OVERVIEW
Education for All 1.1.1 Education for AD (EFA) continues to be the focal point of the programmes in education during 1996-97. For achieving, EFA, a two pronged strategy of universalising, adult literacy and universalisation of elementary education in a mutually supportive manner is being followed.
1.1.2 The Government has resolved to make the right to free and compulsory elementary education a Fundamental Right and to enforce it through suitable statutory measures. Realising that the resulting proposal has enormous, implications, the Department of Education constituted a Committee of State Education Ministers chaired by the Union Minister of State for HRD (Education) to consider the financial, administrative, legal and academic implications of the proposal. The Committee has since submitted its Report which is under consideration.
Primary Education
Elementary Education 1.2.1 Universalisation of Elementary Education (UEE) has been accepted as a national goal since 1950. In order to achieve the goal, concerted efforts have been made and as a result, the elementary education system in India has become one of the largest in the world with 150.74 million children enrolled in 1995-96 in the age group of 6-14 years covering about 91% of the children in this age group. Of these, 109.73 million children were enrolled in 5,90,421 primary schools and other 41.01 million in 1,71,216 upper primary schools. There are 2.90 million teachers 1.74 million employed in primary schools and 1.16 million in upper primary schools. 95% of rural population living in 8.26 lakh habitations have a school within a walking distance of 1 km. and 84% have upper primary schooling facility within a walking distance of 3 kms. The percentage of girls enrolled is 43.11% at primary stage and 39.42% at upper primary stage. Recent trends in drop out have shown significant decline. The retention rate has improved and it is 64% 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. Greater focus is on school drop outs, working children, girls who cannot attend formal schools, particularly those belonging to SCs/STs and other disadvantaged groups. Special attention has been given on removal of caste, sectional, regional and gender disparities in UEE.
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1.2.3 The major initiatives in the form of Operation Blackboard, National Programme of Nutritional Support to Primary Education (Mid- day Meal Scheme), Non-Formal Education Programme, Teacher Education and adoption of Minimum Levels of Learning have continued to be accorded priority. In addition, the Government announced a new scheme in the Budget for 1996-97 to assist voluntary agencies in the establishment of residential primary schools for the rural poor, irrespective of caste or creed.
1.2.4 With a view to cushioning the impact of the rising cost of text books and exercise books, the Government has exempted writing and printing paper supplied to all State Text Book Corporations from excise duty in the Budget for 1996-97. It is understood that this measure has provided relief to students, especially those belonging to the weaker sections of the society.
National Programme of Nutritional Support to Primary Education 1.2.5 A nation-wide Mid-day Meal programme was launched from 15th August, 1995 to give boost to UEE by improving enrolment, retention and attendance in primary schools and also to improve the nutritional status of children. Over a period of three years, all the Government, Government aided and local body schools are to be covered benefiting 11 crore children. During 1996-97, 5.57 crore primary school children are being covered in 4426 blocks and urban slums in all States and UTs.
1.2.6 The Central support under this programme is on the following:-
i) Provision of foodgrains free of cost to the implementing agencies;
ii) Reimbursement 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 Areas & Employment.
1.2.7 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).
1.2.8 The Programme has commenced in all the States/UTs. Five States namely, Gujarat, Kerala, Madhya Pradesh, Orissa and Tamil Nadu and U.T. of Pondicherry are serving cooked meals. In Delhi, processed food is being served. In rest of the States/UTs, foodgrains are being distributed.
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District Primary Education Programme 1.2.9 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 decentralized 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 concurrent evaluation as well as monitoring of learner's activity has been set up to evaluate the impact of implementation on the objective of evaluation, retention and achievement. The programme has already been launched in 59 low female literacy districts in 11 States and the objective is to cover 120 districts by the end of the 8th Plan.
1.2.10 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.
Women's Education 1.3.1 Women's education has always been a priority area and NEE envisages the entire educational system to work for women's education and empowerment. It has been emphasized that gender concerns must be built into all educational processes. Emphasis has been laid on enrolment and retention of the girl child in formal and non-formal schooling, recruitment of rural women as teachers and removal of gender bias in the curriculum. Special provisions have been incorporated in various schemes; e.g. the revamped Blackboard Scheme provides that atleast 50% of the teachers recruited should be women under NFE programme 90% assistance is give for centres exclusively for girls.A scheme for strengthening of boarding and hostel facilities for girl students for secondary and higher secondary schools is continuing with the objective of boosting retention of girls.
1.3.2 Free education is provided to girls by various State/UTs while education is free for girls upto Class XII in Kendriya and Navodaya Vidyalayas. Vocational programme with emphasis on entrepreneurship are being designed for girl drop outs. In major thrust areas-DPEP and TLC, women are a special focus. Steps are being taken to increase women's participation in educational process, nation-wide gender sensitization programme of educational personnel and parental awareness programmes for generating a positive climate for girls education.
1.3.3 Mahila Samakhya Programme (Education for Women's Equality) is a women's empowerment project which aims at creating an environment for women to
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seek knowledge and information with a view to bring about a change in their perception about themselves and that of the society.
1.3.4 Mahila Samakhya was launched in March 1989 as a pilot project through Dutch assistance in 10 districts of Uttar Pradesh, Gujarat and Karnataka. In 1992 the programme was extended to two districts in Andhra Pradesh. The Mahila Samakhya approach & strategy has been mainstreamed with other basic education programmes in the country like the Bihar Education Project where it covers 7 districts and Districts Primary Programme in Madhya Pradesh & Assam. The programme is spread over 2574 villages in 15 districts in 4 states.
1.3.5 The programme has addressed issues like drinking water, health service and developed local accountability for Women's needs. MS has provided trainings for development of indigenous herbal medicine systems, Panchayati Raj and spearheaded activism on social issues like violence against women, institution of Devadasis and the jogini system, etc.
1.3.6 Education has been one of the key areas of focus under Mahila Samakhya. MS has initiated several interventions in Non-formal Education, Pre-school creche support facilities which are managed by Women's groups themselves. MS village women manage 529 NFE centres and 241 ECCE centres. Another innovative intervention in MS has been the " Mahila Shikshan Kendras" (MSKs) for illiterate women who have 'never joined the formal school system and school drop-outs who seek to plug back into the educational mainstream. 7 MSKs have been established and 5 are being set up currently.
Adult Education 1.4.1 Literacy has been a priority on the national agenda as a tool of information and knowledge and as an instrument of social change. The initial target of National Literacy Mission (NLM) was to make 80 million persons in the age group of 15-35 years functionally literate and to cover 345 districts of the country by the end of the year 1995. This target was revised to 100 million persons by the end of the 8th Plan. NLM is now committed to make 100 million people literate by 1998-99 and to bring about total literacy by 2005.
1.4.2 The Total Literacy Campaign (TLC) has become the principal strategy of the National Literacy Mission for eradication of illiteracy in the country. Against the over all target, as on date, 417 districts have been covered under TLCs and 178 districts under Post Literacy Campaigns (PLCs). Since the launching of the campaigns, approximately 80 million persons are reported to have been enrolled under TLCs, out which 38.10 million persons have been made literate. The enrolment under PLCs is 18.44 million, of which 10.22 million neoliterates are participating under Post Literacy phase. Since the inception of National Literacy Mission in 1988 57.96 million persons have been made literate under all Adult Education schemes.
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1.4.3 Keeping in view the fall-out of the implementation of various literacy programmes, both achievements and weaknesses as evidenced through evaluations, new strategies have been developed for effective implementation of the programme during the 9th Plan period. Some of the major initiatives include decentralisation and delegation of powers for approval/implementation of literacy programmes to State Literacy Mission Authorities; Strengthening of State Directorate of Adult Education to act as nodal agencies for better and effective monitoring of the programme; establishment of strong linkages between literacy campaigns and Panchayati Raj Institutions and involvement of Panchayati Raj functionaries in the literacy movement; establishment of strong linkage between the literacy programme and other development programmes; Operation Restoration of projects which could not achieve desired results and the Scheme of Continuing Education for neoliterates.
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 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 NOS has a large and diverse student profile covering learners from 14 years and above without restriction of age. Most of the students are young adults between 18-24 years. In the last registration year of 1995-96, students from educationally and socially disadvantaged categories, comprised women (32.5%), SC and ST (23%), Ex-servicemen (0.36%) and Handicapped (0.70%).
1.5.5 Technological advancement has played a vital role in the expansion of education particularly in distance education.
1.5.6 As a recognition of the meritorious service of teachers working in Primary, Middle and Higher Secondary Schools, 278 awards were conferred by the President during 1996-97.
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1.5.7 A Task Force under the chairmanship of Director, WERT has been constituted to study the functioning of private schools and evolve a Model Code for the service conditions of teachers and other related matter, transparency in the administration of private schools and their admission policies and a mechanism for the disposal of grievances and possible punitive measures.
1.5.8 Under the centrally sponsored scheme of vocational education for students at the +2 stage, emphasis continued to be given to upgrading the skills of students in more than 6000 schools so as to enhance their employability. A collaborative venture with the National Institute of Fashion Technology for introduction of fashion technology in schools is being mapped out.
University And Higher Education 1.6.1 The Higher Education system in India has witnessed a steady growth since independence. At the time of independence in 1947, there were only 20 universities and 500 colleges in the country. At present, there are 166 Central/State Universities, 37 Deemed Universities and 9278 colleges. The students enrolment in institutions of higher education is estimated to the approximately 64.26 lakh students. The teaching staff strength in universities and affiliated colleges stood at 3.10 lakh at the end of 1995-96.
1.6.2 The Mahatma Gandhi Antarrasthtriya Hindi Vishwavidyalaya Act, 1996 and the Maulana Azad National Urdu University Act, 1996 have recently been enacted to establish and incorporate two new Central Universities at Wardha (Maharashtra) and Hyderabad (Andhra Pradesh) respectively. It is expected that these universities would start functioning from the next academic session.
1.6.3 UGC assists, on a selective basis, science and technology departments in Universities for acquiring highly sophisticated equipment to enable them to become internationally competitive in frontier areas of post-graduate teaching and research. Such Departments are selected on the basis of very stringent norms laid down by the Standing Committee of UGC. The departments supported under the above schemes have been given functional autonomy.
1.6.4 The UGC launched new programmes of Vocationalisation of Education at the first degree level w.e.f, academic session 1994-95. The Commission identified 35 vocational courses out of which 1-3 courses can be introduced by the identified universities and colleges.
1.6.5 The UGC has set up Inter-University Centres, as autonomous organisations to provide common facilities, services and programmes to a group of universities or the universities in general for research in the frontier areas of science and technology. Inter-University Centres set up by the Commission from 1986 to 1994 are in the areas of Nuclear Science, Astronomy and Astrophysics, Atomic Energy, Educational
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Communication, Information & Library Science Network and Humanities and Social Sciences.
1.6.6 The UGC has launched specific target-oriented programmes for the educational development of students belonging to weaker sections of society, especially those falling within SC/ST categories.
1.6.7 The Distance Education System has also become very popular as it is not only cost-effective but easily accessible for upgradation of educational skills, particularly in remote areas. Electronic media has played a very constructive role in this area. The Indira Gandhi National Open University acts as the focal point of the system. It is expected that by the end of the 8th Plan, there would be additional enrollment of one million students under Distance Education System.
1.6.8 In pursuance of the provision of 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 Institutes at Hyderabad.
1.6.9 NCRI has encouraged the setting up of Swami Ramanand Tirth Rural Institute at Pochampalli for which State Government transferred 17 acres of land and has agreed to provide 15% of annual expenditure. NCRI has provided seed money of Rs. 10.00 lakhs to SRTRI during 1995- 96 & Rs. 100.00 lakhs during 1996-97.
1.6.10 The Council has received proposals for setting up a Rural Institute, each in Assam, Bihar, Madhya Pradesh, Maharashtra and Orissa. The Budget provision of NCRI during 1996-97 is Rs.300.00 lakhs.
Technical Education 1.7.1 With a view to bringing the benefits of Techno-Economic advances and large scale investments in the Technical Education system to the poorest of poor in the country, the Government of India has been running an institutionalised and structured scheme of Community Polytechnics functioning all over the country along with its Extension Centres in remote/inaccessible areas.
1.7.2 In order to achieve self-reliance and maximum autonomy, a new pattern of funding has been introduced in the Centres of Excellence like IITs, IIMs and IISc., Bangalore. IITs and IISc., Bangalore have launched Technology Development Missions in seven generic areas with the participation of industry. While 6th IIT in Guwahati has started functioning, three new Central Institutes including two IIMs one at Calicut and the other at Indore and an Indian Institute of Information Technology and Management at Gwalior have been approved for being set up, In the two new IIMs at Calicut and Indore, the academic session is starting from July, 1997.