teachers at least from 4.10.1 The NIHs and its regional lab areas and practising schools to training centres have built up capacity to establish field demonstration of IEDC train single disability special teachers for programme. The SCERTs will support special schools. Besides meeting field demonstrations under the scheme of demands of the new special schools, the IEDC. Similar action is existing untrained teachers will be suggested for the 250 CTEs and 50 trained and backlog cleared by the end of IASEs. The budget provision is available the 8th Plan. Inservice training of special in the scheme itself. The pre-service teachers will be planned in a way that training curriculum will induct essential each teacher receives a three-week components in these areas, wherever it course every four years. has not been done so far. 4.10.2 Efforts will be made to promote 4.8.2 All in-service teachers should special education units in university receive awareness input on education of departments of education for training children with disability in orientation teachers to handle multicategory programmes. In each area/institution disabilities. where IEDC is implemented all teachers will receive orientation as envisaged in 11. EDUCATIONAL AND the scheme of IEDC. The heads of VOCATIONAL GUIDANCE institutions and educational PERSONNEL administrators will also receive training. Considering the large numbers to be 4.11.1 The existing educational and covered, the Indira Gandhi National vocational guidance counsellors should Open University and NCERT should be provided training in dealing with plan credit courses on special education disabled children and their parents. to equip general teachers to meet special Essential component should also be needs. The NCERT will provide training added to their preservice training

programmes. The NCERT and NIHs (vi) Teaching of Science and should design and offer in-service course Mathematics is either not available to for in-service counsellors. handicapped children or they opt for an easier substitute. Special efforts should 12. CONTENT AND PROCESS be made by the NIHs and the NCERT to develop an action programme to improve 4.12.1 Curriculum flexibility is of access of disabled children to these special significance for these children. important areas. Special needs of these children will be met, if child centred education is (vii) Child-to-child help in education of practised. The curriculum adjustment children with disability is an effective and adaptation of teaching methods and resource in view of large classes and material will be worked out, field tried multigrade teaching. NCERT should and provided to the users. The following develop a package and make it available actions will be taken: to teachers by the end of 1993.

(i) Guidelines for child centred (viil) The special learning aids and education, including special needs in the equipment like braille books, braille kit, classroom; being developed at the audio visual material will be developed NCERT will be made available by mid and made available to schools by NIHs 1993. and NCERT.

(ii) Guidelines for adjustment of 13. USE OF MASS MEDIA curriculum and instructional material and methods for visually and hearing 4.13.1 Radio and television are being handicapped at primary level have been used in a limited way both for advocacy developed. These will be made available as well as educational purposes. The to teachers. Work for upper primary and CIET, SIETs, NIHs and other secondary school level will be started organisations will develop a variety of and completed by the end of 1994. programmes so that they can be regularly telecast/broadcast. The MHRD will (iii) The achievement of minimum levels approach the Ministry of Information of learning by children with mild and Broadcasting for providing adequate disabilities should be ensured through time for this purpose. resource support and alternative learning material, wherever needed. 4.13.2 The CIET, SIETs and NIHs will also develop software in non-telecast (iv) The Boards of Examination should mode and make it available to DIETs, make adjustment and adaptations in other training centres and NGOs examination for the handicapped working with disabled persons. children. 4.13.3 Field publicity units should be (v) Study of more than one language utilised by States for advocacy should not be compulsory for deaf programmes. Newspapers and magazines children. have started popular advocacy and educational writing in this area. The

NCERT and the NIHs will develop be set up at the State and Central levels packages and hand over to journalists in for monitoring. In addition, regular visits workshops. by the officers of the MHRD, NCERT, Regional Colleges of Education and field 14. AVAILABILITY OF offices, should lead to status reports. SPECIAL LEARNING MATERIAL AND AIDS 4.15.3 Evaluation studies by external agencies, universities conducting courses 4.14.1 Learning material in braille is still on education and rehabilitation of not available to all children. Same is the persons in specific geographical areas case with aids like braille slate, Taylor will be commissioned by MHRD and the frame, etc. Similarly language training Ministry of Welfare. material for speech and hearing handicapped is not available in regional languages. Steps will be taken by the NIVH, AYJNIHH, NIMH and the NCERT to ensure the availability of such material,

15. MONITORING AND EVALUATION

4.15.1 The availability of a reliable data base is essential for proper monitoring and evaluation of educational programmes for persons with disability. Towards this end the District Education Office, must, with the help of other agencies, collect data about the number of disabled persons in the District - disability wise, sex wise and age group wise; beneficiaries under IEDC, special schools, ITIs, VRCs, etc., number of special and resource teachers, their qualifications and pay scale, and budget utilisation. Similar information should also be included in the statistics collected by MHRD as also the Educational Surveys conducted by NCERT.

4.15.2 The MHRD and the Ministry of Welfare should make grants under IEDC and special schools contingent on the periodic returns giving the information. An inter-departmental Committee should

5. ADULT AND CONTINUING during the last 2-3 years. Even though EDUCATION the emphasis under NLM is on imparting functional literacy to illiterate adults in 1. PRESENT SITUATION the age-group 15-35, potential learners in the age-group 9-14 and above the age of 5.1.1 The National Literacy Mission 3 5 have also been enrolled in most of (NLM) was launched as a societal and these campaigns. Taken together, about technology Mission on 5th May, 1988 55 million potential learners are with the objective of imparting presently covered in these campaigns. functional literacy to 80 million illiterate While the total literacy campaigns -have adults in 15-35 age group by 1995. Built made some impact in few parts of the on an objective assessment of the country, the States of Bihar, Rajasthan, strength and weaknesses of the National Arunachal Pradesh, Madhya Pradesh, Adult Education Programme it has Uttar Pradesh, Andhra Pradesh, imparted a new sense of urgency, new Meghalaya and Orissa and UT of Dadra emphasis and seriousness to the problem & Nagar Haveli are significantly below of eradication of illiteracy in the country. the national average of 52.11%. The implementation of the programme Intensive efforts have, therefore, to be of adult literacy and education in a made and special strategies to be Mission mode during the last four years adopted to improve literacy situation in has confirmed in more than one sense these States/UTs with special emphasis that eradication of illiteracy is possible, on persons belonging to SCs/STs and feasible and achievable. This has been women. demonstrated by the provisional figures of 1991 census which revealed that the 2. STRATEGIES OF literacy rate for the population aged 7 IMPLEMENTATION - MASS years and above in the country increased CAMPAIGN APPROACH TO BE from 43.56% in 1981 to 52.11% in 1991, THE DOMINANT STRATEGY registering an increase by 8.55%. The country achieved for the first time the 5.2.1 The mass campaign approach is distinction c£ having larger number of based on mass mobilisation and support literate persons (352 millions) than that of government (both Central and State), of the illiterate ones (324 millions). district administration, non- After experimenting with successive governmental and voluntary agencies, alternative models of literacy people from all sections of the society programmes, we have settled down to and all walks of life with a tinge of one which is known as campaign for voluntarism, a compact, well-knit and total literacy which is area-specific, time efficient management structure with an bound, volunteer based, cost-effective inbuilt monitoring system. The efficacy and outcome oriented. This has given us of this approach has been established lot of hope and faith that illiteracy is not beyond doubt in as much as it has a fatality and can be overcome in a time succeeded in transforming a fully bound manner with planned, concerted government-funded and government- and coordinated efforts. Mass campaigns controlled traditional centre-based for total literacy have been launched in programme (which was also 156 districts (either fully or partially) honorarium-based) into a mass campaign

leading towards a people's movement for a) Persuading the State Governments/UT total literacy and a new awakening. The administrations to formulate detailed Total Literacy Campaign (TLC) action plans for the state as a whole as approach constitutes the principal also for each district for achieving total strategy of NLM and would continue to literacy before 1997-98. The imperatives be so for such time till the goal of of literacy would be built into the universal literacy has been fully educational and developmental planning achieved. process at all levels.

5.2.2 As a result of the evolution of the b) Orientation of political parties, as also programmes of literacy, post-literacy and representatives of the people (MPs, continuing education during the past four MLAs, MLCs, Chairmen, Zilla years or so under the NLM, a clear and Parishads, Panchayat Samitis, Mandal comprehensive conceptualisation of the Panchayats/Panchayats, Municipalities, total programme has already emerged notified area councils, etc.) to come and would be adopted for future work. together, plan together, work together This will include the following: and pledge their unqualified solidarity and support to the campaign i) Basic literacy for about 200 hours experiment despite their ideological and spread over about six months which will political differences. basically be a guided learning programme; c) Orientation of officers of all departments (of both Central and State ii) Systematic post-literacy programme Governemnts) at the state and district for about 50 additional hours spread over level in the campaign approach so as to two months which will start with guided secure their co-operation and support to learning and will culminate into self- the campaign at all stages of its learning by making the learner self- operationalisation. reliant; and d) Registration of Saksharata Samitis in iii) Self-directed continuing education in the districts/areas where mass campaigns the perspective of life-long learning for total literacy are to be taken up with through library service, newspapers for representation of officials, non-official neo-1iterates, charcha mandal, and such members, voluntary agencies, other activities. This may also include educational institutions and opinion the skill development programme for leaders in the community/society. personal, social and occupational development. e) Mass mobilisation of all sections of the society like teachers and students of 3. PROCESS educational institutions, employers, trade unions, members of disciplined forces, 5.3.1 The process involved in ex-servicemen, banks, cooperatives, implementation of the mass campaign educated unemployed youth, voluntary for total literacy strategy would include agencies and the volunteers mobilised by the following: them for combating illiteracy. The important role of voluntary agencies in

mass-mobilisation will be continued and the university, college/school level for strengthened. promoting literacy as part of their social obligation. f) Peoples' participation in environment building, planning and operati6nalisation j) Elaboration of the present NLM norms of the campaigns by assigning specific into appropriate and specific roles to key resource persons, resource competencies in literacy and post- persons, master trainers, volunteers, etc. literacy for ensuring effective and by serving on various committees at achievement. the district, Panchayat Samiti/ Mandal Panchayat/Panchayat and village levels. k) Insistence on the preparation of This should lead to emergence of various teaching/learning material on the grass roots level community institutions, motivation centred technique of including the Village Education Improved Pace and Content of Learning Committees. (IPCL) in the campaigns supplemented by readers on host of development g) Creation of people oriented, well-knit messages such as health, family welfare, management structures at the district, immunisation, nutrition, maternity taluka, block, mandal/panchayat and protection, child care, protection of village levels consisting of both officials environment, small family norm and and non-officials to function in a women's equality, etc. decentralised, debureaucratised and participative mode with a view to l) Insistence on all ensuring participation and support of institutions/agencies/individuals people at all levels. For this purpose, interested in literacy work to work with services of experienced and committed understanding, rapport and bonhomie personnel would be obtained from and carry out specific assignments educational institutions, central and State related to material production, training government departments, Central and and environment building under the State public sector undertakings, leadership and direction of the concerned autonomous bodies, etc. preferably on saksharata samiti. secondment basis. m) Ensuring implementation of the total h) Effective involvement of good, literacy campaigns in accordance with committed and reliable voluntary the guidelines of the National Literacy agencies interested in taking up Mission Authority (NLMA) combined campaigns for total literacy in small and with such flexibility and freedom as may compact areas where total literacy be necessitated by local conditions. campaigns are not being implemented and bringing them under the umbrella of n) The Central/State Governments/UT TLC wherever a TLC is being Administrations and Central/State public undertaken with a view to securing their sector undertakings to make available support and services for the campaign. the personnel at various levels to work for the campaigns as and when requested i) Mobilising and harnessing all to do so and to ensure a reasonable components of the educational system at continuity in their tenure so as to avoid a

dislocation in pace and momentum of the neo-literates to participate in various the TLC. processes of national development, the NLM would be geared to the nationally 4. ENVIRONMENT BUILDING - A accepted goals by way of development of CONTINUED NECESSITY an effective linkage between literacy and other development programmes. In 5.4.1 Both the literate and the educated particular, the endeavour of the NLMA will be sensitised to take literacy work would be on the following: with a sense of pride, patriotism and social obligation. The community of a) All development learners will be motivated and mobilised departments/agencies would be fully for literacy to perceive the need for oriented to literacy and sensitised to literacy and internalise this need for their improve and strengthen the delivery collective well-being. For this purpose, mechanism for which they are directly or environment building activities would indirectly responsible with a view to continue to be undertaken through meeting the natural demand and organisation of jathas, street plays and sometimes heightened aspirations of the nukkad nataks, wall writings, literacy people (arising as a result of the songs and slogans, articles in campaign for literacy) which in turn will newspapers and magazines by creative sustain the need for literacy. writers, thinkers and opinion leaders, etc. b) Benefits available under various 5.4.2 Media would be used in literacy protective and anti-exploitative laws, promotion as a tool of dissemination of institutions as well as development information, as a tool of mobilisation, schemes would be made available to motivation and sensitisation, as a tool of learners with a view to alleviating their learning by sharing information, ideas poverty and deprivation, promoting and experiences and as a tool of social general and economic well being to the action for change. For this purpose, extent possible and ensuring an effective discussion on various aepects relating to participation in the affairs of family, literacy would be arranged on community and society as also larger Doordarshan and Radio, spots and affairs of the nation. motivational films would be produced and shown on TV and classes conducted c) Social, emotional and linguistic through radio. Both print and non-print integration, communal harmony, media, including the traditional folk arts, tolerance of and respect for each others' would be fully harnessed for faith and belief which has been achieved disseminating the message of literacy to a fair extent in many of the campaign and for creating a positive climate for districts would continue to be sustained literacy. and invigorated.

5. INTEGRATION WITH OTHER d) Literacy campaigns would take up DEVELOPMENT DEPARTMENTS activities related to protection and conservation of environment with a view 5.5.1 With a view to ensuring that to generating intensive awareness for acquisition of literacy actually enables such conservation and formation of

groups, wherever possible which will iii) Organising activities specifically provide the nuclei for all activities which designed to bring aboun attitudinal go with conservation. Such activities change amongst men, thereby will be integrated into the content of developing a greater sensitivity towards primers, content of materials for neo- the difficulties faced by women in Indian literates, curriculum and course content society. This should lead to collective of training and orientation of all action to remove such difficulties functionaries, transaction of instructional wherever possible. lessons, evaluation, etc. This will enable the learners and neo-literates to iv) Promoting the formation of women's assimilate, imbibe and internalise the organisations which will take up issues messages related to conservation. relating to women's rights. e) Propagation of the message of small v) Providing suitable avenues of gainful family norm which has been yet another employment of women and ensuring issue of national concern as also one of their participation in every stage of the the sub-themes of all literacy campaigns developmental process. would continue to be accelerated. This, alongwith other measures like vi) Ensuring that society as a whole is importance of delayed marriage, proper sensitised to the need to translate spacing, changing existing social biases assurances of equality into concrete in favour of the male child in our action such as payment of equal wages society, etc. will be integrated into the for equal work. content of the primer, content of materials for neo-literates, curriculum vii) Designing and promoting innovative and course content of training and and imaginative schemes which orientation of all functionaries, consciously work towards women's transaction of instructional lessons, equality and empowerment. Existing evaluation, etc. models such as the Women's Development Project (WDP), or the f) Promotion of women's equality will be Manila Samakhya concept, would be a major area of focus in literacy enlarged in scope and ambit, and programmes. Working towards this integrated with literacy campaigns. objective will have following implications for planning and viii) Creating structures, and implementation of TLCs: facilitating mechanisms by which the concept of women's equality and gender i) Enabling the participation of women justice is integrated at all levels with the in the decision making processes of the work of the Saksharta Samitis be it in campaign and developing organising training, content or participation. skills. g) An important and positive fallout of ii) Ensuring widest possible participation the campaigns is that parental demand of women as teachers and learners in the for enrolment and retention of children teaching-learning process. in the formal school system has increased manifold. Endeavour would be

made to positively respond to such responsibilities in an effective manner demand by opening new schools, adding and without any uncertainty. The rooms to the existing school buildings, services of District Institutes of appointing additional teachers and Education and Training (DIETs) and arranging their orientation and training District Resource Units (DRUs) would and improving the operational efficiency also be suitably used in providing of the delivery system so that it can academic and technical resource support absorb the growing demand. to the campaigns for total literacy Simultaneously efforts would be made to particularly at the district and block provide appropriate and needbased non- levels. Wherever considered necessary, formal education to working children in their working will be reviewed and 9-14 age group so that they do not, after revamped in such manner as would reaching adulthood, add up to the ranks admirably serve the purpose for which of illiterate adults. For this purpose, an they have been set up. effective linkage would be established with programmes/activities related to 5.6.2 Additionally, with a view to UEE, including NFE. making orientation and training programmes for functionaries of the total h) Messages of basic health care and literacy campaigns at various levels programmes formulted thereunder, both more effective and further improving protective, curative and preventive with other aspects of academic and technical special emphasis on health care resource support to the programme-, the programmes for women and children, following measures would be taken:- would be integrated into the content and process of campaign materials, training, i) Establishing a national pool of environment building, actual teaching resource persons for covering various learning phase, etc. in the same manner elements of the NLM strategy, by as small family norm, conservation of drawing upon the stock of expert environment and women's equality. personnel already available in practically all the States in universities, SRCs, 6. ACADEMIC AND TECHNICAL State-level and national institutions of RESOURCE SUPPORT education and social sciences and eminent non-governmental organizations 5.6.1 In view of the increasing engaged in education and development responsibilities of the State Resource activities at the grassroots level. Centres (SRCs) in the wake of TLCs having been launched in 156 districts in ii) Establishing a State-level pool of the country and similar campaigns likely scholars and resource persons to enable to be launched in about 200 additional the SRCs and other State-level resource districts during the 8th Five Year Plan, organizations to avail of their expertise the SRCs, which have been providing so as to build up effective programmes academic and technical resource support of resource support to literacy, post- to the literacy and adult education literacy and continuing education at the programme, would be suitably equipped, State and district levels. strengthened and stabilised so as to enable them to shoulder their iii) Utilizing the services of experts from

all over the country for the preparation would be evolved and used in different of orientation plans and development of parts of the country keeping in view the materials for the guidance of resource local needs and priorities, levels of persons. In this connection, activities at achievement in the basic literacy phase the national level would be closely inter- and the situation in which most of the linked with similar activities to be learners are placed. undertaken at the State level, in a flexible manner and with active b) The planning for each post-literacy participation of state-level experts in programme would be initiated much in order to respond to varied needs and advance and preferably in the middle of situations in different States. the basic learning phase of the campaign so that the time-gap/inter-regnum 7. POST-LITERACY AND between close of the basic literacy phase CONTINUING EDUCATION and commencement of the post-literacy phase is minimised. 5.7.1 Literacy per se is a minimal and imperative entry point to the world of c) Post-literacy would be a planned, information and communication. It is a structured and coordinated effort and basic step towards adult education which would preferably be implemented in a is a process of life-long learning. This campaign mode as in the TLC. The entry point will have to be carried Saksharta Samiti at the district level and forward, sharpened and refined to enable similar peoples' committees at the learners to enrich their knowledge, to block/mandal panchayat, panchayat and acquire skills for improving their village level would continue to provide functional capability keeping in view the leadership and direction for the post- latest developments and to apply literacy literacy campaign as in the TLC. skills for solution of their day-to-day d) The three important goals of post- problems and improve their well-being. literacy programme would be Post-literacy and Continuing Education remediation by way of starting a bridge programmes would be organised keeping course of 30-40 hours' duration, these objectives of adult education in continuation of learning activities view. The main features of the post- through facilities of libraries and reading literacy and continuing education rooms, supply of reading material suiting programme to be implemented under the the felt needs and interest of learners and Mission would include the following: application of literacy skills to actual living and working situations. a) Keeping in view the wide variations in the levels of literacy and numeracy e) As the frame-work of the Jana achieved by those who are supposed to Shikshan Nilayam (JSN) as a strategy have become literate and keeping in designed to cater to the post literacy and view the possibility that a substantial continuing education needs of the neo- proportion of persons who have acquired literates of the centre-based programme basic literacy skills through the total may not be of universal application, literacy campaigns will tend to relapse particularly in the areas covered by total into illiteracy, different strategies for literacy campaigns, it would not be the post-literacy and continuing education only mode of post-literacy. It would be

the endeavour of the NLMA to provide periodicals, magazines, etc. would an institutional frame-work in the form become a part of supportive of learning centres in every learning strategy. village/habitation/urban slum in as decentralised and debureaucratised mode i) The library movement like the Kerala as possible. Irrespective of the form the Granthshala Sangam would be converted learning centres may take, it would be into a mass movement and a programme ensured that the community is fully of mobile libraries would be evolved and involved in planning and implementation implemented in consultation with the of the post literacy programmes, the state governments. Facilities available ultimate objective being to organise the through the Raja Ram Mohan Roy unorganised. Functioning of JSNs would Library Foundation and other be reviewed with a view to making them institutions/agencies working in this area more effective and ensuring that they would be extended to the post-literacy"~ subserve the purpose for which they centres, to the extent possible. have been set up. Where JSNs and other forms of learning centres co-exist, an j) For promoting reading habits, the effective linkage between the two would learning centres would be encouraged to be established. set up penfriend clubs, reader clubs, etc. Book voyage will be integrated with f) Each post-literacy programme would post-literacy programme at the local, be suitably integrated with programmes district and state levels. of other development departments. These departments would provide k) Government support to post-literacy facilities for location of the learning programme would continue for a period centres, impart training to the of at itast two years before the beneficiaries of the post-literacy community takes it over for programme and would provide literature implementation on a long-term basis. on activities/programmes being undertaken by them, besides meeting and l) The employers, trade-unions and the talking to the learners at the post literacy government departments/undertakings centres to understand the existential would be expected to provide facilities reality of the situation in which they of reading rooms, libraries, etc. for the have been placed and to provide support neo-literates/learners, and their services to minimise the rigour and employees/members, etc. The Central hardship of their existence. Board of Workers' Education would be involved in organising learning centres g) Schemes/programmes of TRYSEM, for the workers in the industrial DWACRA, SCYTES, etc. would be establishments. suitably interlinked with post-literacy and continuing education so that the m) The National Book Trust, State facilities under these schemes are, Resource Centres, voluntary agencies available to the neo-literates. and the private publishers would be encouraged to bring out books of h) Newspapers for neo-1iterates, neo- common interest to the learners at 1iterates' newsletter, wall papers subsidised rates. The educational

institutions would be persuaded to allow 8. SKILL DEVELOPMENT the neo-literates to make use of the facilities of their libraries. 5.8.1 Skill development would be integrated in each programme of post- n) The University Grants Commission literacy and continuing education. In would be involved organically and particular, the endeavour of NLMA effectively in literacy and post-literacy would be on achieving the following movement by galvanising the entire objectives in close collaboration with higher educational system to discharge other departments/agencies which will its social obligation. be requested to assume specific responsibilities: o) Radio, television and films would be used with creativity and innovative skills a) Enabling the neo-literates to acquire to encourage efforts in the districts skills for economic self-reliance, such covered by the total literacy campaigns skills also including managerial and to sustain literacy, particularly reading entrepreneurial skills. and numeracy skills. Specially designed audio-visual learning material would be b) Opening of additional Shramik prepared for use in the JSNs and post- Vidyapeeths in urban, semi-urban and literacy centres. Serials, particularly for rural areas and promotion of more the neo-literates, would be developed agencies/institutions in the non-formal and shown/broadcast through TV/radio. sector for the purpose of imparting vocational skill information to the neo- p) Use would be made for extending literates and conducting such local radio net-work being set up by AIR programmes. to design curricula in different vocational and other life skills for the c) Enabling the educational institutions neo-literates in the TLC districts. Radio to start vocational courses for neo- programmes would be supported by print literates, without the educational and other materials which may be qualification being a condition precedent prepared locally to cater to the particular for admission in such courses, which needs of the area. could be run in the evening. q) All other avenues of learning of d) Creation of enabling structures for appropriate levels would be provided to working neo-literate women in the form the neo-literates, the ultimate objective of creches, day care centres, etc. by the being creation of a learning society. village level agencies and other developemnt departments/organisations. r) Industry, trade, commerce and banks would be impressed upon the need to e) Imparting skills like communication provide avenues for continuous learning skills, survival skills and skills aimed at to their employees, particularly the neo- upgrading the functional capability of 1iterates. the neo-literates.

5.8.2 Based on the needs voiced by women neo-literates, wide range of

interventions in terms of information agencies, educational institutions, Nehru sharing on availability of Yuva Kendras, etc. It would be the schemes/programmes, bank credit, endeavour of NLMA to cover about 21 appropriate technology, marketing million persons in the age-group 15-35 channels, availability of materials, etc. in each year of the 8th Five Year Plan. would be executed. With a view to enabling them to become self 5.10.2 Where as persons in the age- employed/better employed, formation of group 9-14 would also be covered in the cooperatives of women neo-literates total literacy campaigns where the would be facilitated. Saksharta Samitis so propose, it would be ensured that after the first phase of 9. RESEARCH basic literacy in the total literacy campaigns, appropriate arrangements are 5.9.1 The National Institute of Adult made for learners in this age-group so Education (NIAE) which has been set-up that they complete prescribed course of as a technically independent, non-formal education and acquire the administratively autonomous, minimum levels of learning prescribed professionally competent and a highly for non-formal education. As the priority specialised body with research and age-group under NLM is 15-3 5, it academic orientation would undertake, would be difficult to make an estimation good quality action research on various about the number of persons in the age- aspects relating to adult education group 9-14 which would be covered programmes of all descriptions. The under the total literacy campaigns. emphasis in programmes and activities of NIAE would be on creative and 11. CONTINUATION OF THE innovative work and on collaboration MISSION and net-working with other agencies in India and abroad, working in the field of 5.11.1 Launched in May 1988 with the adult education. The other objective of imparting functional literacy agencies/organisations interested in to 80 million illiterate adults by 1995, taking up such research would also be the NLM has now come to stay, and tne encouraged to do so. need of literacy for improving the overall well-being of the illiterates and enabling 10. TARGETS them to make an effective contribution in all processes of national development 5.10.1 It is estimated that at the has been fully realised. The time span of beginning of the 8th Five Year Plan the National Literacy Mission was initially number of adult illiterates in the age- fixed upto 1995 so as to coincide with group 15-35 was 104 million. Whereas, the terminal year of the 8th Five Year 80 million adult illiterates would be Plan (1990-95). Since, however, the 8th covered by total literacy campaigns to be Plan could not start from 1990-91, as taken up in 350 districts in the country was originally planned, the time span of by the close of the 8 th Five Year Plan, the Mission would be extended upto the remaining 24 million illiterates 1997 which would be the terminal year would be imparted literacy through of the 8 th Five Year Plan (1992-97). it programmes to be taken up by voluntary would be imperative to retain and

strengthen, if considered necessary, all in different parts of the country and the the structures of the Mission at the situation in which most of the learners national, state and district levels, as have are placed would be kept in view. already come into operation and which, with their combined efforts, have d) The findings of the evaluation would succeeded in covering 156 districts in be shared with the representatives of the the country by the literacy campaigns. people, learners, volunteers and all these who have worked for the campaigns. 12. MONITORING AND EVALUATION e} h manual on evaluation techniques, including design of training 5.12.1 A detailed monitoring system to modules would be prepared and a facilitate timely flow of information on number of parallel tests would be the pace and progress in the evolved and indicated in the manual, implementation of the programme from Well defined criteria would be evolved the field to the national level, which has for the purpose of declaring an area fully already been evolved, would be made literate. more effective in the light of the experience that may be gained for about g) The literacy scenario in the country is a year or so. It would be ensured that characterised by wide-spread disparity in both qualitative as well as quantitative both relative and absolute terms in aspects of the programme are monitored. respect of a State as also a district(s) between urban and rural areas, between 5.12.2 Evaluation under the NLM would males, and females. It is quite likely that be systematic, simple and intelligible as a result of operationalisation of the and technically sound. It would be TLCs, the position will undergo participatory, supportive and non- qualitative change resulting in threatening. The important features of substantial reduction of this disparity. the evaluation system under NLM would Agencies undertaking evaluation studies be the following: in respect of TLC districts would be asked to reflect this in the evaluation a) It would provide basic information on study reports so that the situation the achievement of the literacy obtaining before the commencement of campaigns from the point of view of the programme and after the conclusion social accountability, providing feed- of the programme could be known and back to the organisers, securing political shared with the masses. support and injecting an awareness and respect for education in general and literacy in particular. b) Scores for competencies achieved in reading, writing and numeracy skills would be clearly defined. c) While conducting evaluation, the wide variations in regard to the rate of literacy

6. EARLY CHILDHOOD CARE resources, planning and monitoring. AND EDUCATION 6.1.3 Realising the crucial importance 1. THE PRESENT SITUATION of rapid physical and mental growth during early childhood, a number of 6.1.1 The National Policy on programmes of ECCE were started Education (NPE) has given a great deal particularly after the National Policy for of importance to Early Childhood Care children (1974). The existing ECCE and Education (ECCE). It views ECCE programmes include; as a crucial input in the strategy of human resource development (HRD), as (i) ICDS. a feeder and support programme for primary education and as a support (ii) Scheme of assistance to voluntary service for working women of the organisations for conducting Early disadvantaged sections of the society. It Childhood Education (ECE) centres. has also taken into account the holistic nature of ECCE and has pointed out the (iii) Balwadis and day-care centres run need for organising programmes for the by voluntary agencies with all-round development of the child. It Government's assistance. specifically focusses on the need for early care and stimulation of children (iv) Pre-primary schools run by the State belonging to the vulnerable sector. Since Governments, Municipal Corporations the age span covered by ECCE is from and other governmental and non- conception to 6 years, emphasis has been government agencies. given to a child-centred approach, play way and activity based learning in place (v) Maternal and child health services of formal methods of teaching and early through primary health centres and sub- introduction of the three R's. The centres and other agencies. importance of community involvement has also been highlighted. Emphasis has 6.1.4 ICDS is currently the biggest been given to establishing linkages programme of early childhood between Integrated Child Development development, with 2.90 lakh Service (ICDS) and other Anganwadis serving nearly 14 0 lakh ECCEprogrammes. children and about 27 lakh mothers; 91.5% ICDS projects are located in rural 6.1.2 The Revised Policy Formulations and tribal areas and 8.5% in urban slums. reiterate the postulates of NPE, 1986 on Besides the ICDS, by the end of 1991- ECCE. The prescriptions of POA, 1986 92, there were 12,470 creches with a continue to be of relevance. What is coverage of about 3 lakh children below attempted here is to update the POA, 5 years, 4395 ECE centres in 9 1986 taking into account the Educationally Backward (EB) States and developments since then and the need to the Balwadi Nutrition programme strengthen the programmes by, inter-alia, serving nearly 2.30 lakh children in the improving the programme components, age-group of 3-5 years. co-ordination mechanism and enlisting community participation in mobilising 6.1.5 Over the recent years, a number of

initiatives have been taken to make the effective designs of ECCE will also be programmes more focussed. The encouraged and supported. measures under ICDS, include emphasis on practical training for Anganwadi 3. STRATEGY OF workers, and extension work by IMPLEMENTATION Anganwadi training centres; which are required to adopt 10 Anganwadis each 6.3.1 The ECCE involves the total for developing them as model development of child, i.e. physical, Anganwadis. To build up resource motor, cognitive, language, emotional, capabilities in the field, action is afoot to social and moral. The age span under develop CDPO's office into resource consideration in ECCE is from centre. Instructional materials for conception to about 6 years. Even a Anganwadi Training Centres are also modest development process during this under preparation. Efforts are also being period includes care of mother during ma£e to distribute education cum play pregnancy (ante-natal health check-up, materials to Anganwadis to improve nutritional support, control of anaemia, their pre-school education component. immunization for prevention of tetanus Initiative has also been taken to improve following delivery, etc.) hygienic and the scheme of creches by reviewing skilled birth attendance, nutritional care norms for voluntary and community of mother during lactation, correct infant participation. A scheme has been worked feeding practices, immunization of infant out by the Department of Women and from communicable diseases, mothers' Child Development for converging the education in the child care, early services under DWCRA, ICDS, pre- childhood stimulation, and health and school education and related schemes of nutritional support throughout. Thus, the Departments of Health, Family ECCE is a complex integral function. It Welfare, and Rural Development. requires workers with integrated ECCE training, integrated worksites or ECCE 2. TARGETS AND PHASING centres where the essential services flow to young children through the period of 6.2.1 The aim of ECCE is that every their growth and preparation for formal child should be assured access to the education. To tap the full advantage of fulfilment of all basic needs. As such the synergistic impact of well-integrated efforts will be made towards ECCE activities and associated universalisation of ICDS by A.D. 2000. programmes, efforts will be directed at By the end of the Eighth Plan, 3.75 lakh coordinated functioning of various Anganwadi centres would be established agencies - governmental and non- and by A.D.2 000 seven lakh Anganwadi governmental - striving to meet different centres. Anganwadis will be gradually needs of young children. An Inter- converted into Anganwadis-cum- ministerial Committee will be set up creches. By the end of Eighth Plan, 25 comprising representatives of per cent of Anganwadis will be Departments of Labour, Education, converted into Anganwadis-cum- Rural Development and other related creches. Qualitative improvement of Ministries/Departments to plan, ongoing ECCE programmes would coordinate and monitor the programme. receive high attention. New cost- This will be done by the Department of

Women and Child Development which Anganwadis and replenishing them will function as the nodal agency for periodically. ECCE programme. (v) Developing the CDPO's office into a 6.3.2 Community and parental resource centre that is equipped with participation will be enlisted wherever training materials. possible in resource mobilisation, planning and implementation. To this (vi) Coordinating the timings of ICDS end village/mohalla level committees Anganwadis with the primary schools with adequate representation of mothers wherever possible. will be organised. The role of capable voluntary agencies will be emphasized to In addition, efforts will also be made :- create a wide and rich network of resources for ECCE. At the same time, it (i) To orient trainers, supervisors and is imperative that proliferation of sub- CDPOs through refresher courses in pre- standard institutions of ECCE is school education component and through discouraged. Norms and minimum field training both at pre-service and in- standards will be devised. service levels,

6.3.3 Ongoing programmes/schemes that (ii) to convene periodic workshops for reflect a concern for the holistic functionaries of related programmes to development of young children will be optimise resources and strengthen improved to provide effectively programme linkages, integrated services. These include: [iii) to develop a small percentage of (a) ICDS: The following initiatives Anganwadis as day-care centres, and that have been introduced will be continued and strengthened : (iv) to effect convergence of services and functions of ICDS and other related (i) Assigning each Anganwadi Workers' schemes. Training Centre the responsibility of developing at least 20-25 Anganwadi (b) ECE Centres: The ECE Scheme, as it Centres so as to provide the trainees with stands, does not have a component of adequate field practice. nutrition; neither does it have any provision for the training of teachers. (ii) Placing trainees for a minimum of The following measures will, therefore, one month in the Anganwadis for be taken with immediate effect: practical training. (i) Adding nutrition component with (iii) Development of instructional parent/community assistance. materials for use of trainers and the trainees. (ii) Provision for training the personnel.

(iv) Providing materials for children- (iii) Supply of educational materials for picture books, picture posters, minimum children. essential play materials to all

(iv) Using play-way method and requirements will be ensured:- discouraging early teaching of the three R's. (i) Timing co-terminus with school working hours or mother's working (v) System of monitoring. hours

(c) Balwadis run by Voluntary Agencies: (ii) Adequate, safe and hygienic There are varieties of patterns in the space Balwadis. Each scheme has its own history and background. All programmes (iii) Adequate child worker ratio of child development implemented through voluntary agencies will have an (iv) Safe drinking water integrated approach, offering a comprehensive package and avoiding (v) Supplementary nutrition duplication. Where this does not happen, the existing activities will be merged in (vi) Paramedical care under medical some comprehensive and integrated supervision programme. Most of the programmes run by voluntary agencies do not have all (vii) Minimum equipment including the components of health, nutrition and linen and cradles education. They need to be converted into total child development centres. (viii) Toys and play materials

(d) Pre-primary schools and classes: (ix) Training and supervision of They essentially focus on education. workers Therefore, they require :- 6.3.4 Besides strengthening existing (i) Adding components of nutrition with programmes, emphasis during the Eighth community/ parent participation. Plan and thereafter will also be on experimentation for evolving low cost (ii) Discouraging the early and context specific models. The models introduction of the three R's. which are in experimentation stages, at the moment, would be encouraged and (iii) Using play-way method, expanded. Appropriate agencies will undertake a survey of such models. (iv) Developing a relationship Some of the models which are already between home and community, being experimented with, which have much promise are as follows:- (v) Discouraging entrance tests for admission. (a) Home Based Model (from conception to 6 years): This model (e) Day Care Centres: The creches and involves developing techniques of day-care centres run with/without stimulation that can be taught to parents Government support otherwise need to or other members of the family to foster be reviewed and strengthened on an child development. It requires (i) training immediate basis. The following of local women who will play the

leadership role in conducting home visits as for HRD, ECCE will continue to be and encouraging family members to directed to the most under-priviledged conduct stimulation programmes for groups, those who are still outside the their children, (ii) development of low main-stream of formal education. Some cost play materials to be used by the of these can be defined as follows: family, (iii) development of low cost play materials to be used by the family, i) Very poor urban slum communities; (iii) development of audio and video programmes for the mass media for wide ii) Ecologically deprived areas where implementation, and (iv) creation of a children are required to fetch fuel, mobile supervisory cadre. fodder, water and do other household chores; (b) Day-care Centres (from birth to 6 years): This model is a support service iii) family labour and household chores to free older children and working in rural areas and artisan households; women. Some voluntary organisations are successfully implementing these iv) itinerant, or seasonal labour, who programmes. Such Daycare Centres have a mobile and transient life-style, should be established at all work sites like road workers; where women are employed in substantial numbers. While support for v) construction workers in rural and voluntary agencies should be provided urban areas; on a liberal scale by Government the expenditure on the centres run on work vi) landless agricultural labour; sites should be the responsibility of the employers. vii) nomadic communities and pastoralists; (c) Family Day-care Centres: This is best suited for areas where the target viii) forest dwellers and tribals in group is very small and a Day-Care remote areas; Centre may or may not be viable. In this model, a suitable woman from the same ix) residents of remote isolated hamlets. group is identified as the home-care worker, and given the necessary Girls in these groups may require materials, training, supervision and support services like child care, infrastructural support, including food, sometime in very small units. Special to take care of five or six children in her attention should be given to scheduled own home. It is envisaged that every castes and scheduled tribes in all the cluster of about 10 home care units above defined categories. would be supervised, guided and supported by a supervisory worker who 6.3.6 Appropriate linkages will also be is competent to give the necessary developed between ECCE, primary support. schools and Non-Formal Education 6.3.5 Keeping in mind the role of ECCE (NFE) Centres. Two-way interaction as a support service in Universalisation between the Anganwadi workers and of Elementary Education (UEE), as well school teachers/NFE instructors will be

encouraged. Suitable space will be full-time child care workers on par with provided for ECCE close to primary primary school teachers. Part-time child schools. care workers should be paid not less than minimum wages proportionate to their Media hours of work. To ensure proper supervision, ratio of supervisors to the 6.3.7 Media support will be developed number of ECCE Centres should be and fully utilized for conveying to the improved. Considering the nature of parents and community the significance work, which requires rapport with of ECCE. It is equally necessary for the mothers and tenderness to children, training of personnel in ECCE. Attention ECCE workers and their supervisors should also be paid to the development should preferably be women. of stimulating programmes for children. Concerted efforts will be made by all 5. TRAINING concerned organisations such as Doordarsnan, AIR, NCERT, NIPCCD 6.5.1 In all models of ECCE and other related organisations in programmes, the component of training developing software in all major regional will be strengthened. Training would languages. include a strong component of field placement under supervision. As the 4. PERSONNEL early childhood care and education programmes are bound to expand 6.4.1 Crucial to the success of any considerably over the next two decades, programme is mobilizing an adequate corresponding training facilities will be number of workers, designing suitable available for all levels of functionaries. incentives to sustain their motivation Following would be some of the towards work and equipping them for important parameters for meeting the efficient functioning through proper training requirements: training. Since ECCE programmes aim not just at providing custodial care, but - Initiating a two-year vocational course initiating developmental processes, the in ECCE at +2 level with the objective workers force would need to be suitably of creating basic skills which can later be augmented in accordance with the adopted through job training for specific diverse components of the programmes. situations; This will require an improvement in child-worker ratio, wherever feasible. - Strengthening the educational content of ICDS functionaries training by 6.4.2 Working conditions of ECCE providing appropriate training inputs, functionaries will also need attention, resources, materials etc., and extending especially in terms of adequate it, where possible, to include a honoraria/ remuneration. Efforts will be component on day care. continued to see that in case of day-care centres, the remuneration of full - Review of the existing training time workers is not less than the wages programme of ECCE. earned by unskilled workers. The long term goal would be to bring the trained - Working out flexible models for day-

care training at field level. - Child centred, and development and process oriented play activities planned - Taking steps for setting up a higher in a manner to expose children to a course in ECCE for senior level variety of experiences that foster a sense functionaries of ICDS, trainers in the of joy and curiosity various training institutions and the supervisory personnel; - Promote language skills and cognitive curiosity - Creating a system of accreditation of training institutions dealing with ECCE. - Foster joy and creativity and confidence 6.5.2 Greater technical resource support to ECCE programmes need to be given - Promote muscular development through NCERT/SCERTs/SRCs and DIETs. DIETs should play a pivotal role 6.6.2 Daily activities should be for technical resource support to ECCE planned according to the age and programmes and functionaries in key developmental levels of the children. areas like training, curriculum There should be a flexible balance of development transaction etc. These activities for all aspects of development institutions should be strengthened with as well as a balance between individual necessary infrastructures and resources and group activities, indoor and outdoor to equip them for this. Resource activities, vigorous and quiet activities capabilities of NGOs and VAs will also and guided and free activities. be drawn upon. 6.6.3 Medium of communication 6. CONTENT AND PROCESS should be mother tongue/regional language. There should be a link 6.6.1 The content of pre-school between the mother tongue and the programme should provide inputs for a dominant language of the region. total development of child faculties. This would mean providing components of 7. REVIEW health, nutrition and education. Illustratively, these would include: 6.7.1 With a view to improving the quality of ECCE, a comprehensive - regular medical checkup of children review of the existing ECCE with follow up and referral services programmes will be undertaken with where necessary special emphasis on pre-school curriculum, teaching/learning material, - daily provision of supplementary training including issues of accreditation nutrition in accordance with the and vocationalisation, monitoring and nutritional status of children linkages with primary schooling. It is imperative to discourage proliferation of - Growth monitoring through substandard institutions of ECCE. maintenance of height and weight Norms and minimum standards will be through monthly/bimonthly records devised with a view to ensuring better quality and healthy practices.

8. MONITORING AND EVALUATION

6.8.1 The system of monitoring and evaluation will be strenghtened on the following lines:

(i) A Management Information System will be evolved for monitoring all ECCE programmes. Information will be collected, compiled, analysed and acted upon at the block/local authority level. The flow of information to different levels (District, State, Centre) will be so planned that control functions at these levels can be performed effectively without delay.

(ii) Professional institutions, and expert bodies will be involved in independent, objective evaluation that can identify gaps and problems and feasible alternatives for remedial action.

7. ELEMENTARY EDUCATION classes I-VIII. Despite increased participation of girls, disparity still 1. THE SITUATION AS IN 1986 exists. Though the participation of girls in primary education (classes IV) 7.1.1 Provision of free and compulsory increased from 28.1% in 1950-51 to education to all children until they 40.2% in 1985-86, it was still below the complete the age of 14 years is a normative percentage of about 50%. The Directive Principle of the Constitution. participation of girls in upper primary Since 1950 determined efforts classes (classes VI-VIII) was lower; it have been made towards the increased from 16.1% in 1950-51 to achievement of this goal. Over the years 35.1% in 1985-86. The participation of there has been a very impressive increase SCs and STs is now more or less in in the number and spread of institutions proportion to their share in population at as well as enrolment. Universal the primary level, but the sex disparity provision of institutions has been persists among SCs and STs. In classes substantially achieved at the Primary I-V, SC girls account for 37.5% of SC stage (classes I-V). According to the students and in classes VI-VIII 29.9% Fifth All India Education Survey, 1986, (1985-86). The corresponding 94.5% of the rural population had percentages of ST girls are 36.6% and schools within a walking distance of 1 30.4% respectively. Km.; 83.98% of the rural population was served with middle schools/ sections 2. NPE, 1986 AND ITS POA within a walking distance of 3 Km. The number of primary schools increased 7.2.1 The NPE, 1986, and its POA gave from 2.10 lakhs in 1950-51 to 5.29 lakhs unqualified priority to UEE and in 1985-86. Similarly, the number of introduced many innovations. First, the upper primary schools went upto 1.35 emphasis was shifted from enrolment per lakhs in 1985-86 as compared to 13,600 se to enrolment as well as retention. As in 1950-51. The gross enrolment of 6-11 the POA, 1986 put it crisply "enrolment age group increased from 43.1% in by itself is of little importance if children 1950-51 to 62.4% in 1960-61 to 76.4% do not continue beyond one year, many in 1970-71 to 80.5% in 1980-81 and to of them not seeing the school for more 85.0% in 1985-86. Likewise, the gross than a few days." Secondly, the NPE, enrolment of 11-14 age group increased 1986 sought to adopt an array of from 12.9% in 1950-51 to 22.5% in meticulously formulated strategies based 1960-61 to 33.4% in 1970-71 to 41.9% on micro-planning, and applied at the in 1980-81 and to 48.9% in 1985-86. grass roots level all over the country, to ensure children's retention at school. 7.1.2 However, Universalisation of POA, 1986 sought to replace enrolment Elementary Education (UEE) in its drives by participative planning in which totality is still an elusive goal and much the teachers and the villagers would ground is yet to be covered. Drop-out formulate family-wise and child-wise rates continue to be significant, retention design of action to ensure that every of children in schools is low and wastage child regularly attended school or non- considerable. In 1985-86, drop-out rates formal education centre and completed were 47.6% in classes I-V and 64.4% in at least five years of schooling or its non-

formal equivalent. Thirdly, the NPE, would have quality comparable with 1986 recognised that unattractive school formal education. environment, unsatisfactory condition of buildings and insufficiency of 3. DEVELOPMENTS SINCE THE instructional material function as NPE, 1986, AND ITS POA dembtivating factors for children and their parents. The Policy, therefore, 7.3.1 Most of the directives of NPE - called for a drive for a substantial POA, have been operationalised by the improvement of primary schools and Union and States/UTs. The number of provision of support services. To this primary schools has increased from 5.29 end, the scheme of Operation lakhs in 1985-86 to 5.58 lakhs in 1990- Blackboard was conceived. The 91; and the number of upper primary launching of this scheme has greater schools has increased from 1.35 lakhs to significance in that it was a 1.46 lakhs during the same period. The manifestation of the Union's intent to details of the increase in gross enrolment shoulder its share of resposibilities in ratios are given below: this vital area of national life, a responsibility arising from Education GROSS ENROLMENT RATIO being in the Concurrent List. Fourthly, ______the NPE, 1986 commended the adoption 1986-87 1990-91 at the primary stage of a child-centred ______and activity-based process of learning. Total Enrolment Fifthly, the NPE, 1986 and its POA Classes postulated a large programme of I-V Girls 79.21 85.97 restructuring of teacher education, pre- Total 95.96 101.03 service as well as in-service, the details Classes of which are spelt out in Chapter 22 of VI-VIII Girls 38.95 46.13 this document. Last but the most Total 53.14 60.11 important, the NPE, 1986 sought to address the most difficult aspect of SC Enrolment access, viz., access to education of Classes millions of girls and working children I-V Girls 64.8 80.6 who, because of socio-economic Total 84.8 102.2 compulsions, cannot participate in Classes school system. As rightly pointed out by V-VIII Girls 26.5 33.3 the NPERC, it was for the first time, in Total 40.0 47.7 1986, that an educational policy had admitted that the school would not reach ST Enrolment all children and that a large and Classes systematic programme of Non-Formal I-V Girls 68.0 78.6 Education (NFE) has to be an integral Total 90.1 103.3 component of the strategy to achieve Classes UEE. NFE, as envisaged by the NPE, VI-VIII Girls 21.9 27.5 1986 and its POA, would have enough Total 34.1 39.7 flexibility to enable the learners to learn ______at their own pace and at the same time

The drop out rates declined from 47.61% 7.3.3 By March, 1992, Operation in 1985-86 to 46.97% in 1987-88 in Blackboard covered 4.14 lakh (77%) respect of classes I-V and from 64.42% schools in 5385 (84%) Community in 1985-86 to 62.29% in 1987-88 of Development Blocks and 1142 (29%) classes I-VIII. However, the data for Municipal areas. Owing to resource subsequent years is not available, which constraint all the primary schools of the is an indication of the weakness of the country could not be covered as data collection system. envisaged; About 70,000 (46%) teachers have been appointed as against 1.52 lakh 7.3.2 Non-formal education has become single teacher schools identified for an accepted alternative channel for coverage. Over 1.00 lakh (43%) class children who cannot attend full-time rooms have been constructed as against schools. The NFE scheme was revised in the target of 2.39 lakhs. its content and emphasis in 1987-88. Although its focus is still on the ten 7.3.4 Following the guidelines in the educationally backward States, namely, National Curricular Framework, the Andhra Pradesh, Arunachal Pradesh, NCERT revised the entire school syllabi Assam, Bihar, Jammu & Kashmir, and brought out revised textbooks for Madhya Pradesh, Orissa, Rajasthan, classes I to XII. Based on the National Uttar Pradesh and West Bengal, it covers Curricular Framework and the NCERT urban slums, hilly, tribal and desert areas syllabi/textbooks, the States and Union and areas with concentration of working Territories have also undertaken children in the other States as well. measures of curriculum renewal and Financial responsibility is shared by the development of new textbooks for Central and State Governments in the different stages of school education for ratio of 50:50 for coeducational centres their introduction into the school system and 90:10 for girls' NFE centres. in a phased manner. Assistance to the extent of 100 per cent is provided to voluntary agencies for 7.3.5 Guidelines for operationalising running NFE centres for experimental microplanning have been prepared and and innovative projects. The number of distributed to the State Governments. NFE centres increased from 1.26 lakhs The concept of micro-planning and local in 1986 to 2.72 lakhs by March, 1992 level capacity building have been given and the enrolment from 3 6.45 lakhs to currency and efforts launched to 68 lakhs. During this period the number decentralise educational planning and of girls’ centres has increased from management vide new schemes or 20,500 to 81,600. In this programme, experimental projects. The resulting over 390 voluntary agencies also have impact of these measures is expected to participated and have been sanctioned be felt during the coming years. grant-in-aid under the scheme of Non- Formal Education since NPE, 1986. 7.3. 6 A positive externality, rather Alongside, 50 Experimental and unanticipated, of the Total Literacy Innovative Projects and 19 District Campaigns, has been that in many Resource Units have also been districts covered by the campaign there sanctioned for in-depth work in NFE. has been an upsurge in the demand for primary education. In quite a few

districts "out of school" children in the achieved unless children passing out of age group 9-14 was covered by the school acquire MLL; achievement has campaigns. Further, in these districts the come to be assigned equal importance awareness generated among parents is alongwith access and retention. leading to better participation of children in primary schools. This happy 7.3.8 Another important development experience has reconfirmed the need to was the World Conference on Education pay more attention to the "demand side" for All (EFA) held in March 1990, in in strategies for achieving UEE and Jomtien, Thailand. The Conference was highlighted the need for a disaggregated organised by UNESCO, UNICEF, approach to the problem of UEE UNDP and the World Bank and attended whereby districts, not States, and by 155 member states of United Nations specific disadvantaged groups - the girls system and several donor agencies. The of SCs and STs - should become the Conferene adopted a declaration calling basis for future planning. upon all member states and international agencies to take effective steps for 7.3.7 Significant developments have achieving EFA by the year A.D. 2000. taken place in the area of learner The Conference advocated a holistic achievement. The NPE, 1936 spells out concept of basic education in lieu of a Minimum Levels of Learning (MLL) and sectoral approach segregating sections stated that "to promote equality it will be like primary schooling, Non-formal necessary to provide for equal Education, Adult and Continuing opportunity to all not only in access but Education in separate compartments. In also in the condition for success. order to harness increased donor interest Besides, awareness of the inherent in the basic education, as a result of the equality of all will be created through the Conference, it was decided to formulate core curriculum.... Minimum Levels comprehensive basic education projects Learning will be laid down for each in educationally backward States. The stage of education." In pursuance of this framework for availing external policy and based on the report of a assistance for basic education was Committee appointed by the Ministry in evolved at the 46 th meeting of the CABE 1990 and the recommendations of the held on 8-9 March, 1991 and reiterated CABE, MLL have been laid down for in the 47 th meeting of the CABE held on the primary stage with the intention cf 5-6 May, 1992. reducing the curriculum load and making it more relevant and functional for those 7.3.9 CABE considered the failure to children who have no support for universalise elementary education and learning at home or outside the school, literacy as not only of a question of lack who are not likely to avail of the of resources but also of systemic opportunity of education beyond this deficiencies. ' The additional resources stage and who must learn here what is that may be available under external required to sustain them throughout their assistance should, therefore, be used for lives and enable them to function in their educational reconstruction which should world as socially useful and contributing go beyond the conventional measures individuals. It is now acknowledged that such as opening new schools, UEE cannot be accepted as having been construction of school buildings and

appointing teachers. It is necessary to logical consequence of the increasing adopt a holistic approach, and to address importancerthat came to be attached to MLL alongwith access and retention. i) the educational needs of the working children, girls and disadvantged groups, ii) Scope of Operation Blackboard (OB) and was enlarged to provide three reasonably large rooms and three teachers in every ii) issues of content, process and primary school; it was also decided to quality. extend OB to the upper primary stage.

Projects should be also used to develop iii) It was specifically laid down that at sustainable and replicable models in least 50 per cent of the teachers recruited different programmes related to basic in future should be women. education. Therefore, these projects should be developed and implemented in iv) Taking a realistic view of the the true spirit of meaningful participation enormous task of achieving UEE in its between the Centre and States as entirety (access, retention as well as envisaged in NPE. It would also be achievement), the RPF envisage that free necessary to implement these projects in and compulsory education of satisfactory a Mission mode with effective and quality should be provided to all- participative management structures and children upto 14 years of age before the with involvement of local community, commencement of the twenty-first teachers and NGOs. century.

7.3.10 Two such externally assisted v) Taking note of the effectiveness of the projects, viz., the Bihar Education Mission mode in social sectors, Project with Unesco assistance and the particularly literacy, the RPF envisage Lok uunbish Project in Rajasthan with launching of a national mission to ensure the assistance of Swedish International the achievement of UEE by the year Development Agency have been 2000. launched. The CABE further decided that project formulation should be a Disaggregated Target Setting and process of capacity building. Decentralised Planning

4. REVISED POLICY 7.4.2 In the 8th Plan the strategy for FORMULATIONS UEE envisages adoption of disaggregated target setting and 7.4.1 While reiterating the priority for decentralised planning. An analysis of UEE as well as the policy frame outlined the educational indicators reveals that by NPE, 1986, the Revised Policy within each State, even in the Formulations (RPF) brought about educationally backward ones, there are following modifications: areas and districts which are almost within reach of universalisation, while i) Achieving essential levels of learning even in the educationally advanced has been specifically incorporated as one States there are districts which are still of the thrust areas in para 5.5; this is a quite backward. The attempt would be to

prepare district-specific, population- experience gained in implementation of specific plans for UEE within the broad NPE, and the RPF, the following strategy frame of Microplanning through strategies are proposed: people's participation and introduction of Minimum Levels of Learning (MLL) in i) Adoption of alternative channels of schools to improve learner achievement. schooling like voluntary schools and Microplanning will provide the NFE centres for those who cannot avail framework for universal access and of conventional full-time schooling. universal participation^ while MLL would be the strategy frame for universal ii) Microplarming through involvement achievement. of teachers and the community in order to design and implement a family-wise, 7.4.3 In order to reduce disparities a chiId-vise plan of action for universal disaggregated approach will be adopted access/enrolment and participation. through district planning by classifying districts into four categories:- iii) Making parents aware about their responsibility for ensuring the i) High literacy districts in which access completion of elementary education by and enrolment are almost universal and their children and for providing at home community awareness for education is the facilities and encuoragement needed already high; for this purpose. ii) total literacy campaign districts in iv) Establishment of linkages between which community mobilisation for programmes of preschool and primary educational needs has been successfully education, and between programmes of generated by the National Literacy literacy and UEE, in total literacy Mission; compaign districts. iii) low literacy districts in which the v) Improvement of school facilities provision of education facilities is through revamped Operation Blackboard unsatisfactory and the delivery system and connecting it to MLL strategy. it will functions without any community also be extended to upper primary stage. involvement; and vi) Decentralization of educational iv) externally assisted project districts management for making the schools with a different management structure function so as to ensure universal and sufficient financial support. enrolment, retention and achievement.

7.4.4 The strategies with regard to vii) Introduction of MLLs at primary and access, participation, achievement, upper primary stages including coverage environment building, community of the non-formal education channel. participation, etc. will be different for the four categories of districts. viii) Revision of process and content of elementary education to make teaching- 7.4.5 Under tnis broad strategy of learning child centred, activity based and district planning and based on the joyful.

5. PROVISION OF UNIVERSAL ix) Introduction of continuous and ACCESS comprehensive evaluation with focus on remedial measures. 7.5.1 Existing schemes will be suitably modified and measures will be taken to x) Modification of teacher training incorporate the new policy formulations. programmes in view of changed strategies and programmes. a) Formal Schooling xi) Improvement of the monitoring 7.5.2 New primary schools according system for UEE. to the norms, will be opened in unserved habitations. NFE centres will be opened xii) Launching a National Mission to in smaller habitations and for children achieve the goals envisaged in the who cannot benefit from the school revised policy. system. In addition, a new scheme of Voluntary Schools 7.4.6 Further efforts would be made to will be launched to achieve universal develop district specific projects, with access for children in diffirent areas. specific activities, clearly defined responsibilities, definite time-schedule 7.5.3 Primary Schools: In 1986, it was and specific targets. Each district project estimated that there were approximately will be prepared within the major 32,000 habitations with a population of strategy framework and will be tailored 300 or more that required primary to the specific needs and possibilities in schools. Though many new schools have the district. Apart from effective UEE, been opened, new habitations have also the goals of each project will include the come into existence, and it is estimated reduction of existing disparities in that 35,000 new schools will be required. educational access, the provision of These schools will be opened by the alternative systems of comparable State Governments following the norms standards to the disadvantaged groups, a specified under Operation Blackboard. substantial improvement in the quality of schooling facilities, obtaining a genuine 7.5.4 Upper Primary Schools: In order community involvement in the running to increase enrolments at the upper of schools, and building up local level primary stage, the infrastrcture at this capacity to ensure effective stage will be expanded. The existing decentralisation of educational planning. norm of providing an upper primary That is to say, the overall goal of the school within 3 km. walking distance is project would be reconstruction of generally inconvenient for girls. This primary education as a whole in selected norm will be relaxed and the new ratio districts instead of a piecemeal between primary and upper primary implmentation of schemes. An integrated schools will be 2:1. Action will be taken approach is more liteVi to achieve in the next 5 years to upgrade every synergies among different programme second primary school to the upper components. primary level. It will be primarily the responsibility of the State Governments to observe this norm for school-

mapping. 7.5.8 A system of monitoring and 7.5.5 In order to achieve UEE the evaluation will be designed by the grant- school system will have to cater to about giving agency to periodically evaluate 18 crore children. This calls for the work of the school on the basis of increasing the number of teachers from five main criteria –enrolment, the present 27 lakhs to 45 lakhs based on attendance, retention, achievement of the teacher pupil ratio of 1:40. The minimum levels of learning, and increase in student population would community involvement. also require an additional 11 lakh class rooms to be built in the next 7 years. 7.5.9 Central assistance will be given to the eligible Voluntary Agencies to run (b) Scheme of Voluntary Schools the schools.

7.5.3 A new scheme of Voluntary (c) Programme of Non-Formal Schools will be launched to cater to the Education needs of neglected, hilly, tribal and difficult areas where there is no 7.5.10 In order to strengthen the HFE provision of schooling. This scheme will Scheme the following enable voluntary agencies to conduct strategies will be adopted: schools for UPE/UEE and stimulate community participation in planning and i) Provision of NFE centres will be based conducting schools in a locally on the Microplanning excercise carried appropriate manner. out for UEE. NFE centres will invariably cater to the needs of children, especially 7.5.7 The Voluntary Schools would be girls, who are not able to or who cannot organised to serve all school children in attend the formal school. a given village/habitation. Areas would be well defined with a population of not ii) The community will be involved in less than 150 so that the Voluntary the setting-up, and supervision of all School has at least a minimum of 30 NFE centres. children. Voluntary Schools would be expected to complete iii) The NFE instructors will be primary/elementary education of the identified with the help of the required level in a specific period community. Special efforts will be made adequate for the pupils to master the to appoint women instructors wherever curriculum. Learners enrolled in the possibe. Voluntary Schools may appear as external students for entry into any class iv) Training of NFE personnel, of full-time formal school. Local especially instructors, will be given top teachers will be appointed to run the priority. Adequate training and re- schools and adequate training will be orientation will be provided. provided to them. Supervision of the Voluntary Schools would be the v) Training responsibility will be shared responsibility of the Village Education by the project, District level institutions Committee (VEC). like DIETS, DRUs, State level

institutions like SCERT, and National 7.5.11 It is proposed that in the revised institutes like NCERT and NIEPA. scheme, the following financial pattern will be followed : vi) Project administration will be strengthened for effective decentalisation a) Assistance to State Governments for of management. Necessary setting up and running non-formal administrative and management inputs centres (boys and girls) on 75:25 basis; will be provided at' the State and Districts levels. b) assistance to State Governments for setting up and running non-formal vii) Arrangements will be made' for education centres exclusively for girls on testing of children in the NFE stream 90:10 basis; with reference to an equivalent stage in the formal system and specific c) assistance to voluntary agencies for instructions issued to facilitate lateral setting up and running non-formal entry into the formal system for students education centres on 100% basis; and of the NFE stream. d) assistance to academic institutions viii) Efforts will be made to link non- ,and voluntary agencies for taking up formal courses with the Open Schools. innovative projects and research and evaluation activities in the field of non- ix) The NFE programme will be linked, formal education on 100% basis. with the scheme of public libraries, Jana Shiksha Nilayams, etc. 7.5.12 Pupil evaluation in NFE will be centre-based and related to the MLL. For x) In total literacy campaign districts project evaluation techniques and follow-up programmes will be taken up methodologies will be evolved by the for children in the age-group 9-1,4 to go various institutions concerned in the beyond NLM literacy norms. This will implementation of NFE, i.e., NCERT, form a part of the post literacy and SCERT, DIET, DRU, etc. Monitoring of continuing education programme of the NFE will be centre-based. Models district. already developed will be used for monitoring. xi) Vocational and technical courses of wide variety will be provided for (d) Microplaiming children and youth who pass out of the Non-Formal stream. Shramik 7.5.13 Microplanning is a process of Vidyapeeth and Voluntary agencies will designing "a family-wise and child-wise be involved in this process. plan of action" by which” every child regularly attends school or NFE centre, xii) Voluntary agencies will be continues his/her education' at the place encouraged to undertake projects of suitable to him/her, and completes at NFE, especially in areas where the least 8 years of schooling or its formal school system is not able to meet equivalent at the non-formal centre." A the demands of UEE. revenue village would be ideal for specific planning; however,

microplanning for UEE may be carried contribute to the improvement of school out at the Block, Taluk, District levels. system (e.g. Operation Blackboard, JRY, Within this area the steps by which this 1CDS, Social Forestry, Health Check-up micro level planning will be etc.). operationalised are: 7.5.14 In most of the total literacy i) The village Education Committee and campaign (TLC) districts, a positive similar participatory structures at Block, environment has already been created for Taluk and District levels would play an taking up Microplanning Projects. Many important role in operationalising micro- District Literacy Societies who have planning. launched the TLCs have shown keen interest in elementary education and ii) Mobilising community participation some of them have submitted project through environment building activities proposals under Microplanning to the such as jathas, street plays, folk songs, MHRD. The initiative shown by these etc. societies needs to be encouraged. DIETS/SCERTS and voluntary agencies iii) Ascertaining educational will also be involved in the requirements of the areas through a implementation of this programme. family-wise survey to be conducted with the help of the community. 7.5.15 Microplanning can be effective only when there is total integration of iv) Bringing to school all children who efforts and resources - human and can be enrolled and providing NFE financial - from all quarters. While centres or other innovative and centrally sponsored schemes - OB, JRY, supportive channels for those who NFE, etc, - will provide the major share cannot go to school. of funds for improving school facilities and access, the State Governments will v) Ensuring that all children, specially provide resources for opening new girls and SC/ST children, regularly and schools. Additional resources required actually participate in elementary "for survey, environment building, education. training of VEC members, etc. will be provided by the Centre under this vi) Planning for the improvement of scheme. schools or NFE centres so that effective learning takes place. 7.5.16 Microplanning will be made operational in about 20 project areas on vii) Reorienting and strengthening an experimental basis during 1992-93. local level administrative and resource Based on the experience gained during support systems. the course of implementation it will be expanded to cover about 100 districts viii) Decentralising educational during the 8th Plan. In due course the administration. entire country will be covered, thus ensuring universal access and enrolment, ix) Integrating all the schemes being and universal retention. implemented in the area which would

(e) Operation Blackboard taken to improve the quality of implementation of OB : 7.5.17 The scheme of Operation Blackboard was launched in 1987 in i) Teachers will be trained in using the pursuance of NPE-POA, to provide OB teaching materials under a specially minijnum essential facilities to all designed teacher training programme. primary schools in the country. ii) State Governments will make 7.5.18 External evaluation of the scheme provision for breakage and replacement has indicated that lack of training of of equipment. teachers in using the teaching material, specification of a large number of iii) Enough flexibility will be provided uniform facilities to be provided without for purchase of teaching learning modification according to local ne^ds materials relevant to the curriculum and and lack of provision for breakage of the local needs. equipment have been some of the drawbacks of implementation of the iv) At least 50% of the teachers scheme. appointed will be women. This will have a positive impact on girls' enrolment and 7.5.19 In order to operationalise the retention. Revised Policy Formulations, the modified OB will contain the following v) Wherever Micro-planing projects are three sub schemes: taken up OB will form an integral part of Microplanning. i) Continuation of ojigoing OB to cover all the remaining primary schools vi) As far as possible low cost and especially those in SC/ST areas; locally available designs relevant to the local conditions will be adopted for ii) Expanding the scope of OB to provide school buildings. Nirmithi Kendras three teachers and three rooms to (Building Centres) and local teachnical primary schools wherever enrolment institutes will be associated in this warrants them; and endeavour. iii) Expanding OB to upper primary 7.5.21 As in the past, Central schools to provide (a) at least one room Government will provide funds for for each class/section (b) a Headmaster- equipment and teachers' salary for the cum-office room, (c) separate toilet plan period. The State Governments will racilities for girls and boys, (d) essential mobilise resources under JRY and other teaching learning eguipment including a scnemes for construction of school library, (e) at least one teacher for buildings, including Heddmaster-cum- each class/section and (f) a office room and toilet facilities. The contingency grant for replenishment State Governments will also provide of items, consumable and minor repairs, contingency and replacement funds for etc. equipment.

7.5.20 The following measures will be

7.5.22 Ongoing OB will cover all classes I to XII. Based on the National schools by 1993-94. Other two sub- Curricular Framework and the NCERT schemes will be started in the second syallbi/ textbooks, the State and Union half of the 8th Plan. About 30% of the Territories have also undertaken eligible schools will be provided three measures- of curriculum renewal and rooms and three teachers under the development of new textbooks for expanded OB by the end of 8th Plan and different stages of school education for the remaining schools will be covered by their introduction into the school system the year A.D. 2000. Under the expanded in a phased manner. OB a limited number of upper primary schools will be covered during the 8th (b) Load of the School Bag Plan. Depending on the, availability of funds,all upper primary schools will be 7.6.3 The tendency on the part of some covered by the year A.D. 2000. schools, particularly in urban areas, to recommend a large number of books, has 6. CONTENT AND PROCESS contributed to overburdening of students. The Ministry of Human Resource (a) National Curricular Development requested the State Framework Governments/UTs to instruct the schools not to prescribe more books than 7.61. The National Policy on Education, necessary. 1986 envisaged a National System of Education based on a National 7.6.4 Of late, concern has been Curricular Framework, containing a expressed in various forums, including common core along with the academic both Houses of Parliament, about the components. The NPE/POA envisaged a increasing academic burden, particularly child-centred approach to education to at the junior classes in schools. The promote universal enrolment and whole question of curriculum load is a universal retention of children upto 14 complex one and there are no simple years of age and substantial solutions. It has to be tackled in a improvement in the quality of education comprehensive way and would include in the school. In pursuance of NPE/POA, curricular reform, examination reform, the National Council of Educational better pedagogical practices and teacher Research and Training (NCERT) training. NCERT has given the brought out in 1988 a National guidelines but a more concerted effort to Curricular Framework for all stages of adopt them needs to be made by the school education. The revised State Education Departments, the curriculum took into account the need SCERTs, the Boards and other for reduction of curriculum load, educational bodies. Keeping in view this keeping in view the requirements for concern, the Government have appointed modernisation and relevance. a Committee under the chairmanship of Professor Yash Pal, Ex-Chairman of the 7.6.2 Following the guidelines in the University Grants Commission, to devise National Curricular Framework, the ways to reduce the academic burden on NCERT revised the entire school syllabi school in a time bound manner. The and brought out revised textbooks for report of this Committee is awaited.

required. (c) Minimum Levels of Learning vii) Using MLL norms as and when 7.6.5 The need to lay down Minimum curriculum and textbooks are revised; Levels of Learning (MLL) emtrges from and the basic concern that irrespective of caste, creed, location or sex, all children viii) Provision of competency based must be given access to education o( a teaching-learning materials to make the comparable standard. The MLL strategy educational process activity based and for improving the quality of elementary joyful. education is an attempt to combine quality with equity. It lays down learning 7.6.7 Periodical and systematic outcomes in the form of competencies or programme of performance analysis will levels of learning for each stage of be carried out to ensure improvement in elementary education. The strategy also the quality of education. Efforts will be prescribes the adoption of measures that made to involve the community in this will ensure achievement of these levels process. by children both in the formal schools as well as NFE centres. 7.6.8 Based on the experience gained in implementation of MLL pro}ects 7.6.6 The focus of MLL strategy will sanctioned during 1991-92, the be the development of ompetency-based programme will be expanded to other teaching and learning. The main steps by areas in a phased manner. which 4iLLs will be introduced in school SCERTs/DIETs will be encouraged to will be: take up MLL projects so that this strategy becomes an integral part of pre- i) Preliminary assessement of the service teacher training. Project area existing levels of learning achievements. teachers will be trained in utilising the teaching-aids supplied under Operation ii) Modification of the MLLs to suit Blackboard. MLL concept will also be local situations, if needed. introduced in teacher training institutes/colleges for pre-service iii) Initial and recurrent orientation of training. The immediate task is to lay teachers to competency-based teaching. down MLLs for upper primary stage. A committee will be set-up at the national iv) Preparation of teacher training level for this purpose. handbooks for MLL-based teaching. 7.6.9 At the national level, the MHRD v) Introdution of continuous and will continue to play a major role. A comprehensive evaluation of students network of Resource Centres will be and using evaluation results for remedial identified to assist the Ministry in action. training, development of instructional and evaluation material, documentation, vi) Preparation of unit tests and other etc. At the state level Department of evaluation materials and putting them in Education and SCERT will take the arr item pool for using as and when responsibility for implementation. A

national pool of resource persons drawn operated through the Mission mode. from various educational institutions will be created. A similar pool at the State 8. MAKING THE SYSTEM WORK level will also be set up. Arrangements will be made for reorientation of these (a) The Policy resource persons for effective implementation of MLL strategy. 7.8.1 NPE, 1986 suggested that education needed to be managed in an 7.6.10 While Cental Government will atmosphere utmost intellectual rigour, provide the funds in the initial stages seriousness of purpose and, at the.same when the strategy is implemented in a time, of freedom essential for innovation project mode, the State Governments, at and creative. The Policy also envisaged least by the end of 8th Plan, will adopt that discipline be introduced into the this stategy as an integral part of their system with immediate effect. The responsibility towards quality policy put it in simple words that for the improvement of elementary education. system to work all teachers should teach and ail students should study. 7. LAUNCHING OF NATIONAL MISSION 7.8.2 NPE, 1986 also suggested the following strategies for making the 7.7.1 The Revised Policy Formulations system work: provide for launching of a National Mission for the achievement of the goal i) a better deal to teachers with greater of UEE. This being an important and responsibility; immediate task, suitable mechanisms will be worked out to identify the ii) provision of improved student objectives, strategies, functions, services and insistence on observance of structure, etc. of the proposed National acceptable norms of behaviour; and Mission. In this process wide consultations will be held with the State iii) provision of better facilities to Governments, voluntary, agencies, institutions and creation of a system of educational and social institutions, performance appraisals of institutions educationists, women activists, etc. The according to standards and norms set at proposed Mission will have the cental the national or State level. objective of mobilising all the resources, human, financial and institutional, (b) Proposed Action necessary for achieving the goal of UEE. 7.8.3 While any insistance on 7.7.2 The Mission will be made imposition of rigid uniformity or operational during the year 1993-94, martinet discipline will not be in when all centrally sponsored schemes consonance with the general tenor of such as Microplanning, OB, NFE, MLL NPE, and the process to be followed in for quality improvement, etc. will be creating the new educational order has to transferred to the Mission, so that be participatory, it is incumbent upon us implementation of UEE at the State, to develop a clear approach to this District, Block and village levels can be crucial task. The essential aspects of this

task are the following: vii) Minimum basic facilities should be i) The functioning of the school provided to all primary and upper administrative set up will be studied to primary schools under the scheme of find out the difficulties inherent in the OB. system. The school administrative set up will be made alert and responsive so that viii) Central and state organisations such they can correct the defects in the as NCERT, NIEPA, SCERT, etc. will system. The people involved in determine critria for assessment of educational administration will be performance of elementary education trained and motivated to make the schools. An incentive scheme may also system under them work by inspiring the be worked out for the schools and teachers and students. NCERT, NIEPA, community in order to motivate them to SCERT and DIETs will intensify their achieve the goal of UEE. This may be training programmes for educational done at the block and district levels. administrators for this purpose. 9. MONITORING AND ii) People will be involved in the process EVAUATION of education in their surroundings. This could be done through microplanning. 7.9.1 With targets of UEE given This will ensure teachers' accountability separately for access, participation and to the society and community's enrolment, it will be necessary to accountabilities to the school system. develop a monitoring system that yields timely and reliable information with iii) Steps will be taken to improve the which to monitor enrolment, retention, working environment of the teachers. completion and achievement. At present Teachers and teachers' representatives the system of data collection depends will be involved in planning and upon a manual collation of data at the implementing the educational schemes at block and district levels. Apart from various levels. They may be made time-lags in the compilation of data, this members of Committees at different process restricts monitoring to the main levels set up by the Government for the indicators, due to which data essential review of the progress made in the for the monitoring of internal efficiency education department schemes. such as net enrolment figures, age-wise break-up of students, iropout ratios, iv) Greater autonomy will have to be transition rates, etc., are not: obtained. In given to the teachers to manage the the 8th Plan, efforts would be made to affairs of the school. computerise the data collection system at the district level, introducing user v) Students will be provided basic friendly software developed under the amenities such as drinking water, toilets, COPE project of NIEPA and giving sports equipment, etc. computer training to district and block education staff. Data will be entered and vi) Students eligible for scholarships stored in computers in each district oft and other incentives should receive them ice, and the NICNET used to transmit it in time. to the state and national levels. A

scheme for computerisation of educational statistics has been introduced but this needs further streamlining. A Cell for Monitoring of UEE can be set up at the State level. The computerisation at district level will begin in phases, taking 4/5 districts in the first year and gradually replacing the manual system with the computerised system till by the end of the 8th Plan the entire system is computerised. The data base will be gradually expanded, so that information relevant not only to monitor the intenal efficiency of the eductionai system but also for microplanning and to Mnrove and inform the districtmanagement functioning can be obtained.

7.9.2 In addition to quantitative data, the qualitative monitoring of achievement will also be introduced. The National Evaluation Organisation (NEO) set up to assess the learning acquired by children at the end of the primary and upper primary stages will yield data for this purpose.

7.9.3 Reputed agencies, NGOs, NCERT, NIEPA, SCERT, etc. will be engaged in the external evaluation of the programme.

8. SECONDARY EDUCATION school system.

1. PRESENT SITUATION (c) National Curricular Framework (a) Access 8.1.4 The secondary stage is divided 8.1.1 The NPE, 1986 laid down that into two very district sub-stages - "access to secondary education will be secondary (upto class X) which is the widened to cover areas unserved by it at stage of general education and higher present." There has been a significant secondary (classes XI and XII) which is increase in the number of secondary and marked by differentiation and higher secondary schools and in diversification. The National system of enrolment during the period from 1987- education, as stated in the NPE, 1986 88 to 1990-91. During this period envisage a National Curricular enrolment at secondary stage increased Framework. Such a framework has by 16.8 per cent and at the higher already been prepared for the secondary secondary stage by 17.6 per cent. The education though its implementation has number of secondary schools increased been uneven. The work of curriculum from 54,845 in 1987-88 to 59,468 in revision for the secondary stage was 1990-91; corresponding figures for undertaken in almost all the States and higher secondary schools are 16,460 and Union Territories (UTs). The NCERT 19,151 respectively. The ratio of also prepared the guidelines, syllabi and secondary and higher secondary schools textbooks for all stages of school to upper primary schools had declined education. For the higher secondary from 1:1.98 in 1987-88 to 1:1.86 in stage, however, the Curricular 1990-91. Framework has not yet been authorized. The NCERT had developed a draft 8.1.2 Gender disparities in enrolments documents in 1988 but that document are significant. In 1990-91 girls requires to be reviewed keeping in view accounted for 33.4% of the enrolment at the emerging concerns. However, the secondary stage and 32% at the several States used the draft National higher secondary stage. The SCs and Curricular Framework for the higher STs also lag in regard to enrolment. secondary stage prepared by the NCERT. Thus, SCs account for 11.85% at the secondary stage and 9.7% at the higher (d) Facilities for Qualitative secondary stage; corresponding figures Improvement for STs are 4.21% and 3% respectively. 8.1.5 The POA, 1986 specified (b) Structure programmes for providing adequate playground facilities, construction of 8.1.3 Though a considerable degree of additional classrooms and provision of uniformity has been achieved in regard laboratory facilities, as specified in terms to common education structure of of norms developed by various 10+2+3, there is a considerable diversity organisations. Although no systematic regarding the location of the +2 stage. In studies have been conducted to assess quite a few States it is not part of the the progress of diversification of courses

at the higher secondary stage, - Progressively bringing in the higher improvement in curriculum, the textual secondary stage (and all its equivalents) materials, teaching practices, as a part of the school system in all examination/evaluation methods, and for States. the improvement of pre-service and in- service training programmes, there is a - Formulating a National Curriculum general'feeling that the progress has not Framework for the higher secondary been marked. stage as well as development of new curricula and instructional packages 2. POLICY CHANGE based on the semester pattern.

8.2.1 The Revised Policy Formulations - Reviewing and revising the curricula of take note of the increased demand for secondary education (classes IX and X). secondary education and go beyond NPE, 1986 by calling for a planned - Implementing a comprehensive scheme expansion of secondary education of examination reform. facilities all over the country. Secondly, they call for higher participation of girls, - Improving considerably the physical SCs and STs, particularly in science, and infrastructural facilities in secondary vocational and commerce streams. and higher secondary schools. Thirdly, they call for reorganisation of Boards of Secondary Education and - Providing for diversity of courses in vesting them with autonomy 'so that higher secpndary schools. their ability to improve the quality of secondary education is enhanced'. - Reviewing afresh the existing system Fourthly, they envisage that effort will of pre-service teacher education for the be made to provide computer literacy in secondary stage and formulating and as many secondary level institutions as implementing an improved teacher possible so that the children are education system. equipped with necessary computer skills to be effective in the emerging - Institutionalising in-service teacher technological world. training.

3. BROAD PARAMETERS OF THE - Transforming the role of the Boards of STRATEGY ENVISAGED Secondary Education.

8.3.1 They include : - Strengthening the academic institutions and bodies concerned with research and - Extending access to secondary development in the areas of curriculum, education by setting up new schools in instructional materials and equipment for the unserved areas and by extending and secondary schools. consolidating the existing facilities, with particular emphasis on ensuring 4. WIDENING ACCESS TO substantially increased enrolment of SECONDARY EDUCATION girls, the SCs and the STs. 8.4.1 The following steps are

envisaged: iv) The educational needs of those who find it difficult to attend full-time school i) As a short term measure, the State and for the working people who have Governments would be advised to missed the secondary school will be met provide in existing institutions necessary by extending and strengthening the Open facilities for a diversity of courses, School system. including science, commerce and vocational courses. They would also be 5. COMMON EDUCATIONAL advised to immediately initiate services STRUCTURE for locating unserved areas and open High (i.e., Secondary) Schools in 8.5.1 In order to ensure that during the unserved areas taking the block as a unit Eighth Plan period, a common so that the ratio of Secondary Schools to educational structure of school Upper Primary schools is not lower than education, that is, 10 (5+3+2) +2, is 1:1.86. The distance of the existing established throughout the country, the schools from the unserved habitations following steps are envisaged: will be duly considered. Special emphasis will be laid on opening schools i) As an immediate step, States/UTs that in backward areas, areas inhabited have not yet switched over to the predominantly by the SCs and the STs. national common educational structure will be urged to see that every new ii) As a medium and long term measure, school which is opened follows the the programme of school mapping in 10(5+3+2)+2 structure. States/UTs that each State for locating schools on the have already initiated the process of basis of clearly defined norms and bringing the +2 stage into the school standards will be revised. This exercise, system will be urged to intensify the to be carried out by NIEPA in effort in this regard. collaboration with educational authorities in the States, will be ii) A task force will be" set up to work completed by the end of 1994 and a out the modalities in consultation with programme to fully serve the unserved the educational authorities of areas will be completed by 2000 A.D. In States/UTs, for solving the difficulties this exercise the educational needs of and problems of switching over to the girls, SCs and STs would receive special common structure. consideration. 6. QUALITATIVE iii) The States/UTs will be urged to IMPROVEMENT AND formulate a special enabling plan to FACILITIES ensure increase in enrolment of girls, the SCs, the STs and other educationally 8.6.1 The key issues in backward sections. Necessary guidelines secondary education, apart from to formulate the plan/mechanism will be access, are quality, modernization and developed by the NCERT in consultation diversification. Standards regarding with the education authorities of the minimum facilities such as classrooms, States/UTs. sanitary facilities, science laboratories/equipments, libraries, etc.,

will be evolved by the NCERT in and collaboration among the various consultation with the Boards of School institutions working in the area of Education and similarly norms in respect secondary education will be strengthened of number and qualifications of teachers and institutionalized, the role and will also be laid down. The States and functions of the Boards will be redefined UTs, and Boards of Secondary to enhance their ability to improve the Education would be advised to quality of secondary education. This enforce these norms. Taking into would require, a greater autonomy for consideration the past experience that the the Board and strengthening them in equipment once given is not replaced terms of their structure and composition. and even maintained it is suggested that community participation by way of 8.7.2 The much needed examination student contribution at the rate of Rs.10 and evaluation reform will require the to Rs.15 per month should be levied, Boards of Secondary Education to play a except from girls and others exempt greater role in improving and monitoring from payment of tuition fee. This the quality of secondary education. The collection should remain in the school Boards will also be expected to play a for replacement and maintenance central role in enforcing the norms with purposes. States and UTs will conduct regard to academic and infrastructural surveys fjrom time to time about the facilities in secondary education. facilities available in schools so that they can plan their school improvement 8.7.3 A Task Force will be set up to programmes on sound database. These study the existing position and status of surveys will also be meshed with the All the Boards throughout the country and to India Educational Survey. draw up a' scheme to transform the Boards into effective instruments for 7. STRENGTHENING THE bringing about qualitative improvement ROLE OF THE BOARDS OF of secondary education. The Task Force SECONDARY EDUCATION would have due representation to the States/UTs, State Boards of Education 8.7.1 The Boards of Secondary and other institutions concerned. This Education occupy a key position as they Task Force will submit its report by prescribe the courses of study, March, 1993 and the States/UTs will be prescribe/recommend and, in some advised to implement its States prepare textbooks and other recommendations within the Eighth Plan instructional materials, lay down the period. standards of achievement of students, and pass judgement on the quality of 8. PROFESSIONAL performance of the learners at the DEVELOPMENT PROGRAMMES secondary stage'. A number of other FOR HEADS OF SECONDARY/ institutions at the national and state HIGHER SECONDARY SCHOOLS levels such as the NCERT, the NIEPA, the SCERTs, the Directorates of School 8.8.1 Suitable programmes for Heads of Education, etc., also play an important Secondary/Higher Secondary schools role in strengthening secondary will be designed to facilitate the education. While the mutual interaction effective implementation of the reforms

outlined above. 8.9.2 At the secondary stage of 9. CONTENT AND PROCESS education, where knowledge areas become increasingly important, the 8.9.1 The programme of reorientation of content and process of education has to content and process needs to be worked undergo continuous reorganization and out separately for the two stages of upgradation. Though, ideally, various Secondary Education, viz., the secondary learning experiences based on the school stage (classes IX-X) and higher curriculum should make an integrated secondary stage (classes XI-XII). This is whole, they have to be classified under because in terms of both content and various subject areas for the sake of process, the two stages are very convenience. The planning of objectives, different. While the former is a learning activities and strategies under continuation of, and forms the each curricular area have to be further concluding stage of general education, guided by considerations such as the the latter marks the beginning of requirements of the various stages of differentiation and diversification. There education and the developmental stages is a much clearer understanding of nature of the learners. of education at the secondary stage than at the higher secondary stage. The Secondary Stage National Curricular Framework visualized as a basis of the National 8.9.3 The NCERT, in 1988, brought system of Education in the NPE has been out the modified version of the National formulated and programmes for Curriculum for Elementary and implementing it have been carried out by Secondary Education - Framework in the educational authorities in almost all the light of the major thrusts and the States/UTs. However at the higher recommendations, including the core secondary stage, as mentioned earlier curricular areas, of the NPE. It dealt with while a draft of the curricular framework various aspects of the reorientation of was prepared in consultation with content and process of education as a educational agencies and organizations whole -and in various subject areas up to and experts throughout the country, its the secondary stage. This Framework acceptance as a national document formed the basis of the Guide-lines and cannot be said to have been achieved. It Syllabi as well as textbooks and other was not even printed for wide circulation instructional materials in various though educational authorities in many subjects brought out by the NCERT. States/UTs have used it in varying According to the ramework the content degrees in their programmes of of secondary education which is the reorienting the content and process. terminal stage of general education will Many issues relating to the be built around the following curricular modernization of its structure and areas: content, imparting it a greater degree of relevance and its transaction and - Languages (mother tongue, Hindi, evaluation are related to the question of English) semesterization recommended by the NPE. - Mathematics

technological devices. - Science 8.9.7 Science: The aim of teaching - Social Sciences (History, Geography, science at this stage is primarily directed Civics, Economics) towards problem-solving and decision- making through the learning of key - Work Experience concepts which cut across all the disciplines of science. The content of - Art Education science should be organised on the basis of two guidelines, namely contemporary - Health and Physical Education science and the learning ability of the pupil. It should reflect that science is a 8.9.4 Languages: One of the major continuing human endeavour and that it thrusts in the Framework was the is international in character and method. effective implementation of the Three Language Formula. It recommended the 8.9.8 The instructional materials in study of three languages before the child science based on the Framework will be completes her/his Secondary Education reviewed to ensure that the approaches with one language - the mother followed are in consonance with the tongue/regional language - to be studied objectives of science education as laid from the primary stage to the end of the down in the policy, viz., to develop in secondary stage and the study of the the child well- defined abilities and second and the third language from the values such as spirit of inquiry, upper primary stage to the secondary creativity, objectivity, courage to stage. question, and aesthetic sensibility. Learning of science will be oriented to 8.9.5 Mathematics: The secondary ensure that the learners discover the stage (Classes IX-X) marks a beginning relationship of science with health, for the transition from functional agriculture, industry, and other aspects mathematics studied till the upper of daily life. primary stage to the study of mathematics as a discipline. The logical 8.9.9 Social Sciences: The Framework proofs of proposition, theorems, etc. is recommended that social sciences at the introduced at this stage. Apart from secondary stage may comprise elements being a specific subject, it should be of History, Geography, Civics and treated as a concomitant to any subject Economics to promote an understanding involving analysis and reasoning. of contemporary India. The general framework of objectives of teaching 8.9.6 With the recent introduction of social sciences at this stage had three computers in schools, educational major components. These were: computing and the emergence of learning through the understanding of (i) deepening the pupil's understanding cause-effect relationships and the of contemporary India and its social, interplay of variables, the teaching of economic and political development as Mathematics will be suitably redesigned an independent nation, and its composite to bring it in line with modern culture;

courses at the higher secondary stage. (ii) developing in the pupil a world perspective and an understanding of the 8.9.12 Health and Physical Education: problems of the contemporary world, Health and physical education was particularly those relating to visualized as an integral part of international peace and human rights and education up to the secondary stage. The the establishment of a just world order; Framework laid emphasis on the total and health of the learner and the community by promoting desirable attitudes, (iii) inculcating in the pupil a spirit of understanding and practices with regard enquiry, a scientific and forward looking to nutrition, health and sanitation and outlook and aversion to injustice and developing health, strength and physical bigotry. fitness of the body through games and sports activities, yoga, scouting, guiding, 8.9.10 Art Education: The Framework N.C.C., social service, etc. defined the aim of art education up to the secondary stage as sensitization of the 8.9.13 Education in Values: The learners so that they may learn to Framework emphasized value education respond to the beauty in line, colour, as an integral part of school curriculum. form, movement and sound, and It highlighted the values drawn from knowledge and understanding of the national goals, universal cultural heritage. perception, ethical considerations and character building. It stressed the role of 8.9.11 Work Experience: The education in combating obscurantism, Framework visualized Work Experience religious fanaticism, violence, - 'purposive and meaningful manual superstition, fatalism, exploitation and work, organized as an integral part of the injustice as well as the inculcation of learning process and resulting in either values like honesty, truthfulness, goods or services useful to the courage, conviction straightforwardness, community' - as an essential component fearlessness, tolerance, love for justice, at all stages of education. Its introduction dependability, compassion, etc. for through well-structured and graded creating a humane society and balanced programmes comprising activities in individuals. The Framework paid accordance with the interests, abilities particular attention to the values and needs of learners was recommended. specified by the NPE as the core The Framework also laid stress on the curricular elements. Efforts were made inculcation in the learners respect for to integrate the various components of manual work, values of self-reliance, value education into the curriculum at all cooperativeness, perseverance, stages of school education, including the helpfulness, inquisitiveness, work ethics, secondary stage. attitudes and values related to productive work, and concern for the community. 8.9.14 Population Education: The NPE For the secondary stage, the imparting of specified observance of the small family a pre-vocational orientation to the norm as one of the core curricular programme was recommended to elements at all stages of education. This facilitate the choice of the vocational has been sought to be achieved through

the population education programme. be met with in reference to these Contents relating to population subjects. education have been integrated into the syllabi and textbooks of Geography, Strategies Economics, Civics, Science, and Languages at the secondary stage. These 8.9.17 The implementation will broadly contents have been drawn from areas cover the following: like population and economic development, social development, (a) Orientation of content: environment, health and nutrition, family life and population dynamics. These (i) Semesterization and General contents are related to six major themes, Education; Following the viz., Family Size and Family Welfare, recommendation of the NPE, the Delayed Marriage, Responsible NCERT's curriculum in various subjects Parenthood, Population Change and at the secondary stage was organized in Resource Development, Population- the form of semester courses. However, related Values and Beliefs, and Status of as the secondary stage in the 10+2+3 Women. structure is a part of the stage of general education with undifferentiated common Higher Secondary (+2) Stage courses for all, the semester pattern at this stage has the limited meaning of the 8.9.15 The Senior Secondary (+2) Stage division of courses for purposes of is a crucial stage of school education as transaction and evaluation, and not for after this stage students become eligible diversification of the curriculum. There to compete for professional courses to be cannot be any provision for options and future engineers, technologists, doctors, electives at this stage nor for the teachers or for pursuing academic introduction of different levels of courses at the tertiary stage. A large courses. While the organization of number of them also join the world of courses on semester pattern for purposes work. Therefore, it is at this stage that of transaction and evaluation, including students are to be exposed to the continuous and comprehensive structure of individual subject disciplines evaluation, will be pursued, no departure such as Physics, Chemistry, Biology, from the nationally accepted policy of Mathematics, Geology, History, general education upto the secondary Geography, Political Science, stage will be made. Economics, Sociology, Philosophy, Psychology, Languages and Arts. (ii) Implementation of the National Curricular Framework: The 8.9.16 The content of each subject has implementation of the National to take into account the recent Curricular Framework upto the developments in the subject in as much secondary stage throughout the country as they are relevant to the +2 stage, and will be pursued. Status studies will be providing all the needed foundations in carried out by March, 1994 to monitor each subject so that the needs of the the implementation, particularly of the different professional courses and the core curricular elements, and remedial other areas of their further education can steps will be taken, in consultation with

the educational authorities of manner. The educational authorities in States/UTs, wherever necessary. the States/UTs will be advised to initiate Particular emphasis will be laid on the the implementation of the new implementation of the Three Language Framework before the end of the 8th Formula. The task of identifying Plan period. Minimum Levels of Learning (MLLs) (v) The present progress of evaluation of for the secondary stage will also require textbooks, from the standpoint of to be undertaken both in reference to the national integration will be extended to essential competencies which cut across include the core curricular elements as different subjects and also the well as elements relating to International knowledge base of the subjects. Education. This would form a part of the monitoring of the implementation of the (iii) Modernization of Curriculum: National Curricular Framework at all Though the major thrusts in the NPE in stages of school education. its revised form are reflected in the National Curricular Framework, the The main emphasis will be on: curricula in various subjects will be examined for any deficiencies and (i) Revising the syllabi and instructional inadequacies and for its modernization materials in the light of the revised keeping in view the increased emphases policy formulations, wherever necessary. on some issues of major concern, advance in knowledge and pedagogical (ii) Study of state level curriculum considerations. The NCERT will be materials from the standpoint of advised to initiate the necessary changes implementation of the NPE thrusts. in the curriculum before the end of the Eighth Plan period. Special attention will (iii) Semesteriization of the +2 stage be paid to strengthening the programme curricula and development of exemplar of education in values to make it more materials. effective as well as the programmes of population education. (b) Orientation of Process:

(iv) The National Curricular Framework (i) Redesigning of pre-service teacher for Higher Secondary Education will be education curriculum to suit the finalised at the earliest. The NCERT will requirements of Secondary Education; be asked to complete it by the end of design of pre-service teacher education March, 1993. An important feature of programme specially relevant for +2 this Framework will be the stage teaching. semesterization of Higher Secondary education. This Framework will reflect (ii) Reorientation of inservice teachers the increasing importance of knowledge on periodic basis. base in various subject areas as well as the essential competencies which cut (iii) Special training programmes for in- across all subject areas. The NCERT will service teachers in subjects like the also develop guidelines, syllabi and following for which the facilities are instructional packages in the light of the generally inadequate: Curricular Framework in a phased

- Work experience pronounced competence in particular fields, which may be accompanied by - Art Education indifference in certain other areas. Therefore, arrangements for such - Health and Physical Education students cannot be fitted into regular courses of study. Special arrangements Examinations Reform: for such students will have to provide teaching/learning on modular basis for - implementation of continuous, every small group of students in.a small comprehensive evaluation number of subjects"of interest to them. Such arrangements will be characterised - orientation of teachers in the by better facilities, higher teacher- new evaluation techniques student ratio and regular participation by professionals in teaching programmes. A - Establishment of Educational Testing detailed proposal for this purpose would Service (ETS) be worked out within one year, by a specially constituted group. (c) Strengthening of Technical Support System:

- Strengthening of existing institutions of teacher training

- Linkages and networking with university departments

- Development of CTEs/IASEs as effective support for inservice education of secondary teachers

(d) Use of ET:

- Development of Communication Technology for improving classroom transaction ------*The term ‘higher secondary’ used in this report to all post- secondary (high school, class X) and Pre-Degree education - Educational Radio/TV and included Higher Secondary of the 10+2 pattern, Pre- University (One year course) Pre-Degree/Pre-University - A/V Cassette service (Two year course) and Intermediate Junior colleges. **The isses relation to computer literacy, vocationalisation of education, Navodaya Vidyalaya, Open Learning Systems, - Computers for interactive learning Examination Reforms and Teacher Training, though linked with secondary education, have not been discussed in this Chapter. Thses have been discussed in chapter 19, 10, 9, 12, 10. SPECIAL ARRANGEMENTS 21 and 22 respectively. FOR TALENTED CHILDREN

8.10.1 There are talented children with

9. NAVODAYA VIDYALAYAS including private schools.

1. PRESENT SITUATION 9.1.3 The Navodaya schools largely are intended to cater to rural talented 9.1.1 Since 1986, Navodaya children (for whom 75% seats are Vidyalayas were set up in 280 districts reserved) with reservation for SCs and spread over 29 States andl Union STs. This social objective has been Territories for children who are achieved to a great extent. In the potentially high achievers, regardless of Navodaya Vidyalayas,, 77.45% of the their socio-economic background. The students are from rural areas; 20.35% POA envisaged establishing a Navodaya from SCs and 10.76% from STs. Girl Vidyalaya in each district before the end students are 28.44% of the student of the 7 th Five Year Plan, but this population as against the target of 33%. objective could not be achieved for want An important feature of the scheme is of sufficient resources; moreover, the the migration of a proportion of the three State Governments of Assam, students from one region to another, Tamilnadu, and West Bengal did not promoting national integration by accept the schemes, although the Assam providing opportunities to talented Government has accepted the scheme children from different parts of the subsequently. Neverthless, although all country to live and learn together. its objectives could not be achieved, the Navodaya Vidyalaya scheme achieved a 9.1.4 The provision of accommodation significant degree of success and and other equipment and facilities is popularity, which is reflected in the severely constrained by the paucity of demand for more Navodaya Vidyalayas. financial resources. This is likely to affect the credibility of the scheme. 9.1.2 The POA envisaged that the Again, a shortage of personnel at all Navodaya Vidyalayas would make levels, particularly of teaching staff, is available good quality education likely to affect standards if not rectified. irrespective of the parents' capacity to pay and their socio-economic 2. REVIEW OF THE SCHEME background. The Navodaya Vidyalaya Scheme has achieved a certain measure 9.2.1 The scheme was reviewed by the of success in regard to this objective. NPERC and by the JRC. While the According to a survey made in 1989, NPERC was unable to reach any definite 40.7% of students belonged to families conclusion, the JRC recommended below the poverty line; 16% of the continuation of the scheme as originally students were first generation learners. envisaged subject to the following:- Students are selected on the basis of an all India test of an objective type which a) Constant review to keep the scheme as is intended to be as culture-free as cost effective as possible; possible, and designed to gauge potential b) Ensuring the continued validity and rather than academic achievement. The reliability of the admission test by academic results of the Samiti have periodic evaluation and appropriate generally been better than those of other modification of admission procedure; groups of schools affiliated to CBSE,

c) More particular attention to the pace- (iii) Admission Test setting role of these institutions. (a) The validity and reliability of the The Committee also observed the need admission tests is the most crucial factor to think of the future course of the in determining the success of the scheme. scheme. A high level committee will be appointed every two years to evaluate 3. STRATEGIES the testing process and to suggest modifications of the testing procedure if 9.3.1 Keeping in view the considerations necessary. This will include outlined by the JRC, the following consideration of the basic question strategies will now be adopted. whether the past approach of having a nation-wide test based on objective type (i) Coverage : The objective will be to answers is appropriate or-whether the cover all districts in States accepting the test design should not be more local- scheme before the completion of the 8th specific. The first such committee will Plan Period and preferably in the next be appointed immediately; its three years. This will mean opening recommendations will be incorporated in about 50 Navodaya Vidyalayas every the tests for admission in the academic year. year 1994-95.

(ii) A revised strategy for construction to (b )The Navodaya Vidyalaya Samiti will minimize costs which meshes the long- eventually take over the conduct of tests; term reconstruction plans with a need by mid-1994 a separate cell would be set based short-term plan to enable schools up for doing so. to function till sufficient permanent buildings are available. Given the (c) The Samiti should also be adequately resource position, the original plan for staffed and equipped for continuous school campuses can remain only a long- research and evaluation in respect of the term objective. For the time being, admission tests. priority would be given to improvement of existing structure and to the provision (d) All research data thrown up by the of the essential requirements of a testing procedures will be made widely residential school. The permanent available as an input in broader construction programme will be revised evaluation of the primary education taking into account cost-effectiveness, system. re-phasing of the construction schedule, use of local material, merger of the (iv) Academic Quality : Strategies to design of the building with the local maintain a high standard of academic environment, involvement of the local achievement will be : people in the construction work and feasibility of maintenance, etc. A high a) Recruitment of Teachers: The level Committee of Architects and Executive Committee of the Samiti will Engineers will go into all these aspects review in March every year the and submit its report by June, 1993. recruitment vis-a-vis the manpower requirements. A job-oriented test will

form the basis of selection followed by an interview for which about 25% marks c) Navodaya Vidyalayas to act as should be set and which may include resource centres for training of teachers conduct of a demonstration class where of neighbouring Schools; feasible. Measures should be devised to attract better talented teachers to d) Closer interaction with DIET, Navodaya Vidyalayas. SCERTs, etc.; b) Training: An annual programme of e) Making available resources and action would be drawn up for this facilities available in Vidyalayas for purpose and monitored by the Academic children of nearby schools; Advisory Committee of the Samiti. Steps would include continued development of f) Short term exchange of teachers of in-service training programmes and other schools; teaching/learning materials. In addition to in-service courses, short term in-house g) Programme of training of teachers of workshops will be organized for a the district; cluster of Navodaya Vidyalayas and local schools. These workshops will be h) Organisation of inter-school organized from 1992-93 itself. competitions in the district.

(v) Pace-setting and Networking of (vi) Vocational Opportunities: In order Institutions: The NPE 1986 expects to ensure the meanlingfulness of Navodaya Vidyalayas to become Navodaya Vidyalaya education to its catalysts of a nation-wide programme of target group, constant efforts to narrow school improvement. Navodaya the gap between the school and the real Vidyalayas will be encouraged and given world of work, through vocational full liberty to play an active role in this education and through appropriate area in consultation with the parents, vocational guidance, will be necessary. It community and local educational will be necessary to monitor this by authorities. Each Navodaya Vidyalaya sample surveys of ex-students and will prepare an annual action plan which keeping contact with alumni (for will be sent to the Samlti and also report example through an alumni magazine) as the activities undertaken by the Saxniti far as possible. The programme of in order to facilitate sharing of vocational education should be further experience among Navodaya Vidyalayas. expanded. In addition, keeping in view Some possible activities which may be the changing scenario in work situations, included in the action plan are: computer literacy will continue to be given high priority. It should be the a) Eradication of illiteracy within a endeavour of the Samiti to widen the radius of one-and-a-half kilometre to perspectives of its students regarding begin with; different career oppportunities available to them and to seek to instil among them b) Mobile library scheme to distribute a desire not merely for personal career books to the children and the villagers on success but for service to society and the loan for a few days; nation. In particular, entry into the

teaching profession will be encouraged should be taken towards making this a and students made aware of its continuous process. opportunities. Suitable students not inclined to pursue higher education, may 4. FUTURE EXPANSION OF be assisted in the matter of admission NAVODAYA VIDYALAYAS and by award of scholarship to become primary teachers. At the same time, the 9.4.1 A comprehensive review of the Samiti may intervene to help students Scheme of Navodaya Vidyalayas will be who have passed class XII in obtaining reguired after Navodaya Vidyalayas have admission in colleges, and also, assist been established and consolidated in all them generally in seeking admission to districts of the country. professional collges by means such as providing extra reading materials, in- 9.4.2 The NPE, 1986 envisages that house coaching arrangements and resources, to the extent possible, will be provision of necessary guidance. For this raised by a number of measures purpose, an annual action plan should be including mobilising donations. A grant- approved and monitored by the in-aid scheme would be worked out for Academic Advisory Committee. assisting the agencies that wish to assist the expansion of the Navodaya System (vii) National Integration: The scheme of by providing land, infrastructure and a migration of students will continue to be share of the recurring expenditure. The implemented. Further, non-migrating scheme would spell out details such as students of class X (Who constitute 70% the eligibility condition, admission of class-X students) should also visit the procedures and management. Vidyalaya where the students from that Vidyalaya migrate and stay with the 9.4.3 Future Action: After the scheme parents of the children of that Vidyalaya has been extended to all districts and as guests during the summer vacation for further experience gained with it, it will a period of about one month. The be appropriate to consider the following experiment has been attempted in 5 two measures:- Vidyalayas during 19SK-92. This should be expanded on the basis of experience. a) The charging of fees from students who can afford to pay. However, to start (viii) Accountability: Accountability of with, from 1993-94, Rs. 10/-per month the Navodaya Vidyalayas to the may be charged as Pupils' Fund from community it serves should play a each student; however, the Principal of decisive role. This will also entail the the Vidyalaya may grant exemption to maximum possible decentralisation and the students whose parents cannot afford giving autonomy to the school in day-to- to pay it. day decisions. Structures promoting interaction with the community and with b) Autonomy to Navodaya Vidyalaya the parents need to be devised. Samiti for having its own curriculum, Methodologies of teacher evaluation textbooks and examining body. need to be constantly reviewed and improved upon. This should be given high priority and immediate initial steps

10. VOCATIONAL EDUCATION disadvantaged groups. The NPE, 1986 also envisaged vocational courses at the 1. PRESENT SITUATION tertiary level for facilitating vertical mobility. While some beginning has 10.1.1 The NPE, 1986 advocated a been made in these areas, they will systematic, well-planned programme of receive impetus during the Eighth Plan. vocational education which would be a distinct stream intended to prepare 10.1.3 The Revised Policy Formulations students for identified occupations. It retain the policy framework laid by the envisaged that vocational courses would NPE, 1986 but for two modifications. ordinarily be provided at the higher First, the target for coverage under secondary (+2) stage but flexibility was vocational courses has been revised - ten provided to start vocational education per cent of the higher secondary students after class VIII, The NPE, 1986 set a by 1995 and 25 per cent by 2000. target to cover 10% of higher secondary Secondly, they envisage children at the students under vocational courses by higher secondary level being imparted 1990 and 25% by 1995. A substantially generic vocational courses which cut funded centrally sponsored scheme for across several occupational fields and Vocationalisation of Secondary which are not Education was started with effect from occupation specific, thereby adopting an February 1988. The scheme was taken important recommendation of NPERC. for implementation in all States and Union 2. MANAGEMENT OF Territories excepting Tripura, Daman VOCATIONAL EDUCATION and Diu, Dadra & Nagar Haveli and Lakshadweep. At the end of 1991-92, 10.2.1 Management is critical to 12,54 3 vocational sections were the implementation of a complex approved in 4400 schools, thereby programme of vocationalisation of creating facilities for diversion of about education. The following management 6.27 lakh students at the +2 stage @ 25 structure was envisaged under the students per vocational section in classes Centrally sponsored Scheme of XI and XII). This accounts for 9.3% of Vocationalisation: students enrolled at the +2 stage. Although quantitatively the National Level implementation of the Vocational Education Scheme at the +2 stage has (i) A Joint Council of Vocational been fairly substantial, in qualitative Education (JCVE) under the terms, there remains much to be done. chairmanship of Union Education Vocationalisation of education is Minister for the planning and identified as a priority area in the Eighth coordination of vocational programmes; Five Year Plan. to provide guidelines for development of vocational programmes at all levels, and 10.1.2 The NPE, 1986 had also to evolve, schemes for involvement of mentioned the need for non- formal and public and private sector industry in need-based vocational programmes vocational education. mainly, though not exclusively, for (ii) The Bureau of Vocational Education

in the Department of Education, District Level Ministry of Human Resource Development, would provide secretariat A District Vocational Education support to the JCVE and oversee the Committee would be constituted to implementation of the programmes. promote the programme and maintain linkages with the Directorate of (iii) The NCERT through its Department Education and other related institutions of Vocational Education would function as well as backward and forward as the apex level Research and linkages with the Community. Development (R&D) institution giving academic support in the planning and School Level implementation of vocational programmes. A senior staff member will be incharge of the management and actual Regional Level implementation of the vocational courses. He will also build up contacts (i) Boards of Apprenticeship Training and linkages with the community. would be augmented to cater to the training needs of vocational students 10.2.2 As envisaged by the scheme, the after they complete the vocational JCVE and its Standing Committee were courses at the +2 stage. established at the national level. In view of the magnitude and complexity of the (ii) The Regional Colleges of Education programme and the number of areas (RCE) under NCERT would function as requiring close attention it has been regional vocational teacher training decided to set up a Central Institute of institutions in addition to performing Vocational Education (CIVE) under the R&D functions. umbrella of the NCERT, but with considerable functional autonomy. The State Level Institute will be the apex R&D institution in the field of vocational (i) The State Council of Vocational education. Education (SCVE) should be set up as^a counterpart of the JCVE. 10.2.3 However, at the State level, out of the 2 4 States and 4 UTs, only 15 States (ii) The Directorate of Education in the and 2 UTs have set up offices at the States/UTs should provide the Directorate level; Only 8 States and one administrative leadership to the UT have set up organisations at the vocational education programmes. SCERT level and only 6 States have set up district level organisations for this (iii) In the SCERTs, a separate wing programme. Many of these States, which would be established to provide R&D have set up offices, have not filled the support to the programme at the State full contingent of posts required. Only level. 11 States have established the SCVEs or a similar body as the counterpart of the JCVE at the State level.

10.2.4 The following steps need to be section at +2 level. The NCERT taken: undertook a quick appraisal of the implementation of the programme in (i) The state governments/UTs should set seven States in 1990. The Department of up adequate management structures at all Education had engaged M/s Oper Main levels as envisaged under the centrally Systems to collect data on sponsored scheme. implementation of the programme. Data upto 1991 has been, received for 19 (ii) Personnel manning the management States and UTs. A computerised structure should be well trained and Management Information System (MIS) encouraged to establish linkages with has been developed so that necessary concerned agencies in the Government, information on different aspects of the voluntary organizations and individuals programme implementation are available with specialized training. They should at different levels from the district to the also remain in position for a tenure of Central Government. The MIS will atleast three years so as to give become operational from July 1992-93. continuity to the programme. 10.3.2 A determined effort will be made (iii) While giving financial assistance to introduce the programme in Tripura, preference will be given to States/UTs Daman & Diu, Dadra & Nagar Haveli which have set up adequate management and Lakshadweep. The main emphasis structure. during the 8th Plan would be consolidation and quality improvement (iv) The JCVE and SCVE should meet of the existing programme. By the end regularly in order to provide the required of the 8th Plan it is proposed, to create guidance and co-oridnation at the facilities for diversion of an additional National and State levels respectively. 2.62 lakh students at +2 level, taking the cumulative coverage to 8.89 lakh (v) The CIVE should be made students or in percentage terms, functionally effective as early as approximately 11% of the student possible. population at +2 stage.

3. VOCATIONALISATION OF B. Revision of the Scheme SECONDARY EDUCATION AT PLUS TWO LEVEL 10.3.3 In the light of the feedback received from the States and the A. Schematic Pattern and Coverage experience gained in implementation, certain aspects in the scheme are being 10.3.1 As already mentioned, the revised. These include the financial Scheme of Vocationalisation of" outlays for equipment, construction of Secondary Education at +2 level was worksheds, vocational surveys, raw started in 1987-88 and taken up for materials and field visits. Assistance to implementation in 24 States and 4 UTs. vocational organisations would be Facilities have thus been created for separate scheme hereafter. diversion of about 6.27 lakh students at +2 level §25 students per vocational

C. Essentials for a Successful D. Apprenticeship Training Vocational Programme 10.3.5 It has been consistently felt that 10.3.4 Essential for a successful students of the Vocational courses at +2 vocational Programme; level should be provided facilities for apprenticeship training under the - The credibility of the programme Apprentices Act as an important catalyst should be established. This would for promoting vocational education. The depend on its quality, relevance and training would strengthen the skills of acceptability. the vocational students by placing them in real work situation in industries/farms - Education - Employment linkages whereby establishing their worthiness in should be firmly established. the area of vocational training obtained. In 1986, the Apprentices Act - Adequate infrastructure - physical and administered by the Ministry of Labour academic - should be provided. (DGE&T) was amended to provide training to vocational students of +2 - Assured supply of funds over an level (Technician Vocational extended period of 5 to 10 years. Apprentices). This scheme is being implemented through the four Regional - Training programme for teachers - both Boards of Apprenticeship Training pre-service and in-service. (BOAT) at Bombay, Calcutta, Madras and Kanpur. Twenty subject fields were - Training of teacher trainers. notified for apprenticeship training in 1988. Despite that, the actual number of - Effective management structures at all students who could actually get the levels - at the Centre and in the benefit of the e facilities is very small. States/UTs and reasonable tenure for The Central Apprenticeship Council their functionaries. unuer the Ministry of Labour has approved the inclusion of 40 more - Equivalence among the vocational, subject fields under the Apprentices Act technical and academic courses. (Technician Vocational Apprentices). This would facilitate a much larger - Curriculum development in number of students to derive the benefit consultation with employers. of Apprenticeship Training. Efforts would be made to cover more vocational - Enlisting community involvement and courses under the Apprentices Act. To participation of commerical derive maximum benefit from training establishments and industrial houses. facilities under the Apprenticeship Scheme under the category of - Need for active co-operation of other Technician Vocational Apprentices, the government Departments with the states/UTs should, as far as possible, Department of Education at the Central adopt the nomenclature of the vocational and State level. courses approved under the Apprentices Act (Technician Vocational Apprentices). They should also liaise

with the Regional Boards fcr training of content and methodology. The SCERT the students. should be the nodal agency at the state level for coordinating the teacher 10.3.6 The Regional Boards of training programme. SCERTs should Apprenticeship Training should be develop linkages with DIETs and suitably strengthened and activated so Colleges of Teacher Education for this that they may effectively fulfill their purpose. Besides, the CIVE will also resposibility in the placement of +2 conduct inservice training programmes Vocational students for Apprenticeship on national or regional level in selected Training. Efforts should be made by the areas in its own premises as well as in Boards to cover a much larger number of collaboration with other expert students passing out of +2 vocational institutions such as Universities, stream in the 60 courses presently Research Laboratories, Medical covered under the Apprentices Act Institutions, etc. It is estimated that by (Technician Vocational Apprentices). the end of the 8th Plan, 12000 teachers will receive in service training. E. Teacher Training 10.3.10 The State Departments 10.3.7 It is the teacher who interprets concerned with vocational education will and implements the educational policy in also evolve schemes to utilise resources actual class room situation and as such is in institutions, such as those under Khadi the most crucial input. Presently, pre- and Village Industries Commission service training for vocational teachers is (KVIC), Krishi Vigyan Kendra (KVK), practically non-existent; in-service Farms, Hospitals, etc., for training is not adequate and competent training vocational teachers, on part-time vocational teachers are often not as well as on full- time basis. It is available in desired numbers. Teacher estimated that 100 such professional training, therefore, requires priority institutions would provide traning to attention. about 5000 teachers. The CIVE will monitor and evaluate the pre-service and 10.3.8 A phased and well structured inservice training courses. programme of pre-service teacher training will be drawn by CIVE and F. Curriculim implemented in RCEs on a priority basis. The pre-service training would gradually 10.3.11 The national vocational be extended to other suitable institutions education curriculum for the +2 stage such as agricultural and general has been adopted by most States and universities. By the end of the 8th Plan, UTs which have launched the vocational 1600 teachers are expected to be given programme so far. A few are yet to fully pre-service training. switch over from the original state pattern to the national design. 10.3.19 Inservice courses will be organised by the States in selected 10.3.12 The nationally recommended professional institutions on the basis of curriculum design consists of the guidelines already provided by following components; NCERT/CIVE in terms of duration,

Language(s) 10.3.15 The States will primarily 15-20% be responsible for the first three steps; the collaborative support of the CIVE General Foundation Course(Including would be available to them. The CIVE Environment 10-15% will have to play a more direct role in Education, Rural Development and regard to the fourth step by bringing in Entrepreneurship Development) the expertise of other institutions in the field of entrepreneurship development. Vocational Theory and Practice 65-70% G. Vocational Education at Tertiary (including on-the-^job training) Level

10.3.13 It is essential that knowledge 10.3.16 One of the factors responsible and skills acquired have relevance to self for the slow progress of and wage employment, and should be vocationalisation of secondary education based on an assessment of the market is the lack of opportunities for the opportunities and potentialities. The vocational stream graduates for their communication skills, entrepreneurial professional growth and career skills, perception of environment and advancement. sustainable development should find suitable weightage. On the job training 10.3.17 Vertical mobility can be as an integral component of vocational provided for the +2 stage vocational curriculum is necessary for developing students through specially designed skill competencies. diploma courses, general degree courses and professional degree courses. 10.3.14 The following steps would be taken: 10.3.18 In spite of the recommendations to this effect made in the POA, 1986, not i) Persuading the States which have- not much progress has been made in this yet adopted the national curriculum regard. Some states have allowed the design to adopt the design at the earliest. vocational stream graduates to enter second year of polytechnics while some ii) Developing competency based others have reserved seats for them in curricula following the national pattern the first year. Most of the universities in respect of all new vocational courses. have permitted vocational students to enroll in Arts and Commerce disciplines iii) Ensuring substantial time allocation without any bridge course. But such a for on-the-job training and its proper ready entry has not been possible in execution. Science and professional courses. No bridge courses have been designed to iv) Developing capabilities for teaching facilitate such a mobility and no new the General Foundation Course with courses introduced at the tertiary stage particular reference to entrepreneurship which could help vocational students to development, curricular materials, pursue higher studies in these areas. This teacher training, follow up support, etc. deficiency would be rectified in the 8 th Plan.

(b) Modification of Recruitment 10.3.19 The Committee set up by the Rules UGC to prepare model curricula for vocational subjects at the undergraduate 10.3.21 The acceptability of level for students from the +2 vocational vocational courses would depend on the stream should complete its work at the employability of vocational students. earliest so that the courses recommended This in turn will depend on the usable by them could be introduced by skills acquired by the students as well as universities in the academic session on the recruitment rules. The recruitment 1993-94. The introduction of vocational rules need to be amended for giving courses ought to be preceded by a preference to students trained in specific realistic assessment of the requirement vocational skills in jobs requiring such of qualified teachers, skills. For this purpose the Department laboratory/workshop, etc., to ensure that of Education has been pursuing with students who offer these courses various Departments at the Central level graduate with the knowledge and skills and at the State level for amending the required by the market. This would not recruitment rules. At the instance of the only provide vertical mobility to Department of Education, the vocational students but also offer an Department of Personnel and Training opportunity for greater diversity in issued a circular in November, 1988 to course offerings in the university system all Minister ies/ Departments requesting in general. Further, UGC and CIVE them to review their recruitment rules in would take a lead in organising these order to maku the vocational passouts courses and monitoring their eligible for employment. The State implementation. Governments/UT Administrations were advised to take urgent action in this H. Measures Facilitating Employment regard in respect of State Departments/ Organisational. The response has, (a) Equivalence of Certificates however, not been very encouraging although some states have done 10.3.20 Since employment is the considerable work in this area. At the main objective of vocationalization, it is national level, a Committee with a important that standards are clearly laid representative each from the Department down for the competencies required and of Education, the Department of that there should be an understanding Personnel and Training, and Ministry of regarding equivalence of certificates Labour has been set up Jby the Cabinet issued by various State Governments, Secretariat to review the position organizations, within the Government by department-witse about the posts different Departments, etc. Much available, where preference may be progress needs to be made in this area. It given for jpersons who have completed is proposed to entrust this vital task to the +2 vocational courses training. After the CIVE which would develop a identification of the posts, recruitment suitable mechanism for the purpose of rules for such posits would be modified accreditation and recognition of suitably indicating the preference to be vocational courses. given. Similar initiatives should be taken by the State Governments with the

Committee reporting directly to the suitably used. Chief Secretary. It should be the endeavour at both Central and State (d) Linxages with Government levels to complete identification of posts Departments and Industrial Houses in one year. Actual modifications of Rules should be completed as early as 10.3.23 Successful implementation of possible and in any case before the end the programme of vocationalisation of of the 8 th plan. education would be facilitated by the implementing agencies at the Centre and (c) Vocational Guidance State by developing linkages with Government Departments, industry and 10.3.22 The cenltrally sponsored scheme institutions in the fields of agriculture, envisages that vocational guidance will medicine and health, etc. If SCVE meets be available in the school for providing regularly then only will it be possible for necessary guidance to students, parents the linkages to be forged. The State and teachers regarding suitable Governments should set for themselves educational and vocational choices. T'fte targets for forging linkages so that there guidance programmes should be directed is an element of urgency. There should at informing the students about job be frequent interaction between the opportunities iin various courses, SCVE and the agencies with which facilities for on the job training and linkages would be set up. Association of placement by working in collaboration senior functionaries like the Chief with employers. However, very few Secretary would help. States ancJ UTs are actually providing any systematic guidance to students. It is 10.3.24 Linkages are now imperative that this aspect of the available in the agricultural and health vocational programme is given due sectors. The Indian Council of importance and the teacher provided for Agricultural Research (ICAR) in general foundation courses should be collaboration with the Department of responsible for providing vocational Vocational Education of the NCERT has guidance. He should also be adequately already developed some need-based and trained to carry out his functions. A employment-oriented courses. The trained counsellor could be appointed at courses need to be further revised and izhB state cost at the district level to updated with the help of ICAR organise the career advice centre and Institutes/ state Agricultural Universities. assist the teachers in vocational guidance The Agricultural Universities, their activities. Existing State Bureaus of regional research stations and sub- educational and vocational guidance stations and other infrastructures may should undertake the responsibility of also participate in the preparation of the training teachers in consultation with the curriculum and serve as faculty in the NCERT for their respective States. nearby vocational training programmes. States/UTs should also popularise the Similarly, the other infrastructure vocational programme by providing developed in various ICAR Institutes, informa^on on the media. The NCERT KVKs and other organizations assisted has made some video films and by ICAR, NGOs and GOs can also be popularization folders which could be drafted in accelerating the programme of

agricultural vocationalization. liberalized margins and concessional rates of interest. This would facilitate 10.3.25 The Ministry of Health students of +2 vocational courses to get and Family Welfare in collaboration bank assistance for setting up small scale with Department of Education have industries. The State Education developed health related courses at +2 Departments should bring it to the notice level for training various categories of of all concerned and have meetings with para-medical staff as envisaged in NPE, State Industries Departments for linkages 1986 (Para 5.18). Para medical staff are to facilitiate self employment. the back bone of hospitals and the public health system, and there is a need to 10.3.27 The Directors of match the future requirements in Vocational Education in the States/UTs conjunction with the vocational should contact District Industries education programmes. Considering the Centres for loan facilities under SEEUY. acute shortage of para-medical staff, They should also have linkages with the States/UTs should make efforts to Project Director of District Rural introduce more health related courses in Development Agency (DRDA) for close collaboration with the Ministry of assistance under Training for Rural Health, hospitals and other concerned Youth in Self Employment (TRYSEM) agencies. programmes under which loan facilities are arranged through banks for persons (e) Self Employment from families below poverty line, to enable them to set themselves up in self- 10.3.26 As the organized sector employment. can provide employment to only a small percentage of the total work force, most I. Research of the students passing out of the +2 vocational stream have to be prepared 10.3.28 The NCERT through the for self emplyoment. The question of GIVE would function as the apex level providing loan facilities on easy terms to R&D institution. At the State Level, the students of vocational courses to enable SCERTs are required to provide R&D them to take up small scale business was support to the programme. It is necessary taken up by the Department of Education that research activities should be an with the Banking Division of the important activity of these organisations Ministry of Finance; Development at the national and the State levels. Commissioner (Small Scale Industries) Ministry of industry and the Ministry of 4. OTHER VOCATIONAL Rural Development. Under the scheme EDUCATION PROGRAMMES of Self Employment for Educated Unemployed Youth (SEEUY), students (i) Work Experience of +2 vocational courses will be given preference for loans provided they fulfil 10.4.1 At the primary and middle school other criteria of eligibility. Banking stages of education Socially Useful Division of the Ministry of Finance have Productive Work (SUPW)/Work issued instructions to the banks to Experience (WE) forms an integral part finance small scale industries on of the curriculum in many States, .but

the actual implementation, both in students for participation in work and to coverage and quality, leaves much to be inculcate the desired values related to desired. It has been observed in actual work culture. practice that WE has degenerated into trivial activities in the school and in 10.4.5 Pre-vocational education would many states the time allocation rarely be offered in a phased manner in all exceeds 10%. secondary schools, to students in classes IX and X. The courses would be in 10.4.2 The State Governments/UTs modular form and each school would should ensure that WE is actually offer at least 3-4 courses relevant to the included as an integral part of the local needs. Twenty per cent of the curriculum, that teachers are trained to school time would be made available for impart the instruction and that necessary pre-vocational education. Additional financial provision is made. WE time would be provided out of school programmes are aimed at developing hours for intensive practice/learning confidence and sufficient psycho-motor activities. The first year of the 8th Plan skills in students to facilitate their entry would be a preparatory year for into the world of work at a subsequent orientation of Head Masters and Teacher stage. In schools where WE already Co-ordinators, teacher training, forms a part of the curriculum these development of instructional materials courses need to be toned up in keeping and creation of infrastructure in the with the perceptions reflected in the schools. From 1993-94 onwards, the NPE. Atleast 12.5 % to 20% of the programme will be gradually school time should be allocated for a implemented. systematic implementation of the programme. (iii) Generic Vocational Courses

(ii) Pre-vocational Education 10.4.6 The streaming of students into vocational courses aims at developing 10.4.3 The NPE 1986 has envisaged that employment-specific skills in pre-vocational programmes would be individuals. In addition to the present provided at the lower secondary stage to model of ^streaming', the Revised Policy facilitate the choice of vocational Formulations provide for Generic courses at the higher secondary stage. A Vocational Courses (GVC) for the few states have taken the initiative in students of the academic stream. The implementing this provision. During the GVC would aim to develop those 8th Plan WE at the lower secondary employment related skills which cut stage would assume the form of pre- across various vocations and are needed vocational education. by all members of the educated work 10.4.4 The objectives of pre-vocational force regardless of the person's education at the lower secondary stage occupation. Computer applications, would be to impart training in simple typing, interpersonal skills, problem marketable skills to students in classes solving along with the acquaintance of IX and X, to develop vocational interests the state-of-art technologies such as in and to allow for self-exploration of the field of information, communication, vocational preferences, to prepare production, distribution, etc. can be

broadly included in the curriculum of does not go beyond class VIII and who such a course. The GVC would be a step need to be provided some skill training. towards improving the quality of general education for the future technology 10.4.10 Vocational training programmes oriented society. of non-formal nature are being organised by various Departments/organisations 10.4.7 In view of the fact that GVC like the Department of Rural curriculum would have to be developed Development, Department of Women from scratch keeping in view the and Child Development, Ministry of country's needs and existing realities the Welfare, ICAR, KVIC, Central Social programme will be experimented in 400 Welfare Board, Community higher secondary institutions in different Polytechnics, Shramik Vidyapeeths, Jan regions of the country. The GIVE will be Shikshan Nilayams, etc. While these responsible for this try-out and it's wider organisations would continue with their implementation during the 9th Plan. effort to provide non-formal vocational training programmes through voluntary 10.4.8 It is envisaged that the first two organisations for different target groups, years of the Plan would be devoted to the Department of Education under the developing cuiriculum and support Vocational Education Programme would instructional material, training teachers concentrate on organising non-formal and equipping schools. The next two vocational education and training years would concentrate on actual try-out programmes for school dropouts in the in the schools while in the final year; the age group 14-18 years who had programme evaluation would be completed class VIII but had not gone conducted. beyond class X.

(iv) Vocational Education 10.4.11 It is also felt that all Programmes for Special Groups and polytechnics, engineering colleges and out of School Population other vocational and technical training institutions should organise short- 10.4.9 The tribal and rural population do duration non-formal vocational training not have adequate access to school programmes. The concerned education, vocational courses in schools Ministry/Department/organisation as or vocational\technical training well as the States/UTs should earmark schools/institutions. There is also a funds and provide financial assistance to paucity of vocational courses/institutions these institutions for this purpose. to cater to the women population whose earning power could be considerably 10.4.12 The Ministries of Welfare and augmented through vocational training. Labour are already organising some Handicapped and disabled persons form vocational training programmes for the another significant section of the society handicapped. They would intensify their who have at present practically no efforts. The Department of Education avenues to acquire suitable productive would also encourage voluntary skills to make their living more organisations working in this area. The meaningful and self reliant. In addition, CIVE will also provide support to there is a large student population which vocational training programmes for the

handicapped through teacher training innovative programmes in the field of materials and other resources. vocational education and provides financial assistance to selected agencies (v) Vocational Education Programmes for this purpose. However, since the for Girls scheme was launched in 1987-88 only a few voluntary organisations could avail 10.4.13 The involvement of girls the assistance provided under the in the vocational education programmes scheme. This was mainly because the is crucial. Under the Centnrally scope was limited and assistance Sponsored Programme at +2 level, girls restricted to programmes of "innovative have equal access to vocational courses character". It was therefore felt that, to as the boys. Efforts should be made by mobilize greater involvement of the the States/UTs to consciously encourage voluntary organisations in the vocational the participation of girls in the non- education programme, the scope and traditional and emergent technologies. objectives of the scheme should be The non-formal vocational programmes widened and the details of the facilities with emphasis on entrepreneurship offered to voluntary organisations be should be specially geared to the needs made available separately! Accordingly a of the out-of-school girls. Facilities for Scheme of Assistance to Voluntary guidance should be available for Organisations is now being formulated. encouraging their participation. 10.4.16 The overall aim of the (vi) Vocational Education for Special scheme is to promote non-formal Areas vocational education through NGOs for achieving the goals spelt out in the NPE. 10.4.14 Separate vocational The specific objectives of the scheme are schools are proposed to be set up ill the to provide financial assistance to the rural areas and in the North Eastern voluntary organisations for: States where it is not viable to start - Innovative/experimental projects. vocational courses in general educational institutions. As and when these - short-term training programmes of vocational schools are established they vocational education preferably in would also run short duration non- backward/rural areas and particularly for formal vocational training programmes girls of the age group of 14-18 years who for special groups and out of school have dropped out of the school before population. completing Cliss X.

(vii) Assistance to Voluntary - Organising special vocational training Organisations tor Experimental/ centres in rural areas where no Innovative Programmes and Short institution/organisation is available to Term Vocational Courses start non-formal courses.

10.4.15 The centrally sponsored - training of vocational teachers/resource scheme of Vocationalisation of persons. secondary education envisages the role of voluntary agencies for conducting - other activities connected with the

vocational education. programme is essential for its effective implementation. Under the centrally 10.4.17 States/UTs would have sponsored scheme of Vocationalisation the primary responsibility to enlist the of Secondary Education, quarterly voluntary organisations for progress reports were to be sent by the implementing the scheme. The NCERT State/UTs. However, these were should prepare the syllabus, curricula generally not forthcoming and, therefore, and instructional material for more short- there was considerable information gap term courses of varying duration. The between the policy planners and what programmes undertaken by voluntary was happening at the grass roots level. A agencies under this scheme should be computerised MIS has now been evaluated towards the end of 8th Plan. developed under which information.would flow regularly from (viii) Vocational Education through the schools to the district level, from the Open Learning* district level to the Directorate/State level and from the Directorate/State level 10.4.18 The NOS has taken up a crash to MHRD. The information is required programme of vocationalisation. Various on a quarterly and annual basis in a types of vocational courses under prescribed proforma. The first level different groups would be introduced training of coordinators has been and offered to the students with effect organised by NCERT in 1991. The from the academic year 1992-93. The States should ensure that the MIS is courses would be offered in systematically implemented and collaboration with supporting partners, information is regularly sent to MHRD. organisations and institutions working in The first quarterly report is expected the vocational education field and having from the states in July 1992. basic infrastructural facilities. Presently NOS is linked with Shramik 10.5.2 The NCERT would be Vidyapeeths who are planning to offer a responsible for conducting evaluation number of vocational programmes from studies on different aspects of the academic session 1993-94. programme implementation. Similar Possibilities have been explored to run studies would also be entrusted to Vocational Courses in partnership basis outside agencies. States/UTs should also with many national level Organisations conduct evaluation of their programme. such as KVKs, Voluntary Health They should obtain systematic follow up Association of India, Central Social information on the students who have Welfare Board, Council for passed out of the vocational courses to Advancement of Peoples Action and find out whether they have found Rural Technology (CAPART), KVIC, employment and if so whether it is in the etc. area of skill obtained.

5. MONITORING AND 10.5.3 A monitoring system would also EVALUATION be developed for the other components of the vocational education programme, 10.5.1 A systematic and regular namely, implementation of generic monitoring of the vocational education vocational courses at higher secondary

level and pre-vocational education at the secondary level.

11. HIGHER EDUCATION (i) Consolidation and Expansion of 1. THE PRESENT SITUATION Institutions

11.1.1 We have one of the largest (ii) Development of Autonomous systems of higher education in the world. Colleges and Departments However, the spread and developments in this area have been uneven. The (iii) Redesigning of Courses infrastructural facilities of universities and colleges vary widely which accounts (iv) Training of Teachers for variation in quality of teaching and research. The courses offered by the (v) Strengthening Research universities are generally of a traditional nature and few are related, to the job (vi) Improvements in Efficiency market and environment. The credibility of the evaluation system is being eroded. (vii) Creation of structures for co- Though university research is generally ordination at the State and National acknowledged to be cost- effective, it levels. does not get an adequate proportion of the funds (viii) Mobility available to the research sector. ix) Finances 11.1.2 The university system should move to the centre stage. It should utilise x) Review and Monitoring its autonomy for innovations in teaching and pursuing high quality research. The 3. MAJOR DEVELOPMENTS emphasis on autonomy of colleges and departments, provision of means to 11.3.1 The major developments in the interact across boundaries of institutions field of higher education in pursuance of and funding agencies, better the National Policy for Education (NPE), infrastructure, more rationalised funding 1986 and its Programme of Action of research, integration of teaching, (POA), 1986 include: research and evaluation, all these mirror this major concern. i) Revision of pay-scales of university and college teachers with financial 2. THE POLICY, assistance from the Central Government; PROGRAMME AND STRATEGIES provision for career advancement linked OF IMPLEMENTATION to performance appraisal and training; and formulation of a Code of 11.2.1 The NPE, 1986 visualises that Professional Ethics for teachers; higher education should become dynamic as never before. The main ii) Introduction of National Eligibility features of the programmes and Test (NET) for recruitment of university strategies to impart the necessary and college lecturers and selection of dynamism to the higher education Junior Research Fellows; system consist of the following:

iii) Establishment of 48 Academic Staff Body for Higher Education has not made Colleges by UGC in different much headway. universities in the Seventh Five Year Plan for organising orientation 11.3.3 The implementation of the NPE, programmes for newly appointed 1986 and POA, 1986 was constrained by teachers; identification of 2 00 lack of consensus on some important University Departments for conducting measures such as non-proliferation of refresher programmes for in-service institutions of higher learning; teachers; so far 4600 teachers have development of autonomous colleges; participated in orientation programmes establishment of SCHEs; redesigning of and 8400 have attended in-service courses; promotion of student and training; teacher mobility; Resource insufficiencies and absence of effective iv) Conferment of autonomous status on monitoring and review mechanisms were 86 colleges in 7 States; also constraints. v) Preparation and examination of a 4. CONSOLIDATION AND comprehensive report by the Gnanam EXPANSION Committee appointed by UGC to review the management structure of 11.4.1 Despite the statement in the NPE, universities; 1986 that the main emphasis will be on consolidation of, and expansion of vi) Setting up of Inter-University Centres facilities in, the existing institutions', the for providing common facilities for unplanned proliferation of institutions of research in Nuclear Science, Astronomy higher learning continues unabated. Thus and Astro-Physics, Atomic Energy, and the number of universities has gone up Crystal Growth; from 149 in 1985-86 to 176 in 1990-91, the number of colleges from 5816 to vii) Circulation of model curricula 7121 and enrolment of students from developed by UGC's Curriculum about 3 6 lakh to over 44 lakh during the Development Centres in 27 subjects in same period. Science, Social Sciences and Humanities; 11.4.2 The NPE, 1986 states that provision will be made for minimum viii) Formulation of UGC guidelines on facilities, admissions will be regulated setting up of State Councils of Higher according to capacity and urgent steps Education (SCHE), and establishment of will be taken to protect the system from a SCHE in Andhra Pradesh; and degradation. However, in most parts of the country existing institutions of higher ix) Expansion of the distance learning education are still constrained to admit and open university systems. students beyond their capacity without commensurate provision of physical and 11.3.2 Proposals for establishing an academic facilities. There is no Accreditation and Assessment Council institutional or other mechanism to are in an advanced stage. However, the ensure that admissions to universities proposal for setting up a National Apex and colleges are restricted tc capacity.

bodies in all States during the Eighth 11.4.3 State Governments have been Five Year Plan to ensure proper planning unable to provide adequate funds to and coordination of the development of universities and colleges for provision of higher education. In view of the fact that necessary infrastructure. At present as it may not be possible for small States, many as 55 State universities and 3 000 particularly in the North Eastern region, colleges in different States are not to establish separate.Councils of Higher eligible to receive assistance from UGC Education, such States will be mainly due to lack of minimum encouraged to set up Joint Councils of facilities. Higher Education. For the North Eastern region, this responsibility could either be 11.4.4 As the number of State entrusted to the North Eastern Council universities and colleges eligible for (NEC) or a Council of Higher Education grants from UGC gradually increases for all the States. and the resources available to UGC (ii) Pending the establishment of State remain limited, UGC's assistance to the Councils of Higher Education, every State sector is being thinly spread- State Government should, in partnership During the Seventh Five Year Plan, with UGC, undertake a survey of the UGC's assistance to a State university existing facilities for higher education in averaged Rs.2.5 crore only and to a the State and its projected needs upto the college it averaged Rs.4.5 lakh only. year A.D. 2000. The information collected in the survey, should be used to 11.4.5 An analysis of the growth of develop, by 1993-94, a computerised colleges during the period 1986-87 to Management Information System (MIS) 1990-91 reveals that the 4 States of to identify areas of the State which are Andhra Pradesh, Madhya Pradesh, not properly served by existing Maharashtra, and Karnataka accounted universities/colleges, and institutions for nearly 60% of the increase in the which are overcrowded and/or deficient total number of colleges during the in minimum facilities. perAod and that 65% of the increase was in Arts/Science/Commerce colleges. (iii) To minimise expenditure on Increase in the number of colleges in establishment of new colleges and some of the other States was negligible. universities it should be ensured that This underlines the skewed pattern of their campuses are compact and that they growth in the collegiate system and the are established at places where urgent necessity for planned and infrastructural facilities like power, coordinated development of higher communication, road, transport, water, education in States. etc. are easily available.

11.4.6 In the light of the experience of (iv) The optimum utilisation of the the implementation of NPE, 1986 and existing infrastructure in universities and FOA, 1986 the following action is colleges should be ensured by proposed: introduction of extra shifts, especially in metropolitan areas and large cities. (i) The establishment of State Councils of Higher Education (SCHE) as statutory (v) When the need for a College is

established, its affiliation to a university be reviewed and issues such as per capita is an academic matter and should be cost, teacher student ratio, types of given on academic grounds alone, courses offered, internal resource without any other considerations. The generation, performance appraisal of final authority for granting affiliation, its teachers, etc. be taken into account for continuation, extension or disaffiliation determining the quantum of grant-in-aid should vest solely with the appropriate payable to colleges. For this purpose, university authorities. However, since UGC should formulate model guidelines affiliation may create eligibility for in this regard. grant-in-aid, the university should consult the State Government concerned (viii) The recommendations made by the before granting affiliation to a private Gnanam Committee in regard to changes college. States should review the in the management structure of the relevant legal provisions to give effect to universities should be implemented by these recommendations and universities all States as and when approved by should exercise greater vigour in CABE. adhering to UGC guidelines while exercising their powers of affiliation. (ix) The movement towards entrance tests for admission to institutions of (vi) Where the existing colleges fall higher education will be encouraged and short of satisfying the conditions of promoted by UGC and State affiliation prescribed by UGC their Governments. The services of the requirements should be carefully National Evaluationn Organisation assessed and brought to the notice of the (NEO) should be utilised by the colleges and the State Government university system for developing, concerned so that they are provided designing and administering entrance threshold facilities, preferably during the tests for admission. During the next Eighth Five Year Plan. The three years (i.e., by 1995) all universities establishment of new colleges in States, should devise Entrance Tests for which have a large number of colleges admission to post-graduate courses and with sub-standard facilities, should be prescribe ceilings for admission to deferred until such time as the existing postgraduate and professional courses, colleges can be provided with minimum keeping in view the availability of facilities. Efforts should also be made to teachers, libraries, laboratories, etc. It evolve a consensus among UGC, State should be ensured that entrance tests for Governments and Universities not to admission do not militate against continue provisional affiliation of students belonging to the weaker colleges beyond the initial period of five sections of society and rural areas who years. may not be proficient in the use of the English language and lack (vii) There is an urgent need to review, communication skills. revise and update grant-in-aid rules in the light of recent developments in the (x) With escalation in the cost of field of higher education. It is felt that equipment, books and journals, a system the criteria of xdeficit' as the basis for of sharing and pooling of resources providing grant-in-aid to colleges should within university departments and

between neighbouring autonomy, pattern of governance of universities/colleges, particularly in autonomous colleges, and mechanism metropolitan areas and large cities, for monitoring and evaluation of the should be worked out within the next Scheme. The UGC guidelines provide year (1993-94) by the UGC in for financial assistance of Rs.4-6 lakh consultation with the State per annum to under-graduate colleges Governments. To ensure better and Rs.7.00 lakh per annum to colleges utilisation of equipment costing Rs.2 offering under-graduate and post- lakh or more, their use should be graduate courses. In accordance with monitored by introducing a system of these guidelines 80 colleges in seven Utility Audit' based on log book entries States have been granted autonomy since indicating the number of hours per day 1986. UGC has established a Cell to such equipment is put to use by faculty monitor the progress of the scheme on a and students. continuing basis.

(xi) Inter University Centres were set up 11.5.2 The POA 1986 had envisaged the for providing common facilities to establishment of 500 autonomous researchers from all parts of the country. colleges in the 7th Plan. Though the Scholars in universities/colleges should number of colleges granted autonomy be provided with opportunities for taking since 1986 falls short of the target full advantage of the expensive and mentioned in the POA, it is more than modern facilities in these Centres. four times the number during the preceding twenty years. Of the 106 (xii) Given the necessity to arrest the autonomous colleges in the country, the declining trend in the flow of plan funds three states of Tamil Nadu, Madhya from UGC to state universities and Pradesh and Andhra Pradesh account for colleges, the severe constraint of 90 colleges. The need for pursuing the resources and the need to provide implementation of the scheme in the adequate infrastructure in newer central remaining States with greater vigour is universities and the three central evident. It would appear that the initial universities proposed to be established in enthusiasm for this scheme has waned the North-East, the Government should due to the opposition of a few States to exercise restraint in setting up more the scheme on the ground that it is elitist, central universities. apprehensions expressed by the teaching community regarding increase in their 5. DEVELOPMENT OF work-load, arbitrariness by AUTONOMOUS COLLEGES AND Managements, irregularities in conduct DEPARTMENTS of internal examinations, paucity of funds, and operational difficulties in (a) Autonomous Colleges implementing the scheme.

11.5.1 In pursuance of the NPE, 1986 11.5.3 In 1991, UGC had appointed an and POA, 1986 UGC revised the Expert Committee to review the Scheme of Autonomous Colleges to implementation of the scheme of provide for criteria for selection of autonomous colleges. The major colleges, procedure for grant of recommendations of the Committee

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were :- autonomous colleges during the 8th Plan : - The scheme should be continued during the 8th Plan period in view of its a) the recommendations of the UGQ objectives. Expert Committee on Autonomous Colleges should be implemented at the - An appropriate mechanism should be earliest; established at the State level for effective monitoring of the Scheme. b) the number of autonomous colleges should be increased substantially; - Immediate action should be taken for amendment of the Acts/Statutes of the c) a Council of Autonomous Colleges be universities to make an enabling established in every State in 1991-92 to provision for conferment of autonomous review the progress of the scheme and to status on colleges. resolve the operational difficulties in its implementation; and - State Governments should not transfer the teachers from Government d) UGC should establish a seperate autonomous colleges; should also sort mechanism for evaluation of the out the problems of increased work-load performance of autonomous colleges. of teachers for these colleges, besides fulfilling the system of block grants for (b) Autonomous Departments maintenance purposes. 11.5.5 UGC's scheme for grant of - The State Governments and the autonomous status to Departments in universities should hold regular meetings Universities has not made much with Principals of autonomous colleges headway. The experience of the few for coordination and resolving of issues. Departments which have been granted autonomy has not been systematically - The Universities should accept the analysed. The following action should, decisions of the autonomous colleges therefore, be taken in regard to this regarding new courses and flexibility in scheme: combination of courses. a) UGC should initiate a review of the - The autonomous colleges should functioning of Autonomous Departments prepare perspective plans for during 1992-93; development activate Finance Committees as well as Planning and b) Departments receiving financial Evaluation Committiees. assistance from the Commission under the Special Assistance Programmes The Commission accepted the report of (SAP) and the Scheme of Strengthening the Committee in its meeting held on 6th of Infrastructural Facilities in Science & June, 1991. Technology (COSIST) should be granted autonomy in a phased manner by 1997. 11.5.4 The following action is proposed for implementation of the scheme of c) Departments offering professional and

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technical courses, such as, Engineering, degree programme of Indira Gandhi Technology, Computer, Management, National Open University (IGNOU) has Law, etc. and other emerging areas been designed on the lines suggested by should be targetted for grant of UGC and consists of inter-disciplinary autonomy during the Eighth Plan. foundation courses, core courses and application oriented courses. The lack of d) The progress of the scheme of momentum in implementation of the autonomous departments should also be scheme could be attributed to non- reviewed by the Cell established in UGC availability of specialised teachers, for review of the scheme of autonomous limited opportunities for practical colleges. training and the absence of clear linkages between these courses and improved job 6. DESIGN OF COURSES prospects.

11.6.1 Higher Education Programmes 11.6.4 The Commission provided about have to be redesigned to meet the Rs.3.5 crore to universities and colleges growing demands of specialisation, to during the 7th Plan period for provide flexibility in the combination of implementation of the scheme of courses, to facilitate mobility among restructuring of courses. courses, programmes and institutions, to update and modernise curricula, to 11.6.5 The 27 CDCs established by the integrate work/practical experience and Commission in different universities in participation in creative activities with the country since 1986 have undertaken the learning processes, and to facilitate a very comprehensive exercise to prepare reforms in the evaluation procedure. The model curricula in 27 subjects. These present rigid structures do not permit have been circulated to all the these reforms. universities for adoption/adaptation. However, no mechanism has so far been 11.6.2 UGC has sought to redesign created to monitor action taken in this courses by (i) issuing guidelines for regard at the university level. restructuring of courses at first degree level in the faculties of Arts, Social 11.6.6 In order to achieve the objective Sciences and Sciences in universities and of redesigning of courses and colleges during the 5th and 6th Plans; introducing vocational courses the and (ii) by establishing 27 Curriculum following recommendations are made: Development Centres (CDCs) to prepare model curricula in Science, Humanities i) The massive effort involved in and Social Sciences during the 7th Plan. developing model curricula by CDCs should be made full use of by the 11.6.3 The scheme of restructuring of university system and a mechanism undergraduate courses was last revised should be immediately created in UGC by the Commission in 1983. Upto the to monitor the adoption/adaptation of the end of the 7th Plan only 9 universities revised curricula by universities and and 290 colleges had restructured colleges; undergraduate courses in accordance with these guidelines. The Bachelor's ii) UGC should ensure updation of the

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model curricula at least once in five years; vii) In future the emphasis should be on development of integrated Honours iii) UGC's existing guidelines for Courses in vocational subjects rather restructuring of undergraduate courses, than optional vocational courses which which were formulated more than a do not enhance job prospects decade ago, should be comprehensively sufficiently; revised by 1993-94 with a view to incorporating latest developments, viii) In view of the popularity of the particularly in the field of Science & modular courses introduced by IGNOU Technology, emerging employment with provision for accumulation of trends, and concerns regarding value credits and multiple entry and exit, and education; the need for encouraging mobility between the conventional and the open iv) An effort should be made to expose universities, a concerted effort should be all students at the first degree level to the made by the conventional universities to world of work by including application- develop courses on a modular basis in oriented courses in the curriculum and the 8th Plan; providing for opportunities for project and field work; ix) As admissions to all post-graduate courses are sought to be made on a v) The Committee set up by the selective basis and restricted to capacity, Commission to prepare model curricula postgraduate departments of all for Vocational subjects at the universities should gradually switch over undergraduate level for students from the to the semester, grading, continuous +2 vocational stream should complete its evaluation and credit systems; work at the earliest so that the courses recommended by them could be x) UGC may consult the States with a introduced by universities in the view to making adoption of the semester, academic session 1993-94. The grading, credit and internal evaluation introduction of vocational courses ought systems by new universities and colleges to be preceded by a realistic assessment should be a condition precedent for of the requirement of qualified teachers, eligibility of grants from UGC. laboratory/workshop etc. to ensure that students who offer these courses xi) The rigidity in age and other graduate with the knowledge and skills requirements for admission to required by the market; postgraduate courses should be gradually dispensed with to enable working people vi) Given the difficulties and cost of to enrol in such courses in greater providing workshop and training numbers. This would in turn lead to facilities in universities and colleges for postgraduate courses being re-oriented to vocational courses, arrangements may be the world of work. However, the worked out by individual institutions increase in age limit for admissions to with external agencies for imparting post-graduate courses should not result practical training to students who offer in any relaxation in the age limit for such courses; eligibility for elections to the students'

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Union. initiated a programme for identifying University Departments for conducting xii) The recommendation of Gnanam subject- oritented refresher courses for Committee on restructuring of Boards of in-service teachers and have identified Studies in universities should be 200 University Departments for the implemented as and when considered purpose. Nearly 13,000 teachers have and approved by the CABE. attended orientation and refresher programmes in ASCs and university xiii) In view of the fact that autonomous departments. colleges and departments are seen as major vehicles for restructuring of 11.7.3 In 1991, the Scheme of ASCs courses, teachers in such was reviewed by an Expert Committee institutions/departments should be given set up by UGC. While recommending incentives and special the continuation of the scheme, the orientation/training through refresher Committee made the following major courses to equip them with necessary suggestions: skills to design vocational courses and revise curricula. i) In order to ensure proper development of both orientation and subject refresher xiv) Encourage establishment of programmes, short and long-term plans community colleges dealing with for academic staff colleges may be vocationalisation of subjects related to prepared on a regular basis and proper service sector on line with community policy directions may be given from time polytechnics. to time.

7. TEACHERS' TRAINING ii) The innovations being carried out by academic staff colleges and reading and 11.7.1 In pursuance of NPE, 1986 and reference material developed by them its POA, 1986 Central Government and should be properly coordinated so as to UGC have taken several steps to avoid duplication and help sharing the improve the status and motivation of benefits of each others' efforts. University and college teachers. These include revision of their pay scales, iii) The progress of academic staff creation of avenues for career colleges should be regularly monitored advancement linked with performance, through quantitative and qualitative incentives for research, provision of information. Based on such analysis, training opportunities, etc. necessary feedback may be given to academic staff colleges for their future 11.7.2 In 1987-88, UGC formulated a developoment. Scheme of Academic Staff Colleges (ASCs) for organising orientation iv) A mechanism should also be created programmes for newly appointed for networking of academic staff lecturers and conducting refresher colleges. For carrying out these courses for in- service teachers. UGC activities, a consortium of academic staff has established 48 ASCs in different colleges may be set up in close universities so far. In 1988-89 UGC collaboration with NIEPA. The details of

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Consortium may be jointly worked out IGNOU's Diplomas in Distance and by UGC and NIEPA; for this purpose Higher Education. NIEPA and UGC may enter into a memorandum of understanding. 8. RESEARCH IN UNIVERSITIES

UGC has accepted the recommendations 11.8.1 During the Seventh Plan, the of the Committee and decided to Commission provided Rs. 133 crore, continue the scheme of ASCs during the which is 23% of its total plan 8th Plan. expenditure for research and development. Co-operative research 11.7.4 In order to improve and facilities have been established by UGC strengthen the programmes of in high priority areas through the Inter- teachers'training the following proposals University Centres and steps are under are made: way to establish two more Centres. Active participation of Universities in i) The recommendations of the UGC industrial research has not materialised Review Committee on Academic staff on a large scale. However, some Colleges should be implemented at the universities have established effective earliest; linkages with industry. UGC is supporting 111 departments so far under ii) Before considering further expansion, the scheme of “Strengthening of of Academic Staff Colleges, UGC and Infrastructure in Science & Technology" the universities concerned should take (COSIST). One of the pre-conditions for measures for consolidation and support under the scheme is that the strengthening of the existing ASCs;. grantee departments should change over to a method of teaching more conducive iii) Efforts should be made to initiate to students' learning and creativity and training and orientation of teachers in adopt new procedures for experimental Engineering and technical subjects; work, project and field work. This is expected to sensitise Postgraduate iv) UGC should undertake a five yearly students to research methodology and review of the performance of ASCs; training. Since 1984 the Commission has been conducting national level tests for v) Keeping in view the popularity of selection of Junior Research Fellows IGNOU's Diplomas in Distance (JRFs). For Science subjects such tests Education and Higher Education, are organised in collaboration with suitable distance education programmes CSIR. The Memorandum of should be designed for upgrading Understanding (MOU), signed between knowledge and skills of teachers in UGC and CSIR in 1991, provides institutions of higher education. scientists in universities access to the research facilities in CSIR and vice- vi) Efforts of UGC and IGNOU for versa. training of teachers should be integrated and coordinated. For instance ASCs 11.8.2 The following recommendations could organise contact programmes for are made for promotion of research in those teachers who are enrolled in Universities:

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Centres, in Humanities and Social i) University-Industry linkages should be Sciences at M.S. University of Baroda established on a priority basis in and SNDT Women's University, metropolitan areas, cities and regions Bombay; with a concentration of industry; viii) A high powered Committee should ii) UGC should initiate a scheme of be constituted by UGC, with providing incentives to universities representatives of DST, CSIR, ICSSR, which are successful in estasblishing ICHR, etc. to assess the quality of effective linkages with industry; research in our universities; and iii) Efforts should be made to increase ix) The Commission has nurtured about the flow of research funds to the 200 Science and Technology university sector; departments under SAP and COSIST. These schemes should be merged during iv) Inter-institutional links between the 8th Plan and departments which have universities in India and "state of the art" been assisted under these schemes research institutions abroad should be should serve as focal points for established to facilitate basic research in coordinating research in frontier areas priority areas; and training scientists in other universities/colleges in research v) Sophisticated and expensive methodology, etc. equipment, which is used by different departments within the same University, x) New Inter-University Centres for should be put to optimal use rather than research should be established in duplicating such facilities in each Humanities and Social Sciences. department; 9. PROMOTION OF SCIENCE vi) Journals are essential for good quality EDUCATION IN UNIVERSITIES research. Due to the steep depreciation in the value of the Rupee in the past 2-3 11.9.1 Some of the notable steps taken years, many universities are unable to by the UGC upto the end of 7 th Five continue subscription to essential Year Plan for promotion of science journals. There is an urgent need to education and research include:- augment resources to ensure continuance of subscription to journals, particularly i) Of the general development grants in Science, Technology and emerging (Rs.103.00 crore) provided to areas; and to work out modalities for Universities, Rs. 42.00 crore was for exchange of journals between development of science infrastructure; universities situated in close proximity; ii) Under the scheme of COSIST, 111 vii) Full advantage should be taken by University departments have been the universities of the facilities available provided Rs. 37.40 crore for at the National Centre for Science strengthening of teaching and research; Information at Indian Institute of Science, Bangalore and the Information iii) Upto the end of 7th Plan, 200

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University departments in Science & keep them abreast with the latest Technology have been provided Rs. developments in their areas of 26.80 crore under the Special Assistance specialisation. UGC should work out a Programme (SAP); strategy in collaboration with the Department of Science and Technology, iv) Inter-University Centres in Nuclear for meeting the training needs of science Science, Astronomy, Astrophysics, MSD teachers on a priority basis. Radar, and Crystal Growth have been established at a cost of Rs. 26.00 crore. 10. INFORMATION TECHNOLOGY 11.9.2 In addition to the above, the Commission has provided support for 11.10.1 UGC has been providing introducing courses in emerging areas assistance to universities for setting up like, Bio technology, Ocean computer facilities and establishment of Development, Electronics, Computers, Computer Centres. Upto 1990-91, 105 etc., as well as for research in super- Universities have been provided with conductivity, up-keep of University Computer Systems and 948 Colleges Services Instrumentation Centres and with personal computers. The fellowships/salary to Research Fellows, Commission has also been assisting Research Associates and Scientists. Universities under the UGC-DOE Joint Programme for running several 11.9.3 While UGC would continue to manpower development courses in the provide support on the above lines to field of Computer Science. science education and research, the following recommendations are made 11.10.2 UGC had decided to set for promotion of science education:- up Information and Library Network (INFLIBNET) with a view to promoting a) In the long-term a special Sub Plan and establishing communication should be prepared by UGC, in facilities so as to improve capability in consultation with Department of Science information transfer and access; for & Technology and State Governments, linking Libraries and Information for equipping deficient science Centres in Universities, Institutions of laboratories in Universities and Colleges National Importance, etc. in a phased manner by 2000 A.D. Steps should also be taken for removal of 11. IMPROVING EFFICIENCY obsolescence and replacement of fragile equipment. 11.11.1 POA, 1986 made several recommendations in regard to b) In the short-term, UGC should improvement in the functioning of consider equipping atleast one science higher education institutions and outlines college in every district of the country responsibilities of Government, with a modern laboratory during the 8th institutions, teachers and students in this Plan. regard. In pursuance of the recommendations contained in NPE c) There is an urgent need to provide 1986 and POA 1986, the UGC has special training to science teachers to circulated the following

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guidelines/reports to the State Governments and Universities with a 11.11.3 The UGC has recently view to bringing about improvements in recognised its internal functioning on the the functioning of the higher education basis of the recommendations made by system: the Administrative Staff College of India (ASCI), Hyderabad. The Commission (i) Guidelines on Terms and Conditions has also undertaken a comprehensive of Affiliation of Colleges by a University review of its schemes with a view to (1987); consolidating, reducting of overlap and duplication, and strengthening of priority (ii) Guidelines on Minimum number of schemes. It is recommended that all actual teaching days Programme of universities should undertake similar examination reform and Workload for reviews within the next year (1993-94) teachers in Universities and Colleges to bring about greater efficiency in their (1988); functioning. It is also necessary for each university to set up an internal (iii) Report of the Task Force on mechanism to review its working on a Performance Appraisal of Teachers continuing basis. (1988); 11.11.4 In order to improve the internal (iv) Report of the Task Force on Code of efficiency of the institutions of higher Professional Ethics for University and education, it is necessary to provide College teachers (1989); opportunities for professional development of University and College (v) Report of the Committee on administrators. Recognising this, the Academic Calendar in universities and Department of Education constituted a colleges (1989). Committee in January, 1991, to suggest measures for the augmentation of 11.11.2 Though the UGC has training facilities for university and made serious efforts to improve the college administrators. The Committee functioning of the universities and has completed its work and is expected colleges through the above to submit its report to Government soon. guidelines/reports, the implementation has not been satisfactory. Various factors 11.11.5 Measures to improve the are responsible for the slow progress, efficiency of Universities should focus viz. on:

- Absence of appropriate mechanisms at a) Early implementation of the report of the Central and State level to oversee the the Committee for augmenting of implementation of UGC's guidelines and training facilities for university and recommendations; college administrators; - Reluctance of educational institutions and the academic community to change; b) Establishment of autonomous departments and units to decentralise - Excessive politicisation of administrative, academic, and financial universities and indiscipline on campus. powers in universities; and

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long term planning in Higher Education. c) Setting up of effective grievance The role envisaged for SCHE is spelt out redressal machinery. in para 4.6. The Government and UGC would persuade State Governments to 12. CREATION OF MACHINERIES set up SCHEs during the 8th Plan. FOR COORDINATED DEVELOPMENT (b) National Apex Body

(a) State Councils of Higher 11.12.3 The NPE, 1986 envisages Education establishment of a National Apex Body for bringing about greater cordination 11.12.1 The Policy envisages and integration in the planning and establishment of State Councils of development of higher education system, Higher Education for : including research. A proposal for establishing a National Council for State level planning Higher Education (NCHE) was prepared in consultation with concerned Coord Lnation of plans and Ministries and Agencies. However, a programmes within the State and consensus could not be reached on the with UGC for maintenance of structure and functions. Efforts would be standards. made to operationalise a National Apex Body as early as possible. In pursuance of the recommendations in the Policy and Programme of Action, (c) Accreditation and Assessment UGC issued guidelines to State Machinery Governments and Universities for establishment of SCHE’s. The 11.12.4 In March, 1992 UGC guidelines provide for the composition, resolved to set up a National powers and functions of the Councils. Accreditation and Assessment Council Despite persistent efforts on the part of as an autonomous body for the the Department of Education and UGC achievement of the objectives envisaged to persuade State Governments to in the NPE. Government would take an establish SCHEs, only one State i.e. early view on UGC's proposal. Andhra Pradesh has set up a SCHE so far. Three more States are actively 13. MOBILITY considering setting up of SCHEs. The slow progress of the scheme could be 11.13.1 The NPE, 1986 visualises mainly attributed to the apprehensions of measures to facilitate interregional State Governments and Directorates of mobility by providing equal access to College Education regarding transfer of every Indian of requisite merit regardless their powers and functions to SCHEs of his origin and emphasises the and the non-availability of resources for universal character of a university. To establishing these bodies. achieve this objective, the POA recommended that the State 11.12.2 Early establishment of Governments and Universities would be SCHEs is critical for giving impetus to encouraged to admit students based on

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merit without any regard to domicile or to provide that teachers who move from nativity. Schemes to provide necessary one State University/College to another support and guidance to institutions to should be permitted to carry forward the admit students from other States would benefit of past services for retirement be evolved. In order that the all India benefits, as in the case of employees character in the composition of the moving from Central student enrolment and faculty strength is Government/Autonomous Bodies to ensured, priority will be given to State Government/Autonomous Bodies schemes for construction of student and vice-versa. hostels, staff quarters, provision of scholarships, etc. Efforts will be made to 14. FINANCES move towards the objective of making recruitment of teachers on all India basis 11.14.1 Higher Education has a in consultation with the State crucial role in training manpower for Governments. national development. It is therefore necessary to provide it with adequate 11.13.2 The scheme formulated support and finances to: by Government in 1987 for revision of pay scales of University and College i) maintain its infrastructure and teachers, inter-alia, provides that establishment at an acceptable level; recruitment of teachers should be made on merit on an All India basis through ii) to keep abreast with latest open advertisement. In pursuance of this, developments; and UGC has evolved a national eligibility test for selection of lecturers in iii) meet future challenges. Universities and Colleges. The liberalisation of UGC's norms for 11.14.2 In this context, it has providing financial assistance for become necessary for the institutions of construction of hostels in the 8th Plan higher learning to consider measures for should facilitate student mobility in the raising internal resources and improving long run. their cost efficiency. While there is a case for raising tuition and other charges, 11.13.3 To further enhance the which have remained more or less static mobility of faculty and students, the for the past forty five years, an elaborate following proposals are made: and effective system should be established for providing freeships, i) UGC and State Governments should scholarships, and loans to students encourage Universities to provide for an belonging to the weaker sections of additional 10% seats on a supernumerary society. Efforts should also be made to basis in each postgraduate department evolve rational norms for providing for children of employees with all India grants to universities which should take transfer liability and non-residents; and into account per capita cost, teacher- student ratio, proportion of teaching and ii) To facilitate inter-state mobility of non-teaching staff, types of courses teachers, the Central Government should offered, costing of services and extent of modify its mobility orders at the earliest their subsidisation, ratio of graduate and

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postgraduate/ research students, etc. There is need for a balanced distribution of resources between universities and research Institutions.

11.14.3 A High Powered Committee would be set up to consider steps for mobilisation of additional resources for higher education, to bring about a better balance in the funding of institutions for higher education and research, and to improve the cost efficiency of the university system.

15. REVIEW AND MONITORING

11.15.1 The necessity for establishing effective mechanisms for a continuous review and monitoring of the Programme of Action was recognised. The following recommendations are made: i) The Commission should initiate the practice of reviewing one major scheme in every meeting and make recommendations for bringing about improvements; ii) The recommendations of the Commission should be made available to the CABE for review. iii) At the State level the SCHEs and SABEs would play roles corresponding to UGC and CABE. iv) At the institutional level, affiliating Universities should be entrusted with this task.

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12. OPEN EDUCATION Irrigation and Water Resources, Postgraduate Diploma in Journalism and 12.1.1 The open learning system Mass-Communication, Bachelor's augments opportunities for education, Degree in Nursing and Master's Degree ensures access, is cost-effective and in Distance Education and Library and promotes a relevant, flexible and Information Science are some of the new innovative system of education. The programmes under development by the initial experience of the Indira Gandhi IGNOU. The State Open Universities National Open University (IGNOU) and have also launched a number of relevant the State Open Universities, as well as programmes in Electronics, Horticulture, the National Open School underlines the Education and Communication besides tremendous potential of the open the diploma and degree programmes in learning system. Humanities, Commerce and Social Sciences. The Directorates of 2. THE OPEN UNIVERSITY Correspondence Education of the SYSTEM conventional universities have also been diversifying their programmes. These 12.2.1 The IGNOU which launched its institutions are presently offering a large academic programmes in 1987 has made number of diploma and certificate significant progress. The University programmes in technical/professional presently offers Bachelor's degree areas. programmes in 13 disciplines, a Master's degree in Business Administration, and 12.2.3 The IGNOU has set up a Distance several diploma and certificate Education Council as a statutory body programmes. The annual enrolment has for the promotion, coordination and increased from about 4400 in 1987 to determination of standards of the open over 62,000 in 1992. The three State university/distance education system. Open Universities, namely, Dr. B.R. Ambedkar Open University in Andhra * The Distance Education Council will Pradesh (BRAOU), the Kota Open take steps for networking the State Open University (KOU) and the Yashwan-trao Universities and other distance education Chavan Maharashtra Open University in institutions, for sharing courses and Maharashtra (YCMOU) together programmes, and developing a pattern admitted about 65,000 students in 1992. and structure for the open university The distance education institutions (open programmes that would facilitate student universities and institutes of mobility among programmes as well as Correspondence Education of institutions. conventional universities) accounted for about 11.5% of the enrolment in higher * The open university/distance education education in 1990-91. programmes would be structured on a modular pattern with provision for 12.2.2 Several new programmes in transfer of credits. Students will have the employment-related areas are being facility of registering for courses of their developed by the IGNOU. Advanced choice which, in appropriate Diploma programmes in Construction combinations, will enable them to obtain Management, Advanced Diploma in certificates, diplomas or degrees.

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* The Distance Education Council will Hyderabad station of All India Radio has encourage joint development of set up a transmission network in Andhra programmes and courses by IGNOU, Pradesh for broadcasting the State Open Universities and the programmes offered by the BRAOU. A Directorates of Correspondence few of the Institutes of Correspondence Education of conventional universities. Education have made arrangements with the All India Radio for broadcasting their * It will also recommend financial lessons. Distance education requires as a assistance from IGNOU to state open matter of prerequisite multimedia universities for their development and instruction and its success will for undertaking specific projects. substantially depend on the availability of facilities for broadcasting and * It will initiate steps to organise telecasting. Efforts will be made during programmes of training for the the Eighth Plan period to augment and development of human resources for the network these facilities so that these open university/distance education programmes can reach a larger number system especially in such areas as course of students. development and production, organisation of support services, etc. The 12.2.6 Measures will be taken to possibility of establishing institutional promote the mobility of students among mechanisms for this purpose will be Open Universities and among the explored. traditional universities and open universities. A significant development 12.2.4. The Distance Education Council in this regard is the signing of the will ultimately assume the responsibility Memorandum of Understanding between for developing the existing the University of Pondicherry and the correspondence education programmes IGNOU which provides for recognition on a selective basis and converting them of each other's degrees and diplomas as into distance education programmes of well as transfer of credits for courses an acceptable quality. However, for the successfully completed by students time being, the responsibility for the between the two universities. Efforts will development of distance education be made to promote similar programmes in the conventional univer- arrangements with other universities. sities will remain with the UGC. There would be close consultation between the 12.2.7 The recommendation of the UGC and the IGNOU in the Central Advisory Board of Education development of such programmes. (CABE) that each State should establish an open university will be pursued with 12.2.5 Electronic media will be the State Governments for implementa- progressively involved in the expansion tion during the Eighth Plan. The IGNOU of open learning. Doordarshan is already will provide technical and consultancy telecasting programmes of the IGNOU support to the State Governments for this three days a week for 30 minutes from purpose. The Distance Education 6.30 to 7.00 a.m. The AIR stations of Council will prepare guidelines for Hyderabad and Bombay are broadcasting providing financial support to State selected IGNOU programmes. The Open Universities for their development.

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Such assistance will include support to development of human resources for the develop new programmes and courses. open learning system, monitoring and The course materials already produced evaluation of its performance, etc. by the IGNOU and other open universities would be made available to 4. EMPLOYMENT RELATED new State Open Universities which EDUCATION could offer them through the languages of the region so that access to Open 12.4.1 The open learning system at the University programmes is widened. In secondary and tertiary levels will focus order to promote the Open University attention on education and training in system on a significant scale, the areas related to employment and self- existing rules framed by the UGC for employment: It will seek the declaring open universities fit for central involvement of the existing institutions assistance will be reviewed. and organisations in commerce, industry, the service sectors as well as rural 3. THE OPEN SCHOOL development organisations, including the SYSTEM mobilisation of the material and human resources in such organisations in the 12.3.1 The National Open School (NOS) development of appropriate programmes already established, will be strengthened and their delivery. Efforts will be made and developed to widen access to to develop close cooperation and education at the Secondary and Higher collaboration between open education Secondary levels. Efforts will be made to institutions and the agencies which use establish Open Schools in different trained manpower both in the public and States so that secondary education is the private sectors as well as the significantly expanded through different professional organisations in various regional languages. fields.

12.3.2 The possibility of launching 12.4.2 The open learning system will vocational education programmes take steps to meet the continuing through the open learning system will be education needs of the manpower explored*. For this purpose, meaningful already employed in different sectors. It linkages will be established with will help develop programmes in close workstations, industries and other cooperation with the concerned organisations. Such bilateral initiatives employing organisations for training and will help administer the theoretical and retraining of manpower, for the practical components of the vocational upgradation of skills for application of education packages. new technologies and also in ______12.3.3 The possibility of setting up a * See para 10.4.18 of Chapter 10 national consortium on open schooling Vocational Education will be explored in order to initiate coordinated steps in such areas as policy issues, priorities, long-term national and state needs, establishment of Resource centres for development of materials,

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providing opportunities to serving higher fees for programmes in personnel to improve their qualifications management designed for serving for their professional advancement. The managers and lower fees for pro- open learning system will seek the grammes designed to improve the support and cooperation of a wide competence of 'primary school teachers). spectrum of employers in the fulfilment of these objectives.

5. TARGETS AND RESOURCES

12.5.1 During the Eighth Plan period, the enrolment in the open university/distance education system is expected to increase from about 11.5% of the total enrolment in higher education to about 16.5%. In absolute terms, this would involve a net addition of 4 lakhs students to the enrolment in the open university/distance education system by the end of the Eighth Plan. The open learning system at the Secondary and Higher Secondary level is expected to enrol an additional 6 lakh students during the Eighth Plan Period.

12.5.2 It is important that the cost- effectiveness of the open learning system is maintained. The strategy for this purpose will include:

* Involvement of the material and manpower resources of the user agencies in the development of programmes and courses for the open learning system and in the delivery of various services to students through establishment of Study Centres at the work place, involvement of employers in tutorials, counselling, etc.

* A system of differential fees under which the level of fees will be determined on the basis of the objectives of the programmes, the target groups for whom the programmes are designed and other relevant factors (for example,

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13. DELINKING DEGREES FROM of Association of NEO provides that its JOBS AND MANPOWER objects shall be to establish and develop PLANNING at the national level a research and service organisation which can design, 1. PRESENT SITUATION develop and administer a variety of tests, using the latest techniques in educational 13.1.1 The Policy visualises delinking of testing to certify the proficiency, skills, degrees from ^obs in selected areas, competences and aptitudes of persons especially in services for which a who wish to take such tests for purposes university degree need not be a necessary of employment, or for any other purpose qualification. It also envisages that this that such tests may, in course of time, measure would lead to re-fashioning of serve. The NEO shall also design tests to job-specific courses. Concomitant with assess levels of student's achievement for delinking, an appropriate machinery the school and non-formal education such as National Evaluation systems with a view to effecting Organisation (NEO) is to be established improvement in teaching and learning to conduct tests on a voluntary basis to process and in the development of text determine the suitability of candidates books and other curriculum materials. for specific jobs, to pave the way for the emergence of norms of comparable 13.1.5 Despite efforts to restructure and competencies across the nation, and to redesign university courses to relate bring about an overall improvement in them better to the world of work, there is testing and measurement. a considerable mismatch between university education and employment; 13.1.2 Some progress has been made in qualification for jobs, particularly in the identifying jobs in Central Government government and public sector, still for which a university degree is not a prescribes a degree as an essential necessary qualification. Accordingly, the aualification where it may not be recruitment qualifications for some jobs necessary to fulfil job requirements; the have been suitably modified to do away dearth of reliable and up to date analyses with the requirement of a degree. of the labour market is a major constraint in matching education and training 13.1.3 However, in the absence of a programmes with job requirements; a nodal agency at the national level to major share of employment today is in review and monitor the progress in the un-organised sector, and that most regard to delinking of degrees from jobs, future job opportunities are likely to be it is not possible to get a available in this sector. complete picture of the position prevailing in the Government and Public 2. STRATEGIES FOR Sector undertakings under Central and IMPLEMENTATION State Governments. 13.2.1 A national institution like 13.1.4 The Ministry of Human Resource Institute of Applied Manpower Research Development (Department of Education) (IAMR) should in cooperation with State has registered the NEO as a society on Governments and other agencies 9th December, 1991. The Memorandum periodically conduct a thorough and

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detailed analysis of the labour market, in assume the nodal responsibility to the organised and unorganised sectors monitor and review the implementation with the objective of ascertaining the of the programme. t It was noted that this demands for different types of would result in a considerable increase employment, and keeping abreast of in the number of applicants for such jobs emerging employment trends. and that the employers, in collaboration with NEO, would need to devise further 13.2.2 The findings of the labour market screening mechanisms such as objective surveys should be utilised by educational tests to keep the numbers manageable. sector to introduce job-oriented courses and re-design existing courses to meet 3. PRIORITIES OF NATIONAL employment needs. For this purpose, EVALUATION ORGANISATION information based on the surveys should (NEO) be made available on a regular basis to the University Grants Commission 13.3.1 The NEO is expected to be (UGC), and other agencies such as Indira operational by March, 1993. The initial Gandhi National Open University priorities of NEO would be as follows : (IGNOU), All India Council of Technical Education (AICTE), National (i) Take note of the on-going efforts in Institute for Educational Planning and the field of educational testing and Administration (NIEPA), National attempt to function through a country- Council of Educational Research and wide network of testing agencies to Training (NCERT), National Open optimise utilisation of resources and School (NOS), Central Board of avoid duplication and waste. For this Secondary Education (CBSE), and purpose, it would be necessary for NEO Council of Boards of Secondary to develop a comprehensive data base on Education (COBSE). educational testing within the first year of its establishment. 13.2.3 Similarly the findings of the Labour Market System should be used (ii) The NEO should commission short- by NEO to identify jobs for which tests term studies and need analyses to require to be designed and developed identify jobs, in consultation with and also by large employers to modify government, public sector undertakings, and link qualifications with job profiles. etc., for which tests should be offered on a priority basis. This would supplement 13.2.4 In collaboration with UPSC, State the long-term survey, by IAMR, of the Public Service Commissions, Banking labour market. Services Recruitment Board, Bureaus of Public Enterprises, staff Selection (iii) The NEO to publish curricula and Commissions and other recruiting self-instructional materials, which may agencies, Central and State Governments be used by training agencies as well as should initiate a time-bound programme individuals to assist and help candidates for delinking of degrees for recruitment to appear in the NEO tests. of clerical and allied staff in Government, Public Sector Undertakings (iv) To establish close linkages with and autonomous organisations. NEO can NCERT and coordinate efforts with

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regard to designing of tests to assess levels of student achievement in the school and non-formal education systems.

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14. RURAL UNIVERSITIES AND formulations. The Policy implies that INSTITUTES educational institutions and voluntary agencies which take up educational 1. PRESENT SITUATION programmes based on the concept of correlation between socially useful 14.1.1 Rural higher education received productive work, social service and fillip with intensification of the freedom academic study will be encouraged. movement. In addition to several other thinkers, Rabindranath Tagore and 14.1.3 The Scheme on Rural Mahatma Gandhi gave particular Universities/Institutes could not oe attention to the establishment of implemented during the 7th Plan period. comprehensive institutions for the rural The endeavours in the 8th Plan would be people starting at the early childhood to operationalise the scheme on the lines level, going upto the highest. In spite of visualised by the Programme of Action the difficulties feced by it, Gandhian (POA) in 1986, the POA had visualised Basic Education has survived in the that for its implementation, a well- country and represents a vital feature of planned programme of encouragement our system. The University Education will be launched for Commission presided over by Dr. S. institutions/organisations which are Radhakrishnan mooted first the idea of composite in character, combining Rural Universities. A large number of programmes from the primary and Rural Institutes were set up under the secondary levels to diploma and degree auspices of voluntary agencies during the levels. The 'Rural Institute' is not Second Five Year Plan. Despite the envisaged as a conventional institution increasing relevance and wider for award of diploma and degrees based appreciation of' Gandhian ideas, over the on terminal examinations. Rather, a years, Basic Education, rural institutes complex of institutions is envisaged and other institutes primarily meant for which seek to integrate all aspects of rural areas did not receive sufficient education with life and needs of support and encouragement. community. These may include training with productive and creative activities, 14.1.2 The National Policy on horizontally across disciplines of Education, 1986 stated: science, technology, humanities and social sciences and vertically across all "The new pattern of Rural University stages of education - primary to higher will be consolidated and developed on education. This would help reduce the the lines of Mahatma Gandhi's deep-rooted alienation of the revolutionary idei:s on education so as to conventional education from the people. take up the challerges of micro-planning at grsss roots level for the transformation 2. CENTRAL COUNCIL OF of rural areas. Institutions and RURAL INSTITUTES programmes of Gandhian basic education will be supported." 14.2.1 The Central Council of Rural Institutes is expected to be set up shortly. In 1992, this policy was reiterated without any modifications in the revised The Central Council of Rural Institutes

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would: (i) Promote extension services to the - promote the concept of rural education community through micro level on the lines Mahatma Gandhi's planning. revolutionary ideas on education as envisaged in NPE, 1986; and The Central Government would take the initiative of providing resource support - consolidate and develop institutions both for the development of engaged in programmes of Gandhian infrastructure as well as conceptual, Basic Education. methodological and academic inputs in design and structure of programmes, The Central Council of Rural Institutes development of teaching and learning would, in pursuance of the objectives materials, evaluation procedures, etc. stated above, undertake measures such as: a) Consolidation and reorganisation of existing rural institutes including those launched; in the Second Plan. b) Encouragement to other educational institutions and voluntary agencies to develop in accordance with Gandhian Philosophy of education. c) Recognition and support to elementary, secondary and post-basic institutions based on the concepts of Nai Talim. d) Strengthening teacher training facilities for Gandhian Basic Education. e) Designing a variety of courses at tertiary level around emerging rural occupations. f) Strengthening of the content of all these institutions with emphasis on science and technology. g) Measures to encourage field-oriented courses of rural institutes.

(h) Promote research as a tool for social and rural development; and

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15. TECHNICAL AND management conduct formal and non- MANAGEMENT EDUCATION formal education/training programmes for fresh students as well as the working 1. PRESENT SITUATION professionals and also contribute to professional development in their 15.1.1 Technical Education, which in respective areas of activities. our context also includes Management Education, is one of the most crucial 15.1.4 The NPE, 1986 underlined the components of Human Resource need for re-organising the technical and Development with great potential for management education system to adding value to products and services effectively deal with the changes in the and for improving the quality of life of economy, social environment, the people. As a result of the efforts production and management processes made during the successive Five Year and rapid expansion of knowledge and Plans in the past on the development of advances in science & technology. The technical education, the expansion of NPE, 1986 laid specific guidelines for technical education in the country has the qualitative and quantitative been phenomenal during the past four development of the technical and decades. management education sectors; establishment of linkages amongst the 15.1.2 There are, at the present, over concerned agencies; manpower 200 recognised technical education assessment and technical education institutions at the first degree level and forecasting; increasing effectiveness of more than 500 at the diploma level with technical education management system; the annual admission capacities of proper delivery systems, measures to 40,000 and 80,000 students respectively. achieve greater cost effectiveness and Facilities for Masters and Doctoral generation of resources through suitable programmes in engineering and means. technology have also been created in 140 institutions with an intake of about 15.1.5 The Programme of Action (POA), 10,000 per year. The vast network of 1986 contained several initiatives and institutions includes IITs, RECs, steps to be taken during the 7th Plan and technical universities, deemed thereafter. universities, university departments of engineering and technology, State and 2. POST NPE/POA private engineering colleges recognised DEVELOPMENTS by the AICTE, specialized institutions in the field of mining, architecture, 15.2.1 AICTE: As one of the most industrial engineering, foundry and forge significant achievements in the sector of technology, etc. The Indian Institutes of technical education, the All India Management, University departments Council of Technical Education and professional bodies cater to the (AICTE) was conferred a statutory status needs of managerial manpower. under the AICTE Act in 1987. The Council has started functioning with an 15.1.3 Some professional bodies in the independent secretariat through the fields of engineering, technology and various Boards of Studies and the

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Regional Committees. There is, engineering and technology. This, however, an urgent need to strengthen however, needs massive financial inputs the AICTE in terms of its professional and a strong monitoring and evaluation and administrative functions through a system as compared to the one that process of decentralisation. exists.

15.2.2 Scheme of Continuing Education: 15.2.6 World Bank Assisted Projects for The scheme was started through the Development of Technician Education: Indian Society for Technical Education A massive project with the assistance of for upgrading the skills of working World Bank was launched to enable the professionals under which more than 200 State Governments to upgrade their course modules were produced which polytechnics in capacity, quality and provided training to about 10,000 efficiency with the total cost of Rs.1650 working professionals. crores to be implemented in two phases (1992-98) with a target of covering 500 15.2.3 Industry Institute Inter-action and approved polytechnics in 16 States and Entrepreneur ship and Management one Union Territory. Development Programmes: A scheme of Industry-Institute Inter-action for forging 15.2.7 Review of IIMs and TTTIs: The effective and closer interaction between IIMs and the TTTIs were reviewed by technical institutions and the industry two separate National Review was launched. This also included Committees in order to assess the establishment of an industrial foundation present status and impact so as to give at IIT, Delhi and technological transfer them a new thrust and direction. and innovation. A scheme of entrepreneurship development for 15.2.8 Review of Community catering to the developmental needs of Polytechnics: The Scheme of the non-corporate and unorganised Community Polytechnics was reviewed sectors was also launched through the by a National Expert Committee in terms technical institutions. of its impact, coverage and effectiveness on the socio-economic upliftment and 15.2.4 Curriculum Development: A poverty alleviation. The number of scheme for restructuring the curriculum Community Polytechnics was also development centres was launched for substantially increased. effecting curriculum development on the basis of realistic needs of the industry 15.2.9 Apprenticeship Training: In order and the users. to provide training for the 10+2 vocational students under the amended 15.2.5 Strengthening the scheme of Apprentices Act, additional vocational Modernisation and Removal of subjects were included under the obsolescence and Thrust Areas of purview of the Act. Technical Education: Greater emphasis was given for covering more institutions by modernising their laboratories, workshops and teaching processes and by adopting new emerging areas of

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3. ACTION PLAN vi) Strengthen the existing Regional (a) All India Council for Technical Committees and establish additional Education (AICTE) Regional Committees for effective discharge of the functions assigned to 15.3.1 In order to ensure proper the AICTE. maintenance of norms and standards, accreditation, funding of priority areas, vii) Take steps for laying down a monitoring and evaluation, maintaining realistic fee structure based on actual parity of certification and awards, and a cost of education and lay down coordinated and integrated development guidelines for its implementation. of technical and management education, the AICTE in its statutory role will be viii) Take steps for introduction of a adequately strengthened so as to function penal clause in the AICTE Act for in a more decentralised manner with effectively curbing malpractices in the greater effective involvement of State technical education system. Governments, UT Administrations and technical institutions of good quality. In ix) Take suitable steps for enabling order to ensure this, the AICTE will take institutions to increase internal revenue the following steps: generation. i) Regulate admissions to all x) fake steps for encouraging and programmes of studies in technical promoting private initiative, support and education institutions with reference to participation in technical education manpower requirements and take steps system. for ensuring that admissions are made as per the approved guidelines. xi) Generate revenue for meeting expenditure incurred by the AICTE on ii) Activate the Boards of Studies which services rendered to all technical have so far not been operationalised and education institutions. set up more Boards of Studies. xii) Lay down specific, guidelines and iii) Regulate effectively the norms for providing assistance to establishment of new technical education professional bodies on a selective basis institutions and starting of new so that they can conduct their activities programmes of studies with reference to effectively by way of consultancy, the overall needs of the economy. conferences, mission-oriented studies and surveys, conducting seminars and iv) Ensure greater involvement of the workshops. States in the monitoring and regulation, and coordinated development of xiii) Introduce a scheme for giving technical education. autonomy to selected technical institutions coupled with the concept of v) Activate the accreditation process accountability so that the institutions can through the National Accreditation enjoy adequate freedom, flexibility and Board (NAB). innovative approaches for meeting the

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rapidly changing needs of the society. skilled middle level technical manpower for the organised as well as the xiv) The AICTE will also lay down unorganised sectors. Necessary steps norms for granting Deemed University will be taken to make technician status to the technical institutions under education flexible, modular and credit- the provisions of the Act on a selective based with provisions for multi-point basis. entry to achieve this goal. The upgradation of the technical education (b) National Technical Manpower system in terms of capacity, quality and Information System (NTMIS) efficiency will be ensured through the World Bank assisted project throughout 15.3.2 A sound data base on technical the country. The AICTE will lay down manpower availability and requirements norms for minimum qualifying contact- in the traditional and emerging hours, guidelines for design of curricula disciplines is a pre-requisite for containing elements of computer regulated and coordinated development education and new emerging of technical education with optimum technologies and will rationalise allocation and utilisation of resources. nomenclatures of courses throughout the The AICTE will take over the scheme of country. National Technical Manpower Information System during 1992-93 and 5. UNDERGRADUATE take urgent steps, with the help of Govt, EDUCATION and non-Govt. institutions, organisations and professional societies for developing 15.5.1 In order to produce high quality and maintaining a current data-base for personnel at the Under-Graduate level, the planning and development of the Under-Graduate courses will be technical education in the most, effective developed and diversified on a modular manner. pattern based on credits on the basis of norms and guidelines to be prescribed by 15.3.3 The AICTE will also launch the All India Board of Under-Graduate schemes for coordination between the Studies of the AICTE. Technology Information Forecasting and Assessment Council (TIFAC) and the 15.5.2 The AICTE will lay down norms NTMIS and also prepare a national for minimum qualifying contact hours directory of occupations and job titles and guidelines for design of curricula and identify the variety of need based covering elements of computer courses and fixing intake level with the education and new emerging help of higher technical institutions, technologies and also rationalise professional bodies and industry. The nomenclatures of courses throughout the AICTE will do this in definite time- country. The AICTE will initiate action bound programme. to launch the National Testing Service for admissions to the Under-Graduate 4. TECHNICIAN EDUCATION courses.

15.4.1 Technician Education has to play an important role in developing highly

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6. POST-GikDUATE 8. INSTITUTIONAL EDUCATION DEVELOPMENT

15.6.1 In order to sustain the thrust of 15.8.l IITs: In order to maintain the the academic pursuit of the post-graduate highest standards of these Centres of education and research programmes and Excellence in producing competent to consolidate their activities for engineers and technologists and to improving the R&D culture in the conduct mission-oriented research in technical institutions, post-graduate frontier areas of Science and Technology programmes will be suitably regulated, including appropriate technologies and modernised and strengthened by the applied sciences, the IITs will also take AICTE. The AICTE, through its All up new activities like thrust areas of India Board of Post-Graduate Studies & technology development, establishment Research in Engineering & Technology, of industrial foundations/parks, will increase the intake for the post- international consultancy etc. Steps will graduate courses to about 11,000 be taken to make them more and more students per year by the end of the 8th self-reliant and financially autonomous Plan period with phasing out of the through creation of Corpus Fund and traditional courses and introduction of other measures for generation of new courses in the emerging areas. The resources and such other innovations AICTE will also take suitable steps for recommended by the Review Committee reducing drop-out rate and increasing the of IITs. The new IIT in Assam will be utilisation of post-graduate students and operationalised as per the Project Report. facilities. The funds for assistance to post-graduate programmes will be 15.8.2 IIMs: In order to produce high transferred to the AICTE by April 1993. quality managerial manpower and .carrying out research in non-corporate 15.6.2 AICTE will, initiate steps for and under-managed sectors like exploring the possibility of de-linking agriculture, rural development, public PG scholarship and converting the systems management, energy, health, scheme of scholarships to that of education, habitat etc, these premier teaching/research assistantship. centres will be given a new thrust and direction by making them self-reliant 7. MANAGEMENT and financially autonomous in the light EDUCATION of the Review Committee recommendations. 15.7.1 The Management Education will be oriented to also deal, with the 15.8.3 RECs: In order to enable the manpower needs of the unorganised and RECs to effectively act as pace-setting rural sectors in which a system of institutions and to provide leadership to studying and documenting the Indian the technical institutions in the expediences will be introduced. respective regions, steps will be taken to give them maximum autonomy by granting the status of Deemed University on a selective basis. A detailed review will be conducted for deciding the future

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thrust and orientation so as to broaden development of technical manpower in their horizon by improving the existing the thrust areas of technical education. management structures. The detailed evaluation by a National Level Expert Committee to assess their 15.8.4 TTTIs: As resource centres for impact on linkages of economy, development of technician education industrial development, utilisation of system through teacher training, funds, possible rearrangement of development of curricula, extension priorities will be undertaken during activities, consultancy services and also 1994-95. The institutional level facilitating the implementation of the monitoring and evaluation system World Bank Project for development of recently started in the institutions will be technician education, these institutions strengthened so as to get meaningful will be strengthened so as to utilise their feedback through the perspective plans potential to the maximum extent. The regarding the success and relevance of recommendations of the Review the projects. Some grants will be made Committee of TTTIs will be available to the institutions as a part of implemented effectively. the scheme for maintenance of the facilities created under the scheme. 15.8.5 Specialised Institutions: In order to promote and foster the specialised 11. TEACHERS disciplines in technical education, the institutions like SPA, NITIE, ISM, 15.11.1 Recriutment: Teachers in NIFFT will be further strengthened in technical and management institutions terms of their management, will be recruited strictly on merit by infrastructure and delivery systems open competition and on All India basis through activities like R&D, as per the guidelines prescribed by the consultancy, extension services etc. AICTE. The AICTE may also take steps for establishing a pool of persons suited 9. MODERNISATION AND for teaching in polytechnics and colleges REMOVAL OF OBSOLESCENCE in order that vacancies can be filled quickly by drawing personnel from this 15.9.1 Efforts will be made to provide pool without delay as are usually caused substantive funding for strengthening the through the established recruitment programme of modernisation and processes. The AICTE should also take removal of obsolescence in order to steps for increasing teacher availability upgrade the infrastructural facilities and in areas of shortages. thereby improving the overall quality of technical education all over. 15.11.2 Multiple Roles: The teachers will be required to play multiple roles 10. THRUST AREA SCHEMES including teaching, research, consultancy, extension work, 15.10.1 The level of substantial funding development of instructional resources provided to the technical institutions and management of institutions after adoption of NPE-1986 will be including planning and development enhanced in view of their strategic functions. importance in the process of

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15.11.3 Training: Appropriate technical institutions so tHat they can academic and industrial training coupled make effective contributions to the with re-training programmes including education process. pre-service and in-service training will be designed by the AICTE. The AICTE 13. COMMUNITY will also lay down guidelines for linking POLYTECHNICS the training and higher qualifications required by the teachers with their career 15.13.1 On the basis of the development. Efforts will be made to recommendations of the Kalbag enhance the scope of present Quality Committee, the scheme of Community Improvement Programme (QIP) to also Polytechnics will be further developed in include polytechnic teachers for terms of its scope, coverage and acquiring higher qualifications. The activities. Steps will be taken to involve Indian Society for Technical Education, more polytechnics in this scheme and the State Governments etc. will be establish village extension centers and involved in undertaking the activities National Regional Information Centers. like study leave, summer/winter training, An apex Coordinating Council at the innovative methods of teaching, national level and technical advisory consultancy, R&D work and industry committees at the regional level will be secondment. set up. Special programmes for women will be undertaken. Appropriate 15.11.4 Performance Appraisal: measures will be taken to popularise the In order to promote excellence of scheme so as to extend its benefits to the individuals and institutions by way of under-privileged and disadvantaged proper planning, implementation, review sectors of the society. Efforts will be and feedback, etc., the AICTE will made to provide adequate funds from the finalise the Performance Appraisal Ministry of H.R.D., other concerned Development Scheme for technical departments, organisations and agencies teachers with the help of ISTE, TTTIs, and also to provide sufficient manpower Quality Improvement Programme support. Group entrepreneurship will be Centres, State Governments and industry encouraged for revival and promotion of so as to keep the teachers abreast of the rural centers and crafts through emerging technologies and changes community participation. taking place all over and thereby making the technical education system more 14. TECHNICAL EDUCATION dynamic and forward looking. FOR WOMEN

12. NON-TEACHING AND 15.14.1 Opportunities for Technical SUPPORTING STAFF Education for women at all levels will be suitably increased. Additional 15.12.1 The AICTE will introduce polytechnics for women will be coordinated training and retraining established under the World Bank programmes with the help of ISTE, assisted Technician Education Projects, TTTIs and the Directorates of Technical and concerted efforts will be made to Education in the States for the non- increase the proportion of girls enroling teaching and supporting staff in tfce in polytechnics and engineering courses.

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Adequate hostel facilities will be provided to the girl students in technical iii) Concrete steps will be taken to and management institutions. Guidance enhance the mobility of scientists and seminars for girls at the 10+2 stage will technologists paying due attention to be organised through the State matters such as accommodation, Governments, Boards of Apprenticeship financial compensation, children's Training and other selected institutions education, etc. to make them aware of opportunities in technical education and the potential for iv) Migration of engineering graduates to employment and self-employment. non-engineering professions could be checked through career guidance 15. BRAIN DRAIN activities.

15.15.1 In the present situation of global 16. COST EFFECTIVENESS inter-dependence, interaction of institutions in one country with 15.16.1 Keeping in view the large institutions and academics in another investments necessary for producing country has become inevitable and in technical manpower, effective steps are most of the cases desirable. This trend, required to get optimum utilisations out as is generally seen in other countries is of the available infrastructural facilities. true with India also. One should not, This will be achieved through the however, get alarmed with the fear of the following steps: so-called brain drain. The Indian technical personnel going abroad for i) Outdated and stereotype programmes acquiring higher education and valuable and courses will be wound up and research and work experience do return emphasis will be given to introduction of to the country after study/work abroad. courses in emerging areas rather than They could, in a way, be treated as a conventional areas. Brain Bank. In order to attract such personnel back to the country, steps are ii) Neighbouring academic and R&D necessary to make them aware of the institutions will be encouraged to excellent infrastructural and R&D cooperate through sandwich/cooperative facilities developed in the country. Some teaching programmes and research specific steps that will be taken in this consortia by sharing faculty and regard are: facilities. i) The Scientists Pool in the CSIR will iii) Multiple usage of infrastructural be made more attractive by offering facilities in technical institutions will be better remuneration according to merit attempted by conducting part-time and placement in the right institution. evening courses, continuing education programmes, consultancy and testing ii) All international collaboration services, etc. programmes will be utilised to enable Indian scientist and technologists to iv) The institutions will be encouraged to undertake useful collaborative projects generate their own resources by way of with well established institutions abroad. enhanced fees, consultancy and testing

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services. streamline the scheme of educational loans with a view to making it more v) Emphasis will be laid on non- customer friendly. monitory innovations through better planning, advanced technologies and 18. CONTINUING EDUCATION practices, scientific method of AND RE-TRAINING supervision and administration, PROGRAMMES monitoring and evaluation with the help of teachers, students, educational 15.18.1 AICTE will set up a Board of administrators and users. Studies for providing continuing education for the working professionals vi) Private and voluntary effort in in the industry. The National Continuing technical education will be encouraged Education Project launched by the within the framework of guidelines and Ministry of H.R.D. through the Indian norms prescribed by the AICTE. Society for Technical Education will enhance its activities by including the 17. RESOURCE GENERATION use of Distance Education Mode, video tapes and CAP packages through 15.17.1 All institutions will be collaboration with open universities. encouraged to achieve maximum self- Continuing Education Programmes will reliance Jpy generating resources be offered in selected institutions at all through measures like enhancement of levels thereby creating continuing fees coupled with provision of soft loans education as a new National Culture. to the needy students; consultancy; testing; sponsored projects; community 19. INDUSTRY INSTITUTE contributions; institutional chairs; raising INTERACTION AND donations for infrastructural ENTREPRENEURSHIP development with a provision for tax DEVELOPMENT exemption; establishment of industrial foundations; charging fees for specific 15.19.1 Formal linkages between facilities such as laboratory, library, technical institutions and the industry games, magazines, etc. The grant-in-aid will be strengthened in terms of institutions will be allowed to utilise the curriculum development, resource additional income generated for sharing, joint research projects, infrastructural and other developmental apprenticeship training for students, activities without linking it with the exchange of faculty and experts on Governmental grants. As with Higher mutual basis, consultancy and sponsored Education, a High Powered Committee research, continuing education would be set up to consider steps for programmes, sandwich/cooperative mobilisation of additional resources for programmes and the concept of adjunct Higher Education, to bring about a better professorship. Industry Institute balance in the funding of institutions for Interaction Cells and Industrial technical and management education and Foundations will be set up in selected research, and to improve the cost institutions. efficiency of the technical education system. Efforts will also be made to 15.19.2 In order to mitigate the problems

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of un-employment and under- meaningfully to the national economic employment, steps will be taken to development, some conceptual and create an environment of self- structural reforms are necessary. This employment and entrepreneurship could be achieved through the following development through formal and non- measures. formal programmes. Entrepreneurship concept will be introduced in the (i) Adequate Financial Inputs curricula at Diploma and Degree levels on a larger scale. Special programmes For maintenance of highest standards of for developing women entrepreneurs technical and management education, will be conducted with the help of DST, adequate financial resources are a must. STEP Colleges and State Governments Inadequate funding poses serious in selected colleges and polytechnics. difficulties on the overall quality.

15.19.3 Special programmes will also be (ii) Effective Functioning of AICTE organised in the areas of vsndor Through Decentralisation and development, quality assurance (ISO Participation 9000) and Total Quality Management (TQM) for entrepreneurs so as to To strengthen the AICTE in terms of its provide ancillary support to the functioning by using the principle of organised sector. decentralisation and involving the State Governments to a greater extent. 20. RESEARCH FOR IMPROVING EDUCATIONAL (iii) Optimum Utilisation of Resources PROCESS To make optimum use of existing 15.2 0.1 Selected technical and infrastructural facilities and to ensure management institutions including IITs, involvement of retired eminent IIMs, RECs and TTTIs etc., will personnel, creation of a national pool of undertake research and studies on teachers for recruitment, effective systemic issues concerning educational teacher training based on needs, planning and management, teachers, industrial exposure of students through students, cost effectiveness, research Apprenticeship Training, popularisation mobilisation, instructional system- of concepts like Practice School as at design, curriculum development, BITS, Pilani and introduction of examination reforms etc., and Sandwich Programmes and Cooperative disseminate the findings to all Education Programmes on a large scale. institutions for information and suitable improvements. (iv) Adoption of Educational Technology 21. MAKING THE SYSTEM OF TECHNICAL AND MANAGEMENT To promote adoption of Education EDUCATION WORK Technology and provide Continuing Education Programmes through Distance 15.21.1 For enabling the technical and Education Mode, inculcating of self- management system to contribute learning culture amongst students and

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teachers. (ix) Openness of the Educational System (v) Inculcation of Values To make the technical and management To lay emphasis on value inculcation institutions open to the community by including culture of commitment, sharing of experience, expertise and integrity, team work, ethics, social facilities and involve the community in awareness and responsibilities, the process of development through responsiveness to environmental and constant interactions. societal issues. 22. CONTENT AND PROCESS OF (vi) Recruitment and Development of TECHNICAL AND MANAGEMENT Teachers EDUCATION

To recruit teachers purely on merit and 15.22.1 In order to reorganise and retain them through suitable programmes upgrade the contents and process of of motivation and development. To technical and management education, the appraise teachers through performance following steps will be taken. appraisal system so that their accountability is ensured and merit is (1) Industry Oriented student Projects rewarded. To use national pool of professionals for recruitment of teachers. The curricula will be so designed as to include a proper mix of conventional as (vi) Involvement of Professional well as emerging areas relevant to the Societies current and future needs. The students will be asked to take up live projects To encourage and promote the having direct relevance to the industry. involvement of professional societies, selected institutions and voluntary (ii) Professional Ethics and Value agencies in the planning, development Education and evaluation of the programmes and their relevance. The teaching process will be geared to include elements of professional (viii) Linkages conduct, integrity, healthy competitions, team work and participative To strengthen the linkages between management so as to make the technical institutions to institutions as also and managerial manpower more between technical and management productive and forward looking. The institutions and scientific agencies, facilities and expertise of the institutions national laboratories, research should be made open to the Public and organisations, university departments, Community to ensure their participation industry and professional societies. and commitment. Continuing education will be made a national culture whereby the skilled as well as the unskilled working professionals get the opportunity for updating their knowledge

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and skills.

(iii) Introduction of Humanities and Social Sciences

Adequate emphasis will be given to the elements of humanities, social sciences, behavioural sciences, management inputs preferably by integrating these programmes into curricula.

(iv) Development of Holistic Vision

The students as well as teachers will be made aware and responsive to the technogenic problems such as environmental degradation and resource depletion for which introduction of a holistic vision is a must.

23. MONITORING AND EVALUATION

15.23.1 The system of Monitoring and Evaluation would be strengthened through creation of cells at national, State and institute levels and these institutes would be kept dynamic through the process of Accreditation.

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16. RESEARCH AMD Bangalore. A large number of these DEVELOPMENT institutions are engaged in higher education and carry out research. 1. THE PRESENT SCENARIO However/ the actual investment in R&D in the education sector is very small 16.1.1 This Chapter deals with Research compared to that in the national and Development (R&D) in all areas of laboratories. For example, the UGC had natural and social sciences, humanities, only a budget of around 75 crores (for 5 engineering, agriculture and medical years) for the development of recognised science. centres of excellence in science and other subjects. The link between the 16.1.2 Since independence, the country national laboratories and the educational has established a large number of institutions as well as between industry national laboratories dealing with a and educational institutions is extremely variety of areas in Science and weak. Technology (S&T) including agriculture and medicine. A number of institutions 16.1.4 When viewed in the context of are also involved in research in social the pace of development in S&T in sciences and management studies. There other parts of the world, the nature and are several agencies and departments of dimensions of the problems of national the government such as Council of development confronting us and the Scientific and Industrial Research immense potential of S&T to help solve (CSIR), Department of Bio-Technology current problems, it is found that, despite (DBT), Indian Council of Agricultural significant advances, the gap between Research (ICAR), Indian Council of India and other advanced countries has Medical Research (ICMR), Department significantly widened in terms of of Electronics (DOE), Department of scientific and technological capabilities. Science and Technology (DST) etc. There is, therefore, a greater urgency for dealing with science apd technology. In promoting Science and Technology, both order to support social sciences and for internal development and for humanities, several councils such as the international competitiveness. It would Indian Council of Social Science also be worthwhile to note that within Research (ICSSR) have been the country there are enormous gaps in established. The total investment in the infrastructurcil facilities and R&D during the 7th Five Year Plan is capabilities between what obtains in around Rs.5000 crores (including non- specialised scientific agencies and plan expenditure). national laboratories, in the industrial undertakings, and in the educational 16.1.3 Along with the expansion of the system. This situation needs to be S&T system in the country, the remedied rapidly if those emerging from education system also has expanded. our educational system have to be Today there are over 150 universities effective in our national research and and a number of institutions of production systems. It is not just the technology including the five Indian limited number emerging from a few Institutes of Technology (IITs) and the leading institutions that is of relevance, Indian Institute of Science (IISc) in but there is a large number needed for

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the S&T effort as a whole. Another educational institutions produce large weakness of the S&T infrastructure has manpower, the absorbtive capacity of the been its weak coupling with the educational institutions for R&D is not production system. This has led to an very high. There are brilliant individuals, insufficient use of science generated and young and old, in our educational the lack of appreciation of capabilities in institutions who have produced high the universities, national laboratories, quality work and yet the overall quality scientific agencies and the higher of research from the education sector education system in general. The total needs to be improved. resource of S&T personnel in the country compared to the population and 16.16 Although all the post-graduate the magnitude of the task before us is students and Ph.D.s in the country have small in comparison to what obtains been produced by our educational elsewhere in the world. The quality of institutions, there is hardly any budget this personnel varies very widely. actually marked for R&D in these Furthermore, large numbers of these are institutions. While it would be difficult not actually engaged in activities that can to mention the exact figure, not more be construed as scientific or technical. A than 50 crores of rupees per annum is clear effort for development of R&D available in the regular budget of the manpower is called for in order to match university sector, earmarked for in number and quality of training, the research. In general the universities do need of the country. Despite increasing not have a research budget and much of allocation for S&T activities, allocation the money received from the UGC is for development of R&D manpower used for mere survival. Without remains meagre. There is also concern in support for innovation, the educational the S&T community that the very best institutions will not be able to contribute talent with the potential to be leaders of to national development. It is necessary S&T are being lost either to to orient R&D efforts in educational opportunities available abroad or to other institutions to national needs and this areas of endeavour in the country. There effort can be made only when adequate is need for determined effort to attract support is provided. Almost all the some of the best amongst our students to funding that the scientists and others in take to research as a career. the universities get for research are based on research projects from scientific 16.1.5 Despite the seemingly large agencies. The total money available for infrastructure created for S&T, the this purpose from these agencies is also quality of the infrastructure is not not very high and is not commensurate entirely satisfactory in the educational with the size of the country and the large institutions. There are not many number of educational institutions. All educational institutions in the country the support for higher education comes with R&D facilities and infrastructure from the government. Industry is yet to comparable to those available in similar contribute its mite in this direction. institutions in advanced countries. It is, therefore, becomming difficult for 16.1.7 What was said about the quality educational institutions to carry out of research in science would also apply competitive R&D work. Although our to social science. In spite of a large

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number of universities in the country resources. carrying out social science research, there are not many centres of real iv) Cooperation and collaboration excellence in these fields. Without between research centres located in under-estimating the value of universities with R&D laboratories is fundamental research there is a felt need scarce. for social science research scholars to deal with research of national relevance v) There is little premium on quality and and to disseminate this information to excellence especially in the area of policy planners in a form which is relevant research and development. An useful. There is also need for dove- appropriate system for recognising tailing of research findings into the excellence and achievement and syllabi and for linkages between social rewarding performance is yet to evolve. science research and other sectors of While we have a number of scientists research. There is a real danger of and engineers engaged in R&D and creating a unidimensional roan in the many more are needed, the aspect of absence of such linkages. quality requires greater emphasis.

2. MAIN PROBLEMS AND vi) Mediocrity in R&D has to be guarded SHORTCOMINGS against. Research is by and large confined to traditional areas; inter- 16.2.1 Some of the main problems disciplinarity has not taken root. Choice related to R&D in our higher educational of research problems is often dictated by institutions are: considerations of easy publication in journals. i) Most of the effort is concentrated in a few institutions and not spread over the vii) Even in otherwise well-equipped entire system. This should be seen in the laboratories adequate provision for context of the need to grow R&D culture spares, consumables and replacement of in all institutions and at the same time short-lived equipment is not available. using selectivity for creating and Overheads need to be provided to the supporting groups of excellence. institutions by agencies sponsoring research. Without such overheads the ii) Experimental scientists and engineers institutions find it difficult to support have the greatest handicap in the research. educational sector due to poor infrastructural facilities. Maintenance, viii) Poor library, inadequate information running cost, and technical support are system, absence of computational and not adequately provided for reprographic facilities are endemic to the instrumentation is generally poor in the majority of educational institutions. The educational institutions. need for modernisation and removal of obsolescence in research facilities is iii) An atmosphere and pace appropriate urgent. to research is difficult to sustain in the face of cumbersome rules, procedural ix) Research in Technology suffers due difficulties and, most of all, lack of to lack of appropriate linkages, the

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absence of articulation of felt-needs by agencies draw heavily on the academic the user industry, and by the absence of sector for their manpower needs yet, they a strong linkage with basic science do not do enough, financially or which provide primary inputs to otherwise, to support R&D manpower technology. Research in Technology is development and/or research in the meagre because highly qualified academic sector. technical personnel find other avenues of employment more profitable. xv) Linkage between research activity and the improvement of educational x) Very little research is undertaken to processes is very weak. Research will improve existing technology or applying have to be utilised for renovation and existing or newer technologies to renewal of the educational process and meeting the needs of villages and rural energising modernisation of curriculum. areas. Generally technologies which There is an absence of a nodal agency increase productivity and improve the for managing, implementing and performance of an existing process are monitoring R&D in education sector. not being developed. Imported technologies have not been suitably xvi) The results of social sciences adapted to local situation. research are not disseminated adequately to the policy makers in a form that they xi) Transfer/extension of technology could be used in policy formulation. The even when developed indigenously, does linkage between research and curriculum not receive sufficient attention. A renewal is also weak. management culture- suited for research and development of technology needs to xvii) Most of the researches in social be developed. science are uni-disciplinary. Inter- disciplinary and trans-disciplinary xii) Scarce resources and facilities researches are not taken up sufficiently. existing in some schools of This is particularly needed in order to research are noteasily available for interface Social Sciences and utilisation by other organisations. Humanities with S&T. There is a need for greater accessibility and, cooperation. xviii) The present recruitment practices in the University institutions promote xiii) The mechanisms for technology inbreeding. This requires immediate watching, technology assessment and change. technology forecasting need to be fully established and strengthened for 3. SYMBIOTIC RELATIONSHIP providing guidance to the research BETWEEN HIGHER EDUCATION worker on the one hand and the AND RESEARCH developmental agencies on the other to enable them to take suitable decision for 16.3.1 In the NPE, 1986, great stress has providing funding and organisational been laid on research as an essential support. component of higher education because of its role in creating new knowledge xiv) Industries as well as some S&T and Insights and imparting excitement

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and dynamism to the educational systematic enquiry followed by an process. There is a symbiotic objective and penetrating analysis and relationship between higher education formulation of conclusions. The and research. Research cannot be carried undergraduates and post-graduates could out without the vital support of higher take up studies, surveys, field work, education, and education would be projects and other assignments related to dull and monotonous without the scientific, technical and socio-economic opportunity and inputs of creativity. It problems — for which there is unlimited is research, particularly in science and scope — and they could make a creative technology, and deep critical studies in contribution to the larger studies social, cultural, economic and designed to tackle national problems. processes and situations, carried out Socio-cultural impediments to the full in institutions of higher education utilization of the benefits of science, for which make these institutions play a example, in having pollution-free rivers, crucial role in national progress, or small families, could be studied by self-reliance and security. In regard students in specific areas, and ways and to science and technology there is a means of overcoming them may be world wide conviction, reflected in suggested. Thus the culture of pursuit of the' NPE, 1986, that intellectual capital excellence and of thinking beyond will play a far more important role in traditional lines could be generated and future in maintaining industrial brought to bear both on the quality of competitiveness. There are several education and to the solution of real paragraphs in the NPE, 1986, making problems. Curricular and methodological important references and commitments changes, including changes in about research. assessement systems would be called for, and the small resources necessary to take 16.3.2 The implication is that research in up new activities would have to be all fields -science and technology, social provided to the institutions. The sciences and humanities including fine benefits would be immense. arts and indology-has to be encouraged. Eventually all institutions of higher 16.3.4 Another factor of great education must actively pursue research, importance is to recognise the pre- and performance in research ought to be eminent role the universities and other an important measure of success for the institutions of higher education play in individual as well as the institution. the field of basic research all over the world. In this age of strongly science- 16.3.3 In the context of educational based industry and defence systems, institutions it may be borne in mind that "strategic research" is much in demand research is not only what one does to and It is usually defined as basic' obtain a Ph.D. degree, but it ,has also to research carried out with the expectation be viewed as an innovative way of that it will produce a broad base of accomplishing things, of doing things knowledge likely to contribute to the better, of discovering new relationship solution of current or future practical among facts. It is, the exploration of the problems. This too is the forte of the unknown through observation, universities. If the research potential of experimentation and other forms of the educational institutions could be

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turned into relevant directions for excellence, would require coordination, solving immediate or distant planning and evaluation under a well- problems, technological development, considered policy in order to optimise socio-economic development of regions, the results. This leads to the question of research related to thrust areas a data base, and of "foresights" into and national missions, and to critical future areas of thrust. Research in studies on society, culture and the institutions of higher education should nature of growth and development, be a part of the national research effort. etc., the country would stand to gain tremendously. 16.3.7 A base of talent has to be built systematically. At under-graduate and 16.3.5 These features and characteristics post-graduate levels, a proper talent of research lead to certain imperatives search examination should result in which have been recognised by the NPE, awarding a large number of merit-cum- 1986. viz., there cannot be a compromise means scholarships; scholars should be on the quality of research. Research of assisted in getting admission to leading an indifferent quality neither contributes autonomous colleges and university to knowledge nor to any social good; departments receiving special support. such research will have to be guarded Either some new colleges be established against and reduced to the minimum. On or some of the leading autonomous the other hand, it is intrinsically difficult colleges be specially selected for to judge or determine the quality of achieving really first rate standards, research when it has no relevance either particularly in science including to the concerned discipline or to the mathematics, because in the present solution of significant problems. situation high level educational facilities, particularly in laboratory work, are rare. 16.3.6 Research, with all its economic Adequately financed teacher training and intellectual returns, requires programmes and schools for the talented enhanced support — the implications of should be organised. A pool of visiting expanding frontiers, broader institutional professors may be centrally funded base, and reasonable infrastructural and which may be made use of by the running costs have to be met. It calls for universities and other institutions part of cooperation and collaboration between, which may be expatriate Indian scholars institutions of higher education, between abroad who may be willing to spend them and research agencies mostly time in India. Admission to research established by government, and between should also be based on merit them and the industry or the production determined by a common examination. sector in general. Links and networking Education and training of talent at the are mentioned in the NPE, 1986 in Master's and Ph.D. level should be several places. The vast network of linked with the needs of specialisation higher educational institutions and manpower demand. A field which undertaking great variety of research, must receive special attention is "ap- some in cooperation with others, and the plicable mathematics" since a large enhanced funds to be made available for number of areas such as computer and this activity, as also the necessity of information sciences, social sciences and maintaining unremitting pressure for engineering sciences are rapidly coming

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up where application of mathematics has higher education institutions. opened up new concepts and Furthermore, national research facilities possibilities. Another field which is vital should be set up within the to research is that of instrumentation. higher education system with proper autonomous management. 16.3.8 Supervision of research and periodic as well as terminal evaluation 16.3.11 Public sector and other industry, have to be made more rigorous. A proper and research agencies should be record of work and progress should be persuaded by the Government to set up maintained. The selection of research at least some of their R&D activities problems should be taken up most on the campuses of the higher carefully and superficial or routine type education institutions. Campus labs of work should be avoided. Ph.D. established by CSIR or Defence examiners' reports must be available in Research and Development Organisation the UGC or corresponding organizations (DRDO) (in suitable fields) or by the for confidential monitoring of the quality Department of Civil Aviation, or of the highest degree awarded by the Ministry of Information and institutions of higher education. Broadcasting, or again by Oil and Natural Gas Commission (ONGC) or 16.3.9 Systematic support indicated Fertilizer Corporation — to mention a above would require funds, and new few examples — would prove a shot in management structures. Today, hardly the arm for education and training, and it 10% of the departments/institutions are would perhaps also produce cost- capable of doing research of reasonable effective results for the sponsors. Each quality — some would put the major industrial organisation should be percentage much lower. In the first enouraged to develop strong cooperation instance, doubling of available funds in and links with one or two institutions so real terms should be the target with the as to utilize them intensively for its R&D 8th Five Year Plan, to give a reasonable work. Industries should also directly chance of planning a substantial research support R&D in educational institutions. contribution. Funds for basic research, strategic research as well as applied 4. ACTION POINTS (Project) research should be augmented. Assistance to Centres of Advanced 16.4.1 The main problem today is the Study, and Departments of Special increasing difficulty faced by Indian Assistance and other major centres scientists and engineers to be should be increased. The agencies competitive in research and should then con ne their project support development. This is particularly true of to areas of direct interest to them. those working in educational institutions. This is partly because our 16.3.10 In accordance with the NPE, investment in R&D in educational 1986 an indirect but an extremely institutions has been marginal. More significant enhancement of research importantly, the infrastructure available support is by creating cooperative even in the best of our institutions is far research facilities, in high money from satisfactory. It is imperative that we consuming fields, within the system of improve the infrastructure of at least

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some of the select institutions to take up agencies on a competitive basis. good R&D work, while at the same time, Unfortunately, generally these grants are attempting to raise the base support to not associated with institutional universities and other educational overheads. Educational institutions do institutions for the purpose. It is not have the resources to provide extremely important to promote and infrastructural support to research nurture excellence. Selectivity and projects and This is bringing down the preferential funding of individuals, absorptive capacity of these institutions departments and institutions of for R&D. Without overheads it will excellence seem more crucial today than become 'ncreasingly difficult for ever before. educational institutions to support research even though the faculty 16.4.2 The COSIST programme of the members may obtain grants from UGC should be further strengthened. scientific agencies. It is recommended The DSA and CAS programmes of the that at least 20% of the total project UGC to university departments grant should be given as overheads to should be further increased and at the educational institutions. This is of same time made more selective. utmost importance. The schemes of MHRD/AICTE for modernization, thrust areas in 16.4.5 The average quality of research Technical Education and R&D require and development has to be improved. to be further strengthened. Many corrective measures need to be taken both by institutions as well as by 16.4.3 National spending on R&D is not funding agencies. It is necessary to be commensurate with the needs. In selective in areas of research rather than particular, funding available for research spreading ourselves thin, specially when in educational institutions forms a very the budget situation is so bad. The areas small percentage of the national budget. so chosen should be relevant to national This should be remedied. All the funding needs and to the subject itself. Besides is now from the Government and almost supporting the right areas and providing none from the industry. Funding for grants which are commensurate with the research in universities needs to be at area being pursued, the promotion of an least doubled (in real terms, after taking overall system which nurtures quality is into account cost escalations, rupee- also important. This is the responsibility dollar exchange rate etc.) during the 8 th of the scientists as well as of Plan. The industry needs to provide administrators and planners. Appropriate direct support to higher education and monitoring and coordinating mecha- research. Around Re.100 crore p.a. for nisms for R&D have to be worked out by R&D in the education sector should universities, UGC, MHRD/AICTE and come from industry. Appropriate the scientific agencies. measures may be taken by the government in this direction. 16.4.6 Teaching and research should go hand-in-hand in higher educational 16.4.4 Research support in educational institutions. It is important therefore that institutions is only through the grants teachers get an opportunity to involve that the faculty members obtain from themselves in research activities. In

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order to do so, there should be a separate mechanism or some other means. budget-head for research within the budget of educational institutions. At 16.4.9 National research facilities have present the recurring grants of provided some support for research in educational institutions do- not have a educational institutions, but the linkages research component. Necessary are not as strong as desired. It is mechanisms to provide some support for recommended that new national research research in important areas within the facilities be established only in campuses budgets of the institutions should be of educational institutions. A joint established. It would be desirable to have committee of MHRD, UGC and a Dean or a Board associated with scientific agencies should be formed for research, within each educational purpose of coordination and establishing institution. UGC and MHRD/AICTE linkages. should earmark a percentage of the grants for R&D. 16.4.10 Rules and procedures of institutions for Stores/Purchase, 16.4.7 Linkages recruitment" in research projects etc. need to be liberalised. A committee (i) It is essential to have a proper should be formed to see how these rules national research funding mechanism in could be rationalised at the national science and engineering. The SERC of level. the DST is now providing the major funding for big science R&D projects 16.4.11 The facility of custom duty while other organizations provide exemption and Passbook facility for smaller grants. It may be worthwhile to research equipment, import of chemicals see whether a coordinating mechanism and consumables for research should can be established in relation to funding, continue. in addition to increasing the funding for research in educational institutions. 16.4.12 The Research Scientist Scheme of the University Grants Commission ii) It is important to link up data bases has been very useful and should be and libraries. With increasing budget supported further. constraints, it is impossible to have good library facilities in every decomming 16.4.13 There is need for a council of the institutions. For this purpose, it is UGC to coordinate and monitor R&D necessary to see that there is proper and related activities of the universities networking of libraries. just as there is need for an advisory committee to oversee the modernization, 16.4.8 It is essential that four good thrust area and R&D programmes of regional libraries are developed in the Technical Education Division of different parts of the country during the MHRD/AICTE. 8th Plan. They should be supported in such a- way that at least these libraries get all the important journals and active workers in different institutions have easy access through the networking

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5. FINANCING Technology Policy and to raise quality and standards of higher education as 16.5.1 Although the NPE, 1986 states stressed in the Education Policy. This that research in the universities would be has to be done on a selective basis, provided enhanced support and that steps examining the needs and potential would be taken to ensure its quality, the institution by institution; at the same present situation has become alarming time, expansion of the base must also due to financial constraints. There is take place. every possibility that the little gains we have made till now will also be lost 16.5.4 In regard to the promotion of unless R&D is adequately funded in the research activities in educational education sector. institutions, measures taken so far have hot been adequate. Programmes of 16.5.2 The expenditure on research and qualityimprovement of research under development in India is less than 1 per the 7th Plan of the UGC included cent (0.85%) of GNP as against 2-3 per several measures of institutional cent of the GNP devoted to research and support, shared facilities and development in many developing project support but the financial countries. Some developed countries resources were hardly adequate to take spend as much as 6% of their GNP on care of a large number of institutions. R&D. The expenditure on R&D in higher education sector (expressed as 6. MONITORING OF percentage of total national expenditure PROGRAMMES on R&D) varies from a level of close to 30% in some developed countries and 16.6.1 The various suggestions made around 15% in other developed with regard to R&D would require close countries. The corresponding figure for coordination and monitoring by the India is very much lower. Precise figures UGC, AICTE and the MHRD. It is are not available but it may be less than necessary that the UGC has within its 5%. This is alarming since almost all the own system, a central committee looking R&D manpower of the country is trained at the R&D activities in the university in the education sector. Within this system just as an advisory committee for meagre sum, the contribution from the technical education wing of the industry is close to nil and all the Ministry of HRD should keep a close expenditure is by the government. watch on the modernisation as well as thrust area programmes. Such 16.5.3 Within the education sector, there committees should ensure that the kind is an urgent need to strengthen the of R&D projects taken up in the infrastructure and research capabilities in education sector are not only of a large number of importance to the concerned fields but institutions/departments and, at the same also have some bearing on the national time, to support R&D work in needs. The need for coordinating institutions that have already established research funding of educational necessary capabilities in certain areas. institutions by various agencies through This would also help to widen the a common research council was already technology base as envisaged in the referred to. This has to be further

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examined. What is really most important is for such coordinating committees and councils to keep a close watch on the future of research and development in the educational institutions.

16.6.2 Today, the situation of R&D in the education sector is not encouraging and immediate corrective measures are necessary. For various reasons, little/no money is available for R&D activities in the higher education sector. Keeping in mind the future of science and technology in the country, grants for R&D have to be provided in the education sector. It has to be kept in mind that mission-oriented programmes in S&T can be effectively carried out only with the support of the educational sector. Organic linkage should be promoted between the agencies and the educational institutions, by ensuring that the bonds are strengthened by proper apportioning of funds.

16.6.3 At present there is no way educational institutions can raise immediate resources for R&D or higher education when almost all the funding for S&T activities in the country has been by the government all through the years. While in the future, industries may take some responsibility for R&D as well as higher education, at least in the near future, adequate government support in this area is essential. All efforts should be made to ensure that the absorptive capacity of the educational institutions in R&D does not get reduced and that these institutions contribute towards the economic development and industrial growth of the country.

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17. THE CULTURAL engaged in institutional care of children PERSPECTIVE at the pre-primary level. This would cover pre-primary, nursery, anganwadi 17.1.1 An interlinking of Education and and other network of institutions. Culture is emphasized in order to promote the process of bhild personality b) The community would be motivated development particularly in terms of through Panchayats and other civic discovering the inherent potentialities of bodies to provide facilities like open the child. Right from the pre-primary space, other incentives to familarise stage to the highest level of formal children with toys, inexpensive material education, a programme of action has like posters, pictures, clay models etc. been formulated. Mutual participation, depicting cultural motifs. use of inexpensive and relevant material for cultural exposure, the promotion of 17.1.4 Subsequently, action would be the concept of cultural neighbourhood taken to provide certain basic facilities to involving active participation of the cover those children who are not looked community, a reform of curriculum, after by an institutional or departmental motivation of teachers and efforts to agency. This would require the following encourage the younger generation to action: participate in cultural and allied activities, will be some of the a) Provision in each village and for each outstanding features of our cultural segment in urban areas of minimum perspective. facility for playing space or park for children at this stage. Pre-Primary School Stage b) Training of pre-school teachers in 17.1.2 The main objectives at the pre- integrating cultural activities with pre- primary stage would be: to arouse in the school learning programmes. child certain elementary sensitivity towards environment; c) Preparation of educational toys and games for preschool students which are a) to help them learn through playing indigenous and aesthetic in quality and freely with natural material like clay, safe for use by small children. sand, flowers and leaves; and Primary School Stage b) to help them learn through movement and sound by singing and dancing 17.1.5 The main objectives at the together and by exposure to natural primary school stage would be:- environment to participate in the joy of sensing colours, forms and rhythms. a) To impart the child with a basic core of facts about India's cultural heritage by 17.1.3 The main accent of the encouraging rural teachers and students programme would be on the following: to collect folk songs, lccal history, local folk tribal community and archaeological a) Preparation of a "Cultural Primer" as a artefacts; kind of handbook for teachers, workers

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b) To integrate and develop students' re-oriented to give the teachers capability physical and cognitive skills; and of imparting instruction in theoretical and demonstrative methodologies in c) To create through awareness a feeling cultural instructions of love for India's natural and cultural heritage. g) Extensive training programmes for in- service teachers in each district will be 17.1.6 The major activities envisaged organised. for achieving these objectives are the following: h) School museum corners largely with collections of students themselves in the a) Children School Theatre Movement form of stones, feathers, leaves, etc. will would be launched with the teacher and be set up. children reading/enacting stories, plays and poems in the textbooks in the i) Tours will be organised particularly to classroom. Learning of the local monuments and places of historical and folk/tribal community theatre cultural significance. conventions will also be promoted. 17.1.7 Subsequently the above b) Students will be encouraged to mentioned activities would be participate in creatively meaningful systematised further and the emphasis activities. Schools will be advised to would be on provision of more invite local craftsmen, artisans, etc. for developed facilities and specialisation of demonstrations of their skills before the training for teachers by way of: impressionable minds of the children. a) preparation of special books, c) It shall be ensured that textual educational material and audio visual materials incorporate a strong and facilities for primary schools; vitalising presence of our heritage, folklore, myths and symbols, etc. b) institutionalising community without making texts either burdensome interaction in terras of seeking help of or obscurantist. local artisans and craftsmen including performing artists like dancers, singers d) Efforts will be made to incorporate on an organised basis of association, suitable words, idioms proverbs etc. through honorarium, fees, incentives, from local dialects in the textbooks. etc. e) Too much cultural indoctrination by Middle/Blgh/Secondary Schools covering the classroom walls with drawings, stickers, slogans moral 17.1.8 At the middle/high/secondary sayings, etc. would be discouraged. school stage the main objectives in Right from childhood a sense of design, cultural instruction will be: aesthetics of vacant space and a sense of space would be inculcated. a) To further strengthen and build up in students love and understanding of f) Teachers' training programmes will be India's natural and cultural heritage;

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adoption of monuments by the students b) To nurture in students an aesthetic and the community and helping to clean approach based on perception of beauty and safeguard these monuments. and a perspective beyond immediate emotional or other passions; f) Inducing among the students an idea of service by motivating them to c) To encourage the schools to be in live participate in cleanliness operations, contact with local writers, artists, groups literacy drives, conducting of surveys to ensure their assistance in guiding with particular emphasis on the value of young creative talent or group cultlural dignity of labour. activities; g) Settting up of museum corners with d) To impart to the student's personality models, illustrations, posters, charts, a broad-based approach that reflects books and with objects collected by values of secularism, nationalism and students from their neighbourhood consciousness of their constructive role including local crafts, flowers, leaves, in the larger destiny of India; and feathers, etc. e) To organise regional or State level h) Setting up hobby clubs, book clubs competition of school magazines. and film clubs in schools.

17.1.9 The approach would be to enlarge 17.1.10 The cultural exposures would be cultural activities v inly through students' enlarged in terms of thematic coverage own participation, community help and with broadbasing of participation and building up of certain core facilities. induction of technology. These aspects This would include: would cover the following action : a) Provision of atleast one core/resource a) The network of Navodaya vidyalayas teacher for culture in each school. would be used for development of resource centres in each district to share b) Reflection of diverse images, of with other schools in the neighbourhood natural and cultural heritage in the the facilities of exhibitions, projections school curriculum. through audiovisual technology and models for cultural soft-ware based on c) Imparting the curriculum with a the peculiar features of the area. distinct outlook particularly in terms of social studies and history by correcting b) Extensive cultural meets would be historical distortions and by giving a held at the inter-school, inter-district and value orientation to lessons drawn later at inter-State levels to spot creative largely from Indian heritage and great talent through a system of awards and classics. scholarships. The idea would be to honour the creatively distinguished, as d) Organisation of systematic visits to also the dedicated, through a system of monuments, museums and sanctuaries. incentives. e) Development of conservation ideas by c) Networking of various schools for

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visits to museums, libraries, galleries science or technical courses so as to give and monuments maintained by the their personality an all-round States, the Archaeological Survey of development; India as well as schools which would be identified in various States. d) Development of special courses in technical institutions like archaeological d) A cultural kit containing an audio engineering, relevance of India's visual and related educational material architectural heritage, maintenance of on Indian culture will be provided to monuments, museology, musical every high school through Central/State composition etc., apart from sharing scheme. performance. e) Special courses would be organised 17.1.12 It is proposed to for cultural reorientation of teaching and materialise these objectives by adopting administrative personnel connected with the following action plan : educational institutions. a) Artists and writers will be invited as f) Software for satellite programmes on Visiting Professors for one or two years India's natural and cultural property with under an existing scheme of UGC to particular reference to themes of energise young talent on campuses of creativity and inculcation of values higher education. would be developed. b) Traditional gurus and artists will be g) A cultural resurgence would be built given a place/ recognition in the teaching up through a system of awards and system. incentives for honouring teachers and trainers for their expression of cultural c) Courses in translation and creativity and devotion to its promotion. comparative literature will be strengthened. University Level d) The NSS is involved in the survey of 17.1.11 At the college and community arts in the region and in the university level, the main emphasis upkeep, cleaning of local monuments, would be on the following aspects:- etc. a) Broad-basing and diversifying of e) Efforts would be undertaken to set up cultural courses like music, fine arts, university museums. performing arts, etc. f) Outstanding works of creative writing b) Correction of historical and cultural should be recognised for research distortions by reassessing critically the degrees. content of existing courses in social sciences, humanities, languages, etc. g) University education in the fine arts, music, dance, theatre, and literature will c) Imparting of cultural instruction of be reviewed critically, remodelled and students engaged in highly specialised upgraded.

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infrastructure; h) Each University should endeavour to adopt one regional form of culture for b) evolving ,a system of organised special attention regarding teaching, networking with institutions in the survey, research, etc. neighbourhood by developing linkages between Central and State institutions i) University theatre movement will be through a 'cultural spread' effect; and supported and encouraged. c) innovating new institutions to meet 17.1.13 In the later phases, emphasis the needs of cultural education. would be on enlarging the base as also on sophisticating the courses and 3. STRENGTHENING OF technology connected with culture. This EXISTING INSTITUTIONS would cover the following activities: a) Development and networking of National Council of Educational specialised courses like archaeological Research and Training (NCERT) engineering, traditional Indian architecture and its relevance to 17.3.1 The NCERT will have a crucial contemporary context, use of role to play in revision and reorientation inexpensive local material for building, of curriculum at the school level. In this etc. in engineering and technical connection, it will be required to institutions particularly Regional coordinate its activities with SCERTs Engineering Colleges, IITs, State and State Departments. In this context, it Engineering Colleges and Institutions of could be used as a channel for funding as Architecture. also as an institution for monitoring. Centre for Cultural Resources and b) Capsule courses on these subjects in Training (CCRT) institutions like Polytechnics and ITIs. Centre for Cultural Resources and c) Special Training (CCRT) fellowships/scholarships/incentives would be given on the basis of State and 17.3.2 The Centre for Cultural national competitions for creative and Resources and Training (CCRT) will be performing arts. required to play administrative and software development role to the 2. IMPERATIVE REQUIREMENTS activities of NCERT in respect of OF INSTITUTIONAL framing of curriculum. Its current INFRASTRUCTURE programme of training of resource personnel in cultural instruction will 17.2.1 It is imperative that the Plan of have to be further expanded. It would be Action should have institutional required to open State chapters/eelIs in infrastructure for its implementation and close coordination with State monitoring. This aspect has the Department of Culture and other following crucial parameters: institutions. Its chief task would concern evolving of inexpensive but effective a) strengthening of existing cultural software mainly with local

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material. In close collaboration with achieving a great deal with very little NCERT, it would also develop models investment. for cultural technology like audio visual projections, sets of posters, display N.C.C., M.S.S. and M.Y.Ks album, etc. University Grants Commission (UGC) 17.3.6 These institutions would be required to encourage cultural University Grants Commission (UGC) instruction particularly in terms of community interaction through camps 17.3.3 The UGC would, through a and through organised and disciplined special arrangement in its organisation, activity related to protection of cultural monitor promotion of arts through and natural environment. institutions. It would also evolve an innovative scheme to encourage and Museums and Archaeological Surveys finance participation by .local communities, State Governments and 17.3.7 While these institutions have at Voluntary agencies in promoting art national and State level made a education through courses at the college beginning to interact with educational and university level. institutions, in the proposed action plan, this activity would be systematised. The Zonal Cultural Centres network of museums in the country and the protected monuments maintained by 17.3.4 The networking of the entire the Archaeological Surveys would be country through Zonal Cultural Centres required to evolve comprehensive will help in provision of inter-state linkage with educational institutions by cultural linkages and affinities. These close collaboration. Zonal Cultural Centres would also build up exhibitions and displays of 4. DEVELOPMENT OF NEW performing arts not only in terms of their INSTITUTIONS emphasis on revival of languishing art homes but also in making the student 17.4.1 In the 8th Plan, special community aware of the rich diversity of institutions for documenting and India's cultural heritage. promotion of folklore and arts would be set up. These would take care of Scooting Movement preservation and documenting of the rich diversity of art forms particularly in the 17.3.5 The Scouting movement has very rural and tribal areas. These would pervasive coverage in the country. conduct special capsule course for Through its inexpensive yet disciplined teachers and scholars. activities, the Scouting and Guiding and to the extent possible Rovering 5. REVIEW AND MONITORING movement would be used to take care of activities like community singing, 17.5.1 An inter-departmental committee protection of monuments, cultural under the chairmanship of Joint camps, rallies, jamborees and inter-State Secretary in Department of Culture and camps. This movement is capable of comprising representatives of CCRT,

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NCERT, CBSE and UGC would oversee, monitor and review implementation of this chapter of POA. Similar arrangements have to be made at the State level.

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18. DEVELOPMENT OF language included in the VIII Schedule, LANGUAGES is recognised on academic grounds. The Constitution of India recognises, in 1. POLICY respect of linguistic minorities, the desirability of providing instruction 18.1.1 The National Policy on through the mother tongue for first five Education (NPE), 1986 has reiterated, in years of education (Article 350-A). respect of languages, the policy Every effort is, therefore, required to elaborated in the National Policy on implement this obligation, although a Education, 1968. Briefly, the policy number of difficulties are likely to be emphasises the adoption of regional encountered; administrative and languages as the media of instruction at financial feasibility of providing the university stage; vigorous efforts for instructional facilities through a variety implementation of the three language of mother tongues, difficulty to use some formula; improvement in the linguistic tribal languages as media of education competencies of students at different etc. In the context of these difficulties, stages of education; strengthening of the switch over to a modern Indian/regional teaching of English and other foreign languages has to be ensured as early as languages: development of Hindi as the possible. link language, as provided for in Article 3 51 of the Constitution; promotion of Review of Implementation arrangements for teaching and learning of Sanskrit at school and University 18.2.2 The POA formulated under NPE stages on a more liberal scale; translation 1986 had, while discussing the of books from one language to another; implementation of the policy with regard and the preparation of bilingual and to adoption of MIL as medium of multi-lingual dictionaries. instruction at the University level, noted that the position was not satisfactory on 18.1.2 The Policy in respect of account of (a) preparation and development of languages as contained production of these books has not in NPE 1986 has been reiterated without synchronised with the Universities' change in the Revised Policy decision to switch over to MIL; (b) Formulations. university teachers having received education through English find it 2. MEDIUM OF INSTRUCTION difficult to teach through the Indian AT THE UNIVERSITY STAGE languages; (c) unlike the school stage, control over prescription of textbooks is Present Situation not tied with the result that for various reasons the books produced by private 18.2.1 The emphasis in the Policy is on publishers only get generally the adoption of Modern Indian recommended; and, (d) Indian language- Languages (MIL) as the media of medium courses are generally not instruction at the University stage. popular amongst the students because of However, the need to provide education lack of professional comparability and through the mother tongue, which may poor employment potential. In order to be different from a modern Indian examine this question in its entirety

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Professor Suresh Dalai Committee was definite time frame (say 5 to 10 years). constituted. The recommendations of the Some of the State Governments Committee have been examined and it participating in. the Scheme have been has been decided to continue the scheme requesting continuance of assistance within the overall financial allocations beyond Rs.l crore, which is the sanctioned therefor. maximum ceiling of grant to each State under the Scheme. These State Strategies of Implementation Governments would be advised to make use of the revolving funds created by 18.2.3 It is felt that the main stumbling them to finance the projects from their blocks, even more important than non- own resources. However, the State availability of books are (i) the Governments which have not yet reluctance of Universities to change the received the grant upto the prescribed medium of instruction in regard to ceiling would be given the balance. languages; and (ii) lack of employment opportunities to those who have studied Monitoring and Evaluation in MIL as medium of instruction. It is proposed to take up these two issues 18.2.6 At the Central level, the with the State Governments, UGC and Commission for Scientific and Technical Universities. Terminology would continue to coordinate and monitor the programmes 18.2.4 Once effective action is taken on and organise orientation courses for (i) and (ii) above, the demand for off- teachers of various disciplines. The UGC take of books produced under the would also be advised to impress upon Scheme would improve automatically Universities to set up Language Cells to and the revolving funds would start monitor the use of Regional Language operating more effectively. In order to and also consider some incentives to the enable the Commission for Scientific Universities which switch over to MIL and Technical Terminology (CSTT) to as their medium. Similar arrangements liaise effectively with the State have to be made at the State level. Governments on all aspects connected with the scheme, suitable measures to 3. IMPLEMENTATION OF THE strengthen the Commission would be THREE LANGUAGE FORMULA considered subject to availability of resources. 18.3.1 The Three Language Formula provides for a study of a Modern Indian Targets, Priorities, Process, Phasing, Language, preferably one of the Time Scheduling and Agencies Southern languages, apart from Hindi in Responsible Hindi speaking States and of Hindi alongwith the Regional language and 18.2.5 The State Government would English in the non-Hindi speaking have to identify, in consultation with States. University Grants Commission (UGC), the measures to ensure the adoption of modern Indian Languages as media of Instruction in a phased manner in a

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Present Situation prescribe minimum competencies to be achieved. 18.3.2 At the time when POA of 1986 was formulated, it was noted that the Strategies of Implementation implementation of the Three Language Formula had been less than satisfactory 18.3.4 The action required would on account of (a) all the languages are include:- not being taught compulsorily at the secondary stage; (b) a classical language (a) The Central Government should has been substituted for a modern Indian continue to assist the non-Hindi language in some States; (c) no concrete speaking States/UTs for the appointment provision yet exists (though a scheme is of Hindi teachers. It may be noted that in likely to take off very soon) for the accordance with the POA of NPE 1986, teaching of South Indian languages in Central Government's assistance for the Hindi speaking states; duration for appointment of Hindi teachers in non- compulsory study of three languages Hindi speaking States/UTs has been varies; and competency levels to be restored to cent percent. This scheme achieved by students of each language should be continued in the VIII Plan and have not been precisely specified. beyond.

Review of Implementation b) As suggested in POA 1986, a scheme for the appointment of MIL teachers in 18.3.3 The effective implementation of Hindi speaking States has been the Three Language Formula would formulated. Adequate provision subject require (a) decision by States, State to availability of resources and effective Boards of Secondary/schools education, implementation of the scheme would be etc., to make the study of three languages ensured with effect from 1993-94. compulsory at the secondary stage; (b) prescription of the class from and the c) Apart from establishing teacher duration for which three languages will training institutions for training of Hindi be taught; (c) specification of objectives and NIL teachers in States, facilities for of teaching different languages. The training of language teachers need to be State Boards of Secondary Education augmented and improved in existing will be asked teacher training colleges; to take uniform decisions in line with the recommendations of NCERT and CBSE d) The Ministry's language institutions in these matters; and (d) specification of should continue to undertake levels of language proficiency to be programmes facilitating teaching of reached in respect of each language. languages, particularly research in Language Institutions under the Ministry methodology of teaching languages and like Kendriya Hindi Sansthan (KHS), experimentation in the use of computers Central Institute of Indian Languages and new communication technologies; (CIIL), Central Institute of English and and Foreign Languages (CIEFL) in consultation with NCERT, would be e) Since one of the constraints in the asked to implementation of the Three Language

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Formula is non-specification of desirable 4. IMPROVEMENT IN THE language competencies as indicated vide LANGUAGE COMPETENCIES OF (e) in para 3.2, concerned language STUDENTS institutions under the Department, i.e. KHS, CIIL and CIEFL would be advised Present Situation to complete this exercise within a scheduled time. 18.4.1 The language institutions under the Department of Education are Targets involved in improving language competency of students at school level. 18.3.5 Within a month of approval of In this connection a number of POA, instructions will be issued to the programmes are being implemented by language institutions that a certain level them. These include training of language of language competency to be achieved teachers, production of teaching may be determined within a maximum material, preparation and prescription of period of one year. language proficiency test and field survey. The Kendriya Hindi Sansthan is 18.3.6 Central assistance will be implementing the programmes for provided to the States/Uts for training of Hindi teachers in non-Hindi appointment of about one thousand speaking States/UTs. They are running Hindi teachers during the 8th Plan regular 10 months' courses for Hindi period. teachers at Agra. The intake capacity of this programme is at present 75 besides Monitoring and Evaluation 300 through correspondence. A number of NGOs were also engaged in training 18.3.7 A Monitoring Cell has been of Hindi teachers in non-Hindi speaking established in KHS for monitoring the States/UTs. Similarly, the Central scheme of appointment and training of Inrtitute of Indian Languages is also Hindi teachers in non-Hindi speaking organising 10 months' training courses in States/UTs. 13 Modern Indian languages with intake capacity of about 400. District Centres 18.3.8 An Inter-Institutional Committee have been set up for imparting training comprising representatives of KHS, to English language teachers at school CIIL, CIEFL, NCERT and the stage and have trained about 1,21,000 Department would be constituted to teachers by the end of 7 th Plan. With a oversee and monitor measures in this view to examining the proficiency of regard from time to time. Similar students passing Classes X and XII in arrangements would have to be made at English, the Regional Institute of the State level. English, Vallabh Vidyanagar, under the guidance of the Central Institute of English and Foreign Languages has designed English proficiency tests, TEP- 10 AND TEP-12. Similarly, the CIIL is also preparing language proficiency tests in Modern Indian languages. They have since completed these tests for six

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languages. para 3.8 would also monitor and evaluate language programmes of training of 18.4.2 The position, so far as the language teachers and assessing training of language teachers is language proficiency of the students at concerned, is satisfactory. However, a school level. Similar arrangements large backlog of language teachers would have to be made at the state level. remains to be trained. The training capacity of the language institutions as 5. DEVELOPMENT OF MODERN well as NGOs could not be enhanced INDIAN LANGUAGES becaiise of resource constraints. Present Situation Strategies of Implementation 18.5.1 The Department of Education has 18.4.3 As recommended by the NPERC been supporting organisations involved it is desirable to increase the intake of in the development and promotion of language teachers for training in Modern Indian Languages (MIL). language institutions and provide Central Institute of Indian Languages enhanced support to NGOs for this (CIIL), Mysore, a subordinate office of activity. It is proposed to increase the the Department, is implementing, intake capacity of the institutions by monitoring and coordinating schemes in 100%. Also the KHS, Agra; CIIL, this regard. The CIIL is also engaged in Mysore and CIEFL, Hyderabad would be the development of Tribal languages. actively involved in organising two Primers, Readers and other teaching months' courses for training of trainers material have also been produced by of language teachers in Hindi, MIL and CIIL for Tribal students. NGOs engaged English respectively at the school stage in the promotion and propagation of MIL (so that it may have a multiplier effect on also receive financial assistance from the the training activities). The concerned Central Government. State Governments/UTs would be participating in the training programme 18.5.2 Since Urdu and Sindhi speakers to be organised by the aforesaid are widely dispersed in various States language Institutions. and Union Territories of the country, the Department of Education has special Targets responsibility towards their promotion and development. Taraqqi-e-Urdu 18.4.4 CIIL, Mysore would complete Board, an Advisory Body under the the language proficiency tests in the Chairmanship of Hon'ble Minister of remaining 7 MILs during the Eighth Plan Human Resource Development, assisted period (1992-97). Similarly the test by Bureau for Promotion of Urdu (BPU), items already prepared in 6 MILs will be a subordinate office of the Department field tested by 31st December, 1994. of Education, advises the Department in promotion, propagation and Monitoring and Evaluation development of Urdu. Similarly, Sindhi Advisory Committee, also chaired by 18.4.5 An Inter-Institutional Committee Hon'ble Minister of Human Resource of language Institutions referred to in Development, renders advice to the

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Department on matters pertaining to would ultimately depend upon the promotion and development of Sindhi decision to be taken on the language. BPU has so far brought out recommendations of the aforesaid approximately 600 titles in Urdu and has Committee at appropriate level. The set up 3 6 Calligraphy Training Centres possibility of setting up of Sindhi Vikas for imparting training in Urdu Board for effective implementation of Calligraphy. The Bureau is also schemes for promotion of Sindhi would providing financial assistance to a be explored. number of Voluntary Organisations engaged in promotion of Urdu. Targets

Review of Implementation 18.5.6 Besides strengthening their present activities CIIL would explore the 18.5.3 CIIL has so far trained about 6600 possibility of setting up a Centre to language teachers for teaching MIL as develop methodologies and material for third language at the school level. They translation between various NILs during have also prepared 120 primers for MILs the 8th Plan period. Subject to and tribal languages. A software called availability of resources, a Rational BHASA for use of MIL in programming Centre for Information on Indian has also been prepared by them. They Languages under CIIL would be set up. have also introduced use of MIL in This Centre will have information on teaching of Science subjects at school language demography, Language use, level. language typology and language research. CIIL has already brought out 18.5.4 The Committee for Promotion of bibliographies of linguistic research on Urdu, which was set up in 1970 under selected languages and language the Chairmanship of Shri Inder Kumar subjects. This will be computerised and Gujral, had made a number of additional information will be added. All recommendations for promotion o^ languages will be covered. This Urdu. These recommendations were computerized information will make reviewed by a Committee sec up by available in one place all relevant facts Government of India in 1990 which about Indian languages and will be easily examined the present status .of retrievable for planners, administrators, implementation of Gujral Committee researchers, etc. BPU and the recommendations and also made Organisation for Promotion of Sindhi recommendations for speedy and time would also be restructured/strengthened bound action. The work of to make them more effective in implementation of Sindhi Schemes also implementing schemes for promotion needs further strengthening. and development of Urdu and Sindhi respectively. Strategies of Implementation Monitoring: and Evaluation 18.5.5 The Government is actively considering the recommendations of the 18.5.7 A Committee to Monitor and Jafri Committee. Strategies of review schemes for Promotion and Implementation for promotion of Urdu development of Modern Indian

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Languages would be set up under the science and humanities. Computerisation Chairmanship of Director, CIIL, Mysore. of terminology evolved and compiled by Jafri Committee has, inter alia, CSTT is also under way. Because of recommended a high level Monitoring financial constraints, proposal for and Review Committee to Monitor International Hindi University could not Implementation of Gujral Committee be implemented. Recommendations. This recommendation is also being processed Strategies of Implementation alongwith the main proposal. Separate Committees have also been set up to 18.6.2 It is proposed to strengthen the evaluate the Scheme of Urdu Hindi institutions as well as involve the Calligraphy Training Centres and Urdu NGOs more actively in the development Dictionaries published by Bureau for of Hindi as link language. The Promotion of Urdu. Similar possibility of setting up an International arrangements would have to be made at Hindi University, subject to availability the State level. of resources, would be examined. Use of electronic media for teaching, 6. DEVELOPMENT OF HINDI AS propagation and development of Hindi in LINK LANGUAGE non-Hindi speaking areas would also be explored. 18.6.1 In pursuance to Article 351 of the Constitution, the duty has devolved on 18.6.3 The KHS, CHD and CSTT would the Union of India to promote develop continue to be implementing agencies and propagate Hindi. The Department of for development of Hindi as link Education has been assigned this language. Co-operation of other responsibility. At present, KHS, Agra, an Departments and agencies like autonomous organisation of the Department of Official Language, Department, CHD and CSTT Ministry of External Affairs, ICCR, (subordinate offices of the Department) Department of Electronics would also be are assisting the Department in this solicited. regard. About 200 NGOs are also receiving support from the Department 18.6.4 The CHD would take up for promotion and propagation of Hindi. publication of the conversational guides A few activities undertaken by the in Hindi for non-Hindi speakers with a aforesaid organisations are; (i) extension view to facilitating their communication programme for interaction of Hindi with Hindi speakers. CSTT will also scholars and students from non-Hindi complete computerisation of all the speaking areas with those from Hindi technical terminology evolved by them speaking areas, (ii) survey of Hindi as and also explore the possibility of setting link language, (iii) production of up a National Terminology Bank with a bilingual and multilingual dictionaries in view to disseminating their use in non- Hindi and regional languages with Hindi Hindi speaking areas and revise them if as base; (iv) preparation of definitional necessary on the basis of feed-back. dictionaries in science and humanities, and (v) production of glossary containing about five lakh terms in

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Monitoring and Evaluation two Sanskrit Shodh Samsthas are receiving assistance at the level of 95% 18.6.5 A Co-ordination Committee from the Department. under the chairmanship of Joint Secretary (Languages) in the Department Review of Implementation of Education comprising representatives of Department of Official Languages, 18.7.2 The JRC, while reviewing Ministry of Information and programmes and schemes for promotion Broadcasting, Department of and development of other classical Electronics, Ministry of External Affairs, languages had accepted the ICCR and the three language institutions recommendation of NPERC to establish (CHD, CSTT AND KHS) would be set a national level agency for laying down, up to review the progress with regard to maintaining, and coordinating the development of Hindi as link language. academic standards of Sanskrit Similar arrangements would have to be education as a whole by bringing about made at the State level. meaningful interaction between non- traditional and traditional style. 7. SANSKRIT AND OTHER Government is accordingly considering CLASSICAL LANGUAGES the possibility of establishing a national level apex body for Sanskrit and other Present situation classical languages.

18.7.1 The Department of Education is Strategies of Implementation implementing a number of schemes for promotion, development and 18.7.3 In addition to setting up a propagation of Sanskrit and other National Level Apex Body to lay down, classical languages. Rashtriya Sanskrit maintain and coordinate the academic Sansthan, an autonomous organisation is standards in Sanskrit as well as other assisting the Department in the classical languages, it is also being implementation of the aforesaid schemes proposed to strengthen' Rashtriya for development and promotion of Sanskrit Sansthan and expand its Sanskrit. Government has also set up activities in States/UTs where it does not another autonomous organisation, have'its Vidyapeethas (at present it has Rashtriya Ved Vidya Pratisthan during got only 7 Vidyapeethas). Rashtriya Ved the 7th Plan for promoting Vedic Vidya Pratishtan would also be education. In addition, two deemed adequately supported for implementing Universities for Sanskrit - one at New its programmes. Delhi and another at Tirupati have also been established for imparting Sanskrit 18.7.4 The Government is also education in traditional style at considering a scheme for modernisation University level. The Department is also of Madarsa education. NGOs involved in providing financial support to about 850 the field of promotion and development voluntary organisations engaged in of Arabic and Persian languages would promotion and propagation of Sanskrit be given special attention for financial and other classical languages. Also 14 assistance. Adarsh Sanskrit Mahavidyalayas and

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Monitoring and Evaluation

18.7.5 A Committee comprising representatives of Department of Education, Rashtriya Sanskrit Sansthan, Rashtriya Ved Vidya Pratishtan and NGOs working in the field of Sanskrit, Persian and Arabic languages would be constituted to monitor and evaluate implementation of schemes for promotion of Sanskrit and other classical languages. Similar arrangements would have to be made at the State level.

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19. MEDIA AND EDUCATIONAL their output has to remain a priority TECHNOLOGY during the 8th Plan. The programmes continue to be of an 'enrichment' type 1. POLICY PERSPECTIVE with the added feature that even the segments aimed at various groups of 19.1.1 Acknowledging the potential of topics have not got defined. Topics get modern communication technology the covered in a somewhat random manner. NPE, 1986 and POA, 1986 had spelt out There would be advantage in defining the actions that need to be taken in this beforehand the optimum coverage and important area. The Revised Policy the objectives to be achieved by Formulations have reiterated the transmission of even enrichment provisions of NPE, 1986 relating to programmes and to schedule programme Media and Educational Technology. production accordingly. The Hence what needs to be done is a involvement of noh-government restatement of the POA, 1986 taking into organisations (NGOs) has not come account the experience gained in its about in any substantial manner so far. implementation and the developments in this area of rapid technological change. 19.2.2 An important initiative has been the distribution of radio-cum-cassette 2. ELECTRONIC MEDIA players and colour TVs in primary schools under the Educational Present Situation Technology Scheme. So far 37,129 schools have been provided with TV sets (a) School Education and 2, 56,566 schools have been provided with radio-cum-cassette 19.2.1 In school education, the Central players. The scheme is being evaluated Institute of Educational Technology by the Ministry. (CIET) and the six State Institutes of Educational Technology (SIET) in Uttar (b) Adult Education Pradesh, Bihar, Orissa, Gujarat, Maharashtra and Andhra Pradesh 19.2.3 A good beginning has been made continue to define the production for utilizing Education Technology for facility. Since April 1988, the adult literacy and continuing education. responsibility for programme production Short capsules for conveying the of ETV transmission is being shouldered message of literacy appear regularly at by CIET and SIETs. Another important tme on the TV. In order to retain the development has been that the interest of neo-literates an innovative Government has decided to make these project called 'Vivek Darpan' has been SIETs autonomous in order to make jointly launched by the Department of them more professional. SIETs in U.P., Electronics and Ministry of Human Maharashtra, Orissa and Andhra Pradesh Resource Development. Under this have already been conferred autonomous programme 100 villages have been status. However, the working of the provided with a colour TV set and a SIETs and their output is still sub- VCR each (together called ‘Sangha optimal. There is a need to improve the Mitra’). It is an experimental project and quality of the programmes. Increasing its experience would enable the

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Government to consider a larger would have to be used optimally; a level coverage in the 8 th plan. of 15 to 20% seems reasonable. The UGC has also developed the framework (c) Primary Education and Teacher for setting up an Inter University Training Consortium for Educational Communication (IUCEC) which will on 19.2.4 Recognising the need to provide the one hand provide coordination and necessary background and orientation to leadership in EMRC - AVRC and on the primary and upper primary school other would develop as a forum to bring teachers, inputs in Educational the Government, universities, NGOs and Technology have been made an integral other professionals together. IUCEC part of in-service as well as pre-service would also oversee and organise training for teachers in the DIETs. A efficient marketing of .the educational senior lecturer and lecturer in cassettes. A notable initiative has been Educational Technology are part of the the preparation of a series of cassettes prescribed staffing norm for each DIET. for each subject at under-graduate level, These faculty members also serve as which would make available the benefit nodal points to liaise with the nearest of good quality teaching to students all- AIR Kendra besides acting as trainers. over the country. They help them in production of educational broadcasts. Teacher Training (e) Technical Education Institutes like DIET, CTE and IASE have been provided with VCRs and 19.2.6 In technical education four colour TVs and efforts are now being Technical Teachers' Training Institutes made to make available adequate (TTTIs) and some IITs have been number of software for their optimal provided with reasonable programme utilisation. production infrastructure. About 3 00 programmes have been produced and (d) Higher Education made available to Polytechnics and Engineering colleges for use through the 19.2.5 In higher education the IGNOU VCRs and cinematographic equipment. has been provided a half hour slot on the Professional bodies like the Institute of national TV network early in the Electronics and Telecommunications morning. The Country-wide Class Room Engineers (IETE) have launched their Programme of the UGC is continuing own programmes of distance education with a two hour transmission daily and production of video films. between 1-2 p.m. and 4-5 p.m. The UGC has created 15 Educational Media 19.2.7 POA had envisaged establishment Research Centres (EMRCs) and Audio of radio stations in universities/colleges Visual Research Centres (AVRCs); during the 7th Plan. Provision of a through these centres the UGC has been dedicated educational TV channel by able to achieve a level of 80% for 1991-92 and commissioning of indigenously produced programmes. dedicated satellite system for education However, in order to keep abreast with have made no progress in this period. It rapid developments in different areas of is doubtful whether radio stations can be knowledge, programmes made abroad set up in the university/college

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immediately. Such transmissions may be arrangement of decentralized scheduling possible in future with of educational transmission at the level technological'developments. Dedicated of individual radio station has not satellite system may not be required to worked and possibly cannot work with a sustain such a channel. There is a need large number of radio stations in the for a dedicated educational TV channel country, with many of them not being at and a sufficiently large fixed time the National or State headquarters. segment for radio transmission for Continuing inadequate availability needs educational purposes. Such stations can to be redressed and use of radio cater to the entire school system, non- transmission for education become a formal education, adult education, priority area. Regarding TV, efforts have continuing education, higher education, to continue for securing a dedicated vocational education and technical channel for educational transmission. education. These requirements can be With increasing capability of the reasonably serviced only if educational successive transmission satellites, this is transmission time becomes available for an attainable objective in the medium a major part of the day. Radio and TV term. transmissions have an important role to play in bringing the remote areas within 19.3.2 Simultaneously emphasis would the reach of good quality education. be laid on improving the quality of Therefore, a dedicated educational educational programmes and for channel is an urgent requirement. optimum utilization of transmission facility. For this the following measures 19.2.8 The Ministry of Human Resource will be taken:- Development commissioned an expert assessment of the needs of programme (i) The remaining SIETs would be made production and training of technical autonomous. Production facilities in personnel. Action for implementation of North East will be set up. Subject to the measures suggested by this Group availability of resources, creation of (Karnik Group) have not made progress, programme production facilities in other largely because of paucity of resources. language zones not covered by SIETs However, with the availability of INSAT will also be considered. 2A more transmission capability will be acquired and it is a hopeful sign that the (ii) In SIETS association of professionals GRAMSAT project is being considered on deputation/ contract will be by the Department of Space. encouraged to professionalise the working environment. 3. REVISED STRATEGY AND PROGRAMMES (iii) Professional talent would be associated through commissioned 19.3.1 In so far as transmission facility programmes, to supplement the in house for educational programmes is programme production arrangements. concerned, efforts will continue for The CIET would seek to have 10% of its securing a reasonably large and fixed programmes transmsitted on TV time slot on radio for transmission of produced by professionals outside CIET. educational programmes. The

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(iv) The EMRCs and AVRCs would be ii) Production of programmes for Upper converted into autonomous departments Primary sector also. of the university concerned and these institutions would associate professional iii) Special efforts for production of talent from outside on tenure/contract recorded audio-cassettes by CIET/SIETs basis to invigorate the EMRC system. to ensure optimal utilisation of RCCPs. One new AVRC would be set up in each Special emphasis will be given to of the remaining larger states in the 8th production of cassettes dealing with Plan. teaching of Hindi and regional languages. (v) The UGC would set up adequate master's level courses or postgraduate iv) Augmentation of equipments in diplomas in various aspects of SIETs/CIET. educational programme production. To optimise returns on the investments such v) Encouragement of educational courses would be started where institutions to raise resources locally to EMRC/AVRC already exist so that the provide electronics hardware, radio, cost on infrastructure does not have to be cassette player, T.V. and V.C.R. for repeated. To upgrade the skills of group viewing/listening. existing technical manpower involved in production of educational TV/Radio vi) Marketing of educational cassettes by programmes, the possibility of the IUCEC. The revenues so earned introducing Diploma courses in suitable could be used to improve and expand the disciplines in certain polytechnics will programme production and viewing be examined. facilities in universities/colleges.

19.3.3 Viewing of the educational vii) Development of IUCEC as the nodal programmes during the scheduled agency for marketing of educational transmission time by large number of software of all sectors of education, students poses obvious problems both in terms of management and learner viii) Setting up of training facilities for outcome. The problem tends to become technical personnel by CIET and IUCEC unmanageable as the level of students on regional basis. The facility may be increases. Therefore, individual viewing located either in the universities having and viewing in small groups is bound to EMRCs or in the SIETs. become more and more important and it is already a fast developing area. To ix) Development by the IGNOU, of a enable more and more students to have large range of recorded audio and audio- access to educational programmes the visual cassettes to support its various following measures could be taken: distance education courses. i) Provision of receiving sets, Radio- x) Support by the UGC to the university cum-cassette player and T.V. sets in departments of distance education larger number in Primary Schools/Upper having enrolment of 5000 or more for Primary Schools. supplementing the programme production of the IGNOU. Independent

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programme production infrastructure teachers and parents. However, a close would not be created in such scrutiny of the implementation strategy departments. and achievements of the project shows that the project has not met with the 19.3.4 In-service training of teachers desired degree of success, mainly on would receive more importance through account of short comings in the both T.V.and radio. The arrangements implementation strategy. The more through CIET, once in a week would be important among these may be made more effective and similar enumerated as under:- arrangements will be established under UGC transmission. - Multiplicity of agencies involved in the implementation of the project and 19.3.5 The programme of continuing consequent lack of accountability education would be given more support through 'Vivek Darpan' and such other - Over emphasis on hardware and one programmes and awareness for literacy time inputs and neglect of ongoing would continue to be built up through instructional inputs and softwares. capsules on the TV/Radio. - Inadequate training and low motivation of teachers. 19.3.6 The working of programme production facilities in the TTTIs would - Instruction outside school hours be professionalised and output from these would be optimised. The IITs and - Want of curriculum and teaching Universities would undertake research material. for developing innovations in Educational Technology and - Indifferent maintenance. Universities. The existing arrangements for 19.3.7 The IUCEC and the TTTIs/IITs implementation of the project are being and other professional agencies reviewed by MHRD to obviate these would make a sizable beginning for shortcomings. support to professional upgradation programmes for specific 19.4.2 A notable initiative, possibly professional groups likes management, triggered by the CLASS Project, has and medicine, etc. been the computer literacy programme in fees charging private schools in most of 4. COMPUTERS IV EDUCATION the schools professional agencies have been contracted for providing the Present Situation hardware and teaching inputs. In such cases fees are high but the outcomes are 19.4.1 In the school sector the use of also good. The CBSE has pioneered the computers has been initiated by the start of Computer Science at higher CLASS Project. Though the coverage secondary stage and some State Boards was modest (2,598 schools) the CLASS have followed this lead. project has led to increasing awareness of computer literacy among students, 19.4.3 .In the university sector the UGC

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is supporting the programme in three software support is inadequate with the parts; result that use of available computers is not optimum. i) A set of PCs has been given to college for use in educational management and 5. STRATEGIES AND for promoting computer literacy PROGRAMMES ii) Strating certificate, diploma and 19.5.1 The CLASS Project would be degree courses in universities in expanded; subject to resource Computer Science. availability the coverage of 2000 Senior Secondary Schools is envisaged in the iii) By giving sizaeable computers as 8th Plan. The management system for central computational facility for implementation of CLASS Project research and higher studies purposes would be strengthened and made more universities have been assisted. effective. Access to computers in the schools would be improved. Schools 19.4.4 In technical education sector all which want to charge fee to improve and the IITs and major engineering colleges extend the facilities for CLASS would have acquired sizeable computers. be allowed. Computer Applications with Computer Science is one of the high adequate facilities of computers in profile courses in many institutions. schools would be encouraged on Provision of computers is also part of the operational basis at secondary and higher World Bank assisted project for secondary levels. strengthening and modernising of polytechnics. 19.5.3 Access of students to computer facilities in universities, colleges and 19.4.5 Within the resources available a technical institutions would be good coverage has been achieved in the improved. Computer facility will be higher education and technical education made available to students and sectors but there have persisted three researchers round the clock. Within the areas of weaknesses: resources available, computer platforms for MCA students and researchers would i) The computer platforms provided for be upgraded. Diploma and certificate MCA courses are not sufficiently large courses in the universities and colleges and advanced to equip the students with would be phased out. These would be experience on platforms which they will left for the polytechnics and professional encounter in their working life. bodies accredited by the Department of Electronics. UGC would formulate a ii) In many cases, the institutional faculty concrete programme for motivating and continues to be unconnected with the encouraging teachers of Computer professional organisations and work, Science to commercially link up with the with the result that the faculty does not professional agencies for mutual benefit. have the requisite practical skills which Within the resources available all the they can pass on to students. colleges will be sought to be covered by the computers for educational iii) In college sector the training and administration during the 8th Plan and

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the number of computers per college and policy and implementation of the software availability would be improved. programme. UGC would set up effective training arrangements for college teachers in use of computer. UGC would also initiate a programme for starting a separate paper at Master's level for use of computers in various subject areas like Physics, Mathematics, Statistics, Economics, Commerce, etc. and would provide support to universities/colleges for a computer room provided with adequate number of PCs.

6. ROLE OF VARIOUS ORGANISATIONS

19.6.1 The Ministry of Human Resource Development (MHRO) would pursue with the Ministry of Information and Broadcasting, Department of Space, Department of Electronics, and Finance Ministry for augmentation of transmission facilities for educational programmes and, specifically, for setting up of a dedicated educational channel. The MHRD would also work for obtaining at least a minimum of resources for financing of educational technology programme. The CIET and the UGC would continue to discharge a coordinating role. They would provide leadership and guidance to the institutions and the State agencies. The State Governments would be involved more meaningfully in the funding and management of educational technology programme. The CIET and the IUCEC would reach out to the NGOs and involve them in the educational technology programme on a really meaningful scale. The IUCEC would develop into a forum for bringing Government Institutions and private professionals and policy makers together for ensuring a coordinated approach to

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20. SPORTS, PHYSICAL EDUCATION AND YOUTH 20.1.2 Conversely, the enormously productive potential of youth must be 1. PREFACE borne in mind, while formulating the Programme of Action. These include:- 20.1.1 Young people are the real wealth of nation. India has around 300 million a) Youth is a large reservoir of idealism youth constituting one third of its in any country. population. No planning process, including educational, can succeed b) Here, in this country also, from the without the willing participation of days of its struggle for independence, youth, The student youth in the Higher youth have shown exemplary patriotic Education System and non-student youth feelings and after independence also, in outside have to be made an integral part many a situation they have very of any policy fxackage through creation favourably responded to critical of an 'enabling environment'. The NPE, situations and challenges. 1986, particularly recognised the importance of youth in nation-building. c) Besides this, the sense of adventure The need, therefore, is to provide exhibited by youth at different times is increasing opportunities to young really commendable. persons for developing their personality, upgrading their functional capabilities, 20.1.3 Programme for involvement of and making them self-reliant, socially youth in constructive schemes within the useful and economically productive. education sector are therefore, divided Hence, while formulating the POA, into two streams, namely, Sports and 1992, the following facts and factors are Youth Programmes. The objective of to be kept in view: both these programmes is to draw as many youth as possible into constructive (i) The number of unemployed youth is and productive activities whether based growing faster then ever before. on Sports or Youth Programmes upon this foundation, specialised programmes (ii) Violence, criminality and juvenile for the attainment of excellence in both delinquency among youth is increasing. Sports and Youth Affairs have been proposed which can be implemented (iii) A growing number of young people within a reasonable period of time. are falling prey to fissiparous and 20.1.4 Studies have shown that there is a divisive forces. positive co-relation between participation of youth in constructive (iv) Some university and college social programmes, or in sports and campuses are facing an increasing drug games, and issues such as better social problem. integration, reduced juvenile delinquency, better general health and (v) An increasing number of young fitness, and at a later stage, better people are indulging in highrisk productivity and output. Each of these behaviour, especially with regard to benefits in itself is of considerable AIDS. significance particularly in the Indian

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context. In formulating this Programme duty in conducting classes in Physical of Action, therefore, efforts have been Education, Yoga, Sports and Games. made to indicate simple and low cost solution which are useful and give the (vi) The basic equipment, such as maximum return both to the individual Footballs and Volleyballs, may be and to the society at large. provided to each school. Similarly, some amount of contingency may be 20.1.5 Due consideration also needs to provided to each school. be given to the broader issue regarding investment in Human Resource (vii) A scheme for the creation and Development, particularly in Education. improvement of play-grounds should be Given the significant benefits which taken up on a phased basis under JRY accrue to society in terms of the points and NRY. mentioned above, it is indeed worthwhile investing additional (viii) An intensive and extensive resources in building up an education programme of teachers training to equip system which includes activities under all subject teachers with the necessary Sports and Youth as an integral part of skills to impart training in Physical the curriculum. Education, Games and Yoga will be necessary. 2. SPORTS (ix) The present programme to train and 20.2.1 Action in following areas will be recruit Physical Education teachers for necessary to implement the policy high schools should be expanded. objectives of the NPE, 1986:- (x) New schools may be (i) In deciding the curriculum load the established/recognised only if need to allocate sufficient time to sports playgrounds are available. and physical education which the NPE, 1986 holds as an integral part of the (xi) A comprehensive system of Inter- learning process, should be kept in mind. school tournaments and championships in select disciplines should be introduced (ii) Physical Education and Yoga should over a period of time. This system be introduced for atleast 45 minutes per should culminate in a National School day, preferably just after assembly. Championship.

(iii) Approved games should be (xii) Special cash awards to winning included in the school timetable for schools and a special system of atleast two periods in a week. incentives for successful athletes also needs to be introduced. (iv) Special incentives will need to be given to students who perform well in 20.2.2 As the coordination and sports and games. cooperation of all State Governments and UTs will be necessary to implement (v) Special incentives may be considered the above suggestions, it is for subject teachers who perform extra recommended that this issue may be

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taken up and discussed as a special made for sports, or sports promotion. agenda item in a special meeting of The Ministry of Finance would be CABE. To provide the CABE necessary approached in this regard. background material, a CABE Committee would 'be constituted to 20.2.6 Special incentives for girls, consider all aspects of Sports and Scheduled Castes and Scheduled Tribes Physical Education as envisaged in the should also be evolved to ensure that NPE, 1986. their participation remains proportional to their population. 20.2.3 For the promotion of Sports and Games at the University level, the 20.2.7 Special and attractive alternatives following measures may be considered will have to be evolved for students who for implementation: are physically unable to participate in sports and games. (i) Special incentives for athletes and sportspersons in select disciplines to , 20.2.8 Implementation of these enable them to continue their studies. proposals will require constant monitoring and review. A monitoring (ii) A phased programme to develop system would be evolved for this infrastructure facilities for sports and purpose at the Central and the State games, including sports sciences and levels. sports medicine support, may be undertaken. 3. YOUTH

(iii) Appointment of Physical Education 20.3.1 The main objectives of the teachers and coaches in select disciplines Programme of Action for Youth under in Universities equipped with adequate the NPE will be as follows: infrastructure should be taken up on a phased basis. (i) To help reduce and, if possible, reverse the drop out rate particularly (iv) A comprehensive system for Inter- amongst girls. Scheduled Castes and college and Inter-university tournaments Scheduled Tribes. and championships should be introduced in a phased manner. Necessary financial (ii) To promote social integration incentives to hold these tournaments should also be provided. (iii) To promote awareness of, and encourage involvement in, social 20.2.4 These recommendations may be programmes pertaining to literacy, referred to the UGC for consideration environment, national integration, social and implementation. reform, health awareness and family planning. 20.2.5 For private schools and colleges, special schemes to encourage investment (iv) To help students develop an interest in sports infrastructure may be in adventure and other outdoor activities. introduced by providing income tax benefits to any investment or endowment 20.3.2 To achieve these objectives, the

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services of the Nehru Yuva Kendras preservation, national integration, etc. (NYKs), the National Service Scheme 20.3.4 Simple and low cost adventure (NSS), Bharat Scouts and Guides, the projects can easily be organised either National Cadet Corps (NCC) and the during academic sessions, or during National Volunteers Scheme will be vacation periods. These programmes expanded and developed so that should benefit students and youth in a coverage in schools and campuses is number of ways, including character increased sharply and also developed building, cooperative endeavour and along more innovative and interesting endurance. These objectives will also lines. Action will be taken in greatly help students develop a sense of coordination with Universities, State self-confidence and self-esteem and will Governments and UT Administrations to help them in their future careers. ensure that significant increases in participation are achieved within a 20.3.5 By implementing the measures reasonably short period of time. prescribed above, the principal objectives of the NPE, 1986, in so far as 20.3.3 Special incentives may also have youth are concerned, can be significantly to be evolved to encourage teacher advanced provided that, adequate funds interest and participation, quite apart are made available. Efforts will be made, from incentives to encourage and sustain therefore, to channelise funds to the participation of students and youth in extent possible Into these programmes. these programmes. Possible incentives may include the following:

(i) Recognition of the outstanding contribution of teachers to NSS as an extension work under the third dimension of the university system as equivalent to research work.

(ii) Special financial incentives for teachers for outstanding contributions under NSS.

(iii) Special incentives for students with outstanding records under NCC, NSS, etc., at the time of their admission to college and university and also for promotion within colleges and universities.

(iv) Special focus on Nehru Yuva Kendras which are implementing programmes with educational objectives, such as literacy, curtailing dropout rates, vocational training, environment

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21. EVALUATION PROCESS AMD envisaged that evaluation at the EXAMINATION REFORMS institutional level will be streamlined and the predominance of external 21.1.1 Reforms in examination have examinations reduced. been a subject of serious discussion for long. The NPE 1986, postulated that the 21.1.3. Whatever changes that have been examination system should be recast so introduced in the school and university as to ensure a method of assessment that examination systems at the instance of is a valid and reliable measure of student the NCERT and the UGC respectively, development and a powerful instrument their impact on the developments for improving teaching and learning; In indicated above is not perceptible. functional terms, this would mean: Inspite of the initiatives of the NCERT and the UGC in this field, only limited i) The elimination of excessive element awareness has been created on the issues of chance and subjectivity; arising from the policy statement on examination reform. ii) the de-emphasis of memorisation; 21.1.4, Taking note of this situation the iii) continuous and comprehensive Revised Policy Formulations (RPF) evaluation that incorporates both called for preparation of a National scholastic and non-scholastic aspects of Examination Reform Framework to education, spread over the total span of serve as a set of guidelines to the instructional time; examining bodies which would have the freedom to innovate and adapt the iv) effective use of the evaluation framework to suit the specific situations. process by teachers, students and parents: 2. BROAD PARAMETERS v) improvement in the conduct of 21.2.1 To formulate a national examination; examination reform work the Department of Education would, inter- vi) the introduction of concomitant alia, constitute an inter-institutional changes in instructional materials and committee with representations from methodology; UGC, NCERT, AICTE and State level organisations including Boards of vii) instruction of the semester system Secondary from the secondary stage in a phased Education. The framework can be manner; and expected to be formulated by December, 1993. viii) the use of grades in place of marks. 21.2.2 While the specifics of the framework cannot be postulated at this 21.1.2. The NPE, 1986, held that the stage the broad parametres seem to above goals were relevant both for envisage the following: external examinations and evaluations within educational institutions. It a) Elementary Stage: Specification of

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minimum levels of learning in the features of strategy the following remaining areas and classes, their strategies are envisaged at this stage: adaptation at the State and District levels, designing flexible procedures of a) Elementary Stage evaluation to suit a variety of school conditions, and use of evaluations in - The minimua levels of learning (MLLs) teaching and learning; in language (mother tongue), mathematics and environmental studies b) Secondary Stage: Specification of for classes I-V have been developed by expected levels of attainments in MHRD at the national level. Similar curricular subjects, designing flexible exercise to develop these in the schemes of continuous and remaining areas and classes of comprehensive evaluation, consider elementary curriculum will be carried introduction of semester system at out. secondary stage in a phased manner. - These MLLs will be adapted/adopted c) Higher Education Stage: by the concerned agency in each state and district to suit the local conditions. - Gradual switching over by post- graduate departments of all universities - Since no detention policy is envisaged to semester1, grading, continuous at the primary stage, the main function of evaluation and credit systems. evaluation will be diagnostic in nature so as to provide remedial help to the pupils. - Exploring possibilities of introducing validation tests at the first degree and - The concerned agency in each state will post-graduate levels. prepare a flexible scheme of Continuous Comprehensive Evaluation (CCE) at the (d) The Higher Technical and elementary stage so as to make the Professional Stage: Preparing guidelines evaluation process an integral part of of evaluation for institutions by each teaching and learning at this stage. The university, replacement of external CCE will cover cognitive, affective and examination by internal institutional psychomotor areas of pupils’ growth and evaluation and All India testing grammes will employ a variety of tools and for admission to professional and techniques of evaluation for collecting technical courses; and evidence on different dimensions of pupils growth. These evaluations will be (e) At all Stages; devising procedures for reported in the form of grades on a setting up of appropriate administrative comprehensive proforma. Appropriate and technical support mechanisms, and a procedures for ensuring reliability, review of legislation. validity, objectivity and transparency of the evaluations will be suggested by the 3. STRATEGIES FOR concerned agency in each state. IMPLEMENTATION b) Secondary Stage: 21.3.1 While the inter-institutional committee would work out the detailed - Each State Board will lay down

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expected levels of attainments at classes variety of learning objectives in order to IX to XII and prescribe appropriate ensure due importance to higher abilities courses of studies to accomplish these of understanding, application, analysis, levels in terms of knowledge and/or synthesis, judgment and parallel comprehension, communication skills, parameters and not only to memory. understanding, application analysis, synthesis, judgments, etc. - The semester system when introduced at the secondary stage and onwards - In each State the concerned agency will should, interalia provide for: prepare a flexible scheme of CCE for the secondary/senior secondry stage to suit a i) flexibility in the combination of variety of specific situations obtaining in courses; and different regions and types of schools. Certain models have been developed by ii) accumulation of credits to enable the NCERT and other agencies which could pupils to proceed at their own pace be looked into for guidance. resulting in upward and horizontal mobility of the students across the c) Higher Education Stage: country.

- Selection tests for admissions to all - Appropriate courses in examination professional and technical courses will reform will be developed by Indira be conducted on an all India basis. Gandhi National Open University through distance education mode in - Each University will prepare broad collaboration with NCERT for the large guidelines for grading to be followed by scale training of different kinds and individual colleges, institutions and levels of personnel. departments under its jurisdiction. Orientation programmes may be - An Examination Reform Centre will be organised to familiarize the teachers with established at the UGC for coordination, the grading system. documentation and dissemination of information on examination reforms in - The movement towards entrance tests higher education. Similarly, NCERT for admission to institutions of higher would perform this function at school education will be encouraged and stage. promoted by UGC and State Governments. The services of the (e) External Examinations: Nature National Evaluation Organisation (NEO) and Conduct should be utlized by the university system for developing, designing and - The possibility of introducing administering entrance tests for legislation to define various malpractices admission. connected with examinations and to treat them as cognizable and unbailable (d) Strategies common for all Stages: offences will be considered. Such laws will, when enacted, make provision to - The emphasis will be laid on testing of prescribe the nature and type of expected levels of achievement of a punishments for various offences under

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the law, and to include within its scope persons engaged in various operations connected with examinations and also to provide protection to them. f) National Evaluation Organisation

- The National Evaluation Organisation will be developed as a quality control mechanism to organise nation-wide tests on a voluntary basis s6 that norms can be evolved for comparability of performance and also for conducting independent tests. g) Monitoring and Evaluation:

- Rather than leaving examination reforms to the individual initiatives and inclinations of the examining bodies, a strong and coordinated effort should be made by the Centre and State Governments in this area. It is, therefore, desirable that the monitoring and evaluation of the reforms in examinations and evaluation in a State is also done by the State Department of Education or an agency so designated by it.

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22. TEACHERS AND THEIR NPE, 1986 and to improve their TRAINING professional competence. The orientation was done through 10-day 1. THE PRESENT SITUATION camps mainly held during summer vacation. The SCERTs organized these 22.1.1 Teacher performance is the most camps under the guidance and crucial input in the field of education. supervision of the NCERT. In 1989, a Whatever policies may be laid down, in special training package was the ultimate analysis, these have to be incorporated to impart training in use of interpreted and implemented by teachers, Operation Blackboard material and in as much through their personal example child-centred education. as through teaching-learning processes. Teacher selection and training, 22.1.3 The POA, 1986 envisaged setting competence, motivation and the up District Institutes of Education and conditions of work impinge directly on Training (DIETs) to provide quality pre- teachers' performance. The NPE, 1986 service and in-service education to calls for a substantial improvement in teachers and Adult Education (AE)/Non- the conditions of work and the quality of Formal Education (NFE) personnel, to teachers' education. The Policy also provide academic and resource support emphasizes the teachers' accountability to the elementary and adult education to the pupils, their parents, the systems and to engage in action research community and to their own profession. and innovation in these areas. By March The Revised Policy Formulations 1992, 3 06 DIETs have been sanctioned; reiterate, without modifications, the of these 162 are already conducting NPE, 1986 postulates on Teachers and training programmes. Teacher Education. The POA, 198 6 spelt out the main aspects of the strategy 22.1.4 The POA also contemplated for implementation of these postulates. upgrading Secondary Teacher Education The POA, 1986 prescriptions continue'to Institutions (STEIs) into Institutes of be of relevance and need to be acted Advanced Study in Education (IASEs), upon with vigour and determination. and strengthening Colleges of Teacher Education (CTEs). By the end of March 22.1.2 The area where significant 1992, 31 CTEs and 12 IASEs have been advances were made since 1986 is sanctioned. teacher education. A Centrally Sponsored Scheme of Teacher Education ------was launched in 1987. During the period * This chapter deals mostly with school 1986-89, 17.62 lakh teachers were teachers. Aspects dealing with covered under the Scheme of Mass recruitment, grievance redress are dealt Orientation of School Teachers. with in the chapter on Management. Roughly, 70% of the total teachers Issues dealing with teachers in Higher trained were primary and the remaining and Technical Education are dealt with 30% were upper primary and secondary in the related chapters. teachers. The objective of this scheme was to orient teachers in the main 22.1.5 A scheme was drafted to provide priorities and directions envisaged in the one-time matching grant of Rs.15 lakh

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for strengthening each State Council of Educational Research and Training (iii) Sufficient financial and (SCERT). However, this level of grant administrative delegation to the was found too inadequate and in Principals consultation with the State Governments, a scheme has been (iv) Streamlining flow of funds to prepared for conferring independent and institutions autonomous status to the SCERTs with responsibility to oversee DIETs, District (v) Balance between pre-service training Resource Units (DRUs), and other and in-service training. Elementary Teacher Education Institutions (ETEIs). 2. ACTION PLAN FOR TEACHER EDUCATION 22.1.6 The POA envisaged statutory and autonomous status being conferred on (a) Centrally Sponsored Scheme of the National Council of Teacher Teacher Education Education (NCTE). For this purpose, in consultation with national and State 22.2.1 Keeping in view the desired goal level organisations and other concerned of providing in-service training to all agencies, the details have been worked teachers at the interval of five years, the out. existing scheme of Teacher Education will be modified and continued. While 22.1.7 A UGC Panel on Education is attempt will be made to provide presently working out the details of a maximum coverage through scheme to strengthen the Departments of DIETs/CTEs/IASEs, special orientation Education in the Universities so that they programmes for teachers will also be can provide academic support to the launched and Teachers' Centres and network of training institutes set up since School Complexes will be tried out on 1986, the IASEs, CTEs, DIETS, etc. pilot basis. The emphasis under the training prograr-.os will be on training in 22.1.8 The Centrally Sponsored Scheme the use of Operation Blackboard of Teacher Education was evaluated by materials and orienting the teachers institutions such as NCERT, NIEPA, towards Minimum Levels of Learning Lakshmi College of Education, Madras, (MLLs) strategy with a focus on teaching and Punjab University, Chandigarh. of language, Mathematics and While acknowledging the positive aspect environmental studies. of the scheme, the evaluation leports suggssted attention being paid to the 22.2.2 Under the DIETs, all the districts following aspects: in the country will be covered by the end of the 8th Five Year Plan; about 250 (i) Adequacy of implementation CTEs/IASEs will be set up by that machinery at the State level period. Efforts will also be made to provide programme support to other (ii) Effective personnel policy and STEIS and also to develop training prompt filling up of posts with institutions not covered under the competent persons. DIETs/CTEs/ IASEs scheme. The

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SCERTs will be made independent and 22.2.6 A special programme will be autonomous, overseeing the functioning launched for preparation and production of DIETs, DRUs, etc. and of teaching-learning materials for teacher the NCTE will be conferred autonomous education in different languages. and statutory status and State Boards of Teacher Education will be set up for (b) Teacher Educators effective role in maintaining the standards of teacher training 22.2.7 The existing programme for institutions and other related functions. teacher educators will be suitably modified taking into account the present 22.2.3 The norms of Central assistance day training needs. The induction and under the scheme will be reviewed and continuing training programmes for the revised suitably: DIETs/CTEs/SCERTs faculty will be designed and implemented by the (i) Keeping in view the - increased costs NCERT, NIEPA, etc. and other norm-based requirements. (c) Special orientation for school (ii) Formulation by the States of, an teachers effective personnel policy and of suitable implementation strategy will be made a 22.2.8 In order to achieve the desirable pre-condition for Central assistance. goal of in-service training of all the Delegation of powers to the Principals teachers within five years, special and release of money in time will also be orientation programme for teachers will made pre-conditions. The possibility of be launched covering about 4.50 to 5 releasing funds through autonomous lakh teachers per year. Before launching SCERTs will also be explored and the programme, detailed exercise for encouraged. Encouragement will be management, curriculum, teaching- given to non-governmental teacher learning materials, including audio-video education institutions for upgradation; materials etc. will be undertaken. Use of the possibility of releasing funds either distance mode of training will be directly or through SCERTs or through encouraged in these programmes and all other agencies will be explored. other programmes of in- service training of teachers. The programme will be 22.2.4 Efforts will also be made to implemented by NCERT through provide training for pre school SCERTs and DIETs with other national education. level institutions also providing necessary input. Under this programme 22.2.5 In the area of secondary teacher as well as under the training programmes education, some of the better existing conducted by the DIETs, the emphasis institutions will be provided programme will be on training the teachers in the use support so that benefit of in-service of Operation Blackboard materials and training could be provided to larger orienting them towards the MLL strategy number of secondary teachers. This will with a focus on teaching of language, be in addition to the existing scheme of mathematics and Environmental studies. CTEs/IASEs.

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(d) Strengthening of SCERTs amongst various constituents of teacher education system and other related 22.2.9 A revised scheme for systems, promote innovation and strengthening of SCERTs for making research in all areas of teacher education them independent and autonomous and and the dissemination of their results and by providing/ norm-based non recurring to promote the status of teacher assistance and recurring assistance on a education in the country; long-term basis, will be formulated. (iii) to lay down norms, standards and (e) National Council of Teacher guidelines for programmes of continuing Education education and professional development of teachers and teacher educators and 22.2.10 The National Council of training and education of personnel of Teacher Education (NCTE) will be adult and non-formal education; and provided statutory status. A Bill has been drafted for this purpose and would be (iv) to advise the Central Government, introduced in the Parliament soon. The State Governments, UGC, universities Bill envisages a Council, an Executive and other agencies in all matters relating Committee and Regional to teacher education and its development Committees. The objectives of the especially in regard to priorities, NCTE are as follows:- policies, plans and programmes. State Boards of Teacher Education will also (i) To create mechanism for be set up to help in this direction. determination and maintenance of standards of teacher education; (f) Establishment and strengthening of Departments (ii) to regulate institutions of teacher of Education in the Universities education with a view to phasing out sub-standard and malpractising 22.2.11 The recommendations of the institutions; UGC panel would be taken up for appropriate implementation. (iii) to lay emphasis on continuing education of teachers; and 3. TEACHERS AND THEIR ROLE

(iv) to reduce the gap between supply 22.3.1 While some of the problems and demand of trained personnel. being faced by the teaching community^have financial implications, The main functions of the NCTE many of the other problems can be envisaged in the Bill include:- solved' through non-monetary inputs and by a planned, systematic and sympathetic (i) To lay down norms, standards and approach. Lack of clarity of purpose guidelines for teacher education courses and interplay of various extraneous and for institutions conducting such factors have often been instrumental in courses and to see to their observance; teachers not getting their due place and status. This has also led to lack of (ii) to promote coordination and linkages teacher accountability and

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diminished teacher effectiveness. respect of school education within one year. Assessment of teachers will be 22.3.2 Keeping in view the financial made on the basis of their constraints of various State Governments comprehensive performance appraisal and their own policies, States will be and their continuous education and encouraged to develop their own POAs improvement. especially with regard to matters like pay and allowances to teachers, other 22.3.6 Responsible teachers' working conditions, norms for transfers associations are necessary for the and postings, removal of grievances, protection of the dignity and rights of participation of teachers in the teachers and also for ensuring proper educational process, recruitment of professional conduct of teachers. Code teachers and the role of teachers' of professional ethics should be evolved associations. and adopted by all concerned within a year. 22.3.3 The primacy of the role of teachers in the educational process, their.active participation at all levels of management, special measures for the teachers from the disadvantaged sections like women, SCs/STs, etc., provision of facilities similar to other government employees and fair and transparent working conditions and justice to them will be the guiding principles of any such POA. Efforts will also be made to ensure that the benefits of the existing schemes for women and other weaker sections are passed on to the teachers from these groups to the maximum extent possible.

22.3.4 Computerisation will be resorted to at the district level to help the existing weak educational administration in expeditious disposal of personnel matters of teachers. Use of computers available under other educational programmes, wherever possible, will be made.

22.3.5 Norms for accountability of teachers will be laid down with incentives for good performance and disincentives for non performance. The NCERT will complete this task in

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23. MANAGEMENT OF have adversely affected the performance EDUCATION of the education system. Even routine tasks like the supply of text-books, I. EDUCATIONAL conduct of examinations and operation MANAGEMENT SYSTEM of academic calendar are not being properly attended to. The highest priority 23.1.1 The National Policy on in POA should be to ensure that these Education (NPE) is comprehensive and routine tasks are performed properly and envisages wide-ranging action on a that the delivery of education services variety of issues and problems. Yet it improves at all levels. seeks a convergence of such action to secure a total and coordinated impact. It 23.1.5 Soon after adoption of FOA also reaches beyond the education sector 1986, the Central AdvisoryBoard of to link effectively with other sectors of Education (CABE) had constituted social development to achieve quick and committees to recommend measures for positive results. toning up educational management. These committees prepared draft reports 23.1.2 The task of ensuring effective for pursuing action with the states and implementation of the NPE rests on the other authorities concerned. However, education management system. Flexible due to frequent political changes, action and relevant management structures and could not be pursued on many of these organisations, processes and procedures initiatives. It is now necessary to resume are needed all along the line to secure the action and pursue these objectives detailed planning and implementation of vigorously. the Programme of Action (POA). 23.1.6 This chapter covers only 23.1.3 Educatioh in India has been management issues which cover the largely a budget-based system where entire field of education and those which efficiency is rated by ability to cover more than one sub-sector of "consume" budget and to demand more. education. Performance at delivery point has not been an important criterion. The on- 2. DECENTRALISATION AND going economic reforms and structural INVOLVEMENT OF PEOPLE adjustments would, therefore, demand a shift from inputs to performance and 23.2.1 The NPE and POA have outcomes - consideration of cost emphasised the importance of effectiveness should inform all levels of decentralising planning and management educational administration and planning. of education at all levels and involving people in the process. Decentralization 23.1.4 Absence of effective implies democratic participation by decentralisation, failure to evolve elected representatives of people in priorities and pursue objective-oriented decision-making at the district, sub- programmes, weak personnel district and Panchayat levels. In management system, and' ineffective pursuance of the PQA provision the intra-departmental and inter- State Governments have been taking departmental coordinating mechanisms steps to set up structures for

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decentralised planning and management. other things, must provide for Panchayati The future course of decentralisation Raj Committees for Education. would be influenced to a great extent by the proposed Constitution Amendment (c) District Level Body (Seventy-second) Bill, 1991; they would have to be finalised after the Bill is 23.3.4 Within this legislation a district- enacted. level body may be set up with the responsibility for implementation of all (a) The Constitution (Seventy- educational programmes including non- second) Amendment Bill, 1991 formal and adult education, and school education up to £he higher secondary 23.3.1 The Constitution (Seventy- level. The district body will provide for second) Amendment Bill of 1991 on representation of educationists, women, Panchayati Raj institutions envisages youth, representatives of parents, introduction of democratically elected scheduled castes/scheduled tribes, bodies at the district, sub-district and minorities and appropriate institutions in panchayat levels. These bodies will be the district. Representation may also be responsible for the preparation of plans provided for urban bodies and for the economic development and social cantonments which organise educational justice. The Bill provides for activities. The district body will also be representation of women, scheduled vested with the responsibility for castes and scheduled tribes. planning which would include, inter alia, area development, spatial planning, 23.3.2 The proposed Eleventh Schedule institutional planning, administrative and of the Constitution provides, among financial control and personnel other things, for entrusting to Panchayati management with respect to primary, Raj bodies of: middle, secondary and higher secondary schools and other educational "Education including primary and programmes. Implementation of secondary schools, technical training and different educational programmes at the vocational education, adult and non- district level will be supervised and formal education, libraries, and cultural monitored by the body. The district activities". educational plans will also go into the levels of participation and retention of The subjects closely allied to education, boys and girls under different age-groups namely, health, welfare, women and by socio-cultural and economic child development are also to be categories, particularly SC & ST, and entrusted ,to the Panchayati Raj bodies. plan for measures for ensuring physical infrastructure, equitable access as well as (b) State Legislation qualitative aspects of education.

23.3.3 The Panchayati Raj Bill is an 23.3.5 In order that the district body enabling legislation. The states are to discharges the functions allotted, it frame their own legislation in their turn. would be necessary to assign state funds The states would need to draw up for implementation of the various appropriate legislations which, among programmes. Provision will also be

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made to enable the district body to raise such bodies on similar lines may be set its own resources. Funds, which are not up at district level. earmarked, will also be placed at its disposal so that these resources can be (d) Village Education Committee used for any purpose that may be considered essential by raising matching 23.3.10 Under the Constitution funds of its own. Amendment Bill, Panchayats will be formed for a village or a group of 23.3.6 The relationship of the State villages. The Panchayat will have elected Government with the district level body representatives. Besides, each Panchayat in terms of administrative and financial may" constitute a Village Education control and personnel management will Committee (VEC) which would be be clearly spelt out in appropriate responsible for administration of the guidelines to be issued by the State delegated programmes in the field of Governments. It will also be necessary to education at the village level. The major clarify the levels of recruitment and responsibility of the VECs should be structure of cadres of teachers of operationalisation of micro-level different categories. planning and school mapping in the village through systematic house to 23.3.7 There will be a Chief Education house survey and periodic discussion Officer for the District to look after all with the parents. It should be the levels of schools, adult and non- formal endeavour of the committee that every education. Under him, there will be a child in every family participates in the District Education Officer looking after primary education. In these activities establishment, budgeting, planning and they will be provided expert guidance the educational data base. In addition, and support by DIET. there will be district-level officials of appropriate rank engaged in specific 23.3.11 The State Governments educational programmes. The Chief may consider entrusting the following Education Officer will be the principal functions to the VEC: education officer of the district body. - Generation and sustenance of 23.3.8 The district body will draw upon awareness among the village community the expertise of the District Institute of ensuring participation of all segments of Education and Training (DIET), and population; and other institutions for substantive curricular and pedagogic inputs into all - Developing teacher/instructor and programmes of elementary education, community partnership to oversee and non-formal education and manage the effective and regular adult education at the district level. It functioning of the schools and centres. may also seek the support of institutions of higher education in the district. - In view of the critical role and function of VEC, it should be vested with 23.3.9 In states and areas where the appropriate statutory and necessary Constitution (Seventy- second) financial and administrative authority. Amendment Bill, 1991 will not apply,

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(e) Model Legislation education including non-formal education, early child hood care and 23.3.12 It would be necessary for education, adult education, education of the Ministry of Human Resource the disabled, etc. will require people's Development (MHRD) to prepare, involvement at the grass- root level and model statutory provisions for the participation of voluntary agencies and guidance of states when they formulate social activist groups ori a much larger their legislation under the Panchayati Raj scale. Considering the need for ensuring Act. As other sectors such as health, relationship of genuine partnership women and child development, social between the government and voluntary welfare are also involved, MHRD may agencies, the government will take also consider preparing comprehensive positive steps to promote their wider model legislation covering all these areas involvement. Consultations will be held for achieving coordination.This may be with them from time to time about done in collaboration with the concerned programmes and procedures for selection Central Ministries/Departments and of'voluntary and non-governmental Planning Commission. The preparation agencies. The procedures for financial of this model Bill may commence assistance will be streamlined to enable immediately as it will be required by the them to play optimal role. States when the Constitution Amendment Bill is brought into effect. 23.4.2 It would be desirable for the state governments to develop specific action (f) Urban Local Bodies plan for entrusting selected programmes of educational development to voluntary 23.3.13 The Constitution agencies and non governmental Amendment Bill on Urban Local Bodies organisations. They could be used to provides for constitution of Municipal supplement effectively the on-going Corporations, Municipal Councils and programmes to enhance their quality and Nagar Panchayats. The proposed Twelfth impact. They should be allowed to Schedule to the Constitution provides for function in a congenial and supportive entrusting these bodies with "promotion atmosphere. It is expected that of cultural, educational and aesthetic appropriate indices aspects". These bodies would be of accountability in terms of entrusted with appropriate statutory performance would be evolved in responsibilities with regard to the consultation with the voluntary- education sector by an appropriate state organisations and NGOs. legislation. The MHRD may prepare model legislation in this area also for the 5. ACCOUNTABILITY AND consideration of the states. EFFICIENCY

4. INVOLVEMENT OF 23.5.1 Norms of performance by the VOLUNTARY AND NON- different categories of educational GOVERNMENTAL AGENCIES personnel and institutions must be prepared by the states. The MHRD may 23.4.1 The successful implementation assist them in the preparation of such of programmes like elementary norms. These should be finalised after

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due consultation and discussions with the representative groups. Norms which 23.5.4 All procedures and processes are finalised must be given publicity and which hamper the functioning of the performance should be duly notified. institutions and hold up programme Non-observance of norms must result in implementation must be reviewed and disincentives while good performance simplified. For example, migration, must receive recognition, incentives and conduct and identification certificates due publicity. and similar other plethora of outmoded practices only hinder programmes of 23.5.2 Monitoring of all educational education. Simplified manual of programmes for implementation at the instructions and codes must be evolved district will take place at the state level to facilitate the proposed reforms in and relevant indicators for inter-district education. Modernization of educational comparison will need to be worked out. offices will enhance their efficiency. Suitable incentives may be provided to the districts linked to their achievements. 6. STRENGTHENING OF Similar arrangements may be developed EDUCATIONAL PLANNING AND for the Block and Panchayat level ADMINISTRATION institutions. (a) School and Educational 23.5.3 In view of the constraint of Complexes resources, cost effectiveness has to be promoted in educationa.l planning and 23.6.1 School complexes will be administration at all levels. Financial and promoted as a network of institutions on administrative norms relating to the a flexible pattern to provide synergic educational programmes will need to be alliances to encourage professionalism evolved and enforced with greater among teachers, to ensure observance of diligence. Mere budgetary concern must norms and conduct and to enable the be replaced by assessment of efficiency sharing of experiences and facilities. The on the basis of carefully developed school complex will serve as the lowest indices of educational and institutional viable unit of area planning and will achievements. Location and form a cluster of 8-10 institutions in establishment of institutions should be which different institutions can reinforce planned rationally with due regard to the each other by exchanging resources, catchment areas of existing institutions, personnel, materials, teaching aids, etc. identification of unserved and and using them on a sharing basis. underserved areas, and the possibility of expanding facilities in existing 2 3.6.2 It is expected that in course of institutions. As far as possible facilities time, school complexes when fully should be shared among institutions and developed, will take over much of the extrashifts resorted to in urban areas to inspection functions including provide better utilisation of resources. educational mapping, grading of The chapters on Higher Education and institutions and identifying strength and Technical Education (chapters 11 and weakness of individual schools. 15) have spelt out some measures in this Inspection to be conducted will invoke a regard. culture of participation and providing

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correctives rather than the existing Government may develop in the next practice of finding faults. These two years guidelines for organising this inspections will be in addition to the on an experimental basis in situations normal routine inspection functions of where the atmosphere is congenial for district/block level inspecting launching such complexes. While authorities. developing the educational complexs, support from institutions like DIET, 23.6.3 Guidelines for functioning of Teacher Education Colleges, ITIs, school complexes have been prepared Polytechnics, particularly Community and communicated to the State Polytechnics may also be sought. governments. Although a number of states have experimented with the (b) Block Level Administration scheme of school complexes, the programme is yet to emerge as a 23.6.5 It is observed that the block-level comprehensive and systematically set up of educational administration is administered one. As the institutional very weak almost all over the country. resource endowment varies from place to The supervisors often have little contact place, there can be no single model for with the schools. The routine creation of school complexes. Fvery administrative duties such as collecting state has to evolve its own operational statistics, disbursement of salaries, model based on its experiences or by posting and transfers of the staff take up drawing upon experiences of other most of their time. The following steps states. The states may prescribe may be taken to improve the functioning necessary guidelines for creation and of block-level education set up: functioning of school complexes and define the nature, mode, type of planning (i) Norms, not only on the basis of and inspection work to be performed by number of schools but also number of them. Considering that some of the teachers should be evolved through schools forming part of the complex will systematic studies so that the block-level be non-government institutions, the State education officer may effectively cope governments may give them necessary with his administrative responsibilities assistance to facilitate their participation. and supervisory functions. it would be desirable that the recommendations regarding the school (ii) Most of the time of block-level complex programme are implemented on education officers is spent on routine a state-wise basis during the Eighth Plan administrative work. Their duties may be period. laid down in detail so that their support for the academic programmes gets due 2 3.6.4 At the same time it is desirable to importance. attempt larger networking of institutions in a district in the shape of educational (c) District Educational complexes on an experimental basis Administration during the Eighth Plan period. In the educational complex, the networking 23.6.6 The jurisdiction of a district for could be done from the primary to the educational purpose may be co- college and university level,. The Central terminus with its revenue jurisdiction.

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The big districts could be divided into for appropriate mechanisms for sub-educational districts but these will coordination of this multiple be coordinated and controlled by a Chief organiztions operating in the same area Education Officer (CEO) for the whole is acutely felt. The delivery of education district. He will look after all levels of services and programmes is also being education -- primary, middle secondary impaired by the absence of proper and higher secondary, non-formal and linkages between education and other adult education. The planning and areas of Human Resource Development statistics branch of CEO will be (HRD). Many possibilities exist. One provided with computer facilities for possibility could be separate Director- Educational Management Information General of Education to coordinate the System (EMIS). activities of various Directorates. Another could be for a Principal 23.6.7 For purposes of academic Secretary or Additional Chief Secretary inspections, district supervisors of to coordinate the various Departments of education may be provided on the basis Education in the Secretariat. In case of of number of schools to be looked after states having more than one Minister for academic supervision. In discharge of dealing with education, there is a need these functions, the supervisors will for setting up of a Cabinet Committee also coordinate their activities with which could coordinate and monitor District Institutes of Education and educational programmes. Similar Training. mechanism can also be envisaged for overall coordination in different areas of (d) State Level Administration HRD. It seems appropriate to designate an Additional Chief Secretary to 23.6.8 In most states there are a number coordinate the activities of different of directors and secretaries to take care sectors related to Human Resource of various sectors of education. In most Development - a HRD Commissibner on of the cases this expansion is taking the lines of the Agricultural Production place by re-organisation of existing Commissioner. positions. States may consider reorganising their educational 23.6.10 Similar arrangements may be administrative set-up at various levels attempted to secure overall coordination and strengthen it on the basis of certain in human resource development. In case norms which could be evolved for this of states having more than one minister purpose. dealing with education, there is a need for setting up of a Cabinet Committee 23.6.9 With the increase in number of which could coordinate and monitor departments/directorates dealing with educational programmes. education, states may have to evolve appropriate mechanism for their (e) State Advisory Boards of coordination. In most States, Education Directorates and Secretariat Departments dealing with the education have 23.6.11 The NPE envisaged that the state proliferated as .a result of expansion of governments would establish State institutions and programmes. The need Boards of Education (SABE) on the

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lines of CABE. The SABE will function Education (CABE) has emerged as a as an apex body to coordinate all human very effective instrument of meaningful resource development programmes. On partnership between the states and the the basis of available information, it Centre, particularly at evolving a seems that the Boards have not been set consensus on the major policy issues in up in most of the states. The need for the field of human resource coordinated approach to educational development. The CABE would be policy and planning at the state level expected to play a meaningful and cannot be exaggerated and the states will important role in the implementation of be advised to set up SABEs preferably NPE. before 1995. 23.7.3 The CABE would have to evolve 23.6.12 The composition of the SABE appropriate mechanisms and processes may follow the pattern of CABE. There to discharge its tasks in overseeing and may be institutional and organisational reviewing the implementation of the representatives besides eminent NPE. It may have to devise appropriate educationists and experts. structures within its system and also seek Representations of weaker section of the support of professional organizations society particularly women, SC/ST and and autonomous bodies in discharging minority community should be ensured. its role. The CABE may consider the modalities it would adopt for its role in 7. CENTRE-STATE implementing the NPE/POA. MEANINGFUL PARTNERSHIP 23.7.4 A heavy responsibility is cast 23.7.1 The NPE has envisaged the role upon the MHRD for providing adequate and responsibility of the states and the support to the CABE in its role. It has Centre in regard to education as one of also an important role to play in respect meaningful partnership. While the role of universalisation of elementary and responsibilities of the states in education and establishment of a regard to education will remain National System of Education. Hence essentially unchanged, the Union immediate steps will have to be taken to Government would accept a larger strengthen the Departments under the responsibility to reinforce the national Ministry of Human Resource and integrative character of education. Development dealing with the NPE. This The implementation of the NPE would strengthening will, inter alia, involve require total involvement of both the setting up of effective mechanisms for states and the Centre and there has to be exploratory studies for collecting inputs effective and positive interaction for programme formulation; participative between these two partners for field studies to assess the effectiveness successful and effective implementation of on going programmes and provide on of the NPE. the spot guidance; cellular structures for handling the tasks of project/programme (a) Central Advisory Board of formulation and appraisal and, Education administrative and financial management of programmes for which the Centre will 23.7.2 The Central Advisory Board of hereafter be equally responsible along

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with the states; and performing the administrators should be modernised, clearing house functions for exchange of states should set up their relevant experiences between states. own mechanism on the same pattern. The state departments would need to be suitably strengthened to discharge their 23.8.2 Consistent with the important functions. In spite of proliferation of the role assigned to the heads of institutions, number of Departments in the Secretariat their selection should be done with due dealing with Education the staffing care. It is essential that there should be a pattern in the State Education fixed term for Departments seems inadequate to cope posting of heads of institutions and their with the pressure of work and the transfers should be kept to the minimum emerging challenges. The requirements to enable them to exercise the leadership of adequate staff needs to be looked into role and make their contribution to the seriously. development of their institutions.

23.7.5 While overseeing the 23.8.3 Indian Education Service: The implementation of NPE, the CABE will establishment of an Indian Education have the onerous task of bringing Service will be an essential step towards together all departments and ministries promoting a national perspective on concerned with human resource management of education. Basic development programmes. It would be principles, functions and procedures for necessary for the CABE to design recruitment to this service will call for coordination mechanisms and processes detailed consultation with the states so which will ensure human resource that they adequately appreciate the need development linkages not merely at and benefit of this structure, particularly national level but up to the grass-roots in the context of attracting talented level. SABEs would have to take similar personnel and giving them a stature measures at the State Level. commensurate with their responsibilities. A detailed proposal inclusive of alternate 8. RECRUITMENT career paths for the cadre, processes of selection and induction of existing 23.8.1 Recruitment is an important manpower engaged in education, instrument of quality control on human arrangements for mobility between the input to the education system. Besides states and Central Government and the the existing promotional practices for scope for lateral movement as well as filling vacancies in management mobility and secondment vis-à-vis the positions in education, provision should academic system will require to be be made for direct recruitment to at least worked out in consultation with the state 25% of the posts of the district and block governments. education officers as well as heads of secondary and senior secondary schools. 9. TRAINING Teacher education qualification should not be made essential for direct (a) Training Policy recruitment of educational administrators. The recruitment 23.9.1 There is no system of regular and procedure for teachers and recurrent training of educational planners

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and admininstrators. Each State including action research in areas related Government should formulate a training to planning and managment of policy and perspctive plan for organising education, provide professional and training programmes for educational resource support to the state and district planners and administrators at different level agencies as well as undertake levels. NIEPA can, at national level, evaluative studies of various cover only key persons both at the programmes and activities. Centre and the States. However, considering the large number of 23.9.3 The pre-induction programmes institutional heads and educational shall be organised for new recruits personnel working in various appointed as heads of the institutions, departments, directorates, districts, district education officers, block blocks as well as functionaries in the eduction officers, etc. The short-term in- field of adult education and non-formal service training programmes should be education, it is necessary that each State addressed to specific cadres of planning Government should identify suitable and management personnel. agencies capable of sharing training responsibilities for educational (c) Linkages and Networking personnel. These instutions shall carry out the following activities in 23.9.4 The state level mechanism would consultation with the nodal training be an apex body in the field of institute: (i) identification of training educational planning and management needs; (ii) development of training which would act as a nodal agency and modules; and (iii) conduct of pre-service provide professional support in that area. and in- service training programmes. 23.9.5 Since no single state-level (b) State Level Mechanism institute may be in a position to offer all the facilities required for pre-induction 23.9.2 While there are many institutions and in-service training programmes, a like the State Institutes of Education, strategy of networking with other State Institutes of Science Education, appropriate institutions, like the State etc. which impart training and conduct Institute of Education, District Institutes research pertaining to pedagogical of Education and Training and Colleges aspects, there is hardly any institution for of Education should be evolved so that training and research in areas of planning appropriate training programmes for new and management of education, more so recruits and the serving educational when education department employs the personnel working at different levels largest number of personnel at different could be arranged on a regular and levels. To orient and train the state, systematic basis. NIEPA must act as a district and block level educational national level resource centre for this planners and administrators, there is a purpose. need to establish, at least in the larger states, a separate state level mechanism for the purpose. Apart from the function of training, such a mechanism should also promote, sponsor, conduct research,

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10. REDRESS OF GRIEVANCES' Eighth Five-Year Plan. An effort will be made to integrate the existing separate (a) Education Tribunals system of collection of information for planning, statistics, monitoring, 23.10.1 Considering the large evaluation, administration etc. The volume of legal disputes generated in the system would be simple in its design, education system between the contents and coverage. The coverage of educational personnel and the information will be both qualitative and managements and that the normal legal quantitative. The Management processes are unable to provide quick Information System in education will be and prompt settlement of these disputes, coordinated with NIC network .Education Tribunals may be set up at established at the district level. the state and Central levels. A CABE Committee may be set up to study the 12. MONITORING AND implications and formulate a model Bill. EVALUATION

(b) Grievances Settlement 23.12.1 Concurrently the MHRD may Machinery enlist the services of reputed social science research organisations and 23.10.2 Apart from legal disputes, universities departments to undertake a large number of other categories of periodic evaluation of high priority grievances and disputes arise in programmes such as UEE, NFE, educational institutions between various women's education and SC/ST. Concrete categories and groups of functionaries Evaluation done in the case of National and management. Many of these are Rural Employment Programme can be a capable of being resolved at local level model. The findings of these evaluation through appropriate mediatory exercises may be placed before the mechanisms. It would be eminently CABE. States may take similar action desirable to set up appropriate with SABE doing the role of CABE. grievances settlement machinery at the institutional, district and state level to 23.12.2 It would be necessary to respond to these grievances. The main have a critical look at different aspects of objective would be to promote cordial monitoring such as: and congenial atmosphere in the educational institutions for facilitating (i) Institutional arrangements their normal functioning. (ii) The achievements to be monitored 11. MANAGEMENT into specific terms, assignment of INFORMATION SYSTEM responsibilities and identification of milestones 23.11.1 For streamlining the flow of information and developing planning (iii) collection and analysis of data capacities at various levels of educational administration, integrated (iv) Information flows between different educational management information levels such as institutions, State, Centre system will be introduced by the end of

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(v) Arrangements for corrective measures based on feed back (vi) Qualitative aspects of monitoring

23.12.3 The administrative structures outlined in this chapter, particularly the CABE and SABE, are admirably suited for a global review of the implementation of the POA, 1992 and the corresponding State POAs. In addition to review of individual schemes and programmes, the review by CABE and SABE can also pay critical attentions to the linkages between different programmes and schemes and the comparative progress in different areas of education, or to put figuratively, "look at the wood as distinct from the trees". To make reviews by these apex organizations meaningful it would be necessary to structure the deliberations of these bodies appropriately. Subject area groups with due representation can review in depth and place the reports for consideration by the plenary bodies. The reports furnished by the central departments (e.g. Education in respect of schemes exclusively administered by it or Women and Child Development in respect of ECCE) or institutions (e.g. UGC in respect of the Higher Education, AICTE in respect of Technical Education) would provide the basis for review by CABE groups. Corresponding arrangements have to be provided for SABEs.

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Appendix 9. Shri R. Balakrishnan Secretary (Education) COMPOSITION OP STEERING Government of Gujarat, COMMITTEE AND TASK FORCES Gandhi Nagar. STEERING COMMITTEE 10. Dr. K.Gopalan 1. Dr. (Mrs.) Chitra Naik Director CHAIRPERSON National Council of Educational Member, Planning Commission Research and Training, New Delhi. New Delhi.

2. Professor G. Ram Reddy 11. Dr. (Smt) Radhika Herzberger Chairman, UGC. Director, New Delhi. Rishi Valley School, Rishi Valley. 3. Shri Bhaskar Ghose Secretary, 12. Shri M.P. Parameswaran, Department of Culture Kerala Sastra Sahitya Parishad Parishad New Delhi. Bhawan, Anayara, 4. Ms. Mira Seth Thiruvananthapuram. Secretary, Department of Women and Child 13. Professor C.N.R.Rao Development Director, New Delhi. Indian Institute of Science, Bangalore. 5. Shri A.K. Pandya Secretary, 14. Dr. R.V. Vaidyanatha Ayyar Department of Youth Affairs & Sports. MEMBER-SECRETARY New Delhi. Joint Secretary Department of Education 6. Shri S.V. Giri New Delhi. Secretary, Department of Education, New Delhi. TASK FORCES

7. Shri R.K. Sinha 1. EDUCATION FOR WOMEN'S Additional Secretary, EQUALITY Department of Education, New Delhi. 1. Smt. Uma Pillai

8. Shri R.K. Srivastava CHAIRPERSON Commissioner & Secretary (Education) Joint Secretary Government of Bihar, Deptt. of Women & Child Development Patna. New Delhi.

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2. Dr. Veena Mazumdar 12. Ms. Vimala Ramchandran Director, CWDS CONVENOR 5, Bir Singh Marg, Gole Market PD (MS), New Delhi. Deptt. of Education, New Delhi. 3. Ms. Srilatha Batiwala 1-A, Chinar, Britania Gardens Airport Road, 2. EDUCATION OF SCS AND STS Bangalore. AND OTHER BACKWARD SECTIONS 4. Dr. Usha Nayyar NCERT, Shri B.D. Sharma New Delhi. CHAIRMAN 5. Dr. Sheel C. Nuna Former Commissioner of SCs and STs, NIEPA, Garh Danora, New Delhi. P.O. Ketkal, Distt. Bastar, Madhya Pradesh. 6. Dr. Karuna Ahmed Jawaharlal Nehru University, 2. Additional Secretary New Delhi. Ministry of Welfare, New Delhi. 7. Dr. Shanta Sinha UNiversity of Hyderabad, 3. Shri P.J. Bazeley Hyderabad. Education Secretary Government of Meghalaya, 8. Dr. Surinder Jetley Shillong. Professor (Women's Studies), Banaras Hindu University 4. Shri K.Rajan Varanasi. Adviser (Backward Classes Division) Planning Commission, 9. Ms. C. Mishra New Delhi. Commissioner (Women & Child) Government of Gujarat, 5. Shri G.Balachandran, Gandhi Nagar. Director, Ministry of Welfare, 10. Dr. Sharda Jain New Delhi. IDS, Jaipur. 6. Dr. (Ms.) K. Sujata 11. Dr. (Mrs.) D.M. de Rebello Fellow, NIEPA, New Delhi. Joint Secretary Department of Education, 7. Dr. P.S.K. Menon New Delhi. Consultant, Planning Connission New Delhi.

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8. Shri D. Ramakrishnaiyya 6. Shri M.S. Pandit, Secretary, (Higher Education) Joint Secretary Andhra Pradesh (Minorities) Ministry of Welfare, Hyderabad. New Delhi.

9. Shri Jai Ram Singh 7. Shri K. Rajan, Deputy Educational Adviser Adviser (Backward Classes Division) Deptt. of Education. Planning Commission, New Delhi. New Delhi.

10. Dr. C.J. Daswani 8. Shri S.I. Siddiqqui CONVENOR Additional Director DG(E&T) Professor & Head Ministry of Labour, NFE & SC/ST Education Unit, New Delhi. NCERT New Delhi. 9. Dr. Y.S. Shah Joint Adviser, Education Division 3. MINORITIES' EDUCATION Planning Commission, New Delhi.

1. Shri Aziz Qureishi 10. Shri Hakim Manzoor CHAIRMAN Director (Secondary Education) Near Sofia Mazjid Jammu and Kashmir, Ahmedabad Palace Road Srinagar. Bhopal. 11. Shri I.D. Khan 2. Shri R.K. Sinha CONVENOR Additional Secretary University Grants Commission Department of Education, New Delhi. New Delhi.

3. Dr. Shakeel Ahmad, 4. EDUCATION OF THE Principal HANDICAPPED Mirza Ghalib College, Gaya. 1. Shri U.P. Singh 4. Dr. Khalique Anjum CHAIRMAN General Secretary Joint Secretary Anjuman Taraqqui Urdu (Hind) Ministry of Welfare, New Delhi. New Delhi.

5. Smt. Lizzie Jacob 2. Ms. Rekha Roy Education Secretary Director Government of Kerala, National Institute of Hearing Thiruvananthapuram. Handicapped, Bombay.

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5. ADULT AMD CONTINUING 3. Professor N.K. Jangira EDUCATION National Council of Educational Research and Training 1. Dr. Ramlal Parikh New Delhi. CHAIRMAN Vice-Chancellor 4. Dr.(Mrs) D.M. de Rebello Gujarat Vidyapith Joint Secretary (S) Ahmadabad. Department of Education Ministry of HRD 2. Dr.(Smt.) Anita Dighe Senior Fellow 5. Dr. K. Gopalan National Institute of Adult Education Director New Delhi. National Council of Educational Research and Training 3. Shri K.K. Krishna Kumar New Delhi. Bharat Gyan Vigyan Samiti Saket, New Delhi. 6. Fr.Thomas Felix Director, 4. Shri Satyen Maitra Central Institute on Director Mental Retardation, State Resource Centre Thiruvananthapuraa. Bengal Service League, Calcutta. 7. Ms. Nirmal Thadhani 6 Nizamuddin East, 5. Smt. Kumud Bansa1 New Delhi. Education Secretary Government of Maharashtra 8. Smt. Shyama Chona Bombay. Tamana Association School D-6, Vasant Vihar 6. Shri Ramsheshan New Delhi. Director of Mass Education Government of Karnataka, 9. Shri U.K. Roy Bangalore. Secretary (Education) Government of West Bengal, 7. Dr. R.H. Dave Calcutta. Formerly Director UNESCO Institute of Education. 10. Mrs. Renuka Mehra CONVENOR 8. Shri Avik Ghosh Deputy Educational Adviser Senior Fellow Department of Education National Institute of Adult Education, Ministry of HRD New Delhi.

9. Smt. Lalita Ramdas Delhi Saksharta Samiti, New Delhi.

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6. Ms. Vibha Puri 10. Shri L. Mishra Executive Director CONVENOR CSWB Joint Secretary & Director General New Delhi. National Literacy Mission, Department of Education, 7. Ms. Meena Swaminathan New Delhi. Madras.

8. Dr. Anandlaxmi 6. EARLY CHIIiMOOD CARE AND Saradindu, BDDCATIOll (ECCE) Third Seaward Road, Valmiki Nagar, 1. Ms. Meenaxi Anand Choudhary Thiruvanmiyur, CHAIRPERSON Madras. Joint Secretary (NCD) Department of Women & Child 9. Ms. Veena Misteri Development Department of Women & Child New Delhi. Development M.S. University, 2. Dr. D.P. Sethi Baroda. Director, NIPCCID (National Institute of Public Co- 10. Mrs. Zakia Kurian operation Centre for Learning Resources and Child Development) Pune. Siri Institutional Area, Hauzkhazs, 11. Dr. A.K. Mukherjee New Delhi. Additional Director General of Health Services, 3. Dr.(Smt.) Mura1idharan DGHS, New Delhi. National Council of Educational Research and Training, 12. Shri P.C. Sharma New Delhi. Commissioner, Education Department Government of Assam, 4. Dr. Brinda Singh Guwahati. President Mobile Creche, Sector IV, DIZ Area 13. Ms. Amita Sharma Raja Bazar CONVENOR New Delhi. Deputy Secretary Department of Education, 5. Dr. Satinder Bajaj New Delhi. Director Lady Irwin College, Sikandra Road, New Delhi.

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7. ELEMENTARY EDUCATION UNESCO Institute of Education

10. Smt. Manjula Gupta Secretary (NFE) 1. Dr. J.S. Rajput Government of West Bengal, CHAIRMAN New Delhi. Joint Educational Adviser (EE) Department of Education 11. Dr. L.P. Pandey New Delhi. Director, Basic Education Government of Uttar Pradesh, 2. Shri P.K. Sivanandan Lucknow. Joint Secretary (Technology Mission) Ministry of Rural Development. 12. Smt. Lizzie Jacob New Delhi. Education Secretary, Government of Kerala, 3. Joint Secretary (Women's Thiruvananthapuram. Development) Department of Women & Child 13. Ms. Anita Ramphal Development Formerly of Eklavya, Bhopal New Delhi. Now Nehru Fellow.

4. Joint Secretary (Incharge of Child 14, Shri V.P. Baligar Labour) CONVENOR Ministry of Labour, Deputy Educational Adviser (EE) New Delhi. Department of Education. New Delhi. 5. Deputy Adviser (Education) Planning Commission, New Delhi. 8. SECONDARY EDUCATION

6. Shri Govinda 1. Dr. K. Gopalan National Institute of Educational Director Planning and Administration National Council of Educational New Delhi. Research and Training New Delhi. 7. Professor CD. Daswani, National Council of Educational 2. Shri C.T. Benjamin Research and Training Education Secretary New Delhi. Government of Karnataka, Bangalore. 8. Dr.(Mrs) Muraleedharan National Council of Educational 3. Shri A. Rath Research and Training Education Secretary New Delhi. Government of Orissa, Bhubaneswar. 9. Shri R.H. Dave Formerly Director

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4. Shri A. Banerjee 13. Shri A. Banerji Financial Commissioner & Secretary to CONVENOR Government, Deputy Secretary (School) Education Department, Department of Education, New Delhi. Haryana, Chandigarh. 9. NAVODAYA VIDYAIAYAS 5. Professor A.K. Sharma Joint Director 1. Shri R.K. Sinha National Council of Educational CHAIRMAN Research and Training Additional Secretary New Delhi. Department of Education New Delhi. 6. Shri H.R. Sharma Director (Academic) 2. Director Central Board of Secondary Education, Navodaya Vidyalaya Samiti New Delhi. New Delhi.

7. Dr. R.P. Singhal 3. Professor M.R. Agnihotri, Former Director School of Planning and Architecture, National Institute of Educational New Delhi. Planning and Administration New Delhi 4. Shri B.G. Pitre Principal 8. Professor Gurbax Singh Shergill Bharatiya Vidya Bhavan Chairman, Punjab School Education Jaipur. Board, Chandigarh. 5. Professor Sneh Lata Shukla Retd. from NCERT 9. Shri D.V. Sharraa A-l, Kaveri Apartments, Secretary, Alak Nanda, Council of Boards of School Education, New Delhi. Delhi. 6. Shri K.S. Sanaa 10. Professor S.C. Shukla Education Secretary Delhi University Delhi. Government of Andhra Pradesh, Hyderabad. 11. Shri S.S. Salgaonkar Director, SCERT Maharashtra, 7. Shri I.C. Srivastava Pune. Education Secretary Government of Rajasthan, 12. Dr.(Smt.) D.M. de Rebello Jaipur. Joint Secretary Department of Education, 8. Shri B.P. Khandelwal New Delhi. Director School Education

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Government of Uttar Pradesh, 6. Shri S.V. Ranganath LucJcnow. Commissioner of Public Instructions 9. Professor A.K. Sharma Government of Karnataka, Joint Director, Bangalore. .NCERT, New Delhi. 7. Dr. S.Y. Shah Joint Adviser (Education) 10. Shri Jagdish Sagar Planning Commission CONVENOR New Delhi. Joint Secretary (UT) Department of Education, 8. Dr. Vijay Mandke New Delhi. Indira Gandhi National Open University New Delhi.

10. VOCATIONAL EDUCATION 9. Shri S.I. Siddiqui Addl. Director of Training, 1. Fr. T.V. Kunnunkal Ministry of Labour, CHAIRMAN New Delhi. Chairman National Open School 10. Dr. P.N. Roy Delhi. .Director & Regional Central Apprenticeship Advisor, 2. Dr.(Mrs) D.M. de Rebello Regional Board of Apprenticeship Joint Secretary Training, Department of Education Kanpur. New Delhi. 11. Shri K.P. Hamza 3. Professor A.K. Mishra Director of Vocational & Hr.Sec. Head, Department of Vocationalisation Education of Secondary Education, Government of Kerala, National Council of Educational Thiruvananthapuram. Research and Training New Delhi. 12. Dr. A.K. Basu Chief Executive, 4. Ms. Sushma Chowdhary Society for Rural Industrialisation Secretary (Education) Ranchi. Government of J & K. Srinagar. 13. Dr. S.S. Kalbag Vigyan Ashram, Pabal, 5. Shri Birbal Pune. Commissioner & Secretary Department of Industrial Training & 14. Representative of Department Vocational Education Government of of Health (Medical Education) Haryana, Chandigarh, 15. Representative of ICAR

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16. Ms. P. Bolina 8. Shri T.N. Jayachandran CONVENOR Secretary (Higher Education) Deputy Educational Adviser Government of Kerala, Department of Education, Thiruvananthapuram. New Delhi. 9. Dr. B.M.L. Tewari Director of Higher Education 11. HIGHER EDUCATION Government of Uttar Pradesh, Lucknow. 1. Professor G. Ram Reddy CHAIRMAN 10. Shri D.S. Mukhopadyaya Chairman, CONVENOR University Grants Commission, Joint Secretary New Delhi. Department of Education New Delhi. 2. Dr.(Ms.) Armaity Desai President Association of Indian Universities 12. OPEN EDUCATION (AIU), Bombay. 1. Professor V.C. Kulandaiswamy CHAIRMAN 3. Professor A. Gnanam Vice-Chance1lor Vice Chancellor Indira Gandhi National Open University Pondicherry University, New Delhi. Pondicherry. 2. Fr. T.V. Kunnunkal 4. Dr. Amrik Singh Chairman Eminent Educationist, National Open School 2/26 Sarvapriya Vihar, Delhi. New Delhi. 3. Shri M.R. Kolhatkar 5. Professor C.L. Anand Adviser (Education) Pro VC, IGNOU Planning Commission, New Delhi. New Delhi.

6. Shri M.R. Kolhatkar 4. Professor Suma Chitnis Adviser (Education) Vice Chancellor Planning Commission SNDT Women's' University New Delhi. Bombay.

7. Shri Y.N. Chaturvedi Secretary University Grants Commission New Delhi.

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5. Professor R.G. Takwale 13. RURAL Vice Chancellor, UNIVERSITIES/INSTITUTES Maharashtra Open University Nasik. 1. Dr. M. Aram CHAIRMAN 6. Dr. K. Gopalan Former Vice-chancellor Director, NCERT Gandhigram Rural' University New Delhi. 2. Dr. Ramlal Parikh 7. Shri Y.N. Chaturvedi Gujarat Vidyapeeth, Secretary, Ahmedabad. UGC New Delhi. 3. Shri Devendra Kumar Centre for Science for Villages 8. Dr. Kiran Karnik Wardha. Director, Inter-University Centre for Educational 4. Shri Vishwanathan Communication, Mitra Niketan, Delhi. Thiruvananthapuram. 9. Dr. Ruddar Dutt Director Correspondence Courses and 5. Professor Tushaar Shah Continuing Education Director University of Delhi, IRMA, New Delhi. New Delhi.

10. Shri Dev Swarup 6. Shri Y.N. Chaturvedi Education Secretary, Secretary Government of Himachal Pradesh, University Grants Commission, Shimla. New Delhi.

11. Smt. Adarsh Misra 7. Shri L. Colney Secretary (Education) Education Secretary, Delhi. Government of Nagaland, Kohima. 12. Shri Abhiraanyu Singh CONVENOR 8. Professor D. Eshwarappa Director Director of Collegiate Edcuation Department of Education, Government of Karnataka, New Delhi. Bangalore.

9. Shri D.D. Gupta CONVENOR Director Department of Education, New Delhi.

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Government of Maharashtra, 14. TECHNICAL AND Bombay. MANAGEMENT EDUCATION 10. Dr. S.A.A. Alvi 1. Professor N.C. Nigam Additional Secretary CHAIRMAN All India Council of Technial Education. Director, New Delhi. Indian Institute of Technology New Delhi. 11. Shri S.D. Awale CONVENOR 2. Professor K.R.S. Murthy Joint Educational Adviser (T) Director, Department of Education, Indian Institute of Management New Delhi. Bangalore.

3. Professpr V.N. Garud 15. RESEARCH AND Principal DEVELOPMENT Regional Engineering College Nagpur. 1. Professor C.N.R. Rao CHAIRMAN 4. Professor S. Balu Director Principal, Indian Institute of Science Technical Teachers' Training Institute Bangalore. Bhopal. 2. Professor S.K. Khanna 5. Professor H.C. Pande Vice-Chairman Director, Birla Institute of Technology University Grants Commission, Ranchi. New Delhi.

6. Professor S.K. Shrivastava 3. Dr. P.J.Lavakare Joint Educational Adviser (T) Adviser (R&D) Department of Education Department of Science & Technology, New Delhi. New Delhi.

7. Shri N.P. Khanna 4. Dr. S.K. Joshi Secretary (Technical Education) Director General, Government of Punjab, CSIR Chandigarh. New Delhi.

8. Shri ShashanX Shekar Singh 5. Shri A.K. Chakraborti, Secretary (Technical Education) Senior Director (R&D) Government of Uttar Pradesh, Department of Electronics, Lucknow. New Delhi.

9. Director, 6. Professor D.N. Dhanagare Technical Education Member-Secretary ICSSR,

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New Delhi. Nuclear Science Centre, New Delhi. 7. Shri J.D. Jadhav Secretary (Tech. & Hr. Education) 7. Professor Govinda Reddy Government of Maharashtra, University of Hydrabad, Bombay. Hyderabad.

8. Shri P.K. Rastogi 8. Shri Sashi Prakash Secretary (Tech. Education) Commissioner (Education Deptt.) Government of Andhra Pradesh, Government of Tripura, Hyderabad. Agartala.

9. Shri Pukhlaj Bumb 16. MEDIA AND EDUCATIONAL Education Secretary, TECHNOLOGY Government of Goa, Panaji. 1. Shri Y.N. Chaturvedi CHAIRMAN 10. Shri Priyadarshi Thakur Secretary, Joint Secretary University Grants Commission Deptt. of Education, New Delhi. New Delhi.

2. Professor S.K.Shrivastava, 11. Shri Naved Masud Joint Educational Adviser, CONVENOR Deptt. of Education, Director New Delhi. Department of Education, New Delhi. 3. Shri I. Imtiaz Khan Joint Secretary (Broadcasting) Ministry of Information and 17. DELINKIIIG DEGREES FROM Broadcasting, JOBS AMD MANPOWER New Delhi. PLANNING 4. Professor A.K. Sharma, Joint Director, 1. Professor S.K. Khanna NCERT, CHAIRMAN New Delhi. Vice-chairman, University Grants Commission 5. Ms. Jai Chandiram New Delhi. Joint Director, CIET, 2. Dr. C.S. Jha New Delhi. Vice-Chancellor Banaras Hindu University 6. Dr. Kiran Karnik Varanasi. Director Inter University Consortium for 3. Dr. Ashok Chandra Educational communication (IUCEC) Director

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Institute of Applied Manpower and 18. CULTURAL PRESPECTIVE Research (IAMR), AND DEVELOPMENT OF New Delhi. LANGUAGES

4. Dr. S.K.V. Liddle 1. Shri Ashok Vajpayee Director CHAIRMAN Institute of Psychological and Joint Secretary, Educational Measurement (IPEM) Deptt. of Culture, Allahabad. New Delhi.

5. Dr. S.P. Verma 2. Dr. K.G. Subraman ian Formerly Professor, IIPA, Kala Bhavan 54 Sahyog Apartments Vishwa Bharati University Mayur Vihar Phase-I, Shantiniketan New Delhi. 3. Shri Komal Kothari 6. Professor Subir Chowdhry 2-B, Paoda Road Director, Jodhpur. IIM, Calcutta. 4. Mrs. Sudharani Raghupati 'Surasidha' 7. Shri R.K. Ahooja 50, Luz Church Road, Secretary Mylapore, Union Public Service Commission Madras. New Delhi. 5. Dr. B.N. Goswami 8. Shri Jagdish Head of the Department of Fine Arts Joshi Director-General, Punjab University Employment and Training, Chandigarh. Ministry of Labour, New Delhi. 6. Dr. E. Annamalai Director 9. Shri N. C. Vajpayee Central Institute of Indian Languages Education Secretary, Mysore. Government of Uttar Pradesh, Lucknow. 7. Professor Suraj Bhan Singh Chairman, 10. Shri M.P.M. Kutty, Commission for Scientific and Technical CONVENOR Terminology, Director New Delhi. Department of Education New Delhi. 8. Dr. G.P.vimal Director, Central Hindi Directorate, New Delhi.

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9. Dr. Fahmida Begum Director, Bureau for Promotion of Urdu, New 19. SPORTS, PHYSICAL Delhi. EDUCATION AMD YOUTH

10. Professor S.K. Verma 1. Shri S.Y. Quraishi Director, CHAIRMAN Central Institute of English and Joint Secretary (YA) Foreign Languages, Department of Youth Affairs and Sports, Hyderabad New Delhi.

11 Dr. K. Gopalan 2. Dr.(Smt.) D.M. de Rebello Director, Joint Secretary NCERT, Department of Education New Delhi. New Delhi.

12. Professor A.S. Nieavekar 3. Professor Karan Singh University of Poona, C/o. Sports Authority of India, Pune. New Delhi. (Nominee of UGC Chairman) 4. Ms. Nandini Azad 13. Ms. Premlata Puri Director General Director, Nehru Yuvak Kendra Sangathan, Centre for Cultural Resources and New Delhi. Training, New Delhi. 5. Secretary Department of Sports 14. Shri T.N. Jayachandran Government of Gujarat, Secretary (Higher Education) Gandhi Nagar. Government of Kerala, Th i ruvananthapuram. 6. Secretary Department of Sports Government of Punjab, 15. Shri Karnail Singh Chandigarh. Secretary (Education) Government of Uttar Pradesh, 7. Shri Julius Sen Lucknow. CONVENOR

16. Shri P.Thakur Director (JS) Joint Secretary Department of Youth Affairs & Sports Department of Education, New Delhi. New Delhi.

17. Shri P.K. Seth CONVENOR Deputy Secretary Department of Education, New Delhi.

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20. EVALUATION AMD Government-

1. Professor P.N. Srivastava 10. Dr. (Smt.) D.M. de Rebello CHAIRMAN Joint Secretary Nuclear Science Centre Department of Education Jawaharlal Nehru University, New New Delhi. Delhi. 11. Professor P.M. Patel 2. Dr. S.K. Agrawala CONVENOR Secretary Head, A.I.U, Department of Measurement, New Delhi. Evaluation Survey and Data Processing National Council of Educational 3. Fr. Francis Sunderraj Research and Training, Principal New Delhi. Madras Christian College, Madras.

4. Professor N.K. Upasni 21. TEACHERS AND THEIR Hony. Director Examination Reforms TRAINING Unit SNDT Women's University, 1. Dr. K. Gopalan Bombay. CHAIRMAN Director, 5. Shri K. Chakrabarthi NCERT, Registrar New Delhi. Sri Satya Sai Institute of Higher Education Anantpur. 2. Director NIEPA, 6. Shri Y.N. Chaturvedi New Delhi. Secretary, UGC, 3. Dr. A.K. Sharma New Delhi. Joint Director, NCERT, 7. Shri S.C. Gupta New Delhi. Controller of Examinations, CBSE, 4. Professor S.T.V.G. New Delhi. Acharyulu Dean, Regional College of Education 8. Shri V.J. Williams Bhubaneswar. Controller of Examinations National Open School, 5. Shri Lalit Kishore New Delhi. Santan, Jaipur. 9. Shri P.C. Mohanta Secretary (Education)

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6. Shri Mithlesh Kanti 2. Shri R. Ramani, DIET, Joint Secretary, Ranchi. Department of Personnel P6 and Pension, 7. Shri K.M. Acharya New Delhi. Commissioner of Public Instructions Government of Madhya Pradesh, 3. Shri Sarvesh Chandra Bhopal. Joint Secretary, 8. Shri J. Ramanathan Ministry of Law & Justice Education Secretary, Department of Legal Affairs, Government of Tamil Nadu, New Delhi. Madras. 4. Dr. R.V.Vaidyanatha Ayyar, 9. Shri P.L. Thanga Joint Secretary, Education Secretary, Department of Education, Government of Manipur, New Delhi. Imphal. 5. Shri M.R. Kolhatkar, 10. Dr. E.T. Mohammed Adviser (Education) Commissioner for Educational Planning Commission, Development and Research New Delhi. Government of Kerala, Thiruvananthapuram. 6. Shri Y.N. Chaturvedi Secretary, 11. Professor M.B. Menon University Grants Commission, Director, New Delhi. School of Education, IGNOU, 7. Shri Baldev Mahajan, New Delhi. Joint Director, NIEPA, 12. Shri U.K. Sinha New Delhi. CONVENOR Director 8. Shri G.D. Sharma, Department of Education Senior Fellow, New Delhi. NIEPA, New Delhi.

22. MANAGEMENT OF 9. Smt. M.V. Garde EDUCATION Principal Secretary (Higher Education} Government of Madhya Pradesh, 1. Shri P.K. Umasankar Bhopal. CHAIRMAN Former Director, IIPA, 10. Shri D.Bhatacharya Madras. Secretary (Higher Education) Government of West Bengal, Calcutta.

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11. Shri M.L. Ofandrakeerthi, Secretary (Education), Government of Kamataka, Bangalore.

12. Mrs. V.Lakshmi Reddi, CONVENOR Director, Department of Edtication, New Delhi.

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