4.4.3 Draft Guidelines for implementing the component of DIETs had been circulated to States and Union Territories in October 1987. After extensive revision, a more comprehensive set of guidelines was circulated in November, 1989.

4.4.4 Two programmes for induction Training of Principals of DIETs were organised by the NCERT in November, 1989, and January-February, 1990, respectively. Fifty Principals from eleven States and one UT participated in these programmes. Three Programmes for induction training of other faculty members of DIETs would have been completed before 31.3.90.

4.4.5 Action to work out details of the other two components of the scheme is in progress.

Micro Planning

4.5.1 Improvement of the Primary School infrastructure, provision of a non-formal stream of education and improving the quality of teachers will, by themselves, not be adequate for universalising Elementary Education. There is need for motivating the clientele at the grass-root level to ever increasing participation in education. The strategy to be followed for this is Micro Planning. NIEPA had done considerable work in this area. The broad features of the strategy of Micro Planning envisaged by NIEPA are:

- Involvement and empowerment of the community at the grass-root level through construction of Village Education Committees (VECs) with adequate representation for the staff of the local primary schools, instructors of NFE centres, women, SC/ST etc.

- By an house-hold approach, identification of individual eligible children who are not at present participating in education, and motivating them to get enrolled in Schools and NFE centres and continue to participate in education and achieve at least minimum levels of learning by such participation.

- Mobilising community support for creation and strengthening of formal and non-formal education infrastructure, inolvement of voluntary agencies and social activists.

4.5.2 This decentralised approach for-educational planning designed by NIEPA with supporting guidelines needs to be dovetailed with the Panchayat Raj system of decentralised administration, as it may emerge ultimately.

Minimum levels of learning (MLL)

4.6.0 There are considerable variations in the standard of attainment of learners across states, geographical regions and social groups. Therefore, there is need for introduction of MLL All learners in Schools and NFE Centres have to strive towards achievement of these levels. in the area of primary education, MLL has to be fixed with reference to competencies in languages and mathematics, apart from awareness of self and environment. At the upper primary level, this could be based on a more comprehensive coverage including science and social studies. There could be intermediary levels of MLL also. An expert group has been constituted for laying down the MLL to be achieved by children in classes III and V, that is by the children and in 80% of the schools.

National Evaluation Organisation (NEO)

4.7.0 While MLL has to be designed at the national and lower level with the support or resource institutions including school complexes, District Institutes of Education and Training (DIETs), Education Administration at the district, State and National levels and other expert bodies, there needs to be arrangements for assessing attainment levels and monitoring progress towards MLL For this purpose, there is need for a NEO. By the very nature of its terms of reference, it has to be independent of the the institutions responsible for education. A team of three experts from overseas has been invited to advise on establishment of a National Evaluation Organisation.

4.8.0 The issues of Micro Planning, MLL, and establishment of a monitoring system for estimating the number of children, 11-14 years old, completing five years of schooling were discussed during the year at various levels including in the Conference of State Education Secretaries held on 29-30 January, 1990.

Shiksha Karmi Project

4.9.1 This is a NFE Project being implemented since 1987 in Rajasthan with assistance from the Swedish International Development Agency (SIDA). It aims at universalisation of primary Education in remote and backward villages in selected blocks of the State. It is to cover about 2000 such villages in a phased manner.

4.9.2 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 resident educated workers called Shiksha Karmis. To ensure appointment of local persons, educational qualifications prescribed for regular teachers are not insisted upon in selection of Shiksha Karmis. However, they are provided training and academic support on a sustained basis to enable them to function effectively as teachers. The existing Primary School, when run by Shiksha Karmis is called a 'Day Centre'. In addition, each Shiksha Karmi also runs a 'Night Centre' for children who cannot attend the Day Centre.

4.9.3 The anticipated level of implementation of the Project by 30.6.90 is coverage by 25 block units in which an estimated 375 Day Centres and 750 Night Centres would eventually be running. Expenditure under the Project anticipated by 31.3.90 is Rs. 1.85 crores out of a budget provision of Rs. 2.35 crores.

Mahila Samakhya

4.10.1 In pursuance of para 4.2 of the National Policy on Education 1986 and chapter XII of the Programme of Action, a programme called 'Mahila Samakhya' was launched in September, 1988. This is a Centrally Sponsored Scheme Under which 100% financial assistance is provided to Mahila Samakhya Societies. it seeks establishment of Women's Activity Centres in 2000 villages of 10 districts in 3 States, Gujarat, Karnataka and Uttar Pradesh to he coverd in a phased manner. This programme is an Indo-Dutch Project funded 100% by assistance from he Government of the Netherlands.

4.10.2 The programme envisages training of some women in each village to work as Activators or Inspirers 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 verandah 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 and 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.

4.10.3 The Programme seeks to draw upon the credibility and expertise of voluntary agencies working for women in programme districts.

4.10.4 The Indo-Dutch review of the programme conducted very recently has given a very positive feed-back.

4.10.5 The anticipated expenditure under the Project at the end of 1989-90 is Rs. 1.05 crores against the projected amount of Rs. 4.00 crores.

Supply of White Printing Paper (WPP) for educational purposes

4.11.1 Supply of WPP at reasonable prices is required for production of textbooks, exercise books and examination answer sheets. in earlier years, under the Paper Control Order and the Paper (Regulation of Production) Order 1978, WPP was being supplied to the Education Sector at concessional prices. (it the cost price of the Mills). As the arrangement did not work properly, the Control Order was repealed w.e.f. January, 1987. Government of India introduced a new scheme. Under this scheme, the Hindustan Paper Corporation (HPC) has been Supplying the requirements of WPP at the price of Rs.7560/- per MT, supported by a Government of India subsidy. This subsidy was pegged at the level of Rs.3000/- per MT. During 1989-90, the subsidy levl has been enhanced - Rs.4480 per MT from 1st of July and to Rs. 4800, from 1st of October, valid till 31st March, 1990. The Department of Education makes allocations for supply of paper by the HPC to the various States/UTs with reference to the strength of the school-going population. Based on these allocations, the HPC releases WPP to the consumption agencies indicated by the States/UTs. Subsidies are directly released by the Department to the HPC for the supplies made by them.

4.11.2 During 1989-90, from the month of April, a quantity of 38000 tonnes has been released by the HPC. Quantum of supply anticipated by 31st March, 1990 is 41000 MTs. In a normal year, the HPC is expected to supply 80,000 tonnes to the Education sector. (This quantum has been fixed by Government of India keeping in view the overall financial constraints. The scheme itself is meant only as a supportive measure and is implemented not for supplying the full requirements to the Education sector). However, during the year, the HPC had problems of production and supplies on account of natural calamities, local situations and soaring costs of production. Hence, the shortfall in anticipated supplies.

Supply of White Printing Paper (WPP) received from Norway

4.12.0 By a bilateral agreement, Government of India receives WPP as gift from the Kingdom of Norway. For the Plan of operation 1989, the Kingdom of Norway supplied, in total fulfilment of agreement, 2800 MT WPP valued at 20.1 million Kroners. The entire quantity of paper received from Norway was released to the NCERT for the purpose of production of school textbooks.