ELEMENTARY EDUCATION
Universal Elementary Education WEE) 4.1.1 Universalisation of Elementary Education (UEE) is a basic goal of educational development. It is set forth in the Directive Principles of State Policy (Article 45 of the Constitution) dealing with provision of free and compulsory education for children. In,specific terms it states: "The State shall endeavour to provide, within a period of 10 years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of 14 years".
4.1.2 Many States and Union Territories in the country have enacted laws for compulsory primary education. Due to the vast numbers involved and socioeconomic compulsions keeping children away from schools, it has been difficult to enforce the penal provisions of these laws.
4.1.3 Although it has not been possible yet to attain the goal of Universal Elementary Education, remarkable progress has, indeed, been achieved in terms of educational growth in general-in all sectors.
Growth of Education 4.2.1 Growth of education since 1950-51 in terms of number of educational institutions, number of students by education stage (enrolment), girls' enrolment by stages, number of teachers is exhibited in the statements and charts.
Findings of the Fifth All India Educational Survey 4.2.2 The Fifth All India Educational Survey (1986) throws up the following findings regarding growth of education, vis-a-vis the situation that obtained at the time of the Fourth All India Educational Survey (1978):
- Increase in enrolment and number of teachers has been as shown below:
Increase in In all In rural Amongst Amongst
Enrolment areas areas S.Cs. S.Ts.
1. 2. 3. 4.
Primary Stage 26% 28.6% 49% 62%
Upper Primary 51% 62.3% 102% 126%
Stage
Secondary Stage 63% 80.8% 121% 124%
Higher Secondary 88% 127.5% 132% 185%
Stage
Increase in
Girls' Enrolment
Primary Stage 36% 92%
Upper Primary 64% 87%
Stage
Secondary Stage 74% 87%
Higher Secondary 132% 329%
Stage
Increase in
the Number
of Teachers
Primary Stage 17%
Upper Primary 24%
Stage
Secondary Stage 49%
Higher Secondary 62%
Stage
- 32,000 habitations with a population of 300 or more are still to be provided Primary schooling facilities within a walking distance of one Kilometre;
- 13.5% of the Primary schools and 4% of Upper Primary schools are still without buildings of any kind;
- Size of untrained teachers is as follows :-
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* Primary and Upper Primary
Stage - 13%
* Secondary Stage - 10%
* Higher Secondary 'Stage - 11%
Source: NCERT
Targets for Universal Elementary Education under NPE, 1986
4.3.1 Progress achieved in various sectors of education had been reviewed and assessed at the time of formulation of National Policy on Education, 1986. So far as UEE is concerned, targets were spelt out as follows by NPE, 1986:
"A RESOLVE The New Education Policy will give the highest priority to solving the problem of children dropping out of school and will adopt an array of meticulously formulated strategies based on micro-planning, and applied at the grass-roots level all over the country, to ensure childrens retention at school. This effort will be fully coordinated with the network of non-formal education. It shall be ensured that all children who attain the age of about 11 years by 1990 will have had five years of schooling, or its equivalent through the non-formal stream. Likewise, by 1995 all children will be provided free and compulsory education upto 14 years of age"
4.3.2 Consistent with NPE 1986, meaningful programmes have been evolved and brought under implementation in the area of Elementary Education as described in the following paragraphs:
Operation Blackboard 4.3.3 The Scheme of Operation Blackboard aims at bringing about substantial improvement in facilities in primary schools run by Government, Local Bodies, Panchayati Raj and recognised aided institutions. It has three interdependent components namely,
- Provision of a building comprising of at least two reasonable large all-weather rooms with a deep varandah and separate toilet facilities for boys and girls:
- At least two teachers in every school, as far as possible, one of them a woman; and
- Provision of essential teaching and learning materials including blackboards, maps, charts, toys and equipment for work experience.
4.3.4 Funds for construction of school buildings are to be provided mainly under National Rural Employment Programme (NREP) and Rural Landless Employment Guarantee Programme (RLEGP). Funds for other components are provided by the Department of Education. The scheme seeks to cover the Primary schools in all the blocks/Municipal areas in the country in a phased manner. The target has been to cover 20% blocks/ Municipal areas during 1987-88, 30% of them during 1988-89 and 50% of them during 1989-90.
4.3.5 During 1987-88, an amount of Rs. 110.61 crores was provided as assistance to 24 States and 3 Union Territories for
- covering 1,13,417 schools (over 21% of the primary schools in the country) and
- providing 36,891 additional teachers (for schools amongst the above).
Non-formal Education (NFE) 4.4.1 The scheme of Non-formal Education (NFE) introduced during the Sixth Five Year Plan as a Centrally assisted scheme in the educationally backward States of Andhra Pradesh, Assam, Bihar Jammu and Kashmir, Madhya Pradesh and West Bengal was reorganised and expanded in 1987 to cover, in addition, Arunachal Pradesh as also urban slums, hilly, desert and tribal areas and projects for working children in all the other States. Under the revised Scheme, assistance is being given to State Governments in the ratio 50:50 and 90: 10 for running general NFE centres and girls' NFE centres; respectively. Hundred percent Central assistance is being given to voluntary agencies.
4.4.2 The essential features of the revised scheme are: organisational flexibility, relevance of curriculum, diversity in learning activities to relate them to the learners' needs and strengthened, decentralised management. The programme is now being implemented on a project basis. (A project is generally coterminous with a CD block comprising about 100 NFE centres). Voluntary agencies and Panchayati Raj institutions are involved in this programme in a significant way.
4.4.3 Duringl987-88,amount of Rs. 38.07 crores was spent on the implementation of this scheme. Assistance was sanctioned to 15 States/UTs for-
- running 1.85 lakh NFE Centres
- 8747 centres to be run by 104 voluntary agencies.
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- Eight experimental and innovative projects.
4.4.4 For the current year, the physical Target is 2650 projects (approximately, 2,65,000 State/UT Centres and 100 projects (10,000 centres) of voluntary agencies. Emphasis during the current year is on consolidation of NFE Centres already sanctioned, particularly with a view to projectising team.
4.4.5 A monitoring system for the programme has been designed and is being field-tested. Simultaneously, computerisation to provide an appropriate decision support system and regular flow of information is being taken up with the help of Department of Electronics.
Shiksha Karmi Project 4.4.6 The Shiksha Karmi Project-a non,formal education programme brought under implementation with assistance from Swedish International Development Agency (SIDA) in ten blocks in 198788 was continued and expanded to 20 more blocks in 1988-89. The project represents a non-formal and innovative approach to improvement and extension in remote and backward villages. The Shiksha Karmis are not necessarily required to have formal educational qualifications required for teachers but their suitability is judged on the basis of their enthusiasm, commitment, interest and aptitude. They conduct both day and evening primary classes and it is intended that the pedagogy should be more child centred and innovative.
Mahila Samakhya 4.4.7 In persuance of para 4.2. of the National Policy on Education- 1986 and chapter XII of the Programme of Action, a programme called "Mahila Samakhya" has been launched It seeks establishment of Women's Activity Centres if, 2000 villages of 10 districts in 3 states, to be covered in a phased manner by 1989-90.
4.4.8 The programme envisages training of some women in each village to work as Activators or lnspirers to catalyse discussions on problems faced by women-problems related to health, water, fuel, fodder and education and, above all, problems related to their own personality and self image in society. Such discussions would facilitate critical reflection in analysing women's life situation and would encourage group action to bring about change. A small hut with a spacious varandah is to be provided to the Mahila Sangha, (built on land offered by the village itself near a cluster of houses, for its activities). The aspirations of the women voiced in the Mahila Sanghas are to be integrated with the various programmes for education like ECCE, NFE, AE, JSN, etc. Village school teachers, non-formal and Adult Education instructors will be given opportunities to participate in intensive training programmes so that they understand the notion of their own accountability to the community i.e. the Mahila Sanghas. Hostel facilities for 100 women in residential institutions are to be set up and short-term and long-term vocational courses organised for women as well as girls in higher secondary schools.
4.4.9 The Programme seeks to draw upon the credibility and expertise of voluntary agencies working for women in programme districts. Both in formulation and launching of the programme, repeated discussions with these agencies as well as Govt. officials were held at State, District and block levels.
4.4.10 It is hoped that the programme will continue during the Eighth Five Year Plan and extend to other States as well in a phased manner. The programme was approved in September, 1988 as a Central sector scheme under which 100% financial assistance will be provided to the Mahila Samakhya Societies registered in the three states.
4.5.0 In order that text books, exercise books and examination answer sheets could be produced at reasonable prices for the benefit of school children, Government of India are operating two important schemes, particulars of which are presented below:
Supply of White Printing Paper at Concessional Rate for Educational
Purposes 4.5.1 Consequent upon repeal of the Paper Control Order and the Paper (Regulation of Production) Order, 1978, with effect from the 22nd January, 1987, Government of India has substituted the same with a new scheme under which supply of white printing paper to the educational sector has been ensured. Under the new scheme, States/UTs will continue to get concessional paper at Rs. 7560 per MT. Hindustan Paper Corporation, a Government of India Enterprise, has been entrusted with the responsibility of supplying paper to the States/UTs. Hindustan Paper Corporation will supply paper to the allottees in the States/UTs at Rs. 7560/- per MT and shall claim subsidy from the Department of Education against their quoted price of Rs. 10910/per MT subject to the ceiling of Rs. 3000/- per MT.
4.5.2 The entire quantity of 80,000 tonnes; to be allocated annually to the Educational Sector in the
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States/UTs, has already been allotted during the calendar year 1988.
Receipt of White Printing Paper from Norway 4.5.3 Under the bilateral agreement between the Government of India and the Kingdom of Norway, white printing paper is received as gift from Norway for the. printing of school text-books. Under the plan of operation 1988-89, Paper valued at 38 million Kroners is expected to be received. Further, Norway has agreed to provide additional paper valued at 15 million Kroners. The entire quantity will be allotted to NCERT for the printing of school text-books.
Teacher Education 4.6.1 The centrally sponsored Scheme of Restructuring and Reorganization of teacher education brought under implementation during the Seventh Plan has the following objectives.
- Imparting preservice and inservice training to school teachers to equip them with the teaching competencies.
- Provision of meaningful academic support to formal and non-formal school systems as also Adult Education through professionally organized teacher education institutions.
The scheme has the following five components viz:
- Mass Orientation of about 5,00,000 school teachers annually till 1989-90 to familiarise them with the major thrusts envisaged in the NPE and to improve their professional competence;
- Setting up of about 400 District Institutions of Education and Training (DIETs) either by upgrading suitable existing Elementary Teacher Education Institutions or, where necessary, by establishing new ones-so as to provide total academic and training support to the Elementary Education System at the District level;
- Strengthening of about 250 Secondary Teacher Education Institutions (STEIs) and development of about 50 of them as Institutions of Advanced Study in Education (IASE);
- Strengthening of State Councils of Educational Research and Training (SCERT); and
- Establishment and strengthening of Department of Education in universities.
4.6.2 During 1987-88 an amount of Rs. 32.47 crores was given as Central assistance under the above teacher education programmes to fifteen States and one Union territory for:
- Orientation of 5 lakh school teachers
- Setting up 101 DIETs
- Strengthening 15 STEls into CTEs
- Strengthening 7 STEIs into IASEs.
4.6.3 The Department of Education organized a workshop on "Educational Research in the context of restructuring and reorganization of teacher education" on October 24-26, 1988.