OVERVIEW
Education for All 1.1.0 Education for All (EFA) continues to be the focal point of the programmes in education during 1995-96. For achieving EFA, a two pronged strategy of universalising adult literacy and universalisation of elementary education in a mutually supportive manner is being followed.
Elementary Education 1.2.1 The elementary education system in India is the second largest in the world with 149 million children enrolled in 1994-95 in the age group of 6-14 years covering about 82% of the children in this age group. Of these, 109 million children were enrolled in 581,305 primary schools and another 40 million in 163,605 upper primary schools. There are 2.8 million teachers 1.7 million employed in primary schools and 1.1 million in upper primary schools, 94.5% of the rural population living in 8.26 lakh habitations have a school within a walking distance of 1 km. and 83.98% have upper primary schooling facilities within a walking distance of 3 kms. The percentage of girls enrolled at primary stage stands at 42.8%. A study conducted by National Council of Applied Economic Research (NCAER) in 1993 indicates significant decline in the proportion of never enrolled children (boys as well as girls) in all States. The retention rate has also shown improvement and it is 62% at primary stage and 47% at upper primary stage.
1.2.2 Universal access, universal retention and universal achievement are broad parameters to achieve UEE. The focus is on school dropouts, working children, girls who cannot attend formal schools, particularly, belonging to SCs/STs and disadvantaged groups. Special focus has been given on removal of regional and gender disparities.
1.2.3 The major initiatives in the form of Operation Blackboard, Non-formal Education Programme and Teacher Education through mass orientation of teachers and District Institutes of Education and Training (DIETs) have continued to be accorded priority.
1.2.4 The District Primary Education Programme (DPEP) is another thrust area in primary education. The DPEP is distinct from conventional projects as it takes a holistic view of elementary education, emphasises decentralised management, community mobilisation and undertakes district and population specific planning.The DPEP is characterised by loftiness of its objectives, the nature and the intensity of the planning process, the integration of professional inputs, participative planning and management. It emphasises on capacity building and integrated and locally relevant curriculum. A system of con- current evaluation as well as monitoring of learner's activity is being set up to evaluate the impact of implementation on the objective of evaluation, retension and achievement. The programme has already been launched in 42 low female literacy districts in 7 States and the objective is to cover 110 districts by the end of the 8th Plan.
1.2.5 Besides, a number of externally assisted projects such as - Uttar Pradesh Basic Education Programme, Bihar Education Project, Shiksha Karmi and Lok Jumbish Projects in Rajasthan, Mahila Samakhya Project and Andhra Pradesh Primary Education Project are also under implementation.
Scheme of Nutrition Support to Primary Education 1.3.1 A nation-wide Mid-day Meal programme has been launched from 15th August, 1995 to give boost to UEE, improve enrolment, retention and attendance in primary schools and also to improve nutritional status of children. This scheme is expected to hasten the country's march towards the goal of UEE. Over a period of three years all the Government run/aided Schools are to be covered benefitting 12 crore children. During 1995-96, 378 districts, 2499 blocks, 2.25 lakhs schools and 3.35 crore children have been covered.
1.3.2 The central support under this programme is on the following:
i) Provision of foodgrains free of cost to the implementing agencies;
ii) Reimbursemnt of transportation cost to District authorities for moving of foodgrains from Food Corporation of India godowns to schools/villages.
iii) Besides, remuneration for conversion of foodgrains into cooked food as well as expenditure on construction of kitchen sheds, will be eligible for coverage under the Poverty Alleviation Schemes being administered by the Ministry of Rural Development.
1.3.3 The expenditure towards the cost of foodgrains (payable to Food Corporation of India) and reimbursement of transportation cost will be incurred by the Ministry of HRD (Department of Education).
1.3.4 The Programme has commenced in all the States/UTs. Seven States namely, Gujarat, Haryana, Jammu & Kashmir, Kerala, Madhya Pradesh, Orissa and Tamil Nadu and U.T. of Pondicherry are serving cooked meal. In Delhi processed food is being served. In rest of the States/UTs, foodgrains are being distributed. The number of beneficiaries is about 3.34 crores.
Adult Education 1.4.1 The National Literacy Mission represent a national and political commitment on the need to harness all social forces to achieve the objective of effecting a qualitative change in the lives of the people. It has made it possible for the country to adopt a systematically planned approach which envisages coverage of the entire adult population by literacy of well defined level through instructions. The current rate of adult literacy as per 1991 census is 52.21% for the entire country (39.29% for females and 64.13% for males).
1.4.2 The Total Literacy Campaigns (TLCs), the major programme for universalising adult literacy, are now operational in 379 districts, either partially or fully, in the States of Andhra Pradesh, Bihar, Delhi, Goa, Gujarat, Haryana, Himachal Pradesh. Jammu & Kashmir, Karnataka, Kerala, Maharashtra, Madhya Pradesh, Manipur, Meghalaya, Orissa, Punjab, Rajasthan, Tamil Nadu, Tripura, Uttar Pradesh, West Bengal and UTs of Chandigarh, Dadra & Nagar Haveli, Daman & Diu and Pondicherry. Currently, approximately 62.36 million people in the 9- 35 age group are learning with the help of about 6 million volunteers. They are in different stages of learning, but it is estimated that about 34 million of them have already acquired the threshold level of literacy and numeracy. The objective is to make 100 million people functionally literate. The focus of
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the campaigns is on the four low literacy and high population States of Bihar, Madhya Pradesh, Rajasthan and Uttar Pradesh which have nearly 48 per cent of the illiterate population in the country and where the literacy programme earlier has not been very strong. During the year 1995-96, against a target of 40 districts under TLCs, 47 districts have already been covered. With a view to concentrating on continuing education components, a revised scheme of 'Continuing Education for Neo-literates' has been formulated.
Secondary Education 1.5.1 Secondary Education is being strengthened through various schemes, such as the schemes for improvement of Science Education, Environment Education, Population Education, Culture and Values in Education, Computer literacy, Education Technology, Yoga, Physical Education and Sports. In addition, the NCERT has been providing resource support in crucial areas of educational research and training at school level.
1.5.2 Kendriya Vidyalayas and Navodaya Vidyalayas are promoting education with a national identity throughout the country. The Government has accelerated the process of creating buildings, laboratories, libraries and teacher training facilities so that these chains of schools act as pace setters for other schools in the country.
1.5.3 The National Open School has been assigned the responsibility of promoting open schooling in the country with a view to provide distance education to deprived and socio-economically backward sections of society in the remotest parts of the country.
1.5.4 The problem of the academic burden on school students has been under consideration. On the basis of Prof. Yashpal Committee Report, steps have been taken for monitoring the implementation of the recommendations of the report to ensure meaningful reforms in school education. In this regard, a Committee under the Chairmanship of Director, NCERT has been constituted to submit a six-monthly report on the status of implementation of various recommendations made by Prof. Yash Pal Committee.
1.5.5 The Scheme of National Awards for Teachers was started in the year 1958-59 with the objective of giving public recognition to meritorious teachers working in Primary, Middle and Higher Secondary Schools.
University and Higher Education 1.6.1 Education at University/College level is important for the educational system as the standard of higher education influences the national economy. Higher Education system in India has witnessed a steady growth since Independence. There has been an exponential growth in the number of Universities and Colleges. The number of institutions of National Importance has also increased considerably. The enrolment of students with increased share of women and SCs/STs is visible in all stages of higher education, particularly, vocational, science and professional streams. The programme of vocationalisation of education at first degree level started by UGC in 1994-95 is gaining momentum.
1.6.2 The Distance Education System has also become very popular as it is not only cost-effective but easily accessible for upgradation of education and skills, particularly in remote areas. Electronic media has played a very constructive role in this area. It is
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expected that by the end of 8th Plan, there would be additional enrolment of one million students under Distance Education System.
1.6.3 At the request of Government of Uttar Pradesh, the Government of India enacted the Baba Saheb Bhimrao Ambedkar University in September, 1994 to establish and incorporate a residential University at Lucknow. The university has come into effect. A Memorandum of Understanding was also signed with the state government on 3rd January, 1996 for expeditious action on transfer of the title and possession of land from the University.
1.6.4 In pursuance of the provision in NPE, 1986 (as modified in 1992) and POA 1992 regarding rural higher education following a pattern on the lines of Mahatma Gandhi's philosophy of basic education and Nai Talim, the government has set up a National Council of Rural Institute at Hyderabad. The Council was inaugurated by the Prime Minister on 3rd December, 1995.
Human Rights Education in Schools and Colleges 1.7.1 The integration of human rights related areas into school curriculum at various levels in the core of promoting human rights education in schools. A school syllabus framework has been developed in which besides carrying information about human rights, topics on environmental issues, population education, etc. are also being incorporated. Special emphasis is being laid on generating awareness about human rights in school going children through celebrations of 10th December as Human Rights Day throughout the country. Considering that teachers would play pivotal role in this area, a teacher's handbook on Human Rights is under finalisation which is likely to be out by August, 1996. National Council of Teachers Education is doing pioneer work in the field of educating and training teachers on Human Rights related subjects.
1.7.2 In universities also, subject of human rights is receiving active consideration at the undergraduate and post-graduate levels. UGC has decided to introduce one year postgraduate diploma and two years post-graduate LLM degree course in Human Rights. Serious thinking is on to incorporate Human Rights education in the National Literacy Mission (NLM) Programme as well.
Technical Education 1.8.1 The National Policy on Education has laid emphasis on modernisation and removal of obsolescence of laboratories and workshops of engineering colleges and polytechnics in order to enhance functional efficiency. The Scheme covers IITs and RECs and other Engineering Colleges, Technical Faculties of Universities and Polytechnics.
1.8.2 Priority is being given to bring industrial commercial system and institutions closer. Technology missions in eight identified priority areas have been taken up on the basis of their relevance to the Indian economy through IITs and IISc. The user industry will be prominently associated in the designs and implementation of these missions and efforts are being made to make available the result of R & D in these missions to the Indian Industry. Promotion of excellence in RECs through the Centre of Excellence Programme and UK-RECs Project is being taken up. Upgradation of Technician Education system to improve the capacity, quality and efficiency of polytechnics is being pursued.
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1.8.3 For giving greater autonomy, improving performance and ensuring accountability a new pattern of funding by block grants has been introduced in IITs, IIMs, and IISc. This would enable the institutions to achieve economy, be cost-effective and generate their own resources for development purposes.
1.8.4 Two more IIMs, one each in the State of Madhya Pradesh and Kerala are being established. An Indian Institute of Information Technology and Management is being set up at Gwalior. The primary objective of the Institute would be to establish facilities for education, training, research, consultancy and professional development in the areas of information technology and management.
Languages 1.9.1 The Central Hindi Directorate continued to promote and propagate Hindi in the country and abroad. The work of preparation of bilingual and trilingual dictionaries is in progress. Hindi-Persian, Hindi-Singhalese and Hindi-Indonesian dictionaries are ready for printing. About 10,186 persons have been enrolled for teaching Hindi through correspondence course of the Directorate. The scheme of Appointment of Hindi Teachers in non-Hindi speaking States/UTs continues under which assistance to State Governments is provided.
1.9.2 The Central Institute of Indian Languages, Mysore has played an effective role in the training of teachers from Hindi Speaking areas in Modern Indian Languages.
1.9.3 Programmes to bring about improvement in the standards of teaching/learning of English, continues.
1.9.4 The National Council for promotion of Urdu Language has been set up as an autonomous body.
1.9.5 The National Council for promotion of Sindhi Language has been set up as an autonomous body to develop, promote and propagate Sindhi Language.
1.9.6 The scheme of Financial Assistance to States/UTs for appointment of Modern Indian Language Teachers (Other than Hindi) in Hindi speaking areas continued.
Women's Education 1.10.1 Although provision of educational opportunities for women has been an important part of the national endeavour since independence, gender disparities continued to persist with uncompromising tenacity more so in rural areas and among disadvantaged sections of society. The NPE sees education as an instrument that could bring about basic change in the status of women, and envisages a well conceived edge in favour of women. Removal of women's illiteracy and obstacles inhibiting their access to, and retention in elementary education have been assigned overriding priority through special service, setting up of time bound targets and effective monitoring. A programme called 'Mahila Samakhya' or women's equality was designed in consonance with the NPE commitment. It seeks to bring about a change in both societies and women's perceptions about their roles. In endeavours to create an environment for women to seek knowledge and information in order to make informed choices and create circumstances in which women can learn at their own pace and rhythm.
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International Cooperation and WIPO 1.11.0 Department of Education is the nodal Department for two major United Nations Organisations viz., UNESCO and World Intellectual Properties Organisation. India continued to take active part in both these organisations.
Education of SCs, STs and Minorities 1.12.1 Special emphasis has been laid on the removal of disparities towards equalisation of educational opportunities by attending to the specific needs of deprived sections of the society particularly SCs/STs and educationally backward minorities, Special provisions for SCs/STs have been incorporated in the schemes of the Department, In the interest of equity and social justice, the schemes of area intensive programmes for educationally backward minorities have been launched with the objective of providing basic infrastructure and facilities in the areas of concentration of educationally backward minorities. The schemes of modernisation of Madarsa education was initiated with a view to encouraging traditional institutions like Madarsa and Maktabs to include Science, Mathematics, Social Studies, Hindi and English in their curriculum.
1.12.2 Special schemes are also implemented for giving educational facilities to handicapped children.
Planning 1.13.1 National Policy on Education (NPE), 1986 and Programme of Action (POA), 1992 continued to be implemented with vigor. A national debate has been initiated to discuss certain fundamental issues concerning educational systems like, compulsory primary education, load of school bag, examination reforms, value education and vocational education with a view to enlisting public opinion in policy making. Further, in tune with the rapid changes taking place in our socio-economic front, Synergy Groups have been set up in four thrust areas of education, viz., Primary Education and Literacy, Vocational Education, Technology Development and Transfer in IITs and Development and Transfer of Management Techniques in IIMs, with a view to forging partnership between government, industry and NGOs in implementation of educational programmes.
Scholarships 1.14.0 The Department continued to implement a number of Scholarship Schemes for giving assistance to meritorious and needy students to pursue higher education in Indian as well as abroad.
Resources for Education 1.15.0 The revised budget for education in the Centre and in the States/UTs for the year 1993-94 was Rs. 24,268.99 crore and in the States/UTs for the year 1994-95 was Rs 27,177.25 crore.