DEPARTMENT OF EDUCATION INTRODUCTORY
Policy and Approach The year 1982-83 was marked by the efforts to implement the new 20-point programme in the field of education in addition to other programmes of prime importance. A conference of Education Secretaries of States and Union Territories was held in New Delhi on January 5 and 6, 1983 to review the progress in this regard as well as review certain priority programmes like Population education, Introduction of ideas of values to students, Review of textbooks from the point of view of national integration etc. It considered indepth some new dimensions in the problems of universalisation of elementary education and adult education, such as, to interlink these programmes with rural development, social forestry, handlooms and handicrafts. The 10+2 pattern of education which forms the basis for Inter-State Mobility of students and teachers was recommended to the State Governments for uniform adoption. Stress was also laid on the introduction of vocationalisation of secondary education for which greater utilisation of the facilities and the services available with the NCERT and the NIEPA were recommended. The management and planning aspects of the implementation of the. primary educational programmes was impressed upon the States and the services of NIEPA were offered towards this end.The State Annual Plan Programmes for 1982-83 were reviewed as well as the provisions for 1983-84, so that adequate resources for the implementation of the Point No. 16 of the 20-Point Programme were ensured.
Planning and Monitoring The monitoring of point No. 16 of the new 20-point programme relating to the Universalisation of elementary education and Adult education programmes was a new and special feature of the Ministry's activity during the year. For this purpose the Bureau of Planning, Monitoring and Statistics of the Ministry prepared a format and submitted periodical reports to the Planning Commission after collecting the same from various States/Union Territories. In addition, it continued to discharge its functions of coordination of the Annual Five Year Education Plans and monitoring the progress of the schemes in the Central and State Sectors.
Annual Plan 1982-83 and 1983-84 The Annual Plan for 1982-83 was finalised and a sum of Rs. 522.22 crores (Rs. 138.00 crores in Central Sector and 384.22 crores in States Sector) was provided for the development of education. For the year 1982-83, the Plan outlay for education constituted 2.48% of the total plan outlay of the country (1.25% of the Central Sector outlay and 3.81 % of the State Sector).
On Education, the proportion of 1982-83 plan outlay to the total Sixth Plan outlay worked out as 20.7% (18.8% of the Central Sector outlay and 12.48% of the State Sector).
For 1983-84, as against the Ministry proposals for an outlay of Rs. 250 crores (inclusive of Rs. 10 crores for science and technology special programmes) an outlay of Rs. 155 crores has been agreed to. This is inclusive of Rs. 5 crores for science and technology special schemes and constitute in all of the Sixth Plan outlay.
Special Component Plan for Scheduled Castes and
Tribal Sub-Plans.For the educational development of Scheduled Castes and Scheduled Castes and Tribal Sub-Plans Tribes the Ministry have proposed to provide above 14% of the divisible outlay for Special Component Plan for Scheduled Castes and 7% of the divisible outlay for the Tribal Sub-Plan areas for the year 1983-84. The corresponding percentage in 1982-83 plan of the Ministry were 12.4 and 6.1 respectively.
Educational Statistics The High Level Committee which was set up by the Ministry to review the entire educational statistical system in the country in March, 1981 has submitted its report,
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Elementary Education The major development in elementary education has been its inclusion in the new 20-Point Programme of the Government as point No. 16. The target-year for reaching the Constitutional goal of universal elementary education under the new 20-Point Programme is 1989-90, in line with the educational objective of the Sixth Plan. Besides, elementary education continued to be an essential component of the Minimum Needs Programme of the Plan.
The programme of universalisation has been pursued during the year with greater vigour, both in the Ministry of Education and in the State/ Union Territory Education Departments. The following constitute the main steps taken in this regard
Holding of regional conferences of State Education Secretaries to take stock of the present position, identify problems and decided on the steps needed for fulfilling the targets. Three such conferences were held during the year : at Gauhati for the North-Eastern Region on February 5-6, 1982; at Chandigarh for the Northern Region on February 11, 1982; and at New Delhi for the Central Region on May 3, 1982.
Holding of a Conference of Education Secretaries-at New Delhi on February 17, 1982, to consider steps 'needed for the operationalisation of primary curricular reform projects with UNICEF assistance. Holding of a National Conference of the Education Secretaries at New Delhi on January 5-6, 1983 in which, among other items. elementary education was considered in great depth.
Convening of the second meeting of the National Committee on Elementary Education at New Delhi on May 12, 1982.
Designating high-level officers of the Ministry as area officers for the 20-Point Programme, i.e., elementary, education and adult education.
Meeting of the State Task Force on Elementary Education in each of the nine educationally backward States.
Mounting of a National Campaign on Universalisation of Elementary Education during the period between the Teachers' Day (5th September, 1982) and the Children's Day (14th November, 1982) for intensive efforts for increasing enrolment and retention at the elementary stage. The Campaign, designed to create a climate for nationwide involvement, was concentrated on actions related to increase enrolment, monitor attendance, fill up vacancies of teachers, recruit woman-teachers and to popularise non-formal education for elementary age-group children. Follow-up action was proposed throughout the academic year.
According to available reports, additional enrolment during 1982-83 in classes I-VIII has been of the order of 40.36 lakh against the target of 40 lakh under the 20-Point Programme. Emphasis under the current Plan is on the, primary stage; it will shift to the middle stage during the next Plan period. Against 117 lakh of additional enrolment during 1980-85 at the primary stage, the achievement during the first three years of the Plan is estimated to be of the order of 65.91 lakh. Against the target of 63 lakh of additional enrolment at the middle stage, the corresponding achievement is of the order of 41.80 lakh. reducing the high drop-out rates at the elementary stage and for improving the retention rates.
In addition, during 1982-83 the total coverage of children under the alternate supportive system of non- formal education was of the order of 23.58 lakh in a total number of one lakh centres, both at primary and middle stages. The nine educationally backward States had a total coverage of 21.02 lakh through 91,000 centres.
The programme of Universalisation is target-group- oriented. Almost all States/Union Territories have quantified the size of their problems relating to the enrolment and coverage of Scheduled Castes and Scheduled
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Tribes with special, emphasis on girls, coverage. For this purpose, many of the States/Union Territories have identified the backward areas/pockets for special intensive efforts, as for the country as a whole, nine State's were identified as educationally backward for special Central assistance.
The major steps taken for intensive efforts in the educationally backward States are as follows :
A National Committee on Elementary Education was constituted in August, 1980 under the chairmanship of the Union Education Secretary with Education Secretaries of these States, Education Adviser of Planning Commission, Director, NCERT and Director NIEPA as members, with Joint Secretary (Schools) in the Ministry of Education as the Member-Secretary.
State Task Force on Elementary Education has been constituted in each of these states under the chairmanship of the State Education Secretary, with members drawn from concerned high officials of the State and representatives from the Government of India in the Ministry of Education, Planning Commission, NCERT and NIEPA. The educationally backward States are being provided special central assistance for the development of their non-formal education programmes under a centrally sponsored scheme on equal sharing basis. The total amount of grant given during the year was Rs. 4.62 crore. The total assistance received by these States since 1980-81 is of the order of Rs. 8.82 crore.
Voluntary educational organisations running non- formal centres in the educationally backward States and academic institutions in any State/Union Territory taking up innovative and experimental non-formal education project are given central grant, on the recommendation of the State Governments. A total grant of Rs. 10.62 lakh has, been Oven during the first three years of the current Plan including Rs. 9.26 lakh during 1982-83 to 24 voluntary organisations and one academic institution. The number of non-formal centres being run by the voluntary organisations for which grants have been sanctioned is 905.
A conference of officers-in-charge of non-formal education in the nine educationally back-ward States was held at New Delhi on August 5-7, 1982, to make a realistic appraisal of the progress achieved, difficulties encountered and steps necessary to put nonformal education programme in full gear in these States.
A total quantity of 7200 metric tonnes of three varieties of paper have been supplied so far to 22 States and five Union Territories having nonformal education programme for production teaching-learning materials. This quantity constituted the requirements for three years, 1979-82. Besides action for procuring and supplying 5450 metric tonnes of paper as the requirement for 1982-83 was initiated during the year. This paper is being supplied with Swedish cash assistance under an Indo-Swedish agreement signed on 20th January, 1980.
Negotiations in securing external assistance in limited projects have been in progress. These are primary school building project with U.K. assistance in one State, primary education (including school building) project with Danish assistance in another State and setting up of workshops for producing elementary science kits with FRG assistance in two or three States. Final decisions were yet to be taken.
Educational Technology Programme In the context of the INSA programme, it was decided to take over educational television programmes, For this purpose, production centres are being set up in the six INSAT States. The Centre for Educational Technology is being strengthened to take on prototype production and training responsibilities.
Population Education Programme The Population Education Programme launched from April, 1980, with the objective of creating in the younger generation an adequate awareness of the population problems and realisation in this regard of their responsi
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bility towards the nation, has entered its third year. While 18 States are implementing this programme in the first two phases, 9 more States and Union Territories have joined this programme during 1982-83.
Value Orientation in Education It is proposed to give a greater stress to value orientation in our educational system by highlighting, apart from conventional values, like nationalism, secularism, knowledge of freedom struggle, pride in heritage, composite culture and harmony with nature. For this purpose, NCERT has developed a syllabus for the elementary classes. They are in the process of developing supplementary readers. A new Scheme of giving financial assistance to voluntary organisations for taking up responsibility for training of teachers in this area has been launched. A scheme to establish resource centres for imparting value oriented education is also being developed.
Physical Education A significant development in Youth Services, Sports and Physical Education was the creation of the Department of Sport, in September, 1982. The Department of Sports is responsible for games, sports, boy scouts,, girl guides, National Discipline Scheme etc. and youth welfare activities (excluding youth hostels), youth festivals, work camp etc. The work relating to physical education remains with the Department of Education in the Ministry of Education and Culture.
The two-fold objective of the current programme of Physical Education and Sports of the Central Government is participation in the main-stream of internationally current programmes of physical education and sports simultaneously with the broad-based mass participation and promotion of the country's traditional and indigenous activities in the field. While formulating, programmes for the promotion of physical education and sports, the complementary nature of competitive sports aimed at excellence and high achievement on the one hand and broad-based mass physical education and sports programmes on the other have been kept in view.
Higher Education The increase in enrolment in 1981-82 which was 7.3 per cent was substantially higher than the average annual rate of growth of 4 per cent registered in the previous decade. The Visiting Committees appointed by the UGC have started visits to various universities to assess their financial needs for various development programmes in the Sixth Plan. Consolidation of the facilities already created in the universities, optimum utilisation of the existing facilities, programmes for linking education with development, restructuring of courses, introduction of courses in new and emerging areas, etc., will receive special attention for financial support. The urgent development programmes of 82 universities have been approved by the Commission pending assessment of their needs by the Visiting Committees. The Commission has so far provided assistance for purchase of books and equipment to 1711 colleges. Over 600 colleges were sanctioned development grants for under-graduate education of which 32 were from tribal areas.