i) Getting highest level of political attention and motivating the heads of government to be personally involved and interested in Universalisation of Primary
207
Education, in their own countries as well as collectively in the global effort.
ii) Raising key strategy and policy questions, helping develop appropriate strategies and priorities by sharing experience among the largest countries and bringing in the international perspective.
iii) Drawing the multilateral and bilateral donor agencies at the highest level into the largest country initiative and creating a favourable atmosphere for greater external assistance.
16.1.33 Preliminary policy analysis and dialogues in each participating country will be followed by an international meeting, planned in September 1993, bringing together the Heads of Government/state and Ministers concerned. Development agencies would be invited to participate in this initiative at global and country levels.
16.1.34 Director-General, UNESCO had been assured of India's support to and participation in the activities to be taken up under this intiative. India has also offered Delhi as the venue for the proposed international conference. To discuss India's participation in the initiative a team consisting of Mr. Aililu Habte (UNICEF) - personal representative of Executive Director of UNICEF - and Mr. Victor Ordonez (UNESCO) - personal representative of DG, UNESCO, visited India from 11-13 November, 1992 and had meetings to discuss the major strategy and policy issues for the said Conference.
Cooperation with UNICEF 16.2.1 UNICEF's cooperation to Government of India in the field of education is to support the National goals of :-
i) improving opportunities for basic education for all children and women; ii) improving social and economic opportunities for women; and
iii) reducing disparities in education among different groups and between genders.
The Basic Agreement concluded between the Government and UNICEF as amended on 5th April, 1978 provides the basis of the relationship between the Government and UNICEF. In accordance with the agreement, Government of India and the UNICEF have prepared a Master Plan of operation (MPO) for the period 1991-95.
16.2.2 Working closely with both the Department of Education at union level and national institutions such as NCERT and NIEPA as well as Departments in focus States, UNICEF has provided
208
financial as well as technical support to the implementation of experimental projects for introduction of Minimum Levels of Learning (MLL), projects for evaluation and documentation of Total Literacy Campaigns, the development of literacy and post-literacy materials, innovative media activities such as PREAL and production of weekly broadsheets for Neo-literates, etc.
16.2.3 During 1992, UNICEF provided support for developing and implementing district specific projects in a number of States. The most significant of these was in Madhya Pradesh where teacher education project in five districts is being experimented. The project is establishing teacher resource centres at cluster level and aims at institutionalising continuous in-service teacher support and training. In Andhra Pradesh, UNICEF has focussed on the issue of education for girls and is supporting demonstration activities in Mehboobnagar and Anantpur districts. In Bombay, a project implemented by the Bombay Municipal Corporation seeks to improve the quality of primary education in deprived urban areas and reduce the high dropout and repetition rates.
16.2.4 Support has also continued for two innovative projects - Project on Integrated Education for the Disabled (PIED), and the Area Intensive Education Project (AIEP). PIED seeks to develop appropriate strategies for integrating disabled children into mainstream primary education and strengthen the Central Government's Integrated Education for Disabled Children Programme at primary levels. It is being implemented in selected blocks of 10 States/UTs., namely Haryana, Madhya Pradesh, Maharashtra, Mizoram, Nagaland, Orissa, Rajasthan, Tamil Nadu, Gujarat and Union Territory of Delhi. This is being coordinated by NCERT. AIEP is an attempt to operationalise the concept of microplanning and is being undertaken in 6 States/UT namely Maharashtra, Mizoram, Orissa, Tamil Nadu, Uttar Pradesh and UT of Dadra and Nagar Haveli. This is being coordinated by the respective SCERTs/SIEs.
16.2.5 In June, 1992, a study tour to China and Thailand was organised by UNICEF. The team for this study tour consisted of 12 officials of the Central and the State Governments and UNICEF. The aim of the study tour was to study the educational initiatives in the primary education and in the non-formal education sectors and the progress made in this respect in these countries.
16.2.6 In November, 1992, UNICEF sponsored a visit to India of a team of seven officials of State Education Commission, People's Republic of China. The team had one month's training on Educational Planning and Management organised by National Institute of Educational Planning and Administration.
16.2.7 UNICEF has provided support and collaboration in the areas of promotion and planning of "Education for All" at national/state levels and demonstration projects in support of key elements of the national programme of action, focussing on activities at district level. In addition UNICEF is also
209
supporting a comprehensive basic education project in Bihar viz. Bihar Education Project.
Bihar Education Project 16.2.8 The Bihar Education Project is a basic education project aimed at bringing about qualitative improvement in the educational system and, through it, in overall socio-cultural situation in the State of Bihar.
16.2.9 The Bihar Education Project comprises all components of basic education and is envisaged to cover in a phased manner, 150 blocks spread over 20 districts over a 5 year period 1991-92 to 1995- 96. The estimated outlay of the project over a 5 year period is Rs.360 crore of which the donor agency, viz., UNICEF will contribute Rs. 180 crore, the Government of India Rs. 120 crores and Government of Bihar Rs.60 crore in accordance with the agreed funding pattern of 3:2:1 between UNICEF, Government of India and Government of Bihar respectively. Special emphasis has been laid on the education of disadvantaged sections of the society such as SCs/STs and the women. BEP is an evolving project with Block as the unit for most of the programme activities. Participatory planning and implementation are the important characteristics of the project. Generation of demand for educational services, capacity building and development of participatory management structure are the other crucial elements of project implementation.
16.2.10 A State level body Bihar Shiksha Pariyojana Parishad has been registered to Plan & implement the BEP. The Parishad has two organs - the General Council with Chief Minister as Chairman and the Executive Committee with Education Secretary, Government of Bihar as the Chairman. The Government of India, Government of Bihar, UNICEF, teachers and NGOs are represented on these bodies. It has its branches at the district level wherein a district executive committee with partnership of the Government of India and Government of Bihar, UNICEF, Teachers and NGOs, looks after project planning. For implementation of various components of the project activities, task forces are set up. At the village level,the village Education Committee is envisaged as the crucial unit which would assist the basic education system in securing the cooperation and participation of the community, and oversee educational inputs. Project is being implemeted in Mission mode.
16.2.11 Three districts of Ranchi, West Champaran and Rohtas were taken up in 1991-92. In the year 1992-93 the project was expanded to four more districts of Muzzaffarpur, Sitamarhi, E.Singhbhoom and Chhapra. Meetings of the Executive Committee were held regularly during the year 1992-93. District level offices, i.e. District Task Force and Executive Committee of the BEP, were set up in newly selected districts of Sitamarhi, Muzzafarpur and Jamshedpur. These District Executive Committees are also meeting regularly. The District Action Plans of Ranchi, Muzzafarpur, W.Champaran, Jamshedpur and Sitamarhi were finalised. The activities during 1992-93 include organisation of
210
state level workshop on Minimum Levels of Learning, training of key persons at the State level, 10 day training course for primary school teachers; two day state level workshop on role of secondary teachers; BEP; constitution of core groups at District level for women's development, organisation of inter-state experience sharing tours, state level training/orientation workshop; enrolment drive, introduction of computerised monitoring system for Primary Education sectors; Poster Workshop; expansion of the concept of rural libraries, etc. A delegation of BEP functionaries also visited Thailand and China in June, 1992.
Cooperation with UNDP 16.3.1 The UNDP, which is a co-sponsor of the World Conference on Education for All, has envisaged interest to assist the preparation of a basic education project in eight districts of South Orissa and along with German Government finance some activities.
16.3.2 Two workshops have been organised so far for evolving the basic parameters of the project.
16.3.3 Exercise is on to formulate plans for improving primary education in sixteen blocks.
External Academic Relations 16.4.1 On the invitation of HRM, His Excellency, Mr. Li Tieying, Minister of the State Education Commission of the People's Republic of China (PRC) led a High Power Delegation to India from 26th February to 2nd March, 1992. A protocol on cooperation in the field of Education for 1992-93 was signed during the visit. The protocol provides for institutional linkages between the two countries, exchange of educational delegations for studying conditions in the other country in fields such as educational policy, basic education, literacy programmes, adult education, vocationalisation, higher education etc. It also provides for establishment and development of collaboration between universities and technological institutions in India and PRC in the field of science and technology education. Both sides also agreed for increase in the number of scholarships from 17 to 25 for post-graduate studies.
16.4.2 On the invitation of the Government of India Mr. Colin N. Power, Assistant Director General (Education) of UNESCO visited India from March 9 to 14, 1992 to undertake a review of the progress of literacy campaigns. EFA (Education for All) Projects and the achievement orientation which India is trying to give to the basic education programme.
16.4.3 Mr. Hedayat Ahmed, Director, UNESCO's Principal Regional Office for Asia and the Pacific, Bangkok, visited New Delhi for participation in the meeting of the National Coordination Committee on APPEAL and EFA which was held on 12th March, 1992.
211
16.4.4 Mr. Federico Mayor, DG of UNESCO visited India from 2126 March, 1992 on the invitation of the Minister of Human Resource Development. During his stay, the DG called on Prime Minister, Minister of Human Resource Development and Minister for Information and Broadcasting. He also visited Wardha and Bombay. At Wardha he declared Wardha as fully literate district on 24.4.1992.
16,.4. 5 His Excellency Mr. A. Parasuraman, Minister of Education and Science of the Republic of Mauritius visited India on the invitation of HRM from 19-27 August, 1992. During his stay in India, Hon'ble Minister had fruitful discussions with University Grants Commission, Indira Gandhi National Open University, Indian Institute of Technology, National Council of Educational Research and Training, National Institute of Educational Planning and Administration, Educational Consultants India Ltd., National Science Centre etc. The discussions centred around India's participation in the educational development of Mauritius.
16.4.6 Shri Arjun Singh, Minister, Human Resource Development led a seven member delegation to China from 6-13 November, 1992. During the visit, the delegation had interaction with the counter part agencies in the field of Education which inter-alia included collaboration in the following areas:
i) Open University System
ii) Joint studies on Economic Policies
iii) Literacy and Continuing Education
iv) Vocational Education and Special Education
v) Education Policy and
vi) History of Technical Education.
16.4.17 The EAR Unit in the UNESCO Division continued to monitor the educational component of more than 60 bilateral Cultural Exchange Programmes and other collaborative arrangements. The Unit also assisted various implementing agencies in prioritising the items under the programmes in the light of the prevailing economy measures.
SAARC Technical Committee on Education 16.4.7 The 4th meeting of the SAARC Technical Committee on Education was held in Islamabad from 10-12 November, 1992. Shri L. Mishra, Joint-Secretary, Department of Education represented India in the meeting.
212
Multi-lateral/Bilateral Projects
Uttar Pradesh Basic Education Project 16.5.1 The Department of Education has approached the World Bank for assistance for a Basic Education Project in ten districts of Uttar Pradesh. The Project objective is the reconstruction of basic education in the target districts and it would be a test case project for future Bank assistance in this area. Universalisation of Elementary Education as a composite programme of access to primary education for all children upto 14 years of age, of universal participation till the children complete the primary stage through formal or Non-formal education programmes, and of universal achievement atleast of minimum levels of learning are, inter alia, among the specific goals on the project. The project would focus on the needs of the girl child and of the weaker sections of the society. The project envisages the establishment of a National Monitoring Unit. The duration of the project is likly to be for five years to be started from 1993-94. The total outlay envisaged is approximately Rs.550 crore. The target districts under U.P. Basic Education Project are Varanasi, Allahabad, Banda, Etawah, Sitapur, Aligarh, Saharanpur, Gorakhpur, Pauri and Nainital.
Mahila Samakhya 16.5.2 Mahila Samakhya (Education for Women's Equality) was launched by the Department in April, 1989. This project was formulated in pursuance of the National Policy on Education, 1986.The main focus of the project is on the constraints that have prevented women and girls from accessing educational inputs.This project seeks to begin by addressing issues of self image and self confidence of women and societal perception about them. Mahila Samakhya Project presupposes that education can be a decisive intervention towards women's equality. Its overall goal is to create circumstances to enable women to understand better their predicament, to move from a state of abject disempowerment towards a situation in which they can determine their own lives and influence their environment, and simultaneously create for themselves and their family an educational opportunity which serves the process of development.
16.5.3 This is a Dutch assisted programme being implemented in ten districts of Gujarat, Karnataka and Uttar Pradesh since 1989. The project has been extended into Andhra Pradesh during 1992-93 and also into two more additional districts of Karnataka. This is a central sector scheme where cent per cent financial assistance is provided to Mahila Samakhya/Samiti Registered Societies which are set up in these States under the Chairmanship of Education Secretary of the State Governments.
Shiksha Karmi Project 16.5.4 Shiksha Karmi Project is being implemented since 11987 in Rajasthan with assistance from the Swedish International
213
Developemnt Authority (SIDA). Its aim is Universalisation of Primary Education (UPE) in selected remote and socio economically backward villages of the state.
16.5.5 The Project identifies teacher absenteeism as a major obstacle in achieving the objective of universalisation. It accordingly, envisages substitution of the primary school teacher in single teacher schools by a team of two locally residents educational workers called "Shiksha Karmis". To ensure appointment of local persons, educational qualification prescribed for teachers are not insisted upon in the selection of Shiksha Karmis. But they are provided training and academic support on a sustained and intensive basis to enable them to function efficiently as teachers. The existing primary school when run by Shiksha Karmi is called a 'Day Centre'. Besides, each Shiksha Karmi also runs a 'Prehar Pathshala' (Night Centres) for children who cannot attend the day centre. The project also lays emphasis on recruitment of female Shiksha Karmi and establishment of Mahila Shiksha Karmi training centres in order to prepare local women to function as Shiksha Karmis.
16.5.6 As on 31 October,1992 the project was being implemented in 47 Block units in 21 districts of the State. The number of Shiksha Karmis was 1,409, they were looking after 665 day centres and 968 Prehar Pathshalas with a total enrolment of 90,562. Another 12 block units are proposed to be covered upto 31 March, 1993, wherein 1,555 Shiksha Karmis are expected to look after 702 Day Centres and 1,263 Prehar Pathshalas.
Lok Jumbish 16.5.7 An innovative project-called "Lok Jumbish: people's movement for Education For All: Rajasthan" with assistance from Swedish International Development Authority (SIDA) has been undertaken in Rajasthan. The basic objective of the project is to achieve education for all by the year 2000 through people's mobilisation and their participation. The main goals of the Programme are to achieve universalisation of elementary education of satisfactory level through formal as well as non-formal system, functional literacy, emphasis on women's education and development and post literacy and continuing education. The immediate goals include establishment of a manangement system, initiation of activities for people's mobilisation, creation of a system of training and technical resources, support structure and try out of activities to bring about qualitative improvement in the learning process and system.