OVERVIEW
Allocation of funds and their use 2.1.1 The budget provision for Education in the Central Sector during the year 1989-90 was Rs. 1581.40 crores (Rs.881.40 crores including for Border Area Development Programmes under Plan and Rs.700.00 crores under Non-Plan).
2.1.2 Allocation of funds for the year 1990-91 was Rs.1713.34 crores (Rs. 919.30 crores including for Border Area Development Programme under Plan and Rs.794.04 crores under Non-Plan). All the ongoing programmes under NPE-1986 continued to be implemented on a project-oriented basis in close coordination with the States and Union Territories. Programmes for improvement of primary school infrastructure, providing access to primary education to out of school children, particularly working children and girls, through the non- formal stream of education, development of the professional competence of the school teachers, making school education relevant to the world of work through the introduction of vocational courses, provision of educational facilities for talented rural children through the Navodaya Vidyalayas, improvement of science and environment education in the school system, use of educational technology to improve the process of education and provide access to education, adult literacy and modernisation of technical education continued to receive particular attention.
NPE-86 Review Committee (NPERC) 2.1.3 A Committee to review NPE-86 and its implementation (NPERC) was constituted under the Chairmanship of Acharya Ramamurti, on May 7, 1990. The Committee submitted its Report to the Government on December 26, 1990. Copies of the Report were laid in both Houses of Parliament on January 9, 1991.
Central Advisory Board of Education (CABE) 2.1.4 The Central Advisory Board of Education was reconstituted on October 19, 1990. The reconstituted CABE met in New Delhi on March 8- 9, 1991. It made valuable recommendations in several areas of education including resources for education, centrally sponsored schemes, prescription of minimum levels of learning, micro planning for universalisation of elementary education, restoration of academic calendar, adult literacy and equalisation of educational opportunities. The Board also considered the manner in which the Reports of NPERC and of the U.G.C. Committee Towards New Educational Management should be processed. The Board decided to set up Committees to examine the recommendation in depth.
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Statistics 2.1.5 The Statistical Division of the Department of Education, effectively given Computer assistance by the National Informatics Centre, provided statistical support for educational planning. A Central scheme on "computerisation of educational statistics" is being implemented presently in educationally backward states with a view to reducing the existing timelag in collection and publication of Educational Statistics at all India, level and for developing a computerised data base for planning and decision making at Central and State levels. This will ensure a constant flow of timely and reliable data.
ELEMENTARY EDUCATION 2.2.1 In the field of elementary education, which is the core sector in educational development, the emphasis was no longer on enrolment alone; participations and achievement have begun to be emphasised. A new perspective of minimum levels learning was brought to bear on universalisation of elementary education throughout the country. During the year, the principal achievement under the major programmes of Operation Blackboard, Non-formal Education, Teacher Education and Minimum Levels of Learning were:
Coverage of Blocks for the purpose of
improvement of schools infrastructure 4419
Number of schools covered 3.44 lakhs
Number of additional teacher's Posts
sanctioned 93 thousands
Number of non-formal educational centres 2.70 lakhs
Number of teacher education institutions
sanctioned (District Institutes of
Education and Training, Colleges of
Teacher Education and Institutes
of Advanced Study in Education) 294
Number of MLL projects started 12
Number of Experimental and
Innovative projects for
Elementary Education including
Non-formal Education sanctioned 46
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SECONDARY EDUCATION 2.3.1 During 1990-91, the Centrally sponsored scheme of vocationalisation of secondary education at + 2 level received significant attention. Under the scheme, 10,316 vocational sections in 3841 schools were sanctioned in 27 States/UTs upto 31.3.1991. During the year funds amounting to Rs. 74 crores were released to 25 States/UTs, the Regional Boards of Apprenticeship Training in western and southern regions and some voluntary organisations.
2.3.2 The other major achievements in the field of secondary education during 1990-91 are:
- All the revised school text-books based on the national curricular framework of 1988 were published by the NCERT.
- The National Open School, an autonomous organisation established on 23.11.1989, provided educational opportunities through distance education and open learning to prioritised client groups and conducted for the first time its own secondary and senior secondary certification examinations in January- February, 1990.
- Science Education was strengthened by provision of science kits, laboratory equipment, library books etc. in the upper primary, secondary and higher secondary schools.
- The Central and State institutions of educational technology intensified their efforts in organising educational TV programmes. TV sets (about 31,129) and Radio-cum-Cassette players (over 2.28 lakhs) were provided to schools in various States and Union Territories.
- The Kendriya Vidyalaya Sangathan, having 744 schools, provided educational facilities to over half a million students and rendered significant service to the transferable Central government employees. The Central Tibetan Schools provided educational facilities for about 10,000 children and Tibetan refugees. These schools are affiliated to CBSE and prepare students for all India Secondary Schools and Senior Secondary Schools examinations.
- 261 Navodaya Vidyalayas set up so far continue to be pace setting institutions providing quality education to talented children predominently from rural areas. The total enrolment so far is 64517. The percentage of scheduled caste students is 20.18% and that of ST students is 11.21%. These percentages are higher than the proportionate percentages of SCs and STs in the population.
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HIGHER EDUCATION 2.4.0 There were several important developments during the year in the field of higher education. Chancellor of Hyderabad University, and new Vice Chancellors of four Central Universities - Delhi University, Visva-Bharati, Aligarh Muslim University and Indira Gandhi National Open University, were appointed. chairmen of Indian Council of Social Science Research and Indian Council of Philosophical Research, Vice-chairman of UGC and Member-Secretary of Indian Council of Historical Research were also appointed during the year. University Grants Commission continued its thrust to improve standard of education by giving special assistance to selected departments of universities and colleges, development of model curricula, conduct of orientation and training programmes for teachers, and increase in involvement of university and college teachers in adult education and literacy programmes. The Commission signed Memorandum of Understanding with Indian Institute of Advanced Study at Shimla to promote research in humanities, and with Council of Scientific and Industrial Research for better coordination between universities and scientific laboratories and utilisation of common research facilities. The Association of Indian Universities organised the first ever Conference of Commonwealth Universities in India in January, 1991 which was largely attended and which was acclaimed for the quality of discussions and efficient organisation.
ADULT EDUCATION 2.5.0 The year 1990 was marked by two epoch making events. This year was declared by the United Nations as the International Literacy Year (ILY). The World Declaration on Education for All in the Jomtien Conference was held in March 1990. The International Literacy Year (1990) had witnessed a tremendous upsurge in the demand for literacy throughout the length and breadth of the country, mainly due to the innovative use of the cultural media and unprecedented mobilisation. Massive environment building activities conducive to literacy were launched throughout the country by way of Jatha organised by the Bharat Gyan Vigyan Jatha Samiti and the Paidal Jathas organised by the organisations of the Gandhian and Sarvodaya workers. These Jathas, along with other motivational activities taken up through the print and non-print media, helped in motivating the illiterates to learn and the literates to impart literacy. The successful experience of achieving total literacy in Ernakulam district was a great stimulus to the implementation of area specific, time bound, volunteer-based, cost-effective and result-oriented mass campaigns for total literacy, such Campaigns were taken up in the entire State of Kerala, and the Union Territory of Pondicherry, in 100 talukas in Gujarat and in 42 districts in the States of Andhra Pradesh, Bihar, Haryana, Karnataka, Maharashtra, Madhya Pradesh, Orissa, Tamilnadu, Uttar Pradesh and West Bengal. The District Collectors, who were specifically sensitised for this purpose, took a lead in organising the campaigns. Other developments that took place during 1990 include preparation of
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teaching learning material under the technique of Improved Pace of Content and Learning (IPCL) aimed at heightening the motivation of learners, reorganisation of the centre-based programme to make it, more cost-effective and result oriented, launching of the Project in Radio Education on Adult Learning (PREAL) aimed at supplementing, enriching and strengthening the print medium of learning through a broadcast mode and encouraging a large number of voluntary agencies to take up total literacy campaigns in specific areas.
TECHNICAL EDUCATION 2.6.1 Under the programme of modernisation and removal of obsolescence in technical education 328 projects were supported with financial assistance of the order of about Rs. 30.60 crores.
2.6.2 The second phase of the World Bank Technician Education Project was approved to cover eight more States and the Union Territory of Delhi. With this, the project covers sixteen States and one Union Territory with an outlay of approx. Rs. 1657 crores. The first phase is under implementation.
2.6.3 The number of Community Polytechnics rose to 159. These institutions trained on an average of about 25,000 rural youth every year.
2.6.4 The Board of Apprenticeship Training facilitated training of over 20,000 persons.
2.6.5 During the year, All India Council for Technical Education approved 136 new institutions and 171 new programmes to be introduced in the existing technical institutions.
LANGUAGE DEVELOPMENT 2.7.1 During the year, the Government of India rendered financial assistance to meet the salary costs of 2559 posts of Hindi teachers in Non-Hindi speaking areas in different parts of India. Thirty-five Hindi Teacher Training Colleges were supported. These Institutions provided training to about 1,350 trainees.
2.7.2 The Kendriya Hindi Sansthan celebrated its silver jubilee. The Central Hindi Directorate offered Correspondence Courses for teaching Hindi in regional languages for 13,000 persons. The Central Institute of Indian Languages, Mysore, continued its programme of training of teachers from Hindi speaking areas in Modern Indian languages. The Central Institute of English and Foreign Languages (CIEFL) played an effective role in coordinating the activities of the English Language Teaching Institutions. CIEFL also monitored the schemes of Saturation Training of English language teachers through District Centres. At national level a Committee of Experts was constituted in
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February, 1990 to examine implementation of the recommendations of the Gujral Committee for development of Urdu. The Committee submitted its report to the Government in September, 1990. The recommendations of the Committee are under consideration of the Government. The Central Sanskrit Board was reconstituted with Dr. S.D. Sharma, Vice President of India as its Chairman. The Kulapatis for the Rashtriya Sanskrit Vidyapeethas (Deemed Universities) at New Delhi and Tirupati were appointed.
BOOK PROMOTION AND COPYRIGHT 2.8.1 The programme of the Ministry in the field of Book Promotion is aimed at facilitating the production of good literature at moderate prices; encouraging Indian authorship and the publishing industry; formulating book import policy; promoting export of Indian books; and fostering book-mindedness among the people. The National Book Trust continued its publication programme and successfully organised and participated in Book Fairs/Exhibitions at International, National and Regional levels combining education with excellence.
2.8.2 Copyright is, basically, a framework for protection of intellectual property right, Copying and use of literary, dramatic, musical and artistic works and cinematograph films, records and broadcasts are regulated so as to harmonise the interests of the creator with those of the society. The concept of copyright, which earlier had its roots in the common law system, subsequently came to be governed by national laws in each country. In India Copyright is governed by the Copyright Act 1957 and the Copyright Rules, 1958 as they stand amended till date. During 1990-91, Copyright Office registered 1045 works.
2.8.3 In 1958, the Copyright Board was set up to adjudicate upon disputes between authors and publishers; to hear appeals against the orders of the Registrar of Copyright; to hear objections regarding tariff of fees royalties, etc. announced by the Performing Rights Societies etc. The Board was reconstituted in 1990 for a period of four years terminating on 31st March, 1994. During the year, the Board held four meetings and heard 70 cases.
BORDER AREA DEVELOPMENT PROGRAMME 2.9.0 Border Area Development (Education) Programme was implemented for the fourth year in succession in the border States of Gujarat, Jammu and Kashmir, Punjab and Rajasthan covering 18 Border districts and 79 Border Blocks. The cumulative level of investment by the end of 1990-91 under the programme was Rs. 170 crores. Financial assistance was rendered to the States under this programme in all priority areas of Education such as Universalisation of Elementary Education, improvement of Secondary Education, Vocational Education, Culture and Sports besides establishment of I.T.I's and Polytechnics.
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UNESCO AND INTERNATIONAL COOPERATION 2.10.1 India has explicitly associated itself with and consistently promoted the ideals and objectives of UNESCO since the inception of the organisation. The India National Commission for Cooperation with UNESCO (INC) has been contributing significantly to UNESCO's work particularly in the formulation and execution of its programmes. INC continued to provide effective intellectual input in UNESCO's Regional Programmes of (i) Educational Innovations for Development for Asia and the Pacific (APIED) and (ii) the regional programme of Asia-Pacific Programme of Education for all (APPEAL). India also extended its cooperation to UNESCO and its Regional Offices by participating in numerous workshops, symposia and conferences and by organising National, regional and inter-regional activities in India in areas of competence of UNESCO. India played an important role in the World Conference on Education for All held in Jomtien (Thailand), and in the 42nd session of the International Conference on Education held in Geneva (Switzerland). Effective contribution was also made in strengthening external academic relations by way of collaboration in the SAARC activities including in the 2nd meeting of the SAARC Technical Committee on Education and participation in the 11th Conference of Commonwealth Education Ministers.
2.10.2 The Minister of Education of Seychilles, Mrs. Simone Testa, visited India in January-February 1991, at the invitation of the Government of India. A Programme of Cooperation in the field of Education was drawn up during her visit.
EDUCATIONAL DEVELOPMENT OF THE DISADVANTAGED 2.11.0 In all areas of education, special attention was given to the concerns of scheduled castes, scheduled tribes, women and educationally backward minorities. Special preference was given to the habitations of scheduled castes and scheduled tribes in opening adult education centres and in strengthening school infrastructure. Higher rates of financial assistance were given to States for opening non-formal education centres exclusively for girls. States were advised to recruit women teachers on priority basis under the scheme of Operation Blackboard. A Group on Education of Minorities. was set up in July, 1990 to review the recommendations/suggestions made by various Ministries/Departments of the Central and the State Governments, Societies and Organisations in respect of Minorities' Education and to make recommendations on some measures which may be taken by the Central Government in the immediate future. The Group submitted its report on January 15, 1991. The Government appointed, on March, 4, 1991, an Empowered Committee to process the Report and take appropriate decisions/views with regard to the recommendations. The report of the Empowered Committee is awaited.