INTRODUCTORY
The National Policy of Education adopted by Parliament in 1968 laid down the goals and objectives of the country's educational development. The various programmes and policies undertaken to achieve these goals are reviewed periodically by the Central Advisory Board of Education, the supreme advisory body in the field of education composed as it is of Education Ministers of all the States and the Union Territories and eminent educationists. At its 36th Session in September 1972, the Central Advisory Board of Education made such a review and recommended comprehensive programmes for the period of the 5th Five Year Plan. These programmes were estimated to cost Rs. 3320 crores during the 5th Plan period. It was hoped that an outlay of this magnitude along with the non-plan resources, would help the State Governments to speed up the progress towards the achievement of the major goals set forth in the National Policy on Education. However, prior to the finalisation of the draft 5th Five Year Plan, it became clear that plan resources available for education might not exceed Rs. 2200 crores. Accordingly the Standing Committee of the, Central Advisory Board of Education prepared a modified programme in June 1973 indicated the priorities within priorities for implementation within a total outlay of Rs. 2200 crores. In the draft 5th Five Year Plan, however, a sum of Rs. 1726 crores, only would be provided. Owing to adverse economic conditions, the amounts provided in the annual plans have also been below expectations.
The Central Advisory Board of Education, accordingly met again and considered this situation at its 37th session on November 4-5, 1974. Earlier, the Education Secretaries of all State Governments also met and reviewed the position and placed their recommendations before the Board. The Board had also the benefit of an address by the Prime Minister. The Board recognised that in the severe economic crisis through which the country was passing, education like other sectors would have to bear its share of economy cuts. It however, drew the attention of the Government that in the long term interests of the nation and socio-economic progress, any disproportionate cuts in education would be undesirable.
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The Board also recommended to the Central and State Governments that to ensure the best possible educational progress within the available resources the following steps might be taken;
(1) Review of all non-plan expenditure with a view to eliminating programmes and practices which are, no longer relevant and using the funds for initiating new programmes or for supporting existing programmes which are in need of additional funds;
(2) Pooling non-plan and plan funds together so that any economies on the non-plan side become available for developmental activities;
(3) Making more effective use of teaching personnel;
(4) Making better use of available buildings and equipment in order to accommodate more students or to develop new programmes; and
(5) Mobilising community support to supplement Plan allocation.
The Board also recommended a four-fold general strategy which included the following elements :
(i) Controlling haphazard and un-planned expansion in secondary, and higher education by rationalisation of existing institutions, maintenance of proper standards and regulated growth of enrolments. Restraint was to be observed in the establishment of new universities, and new colleges were not to be established excepting in areas which were largely under-developed. While the expansion of enrolment on a full-time basis was to be regulated with appropriate reservations for the backward classes and the deprived sections of the community, non- formal educational channels were to be developed to make higher education available to all those who desired to have it.
(ii) There should be concentration of efforts on a few major programmes of identified significance and priority including universalisation of elementary education programmes, on qualitative improvement, vocationalisation of secondary education, adoption
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of the uniform pattern of 10+2+3, development of Youth Services and a programme of non-formal education for out of school youth in the age-group 15-25.
(iii) The exclusive emphasis on the formal system of education should be given up and non-formal education should be introduced within the system. Multiple entry, and programmes of part-time education had to be adopted on a bigger scale. At the secondary and university stages, part-time and correspondence education should be developed.
(iv) A climate of enthusiastic and sustained hard work should be, created in all educational institutions through a deep involvement of teachers, students and the community in all programmes of educational reconstruction.
Steady progress has been reported in several directions during the year -under review despite the critical economic situation and the consequent inadequacy of resources.
Among the major achievement were the steps taken towards the improvement in the status of college and university teachers. a major recommendation of the National Policy on Education. Revised salary scales were approved for all Central Universities and Colleges and for certain other Central higher educational and technical institutions. Accordingly, assistance has also been offered to the State Governments to the extent of 80% of the additional expenditure upto the end of the 5th Plan period, consequent on the introduction of the revised scales. (After the 5th Plan, the Finance Commission is expected to take into account the requirements of the State Governments in this regard.) The rates of scholarships under the National Scholarships Scheme and in the Institutes of Technology and in the postgraduate engineering institutions were revised upwards.
In regard to the implementation of the various programmes of educatoinal development, it mainly rested with the State Governments. Many of them had already initiated action on programmes identified as priority areas as indicated below.
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State Plans For the year 1974-75, the total plan outlay for educational programmes was Rs. 184.77 crores of which Rs. 60.07 crores was for the Central and Centrally sponsored schemes and Rs. 124.70 crores for the programmes of the States and Union Territories. As against the total Plan provision of Rs. 124.70 crores, the anticipated expenditure for the year 1974-75 in the State plans comes to Rs. 109 crores. Nearly 50% of the total outlay i.e. Rs. 60.09 crores, for 1974-75 was ear- marked for elementary education for which the anticipated expenditure is about Rs. 50 crores. The major programmes included by the State Governments in their plans for 1974-75 were expansion of elementary education, the 10+2+3 pattern, vocationalisation, work experience, quality improvement programmes for secondary and higher education, programmes of youth, services and social education etc. While the States of Assam, Jammu & Kashmir and West Bengal had made provision for the introduction of the new pattern of 10+2+3 in 1974-75 the States of Andhra Pradesh, Karnataka and Kerala had already introduced this pattern of education. Most of the States had made provision for the schemes of vocationalisation and work experience.
The size of the annual plan of Education for 1975-76 is likely to be of the order of Rs. 181 crores of which Rs. 118 crores will be in the State Sector. Most of the schemes in the next year's plan will be continuing schemes in view of the constraint on financial resources.
New Pattern of Education 10+2+3 The States of Andhra Pradesh, Karnataka and Kerala have already introduced this new pattern of education. The States of Assam, Gujarat, Jammu & Kashmir, Maharashtra, West Bengal and Goa, Daman and Diu have decided to introduce it. Uttar Pradesh has already in operation the 12 year period of education at the school level. It only remains now for this State to convert the 2 years degree course into a 3 year one. All the schools of the Union Territories of Andaman & Nicobar Islands, Arunachal Pradesh, Chandigarh, Delhi and Lakshadweep, which are affiliated to the Central Board of Secondary Education, will introduce the new pattern from the academic session beginning in May 1975, in accordance with the decision of the Central Board. The schools of the rest of the Union Territories are Affi- liated to the neigbhouring State Boards of Secondary Education
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and the changes made by the respective States will apply to those Union Territories.
Towards the steps relating to the introduction of the new pattern among the second category of States who have decided to introduce the new pattern, Gujarat introduced a revised syllabus from June 1973 in standard VIII. From June 1975, the introduction will cover other standards. Maharashtra fully introduced in 1974 a new syllabus which it started with standard VIII in June 1972. West Bengal introduced the new syllabus and curriculum in April, 1974. Goa has taken steps to conduct orientation and content courses for secondary teachers in Science and Mathematics following the introduction of the new pattern. The State has also taken preliminary steps for the preparation of syllabi for the new higher secondary classes to be started from 1975- 76. Jammu & Kashmir has started pre-university classes in 13 higher secondary schools as part of the 12 year schooling under the new pattern.
Vocationalisation and Work Experience In tune with the decision taken at the National level to vocationalise education, and introduce work experience Assam has introduced appropriate courses in all the schools. Gujarat has proposed to start work experience programmes in Standard VIII from 1974-75. Rajasthan has started a one year vocational course in six higher secondary schools. Students who have passed the Higher Secondary Examination are admitted to the course which is intensive and meant to generate self employment.
Non-Formal Education Another decision recently taken is to give education a nonformal orientation. In accordance with this decision Haryana has formulated a new scheme of part-time education for girls and Harijan children in the age group 11-13. The Maharashtra Government proposes to run part- time classes of 2_ years duration for children up to the IV Standard at convenient hours. For the youth in the age group 14-25 Goa, Daman and Diu proposes to start non-formal education courses. Jammu & Kashmir has already started 45 centres for part-time classes and 40 centres for non-formal courses.
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Universal, Free and Compulsory Primary Education Substantial progress has been achieved in enrolments at the school level. However, due to primarily financial constraints, the goal set out in the constitution still remains distant. The table given below gives an indication of the progress made so far and projects the possibilities for the future.
Age group (6-11) 1950-51 1974-75
(Anticipated)
Enrolment Classes I-V 182 lakhs 646 lakhs
Percentage to Population 43 % 83.8 %
(11-14)
Enrolment Classes VI-VIII 31 lakhs 168 lakhs
Percentage to population (11-14) 13 % 39 %
Education in classes I-V is already free in Government schools and in schools run by local bodies in all parts of the country. It is also free in classes VI-VIII in all States except Orissa, Uttar Pradesh and West Bengal. These States also propose to extend free education up to the VIII class by the end of the Fifth Plan provided the necessary funds become available to them. Compulsory Primary Education Acts are available in all the States except Manipur, Nagaland and Tripura, and among the Union Territories, in Delhi, Andaman and Nicobar Islands, and Chandigarh.
Qualitative Improvement During the period under report, programmes of qualitative improvement were undertaken in a big way. First mention should be made of the various training and extension programmes organised by the National Council of Educational Research and Training which included an Orientation programme for the Directors and staff of the State Institutes of Education, Training courses for Writers and Evaluators of text-books, for teacher educators, for trainees through the Language Laboratory, 95 Summer Science Institutes for School Teachers and Teacher Educators and Summer Institutes in Humanities and Psychology for Teacher Educators. Thousands of teachers from all parts of the country took advantage of these programmes designed to promote their professional competence.
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The States have not tagged behind in their efforts to improve the quality contents of their educational programmes. Maharashtra continued their training courses meant for teachers of Public Schools in new educational techniques. 25 participants took advantage of these courses. In addition, mention should be made of the District-wise Summer Institutes in various subjects; Courses for Extension Officers and Teachers Educators, courses in programmed learning for selected school teachers, orientation courses in Work Experience and finally, an Orientation Course of Method Masters organised by the State Institute of Science Education in which 23 Method Masters were acquainted with the revised Science syllabus for standards VI and VII. Over and above all these, the State Government started 100 more School Complexes. Two types of activities-Teacher-centred and Pupil-centred are being vigorously pursued to improve the quality of education. Assam held a two weeks In-Service Training course for teachers of Secondary Schools. A new programme was started through All India Radio, Gauhati, by introducing school programmes to impart training to the teachers of various subjects at the secondary stage. Teacher training programmes in the Pre-primary Training Centre at Dibrugarh in 22 Basic Training Centres for Primary teachers and 7 centres for Middle School Teachers were organised. Gujarat sanctioned the opening of 12 additional classes for the in-service training of Primary Teachers. 540 more teachers will be trained in these classes. To equip the teachers handling Science and Mathematics in standards 1 to 6, Tamilnadu State Government provided in-service training for a week to acquaint the teachers with the methods of teaching according to the new syllabus. A more intensive training with UNICEF assistance has been sanctioned daring 1974-75 for 1550 teachers of Primary schools and 3600 teachers in Middle schools. In Delhi the Mathematics Unit of the State Institute of Education participated in a special training programme organised by the Central Board of Secondary Education. Lakshadweep organised a two months' training course for 20 non-matric untrained teachers.
National Services Scheme The National Services Scheme which has now gathered momentum is in operation in all the States. Begun with the voluntary cooperation of teachers and students in Maharashtra, Kerala and Tamilnadu the scheme has now entered the heartland of Madhya Pradesh, Rajasthan, Uttar Pradesh and other States.
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During the year under report, 579 camps were organised in different parts of the country. The progress registered by the States of Orissa, Punjab, Haryana, West Bengal and Karnataka in the operation of the scheme and in the organisation of the programme "Youth against Dirt and Disease" deserves special mention.
Rural Sports Another significant development during the year was the increasing popularity of Rural Sports. The Ministry organised the first All India Rural Hockey tournament for rural and tribal youth below the age of 16 at Warangal, Andhra Pradesh in October 1974. This was to provide a wider base to sports and games from the ground level. 16 talented Players from among the participating teams were selected and put under special coaching and training in New Delhi. This was a very successful attempt at spotting sports talent in rural and tribal areas.
The States have been noticeably responsive to the idea of encouraging Rural Sports Tournaments. Assam held the third Annual Rural Sports Meet in Mirza in Kamrup District early this year. The popularity of rural sports is confirmed by, the fact that 5000 competitors participated in various games in the inter-block level rural sports tournaments held in Delhi, early this year. Coaching camps were organised in different games and sports for the participants in the Delhi contingent of the 5th All India Rural Sports Tournament held at Shimoga in February, 1975.
Major Educational Developments at the Centre To Start with, the Budget Estimates for both the Departments of Education and Culture for 1974-75 are given followed by brief accounts of significant events in the various sectors of Education and Culture administered by the Centre during the year under report.
Budget Estimates
Department of Education The total budget provision for 1974-75 and 1975-76 for the
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Department of Education in the Demands for Grants concerning the Department is as under:
(Rs. in lakhs)
Particulars Budget Revised Budget
1974-75 1974-75 1975-76
1 2 3 4
DEMAND No. 24-DEPARTMENT OF EDUCATION
Secretariat of the Department,
hospitality and entertainment
and discretionary grant of
Education Minister 118.39 130.79 140.51
DEMAND No. 25-EDUCATION
Provision for General Edu-
cation, other Revenue Expen-
diture of the Department,
including provisions for Gr-
ants-in-aid to States/Union
Union Territories on Central
and Centrally Sponsored Plan
Schemes and also provision
for loans for construction
of hostels, etc. and other
Educational Loans for Central
and Centrally Sponsored Schemes 11181.68 11543.25 13508.28
TOTAL 11300.07 11674.04 13648.79
Demand No. 24-Department of Education, includes expenditure on the maintenance of Non-Plan and Plan establishment; the Discretionary Grant of the Education Minister and hospitality and entertainment. The increase (Rs. 12.40 lakhs) in the Revised estimates 1974-75, is mainly on account of the additional provision made for implementation of recommendations of the Third Pay-Commission in respect of Class 1 Officers and payment of dearness allowance to employees at enhanced rates and also for meeting expenditure on account of three additional instalments of dearness allowance announced by Government in January, 1975. Two Supplementary demands have been obtained-one for Rs. 7 lakhs and the other for Rs. 6.50 lakhs. The increase (Rs. 9.72 lakhs) in the Budget Estimates 1975-76, as against the Revised Estimates, is mainly due to the anticipated expenditure on additional instalments of dearness allowance.
The provision under the other Demand 25-Education is for schemes and programmes both under Non-Plan and Plan. It also includes provision for Regional Offices of the Ministry of Education: Contributions to Unesco; Development of Modern
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Indian Languages; grants to States/Union Administrations; loans for the construction of hostels in colleges, institutions and other educational loans. The Revised Estimates 1974-75 show an overall increase of Rs. 3.62 crores, which is mainly on account of payment of custom duty and incidental charges for Norwegian Paper which is being imported in the current year and some backlog incidental payment of Swedish paper imported earlier (Rs. 1.63 crores and provision needed for payment of the three additional instalments of dearness allowance to staff of autonomous bodies/organisations of the Ministry (Rs. 1.72 crores). Token Supplementary Demands for Rupees one thousand each have been obtained for Indian Institutes of Technology and the Indian Institute of Science, Bangalore as the grants to these organisations exceeded the budget estimates by limits prescribed for 'New Instrument of Service'. For the payment of the three additional instalments of dearness allowance, a supplementary grant of Rs. 1.72 crores, has been obtained.
The Budget Estimates 1975-76, show an increase of Rs. 19.65 crores as against the Revised Estimates. This is mainly on account of increase in grants for various programmes and organisations, namely, (i) over Rs. 1.35 crores to Kendriya Vidyalaya Sangathan; (ii) Rs. 5.93 crores to the University Grants Commission; (iii) Rs. 3.44 crores for grants to States for improvement of Salary Scales of University and College Teachers; (iv) over Rs. 90 lakhs for Regional Engineering Colleges; (v) Rs. 62 lakhs for Establishment of Nehru Yuvak Kendras; (vi) over Rs. 53 lakhs for grants to States for pay and allowance of NDS Instructors taken over by the States; (vii) Rs. 50 lakhs for enhancement of rates of scholarships under various Scholarships Schemes; (viii) Rs. 55 lakhs for the scheme of Appointment of Hindi Teachers in non-Hindi Speaking States and sundry excesses in scheme/programmes.
Department of Culture The Budget provision for 1974-75 and 1975-76 for the Department of Culture is as under :
(Rs. in Lakhs)
Particulars Budget Revised Budget
74-55 74-75 75-76
Department of Culture 675.38 532.49 678.41
Archaeology 517.56 473.35 590.32
TOTAL 1192.94 1005.84 1268.73