 SCHOOL EDUCATION

The Union Government implements projects for training and research in selected fields of school education mainly through the National Council of Educational Research and Training. It provides financial assistance to voluntary organisations engaged in making significant experiments in school education. It also provides financial assistance to State Governments (a) for expanding facilities for free and compulsory education for all children up to the age of 14, and (b) for improving the quality of education imparted in schools. A significant measure in this field has been the setting up of State Institutes of Education with 100% central aid. Quantitative expansion and qualitative improvements thus go side by side along with the other special schemes in the field. The various schemes under School Education have been classified into six categories, viz.,

(A) Expansion of School Education

(B) Improvement of School Education

(D) Education of Girls and Women

(E) Special Schemes for School Education

(F) General

A. EXPANSION OF SCHOOL EDUCATION

2. Expansion of Primary Education (Age-group 6-11).-Article 45 of the Constitution enjoins on the State to endeavour to provide free compulsory and universal education for all children until they complete the age of 14 years. In pursuance of this directive principle, the third Five Year Plan made provision for additional enrolment of 152.92 lakh children in classes I- V. According to the present trends, the enrolment in these classes is likely to increase by 165.02 lakh and reach an enrolment of 514.67 lakh by the end of the current plan. The number of school-going children in these classes will form 78.5 per cent of the total population in this age-group. Of these, the number of girls will be 181.76 lakh. ( 56.4 per cent of the girls in the country in this age-group) and boys 332.91 lakh (99.9 per cent of the boys in this age-group).

2.1. Although there has been a steady increase in the facilities for primary education the pace in respect of enrolment of girls has been somewhat slow. Also the progress in the enrolment of children of scheduled tribes and others living in scattered and inaccessible areas has been slow. There are also regional imbalances between one State and another and also within the same State. The States of Bihar, Jammu & Kashmir, Madhya Pradesh and Rajasthan continued to be relatively backward in this

respect as compared to other States. U.P. has made a special and suc- cessful effort recently to raise itself out of this relatively backward category.

3. Expansion of Middle School Education (Age-group 11-14).-In classes VI-VIII the total enrolment at the end of the second Plan was 66.56 lakh or 22.4 per cent of the total population in the age-group 11-14. The original target for the third Plan was to raise this enrolment to 97.48 lakh or 28 per cent of the population in this age- group. It is expected that by the end of the third Plan the enrolment figure will rise to 110.33 lakh, forming 32.4 per cent of the age- group 11-14. The enrolment of girls at this stage will be 28.35 lakh forming 17.0 percentage of the girls in the age-group 11-14, whereas the boys will be 81.98 lakh (i.e. 47.2 per cent of the population of the corresponding age-group).

4. Expansion of Secondary Education.-There has been a significant increase in the enrolment of students at the secondary stage also, during the third Plan. The number of secondary schools which stood at 6,682 in 1949-50 and 17,257 at the end of the second Plan is expected to be about 25,000 at the end of the third Plan. The enrolment in classes IX-XI is expected to increase from 28.87 lakh at the end of the second Plan to 53.76 lakh at the end of the current Plan. In terms of percentage the increase will be from 10.6 to 17.6 in the age- group 14-17. The number of girls in classes IX-XI which stood at 5.47 lakh at the end of the second Plan is expected to rise to 11.50 lakh at the end of the third Plan, an increase from 4.1 per cent in 1960-61 to 7.7 per cent at the end of 1965-66. The corresponding increase for boys in terms of percentage is from 16.7 in 1960-61 to 27.1 in 1965- 66.

4.1. This expansion in secondary education necessitated considerable development of the existing facilities for the improvement of standards in schools. The Union Government have initiated further measures for improving the quality of education imparted in schools, by taking up a crash programme for the improvement of science teaching and vocational courses in secondary schools. Other centrally sponsored schemes such as, strengthening of educational and vocational guidance services, establishment of State Evaluation Units were also continued during 1965-66. The midterm appraisal (1963) of the third Plan revealed that many of the States were not in a position to make adequate provision for improvement schemes due to the urgent needs of expansion schemes. State Institutes of Education have, therefore, been set up to organise special activities, training programmes and research for qualitative improvement of elementary education in particular. The State Governments were given assistance for setting up model multipurpose schools and also for improving the working of agricultural streams of multipurpose schools. The details of these schemes are given in subsequent paragraphs.

5. Legislation for Compulsory Education.-The State Governments have enacted suitable laws or revised the old ones for free and compulsory

education. The Governments of Andhra Pradesh, Assam, Gujarat, Madhya Pradesh, Mysore, Punjab, Rajasthan and West Bengal have already brought their legislation up-to-date in line with the Delhi Primary Education Act, 1960. Provisions for enforcing compulsory attendance also exist in other States. On this point the thinking in the country generally is reflected by the C.A.B.E. resolution to the effect that education even in the relatively backward pockets should develop through provision of more facilities rather than through legislative compulsion.

6. Fifth National Seminar on Compulsory Primary Education.-The Seminar was held in May 1965, at Nainital (U.P.). A review of the progress of elementary education during the third Plan was made State by State. It was noted that though the enrolment targets visualised for the third Plan would be exceeded, there would be a shortfall in the enrolment of girls. The Seminar, therefore, suggested targets for enrolment in respect of boys as well as for girls in classes I- V to be achieved by advanced/ advancing States during the fourth Plan.

6.1. The Seminar suggested special measures for encouraging the enrolment of girls and the children of scheduled tribes and other backward communities. Measures for reducing wastage and stagnation at the elementary stage were discussed. Steps for mobilising community effort for improving elementary schools were outlined. The Seminar also made recommendations for improving the working of Basic schools and the reorientation of all non-Basic schools to the Basic patern.

B. IMPROVEMENT OF SCHOOL EDUCATION

7. Basic Education.-For the elementary stage of education, the pattern of Basic education has been accepted for the country as a whole and as a consequence of this decision all elementary schools as soon as may be practicable, are to be converted to the Basic pattern. The pace of progress of Basic education has not been either uniform or fairly rapid. In 1950-51 there were 33,379 junior Basic schools (classes I- V) which rose to 78,937 in 1962-63. During the same period the number of senior Basic schools (classes I-VIII or VI-VIII) increased from 351 to 16,745 (a fivefold increase). In 1950-51, the total enrolment of pupils in senior Basic schools increased from 66,482, to 39,34,072 by the end of 1962-63. The corresponding increase of pupils in the junior Basic schools during this period was from 28,46,240 to 1,03,74,622. Basic teacher training institutions have increased from 157 in 1950-51 to 1,115 in 1962-63. There has also been a corresponding increase in the direct expenditure on Basic education from 5.48 crore in 1951-52 to Rs. 32.53 crore in 1961-62.

7.1. The main difficulties coming in the way of rapid progress of Basic education are : (a) lack of financial resources, and (b) shortage of trained personnel. The programme of '6 orienting elementary schools towards Basic pattern' envisaging introduction of Basic education activities in non-Basic schools, pending their ultimate conversion, is also being implemented by the States and Union Territories. The activities introduced as a rule are

such as do not involve large financial outlay or specifically trained personnel. To bridge the gap that exists between the Basic and non- Basic schools existing side by side, some States have introduced common syllabus incorporating the best features of the two systems.

7.2. The Central Advisory Board of Education at its meeting held in October 1965 reviewed the progress in Basic education. The Board endorsed the following recommendations made by the National Board of Basic Education :

(1) Education at the elementary stage throughout the country should progressively and as quickly as possible be enabled to conform to the concept of Basic education. The changeover will have to phased and taken up in a planned manner on the following lines : (a) The existing Basic schools should be strengthened and developed fully to become effective models of Basic institutions of a high standard. (b) Other elementary schools should progress towards the same goal by the introduction of crafts and activities selected carefully so as to suit local environments. There should be no instance on the introduction of spinning in every Basic school; in many of the rural schools and even in some urban schools, horticulture or kitchen-gardening should be an appropriate as well as useful craft. The utility aspect of articles produced by students was also stressed by members. (c) In establishing new schools, care should be taken to introduce a craft from the very beginning so that no schools which are neither Basic nor production-oriented are set up. Local pressure for starting new schools should he converted into a people participation in the provision of facilities for introduction suitable crafts at an appropriate stage.

(2) At the secondary stage, the following measures should be adopted : (a) Post-Basic schools should be an integral part of the system of education at the secondary stage. (b) As in the case of elementary schools, the existing post-Basic schools should be specifically strengthened to rise to a high standard and in other secondary schools production-centred and other programmes should be introduced as a continuation of the system of Basic education at the elementary stage. (c) All teacher training institutions should be strengthened and improved so that the teachers trained therein are competent to impart instruction on the lines indicated above. (d) Educational administrators should be suitably oriented to supervise and guide the development of a sound system of elementary education based on the concept of Basic education.

7.2.1. The Board also made a few other suggestions, namely (1) to increase the duration of the teacher training course so that the trained

teacher attains confidence and competence to impart good education, (2) to make effort to relate teaching with experience to the maximum extent possible, and (3) to reconsider the scales of pay for elementary teachers in relation to the pay of secondary school teachers.

8. Mid-day Meals Programme.-The School Meals Programme, was introduced during 1962-63 with the object of providing mid-day meals to children in elementary schools. International organisations such as CARE, UNICEF and Catholic Relief Services provide food commodities like corn-flour, liquid oil, milk powder, etc. as free gifts. The Union Government, however, meet 1/3 of the total expenditure incurred by the State Government for the operation of the programme.

8.1. At present, nearly 9.0 million children are covered under the programmes operated by CARE and Catholic Relief Services. 86,92,000 pupils under CARE programme in thirteen States, namely, Andhra Pradesh, Kerala, Madras, Mysore, Gujarat, Punjab, Rajasthan, West Bengal, Pondicherry, Orissa, Madhya Pradesh, Maharashtra and Uttar Pradesh and Bombay Municipal Corporation have been provided with food commodities. The Catholic Relief Services operate similar programmes in the Union Territories of Delhi, Himachal Pradesh, Andaman and Nicobar Islands and Goa, and 2,51,364 children were covered by the scheme. By the end of the third Plan, the target for providing mid-day meals is for 10 million children.

9. State Institutes of Education.-The centrally sponsored scheme known as 'State Institutes of Education', which was initiated in the year 1963-64 was continued during the year under review. This scheme is designed to ensure improvement in the quality of education particularly at the primary and the middle school levels. State Institutes of Education have been established in all the States, except Nagaland. Measures to start similar Institutes in Nagaland and in the bigger Union Territories are under consideration.

9.1. During the period under review, two half-yearly conferences of the directors/principals of S.I.E.'s were held and the various recommendations made at these conferences are being implemented by the Union Government, the State Governments and the State Institutes.

9.2. A sum of Rs. 25 lakh has been provided in 1965-66 as assist- ance to the State Governments for the State Institutes of Education. The budget provision for this scheme for the year 1966-67 is Rs. 20 lakh, which will be utilised for further developmental activities of the SIE's.

10. Science Education.-A centrally sponsored scheme was introduced in September, 1964, for the improvement of secondary education in the third Plan. The aim of this special scheme is to provide facilities for the teaching of elective science in as many secondary schools as possible and general science to all students who do not offer elective science as one

of their subjects. Under the scheme central assistance is given on 100 per cent basis to States for the strengthening of science laboratories and the training of science teachers and the establishment of science education units.

10.1. An amount of Rs. 150 lakh was sanctioned to different States during 1964-65 and a further sum of Rs. 250 lakh has been allotted to them during the current year. It is estimated that fifty per cent of high and higher secondary schools, established up to the end of the Second Five Year Plan period, will be strengthened with the help of the central funds made available to the States under the scheme. The work is proposed to be continued and completed in the first two years of the fourth Plan.

10.2. In the fourth Plan a special effort will be made to improve the teaching of science at all stages of school education in all States and Union Territories. While the teaching of elective science in secondary schools will continue to receive attention as before, a comprehensive scheme has been prepared for the teaching of general science to all pupils at the elementary stage and also to such pupils at the secondary stage as do not wish to study elective science. The main features, among others, of the scheme are, preparation of improved syllabi and instructional material including textbooks, improving science education in teacher training insti- tutions, supply of laboratory equipment to all teacher training institutions and to a large number of selected secondary, middle and primary schools etc. The National Council of Educational Research and Training will prepare the revised syllabi, textbooks and other teaching aids which will be adapted for use in States and Union Territories with the assistance of the State Institutes of Science Education.

10.3. UNICEF and UNESCO have evinced interest in the project. UNICEF has further offered to provide part assistance for supply of equipment to selected training institutions and schools in the country and also for meeting the cost of training of personnel at different levels.

11. Strengthening of Multipurpose Schools.-An important programme towards the reconstruction of secondary education recommended by the Secondary Education Commission was the establishment of multipurpose schools. The main purpose of these schools is to divert such students as do not possess aptitude for higher education, but at the same time have sufficient aptitude for creative work. The Union Government, therefore, introduced in 1962 a centrally sponsored scheme with the main object of developing intensively selected multipurpose secondary schools all over the country to serve as model schools. It also aims at the improvement of the library services of all multipurpose schools. The scheme consists of (1) development of model multipurpose schools at 50% central assistance subject to a maximum of Rs. 2 lakh per school; (2) supply of a set of selected reference books to the libraries of multipurpose secondary schools at 100% central assistance.

11.1. The proposals of 18 schools, inclusive of five schools in the Union Territories, have been approved for development in the third Plan. A total sum of Rs. 5.35 lakh was sanctioned up to March, 1965. The assistance during 1965-66 is expected to be around Rs. 13 lakh. Besides, the expenditure over the supply of selected reference books in diversified courses is expected to be a little over Rs. 14 lakh. Special assistance (Rs. 25.45 lakh) has also been given in 1965-66 to State Governments for strengthening the vocational content in agricultural streams of multipurpose schools and post-Basic schools.

12. State Bureaux of Educational and Vocational Guidance.-This scheme was initiated in the year 1962-63 and was continued as a centrally sponsored scheme during the year 1965-66. Bureaux of Educational and Vocational Guidance have been established in all States (one in each State) except Madras, Jammu & Kashmir and Nagaland. These bureaux provide guidance services to the students of secondary schools all over the country. Before the close of the current financial year, it is proposed to sanction Rs. 6.50 lakh to the State Governments in adjustment of expenditure incurred on the State Bureaux during the year 1965-66.

13. State Evaluation Units.-This scheme was also continued as a centrally sponsored scheme during the year 1965-66. Evaluation units have been established in all States (one in each State) except Madras, Jammu & Kashmir and Nagaland. These units, generally speaking, under- take studies and investigations on the problems of evaluation and suggest suitable methods for bringing about examination reforms. The Central Examination Unit, which has been established in the Directorate of Extension Programmes for Secondary Education, assists the State Evaluation Units in their task. Besides. it conducts workshops and seminars for the benefit of training college lecturers and others.